This research examines emerging practice and discourse associated with Foundation Degrees (FDs), through a focus on HE provision for Teaching Assistants (TAs). It provides a survey of current provision and sets this provision and its discourse in an historical context. The research aims are both pragmatic and theoretical, to provide information which will be of interest to course designers, and to contribute to the debate on the changing role of the university. The “policy discourse” of Foundation Degrees and the way in which this discourse is interpreted and transformed by HEIs, is analysed. Key official documents and the course promotional literature of 27 institutions is analysed to discern essential features of the discourse in both these contexts. The analysis reveals discontinuities between the official Foundation Degree discourse and the response of HE both in terms of discourse and practice. HE’s response reveals both areas of consensus and difference within the sector which raise questions for the future of HE.
|Number of pages||22|
|Journal||Higher Education Review|
|Publication status||Published - 2004|
Bibliographical note(c) the Authors, 2004
- Foundation degrees