Widening Participation to Sandwich Courses: Temporal Challenges
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| Title: | Widening Participation to Sandwich Courses: Temporal Challenges |
|---|---|
| Language: | English |
| Authors: | Rachel Brooks (ORCID |
| Source: | Studies in Higher Education. 2024 49(11):2222-2234. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Higher Education, Employment Potential, Job Placement, Student Employment, Student Attitudes, Barriers, College Programs, Scheduling, Administrator Attitudes, Minority Group Students |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1080/03075079.2023.2295512 |
| ISSN: | 0307-5079 1470-174X |
| Abstract: | Within the UK, sandwich courses, i.e. degree programmes that include a year spent on a work placement, usually during the third year of a four-year course, are increasingly offered by higher education institutions to maximise the proportion of their graduates moving into employment and, particularly, jobs that are deemed 'graduate-level'. Indeed, there is evidence of a strong positive correlation between participation in sandwich courses and employment. Although this positive impact is particularly marked for students from widening participation (WP) backgrounds, such students are also significantly less likely to undertake a sandwich course. The article draws on 50 interviews with higher education staff and students to argue that many of the most significant barriers experienced by WP students are related to various temporal challenges. In doing so, it expands the body of work on the frequent mismatch between hegemonic university time and the time of students from under-represented backgrounds. In addition, it argues that WP students are less able than their more privileged peers to take advantage of the 'slow time' necessary to undertake a work placement, and that the rhythms of external actors are also relevant when explaining the challenges faced by WP students. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1447914 |
| Database: | ERIC |
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| Abstract: | Within the UK, sandwich courses, i.e. degree programmes that include a year spent on a work placement, usually during the third year of a four-year course, are increasingly offered by higher education institutions to maximise the proportion of their graduates moving into employment and, particularly, jobs that are deemed 'graduate-level'. Indeed, there is evidence of a strong positive correlation between participation in sandwich courses and employment. Although this positive impact is particularly marked for students from widening participation (WP) backgrounds, such students are also significantly less likely to undertake a sandwich course. The article draws on 50 interviews with higher education staff and students to argue that many of the most significant barriers experienced by WP students are related to various temporal challenges. In doing so, it expands the body of work on the frequent mismatch between hegemonic university time and the time of students from under-represented backgrounds. In addition, it argues that WP students are less able than their more privileged peers to take advantage of the 'slow time' necessary to undertake a work placement, and that the rhythms of external actors are also relevant when explaining the challenges faced by WP students. |
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| ISSN: | 0307-5079 1470-174X |
| DOI: | 10.1080/03075079.2023.2295512 |
