Thematic Analysis of the Learning Experience of Joint Honours Students: Their Perception of Teaching Quality, Value for Money and Employability

Autor/inn/en	Pigden, Louise; Jegede, Franc
Titel	Thematic Analysis of the Learning Experience of Joint Honours Students: Their Perception of Teaching Quality, Value for Money and Employability
Quelle	In: Studies in Higher Education, 45 (2020) 8, S.1650-1663 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pigden, Louise) ORCID (Jegede, Franc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1661985
Schlagwörter	Honors Curriculum; Value Judgment; Teacher Effectiveness; Cost Effectiveness; Employment Potential; Majors (Students); Foreign Countries; Educational Experience; Student Attitudes; Undergraduate Students; Sense of Community; Academic Support Services; Feedback (Response); Interdisciplinary Approach; United Kingdom (England); United Kingdom (Liverpool); United Kingdom (Nottingham) + Suchen Sie Ihr Suchwort? Werturteil; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Ausland; Bildungserfahrung; Schülerverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	The focus of the research was students' perceptions of whether joint honours degrees represented a sound student learning experience and led to good academic and employability outcomes. In this minority mode of study for the United Kingdom, students study two academic subjects, rather than the more usual single subject. The qualitative methodology followed was a thematic analysis of self-administered questionnaire data, collected from joint honours students at four English universities in the United Kingdom. The principal results were that the students experienced difficulties in fitting into the two communities of learning for their respective subjects; in being adequately supported; in disparities in teaching, learning and assessment between their two subjects, and in a high workload. The major conclusion was that although the students perceived their learning experiences to have value by virtue of having studied two subjects, a number of issues stymied their achieving the best learning experience possible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01