Quality, Community and Access: An Examination of Student Decision-Making to Study Undergraduate Degrees in Two Further Education Colleges

Autor/inn/en	Bullock, Jack; Henry, Gareth
Titel	Quality, Community and Access: An Examination of Student Decision-Making to Study Undergraduate Degrees in Two Further Education Colleges
Quelle	In: Journal of Further and Higher Education, 47 (2023) 2, S.280-296 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bullock, Jack)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2022.2108692
Schlagwörter	Undergraduate Students; Decision Making; Adult Education; Foreign Countries; Access to Education; Higher Education; Educational Quality; Transitional Programs; Student Adjustment; Student Recruitment; United Kingdom + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Quality of education; Bildungsqualität; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Großbritannien
Abstract	Over the course of the previous two decades, successive governments have attempted to attract students from diverse backgrounds as part of an overarching ambition to widen participation in Higher Education (HE). As part of those efforts, there has been a proliferation of Further Education Colleges (FECs) utilised to meet those ends. In 2021, approximately 10% of -- or c.137,000 -- Higher Education (HE) students were enrolled at FECs which represents an important research area under the broad umbrella of UK HE. Based on semi-structured interviews with prospective first year student-participants, this paper sought to examine the reasons behind students' decisions to study College Based Higher Education (CBHE) so as to better-understand and inform student recruitment, retention and success in this area. Twelve participants were selected from two FECs where those students were intent on studying for their HE. The findings revealed that students place substantial value in teaching standards and in the lecturers with whom they build relationships. These features are inextricably linked with broader feelings of community, belongingness and accessibility on the part of students which attracts them to study CBHE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01