Foundation Degrees for Teaching Assistants: The Research Imperative

Abstract

This paper proposes and discusses the need for research into foundation degrees which have been specifically developed for teaching assistants. This is necessary to develop knowledge and understanding due to the deficiency of pertinent research and potential consequences to all those involved. All relevant parties, from policy makers to individuals, need available to them the latest information rooted in knowledge, in order to support effective decision making. The author makes the case for undertaking this research through the interpretive approach, in that the ‘reality’ is what it is construed to be, to be accessed through the adoption of the frame of reference of the participants. By exploring the relevant context of the particular policies, social processes and social structures involved, the impact and association that exists could also be acknowledged, along with the environment in which the relevant population operates. These include those at the macro-level or socio-structural level, the meso-level or institutional/organisational level and at the micro-level or personal/individual perspective. Within these levels, foundation degrees will be discussed, examining their influence on areas such as widening participation and in particular – teaching assistants. It is proposed that the consequences of foundation degrees for teaching assistants may be so significant and wide ranging that it is imperative to research without delay the impact on all those involved.