Supporting progression to HE: the role of colleges and vocational courses

Abstract

Purpose -Vocational courses in England support the progression to higher education (HE) of large numbers of young people from disadvantaged backgrounds, yet there is little research exploring the college experiences of these young people prior to entering university. The purpose of this paper is to consider the experiences of young people on Level 3 Business and Technology Education Council (BTEC) vocational courses in their progression to HE from differently positioned post-16 colleges in England. Design/methodology/approach -A qualitative study was undertaken into the experiences of students on BTEC courses in four subject clusters (science, technology, engineering and maths, arts and humanities, social sciences and health) at both a Further Education College and a Sixth Form College in an area of multiple deprivation and low HE participation. Young people's experiences of BTEC courses and the support and guidance they receive are explored through the conceptual lens of "possible selves" and using Bourdieu's ideas of capital, habitus and field. Findings -Pedagogies and practices on BTEC courses are found to support the development of relevant social and cultural capital and help young people formulate well-articulated "possible selves" as university students, even amongst students who previously had not considered university as an option. The findings illustrate how differently positioned colleges support students' progression and identify challenges presented by an increasingly stratified and marketised system. Originality/value -The study highlights the transformative potential of BTEC courses and their role in supporting progression to HE amongst young people from economically disadvantaged backgrounds. The current emphasis on standardisation and rigour as mechanisms to better equip students for HE neglects the unique contribution BTEC pedagogies and practices make to encouraging HE participation. A Bourdieusian and "possible selves" theoretical framework has provided new insights into these valuable learning processes.

How does a vocational qualification (BTEC) prepare students for a degree in Biosciences at a research intensive university?

“…During their BTEC studies, the students reported having a strong support network with their peers and tutors. This finding is supported by Gartland and Smith (2018) who highlight the importance of friendship groups and closeness of course tutors in motivating and supporting BTEC students to gain confidence. More widely, it has also been established that the development of strong friendship groups helps to reduce the feeling of isolation, enable students to feel more confident and secure thereby leading to better progression of students in their studies (Mallman & Lee, 2016;Mallman & Lee, 2017;Stuart, 2006).…”

“…Whilst the BTEC qualification offers a route into HE, it is primarily a work-based qualification with a focus on applied learning (Banerjee et al, 2017;Gill & Vidal Rodeiro, 2014). In fact, many BTEC students do not initially plan to go into HE due to negative experiences of education at school, lack of social reference, or some other deficiency of social capital (Gartland & Smith, 2018). For some, the BTEC is a second chance at education (Gartland & Smith, 2018).…”

“…In fact, many BTEC students do not initially plan to go into HE due to negative experiences of education at school, lack of social reference, or some other deficiency of social capital (Gartland & Smith, 2018). For some, the BTEC is a second chance at education (Gartland & Smith, 2018). For those who do enter HE, it is the applied nature of the BTEC course that helps to equip students well for a Biosciences degree which has a strong practical element to the course.…”

“…However, lack of confidence due to stigmatisation and assessment methods was highlighted in all focus groups and it could be that the higher university drop-out rate of BTEC students between years 1 and 2 may be explained by the students feeling on the back-foot and not having the confidence to continue their studies. A challenge for universities is that lack of confidence and feeling behind is likely to develop at college where BTEC is given a lower status compared to A-levels (Gartland & Smith, 2018) and with the term 'BTEC' being used to substitute inferior on twitter (Kelly, 2017). Therefore, early initiatives to change perception and boost confidence may be successful at improving BTEC student retention and progress.…”

Developing a Tool for Quality and Accreditation of a New Generation University in the Digitalized Society: The Case of a Thematic-Technical University

“…Concept courses play a critical role in the realization of the vision and purpose of the university, which is the fundamental justification of the foundation of the university. The proportion of concept courses and branded courses in the curriculum is also an important indicator for the profile of the graduates (Gartland and Smith, 2018;Olsson, 2016;Poon and Brownlow, 2015;Farnsworth, 1970).…”