Developing FurtherHigher education Ann-Marie Bathmaker, UWE Bristol Brille

Developing FurtherHigher education Ann-Marie Bathmaker, UWE Bristol Brille

Developing FurtherHigher education Ann-Marie Bathmaker, UWE Bristol Brille Bristol Centre for Research in Education and Lifelong Learning Keynote presentation UWE Federation 1st Annual Conference The Student Journey 1-2 May 2008 UWE Bristol Acknowledgements This 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, managers documentary analysis collection of fieldwork observation records photographs 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 10 8 7 6 Staying Moving Don't Know

Not continuing Study 5 4 3 2 Citygate College Northgreen Federal College East Health College Subject/Vocational area and Institution HND/FD Music Technology ND Photography/Design

Fd Early Years ND Sports ND Business Studies FD, HND, HNC AVCE Health and Social Care Access to HE FdSc Sports Therapy 0 ND Early Years

1 Bridging to Culinary Arts Management Number os Student Interviewees 9 Southleigh University All internal transfers from FE level 3 to HE courses at Citygate College from 2003/04 to 2005/06 SUMMARY TABLE 2 OVERALL INTERNAL TRANSFER FROM FE LEVEL 3 TO HE COURSES AT CITYGATE COLLEGE 2003/2004 TOTAL 867 TRANSFER TO FOUNDATION DEGREE 76

TRANSFER TO BATCHELOR DEGREE 57 TOTAL 133 % 15.34% 2004/2005 TOTAL 973 TRANSFER TO FOUNDATION DEGREE 74 TRANSFER TO BATCHELOR DEGREE 63 TOTAL

137 14% 2005/2006 TOTAL 1209 TRANSFER TO FOUNDATION DEGREE 54 TRANSFER TO BATCHELOR DEGREE 29 TOTAL 83 6.86% Total numbers in column B were arrived at by deleting all first/ second year entries for all multiple year programmes.

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 Therapy BSc 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. Selection of Sports Therapy Foundation Degrees offered for 2008 start (1) University College Birmingham Link: Univ of Birmingham UCAS points FdSc: 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: 80-120 BSc 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 ( North East Surrey College of Technology (NESCOT) Link: Univ of Kent UCAS points: not specified BSc at Univ of Kent: 200-300 BSc 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. 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 Y2 BTEC National 2003-04 8 Internal transfer to FdSc Sports Therapy 3 Internal transfer to BSc Sports Therapy 1 Getting on: moving through the Foundation degree (internal progression) Total numbers taking FdSc in Sports Therapy at

Citygate College starting 2004-2005 No. of Students Y1 2004-05 39 Y2 2005-06 30 Completed FdSc 27 Moving on to the BSc: internal progression

Students in Y3 of BSc Sports Therapy at Citygate College in 2006/07 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 Completion of BSc: Final outcomes of students in Sports Therapy at Citygate College in 2006/07 Degree FdSc/BSc students BSc/BSc students classification # % # %

1st 0 0 4 11 2.1 6 30 15 41 2.2

8 40 14 38 3 Total 6 30 4 11 20

100 37 100 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 thats 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 dont know if it really sort of - it was kind of general and, I dont 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 wasnt just about dissertation, it was like. Id 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 didnt 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 weve 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 didnt come in - or we went to one dissertation talk. The mystery of transition to final year Tanya: Theres a man whos come in and talked about dissertations if were going to come next year, he

said youll have to do that. Yeah that was good as well to get some ideas going around our heads, because he said dont 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 wont get the reading lists til weve 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 hadnt already got them, whereas I went to see the tutor that Id wanted before the summer. I phoned him up and then basically Ive been seeing him a couple of times throughout the summer

and then mainly every week now since weve been back, so hes keeping me on track. Hell 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 selfdirection 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 opportunities Access, 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/ brille Bristol Centre for Research in Education and Lifelong Learning

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