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The extended project qualification (EPQ): a case study to determine factors generating successful post-16 learning programme enactment
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Muir, Faith (2019) The extended project qualification (EPQ): a case study to determine factors generating successful post-16 learning programme enactment. PhD thesis, University of Warwick.
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Official URL: http://webcat.warwick.ac.uk/record=b3714521
Abstract
The purpose of this thesis is to determine key factors generating successful post-16 learning programme enactment, specifically with regard to its management and delivery. The study focuses on a specific example of a Level 3 learning programme, the Extended Project Qualification (EPQ) which is designed to offer students an extended opportunity to develop and demonstrate project management and research skills through creation of a project tailored to reflect their personal needs, aspirations and preferences. They enjoy substantial freedom of choice and breadth of scope regarding project topic and outcome, and the emphasis for assessment is placed firmly on process rather than content. With no prescribed syllabus, EPQ centres are at liberty to vary the programme’s content and style to best fit their circumstances and students’ needs.
The approach taken to realising the research aims is multiple case study of three different sixth form centres, each highly experienced in running the EPQ. Underpinning the methodology has been the application and adaptation of Ball et al’s (2012) concept of the policy enactment process – development/encoding, interpretation/decoding, translation/recoding – to form a conceptual framework for learning programme enactment. In addition, investigations have focused on the interaction of enactment ‘actors’ with the unique mix of interrelated contextual dimensions surrounding the process.
Through the use of constructivist grounded theory coding techniques, findings have emerged that clearly reflect the informants’ own views, values and priorities. Outcomes have included an analytical framework comprising sixteen focused codes and conceptual themes, detailed code profiles and rich data from the three centres. A substantial literature review has also been conducted on the EPQ’s origins and evolving purpose. Conclusions drawn suggest that successful learning programme enactment is more to do with how actors engage in the ‘translation’ element of enactment than with what contextual opportunities or challenges may be available to them.
| Item Type: | Thesis (PhD) | ||||
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| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education |
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| Library of Congress Subject Headings (LCSH): | Extended Project Qualification, Advanced supplementary examinations, High schools -- Great Britain -- Examinations, Education, Secondary | ||||
| Official Date: | April 2019 | ||||
| Dates: |
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| Institution: | University of Warwick | ||||
| Theses Department: | Centre for Education Studies | ||||
| Thesis Type: | PhD | ||||
| Publication Status: | Unpublished | ||||
| Supervisor(s)/Advisor: | Abbott, Ian, 1955- | ||||
| Format of File: | |||||
| Extent: | 423 leaves : illustrations | ||||
| Language: | eng |
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