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BrilleBristol Centre for Research in Education and Lifelong Learning
Developing FurtherHigher education
Ann-Marie Bathmaker, UWE Bristol
Keynote presentation
UWE Federation 1st Annual Conference
The Student Journey
1-2 May 2008
UWE Bristol
AcknowledgementsThis presentation is based on work contributing to an ESRC TLRP project entitled Universal access and dual regimes of further and higher education.The research team comprises:Diane Burns, Anne Thompson, Val Thompson, Cate Goodlad (University fieldwork research team)Andy Roberts; David Dale; Will Thomas; Liz Halford (Institution based researchers)Ann-Marie Bathmaker (BRILLE, UWE), Greg Brooks, Gareth Parry (University of Sheffield), David Smith (University of Leeds) (Project directors)Karen Kitchen (Project administrator)
Overview
Why Further-Higher Partnerships? Why now? Issues in Further Higher partnerships Seamlessness, transitions and
progression What is ‘higherness’? Concluding comments
WP, dual sector institutions and further-higher partnerships
Policy imperative to widen participation in HE in context of ‘knowledge economy’
2 tertiary sectors in England:LSC/FE sector and HE sector
‘Dual sector’ FE/HE institutions Further-Higher partnerships
The FurtherHigher project asked
How do students experience transitions between further and higher education, and between different stages of undergraduate study (level 5/6)?
FH project fieldwork Fieldwork in 4 dual sector institutions Transition between level 3 (FE) and level 4
(HE) AND between level 5 (2 yr HE) and level 6 (final year UG degree)
Interviews with students, tutors, institutional, managersdocumentary analysiscollection of fieldwork observation recordsphotographs of space and place
FurtherHigher education
What is the scale of activity? How important is transition
between level 3 and level 4 (FE to HE) and between level 5 and level 6 (short cycle HE to final year Bachelor degree) for institutions that are ‘dual sector’ or in FE/HE partnerships?
Student progression in 4 case study institutions: studying within institution, studying at another institution, not continuing to study
0
1
2
3
4
5
6
7
8
9
10
Brid
ging
to C
ulin
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Art
s M
anag
emen
t
ND
Ear
ly Y
ears
FdS
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Acc
ess
to H
E
AV
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ocia
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e
FD
, HN
D, H
NC
ND
Bus
ines
sS
tudi
es
ND
Spo
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Fd
Ear
ly Y
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Pho
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/Des
ign
HN
D/F
D M
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Tec
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ogy
Citygate College Northgreen Federal College East Health College Southleigh University
Subject/Vocational area and Institution
Nu
mb
er o
s S
tud
ent
Inte
rvie
wee
s
Staying
Moving
Don't Know
Not continuing Study
SUMMARY TABLE 2
OVERALL INTERNAL TRANSFER FROM FE LEVEL 3 TO HE COURSES AT CITYGATE COLLEGE
2003/2004TOTAL TRANSFER TO FOUNDATION DEGREE TRANSFER TO BATCHELOR DEGREE TOTAL %
867 76 57 133 15.34%
2004/2005TOTAL TRANSFER TO FOUNDATION DEGREE TRANSFER TO BATCHELOR DEGREE TOTAL
973 74 63 137 14%
2005/2006TOTAL TRANSFER TO FOUNDATION DEGREE TRANSFER TO BATCHELOR DEGREE TOTAL
1209 54 29 83 6.86%
Total numbers in column B were arrived at by deleting all first/ second year entries for all multiple yearprogrammes.
All internal transfers from FE level 3 to HE courses at Citygate College from 2003/04 to 2005/06
Note: Even though Citygate College is a dual sector institution with approximately 60% HE / 40% FE provision, FE/HE transfer nos are small
Internal transfers from HE level 5 (Fd degree, HND) to Bachelor degree final year at Citygate HE College from 2003/04 to 2005/06
????????No data collected at present
(Not a key management concern or priority?)
HE transitions: a site study example
Sports Therapy at Citygate College Citygate College is an HE sector
institution with substantial FE The College offers:
BTEC National Diploma in Sport (Sport Development and Fitness)FdSc in Sports TherapyBSc in Sports Therapy
Student transitions and progression
How do students get on to and progress through a Foundation degree and a BSc in Sports Therapy?
Getting in Getting on Moving up Getting a BSc
Getting in to a Foundation degree – using official sources 40 degrees in Sports Therapy are listed
on the UCAS website (BSc and FdSc) 10 institutions offer FdSc in Sports
Therapy Only 7 listed on the Foundation degree
forward website On the UCAS website, Sports Therapy
search under Foundation Degree and Bachelor degree listings brings up NO courses. Sports Therapy courses can only be found by keying Sports Therapy into the general SEARCH menu option.
University College Birmingham
Link: Univ of Birmingham
UCAS pointsFdSc: 100 BSc: 200
Progression routes offered 3rd year of BSc in Sports Therapy at the college
Milton Keynes College
Link: Univ of Bedfordshire
UCAS points: 80-120BSc at Univ of Bedfordshire: 160+
Progression routes offered 3rd year of BSc in Sports Therapy at the University of Bedfordshire
Truro College Link: Univ of Plymouth
UCAS points: 60-80
Progression routes offered BSc (Hons) Performance and Coaching, offered by the University of Plymouth at Truro College
Selection of Sports Therapy Foundation Degrees offered for 2008 start (1)
North East Surrey College of Technology (NESCOT)
Link: Univ of Kent UCAS points: not specifiedBSc at Univ of Kent: 200-300BSc at Univ of Bedfordshire: 160+
Progression routes offered Links with Univ of Kent and Univ of Luton (the Univ of Luton is now the Univ of Bedfordshire, but appears as Univ of Luton on NESCOT website). Both run BSc degrees in Sports Therapy
City College Plymouth
Link: Univ of Plymouth
UCAS points: 80
Progression routes offered Subject to specific requirements, you may progress to:• the final year of the BSc (Hons) Health and Fitness degree at the University of Plymouth • the final year of the BSc (Hons) Sports Therapy degree at the University College of St. Mark & St. John• the final year of the BSc (Hons) Fitness and Coaching degree at the University College of St. Mark & St. John• final year health and fitness degree programmes at a range of universities• a wide range of careers in the health, fitness and sports therapy industries.
Selection of Sports Therapy Foundation Degrees offered for 2008 start (2)
No. of Students
Y2 BTEC National2003-04
8
Internal transfer to FdSc Sports Therapy
3
Internal transfer to BSc Sports Therapy
1
Getting in to a Foundation degree: internal progression
Total numbers taking BTEC National Diploma in Sport in 2003-04 at Citygate College
No. of Students
Y1 2004-05
39
Y2 2005-06
30
Completed FdSc
27
Getting on: moving through the Foundation degree (internal progression)
Total numbers taking FdSc in Sports Therapy at
Citygate College starting 2004-2005
Final year BSc students
No of students
From FdSc Sports Therapy
22
From Y2 BSc Sports Therapy
41
From Y3 BSc Sports Therapy (repeat year)
1
Total students 64
Moving on to the BSc: internal progression
Students in Y3 of BSc Sports Therapy at Citygate College in 2006/07
Degreeclassification
FdSc/BSc students BSc/BSc students
# % # %
1st 0 0 4 11
2.1 6 30 15 41
2.2 8 40 14 38
3 6 30 4 11
Total 20 100 37 100
Completion of BSc: Final outcomes of students in Sports Therapy at Citygate College in 2006/07
Student transitions and progression: issues Finding a Foundation degree through official
external sources is complex The college internal BTEC National programme
is small. 50% continued to FdSc or BSc, but 50% was only 4 students.
On the FdSc there was attrition between start and completion (from 39 to 27).
Progression to BSc was high, (22 out of 27) but 5 students did not continue.
Degree results for BSc/BSc students were comparable to national HEI benchmarks. They were lower when the FdSc/BSc students were included.
Bridging the gap between level 5 and level 6
Official provision is a 3 day bridging summer school after the end of Y2. Philip Smith, Sports Therapy lecturer explains:“They all have a handbook, a Student Handbook, and that outlines the progression for them. There is a bridging Summer School as well between Year 2 and 3 which is only 3 days, but basically that’s to give the Foundation Students an idea of what a dissertation is, more training and support before they even start a dissertation.”
Students’ perceptions of ‘bridging’
Tanya:“Well we had that 3 days. That was the sort of preparation, but even so I don’t know if it really sort of - it was kind of general and, I don’t know really how much I got out of that. I think I was expecting to get more out of it to be honest and sort of learn more about - we were sort of told more or less how important the dissertation was and not really that much more.”
Students’ perceptions of ‘bridging’
Sarah:
“a bridging course thing for two days, but it wasn’t just about dissertation, it was like…. I’d say about two hours of it or something and the rest was boring. I think it was for three days and on the third day we didn’t turn up because it was that pointless. It was like we could have just come here in Year 3 and not had the bridging thing and we would have been totally fine. The stuff they were telling us we should have already known from Years 1 and 2, things like referencing or things like essay writing or report writing - and we’ve been doing it for two years now and so why are you telling me again, over two/three days - no. So the third day we just didn’t come in - or we went to one dissertation talk.”
The mystery of transition to final yearTanya:
“There’s a man who’s come in and talked about dissertations if we’re going to come next year, he said you’ll have to do that. Yeah that was good as well to get some ideas going around our heads, because he said “don’t leave it all to the last minute”.
But she said later:“I think it would be very useful if we knew now what we were going to do, what sort of books, we could all be putting a bit of effort in now. But we probably won’t get the reading lists til we’ve been here a month. We should get it in the first week….”
Being pro-active about transition
Rosemary:“We all got given tutors about 3 weeks ago if you hadn’t already got them, whereas I went to see the tutor that I’d wanted before the summer. I phoned him up and then basically I’ve been seeing him a couple of times throughout the summer and then mainly every week now since we’ve been back, so he’s keeping me on track. He’ll just set me little things up, get so many words done by the following week, so it keeps it constant.”
How do students perceive ‘higherness’?
Higherness is “harder” More intense A lot more work Stricter deadlines Harvard referencing Writing 2000 words The DISSERTATION
How do students perceive ‘higherness’?
Requires more independence Independent study and self-
direction No ‘spoon-feeding’ More independent research Using the library a lot more Less individual support
How do students perceive ‘higherness’?
More distant relationships with others
Much bigger classes Different atmosphere: not so close
knit Lecturers less approachable Doctors and professors: lofty and
straight-laced
What is ‘FurtherHigherness’? Harder, but (possibly) progressively
harder, with Y1 of FdSc not too big a jump, particularly from level 3 vocational courses
Range of support available, esp study skills centres. Overlapping FE and HE support facilities
Closer relationships with some course tutors – evidence that students seek out someone they trust to help them
Concluding comments
FurtherHigher education: The wider impact of developing higher education in the context of dual sector institutions and further-higher partnerships.
Redefining the field
Changing the configuration of the landscape of HE
Increasing diversity Increasing complexity Increasing stratification
Reshaping student engagement and opportunities?
Complex picture of student experience and interaction with HE opportunitiesAccess, progression & outcomes are not straightforward, smooth and seamless
Dual sector HE and further-higher partnerships in HE can be seen as enabling and constraining (both opening up opportunities and cooling out aspirations)
We must strive to ensure that FurtherHigher higher education is high quality higher education.
The FurtherHigher Project
http://www.shef.ac.uk/furtherhigher/
brilleBristol Centre for Research in Education and Lifelong Learning