Foundation Degree Students and Their Educational Decision-Making

Autor/in	Greenbank, Paul
Titel	Foundation Degree Students and Their Educational Decision-Making
Quelle	In: Education & Training, 51 (2009) 4, S.259-271 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/00400910910964557
Schlagwörter	Associate Degrees; Two Year College Students; Decision Making; Influences; Information Sources; Business Education; Working Class; Middle Class; Foreign Countries; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Influence; Einfluss; Einflussfaktor; Information source; Informationsquelle; Wirtschaftserziehung; Wirtschaftspädagogik; Arbeiterklasse; Mittelschicht; Ausland
Abstract	Purpose: The purpose of this paper is to examine the decision-making process of students who decided to study for a foundation degree. Design/methodology/approach: The research involved interviewing 30 students who were on, or had recently completed, a business-related foundation degree. Findings: This study found that students were not adopting a rational/comprehensive approach when making the decision to study for a foundation degree. The students only utilised limited sources of information; they did not consider a range of different options; and they often relied on informally absorbed information and their intuition. This paper argues that these students need impartial "hot" sources of advice that are easy to access. The students should also be provided with the opportunity to critically evaluate their decision-making and should be encouraged to develop alternative, more comprehensive, approaches to decision-making. Originality/value: This paper sets out a novel approach to preparing students for making choices about higher education which involves focusing on the process of decision-making. It also argues against targeting support at working class students on the grounds that students from middle class backgrounds also exhibit a lack of understanding of higher education and flaws in the way they make decisions. (Contains 1 table and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10