Vocational and Mature Student Success in Higher Education Foundation Programmes

Autor/in	Black, Anna M.
Titel	Vocational and Mature Student Success in Higher Education Foundation Programmes
Quelle	In: Journal of Continuing Higher Education, 70 (2022) 2, S.105-121 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2021.1923306
Schlagwörter	Foreign Countries; Vocational Education; Adult Students; Transfer Students; Transitional Programs; Cultural Capital; Constructivism (Learning); Qualifications; College Readiness; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Hochschulwechsel; Schulwechsel; Studienortwechsel; Qualifikation; Qualifikationsstufe; Großbritannien
Abstract	Higher education in the UK is pressured to widen participation due to the social justice issues of mobility and movement through the class divide. However, those from lower classes and mature students elect for qualifications that do not classically allow entry into university, for example, the Business and Technology Education Council (BTEC) and Access to Higher Education (AHE) diplomas. A solution to this is a university bridging programme. Such a programme was analysed as to whether it prepares different cohorts of students effectively for undergraduate programmes, that is, those who have just missed the entry qualification but are coming from Advanced level qualifications, the other coming from nontraditional entry routes. Data from one academic year were anonymised and analysed. Results indicated that students coming from courses designed to widen participation scored significantly lower on the programme than those coming from Advanced level awards of any subject. This indicates that vocational and returning-to-education qualifications fail to prepare students for academia due to being focussed on the outcome, rather than the objective, of learning. The study also questioned entry tariff point equivalency. Those with higher points and nontraditional qualifications performed worse, suggesting that entry points cannot be used prognostically. Tariff points are a system to translate traditional grading systems into a numerical form which then allows for easy comparison between students. Varying qualifications have differing grading systems, and tariff points are used to enable the conversion of these grading systems to a universal one. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01