Teaching Higher Education Courses in Further Education Colleges
As the number of higher education (HE) courses offered in further education (FE) settings increases, so does the need for teachers and trainee teachers to develop their teaching skills. This text is written for all those working towards QTLS who are teaching or planning to teach HE courses. It examines what it means to teach HE and how a HE environment can be created in an FE setting. It gives guidance on planning, teaching and assessing HE courses in FE. A practical guide for all FE teachers and trainee teachers as the sector adapts to the needs of education today.
- Front Matter
- Subject Index
- Chapter 1: College-Based Higher Education and Widening Participation
- Chapter 2: The HE Ethos – Creating a University Within a College
- Chapter 3: College-Based Higher Education: The Students
- Chapter 4: Planning and Preparing for Teaching HE in FE
- Chapter 5: The Practice of Teaching College-Based Higher Education
- Chapter 6: Assessing Learning in HE in FE
- Chapter 7: Research and Scholarship in HE in FE
- Chapter 8: Managing HE in FE
- Chapter 9: Quality Assurance in College-Based Higher Education
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© Jonathan Tummons, Kevin Orr, Liz Atkins 2013
First published 2013
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
Library of Congress Control Number: 2013943598
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A catalogue record for this book is available from the British Library
ISBN 978 1 44626 746 2 (hbk)
ISBN 978 1 44626 747 9 (pbk)
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About the Authors
We would like to thank all of the FE colleagues we have had the privilege of working with during our respective careers in both the further and higher education sectors. We would also like to thank the students we have met, taught, worked alongside and learned with and from, who have undertaken FE in HE and whose experience is the focus of this book.
Further education (FE) colleges have long been involved in the provision of higher-level programmes of study, but over recent years – and particularly since incorporation – this has expanded. The provision of higher education (HE) courses within FE colleges constitutes a significant aspect of current moves to expand participation in HE more generally. Over recent years, an increasing number of universities have begun to work with FE colleges in order to offer degree-level education. The scale of provision is considerable: degrees, foundation degrees and certificates are available in an increasing number of subject areas. For staff working in FE colleges, HE in FE provision represents a significant moment of personal and professional development, raising new challenges in terms of teaching and learning strategies, assessment practices and quality assurance systems. In writing this book, we provide an up-to-date account of the key debates and issues that surround the provision of HE courses in FE colleges. This is an account that rests on wider research and scholarship, our own research as academics with an interest in HE in FE, and our own current and past experience as practitioners, both in colleges and in universities.
Each of the chapters in this book has been written so that it stands alone: in this way, the reader can elect either to dip in to the text in order to explore particular key themes, or to read the book from cover to cover. A number of pedagogic activities are included in the text. For the reader who wises to pursue these themes in more depth, references appear at the end of each chapter.