Teaching vocational undergraduates in a further education college: a case study of practice

Rebecca Soden, Robert Pithers

    Research output: Contribution to journalArticlepeer-review


    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 languageEnglish
    Pages (from-to)85-106
    Number of pages21
    JournalAustralian and New Zealand Journal of Vocational Education Research
    Issue number1
    Publication statusPublished - 2001


    • vocational education
    • training
    • vocational school
    • college
    • case study
    • student
    • teacher
    • further education


    Dive into the research topics of 'Teaching vocational undergraduates in a further education college: a case study of practice'. Together they form a unique fingerprint.

    Cite this