Higher Education in Further Education: Student Perceptions of the Value of Foundation Degree Qualifications

Autor/in	Robinson, Denise
Titel	Higher Education in Further Education: Student Perceptions of the Value of Foundation Degree Qualifications
Quelle	In: Research in Post-Compulsory Education, 17 (2012) 4, S.453-469 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
DOI	10.1080/13596748.2012.738990
Schlagwörter	Higher Education; Educational Opportunities; Student Attitudes; Adult Education; Foreign Countries; Student Experience; Public Policy; Social Mobility; Qualifications; Access to Education; Hermeneutics; Semi Structured Interviews; Focus Groups; Introductory Courses; Politics of Education; Value Judgment; Program Effectiveness; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsangebot; Bildungschance; Schülerverhalten; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Studienerfahrung; Öffentliche Ordnung; Soziale Mobilität; Qualifikation; Qualifikationsstufe; Access; Bildung; Zugang; Bildungszugang; Hermeneutik; Einführungskurs; Educational policy; Bildungspolitik; Werturteil; Großbritannien
Abstract	This paper seeks to illuminate the crucial and contradictory features of Higher Education (HE) in Further Education (FE) student experience as seen through students' perceptions. The empirical study of Foundation degree (Fd) students studying in FE Colleges using a critical hermeneutics approach, raises a contrasting perspective on the HE in FE landscape. It points to the students' emerging critical awareness of the perceived limitations of the Fd qualification within the HE landscape and offers an insight into differing critiques of widening participation and opportunities for social mobility (Ainley 2009; Osborne 2006). This is in contrast to various UK government policy statements which claim that widening participation strategies will result in a realignment of access to educational opportunities at HE level and that such widening participation students will be incorporated into a social framework that will facilitate economic prosperity for individuals and the economy. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10