Higher education in further education: capturing and promoting HEness

Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis

“…However, many such analyses are under-theorised, drawing on normative, managerialist discourses of collaboration, and underestimating the effects of power relations (Doyle, 2006). By contrast, Doyle and others (Lea and Simmons, 2012;Leahy, 2012) have argued that accommodations from the HE side tend to be piecemeal rather than creating a more collaborative model, and reinforce a hierarchical distinction between 'real' HE in universities, and a marginal form offered in FE colleges.…”

“…Similarly, the collegebased element of the FD is dismissed as 'spoon-feeding' in terms that suggest it is not 'proper' HE. We see here the contestation over 'HEness' (Lea and Simmons, 2012) and a construction of HE practiced in the field of FE as 'HE lite' (cf. Creasey, 2013).…”

Challenging assumptions about values, interests and power in further and higher education partnerships

“…Colley et al (2014) invoke the Bordieu's (1993) concept of 'field' to analyse the contested and competitive world of further and higher education partnership, which leads them towards a theory of power imbalance between universities and FE colleges that casts the latter distinctly as a junior, less equal partner, so that '(h)owever egalitarian the approach within the partnership, the power balance typically lies strongly in favour of the HE institution, which retains the 'ownership' of the students, control over funding, imposition of methods of assessment and QA and resources for research' (ibid: p.3), though noting that this domination is variable in intensity and impact depending upon institution type and form of collaboration. In support of their view, they cite with approval Doyle (2006), Lea and Simmons (2012) and Leahy (2012), asserting that collaborations between HE and FE 'tend to be piecemeal rather than creating a more collaborative model, and reinforce a hierarchical distinction between "real" HE in universities, and a marginal form offered in FE colleges' (Colley et al 2014: 3). This somewhat unbalanced relationship has been aptly characterised by Scott as following the 'header tank' principle, where 'in times of plenty, whether of student demand or of resources, universities have been happy to export student numbers to local colleges only to reclaim them in less favourable circumstances' (Scott 2009: p. 407).…”

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

“…Higher education institutions are bound by their models and requirements for entry which are designed to maintain exacting standards, ensure the suitability of courses of study for applicants and maintain the cultural identity and practices of the institutions. This is a highly valuable practice and as Lea & Simmons (2012) point out central to the creation of the 'HEness' of HE. However, these practices do not always cater for the learning experiences and skills of FE graduates wishing to progress from HE level study in FE to full immersion in study within the HE sector.…”

“…2+2 degrees see Gallacher, 2006). Lea and Simmons (2012) in an article discussing 'HEness' in FE offer insights into some of the perceived problems and issues of delivering an authentic HE experience situated within the context of FE. The article highlights some of the operational and cultural differences that in many ways throw up barriers to the creation of a culture within FE conducive to the delivery of higher education courses.…”