Foundation Degrees in Geography and Tourism: A Critical Reflection on Student Experiences and the Implications for Undergraduate Degree Courses

Simm, David; Marvell, Alan; Schaaf, Rebecca; Winlow, Heather

doi:10.1080/03098265.2012.692075

Cited by 5 publications

(11 citation statements)

References 23 publications

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“…Moreover, the above-mentioned studies focus mainly on tourism education in the geography departments (Simm, Marvell, Schaaf, & Winlow, 2012). Little is known about tourism geography education in the tourism and recreation departments.…”

Section: Introductionmentioning

confidence: 99%

“…Beyond this, little research has been done on tourism geography education in Southeast or East Asia, especially in Taiwan. Also, a close examination of the relevant literature shows that much attention has been paid to tourism and geography education for bachelor's degrees (Simm et al, 2012), while little has been put on junior college or graduate students, not to mention the differences among them in teaching methods, teaching content, and assessment methods.…”

Section: Introductionmentioning

confidence: 99%

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The state of tourism geography education in Taiwan: a content analysis

Han

Ying-jie

2014

Tourism Geographies

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This study aims to explore the state of teaching tourism geography in Taiwan based on a content analysis of 60 syllabi. The paper investigates institutes and faculties, students, teaching methods, teaching content, and assessment methods in teaching tourism geography in Taiwan. The following conclusions were reached. (1) Tourism geography curricula are primarily implemented in tourism and recreation rather than geography departments. The faculty members with doctoral degrees from geography institutes are increasingly staffed in tourism and recreation departments, while more and more faculty members in forestry, biology, and geology are teaching in the subdiscipline of geography. (2) Geography departments provide diverse and systematic education in the sub-discipline ranging from bachelor's to doctoral degree programs, while only junior college and bachelor's degrees are offered in tourism and recreation departments. (3) Teaching methods such as lecturing, group reports, and discussions are more popular among junior college and bachelor's degree programs, while lecturing, discussion, academic literature reading, and group reports are more common among master's and doctoral degrees in the sub-discipline. The teaching methods appear to be more diverse at higher degree levels. (4) Regional tourism geography is more readily available in junior college curricula, while general tourism geography is taught more in the bachelor's, master's, and doctoral degree curricula. (5) Subject work, mid-term exam, and final exam are more popular assessment tools among junior college and bachelor's degree education, while subject work, reports, attendance, and discussion are more common among master's and doctoral degree education. This paper will help the international academia of tourism geography to gain a better understanding of tourism geography education in Greater China.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The state of tourism geography education in Taiwan: a content analysis

Han

Ying-jie

2014

Tourism Geographies

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“…One of the primary factors for choosing an associate degree may not necessarily be due to the qualification type, but to the accessibility of the institution itself. Proximity of the institution has shown to be a vital factor in the initial decision-making process (Greenbank 2009, Harvey 2009, Simm, Marvell, Schaaf and Winlow 2012, Greenwood and Little 2008, where Burton, Lloyd, and Griffiths (2011) found that forty per cent of their respondents lived less than five miles from the college, two thirds living within ten miles, allowing forty-five per cent to continue living at home (Higgins, Artess, and Johnstone 2010). This is not just an issue in time spent travelling or its associated cost implications, Burton, Lloyd, and Griffiths (2011) found that proximity relieved the worry about being late for lectures and allowed the students to access other learning facilities more readily outside of class time.…”

Section: Introductionmentioning

confidence: 99%

“…Having studied up to Level 3 at a local college may increase the desire to continue at the same institution. The familiarity may be with the physical surroundings as the vast campus environment of some universities has been shown to be daunting for some students (Simm et al 2012). In addition, the familiarity with the support structures and teaching methods that students had encountered at the college setting and was an important decision-making factor (Barron and D'Annunzio-Green 2009).…”

Section: Introductionmentioning

confidence: 99%

“…In addition, the familiarity with the support structures and teaching methods that students had encountered at the college setting and was an important decision-making factor (Barron and D'Annunzio-Green 2009). An area of concern was their assumption that universities do not encourage such an open door policy (Simm et al 2012) and whether there would still be opportunities for formative assessment (Christie et al 2006). The smaller class sizes were highlighted as important as they allowed for social familiarity through more interaction between a small group of learners (Greenwood and Little 2008).…”

Section: Introductionmentioning

confidence: 99%

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An exploration of important factors in the decision-making process undertaken by foundation degree students with respect to level 6 progression

Schofield¹,

McKenzie

2017

Journal of Further and Higher Education

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Deciding what degree to study, and where, are very important decisions to make for a range of practical and economic reasons, and much research has been undertaken in this area. What has not been considered previously is the decision making processes of students who have completed an associate degree, such as a Higher National Diploma or Foundation Degree, and are now considering where to complete their Bachelor education. Associate degrees are often provided by further education colleges (FEC) in partnership with universities, and the choices available to collegebased higher education students are whether to continue at the college or move to university. A mixed methods approach was adopted comprising of an online questionnaire and subsequent focus groups of students studying at HE at a southwest FEC. The findings showed that there is equal importance placed on the practical issues of proximity and familiarity as there is on course suitability, with the only differences between those remaining at college and those moving to university being financially based.College-based higher education, higher education in further education, foundation degree, progression, decision-making, top-up degree

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Vocational and Mature Student Success in Higher Education Foundation Programmes

Black¹

2021

The Journal of Continuing Higher Education

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is a Senior Lecturer in Microbiology and has an interest in investigating the transition which students undergo when entering Higher Education and the impact this has on academic attainment. A Senior Fellow of the HEA, she has also been awarded a PGDip in Academic Studies with the focus of much of her early work on the academic attainment of international postgraduate students when combined with English for Academic Purpose provision. Vocational and Mature Students Success in Higher Education Foundation ProgrammesHigher Education in the UK is pressured to widen participation due to the social justice issues of mobility and movement through the class divide. However, those from lower classes and mature students, elect for qualifications that do not classically allow entry into university, for example, Business and Technology Education Council and Access to Higher Education Diplomas. A solution to this is a university bridging programme. Such a programme was analysed as to whether it prepares different cohorts of students effectively for undergraduate programmes; those who have just missed the entry tariff points but are coming from Advanced levels qualifications, the other coming from non-traditional entry routes. Data from one academic year was anonymised and analysed. Results indicated that students coming from widening participation courses score significantly lower on the programme than those coming from Advanced level awards of any subject. This indicates that vocational and returning to education qualifications fail to prepare students for academia due to being focused on the outcome, rather than the objective, of learning. The study also questions entry tariff point equivalency as it was seen that those with higher points, had nontraditional qualifications, yet performed worse, suggesting entry points cannot be used prognostically.

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Foundation Degrees in Geography and Tourism: A Critical Reflection on Student Experiences and the Implications for Undergraduate Degree Courses

Cited by 5 publications

References 23 publications

The state of tourism geography education in Taiwan: a content analysis

The state of tourism geography education in Taiwan: a content analysis

An exploration of important factors in the decision-making process undertaken by foundation degree students with respect to level 6 progression

Vocational and Mature Student Success in Higher Education Foundation Programmes

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