AbstractsEducation Research & Administration

This research study investigates current pedagogical practices and examines the characteristics of the learning environment for design-based degree programmes within UK higher education. Its purpose is to identify current teaching and learning practices across a range of design disciplines within one specific institution in order to evaluate and implement improvements to enhance the undergraduate learning experience. In a period of rapid change, education is faced with higher expectations of what degree programmes are providing and is fast becoming a highly competitive market where the quality of education is paramount. Literature surrounding this subject will be reviewed and discussed focusing on the increase in student participation within vocational subjects, design-based pedagogies, learning theories and the physical learning environment. The triangulation of methods used for this investigation examines two levels of perspective including that of academic tutors and entry-level undergraduates. The data collection methods include academic interviews, undergraduate questionnaires and a student focus group. The research findings were analysed and coded into key themes, these link back to existing research. The study measures the effectiveness of current teaching and learning practices; the academic and undergraduate input provides a detailed insight from tutors who facilitate the degree programs and students who have recent learning experience. The research concludes that practical-based degree programs must incorporate flexibility in the delivery of the subject; a blend of teaching methods is useful in supporting entry-level students in order to develop core subject knowledge, encourage autonomous learning and develop early employability skills.