The Bachelor's Degree in College Systems: History, Evidence and Argument from England

Autor/inn/en	Allen, Jennifer; Parry, Gareth
Titel	The Bachelor's Degree in College Systems: History, Evidence and Argument from England
Quelle	In: London Review of Education, 20 (2022) 1, Artikel 26 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Allen, Jennifer) ORCID (Parry, Gareth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8460
Schlagwörter	Bachelors Degrees; Educational History; Foreign Countries; Comparative Education; Educational Policy; Technical Education; Continuing Education; Trend Analysis; Partnerships in Education; Outcomes of Education; Access to Education; Higher Education; Classification; Student Attitudes; Educational Experience; Decision Making; Institutional Characteristics; Undergraduate Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? 'Bachelor''s degrees'; Bachelor-Studiengang; History of education; Bildungsgeschichte; Ausland; Vergleichende Erziehungswissenschaft; Politics of education; Bildungspolitik; Technikunterricht; Weiterbildung; Trendanalyse; Hochschulpartnerschaft; Lernleistung; Schulerfolg; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Classification system; Klassifikation; Klassifikationssystem; Schülerverhalten; Bildungserfahrung; Decision-making; Entscheidungsfindung
Abstract	Across major anglophone college systems, institutions in various jurisdictions have gained the authority to award the bachelor's degree. That prospect has come late to further education colleges in England. With its long history of teaching for the bachelor's degree, the English road to awarding powers has features in common with and different from those in North America and Australia. In the modern-day literature on college higher education in England, little attention has been given to the bachelor's degree in its own right. Accordingly, a summary history and a digest of quantitative and qualitative evidence are assembled. Domestic debates are reviewed. Issues for policy and research are signalled. In this way, a platform is provided by which to better connect with international debates and comparisons. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01