NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1023187
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0158-037X
A Phenomenographic Study of Students' Conceptions of Quality in Learning in Higher Education in Rwanda
Mbabazi Bamwesiga, Penelope; Fejes, Andreas; Dahlgren, Lars-Owe
Studies in Continuing Education, v35 n3 p337-350 2013
The aim of this study is to understand the different ways that university students conceptualise quality in learning by drawing on a phenomenographic approach. A total of 20 students in higher education in Rwanda were interviewed and analysis of the interviews generated an outcome space of conceptions of quality in learning as transformation, practice, knowledge durability and employability. The findings illustrate the importance of the relationship between education and work as an important aspect of conceptions of quality in learning. This relationship connects to the discourse of employability in which graduates are expected to become flexible and adaptable to changes in context and over the course of time.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Rwanda