The conditions enabling and constraining BTEC higher education decision-making in an English further education college

Abstract

ABSTRACT Previous studies have identified a deficit with the higher education (HE) decision-making support offered by further education (FE) colleges, compared with other post-16 providers. However, there has been little research as to why this might be the case. This paper explores this issue by considering the HE choice-making experiences of Level 3 Business and Technology Education Council (BTEC) students and the staff supporting them in an FE college in England. Data are viewed through the theoretical lens of the Theory of Practice Architectures, a framework which illuminates the pre-existing conditions holding the practices of HE choice-making in place. The investigation reveals inconsistent College HE choice support, with a reliance on tutors and local universities that can both enable and constrain the programme. Factors underlying the construction of the programme include the structural parameters of both the BTEC qualification and the College, competing College priorities and the varying relationships the College has with different types of universities. The paper concludes by highlighting the complexity of the tensions and conflicts inherent in FE and making a number of practical recommendations as to the underlying conditions that would need to change in order for FE HE choice support to fulfil its potential.