Improving college effectiveness:: frameworks for research and development

Roy Fisher; Bridget Somekh; Stan Gunn; Loraine Powell; Andy Convery; John Gray; Andrew Hensworth

Improving college effectiveness: frameworks for research and development

Roy Fisher, Bridget Somekh, Stan Gunn, Loraine Powell, Andy Convery, John Gray, Andrew Hensworth

Department of Initial Teacher Education

Research output: Contribution to journal › Article

Abstract

There is no agreement across the further education sector about the purposes of colleges or the values that underpin their work. There is no benchmark qualification for students on either entry or exit that could be used to measure value added. In this paper, researchers from further and higher education discuss the nature of frameworks that shape the work of colleges. They offer a 'continua chart' that can be used to analyse the various conflicting frameworks. They suggest changes to the dominant FEFC framework that would be likely to lead to improving college
effectiveness.

Original language	English
Pages (from-to)	47-50
Number of pages	4
Journal	College Research: a journal for further education and lifelong learning
Publication status	Published - 1999

Cite this

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title = "Improving college effectiveness:: frameworks for research and development",

abstract = "There is no agreement across the further education sector about the purposes of colleges or the values that underpin their work. There is no benchmark qualification for students on either entry or exit that could be used to measure value added. In this paper, researchers from further and higher education discuss the nature of frameworks that shape the work of colleges. They offer a 'continua chart' that can be used to analyse the various conflicting frameworks. They suggest changes to the dominant FEFC framework that would be likely to lead to improving collegeeffectiveness.",

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AU - Somekh, Bridget

AU - Gunn, Stan

AU - Powell, Loraine

AU - Convery, Andy

AU - Gray, John

AU - Hensworth, Andrew

PY - 1999

Y1 - 1999

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AB - There is no agreement across the further education sector about the purposes of colleges or the values that underpin their work. There is no benchmark qualification for students on either entry or exit that could be used to measure value added. In this paper, researchers from further and higher education discuss the nature of frameworks that shape the work of colleges. They offer a 'continua chart' that can be used to analyse the various conflicting frameworks. They suggest changes to the dominant FEFC framework that would be likely to lead to improving collegeeffectiveness.

M3 - Article

SP - 47

EP - 50

JO - College Research: a journal for further education and lifelong learning

JF - College Research: a journal for further education and lifelong learning

SN - 1367-5664

ER -

Improving college effectiveness: frameworks for research and development

Abstract

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