Credit transfer amongst students in contrasting disciplines: examining assumptions about wastage, mobility and lifelong learning

Paolo, Terry Di; Pegg, Ann

doi:10.1080/0309877x.2011.645471

Cited by 4 publications

(3 citation statements)

References 6 publications

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“…A large number of applications come from students wanting to transfer credit from previous full-time studies and our previous research indicated that many students shift the focus of their studies, their discipline, when they transfer to the OU (Di Paolo and Pegg 2012). This paper builds on this previous research and seeks to advance our understanding of the credit transfer phenomenon in the UK.…”

Section: Credit Transfer and Mechanisms For Re-engagement With Highermentioning

confidence: 97%

Narrating unfinished business: adult learners using credit transfer to re-engage with higher education

Pegg

Paolo

2013

Studies in Continuing Education

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This paper seeks to advance our understanding of the credit transfer phenomenon in the UK. Drawing on interviews with twenty-six part-time mature learners this paper examines the progressive and retrospective orientations to study that surfaced in students' accounts of credit transfer and their life-long learning journeys. A common theme of "unfinished business" appeared to dominate these accounts and a narrative-oriented analysis of the findings revealed the role of credit transfer in enabling students to complete varied personal projects or forms of "unfinished business. The findings of this work suggest that understanding a range of possible narratives that students draw upon to support successful learning is necessary to move forward the flexibility of the student centred curriculum and to support students in re-engaging with higher education.

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Section: Credit Transfer and Mechanisms For Re-engagement With Highermentioning

confidence: 97%

Narrating unfinished business: adult learners using credit transfer to re-engage with higher education

Pegg

Paolo

2013

Studies in Continuing Education

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“…Even within a single field of study such as higher education student mobility is multifaceted. It is inclusive of persistence (Goldrick-Rab and Pfeffer 2009), lateral transfer (Andrews et al 2014); reverse transfer (Bahr 2009a); concurrent enrollment (McCormick 2003); multi-institution attendance (Adelman 1999); the international movement of students (Bhandari and Blumenthal 2013); credit transfer (Di Paolo and Pegg 2013), and more. Much of the work on mobility in higher education has focused on movement between institutions (Bahr 2012).…”

Section: Student Mobilitymentioning

confidence: 99%

The Relationship Between State Policy Levers and Student Mobility

Gross

Berry

2015

Res High Educ

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To address conceptual and methodological shortcomings in the extant literature on student mobility, this study employs event history modeling to describe and explain how state policy levers, specifically state grant aid, relates to mobility and baccalaureate degree completion. We find that state grant aid reduces mobility, but less so than institutional grant aid. We also find that regardless of the form of mobility, it was negatively related to degree completion. This inquiry contributes to work on student mobility, (e.g., McCormick, Transfer behavior among beginning postsecondary students: 1989-94, Tinto, Rev Educ Res 45(1): 1975) by conceptualizing persistence as student flow within and between institutions; and offers a conceptual tool for policy makers seeking to improve college completion.Keywords Student flow Á Event history analysis Á Educational attainment Á Financial aid Á Grants Student mobility-the movement of students into and through postsecondary educationis of growing importance in higher education. Prompted in part by the Obama administration's espousal of the 2020 goal (i.e., to have the highest proportion of college graduates in the world), numerous advocacy, research, policy, and philanthropic organizations have launched broad initiatives focused on getting more students into and through higher education (Russell 2011). These initiatives are being implemented in a context where student pathways through higher education are increasingly diverse and complex. This

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“…But in a context of lifelong learning and greater mobility, students are increasingly seeking to transfer completed modules from one programme to another. For example, Di Paolo and Pegg (2013) report that in 2009/10 the Open University received around 14,000 credit transfer applications, 'many from students wanting to transfer credit from previous full-time studies at conventional universities and colleges of further education (2013, 611)'. There is also an increase in vocational undergraduate qualifications, which offer pathways and direct entry to the final year of undergraduate degrees (Dismore, Hicks, and Lintern 2010).…”

Section: Relative Weight and Creditmentioning

confidence: 99%

Credit allocation and programmes design: insights from metaphor

Paor

2020

Journal of Further and Higher Education

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Volume is the dominant metaphor underlying the European Credit Transfer and Accumulation System (ECTS). Credits are used to 'express the volume of learning based on the defined learning outcomes and their associated workload', with the latter based on volume of student effort. But the convenience of volume can leave the first part overlooked, i.e. 'the defined learning outcomes' and in particular their relative importance or relative weight for achieving the overall programme outcomes. Paying attention to issues of relative weight and volume at module design stage is necessary to ensure overall programme balance and coherence. The second part of the article uses metaphor analysis to draw attention to this. Density, based on volume and weight, provides a more satisfactory metaphor for credit allocation, drawing attention to programme substance, which is what ultimately matters.

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Credit transfer amongst students in contrasting disciplines: examining assumptions about wastage, mobility and lifelong learning

Cited by 4 publications

References 6 publications

Narrating unfinished business: adult learners using credit transfer to re-engage with higher education

Narrating unfinished business: adult learners using credit transfer to re-engage with higher education

The Relationship Between State Policy Levers and Student Mobility

Credit allocation and programmes design: insights from metaphor

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