The purpose of this chapter is to consider both the tensions and the possibilities of partnership approaches to the development of Foundation degrees. Its focus is a case study of development, and it uses data from a development workshop constructed around the explicit articulation of partner perspectives of priorities for teaching and learning. The premise for this approach is that partnership is conveniently used by policy-makers as the vehicle of delivery, but the processes and tensions in development through partnerships are undertheorised. After contextualizing and describing the case study, this chapter offers an outline of and rationale for the methodology, and then presents and analyses the data. It concludes by offering an analysis framed by Activity Theory (Engestrom, 2001), which sees tensions and conflict in processes of collaboration not as barriers, but as potential catalysts for development
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