Transitions to Higher Education: The Case of Students with Vocational Background

Autor/inn/en	Katartzi, Eugenia; Hayward, Geoff
Titel	Transitions to Higher Education: The Case of Students with Vocational Background
Quelle	In: Studies in Higher Education, 45 (2020) 12, S.2371-2381 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Katartzi, Eugenia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1610866
Schlagwörter	College Readiness; Higher Education; Vocational Education; Student Adjustment; Barriers; Student Characteristics; Background; Experiential Learning; Postsecondary Education; College Students; Student Attitudes; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausbildung; Berufsbildung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Hintergrundinformation; Experiental learning; Erfahrungsorientiertes Lernen; Post-secondary education; Tertiäre Bildung; Collegestudent; Schülerverhalten; Ausland; Großbritannien
Abstract	The paper examines the ways transitions to Higher Education are experienced and narrated by students with Vocational qualifications. Drawing upon the mixed-method project that documented transitions to HE, we utilise interview data to illustrate the centrality of the epistemic and pedagogical struggles that students with vocational background experience. More specifically, a process of differential epistemic positioning is evident in the participants' narratives. This manifests itself through a misrecognition of their worth in the field of HE. Further, pedagogical struggles were also narrated by the participants in relation to the teaching, learning and assessment regimes prevailing in HEIs. The paper concludes by arguing for the need to revisit the narrow and static policy framing that emphasises barriers to access. This requires addressing questions pertaining to pedagogy and knowledge, students' completion and retention rates and their ongoing engagement with the epistemic and pedagogical processes once they are within HE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01