Literaturnachweis - Detailanzeige
| Autor/inn/en | Evans, Carl; Richardson, Mark |
|---|---|
| Titel | Accrediting High-School Students' Part-Time Work to Support Effective Transitions to, through and beyond University |
| Quelle | In: Industry and Higher Education, 32 (2018) 1, S.3-8 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0950-4222 |
| DOI | 10.1177/0950422217753099 |
| Schlagwörter | High School Students; Student Employment; Student Adjustment; College Credits; Part Time Employment; Foreign Countries; College School Cooperation; Portfolios (Background Materials); College Readiness; Student Journals; United Kingdom (England) |
| Abstract | Models of accrediting work-based learning are now commonplace in universities. The purpose of this viewpoint article is to highlight an opportunity for universities not only to accredit students' part-time work against the degree award but also to extend the process into schools by accrediting the part-time work undertaken by year 12 and 13 students against their future degree studies. The operations and benefit of adopting such an approach from the perspective of all stakeholders are discussed. Accrediting year 12 and 13 students, and giving appropriate unit credit against the subsequent degree studies, provides universities with enhanced relationships and potential student buy-in and thereby may increase recruitment. It also brings the employability agenda to the forefront and aids students' transition to university. The approach described here offers universities an opportunity to develop relationships with schools and colleges and to encourage buy-in for students to progress to degree programmes. While students' part-time work activities have received much academic scrutiny, the suggestion to accredit pre-university students' work experience to gain accreditation for future degree studies offers a distinct proposition for universities. There are also a number of challenges to be addressed if it is to work effectively, and these too are outlined. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
