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|Title: ||Combining work and study – a solution?|
|Authors: ||Simpson, Edward|
|Affiliation: ||University of Abertay Dundee. School of Contemporary Sciences|
|Issue Date: ||2001|
|Publisher: ||University of Hull|
|Type: ||Conference Paper|
|Rights: ||This is the published version of this conference paper. Reproduced by permission of the publisher. Published version (c)University of Hull, available from http://www.hull.ac.uk/engprogress/|
|Citation: ||Simpson, E. 2001. Combining work and study – a solution? In: G. Cutler and S. Pulko, eds. Student Progression and Retention in Engineering. Hull: University of Hull. pp.166-172. Available from http://www.hull.ac.uk/engprogress/Prog1Papers/AbertaySimpsonCombining%20Work%20and%20Study.pdf|
|Abstract: ||Anyone dealing regularly with advising students is aware of the conflict between academic and non-academic pursuits, in particular paid employment, that can lead to under-performance and absence frequently followed by withdrawal from the course. Work has been perceived as conflicting with study rather than enhancing the learning experience, unless it is part of a sandwich course.
Current progression rates indicate that some of those withdrawing at first and second year are working part-time and not combining work and study effectively. In order to address this issue it was necessary to devise a structured approach that gave credit to students whilst at work that also enhanced the learning experience. To that end, the Advisor of Studies devised a module to help students structure their personal development for work and study.
The purposes of introducing the module were to:
• Improve students’ performance in examinations and coursework.
• Minimise “drop-out” rates.
The design of the programme integrates the skills required for academic study with those developed as a result of employment, voluntary work or vocational training that is not otherwise recognised as a part of the course undertaken.
The module aims to counteract this cause of poor progression by acknowledging and directing the skills and knowledge attained in a non-academic environment. Students who leave with the Diploma in Higher Education and utilised this option are expected to be more likely to return to their studies at a later date.
In conjunction with the assessment strategy adopted it is envisaged that the module will, to a certain extent, address one cause of poor progression.|
|Appears in Collections:||Science Engineering & Technology Collection|
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