Accelerated degrees: an institutional experience - the staff perspective

Research output: Contribution to conferencePaper

Abstract

Accelerated degrees have existed within global higher education for many decades, but have become topical in the UK as a result of a Governmental desire for more universities to offer degree study in this format (UK Government, 2017; DfE, 2019). More flexible learner models to match more diverse student populations are some of the underpinning drivers.

Abertay University has piloted a suite of accelerated degree programmes since 2015 with built-in annual reviews designed to examine the staff and student experience of engagement with this study route. In 2019 a more in-depth survey was instigated to provide a broader understanding of the staff experience of delivering accelerated pathways, as well as ascertaining (through qualitative dialogue) their perceptions of the student experience. This session will provide Abertay context to the accelerated study route, examining staff responses and exploring key points of consideration for managers looking to adopt this delivery format.
Original languageEnglish
Number of pages4
Publication statusPublished - 11 Dec 2020
EventSRHE Annual Research Conference: Creativity, Criticality and Conformity in Higher Education - Celtic Manor, Newport, Wales, United Kingdom
Duration: 11 Dec 201913 Dec 2019
http://www.srhe.ac.uk/conference2019/downloads/SRHE_ARC_Abstracts_2019.pdf
https://www.srhe.ac.uk/conference2019/default.asp (Conference website)

Conference

ConferenceSRHE Annual Research Conference
CountryUnited Kingdom
CityNewport, Wales
Period11/12/1913/12/19
Internet address

Fingerprint Dive into the research topics of 'Accelerated degrees: an institutional experience - the staff perspective'. Together they form a unique fingerprint.

  • Cite this

    Cameron, A. J. (2020). Accelerated degrees: an institutional experience - the staff perspective. Paper presented at SRHE Annual Research Conference, Newport, Wales, United Kingdom. http://www.srhe.ac.uk/conference2019/abstracts/0233.pdf