Thematic analysis of the learning experience of joint honours students: their perception of teaching quality, value for money and employability
Abstract
The focus of the research was students’ perceptions of whether joint honours degrees represented a sound student learning experience and led to good academic and employability outcomes. In this minority mode of study for the United Kingdom, students study two academic subjects, rather than the more usual single subject. The qualitative methodology followed was a thematic analysis of self-administered questionnaire data, collected from joint honours students at four English universities in the United Kingdom. The principal results were that the students experienced difficulties in fitting into the two communities of learning for their respective subjects; in being adequately supported; in disparities in teaching, learning and assessment between their two subjects, and in a high workload. The major conclusion was that although the students perceived their learning experiences to have value by virtue of having studied two subjects, a number of issues stymied their achieving the best learning experience possible.Citation
Pigden, L. and Jegede, F. (2019) 'Thematic analysis of the learning experience of joint honours students: their perception of teaching quality, value for money and employability'. Studies in Higher Education, pp. 1-15. DOI: 10.1080/03075079.2019.1661985Publisher
Taylor and FrancisJournal
Studies in Higher EducationDOI
10.1080/03075079.2019.1661985Additional Links
https://www.tandfonline.com/doi/full/10.1080/03075079.2019.1661985Type
ArticleLanguage
enISSN
03075079EISSN
1470174Xae974a485f413a2113503eed53cd6c53
10.1080/03075079.2019.1661985