Effect on Students from Attending a University Degree Programme Run in Partnership with Further and Higher Education Institutions

Autor/inn/en	Walker, Rosie; Reed, Michael; Sutton-Tsang, Samantha
Titel	Effect on Students from Attending a University Degree Programme Run in Partnership with Further and Higher Education Institutions
Quelle	In: Journal of Further and Higher Education, 42 (2018) 5, S.623-632 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walker, Rosie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2017.1302565
Schlagwörter	Partnerships in Education; Adult Education; Higher Education; Vocational Education; Early Childhood Education; College Students; College Programs; Qualitative Research; Program Effectiveness; Student Attitudes; Foreign Countries; Instructional Design; Pacing; Professional Development; Student Development; Transformative Learning; Education Work Relationship; Focus Groups; Student Surveys; United Kingdom (England) + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausbildung; Berufsbildung; Early childhood; Frühkindliche Bildung; Frühpädagogik; Collegestudent; Studienprogramm; Qualitative Forschung; Schülerverhalten; Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Lerntempo; Pädagogische Transformation; Schülerbefragung
Abstract	This paper considers the effect on students from attending a university foundation degree programme delivered in partnership with six further education teaching institutions in England. The programme is situated within the early childhood education sector using an instructional design which promotes higher-level learning within the teaching institution and the workplace. Learning in one environment is aligned to the other. The research process actively involved students and was conducted within ethical parameters approved by a university ethics committee. A qualitative methodology examined data drawn from focus groups, an online survey and content analysis. Programme effect was seen as enhancing personal and professional capability and promoting higher-order learning. The findings go some way towards theorisation and documentation of programme effect by identifying the influence of instructional design and extend knowledge about aligning the pace of teaching and learning with professional practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01