Integration in the classroom is discussed openly within the school setting, but largely remains a taboo subject within higher education (HE). Staff often make visual observations that students tend to sit with one another based on sex, ethnicity, class, ability and/or faith. As educators, we can address the issue superficially via the use of classroom plans in the form of covert integration. However, the need to adopt such strategies and their effectiveness remains un-assessed. I explored the issue of integration in the classroom amongst students in the first year of their law degree via action-based research. Initially, there appeared to be a reluctance amongst students to engage in a dialogue on the issue of integration. However, when they did, the students commented on the benefits of social and/or academic integration and were open to the mixing of students within a classroom setting. The research also indicated that after the integrated workshops, students developed an increased confidence in mixing with people from different backgrounds and increasingly felt part of a community both within the classroom and as part of the University.
{"title":"Exploring and developing strategies for integration in a classroom setting within higher education","authors":"Shaid Parveen","doi":"10.5456/wpll.23.3.124","DOIUrl":"https://doi.org/10.5456/wpll.23.3.124","url":null,"abstract":"Integration in the classroom is discussed openly within the school setting, but largely remains a taboo subject within higher education (HE). Staff often make visual observations that students tend to sit with one another based on sex, ethnicity, class, ability and/or faith. As educators,\u0000 we can address the issue superficially via the use of classroom plans in the form of covert integration. However, the need to adopt such strategies and their effectiveness remains un-assessed. I explored the issue of integration in the classroom amongst students in the first year of their\u0000 law degree via action-based research. Initially, there appeared to be a reluctance amongst students to engage in a dialogue on the issue of integration. However, when they did, the students commented on the benefits of social and/or academic integration and were open to the mixing of students\u0000 within a classroom setting. The research also indicated that after the integrated workshops, students developed an increased confidence in mixing with people from different backgrounds and increasingly felt part of a community both within the classroom and as part of the University.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"272 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76425725","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}
This article presents a case study of BAME (Black, Asian and minority ethnic) student advocacy and its impact upon the curriculum of a large business school within a post-92 UK university. Learning from the University of Birmingham's (2017) ‘BME Ambassador Scheme’ and the ‘Curriculum Consultants’ model at Kingston University (2017), a programme of BAME Student Advocates was established in 2018 across this university, to raise issues of race equity with staff in positions of power. The scheme has grown from 10 BAME Student Advocates in 2018 to 14 in 2020, offering student advocacy on many aspects of university life, including employability services, the learning environment, academic skills workshops, student community and belonging, and the undergraduate curriculum. The role-holder is employed by the central Student Success Team, and partners with a senior member of staff in each academic school (and several other business functions) to collaborate on specific race equity objectives each year. One recurring aspect of the role involves offering diverse student perspectives on module content, delivery and assessment to achieve a more inclusive curriculum design for programmes with the largest awarding gaps. This article reflects upon the outcomes and lessons learned through conducting 24 such module reviews over a three-year period within a business school and proposes potential future developments.
{"title":"Inclusive curriculum and BAME student advocacy in a business school: reflections on three years of inclusive module reviews","authors":"Sara de Sousa, Omotolani Fatilewa, Tejal Mistry","doi":"10.5456/wpll.23.3.48","DOIUrl":"https://doi.org/10.5456/wpll.23.3.48","url":null,"abstract":"This article presents a case study of BAME (Black, Asian and minority ethnic) student advocacy and its impact upon the curriculum of a large business school within a post-92 UK university. Learning from the University of Birmingham's (2017) ‘BME Ambassador Scheme’ and\u0000 the ‘Curriculum Consultants’ model at Kingston University (2017), a programme of BAME Student Advocates was established in 2018 across this university, to raise issues of race equity with staff in positions of power. The scheme has grown from 10 BAME Student Advocates in 2018 to\u0000 14 in 2020, offering student advocacy on many aspects of university life, including employability services, the learning environment, academic skills workshops, student community and belonging, and the undergraduate curriculum. The role-holder is employed by the central Student Success Team,\u0000 and partners with a senior member of staff in each academic school (and several other business functions) to collaborate on specific race equity objectives each year. One recurring aspect of the role involves offering diverse student perspectives on module content, delivery and assessment\u0000 to achieve a more inclusive curriculum design for programmes with the largest awarding gaps. This article reflects upon the outcomes and lessons learned through conducting 24 such module reviews over a three-year period within a business school and proposes potential future developments.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85832439","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}
A narrative method of enquiry was used to investigate the university experiences of Black, Asian and minority ethnic (BAME) students studying in a south-eastern UK business school. Participants were self-selecting undergraduates and postgraduates and academic and professional staff. The three facilitators were all academic staff from the Business School: two who identify as Black, one who identifies as white. Using a ‘Thinking Group’ (Kline, 1999) narrative methodology, it was found that issues relating to belonging, isolation, inclusive curriculum, and employability are all impacting Black, Asian and minority ethnic students' success in the Business School currently. The research resulted in the co-creation of 30 recommendations for action in the following academic year.
{"title":"Exploring the ‘unexplained’ awarding gap through understanding BAME students' experiences","authors":"Sara de Sousa, Judy St John, Emmanuella Emovon","doi":"10.5456/wpll.23.3.57","DOIUrl":"https://doi.org/10.5456/wpll.23.3.57","url":null,"abstract":"A narrative method of enquiry was used to investigate the university experiences of Black, Asian and minority ethnic (BAME) students studying in a south-eastern UK business school. Participants were self-selecting undergraduates and postgraduates and academic and professional staff.\u0000 The three facilitators were all academic staff from the Business School: two who identify as Black, one who identifies as white. Using a ‘Thinking Group’ (Kline, 1999) narrative methodology, it was found that issues relating to belonging, isolation, inclusive curriculum, and employability\u0000 are all impacting Black, Asian and minority ethnic students' success in the Business School currently. The research resulted in the co-creation of 30 recommendations for action in the following academic year.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88327011","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}
The articles in this special issue of Widening Participation and Lifelong Learning are based on presentations at a series of remote seminars organised by The Open University (UK), titled ‘Avoid Photocopying the past – re-designing HEIs to reduce inequitable outcomes for BAME students’. The first seminar (15 July 2020) proved so popular that parts 2 (6 October) and parts 3 (3 December) were added. The theme continued into Day 1 (of 4) of The Open University's Access, Participation and Success (APS) Biennial International Conference held online in March 2021. This special edition therefore includes five articles which originated as presentations focused on research around race and ethnicity in higher education (HE).
{"title":"Editorial: Special edition ‘Race and Ethnicity’","authors":"J. Douglas, J. Butcher","doi":"10.5456/wpll.23.3.1","DOIUrl":"https://doi.org/10.5456/wpll.23.3.1","url":null,"abstract":"The articles in this special issue of Widening Participation and Lifelong Learning are based on presentations at a series of remote seminars organised by The Open University (UK), titled ‘Avoid Photocopying the past – re-designing HEIs to reduce inequitable outcomes\u0000 for BAME students’. The first seminar (15 July 2020) proved so popular that parts 2 (6 October) and parts 3 (3 December) were added. The theme continued into Day 1 (of 4) of The Open University's Access, Participation and Success (APS) Biennial International Conference held online\u0000 in March 2021. This special edition therefore includes five articles which originated as presentations focused on research around race and ethnicity in higher education (HE).","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83982266","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}
In recent years, the topic of UK-domiciled undergraduate students from Black, Asian and minority ethnic (BAME) backgrounds not accessing, succeeding and progressing as well as their White peers in Higher Education (HE) has gained increased policy and media attention. Institutions are required to address gaps amongst student groups that are underrepresented within HE, including students from BAME backgrounds, through their Office for Students' (OfS) regulated Access and Participation Plan (APP). This paper offers specific examples of how Edge Hill University, a university in North West England, has begun to approach this work in the new regulatory environment. APPs now place an increased emphasis upon research informed practice, student engagement, consultation, and evaluation. This innovative practice article provides a detailed example of genuine collaboration and coproduction with students to develop and deliver APP work, and extends an earlier presentation delivered at the March 2021 Open University Access Participation and Success International Biennial Conference. In this article, the authors outline the development of a new Diversity Access Programme and a BAME Student Advisory Panel. The paper offers a reflective account of how APP leads, Widening Participation (WP) practitioners, evaluators and students can work together effectively in partnership to design and deliver WP initiatives.
近年来，来自英国的黑人、亚洲人和少数族裔(BAME)背景的本科生在高等教育(HE)中无法获得成功和进步，这一话题受到了政策和媒体的越来越多的关注。高等教育机构需要通过学生办公室(OfS)监管的准入和参与计划(APP)，解决高等教育中代表性不足的学生群体之间的差距，包括来自BAME背景的学生。本文提供了一些具体的例子，说明英格兰西北部的一所大学边山大学(Edge Hill University)如何开始在新的监管环境中开展这项工作。app现在更加强调研究实践、学生参与、咨询和评估。这篇创新的实践文章提供了一个与学生真正合作和共同生产的详细例子，以开发和交付APP工作，并扩展了之前在2021年3月开放大学参与和成功国际双年展上发表的演讲。在这篇文章中，作者概述了一个新的多元化准入计划和一个BAME学生咨询小组的发展。本文对APP如何引导、扩大参与(WP)实践者、评估人员和学生有效地合作设计和实施WP计划进行了反思。
{"title":"Collaboration and co-production with Black, Asian and minority ethnic students: working in partnership with our students to inform and deliver access and participation practice","authors":"H. Lloyd, R. Kaur","doi":"10.5456/wpll.23.3.108","DOIUrl":"https://doi.org/10.5456/wpll.23.3.108","url":null,"abstract":"In recent years, the topic of UK-domiciled undergraduate students from Black, Asian and minority ethnic (BAME) backgrounds not accessing, succeeding and progressing as well as their White peers in Higher Education (HE) has gained increased policy and media attention. Institutions are\u0000 required to address gaps amongst student groups that are underrepresented within HE, including students from BAME backgrounds, through their Office for Students' (OfS) regulated Access and Participation Plan (APP). This paper offers specific examples of how Edge Hill University, a university\u0000 in North West England, has begun to approach this work in the new regulatory environment. APPs now place an increased emphasis upon research informed practice, student engagement, consultation, and evaluation. This innovative practice article provides a detailed example of genuine collaboration\u0000 and coproduction with students to develop and deliver APP work, and extends an earlier presentation delivered at the March 2021 Open University Access Participation and Success International Biennial Conference. In this article, the authors outline the development of a new Diversity Access\u0000 Programme and a BAME Student Advisory Panel. The paper offers a reflective account of how APP leads, Widening Participation (WP) practitioners, evaluators and students can work together effectively in partnership to design and deliver WP initiatives.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82845382","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}
The University of Brighton commissioned a university-wide study to identify some of the factors contributing to the Black, Asian and Minority Ethnic degree awarding gap at UK Higher Education Institutions from the perspective of the students that it impacts. An Action Research focus-group approach was used to inform the planning for the institutional 2020–2025 Access and Participation Plan and an application for the Advance HE Race Equality Charter. This project focused on students who were identified as British and/or qualified for home (UK-resident) tuition fees. This paper presents the positive and negative factors identified from the focus groups as having a potential impact on the Black, Asian and Minority Ethnic student experience. Findings are separated into two categories, the academic student experience and the non-academic student experience, and the paper highlights those factors which were consistent across the institution's provision. The paper also discusses the multifaceted, whole-institution approach which has been taken in response to these findings and the principles underpinning the actions and interventions. Final remarks share reflections on the learning, both at an institutional and sector-level, and next steps that the University of Brighton intends to take to improve the student experience and address degree awarding gaps.
{"title":"Identifying and addressing differential Black, Asian and Minority Ethnic student experiences at a post-1992 institution","authors":"Joanna Macdonnell, Amandip Bisel","doi":"10.5456/wpll.23.3.9","DOIUrl":"https://doi.org/10.5456/wpll.23.3.9","url":null,"abstract":"The University of Brighton commissioned a university-wide study to identify some of the factors contributing to the Black, Asian and Minority Ethnic degree awarding gap at UK Higher Education Institutions from the perspective of the students that it impacts. An Action Research focus-group\u0000 approach was used to inform the planning for the institutional 2020–2025 Access and Participation Plan and an application for the Advance HE Race Equality Charter. This project focused on students who were identified as British and/or qualified for home (UK-resident) tuition fees. This\u0000 paper presents the positive and negative factors identified from the focus groups as having a potential impact on the Black, Asian and Minority Ethnic student experience. Findings are separated into two categories, the academic student experience and the non-academic student experience, and\u0000 the paper highlights those factors which were consistent across the institution's provision. The paper also discusses the multifaceted, whole-institution approach which has been taken in response to these findings and the principles underpinning the actions and interventions. Final remarks\u0000 share reflections on the learning, both at an institutional and sector-level, and next steps that the University of Brighton intends to take to improve the student experience and address degree awarding gaps.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"158 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86947211","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}
This paper reports research undertaken with Access students at the UK Open University which sought to address the Black awarding gap through an intersectional approach. Noting Black students were less likely than White students to declare a mental health disability (for which institutional support would be triggered), the authors explored Black students' reasons for non-disclosure using an ethically sensitive methodology. A self-selecting sample of Black students were interviewed by Black tutors, resulting in deep insights into the lived experiences of Black students. Due to the challenging personal stories elicited, these were presented as five composite personas. Institutional recommendations around the need for enhanced cultural competence amongst staff, and more inclusive language in policy implementation may also address issues across the sector.
{"title":"How do we talk about race…and mental health?","authors":"J. Butcher, Rehana Awan, D. Gray","doi":"10.5456/wpll.23.3.147","DOIUrl":"https://doi.org/10.5456/wpll.23.3.147","url":null,"abstract":"This paper reports research undertaken with Access students at the UK Open University which sought to address the Black awarding gap through an intersectional approach. Noting Black students were less likely than White students to declare a mental health disability (for which institutional\u0000 support would be triggered), the authors explored Black students' reasons for non-disclosure using an ethically sensitive methodology. A self-selecting sample of Black students were interviewed by Black tutors, resulting in deep insights into the lived experiences of Black students. Due\u0000 to the challenging personal stories elicited, these were presented as five composite personas. Institutional recommendations around the need for enhanced cultural competence amongst staff, and more inclusive language in policy implementation may also address issues across the sector.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76080847","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}
Tracey Peace‐Hughes, Jill Marchbank, J. McKendrick
{"title":"Beyond Bridging: The Prospects for Porosity in Parental Engagement Initiatives","authors":"Tracey Peace‐Hughes, Jill Marchbank, J. McKendrick","doi":"10.5456/WPLL.23.2.82","DOIUrl":"https://doi.org/10.5456/WPLL.23.2.82","url":null,"abstract":"","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"119 ","pages":"82-103"},"PeriodicalIF":0.0,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72443828","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}
When looking at barriers to social mobility, the experience of white working-class females and the choices they make when applying to university is under-researched, though it is touched upon through intersections of gender, ethnicity and class. This paper presents findings from qualitative research with students who identified as white, working-class and female, studying at a London-based Russell Group university. It explores the barriers and enablers they experienced in making the decision to go to university. The analysis highlighted three factors: (1) Circumstances at home often influenced their decision, representing both barriers and motivators. (2) They experienced a lack of support from schools and support but minimal resources within their family. (3) Lack of self-belief merged with a desire to prove themselves influenced their actions. The findings of this research suggest that this group has needs and barriers which practitioners should consider when trying to encourage university participation. These include: strengthening support groups, articulating both the unusual journeys this group may take to university and the benefits of different journeys and courses in a salient way, helping them to feel like they belong at university before they start and encouraging them to ask for help.
在考察社会流动的障碍时，白人工人阶级女性的经历以及她们在申请大学时所做的选择尚未得到充分研究，尽管它通过性别、种族和阶级的交叉来触及。本文介绍了对在伦敦罗素集团大学(Russell Group university)学习的白人、工薪阶层和女性学生进行定性研究的结果。它探讨了他们在决定上大学时遇到的障碍和推动因素。分析强调了三个因素:(1)家庭环境经常影响他们的决定，既代表障碍，也代表激励因素。(2)他们缺乏来自学校的支持和支持，但家庭资源却很少。缺乏自信加上想要证明自己的欲望影响了他们的行动。这项研究的结果表明，从业者在试图鼓励大学参与时，应该考虑这个群体的需求和障碍。这些措施包括:加强支持团体，以一种突出的方式阐明这个群体可能经历的不寻常的大学旅程，以及不同旅程和课程的好处，帮助他们在开始之前就觉得自己属于大学，并鼓励他们寻求帮助。
{"title":"Understanding white working-class female experiences of progression into a UK Russell Group Institution","authors":"Vanessa Todman","doi":"10.5456/wpll.23.1.31","DOIUrl":"https://doi.org/10.5456/wpll.23.1.31","url":null,"abstract":"When looking at barriers to social mobility, the experience of white working-class females and the choices they make when applying to university is under-researched, though it is touched upon through intersections of gender, ethnicity and class. This paper presents findings from qualitative\u0000 research with students who identified as white, working-class and female, studying at a London-based Russell Group university. It explores the barriers and enablers they experienced in making the decision to go to university. The analysis highlighted three factors: (1) Circumstances at\u0000 home often influenced their decision, representing both barriers and motivators. (2) They experienced a lack of support from schools and support but minimal resources within their family. (3) Lack of self-belief merged with a desire to prove themselves influenced their actions.\u0000 The findings of this research suggest that this group has needs and barriers which practitioners should consider when trying to encourage university participation. These include: strengthening support groups, articulating both the unusual journeys this group may take to university and the\u0000 benefits of different journeys and courses in a salient way, helping them to feel like they belong at university before they start and encouraging them to ask for help.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84102727","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}
Aunam Quyoum, Rita Hordósy, Jenna Mittelmeier, Steven Jones, Tee McCaldin
In the context of a proliferation of post-16 options, the need for substantial individual financial investment in university education, and uncertainties of employment outcomes, this paper explores student agency and structural constraints around career planning and progression into Higher Education (HE). Analysing data collected on behalf of a National Collaborative Outreach Programme (NCOP) hub in England, this research considers the views of students and staff at further education colleges (FECs). It draws on fourteen in-depth interviews with students undertaking qualifications that facilitate university entry, and seven interviews with staff involved in delivering information, advice and guidance (IAG) in some capacity within FECs. The paper explores the similarities and differences in how IAG is perceived, regarding its timing, depth, focus and scope. Students and staff broadly agreed that IAG in their FEC was often too broad, generic and insufficiently tailored to individual needs. In the cost-benefit analysis on university progression, students weighed up individual circumstances, calculating their best option whilst negotiating the structural constraints. Self-sufficiency was a common desire and ambition, and as such, the financial risks of entering university needed to be mitigated by a clear promise of stability in the future.
{"title":"Career decisions of further education college students: where does higher education 'fit in'?","authors":"Aunam Quyoum, Rita Hordósy, Jenna Mittelmeier, Steven Jones, Tee McCaldin","doi":"10.5456/wpll.23.1.54","DOIUrl":"https://doi.org/10.5456/wpll.23.1.54","url":null,"abstract":"In the context of a proliferation of post-16 options, the need for substantial individual financial investment in university education, and uncertainties of employment outcomes, this paper explores student agency and structural constraints around career planning and progression into\u0000 Higher Education (HE). Analysing data collected on behalf of a National Collaborative Outreach Programme (NCOP) hub in England, this research considers the views of students and staff at further education colleges (FECs). It draws on fourteen in-depth interviews with students undertaking qualifications\u0000 that facilitate university entry, and seven interviews with staff involved in delivering information, advice and guidance (IAG) in some capacity within FECs. The paper explores the similarities and differences in how IAG is perceived, regarding its timing, depth, focus and scope. Students\u0000 and staff broadly agreed that IAG in their FEC was often too broad, generic and insufficiently tailored to individual needs. In the cost-benefit analysis on university progression, students weighed up individual circumstances, calculating their best option whilst negotiating the structural\u0000 constraints. Self-sufficiency was a common desire and ambition, and as such, the financial risks of entering university needed to be mitigated by a clear promise of stability in the future.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89778684","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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