‘Teaching’ or ‘support’? The poisoned chalice of the role of Students’ Skills Centres
| Autor: | Linda Anne Barkas |
|---|---|
| Rok vydání: | 2011 |
| Předmět: | |
| Zdroj: | Journal of Further and Higher Education. 35:265-286 |
| ISSN: | 1469-9486 0309-877X |
| DOI: | 10.1080/0309877x.2011.558889 |
| Popis: | After the 1992 Further and Higher Education Reform Act enabled polytechnics and the qualifying franchised colleges to be renamed universities or higher education institutions, the dominance of the rhetoric of skill development aggravated long‐standing schisms between further and higher education about whether or not degree‐level courses should be available in further education. One aspect of these disagreements concerns the dominance of a skills deficit model and its influence in learning and teaching. This article draws on the findings of a study into the role of a Students’ Skills Centre (SSC) in a post‐1992 university. It focuses on how and why working in SSCs is envisaged as a subordinate function, as a ‘support’ and not a ‘teaching’ role. The research study utilised both quantitative and qualitative research methods in a case‐study design to examine the nature of students’ requests for help in an SSC. The article argues that academic skills, including writing, study and key skills, are more effective... |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|