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Beyond the binary: using practice theory to explore teacher pedagogic practice in college HE

Beyond the binary: using practice theory to explore teacher pedagogic practice in college HE

Rapley, Eve ORCID: 0000-0002-7672-6129 (2016) Beyond the binary: using practice theory to explore teacher pedagogic practice in college HE. AoC Scholarship Project Think Piece.

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Abstract

As the Dylan song goes, The Times They Are a-Changin'. As UK HE faces increasing scrutiny with the advent of the TEF (Teaching Excellence Framework) and the potential to charge increased tuition fees, institutions providing HE are acutely aware of the ‘student as customer’ culture and all expectations this brings. College HE is part of this changing landscape but still continues to suffer from some image problems, as Parry et al. (2012) remarked, suggesting HE in FE enjoyed “less status than the ‘mainstream’ undergraduate education…for a few, it is not ‘real’ higher education” (p.23).

More recently, college HE has been shifting its demographic from its once traditional profile of mature, part time and widening participation students (King and Widdowson, 2012), to students beyond these traditional parameters who are seeking to gain HE qualifications at a college, rather than at a university. With around one in 12 higher education students attending further education colleges (Matthews, 2012), more colleges beginning to seek the opportunity to gain FDAP/TDAP (Foundation/Taught degree awarding powers), and college HE being reviewed in the same way as university counterparts with the QAAs Higher Education Review (HER), the way in which college HE is conceived and taught has never been more subject to discussion and debate.

Item Type: Article
Uncontrolled Keywords: College HE
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / Department / Research Group: Educational Development Unit
Last Modified: 24 Feb 2021 18:56
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/30641

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