1 / 25

Building Capabilities for Higher Education Prior to Entry Karen MacFarlane

Building Capabilities for Higher Education Prior to Entry Karen MacFarlane Educational Research and Evaluation Glasgow Caledonian University k.macfarlane@gcu.ac.uk. Open University International Conference 2018.

sirvat
Download Presentation

Building Capabilities for Higher Education Prior to Entry Karen MacFarlane

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Building Capabilities for Higher Education Prior to Entry Karen MacFarlane Educational Research and Evaluation Glasgow Caledonian University k.macfarlane@gcu.ac.uk Open University International Conference 2018

  2. 18-year olds from Scotland’s 20% least deprived communities are more than four times as likely to enter university as those from the 20% most deprived communities

  3. Widening Participation in Higher Education: Scottish Government goal and central to the Commission on Widening Access (COWA)

  4. However: Few examples of what works

  5. University readiness The capability approach asks: What does a student need to be able to do and to be (what capabilities do they need) in order to successfully make the transition to higher education?

  6. Equitable transition to HE university is dependent on key capabilities

  7. Capabilities for equitable transition to university: Practical reason Knowledge and imagination Learning disposition Social relations and social networks Respect, dignity and recognition Emotional health

  8. The Advanced Higher Hub

  9. Research Question: To what extent does the study of HE level qualifications within a university environment whilst still at school foster capabilities for equitable transition to Higher Education for learners from disadvantaged backgrounds?

  10. Methodology: Qualitative In-depth semi-structured interviews 30 university students Former Hub pupils Experiences of studying at the Hub and subsequent experiences of the transition to and through university

  11. Findings mapped to Wilson-Strydom’s list of Capabilities for Equitable Transitions to University

  12. Capability: Practical reason Definition: Well-reasoned, informed, critical, independent and reflective choices about post-school study

  13. Findings: Useful preparation for university; Opportunity to test out the work load and level of learning; Sitting in on lectures; Advice/guidance about course choices and applications; Confirming/disconfirming degree/career choices; Possibility of moving away from home is raised and confirmed. Well-reasoned, informed, critical, independent and reflective choices about post-school study

  14. Capability: Knowledge and imagination Definition: Having the academic grounding for chosen university subjects, being able to develop and apply methods of critical thinking and imagination to identify and comprehend multiple perspectives and complex problems.

  15. Findings: Research skills; Critical analysis; Presenting arguments; Problem solving; Academic writing; Exam skills; Communication skills; Collaborative working; Time-management; Organisational skills; Presentation skills. Engaged learning

  16. Capability: Learning disposition Definition: Having curiosity and a desire for learning, having the learning skills required for university and being an active inquirer (questioning disposition).

  17. Findings: A learning and teaching experience more akin to lectures and tutorials; Curiosity for learning; Desire for learning; Independent learning; Academic independence; Self-discipline; Motivation; Self-efficacy. Learner identity as HE Student

  18. Capability: Social relations and social networks Definition: Being able to participate in groups for learning, working with diverse others to solve problems or complete tasks. Being able to form networks of friendships for learning support and leisure.

  19. Findings Interaction with new people; Making new friends; Mingling with current students; Moving on to university with new friends. Sense of belonging

  20. Capability: Respect, dignity and recognition Definition: Having respect for oneself and for others, and receiving respect from others, being treated with dignity. Not being devalued or devaluing others because of one’s gender, social class, religion or race. Valuing diversity and being able to show empathy. Having a voice to participate in learning.

  21. Findings: Treated as adults, as students; with respect; Given more responsibility; Being trusted; Not having to wear school uniform, to sign in or out or to ask to go to the toilet; Being afforded associate student status; Issued with student cards and a university email address. Self-efficacy; Maturity

  22. Capability: Emotional health Not being subject to anxiety or fear that diminishes learning. Having confidence in one’s ability to learn.

  23. Findings: Being around like-minded people; Friendly learning environment; Supportive relationships with staff, peers and current students that foster emotional health; Traveling to and from university. Acceptance; Confidence

  24. Conclusion The study of HE level qualifications within a university environment whilst still at school fosters capabilities for equitable transition to HE for learners from disadvantaged backgrounds

  25. Thank you

More Related