In a project funded by the Subject Centre, we used focus groups to explore students' answers to six questions, including their reasons for going to university and their views of the purpose of higher education. Particular surprises were the invisibility of research to students and the depth of disagreement about the value of seminars. But most significant was the consequence of the dramatic decline in contact hours on arrival at university. Students found it difficult to form supportive study relationships. They also seem unclear about the distinc tion between collaboration and collusion. We end, therefore, by suggesting that learning and teaching practice needs to be illuminated by reflections on critical friendship.
|Publication status||Published - 2009|