"“Be in our shoes!”: an exploration of the need for a student-centred ethos within Maltese higher vocational education.

Thornhill, Rosetta (2016) "“Be in our shoes!”: an exploration of the need for a student-centred ethos within Maltese higher vocational education. Doctoral thesis, University of East Anglia.

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Students’ dropout rates in Malta remain significantly high despite national and institutional
efforts to address this issue. The purpose of this thesis is to give voice to critical student
perspectives on a diverse set of issues that is typical of contemporary student life. Through
their voices, I examine students’ experiences within Maltese Higher Vocational Institutions.
This thesis uses a mixed methods approach (questionnaire, focus group and observational
field notes) within an ethnographic case study framework, located within the two main
Maltese Higher Vocational institutions - Malta College of Arts, Sciences and Technology
and the Institute of Tourism Studies. The implications of the researcher’s insider status
within one of these institutions is also discussed.
The empirical research starts with an exploration of the current provision of student
support services and moves onto an in-depth and wide ranging documentation of the
myriad challenges that students currently face - academic, institutional, financial and
emotional. By evidencing the volume and range of critique, the thesis aims to show, that
these are not isolated or unique concerns and that they go to the heart of relationships
between students, staff, administrators and management within any educational institution.
It substantiates some of the students’ critique by drawing upon recent external audit reports
for both institutions. It situates the findings within the critical literature calling for greater
student participation in the design and delivery of education and related services. In doing
so, it makes the case of transforming Maltese Higher Vocational Education into a student-centred
educational enterprise which has the ability and willingness to view students as
partners in education. The thesis therefore, also considers key concepts of student voice,
student-centredness, personalised education and student partnership in education and
problematises them.

Item Type: Thesis (Doctoral)
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User: Users 4971 not found.
Date Deposited: 07 Jun 2017 12:46
Last Modified: 07 Sep 2017 08:13
URI: https://ueaeprints.uea.ac.uk/id/eprint/63692


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