Shah, Javeria Khadija;
(2020)
A Qualitative Longitudinal Case Study inquiry from 2009 to 2018, into the ecological associations between staffs’ policy enactment narratives in an English Further Education College, and the lived experiences and life courses of six GCSE failed level 2 media learners.
Doctoral thesis (Ph.D), UCL (University College London).
Abstract
This study is motivated by the experiences of this author in the English Further Education (FE) sector as a level 2 media learner and lecturer during a period of policy churn and reform to the level 2 vocational framework. These experiences led to questions regarding the long-term effects of policy enactment on level 2 media learners. Current educational research lacks in qualitative longitudinal studies that adopt: • ecological approaches to connect institutional level policy enactment to the long-term outcomes for learners classified as GCSE failed or of low ability • person centred methodologies that elicit policy actor voice to explore the effects of policy churn • a focus on post FE outcomes for learners that have undertaken a low-level vocational media course In its use of a qualitative longitudinal research design that uses person centred methodologies, this research eschews from traditional positivist approaches that view policy as self-contained and under-theorise its role in the lives of local actors (Weaver-Hightower 2008). The thesis builds an ecological picture of local policy enactment and lived experience by using the voice of two Media lecturers, a principal, and six level 2 media learners at an FE College - to provide longitudinal insights from across nine years, into the effects of policy ecology on the trajectories and outcomes for the young people in this study. This research suggests that factors such as academic failure and college policy enactment can influence the ecological narratives and learning experiences of young people. Findings from the study indicate a complexed policy driven ecology with nuanced effects on learner trajectories, which are often messy. Learners long-term outcomes present as mixed, ranging from successful transitions to work and employment, to problematic in the shape of learners’ status as not in employment, education, or training (NEET).
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ph.D |
| Title: | A Qualitative Longitudinal Case Study inquiry from 2009 to 2018, into the ecological associations between staffs’ policy enactment narratives in an English Further Education College, and the lived experiences and life courses of six GCSE failed level 2 media learners |
| Event: | UCL (University College London) |
| Language: | English |
| Additional information: | Copyright © The Author 2020. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) Licence (https://creativecommons.org/licenses/by-nc-nd/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10113962 |
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