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dc.contributor.authorPigden, Louise
dc.contributor.authorJegede, Franc
dc.date.accessioned2019-09-09T08:44:38Z
dc.date.available2019-09-09T08:44:38Z
dc.date.issued2019-09-04
dc.identifier.citationPigden, 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: 10.1080/03075079.2019.1661985en_US
dc.identifier.issn03075079
dc.identifier.doi10.1080/03075079.2019.1661985
dc.identifier.urihttp://hdl.handle.net/10545/624144
dc.description.abstractThe 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.en_US
dc.description.sponsorshipN/Aen_US
dc.language.isoenen_US
dc.publisherTaylor and Francisen_US
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/03075079.2019.1661985en_US
dc.subjecthigher educationen_US
dc.subjectjoint honoursen_US
dc.subjectemployabilityen_US
dc.titleThematic analysis of the learning experience of joint honours students: their perception of teaching quality, value for money and employabilityen_US
dc.typeArticleen_US
dc.identifier.eissn1470174X
dc.contributor.departmentUniversity of Derbyen_US
dc.identifier.journalStudies in Higher Educationen_US
dc.source.beginpage1-14
dcterms.dateAccepted2019-08-26
dc.author.detail783264en_US


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