From Apprenticeship to Higher Education: Navigating the Credential Landscape

Autor/in	Dismore, Harriet
Titel	From Apprenticeship to Higher Education: Navigating the Credential Landscape
Quelle	In: Journal of Vocational Education and Training, 66 (2014) 3, S.386-405 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2014.916737
Schlagwörter	Foreign Countries; Apprenticeships; Vocational Education; Higher Education; Tuition; Students; Reflection; Credentials; Employer Attitudes; Barriers; Colleges; Employment Potential; Semi Structured Interviews; Adult Education; Adult Students; Case Studies; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Apprenticeship; Lehre; Ausbildung; Berufsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterweisung; Unterricht; Student; Schüler; Schülerin; Studentin; Studienbuch; Arbeitgeberinteresse; College; Hochschule; Fachhochschule; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Students; Erwachsenenalter; Case study; Fallstudie; Case Study; Großbritannien
Abstract	The credential landscape of vocational and higher education in the UK has expanded in recent years, alongside a rise in the number of students undertaking qualifications and a steady increase in tuition fees. The transition from an apprenticeship to higher education is one example of the progression from vocational to higher education. However, the ways in which this pathway is navigated according to the students who have followed this route have received little attention. This paper focuses on the examples of four students in England who each progressed to higher education with different qualifications. Drawing on Archer's concept of reflexivity, the analysis revealed three important factors for negotiating transition. These were firstly the credential landscape itself, secondly how their employer perceived higher education qualifications and thirdly how higher education institutions perceived vocational qualifications. The findings illustrate how students confronted and overcame the various constraints and barriers in order to pursue higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10