Using dissertation projects to facilitate transitions to university and employment: an exploratory case study |
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| Authors: | Isabella McMurray Cheryl Rafferty Cordelia Sutton Shweta Patel |
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| Institution: | 1. Department of Psychology, University of Bedfordshire, Luton, Bedfordshire, UK;2. Lord Grey School, England, UK;3. Faculty of Education and Language Studies, The Open University, England, UK |
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| Abstract: | The transition between school or college and higher education can be a challenging time for a student. Schools, colleges and universities work together in a number of ways in order to try and ease this process. However, many students still find their first-year experience difficult to adjust to, which can impact on their own development and achievement. This article documents critical reflections on a case study of a teaching, learning and research partnership currently being undertaken between a secondary school where students are taught AS and A Level psychology and a department of psychology in a post-1992 university in England. Drawing upon a social constructivist framework together with Healey’s model of the link between research and teaching, the aims of this study were to explore how undergraduate dissertation students can work with AS and A Level students on their dissertation projects. The study showed that the AS and A Level students found it an enjoyable practical experience, which they felt enhanced their understanding of university studies. The dissertation students found that the experience might be useful for postgraduate studies and future employment. This article highlights the benefits of the process but also the challenges for those involved, particularly if it was to be conducted on a larger scale. |
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| Keywords: | Transitions higher education peer-tutoring dissertation employability |
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