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Firming the foundations: an empirical and theoretical appraisal of the foundation degree in England

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Firming the foundations : an empirical and theoretical appraisal of the foundation degree in England . / Yorke, Mantz.

In: Widening Participation and Lifelong Learning, Vol. 7, No. 1, 2005, p. 1-9.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

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Yorke, Mantz. / Firming the foundations : an empirical and theoretical appraisal of the foundation degree in England . In: Widening Participation and Lifelong Learning. 2005 ; Vol. 7, No. 1. pp. 1-9.

Bibtex

@article{c15f235f07f04488b4d9045070efe83e,
title = "Firming the foundations: an empirical and theoretical appraisal of the foundation degree in England ",
abstract = "The two-year full-time equivalent foundation degree was introduced into English higher education in 2000 in order to enhance the contribution of the sector to the national economy. A key component of the foundation degree curriculum is a substantial proportion of work-based learning, which differentiates it to a considerable extent from other qualifications. The foundation degree is also intended to boost the access of under-represented groups to higher education.Initial experience suggests that, broadly, the foundation degree is succeeding although some students have experienced problems. This article discusses some findings from a survey of students from the first two cohorts of foundation degrees and relates these to an approach to employability that is informed by a variety of theoretical perspectives. It concludes with some observations on the future development of the foundation degree.",
author = "Mantz Yorke",
year = "2005",
language = "English",
volume = "7",
pages = "1--9",
journal = "Widening Participation and Lifelong Learning",
issn = "1466-6529",
publisher = "Centre for Widening Participation",
number = "1",

}

RIS

TY - JOUR

T1 - Firming the foundations

T2 - an empirical and theoretical appraisal of the foundation degree in England

AU - Yorke, Mantz

PY - 2005

Y1 - 2005

N2 - The two-year full-time equivalent foundation degree was introduced into English higher education in 2000 in order to enhance the contribution of the sector to the national economy. A key component of the foundation degree curriculum is a substantial proportion of work-based learning, which differentiates it to a considerable extent from other qualifications. The foundation degree is also intended to boost the access of under-represented groups to higher education.Initial experience suggests that, broadly, the foundation degree is succeeding although some students have experienced problems. This article discusses some findings from a survey of students from the first two cohorts of foundation degrees and relates these to an approach to employability that is informed by a variety of theoretical perspectives. It concludes with some observations on the future development of the foundation degree.

AB - The two-year full-time equivalent foundation degree was introduced into English higher education in 2000 in order to enhance the contribution of the sector to the national economy. A key component of the foundation degree curriculum is a substantial proportion of work-based learning, which differentiates it to a considerable extent from other qualifications. The foundation degree is also intended to boost the access of under-represented groups to higher education.Initial experience suggests that, broadly, the foundation degree is succeeding although some students have experienced problems. This article discusses some findings from a survey of students from the first two cohorts of foundation degrees and relates these to an approach to employability that is informed by a variety of theoretical perspectives. It concludes with some observations on the future development of the foundation degree.

M3 - Journal article

VL - 7

SP - 1

EP - 9

JO - Widening Participation and Lifelong Learning

JF - Widening Participation and Lifelong Learning

SN - 1466-6529

IS - 1

ER -