Debbie Meharg

• MSc Computer Science
• Lecturer at Edinburgh Napier University

The COVID‐19 pandemic disrupted education across the world as campuses closed to restrict the spread of the virus. UK universities swiftly migrated to online delivery. The experiences of students and staff during this transition can inform our return to campus and our ability to deal with future disruption. This study draws on Moore's theory of tra...

Degree apprenticeships in the UK represent a shift in approach to degree-level study. As the model matures, it is important to hear perspectives of apprentices. Using Q methodology, the study aims to identify the different apprentices’ viewpoints of the apprenticeship, exploring aspects of belonging, support, challenges and views of the learning ex...

Students who progress to higher education from further education colleges are faced with academic, social, and logistical challenges during their transition. In general, they find university life more challenging compared to students who have been at university for two years already. The Associate Student Project (ASP) is an intervention programme...

This paper describes a study investigating whether apprenticeship computing degrees in Scotland are attracting additional entrants who will become IT professionals and fill a skills need. Government policy reports, from around the world, set out plans to address computing skills shortages by introducing additional education or training programmes [...

This study explores student transitions from further (FE) to higher (HE) education through the Associate Student Project (ASP) and examines the effectiveness of this enhanced transition programme for direct entry students. Universities are expected to plan transitions for young people, ensuring courses support articulation and provide seamless prog...

This paper applies Whitchurch’s (2008) concept of the ‘third space’ to the emergent territory occupied by further education college students as they ‘cross the boundary’ to continue their studies at the university. Findings reveal that these transitioning students face barriers to success, feelings of being isolated and encounter negative perceptio...

ABSTRACT: Despite increased investment in transition between further education and higher education during the last 10 years, direct entrants remain less likely to take an active part in class, less likely to feel part of the academic community, and also less likely to get involved in student representation (Higher Education Academy, National Union...

In Scotland, one strategy for increasing participation at university for people from deprived socio-economic areas is to provide academic pathways from vocational courses at college to university. Using the Scottish Credit and Qualifications Framework, college students can use their vocational qualifications to enter into the second or third year o...

Eccles et al.'s 'Expectancy-Value Model of Achievement Motivation' (2000) states that 'an individual's choice, persistence, and performance can be explained by their beliefs about how well they will do on the activity and the extent to which they value the activity' [1]. This paper employs Eccles et al.'s theoretical framework to identify performan...