Quality in the sandwich year

Abstract

The aims and learning outcomes of the sandwich year are generally still loosely defined, poorly supported, rarely assessed and only in exceptional circumstances influence degree classification.The paper reports the findings of a major DfEE funded study into the BA Business Studies sandwich year. It concludes that if the potential for learning of the sandwich year is to be fully realised it needs to be defined in terms of knowledge, skills and competences. The definition of knowledge used must be carefully framed to include forms not always recognised by universities in the past. Developments outside the universities with Key Skills and Occupational Standards offer nationally recognised reference points “known” to employers that should not be ignored.

Citation

Edmunds, M. (1999), "Quality in the sandwich year", Quality Assurance in Education, Vol. 7 No. 2, pp. 101-112. https://doi.org/10.1108/09684889910269597