Collaborative partnership in the higher education curriculum: a cross-sector study of foundation degrees
Collaborative partnership in the higher education curriculum: a cross-sector study of foundation degrees
The emergence of Foundation Degree programmes in response to employer workforce development needs provides a rich environment for the study of undergraduate curriculum innovation in the context of cross-sector partnerships in postcompulsory education. This article presents the findings of a case study of foundation degree development by consortia involving employer groups in the private and public sectors, six further education colleges and a research-led University. All three sectors shared a common goal of widening participation and the development of skills, yet contrasts in the range of other aims that each sought generated significant challenges to the curriculum development team. This qualitative study draws on evidence from documentary analysis, participant observation and semi-structured interviews of the major stakeholders over a period of 2 years. It highlights the barriers to effective curriculum change within partnership contexts and the benefits that can accrue.
collaboration, partnership, higher education, currciulum development, foundation degree, employer
351-372
Foskett, Rosalind
dae4038b-fd31-4fbb-a7db-f246edc85730
October 2005
Foskett, Rosalind
dae4038b-fd31-4fbb-a7db-f246edc85730
Foskett, Rosalind
(2005)
Collaborative partnership in the higher education curriculum: a cross-sector study of foundation degrees.
Research in Post-Compulsory Education, 10 (3), .
(doi:10.1080/13596740500200210).
Abstract
The emergence of Foundation Degree programmes in response to employer workforce development needs provides a rich environment for the study of undergraduate curriculum innovation in the context of cross-sector partnerships in postcompulsory education. This article presents the findings of a case study of foundation degree development by consortia involving employer groups in the private and public sectors, six further education colleges and a research-led University. All three sectors shared a common goal of widening participation and the development of skills, yet contrasts in the range of other aims that each sought generated significant challenges to the curriculum development team. This qualitative study draws on evidence from documentary analysis, participant observation and semi-structured interviews of the major stakeholders over a period of 2 years. It highlights the barriers to effective curriculum change within partnership contexts and the benefits that can accrue.
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Published date: October 2005
Keywords:
collaboration, partnership, higher education, currciulum development, foundation degree, employer
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Local EPrints ID: 21027
URI: http://eprints.soton.ac.uk/id/eprint/21027
ISSN: 1359-6748
PURE UUID: e1101583-a408-414f-b4dc-745f312c7b16
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Date deposited: 09 Mar 2006
Last modified: 15 Mar 2024 06:27
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Author:
Rosalind Foskett
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