Whose benefit is it anyway? Dispelling the deficit model of non-traditional learners in higher education using focus groups
Although it is a commonly held view that Foundation Year students lack the confidence and the academic skills usually held by ‘typical’ university learners (Ford and Grantham, 2003; Marshal, 2016), anecdotal evidence would contradict this deficit view. Many Foundation Year students have held challen...
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| Format: | Article |
| Language: | English |
| Published: |
The International Education Studies Association
2019-12-01
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| Series: | Educational Futures |
| Subjects: | |
| Online Access: | https://educationstudies.org.uk/?p=11394 |
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