ABSTRACT

In this article we discuss the findings from a qualitative research project that explored the struggles of twelve work-based learners whilst they studied on a Foundation Degree in an English University. It examines the concept of struggle within the current context of Higher Education and discusses the need to acknowledge learners’ emotional domain as a normalised and essential aspect of academic study at university. Concepts of self-belief, self-efficacy and agency were central to this investigation where motivation and purpose for learning presented as critical factors for undertaking the Foundation Degree. The learners’ experiences in undertaking written assignments were analysed to explore implications for practice within universities to meet the complex learning needs of non-traditional, adult learners. The data leads the authors to recommend that universities adopt a pedagogy of transparency for learners within the context of widening participation agendas. Learners’ emotions, we advocate, should be welcomed and nurtured as they frequently precede the business and purpose of a Foundation Degree; that of learning and personal growth.

摘要

在本文中，我们讨论了一个定性研究项目的结果，该项目探索了 12 名以工作为基础的学习者在英国大学攻读基础学位时的挣扎。它考察了当前高等教育背景下的斗争概念，并讨论了承认学习者的情感领域是大学学术研究的规范化和基本方面的必要性。自我信念、自我效能和代理的概念是这项调查的核心，其中学习的动机和目的是获得基础学位的关键因素。对学习者进行书面作业的经验进行了分析，以探索对大学内实践的影响，以满足非传统成人学习者的复杂学习需求。这些数据促使作者建议大学在扩大参与议程的背景下为学习者采用透明的教学法。我们主张，学习者的情绪应该受到欢迎和培养，因为它们经常先于基础学位的业务和目的；学习和个人成长。