Aspirations and Ambiguities -- The Need for Focused IAQ for School Pupils Considering Progression to Higher Education (HE)

Autor/in	Thompson, David W.
Titel	Aspirations and Ambiguities -- The Need for Focused IAQ for School Pupils Considering Progression to Higher Education (HE)
Quelle	In: Journal of Further and Higher Education, 44 (2020) 7, S.911-924 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2019.1616081
Schlagwörter	College Bound Students; Higher Education; Academic Advising; School Guidance; Teacher Influence; Family Influence; Peer Influence; Cultural Influences; Social Influences; Economic Factors; School Role; Academic Aspiration; College Role; Foreign Countries; Secondary School Students; Occupational Aspiration; Employment Qualifications; Decision Making; Parent Influence; Knowledge Level; United Kingdom (England) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Akademischer Rat; Cultural influence; Kultureinfluss; Sozialer Einfluss; Ökonomischer Faktor; Ausland; Sekundarschüler; Berufsneigung; Berufsziel; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Decision-making; Entscheidungsfindung; Wissensbasis
Abstract	The provision of Information, Advice and Guidance (IAG) for school pupils considering their next move after compulsory schooling is of great importance to them and their families. This study focused on three schools in a region in England that has suffered economic deprivation and low educational attainment. It sought to uncover how factors such as schools, teachers, friends and families, and the provision of IAG, impact on pupils' ideas about careers and higher study. Several investigations have set out how this provision and subsequent choice of progression to higher education (HE) is mediated through a number of cultural, social, economic and institutional influences. This research followed a mixed-methods approach to data collection, incorporating both quantitative and qualitative data collection tools that provided elements of positivist and interpretivist paradigms. The results reveal a complex landscape, characterised by a limited understanding of progression to HE and a lack of clarity about options, but nevertheless, there are aspirations towards further study. The research has implications for IAG provision and has potential impact with respect to the need for a more consistent approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01