Advanced and higher vocational education in Scotland: recontextualising the provision of HE in FE

Husband, Gary; Jeffrey, Michael

doi:10.1080/13596748.2015.1125670

Cited by 6 publications

(6 citation statements)

References 10 publications

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“…The difficulty of accessing high-status institutions limits opportunities for 'non-traditional' students as does the perceived lack of status of college-delivered HE. Husband and Jeffrey (2016) point out that the current model of progression in HE courses from college into university 'emphasises the perceived requirement to attend university for valid HE provision' (Husband & Jeffrey, 2016: 69-70).…”

Section: Widening Participationmentioning

confidence: 99%

The Lived Experiences of Transition from College to University in Scotland: A Qualitative Research Synthesis

Robertson¹,

Cunningham

2023

International Journal of Educational and Life Transitions

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The Scottish Government has recently accepted the recommendations of the Scottish Funding Council to move towards a coherent tertiary education and skills system. This is one where colleges and universities in Scotland accelerate and deepen their collaboration to provide fair, flexible, and sustainable learner journeys.This paper provides a timely summary and analysis of what is known about the lived experiences of those involved in making effective transitions from college to university in Scotland. Previous project work has identified this transition as problematic, suggesting an academic 'deficit model' of college students transitioning to university. This qualitative research synthesis seeks to move beyond this to identify common themes from published literature to inform learning and teaching practice in both colleges and universities in Scotland. These themes include the sectoral, academic, personal and logistical factors that influence making effective transitions. We raise key topics for discussion in relation to the development of a coherent tertiary sector:(1) Responsibility for Transition, (2) Alignment between Colleges and Universities and, (3) Widening Participation. While our findings will have clear implications for those in the Scottish sector, more broadly it also has implications for all those considering relationships in, and between, further and higher education.

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Section: Widening Participationmentioning

confidence: 99%

The Lived Experiences of Transition from College to University in Scotland: A Qualitative Research Synthesis

Robertson¹,

Cunningham

2023

International Journal of Educational and Life Transitions

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“…Within the delicate micro layers that can evolve in such circumstances, different conceptualisations of leadership can emerge, 'closer to the concept of "stewardship" used by environmentalists' (Hodgson and Spours, 2009: 5). As such, efforts to remould undergraduate provision within further education in the image of universities may be misguided, with some of this distinctiveness being lost in the process (Husband and Jeffrey, 2016).…”

Section: The Micro Layer Of the Undergraduate Learner Within Further ...mentioning

confidence: 99%

Leading undergraduate provision in further education colleges: the experiences of BA Education programme leaders

2023

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This article explores the experiences of those who lead undergraduate education-related programmes in further education (FE) colleges in England. Questionnaire and interview fieldwork with 14 further education-based programme leaders were supplemented by a comparison survey of equivalent professionals from higher education institutions (HEIs). Drawing on Hodgson and Spours’s four-level lifelong learning ecology and Nardi and O’Day’s keystone species concept, our analysis characterises the role of the undergraduate programme leader as distinctive and critical within the further education context. Extremely multifaceted and busy, this role is also poorly defined, often involving individuals relying on craft wisdom accrued within specific contexts. Three overall strands of responsibility emerged in participants’ view of their role: the administrative and organisational demands of colleges and the validation/franchising of higher education partners; the provision to learners of appropriate support in their studies; and the recognition of and response to pastoral needs of students. Tensions were identified between these, with one strand tending to preoccupy programme leaders at any time, obscuring their view of other important role objectives. As such, we introduce the concept of sightlines to capture the importance of enabling programme leaders to see through and beyond their institutional context and engage outwards, rather than turn inwards. Practical recommendations include the provision of time and licence to study for advanced qualifications, to undertake research and to help nurture distinctive cultures of higher education learning.

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“…universities (Andrew et. al., 2008;Husband and Jeffrey, 2016). In Scotland, about 90% of universities and colleges offer EE (Mckeown et.…”

Section: Data From Ibge [Brazilian Institute Of Geography and Statistics] (2019) Revealed That Inmentioning

confidence: 99%

“…After that, to continue their studies, students can choose between further education (a type of "postcompulsory" education similar to the Brazilian VE) and higher education, i.e. universities (Andrew et al, 2008;Husband and Jeffrey, 2016). In Scotland, about 90% of universities and colleges offer EE (Mckeown et al, 2006).…”

Section: Study Context: Ee Practices Inmentioning

confidence: 99%

Entrepreneurship education in Brazil: Brazilian and Scottish approaches to policy and provision in vocational education

Stadler

Alberton²,

Smith

2021

JSBED

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PurposeThis paper examines entrepreneurship education (EE) in Brazil and Scotland and unpacks convergent and divergent practices in vocational education (VE). The authors evaluate access to EE in VE and suggest and how it might be advanced in Brazil.Design/methodology/approachThe authors conducted an interpretative phenomenological analysis (IPA); interpretative analysis of interviewee experiences with 12 educationalists, in management and academic roles, from two Brazilian and two Scottish VE institutions, contextual findings inform advances.FindingsIn Scotland, there is a well-defined entrepreneurial ecosystem where government policy and partners support and monitor provision of and accessibility to EE. In Brazil, government does not regulate policy provision of EE, and there is no defined entrepreneurial ecosystem of partners. IPA enabled the authors to examine divergent entrepreneurial education provision and evaluate accessibility to EE in Brazil.Research limitations/implicationsImplications include ways to advance educational inclusivity and accessibility for VE students in Brazil and a call to address availability through policy is underpinned by empirical data. Contextual characteristics of the study might be considered limiting but address a broad call to contribute to EE in VE settings.Practical implicationsThe findings of this study equip educationalists with new knowledge about advancing EE provision and delivery in VE, which in turn supports inclusivity.Originality/valueThe authors contribute directly to an agenda that will create impact for young Brazilians through accessible EE models that place EE in VE at the forefront of social change in Brazil.

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Advanced and higher vocational education in Scotland: recontextualising the provision of HE in FE

Cited by 6 publications

References 10 publications

The Lived Experiences of Transition from College to University in Scotland: A Qualitative Research Synthesis

The Lived Experiences of Transition from College to University in Scotland: A Qualitative Research Synthesis

Leading undergraduate provision in further education colleges: the experiences of BA Education programme leaders

Entrepreneurship education in Brazil: Brazilian and Scottish approaches to policy and provision in vocational education

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