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ERIC Number: EJ973214
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0309-877X
Students' Perceptions of Foundation Degrees
Ooms, A.; Burke, L. M.; Marks-Maran, D. J.; Webb, M.; Cooper, D.
Journal of Further and Higher Education, v36 n3 p403-421 2012
In 2008 there were 87,339 people enrolled on foundation degrees (FDs) in the UK (Foundation Degree Forward, 2009), and educational institutions in the UK offered 1700 different foundation degrees in over 25 subjects, with nearly 900 more in development (Action on Access, 2010). In addition, student views are seen to be of importance, as demonstrated by the National Student Survey and the notion of the student as consumer. This paper reports on a study of the views of students undertaking FDs in one university. A mixed-methods evaluation approach was used. Data were collected from students through questionnaires, interviews and focus groups. This was an ambitious project that yielded a vast amount and range of qualitative and quantitative data across multiple cohorts of seven different foundation degrees. Overall, students' perceptions are positive, although some findings vary from one foundation degree to another. Across all subjects, students were agreed on their positive rating on five of the key elements of FDs. There was also agreement that employers did not, on the whole, value the foundation degree qualification. This paper presents the findings of this study and conclusions are drawn that add to the literature about FDs that will be of relevance to those involved in the development and delivery of FDs. (Contains 9 tables.)
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: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom