Abstract
An avowed aim of higher education is to enable students to become able to think well, although what this might mean is problematic. This study contributes to our understanding of lecturers' and students' attempts to work towards this end in vocational degree courses provided in the further education sector. It describes these attempts from the viewpoint of students and lecturers. Individual interviews were conducted with 60 undergraduates in a further education college and with 10 lecturers. Additionally, a teaching session with each of the lecturers was observed, and 45 of the students responded to a questionnaire. The paper raises questions about how students' previous education experience might impact on current learning, about what might count as good practice in the circumstances described and about impediments to improving practice.
| Original language | English |
|---|---|
| Pages (from-to) | 85-106 |
| Number of pages | 21 |
| Journal | Australian and New Zealand Journal of Vocational Education Research |
| Volume | 9 |
| Issue number | 1 |
| Publication status | Published - 2001 |
Keywords
- vocational education
- training
- vocational school
- college
- case study
- student
- teacher
- further education