Research Output

Dr Who and the Curriculum Planners: early observations from a longitudinal study of Associate Students’ transition to University

  This paper explores early observations from a longitudinal study of second year Associate Students studying HNs in colleges prior to making their way to university for third and final year of engineering degree programmes. We consider assumptions about the transfer of learning that underpin the Scottish Credit and Qualifications Framework (SCQF), suggesting that the framework oversimplifies student transitions between different sectors. Three different perspectives on student transitions are used as an entry point to explore data obtained from focus groups, observations and informal interviews. We identify two distinct emerging themes; confidence in curriculum alignment between HN and degree programmes and puzzlement about some of the signifiers of sociocultural differences between college and university.

http://www.enhancementthemes.ac.uk/docs/paper/dr-who-and-the-curriculum-planners-early-observations-from-a-longitudinal-study-of-associate-students-transition-to-university.pdf?sfvrsn=6

  • Date:

    01 January 2015

  • Publication Status:

    Published

  • Library of Congress:

    LB2300 Higher Education

  • Dewey Decimal Classification:

    378 Higher education

  • Funders:

    Edinburgh Napier Funded

Citation

Fotheringham, J., & Stupart, A. (2014). Dr Who and the Curriculum Planners: early observations from a longitudinal study of Associate Students’ transition to University. In International Conference on Enhancement and Innovation in Higher Education : conference materials, 351-360

Authors

Keywords

Sociocultural; SCQF; college; Scottish Credit and Qualifications Framework

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