Pub Date : 2022-01-02DOI: 10.1080/13596748.2021.2011518
Richard Poole
ABSTRACT The notions of performativity and the use of accountability practices within the UK education sector are contentious. Although some commentators suggest that statistically driven performativity measures do not align with practitioner values, little research has investigated any potential differences in relation to job role and level of management responsibility. This study focused on whether perceptions of performativity change according to someone’s job role and whether there is a differential between managers and teachers. An electronic questionnaire was disseminated at a single FE college, with 107 participants surveyed across a wide range of subject areas. Quantitative analysis revealed that perceptions of managers differ from those of teaching staff regarding the effectiveness of statistical performativity targets to drive factors which are integral to an efficacious learning environment. Results are far from unequivocal though. As practitioners take on more of a managerial emphasis within their role, the perceived benefit of and their affinity for target setting and performativity measures increase. However, the magnitude of this more favourable outlook towards performativity is limited, with managers also broadly sceptical concerning any benefit and positive impact that target setting practices can have.
{"title":"Perceptions of performativity in English Further Education","authors":"Richard Poole","doi":"10.1080/13596748.2021.2011518","DOIUrl":"https://doi.org/10.1080/13596748.2021.2011518","url":null,"abstract":"ABSTRACT The notions of performativity and the use of accountability practices within the UK education sector are contentious. Although some commentators suggest that statistically driven performativity measures do not align with practitioner values, little research has investigated any potential differences in relation to job role and level of management responsibility. This study focused on whether perceptions of performativity change according to someone’s job role and whether there is a differential between managers and teachers. An electronic questionnaire was disseminated at a single FE college, with 107 participants surveyed across a wide range of subject areas. Quantitative analysis revealed that perceptions of managers differ from those of teaching staff regarding the effectiveness of statistical performativity targets to drive factors which are integral to an efficacious learning environment. Results are far from unequivocal though. As practitioners take on more of a managerial emphasis within their role, the perceived benefit of and their affinity for target setting and performativity measures increase. However, the magnitude of this more favourable outlook towards performativity is limited, with managers also broadly sceptical concerning any benefit and positive impact that target setting practices can have.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46206567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/13596748.2021.2011512
A. Sodiq
ABSTRACT At a time of the British government’s heightened interest in Further Education (FE) college governance, this paper explores Academic Staff Governor (ASG)’s professional and power status at three colleges in England. The study draws upon relevant literature to identify concepts related to ASGs’ power and professional status in governance. An interpretivist stance is used to collect predominantly qualitative data through a combined methods approach. During fieldwork, evidence from semi-structured interviews; questionnaire responses, observations of governance meetings and governance documents was analysed. Findings suggest that ASGs’ insiderness; relationships, professional status and the decision-making circumstances may limit their influence in the governance of the colleges, with implications for governance quality. From the exploration, ‘The Restricted Professional Model’ has been developed to highlight the restricted nature of the ASG role with implications for good governance. For governors, organisations and policymakers, the research recommends avoiding low-power and low-status governance roles; taking action to develop ASGs’ professionality as educators; removing structural and power barriers and allowing more opportunities for ASGs to contribute to governance. Finally, future research is identified including research to establish ASGs’ professional profiles in FE and the wider impact educators’ professionality has on governance in a variety of educational institutions.
{"title":"Academic staff governors’ power and professional status in the governance of further education colleges in England","authors":"A. Sodiq","doi":"10.1080/13596748.2021.2011512","DOIUrl":"https://doi.org/10.1080/13596748.2021.2011512","url":null,"abstract":"ABSTRACT At a time of the British government’s heightened interest in Further Education (FE) college governance, this paper explores Academic Staff Governor (ASG)’s professional and power status at three colleges in England. The study draws upon relevant literature to identify concepts related to ASGs’ power and professional status in governance. An interpretivist stance is used to collect predominantly qualitative data through a combined methods approach. During fieldwork, evidence from semi-structured interviews; questionnaire responses, observations of governance meetings and governance documents was analysed. Findings suggest that ASGs’ insiderness; relationships, professional status and the decision-making circumstances may limit their influence in the governance of the colleges, with implications for governance quality. From the exploration, ‘The Restricted Professional Model’ has been developed to highlight the restricted nature of the ASG role with implications for good governance. For governors, organisations and policymakers, the research recommends avoiding low-power and low-status governance roles; taking action to develop ASGs’ professionality as educators; removing structural and power barriers and allowing more opportunities for ASGs to contribute to governance. Finally, future research is identified including research to establish ASGs’ professional profiles in FE and the wider impact educators’ professionality has on governance in a variety of educational institutions.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43902545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-27DOI: 10.1080/13596748.2021.2011520
Gary Husband
{"title":"4th International Research Conference organised by the Association for Research in Post-Compulsory Education (ARPCE) at Harris Manchester College, University of Oxford, UK","authors":"Gary Husband","doi":"10.1080/13596748.2021.2011520","DOIUrl":"https://doi.org/10.1080/13596748.2021.2011520","url":null,"abstract":"","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48853756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/13596748.2021.1980665
Helena Troiano, Albert Sánchez-Gelabert, M. Elias
ABSTRACT The present paper explores the role the private university plays in the horizontal stratification of the university system in Catalonia, a context where, like in the rest of Spain, there has been little tradition of private universities but there has been a strong expansion in recent years. From a sample of 807 students who have accessed university and who we have been following since the last year of compulsory secondary education, we measure the importance attributed to two horizontal stratification criteria, the degree programme and whether the university is private. We then explore which socio-demographic and academic variables can explain the different assessments students make of the private university, differentiated by fields of study. The results show that in the Catalan university system, the degree programmes are more important than university ownership. Furthermore, students from higher sociocultural backgrounds and those with better marks do not value the prestige of the private university highly, except in the area of the social sciences and, to a small degree, the sciences. Thus, there has been a slight advance in the private university within the context of the university field in recent years, showing a weak capacity to generate horizontal stratification.
{"title":"The horizontal stratification of the Catalonian university system: the role of the private university","authors":"Helena Troiano, Albert Sánchez-Gelabert, M. Elias","doi":"10.1080/13596748.2021.1980665","DOIUrl":"https://doi.org/10.1080/13596748.2021.1980665","url":null,"abstract":"ABSTRACT The present paper explores the role the private university plays in the horizontal stratification of the university system in Catalonia, a context where, like in the rest of Spain, there has been little tradition of private universities but there has been a strong expansion in recent years. From a sample of 807 students who have accessed university and who we have been following since the last year of compulsory secondary education, we measure the importance attributed to two horizontal stratification criteria, the degree programme and whether the university is private. We then explore which socio-demographic and academic variables can explain the different assessments students make of the private university, differentiated by fields of study. The results show that in the Catalan university system, the degree programmes are more important than university ownership. Furthermore, students from higher sociocultural backgrounds and those with better marks do not value the prestige of the private university highly, except in the area of the social sciences and, to a small degree, the sciences. Thus, there has been a slight advance in the private university within the context of the university field in recent years, showing a weak capacity to generate horizontal stratification.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46681931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/13596748.2021.1980663
M. El-Abd, Youmen Chaaban, Xiangyun Du, Li Wang
ABSTRACT The present quantitative study explored pre-service teachers’ perspectives regarding the quality of their Teacher Education Programme (TEP) in Lebanon, Qatar, and China. The sample consisted of 326 pre-service school teachers who completed a survey designed to examine their perception of the following indicators of TEP quality: (1) a shared vision of good teaching, (2) coherence, or alignment among TEP courses, and (3) opportunities for pre-service teachers to enact their own teaching practice. An exploratory factor analysis indicated the underlying factors were instead theory and vicarious experiences, reflections on authentic experiences, and programme coherence. Overall, pre-service teachers in all countries rated their TEP highest on programme coherence, while reflections on authentic experiences received the lowest ratings. Pre-service teachers in Lebanon and Qatar rated their TEPs significantly higher than did participants in China (p < .01), which could be attributed to differences in TEP structure. Practical implications and recommendations were discussed.
{"title":"Exploring quality teacher education programmes in Lebanon, Qatar, and China","authors":"M. El-Abd, Youmen Chaaban, Xiangyun Du, Li Wang","doi":"10.1080/13596748.2021.1980663","DOIUrl":"https://doi.org/10.1080/13596748.2021.1980663","url":null,"abstract":"ABSTRACT The present quantitative study explored pre-service teachers’ perspectives regarding the quality of their Teacher Education Programme (TEP) in Lebanon, Qatar, and China. The sample consisted of 326 pre-service school teachers who completed a survey designed to examine their perception of the following indicators of TEP quality: (1) a shared vision of good teaching, (2) coherence, or alignment among TEP courses, and (3) opportunities for pre-service teachers to enact their own teaching practice. An exploratory factor analysis indicated the underlying factors were instead theory and vicarious experiences, reflections on authentic experiences, and programme coherence. Overall, pre-service teachers in all countries rated their TEP highest on programme coherence, while reflections on authentic experiences received the lowest ratings. Pre-service teachers in Lebanon and Qatar rated their TEPs significantly higher than did participants in China (p < .01), which could be attributed to differences in TEP structure. Practical implications and recommendations were discussed.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46555631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/13596748.2021.1980660
Florinda Sauli, M. Wenger, Jean-Louis Berger
ABSTRACT In a dual initial vocational education and training (IVET) system, an integration between school- and work-based learning is essential to provide apprentices with necessary trade-specific skills and to ensure the quality of training. However, apprentices often perceive a disconnection between learning sites. Accordingly, based on the concepts of boundary crossing and school-workplace connectivity, this study aimed to investigate how the integration between school- and work-based learning contributed to the quality of Swiss IVET from the perspective of apprentices, vocational teachers and in-company trainers. Data were collected through focus groups (n = 64) and thematic data analysis was carried out following an inductive and deductive approach. Key findings indicated some issues related to sociocultural differences between school and training company: a general devaluation of school-based learning (non-aligned with workplace-learning or perceived as useless) and the diversity of apprentices’ experiences at the training company. Furthermore, the analysis revealed how these situations perceived as disconnected can become learning opportunities: by applying a skill acquired at school in the workplace that is not part of the routine (learning mechanism of transformation); by bringing in the classroom authentic situations experienced by apprentices at work (learning mechanism of reflection). Implications for training and teaching are addressed.
{"title":"Supporting Apprentices’ Integration of School- and Workplace-Based Learning in Swiss Initial Vocational Education and Training","authors":"Florinda Sauli, M. Wenger, Jean-Louis Berger","doi":"10.1080/13596748.2021.1980660","DOIUrl":"https://doi.org/10.1080/13596748.2021.1980660","url":null,"abstract":"ABSTRACT In a dual initial vocational education and training (IVET) system, an integration between school- and work-based learning is essential to provide apprentices with necessary trade-specific skills and to ensure the quality of training. However, apprentices often perceive a disconnection between learning sites. Accordingly, based on the concepts of boundary crossing and school-workplace connectivity, this study aimed to investigate how the integration between school- and work-based learning contributed to the quality of Swiss IVET from the perspective of apprentices, vocational teachers and in-company trainers. Data were collected through focus groups (n = 64) and thematic data analysis was carried out following an inductive and deductive approach. Key findings indicated some issues related to sociocultural differences between school and training company: a general devaluation of school-based learning (non-aligned with workplace-learning or perceived as useless) and the diversity of apprentices’ experiences at the training company. Furthermore, the analysis revealed how these situations perceived as disconnected can become learning opportunities: by applying a skill acquired at school in the workplace that is not part of the routine (learning mechanism of transformation); by bringing in the classroom authentic situations experienced by apprentices at work (learning mechanism of reflection). Implications for training and teaching are addressed.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43330907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/13596748.2021.1980666
Gemma R. Martin
ABSTRACT This paper explores curiosity of Further Education (FE) lecturers in the United Kingdom through personal narratives and focused group discussions. The paper identifies how curiosity is viewed by FE lecturers as a positive trait for learners to possess, yet when discussing their own curiosities, views changed. Narratives emerge of curiosity being more of a problematic trait to possess whilst lecturing within the business-like structures and an outcome driven environment of FE. The lack of space for lecturer’s curiosity was viewed not as a specific institutions problem, but as a system wide problem across the culture of FE. Lecturers felt that creating curiosity, created more work for themselves and was neither celebrated nor embraced within their FE settings.
{"title":"For the curious: A multi-method exploration of curiosity in further education colleges through the narratives of lecturers","authors":"Gemma R. Martin","doi":"10.1080/13596748.2021.1980666","DOIUrl":"https://doi.org/10.1080/13596748.2021.1980666","url":null,"abstract":"ABSTRACT This paper explores curiosity of Further Education (FE) lecturers in the United Kingdom through personal narratives and focused group discussions. The paper identifies how curiosity is viewed by FE lecturers as a positive trait for learners to possess, yet when discussing their own curiosities, views changed. Narratives emerge of curiosity being more of a problematic trait to possess whilst lecturing within the business-like structures and an outcome driven environment of FE. The lack of space for lecturer’s curiosity was viewed not as a specific institutions problem, but as a system wide problem across the culture of FE. Lecturers felt that creating curiosity, created more work for themselves and was neither celebrated nor embraced within their FE settings.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42978982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/13596748.2021.1980661
A. Gill
ABSTRACT This paper explores the difficulties and support experienced by non-traditional students during their first-year transition to a sport and exercise course at a post-1992 university. The transition to HE presents simultaneous educational, ecological and developmental changes for students and their capability to navigate changes may affect experience, satisfaction and engagement with courses. Sixteen students were interviewed twice during their first academic year. Findings indicate that students feel anxious about the transition period, with low self-efficacy surrounding their academic potential, despite still being optimistic about their learning. Social factors positively impact their progression, especially the support from peers. Relationships with both staff and peers support transition, with an effective induction praised. Student support services were praised as supportive by students. Difficulties were experienced regarding work-loading, staff availability, and a hesitancy to seek support. Recommendations are made to support post-1992 institutions’ and non-traditional entrants’ transition to Higher Education.
{"title":"Difficulties and support in the transition to higher education for non-traditional students","authors":"A. Gill","doi":"10.1080/13596748.2021.1980661","DOIUrl":"https://doi.org/10.1080/13596748.2021.1980661","url":null,"abstract":"ABSTRACT This paper explores the difficulties and support experienced by non-traditional students during their first-year transition to a sport and exercise course at a post-1992 university. The transition to HE presents simultaneous educational, ecological and developmental changes for students and their capability to navigate changes may affect experience, satisfaction and engagement with courses. Sixteen students were interviewed twice during their first academic year. Findings indicate that students feel anxious about the transition period, with low self-efficacy surrounding their academic potential, despite still being optimistic about their learning. Social factors positively impact their progression, especially the support from peers. Relationships with both staff and peers support transition, with an effective induction praised. Student support services were praised as supportive by students. Difficulties were experienced regarding work-loading, staff availability, and a hesitancy to seek support. Recommendations are made to support post-1992 institutions’ and non-traditional entrants’ transition to Higher Education.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42934742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/13596748.2021.1980664
Damien Homer
ABSTRACT This study explores student voice practice from a student’s viewpoint. Within England, United Kingdom (UK) student voice initiatives can manifest themselves in many ways, for example: surveys, councils, governors, representative groups, committees and student bodies such as the National Union of Students. The young people that took part in this study were between 16 and 20 years old. In total, 57 students took part in the research: 22 females and 35 males. The students were from a variety of socio-economic backgrounds. The setting was a Further Education College in an urban area of Central England, which serves students from areas of social and economic disadvantage. The project employed a mixed methods research design, with Bourdieu’s notions of social capital applied to the analysis. Students took part in focus groups and auto-driven photo-elicitation, followed by semi-structured interviews. The data was analysed thematically utilising an interpretivist approach. The themes demonstrated a student body that was largely dismissive of formal channels of student voice practice, preferring different modes of interaction with their teachers. The findings have implications for student voice practice across England and offer insight into how young people may better be enabled to shape their educational experiences.
{"title":"Listening to further education students’ perspectives: examining student voice practice through the lens of auto-driven photo elicitation","authors":"Damien Homer","doi":"10.1080/13596748.2021.1980664","DOIUrl":"https://doi.org/10.1080/13596748.2021.1980664","url":null,"abstract":"ABSTRACT This study explores student voice practice from a student’s viewpoint. Within England, United Kingdom (UK) student voice initiatives can manifest themselves in many ways, for example: surveys, councils, governors, representative groups, committees and student bodies such as the National Union of Students. The young people that took part in this study were between 16 and 20 years old. In total, 57 students took part in the research: 22 females and 35 males. The students were from a variety of socio-economic backgrounds. The setting was a Further Education College in an urban area of Central England, which serves students from areas of social and economic disadvantage. The project employed a mixed methods research design, with Bourdieu’s notions of social capital applied to the analysis. Students took part in focus groups and auto-driven photo-elicitation, followed by semi-structured interviews. The data was analysed thematically utilising an interpretivist approach. The themes demonstrated a student body that was largely dismissive of formal channels of student voice practice, preferring different modes of interaction with their teachers. The findings have implications for student voice practice across England and offer insight into how young people may better be enabled to shape their educational experiences.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46300270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-11DOI: 10.1080/13596748.2021.1980662
Lynette Shotton
ABSTRACT Care experienced students are among the least represented university students and are more likely to undertake vocational courses in post-92 universities. This study aims to provide insight into understanding more about the journeys of five care experienced students into, through and beyond nurse education. Data was collected using individual narrative interviews and was analysed thematically using Bourdieu’s theory of practice. The findings reveal that primary and secondary habitus are important in shaping aspirations for university, but equally work on the self-helped the students accumulate academic capitals which enabled them to enter the university field. Whilst there remains debate about the extent to which vocational education challenges structural inequality, for these five students their nurse education had a transformational impact and allowed them to achieve their aspirations of joining the nursing profession and move from care to caring.
{"title":"From care to caring. Using Bourdieu to explore care experienced students journeys into and through nurse education","authors":"Lynette Shotton","doi":"10.1080/13596748.2021.1980662","DOIUrl":"https://doi.org/10.1080/13596748.2021.1980662","url":null,"abstract":"ABSTRACT Care experienced students are among the least represented university students and are more likely to undertake vocational courses in post-92 universities. This study aims to provide insight into understanding more about the journeys of five care experienced students into, through and beyond nurse education. Data was collected using individual narrative interviews and was analysed thematically using Bourdieu’s theory of practice. The findings reveal that primary and secondary habitus are important in shaping aspirations for university, but equally work on the self-helped the students accumulate academic capitals which enabled them to enter the university field. Whilst there remains debate about the extent to which vocational education challenges structural inequality, for these five students their nurse education had a transformational impact and allowed them to achieve their aspirations of joining the nursing profession and move from care to caring.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48807398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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