The role of 'perception' in divergent approaches to teaching and learning through the transition from foundation to bachelor degree: a preliminary exploration

摘要: Some 100,000 students in England, Wales and Northern Ireland are now studying for a foundation degree, with around 75% of this number being located further education institutions (FEIs) (HEFCE, 2010). On completion the short-cycle degree an FEI, significant proportion will transfer to different higher institution (HEI) complete final year bachelor level study. The transitional processes experiences such often complex divide into myriad component parts, including meeting expectations, social academic integration framing new identities. Discourses on roles played by 'perception' lived 'reality' pervade literature student transitions, that motivations task requirements play as key contributory factors leading withdrawal (Davies et al., 2004; Tinto, 1993). Such discourses also aid understanding impact approaches teaching learning during educational transitions. However, FEI-based students, unlike their HEI-based counterparts, these defined across dual divide. While there have been recent studies about experience degrees (Burton 2011; Morgan, Pike & Harrison, Schofield Dismore, Winter 2010), remains little empirical research specifically examines group students. This paper identifies preliminary findings emerging from longitudinal study examining transition one further/higher collaborative partnership.