Crossing the FE/HE Divide: The Transition Experiences of Direct Entrants at Level 6

Autor/inn/en	Pike, Angela; Harrison, John
Titel	Crossing the FE/HE Divide: The Transition Experiences of Direct Entrants at Level 6
Quelle	In: Journal of Further and Higher Education, 35 (2011) 1, S.55-67 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
Schlagwörter	Adult Education; Higher Education; Colleges; Honors Curriculum; Partnerships in Education; Employment; Education Work Relationship; Foreign Countries; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Hochschule; Fachhochschule; Hochschulpartnerschaft; Dienstverhältnis; Ausland; Großbritannien
Abstract	For students who have experienced higher education (HE) in the further education (FE) sector, the transfer to an HE institution (HEI) to complete an honours degree can bring many challenges. The transition for some can be difficult, as students cope with crossing both institutional and programme boundaries, whilst also negotiating a new academic culture. Direct entrants to an honours year, such as those who have completed a foundation degree in the FE sector, are often expected to present as fully autonomous learners, an expectation which can be at odds with their experiences at an FE college (FEC). This article outlines the findings of a qualitative study of the transition experiences of a small group of students directly entering the final years of honours degree programmes at a post-1992 HEI. Findings are grouped under four key themes and resonate with those identified in the limited number of previous studies in this field. The expected expansion of foundation degrees increases the potential growth of direct entrants crossing the divide between the FE and HE sectors. This research may provide insights which have a sufficient element of universality to enable generalisation to other institutions. The article presents suggestions for improving transitions between the two sectors, and calls for HEIs with a commitment to widening participation through partnerships with FECs to regularly review the infrastructure in place to ensure that students wanting to make the transition from one institution to the other are supported to do so as painlessly as possible. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10