Thematic analysis of the learning experience of joint honours students: their perception of teaching quality, value for money and employability

Journal article


Pigden, L. and Jegede, Franc 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. https://doi.org/10.1080/03075079.2019.1661985
AuthorsPigden, L. and Jegede, Franc
Abstract

The 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.

Keywordshigher education; joint honours; employability
Year2019
JournalStudies in Higher Education
PublisherTaylor & Francis
ISSN03075079
1470174X
Digital Object Identifier (DOI)https://doi.org/10.1080/03075079.2019.1661985
Web address (URL)http://hdl.handle.net/10545/624144
hdl:10545/624144
Publication dates04 Sep 2019
Publication process dates
Deposited09 Sep 2019, 08:44
Accepted26 Aug 2019
ContributorsUniversity of Derby
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