Credit Transfer amongst Students in Contrasting Disciplines: Examining Assumptions about Wastage, Mobility and Lifelong Learning

Autor/inn/en	Di Paolo, Terry; Pegg, Ann
Titel	Credit Transfer amongst Students in Contrasting Disciplines: Examining Assumptions about Wastage, Mobility and Lifelong Learning
Quelle	In: Journal of Further and Higher Education, 37 (2013) 5, S.606-622 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2011.645471
Schlagwörter	Foreign Countries; Transfer Students; College Credits; Transfer Policy; Lifelong Learning; Part Time Students; Higher Education; Open Universities; Student Surveys; Gender Differences; Employment Level; Student Motivation; Occupational Aspiration; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulwechsel; Schulwechsel; Studienortwechsel; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Life-long learning; Lebenslanges Lernen; Part-time students; Teilzeitstudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Offene Universität; Schülerbefragung; Geschlechterkonflikt; Beschäftigungsgrad; Schulische Motivation; Berufsneigung; Berufsziel; Großbritannien
Abstract	While arrangements for credit transfer exist across the UK higher education sector, little is known about credit-transfer students or why they re-engage with study. Policy makers have cited credit transfer as a mechanism for reducing wastage and drop-out, but this paper challenges this assumption and instead examines how credit transfer serves different constituencies of students. Findings are presented from a survey of 256 students transferring credit to the Open University and a review of their Credit Transfer Applications. Half the students were enrolled on arts modules; the remainder of students were studying modules in maths, computing and technology. The findings of this research reveal differences between these groups of students in terms of the origins of their past credit, the quantity of past credit they transfer and the ways in which their current studies are connected to future plans and aspirations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10