NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1429320
Record Type: Journal
Publication Date: 2024
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-3108
EISSN: EISSN-1460-7018
Being First: The Student Experience at a New Higher Education Provider
Nick Mapletoft; Olga Charlotte Mapletoft; Tara Henderson
Perspectives: Policy and Practice in Higher Education, v28 n3 p152-159 2024
This research investigates the initial degree programme of a new Higher Education Provider (HEP) through a practitioner-based case study focusing on the experiences of senior leaders enrolled as mature degree apprentices. The qualitative study utilised an interpretivist and constructivist approach involving in-depth interviews and a focus group. Key observations include positive and negative experiences, centred around adult learning and work-based learning attributes, and resonate significantly with the concept of mode-2 knowledge. Initial challenges surfaced around establishing effective student representation and a functioning Staff and Student Liaison Committee (SSLC), pinpointing the new provider's struggles in fostering a culture that encourages student voice and empowerment. Despite inadequate formal channels, students sought alternative methods to voice their concerns. The study not only highlights the issues of the feedback loop and student representation but also significantly contributes to the growing body of knowledge surrounding English degree apprenticeships and the unique perspective of HEP staff-as-student.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A