Delivering contextual material on a vocational business and public sector programme

Examines the outcomes of an evaluation exercise undertaken by tutors responsible for the delivery of contextual material to first year students on the socio‐demographic environment of business and public services. Working within the precepts of the critical paradigm of curriculum evaluation establishes the extent to which students perceive the course content to be vocational as well as their views on other aspects of the design and delivery of the unit. Describes key elements of the evaluation, namely that it was summative, tutor led, positivist and determinist, structured and quantitative. Assesses the findings which suggest that while, in general, the course is well received more could be done to strengthen its vocational orientation. Outlines how tutors have adjusted the learning and teaching strategy to make the unit more explicitly vocational and steps being taken to ensure that evaluation is a learning experience for students as well as tutors.