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Failing Students in Higher Education explores failure from different vantage points: its social and political context; its implications for teachers and learners; and the practices and procedures of the assessment, support and administrative systems surrounding failing students in higher education.
Failing and the possibility of failing are everyday experiences in higher education, yet rarely discussed. This text integrates discussions of drop-out, retention and student progress alongside the notion of academic failure. While management of student 'through-put' is of interest to politicians, educators have to manage and understand failing as an important part of the process of learning.
This text incorporates new empirical data along with practitioner experience (relating to student counselling, learning support and administration, as well as the more traditional roles of academic staff) and analyses practice issues within a policy framework that takes into account past and current political trends.
List of contents
Setting the scene
Part one: Policies and patterns
A short history of failure
Academic failure
a retrospective view from non-completing students
A joined up policy approach to student support
Policy implications
government, funding councils and universities
Part two: Teachers and learners
Learning to fail
Failing teachers, failing students
Open as to failure
Developing a positive approach to failure
Redesigning success and failure
Part three: Working with students
Student counselling and students' failure
The administrator's tale
Struggling to learn
Failing to assess or assessing failure?
References
Index.
About the author
Moira Peelo is Study Consultant in the Higher Education Development Centre and Research Associate in the Department of Applied Social Science, Lancaster University. Her research interests are in student learning and marginality in education, health and crime.
Terry Wareham is Director of the Higher Education Development Centre, Lancaster University, responsible for staff, educational and organizational development within the institution. Her research interests are in the area of higher education teacher development.
Summary
Integrates discussions of drop-out, retention and student progress alongside the notion of academic failure. This book includes empirical data along with practitioner experience and analyses practice issues within a policy framework that takes into account political trends.
