Abstract
Despite the plethora of research on widening participation in the last 20 years, access to the arts and humanities has remained relatively under-explored, especially in relation to the preparedness of adult learners. This article reports a case study investigating the impact of an arts and languages Access module at the UK Open University. Findings from interviews with 37 Access students were analysed in relation to four themes: the need for Access preparation; generic studentship skills; discipline-specific skills; intrinsic enjoyment and interdisciplinary study. We conclude embedded generic skills enhance learner confidence and time management, while academic literacy skills relevant to the arts and humanities enhance cultural capital and enable disadvantaged learners to access challenging disciplines. The impact of a preparatory arts and humanities module extends into the lives of individual students, suggesting a counter-narrative to the prevailing, ‘economic value’ paradigms of higher education policymakers.
Highlights
From its inception in 2002, this journal has aimed to promote research-led pedagogy across arts and humanities disciplines, and early in its publication history identified an issue that more students from disadvantaged backgrounds were engaging with HE but were differentially qualified and prepared
In subsequent early articles in this very journal, the idea that transition challenges might be greater in the Arts and Humanities (Marland, 2003) were mooted, noting the mismatch between experience and skills which could lead to early dropout – with appropriate preparation regarded as a key mitigation
The impact of generic skills development: Confidence and time management Fundamental to effective access to the arts and humanities, just as to other disciplines across HE, is that students from disadvantaged backgrounds feel confident that they can cope with the demands of study
Summary
From its inception in 2002, this journal has aimed to promote research-led pedagogy across arts and humanities disciplines, and early in its publication history identified an issue that more students from disadvantaged backgrounds were engaging with HE but were differentially qualified and prepared. In subsequent early articles in this very journal, the idea that transition challenges might be greater in the Arts and Humanities (Marland, 2003) were mooted, noting the mismatch between experience and skills which could lead to early dropout – with appropriate preparation regarded as a key mitigation This issue of appropriate preparation signals the need, in the UK, to offer some kind of bridging pedagogy, recognising that the shift to independent learning in HE required the development of time management skills (Smith and Hopkins, 2005) for some ALevel (university matriculation level) entrants at age 18. Our findings on the power of effective preparation for arts and humanities students from disadvantaged backgrounds may offer tangible ideas for other institutions seeking to enhance skills and confidence and enable more students who enter with different/lower prior qualifications to succeed in the arts and humanities
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