Opening Doors to Higher Education? Access Students’ Learning Transitions – Phase 1 Study

1. Opening Doors to Higher Education? Access Students’ Learning Transitions – Phase 1 Study Hugh Busher, Nalita James, Beth Suttill Centre for Labour Market Studies and School of Education, University of Leicester Dissemination Event, University of Leicester

2. Outline of the Presentation • An overview of the project and its location in terms of policy and literature • Research questions • Methodology and methods • Findings and discussion • Emerging themes and conclusions • Recommendations • Future research Dissemination, University of Leicester

3. Research Aims and Context Dissemination, University of Leicester

4. The Research Aims • A pilot study conducted in 2011/12 examined Access to HE students learning transitions in 3 urban FE Colleges in the East Midlands region. • Focused on non-traditional adult learners and aimed to reveal their discourses and participation in learning, and the life chances such courses offer. • Although, anecdotally, Access courses create successful learning experiences for such learners, there is a lack of up-to-date empirical research on the processes of transition that this group of learners experience, particularly in the Midlands. • How Access courses are run can support Access learners, and the complex processes that shape their demand for learning. However, there are very few studies that have examined these issues in any great depth. • To provide evidence about the impact of Access to HE on adult learners' transitions and identities, and of the changes in HE policy on adult learners' chances to participate. Dissemination, University of Leicester

5. Access to HE Courses • Access to HE courses offer a one-year diploma qualification to prepare students for study at university and are aimed at people who would like to study in HE but who left school without the usual qualifications. They are aimed at those ‘excluded, delayed or otherwise deterred by a need to qualify for (university) entry in more conventional ways’ (Parry, 1996: 11). • In England, Access to HE courses are viewed as providing a unique route into HE, offering opportunities to those recognised as 'under-represented' in HE, but also to individuals who, from the circumstances of their individual lives, are disadvantaged. • Access to HE is also about offering all adult learners the opportunity to enter higher education, as part of the Government’s commitment to widening participation and lifelong learning. Dissemination, University of Leicester

6. Current Policy Context: Access to HE • Opportunities for disadvantaged learners to participate in Access education is now under threat because of the shifting educational discourses and policies that have recently emerged on how Access to HE students’ are supported through their studies. • National government policy after 2010 focused on raising the aspirations of young people deemed to have the potential to participate in HE despite their disadvantaged background. Driven by concerns about the creation of a ‘lost generation’ as the number of young unemployed passed the one million mark in 2011. • Education policy on Access to HE has shifted from entry being free and inclusive for all adults wishing to enhance their cultural capital (Bourdieu, 1986), to entry privileging younger people, said to improve the national economy, and being dependent on paying fees. • The Hughes Report on Access to Higher Education (2011) argues that the Government should reclassify Access courses in FE colleges so that they will be eligible for funding for students over the age of 24 years to ensure the maximum amount of people have the chance to go into higher education (Hughes, 2011; 33). Dissemination, University of Leicester

7. Literature Review • Central to understanding access students’ learning transitions is the interplay between individual agency and identity, circumstance and social structure (Wyn and White, 1998). • The construction of identities continues through life (Giddens, 1991) as a social project linked to people's memberships of various communities (Lave and Wenger, 1991), through which they learn what constitutes successful technical and membership practice (Wenger, 1998). • These identities are grounded in people’s individual histories, personalities and work-related experiences (Busher, 2005). • They can be affected by a number of key personal, interactional and institutional factors (Johnston and Merrill 2009). • Learners’ identities are fragile and contingent, vulnerable to external changes and pressures as well as to internal revisions (Crossan et al, 2003), always in a state of flux and under constant (re)construction (Bloomer and Hodkinson 2000). • In transition, the notion of identity is in the foreground because new and strange practices force reconsideration of practice and therefore shifts in identity trajectories (O’Donnell and Tobbell, 2007). Dissemination, University of Leicester

8. Research Methodology Dissemination, University of Leicester

9. Methodology • This small scale study focused on mature students on Access to Higher Education courses in the Social Sciences / Humanities in three urban Colleges (A,B,C) in the East Midlands during the academic year 2011-2012. • In each College there were about 70 full-time Access students of which about 20 students were on Social Science/Humanities courses at the start of the year 2011-2012. • The study used a multi-site case study with a social interactionist perspective to investigate the views of mature adult students' and their tutors of their changing learning identities and developing learning relationships during their participation in Access to HE courses. • In each College the study collected data from about five self-selecting Access students through focus group interviews on three occasions (December, March and May) as well as individual audio diaries with some students and individual interviews with their tutors. Dissemination, University of Leicester

10. Methodology • The qualitative data was audio-recorded, transcribed and analysed manually using a form of thematic analysis which took account of participants own constructs of themselves and their experiences in particular contexts to shape the interpretation of the data. • The findings are not generalised to a wider population than its participants, but the themes that emerge raise questions that need to be consider in other similar institutions and courses nationally. • Participants gave voluntary informed consent to participate and were aware they could leave the project at any time, which some chose to do. Dissemination, University of Leicester

11. Access Students’ Interviews General Findings from the Three Colleges Dissemination, University of Leicester

12. Findings • The next few slides present the emergent findings from this study • These draw predominantly on the focus groups carried out in Dec 2011, March 2012 and May 2012, as is shown by the dating of the quotations, and report the views of Access to HE course students on the main questions investigated by this paper: • Why some people seek access to HE after leaving school • How Access students’ perceptions of HE and Access courses are affected by changing government policies • Access students’ changing views on learning and themselves as learners through the experiences provided on the Access courses • Preparing for HE: What Access students think of their courses • Whether senses of community are constructed amongst learners and tutors on Access to HE courses and how these affect students’ engagement with learning Dissemination, University of Leicester

13. Why some people seek access to HE after leaving school Interest in a subject area/ specific career • When I was at secondary school I always wanted to go into psychology, but left sixth form. [did] hairdressing and I still was interested in psychology. (Coll B Dec) Personal contacts/ reasons / self-fulfilment • to fulfil my own potential and to provide my daughter with stability and [get] a greater pay grade (Coll A Dec) Want to go to HE • I want to get a degree. Like all my family’s done it … I don’t want to be the one who’s not done all that (Coll A Dec) Dislike of current job (opportunities) • I’ve chosen to study now because I feel like those jobs are just dead-end jobs really(CollA Dec) Had to choose the Access route • [For] a lot of stuff, you need GCSE in Maths and I haven’t. Well I got an E(CollB Dec) • No qualifications…Leaving school at fourteen (Coll C Dec) Dissemination, University of Leicester

14. Access students’ perceptions of HE and Access courses and government policies Covering the costs of Access courses • I think it was really rubbish to cut the Adult Learning Grant because all of us have had to cut our hours at work… could pay towards a bill or even pay for the phone bill (Coll B March) • Very difficult to juggle working as well as studying …didn’t realise how rough it was going to be (Coll C March) • there is no day off in our working week … we are all working seven days a week(CollC March) Access course fees • Now I’m quite happy to say that it’s been worth … six hundred and twenty (Coll B March) • I think it’s a really bad idea [to put up fees]… people on the Access Course probably don’t live with their parents and have to earn money. They’ve got other people to provide for. (Coll B March) Dissemination, University of Leicester

15. Access students’ perceptions of HE and Access courses and government policies The recession/ lack of employment • Very difficult to find [work] (Coll C March) • I thought it’d be easier for me because I’ve held down jobs …no big gaps in employmentbut … (CollC March) • I didn’t want to be on the dole because there are less jobs, especially in comparison to other cities. Most of the jobs is menial (Coll C May) University fees • About a year ago I was like, ‘Oh I’m not going to university. Why pay that much for an education?’ But … (Coll C May) • I know it’s nine grand a year which is a fortune, but I mean you don’t have to pay it back till you’re earning £21k or more. So there have been a lot of people say doing social work or something, might not ever pay it back. So they’ve [government] only helped us in a bad way(CollC June) Dissemination, University of Leicester

16. Access students’ views of their experiences as learners Prior to Access experiences as learners • I failed all my GCSEs. So I don’t have no school qualifications. I didn’t do anything. So I never learnt basic study skills(CollA Dec) • I really enjoyed secondary school. The thing that sort of messed me up was my school, after GCSEs, didn’t really give you any other options apart from staying there to do you’re A-levels. So by the time I’d finished my first year of A-levels, I was sick of the people that I was with cos I’d been with them for the last eight years(Coll B Dec) • I haven’t been in education for over twenty years (Coll C Dec) • I’ve got a BA Honours degree (Coll C Dec) • No qualifications…Leaving school at fourteen (Coll C Dec) • I went to university but I quit after a year (Coll C Dec) Dissemination, University of Leicester

17. Access students’ views of learning on Access courses How being a learner on Access course is different from school • I’m not used to studying and being in this environment… it’s been about four-five years since I’ve been working and not studying … getting back into that routine is a bit hard sometimes (Coll A Dec) • We actually listen now. That’s the difference [General laughter]. When I was younger I never used to listen. I just used to sit at the back of the class and just mess around(CollA Dec) • Everyone wants to be here. Everyone that’s here knows what they want to do and there’s just a massive amount of focus in our class. The teachers are great … sympathise with you and … respect you more (Coll B Dec) Dissemination, University of Leicester

18. Access students’ changing views of themselves as learners As a learner at the start of the Access course • I was really rubbish. I was getting passes all the time. Now I can expect to get like merit or distinction (Coll A March) • I wasn’t particularly enjoying it the first couple of months (Coll B March) • I was really enthusiastic because being a mature student I was sort of determined to do well (Coll B March) As a learner after 3 months on the Access course • The course is going okay so far. I’m finding it a bit difficult in places but obviously there’s help out there for me (Coll A Dec) • I really enjoy coming to college and I love learning but [because] is it’s aimed for mature students there’s no financial help (Coll B Dec) As a learner after 6 months on Access course • I feel like I’ve just got better and more intelligent actually. (Coll A March) • So now it’s like we understand a bit more, the new ways, the way everything works. I was a bit rusty before (Coll A March) • now we’re this side of the Christmas holiday, I’ve felt much better about it and I enjoy it now. (Coll B March) Dissemination, University of Leicester

19. Access students’ views of being prepared for HE Helping students to develop competence and confidence in learning • You get a mark but you also get comments at the bottom of your work pointing you in the direction that maybe you should have gone down (Coll B May) • They go through essay plans with us … and they stop marking drafts. I think that was really helpful to be honest (Coll C June) Becoming independent learners • I’m a lot more confident like in my academic skills than when I started(CollB June) • I think that in terms of planning essays and like study skills … smart plans and timetables. I’ve got better (Coll C June) Changed you personally • It’s a big deal to come out of your comfort zone isn’t it? (Coll B June) • I’ve got a better understanding of society … changed me as a person. (Coll B June) Dissemination, University of Leicester

20. Access students’ views of being prepared for HE Compared with A levels • It’s a lot more intense [than A levels], but they’re [tutors] very flexible as well (Coll B June) • More about learning than remembering like A-levels for one exam (Coll B June) • It does teach you a lot better. A-levels, despite they say it’s independent learning, you get spoon-fed a lot more than on this course (Coll C June) • it does all the study skills and essay plans … that A-levels don’t give you because you just have your subjects and there’s very actually little coursework to do at A-level. It makes you more prepared for university work but A-levels have the benefit of exams (Coll C June) • It just helps you … the regular assignments …have deadlines. Whereas A-levels, deadlines don’t mean anything.You’re not penalised at A-level, whereas here you learn the consequences... [late assignments] are capped at a pass [laughter] (Coll C June) Dissemination, University of Leicester

21. Constructing community: With tutors • We’re all adults and they … treat you like that. They’re adults. We’re adults with adult lives (Coll A Dec) • you can have your laugh and your joke with him, but he’s got this tone about him which is a serious tone (Coll A Dec) • Like he’ll manage to answer everyone’s questions and help everyone out (Coll A Dec) • the teachers help us out as much as they can (Coll B Dec) • You respect your teacher and she gives us the same respect back. She treats you as an individual on the same level as her almost. [Here they want] you to succeed … as much as you want to succeed (Coll B Dec) • there’s mutual respect between teacher and student (Coll B March) • I see [tutor] as a teacher, but she’s there for a lot more support than previous teachers have been (Coll B March) Dissemination, University of Leicester

22. Constructing community: practical help from other students • If we work together, like if there’s an assignment that needs to be done … it’ll all get done much quicker than one person struggling on their own (Coll A Dec) • Occasionally [use a mobile phone]. If I’ve missed a day and I’m not sure about something (Coll B Dec) • We all help each other out and the teachers help us out as much as they can. It’s nice to be in a learning environment where everyone wants to be there. (Coll B Dec) • Advice. Guidance. Moral support. (Coll B March) • There’s a lady in IT that was really upset one day and I’d already done the work. So I just sat with her and went through everything (Coll C Dec) • I gave someone a lift I think the other day. (Coll C March) Dissemination, University of Leicester

23. Constructing community: shared experiences with other students • Like obviously loads of people have got like kids in the class … it’s nice … cos I don’t feel like left out. So I feel a part of the group (Coll A Dec) • Everyone gets on with each other now. So it’s so much more nicer. Relationships have grown naturally (Coll A March) • You’re all in the same boat. So you can pull together and help each other out (Coll B Dec) • it’s nice to be able to talk to some people and as a mother of two kids, you don’t get that at school (Coll B Dec) • There’s definitely a sense of camaraderie (Coll B March) • actually it’s been the best learning experience I’ve had … Because of the support, the focus, the group (Coll B March) Dissemination, University of Leicester

24. Access Tutor Interviews General Findings from the Three Colleges Dissemination, University of Leicester

25. Views of the Access Course Rewarding and valuable • “I think you want to feel that education is going to change people’s lives and take them out of what they are and put them in something different and it’s never more evident than in access” Second chance • “Well I think it’s brilliant for people who for whatever reason have missed out earlier in their life...” Access v A Level Preparation for university Dissemination, University of Leicester

26. Sense of community Importance • “It almost becomes, for a while, your focus and your family. Probably more so than the support from your partners because you’re with these people with a common cause and so community is majorly important to them and it carries on after access too.” Role of the tutor • Maintaining distance • Importance of understanding the students • Level of support • “It’s kind of an open door. If you want the help and you want to learn, we’re accessible...” Dissemination, University of Leicester

27. Views of the Access Students Mature and motivated; different to younger students • “For me teaching highly motivated adults... We’re all geared up to be working for success, whereas sometimes with sixteen, seventeen year olds, there’s still that them and us.” Changing profile of students (getting younger) • “I don’t think access courses are about failed A-level students.” Not valued by universities • A Level students as the ‘gold standard’ Dissemination, University of Leicester

28. Policy and Institutional Context Introduction of loans • Step back • Change the cohort • Value for money • Student motivation Introduction of grading • Pressure on students (university offers) • Impact on student/tutor relations • “We’ve become more distant because of it...” Dissemination, University of Leicester

29. Emerging Themes and Conclusions Dissemination, University of Leicester

30. Access to HE courses • Preliminary findings suggest that educational access, personal circumstances and school experiences are a key part of the students’ learning transitions. • They highlight how Access courses constituted a different culture within which not only teaching and learning took place but in which the role of the Access tutors was fundamental in providing a supportive and distinctive academic environment. Dissemination, University of Leicester

31. Access students’ learning transitions • Access students inter-connected with prior learning experiences and other identities as they progressed through their studies. • On completion of their studies, they had experiences of learning success offers of university, and beliefs that they were becoming competent independent learners able to tackle the next stage in their learning journey. • Factors that supported this included college environment and tutor support, peer support and changing goals, growing self-confidence. Dissemination, University of Leicester

32. Access to HE tutors’ support • Access tutors are highly dedicated and committed to Access to HE even in Colleges where staff resources are stretched, student numbers are high, or student cohorts are challenging. • Access tutors understand that Access students’ barriers to learning are associated with their positions in the social and economic structures. • Relationships established with tutors are important in enabling Access students to become more committed to their role as learners. Dissemination, University of Leicester

33. Access to HE and the policy context • Access tutors are aware of the implications of the shifting policy context and the impact that this will have on the nature of the Access student population, in terms of age and social economic backgrounds. • The emphasis on completion rates in Access to HE puts tutors under great pressure to ensure that students achieve high marks, complete their studies and enter HE. • Tutors are concerned about how Access students are perceived and valued by HEIs and their perception of A Level students as the academic ‘gold standard’. Dissemination, University of Leicester

34. Recommendations Dissemination, University of Leicester

35. Supporting Access to HE • The needs of Access students must be clearly identified and appropriate provision developed if they are to be enabled to participate successfully. • Participating in formal learning as an adult serves as a strategy for coping with the risks associated with contemporary career trajectories and at the same time, by enabling greater mobility, it gives rise to further instability. This suggests a need to develop Access provision that is more attuned to the individual needs of these learners and the complex processes that shape the demand for learning. Dissemination, University of Leicester

36. Preparing Access students for HE • Academic practices are an important part of Access students’ transition into HE. HE admissions tutors need to better understand the impact of Access courses on adult learners’ preparations for HE. • Access students come from a wide range of backgrounds. As they enter HE they must be supported. This requires universities to fully consider the needs of this student population, and their socio-economic backgrounds. Dissemination, University of Leicester

37. Challenging the policy context • Current policy on how Access education is funded for adult learners challenges the notion of access and widening participation. Consideration needs to be given to the extent to which Access education is also about lives and agency in which chance and surprise happenings also have their part to play in the successful transitions of these students. • The insertion of market principles into both further and higher education, with their emphasis on greater efficiency and competitive self-interest, works against the tenets of Access to HE. • Current principles of access and widening participation could lead to those most disadvantaged becoming more isolated in their lack of achievements and qualifications, and opportunities to participate in education. Dissemination, University of Leicester

38. Future Research Dissemination, University of Leicester

39. The next research phase… • To undertake a longitudinal study of Access students to look at the concept of learning transitions and careers in more depth and how this can inform Access to HE course development and teaching. • To examine what proportion of Access students either do not proceed to higher education at all or else enter higher education but later withdraw from their studies, and thus what strategies might be useful to support Access students as learners. • To explore what former Access students who are currently in HE think about their experiences on Access courses and how these prepared them for study at this level, the cultural disparity between Access courses and programmes in higher education. Dissemination, University of Leicester

40. Discussion and Questions Dissemination, University of Leicester

41. Contacts and further information • hugh.busher@le.ac.uk • nalita.james@le.ac.uk • Anna-Marie Palmer (Research Intern) amp48@le.ac.uk • Website: http://www2.le.ac.uk/projects/access-students-learning-transitions/opening-doors Dissemination, University of Leicester