College-based Higher Education Research Articles

An institutional ethnographic investigation into the pastoral work of course leaders for college-based higher education

ABSTRACT The aim of this article is to investigate the pastoral work carried out by Course Leaders of College-Based Higher Education (CBHE), asking the question of how does the pastoral work of Course Leaders for CBHE happen? Taking the standpoint of Course Leaders for CBHE and using the work of Dorothy E. Smith, I adopted an institutional ethnographic approach to investigate the pastoral work. Informants were purposively sampled, and data was collected from interviews with Course Leaders and managers, observations of Course Leaders, field notes and texts relating to the work of Course Leaders. I found that the pastoral work of Course Leaders for CBHE was taking place. It was taking place in the talk of the Course Leaders and visible through the observations I carried out. Yet this work was unseen in terms of the documentation relation to the work of the Course Leaders and the absence of facilities in which to carry out this work. However, pastoral work is something that is required for Course Leaders to deliver with the requirements of their role due to the audit culture inherent in The College Group, driven by the need for accountability and financial stability.

Quality, community and access: an examination of student decision-making to study undergraduate degrees in two further education colleges

ABSTRACT Over the course of the previous two decades, successive governments have attempted to attract students from diverse backgrounds as part of an overarching ambition to widen participation in Higher Education (HE). As part of those efforts, there has been a proliferation of Further Education Colleges (FECs) utilised to meet those ends. In 2021, approximately 10% of – or c.137,000 – Higher Education (HE) students were enrolled at FECs which represents an important research area under the broad umbrella of UK HE. Based on semi-structured interviews with prospective first year student-participants, this paper sought to examine the reasons behind students’ decisions to study College Based Higher Education (CBHE) so as to better-understand and inform student recruitment, retention and success in this area. Twelve participants were selected from two FECs where those students were intent on studying for their HE. The findings revealed that students place substantial value in teaching standards and in the lecturers with whom they build relationships. These features are inextricably linked with broader feelings of community, belongingness and accessibility on the part of students which attracts them to study CBHE.

The Despatialization of Communication: Grass Roots Observations from a College-based Higher Education Context

The Despatialization of Communication: Grass Roots Observations from a College-based Higher Education Context

Local students in higher education cold spots: placed possible selves and college-based higher education

This thesis explores experiences of non-university, college-based higher education (CBHE) in England, positioning this type of provision within the national and local geographies of English higher ...

Understanding the provision and perceived value of the academic and professional development practices of HE teachers in College-Based Higher Education (CHE)

ABSTRACTA reading of college-based HE (CHE) teachers’ self-identified academic development preferences against an understanding of the professional demands of academic practice in Higher Education (HE), whilst being mindful of the specific college-based context, serves to add the experiences of CHE teachers to the HE sector understanding of ‘the staff development needs of a changing academic workforce’. Here the outline of academic or professional competencies that call for developmental attention and the shape this development activity may take to better engage and support college-based HE teachers in their academic practice is based on their personal testimony.

Student experiences of research methods education in college-based higher education

ABSTRACTResearch methods education is a challenging area for lecturers and students to engage with; students regularly demonstrate negative dispositions to research methods and lecturers struggle with issues such as curriculum marginalisation. However, employers increasingly demand graduates equipped with skills as researchers. Consequently, in university-based higher education, there has been investment to support research and good practice in this area. In contrast, limited attention has been paid to research methods education in college-based higher education. We report the outcomes of a small-scale national study designed to capture contemporary insights in research methods provision in college-based higher education. Drawing on data from two national surveys, we report student attitudes to, and experiences of, research methods and strategies employed by lecturers to teach and assess research methods. Students demonstrate positive attitudes to research methods, receptive to their research methods education and can see their applicability to ‘real life’ situations. However, the data demonstrate that the breadth of their research methods education is limited, potentially having implications for the development of skills such as critical evaluation of research outcomes, and students longer-term development as researchers. We conclude by highlighting future research directions and curriculum development to promote research methods education in college-based higher education.

Embedding research and enterprise into the curriculum

PurposeThe purpose of this paper is to review a year-long project entitled SaP@Parsons, which aims to bridge the gap between our current foundation degree curriculum and a revised curriculum where research and enterprise education were interwoven throughout, helping to better equip our graduates with the enhanced capacity to generate ideas and the skills to make them happen QAA (2012). The project used Student as Producer as a theoretical framework to embed research and enterprise into the curriculum. It was originally led by Professor Mike Neary at the University of Lincoln.Design/methodology/approachThe paper reflects on the process of embedding research and enterprise education into the curriculum, including the experiences of the author and students.FindingsIt was found that reorientation of the curriculum is possible, without integrating enterprise specific learning aims into the programme to embed enterprise and research, can have a positive impact on both staff and student experience.Practical implicationsThe paper provides a summary of strategies and examples of the effective use of Student as Producer as a framework for helping to embed research, enterprise and employability into a foundation degree curriculum and the resultant positive outcomes. The setting for this was HE provision within an FE college.Originality/valueThis paper highlights the innovative nature of the project in seeking to engage students in research and enterprise from level 4, rather than levels 6 or 7 within College-based Higher Education, through working with local social enterprises.

‘Supportive’, ‘real’, and ‘low-cost’: implicit comparisons and universal assumptions in the construction of the prospective college-based HE student

This paper first argues for the importance of continued analysis of marketising discourses in Higher Education (HE), both despite and because of their ubiquity. Secondly, the paper looks specifically at college-based HE provision in English Further Education (FE). Using the ‘possible selves’ concept alongside critical discourse analysis, the paper analyses the representations of prospective students on marketing web pages for HE provision in FE colleges. Arguing that the web pages reveal more than just the limited language of HE marketing strategy, the paper highlights common representations of the college-based HE student across policy, research and marketing sources. By exploring both the celebratory and the limiting nature of these representations, the paper therefore asks what the pages’ projections of future or prospective students can tell us about current understandings of English college-based HE.

'No research is insignificant': implementing a Students-as-Researchers Festival

There are increasing demands for Higher Education (HE) students to play a role in research-active communities and, similarly, for College Based Higher Education (CBHE) lecturers to develop their research practices. A cross-consortium Student Research Festival was designed to create a collaborative 'community of discovery' (Coffield and Williamson, 2011) and enable final year students to disseminate their research studies to a wider audience. The Festival drew on current HE pedagogies to build an open communicative space in which the three dimensions of practice architecture (Kemmis et.al., 2014) were embodied. The Festival was evaluated through a Collaborative Action Research project in order to establish how the sharing of research contributed to the participants' identity as researchers. Data were analysed using the a priori categories afforded by the practice architecture framework. Valuable insights emerged into the students' conception of research, as detached from the 'real' world and belonging to the privileged few. These views were challenged by the experience of the Festival, which narrowed the gap between student and researcher and unsettled existing roles. Recommendations include widening the scope of the Festival to include other stakeholders and embedding further research building opportunities in the undergraduate curriculum.

Higher education in further education: the challenges of providing a distinctive contribution that contributes to widening participation

This paper examines changing policy orientations to widening participation through college-based higher education in England. After more than 30 years of increasing and diversifying participation in higher education (HE) in a wide range of countries, such policy goals are coming under increasing scrutiny in countries such as the United States and the United Kingdom, in an age defined by austerity in public spending. The paper focuses on England, as an example of opening up access in one country, with parallels internationally such as the American Graduation Initiative in the United States. In England such policies have changed the landscape of higher education, with claims that college-based HE plays a distinctive role. The paper reviews the nature of the ‘distinctiveness’ of college-based HE, including what students report about their experience of moving into this form of higher education during the 2000s. The paper highlights the challenges under current conditions, for creating a distinctive and valued college-based higher education pathway that opens up opportunities for underserved and disadvantaged groups.

Organisational culture of further education colleges delivering higher education business programmes: developing a culture of ‘HEness’ – what next?

This paper draws on the views of lecturers working in and delivering college-based higher education (CBHE) in the UK. There have been numerous works on the culture of higher education in further education (HE in FE). However, as noted by some literati, the culture of further education (FE) is not easy to define, and does not readily lend itself to the incorporation of a higher education (HE) culture. This could be due to the large number of changes FE has had to adopt owing to various government policies. The study comprises 26 in-depth individual interviews conducted at various further education colleges throughout the Yorkshire and Humber region of the UK. Via the use of an interpretivist approach, common themes and word use were extracted from the narratives for analysis. The organisational culture of these further education colleges was relatively easy to define, the word ‘blame’ being one of the common themes. However, when identifying if the individual colleges had a HE culture; this proved more difficult.

The identification of a value-based pedagogical pattern promoting ‘development of the person’ in higher education

The promotion of student development through engagement with a course of study in higher education (HE) is an area in need of urgent research. This study of college-based HE identified that teachers working with development in mind possessed a nexus of core values which were expressed in practice through an integrated pedagogical pattern (i) the development of trust, (ii) developing roles, relationships and a sense of community (iii) active confrontation and challenge and (iv) using pedagogical time and space. A naturalistic, ethnographic methodology and case study approach was used to answer the question ‘what is going on here?’ in contexts where ‘development of the person’ was a key aim. A sociocultural perspective on learning and development was adopted which supported an integrated approach to research design, analysis and interpretation.

An alternative proposition to Lewis’ views on the ‘Constructions of professional identity in a dynamic higher education sector’

This paper offers an alternative proposition to that of Lewis on identity and professional identity in higher education (HE). The proposition is provided from the narratives of 26 individual interviewees who deliver HE in college-based higher education, a viewpoint not considered by Lewis, who tends to adopt a more generalist view. Where Lewis blames the demise of HE on academics, the alternative is considered where it is the managerialist and marketisation practiced by managers and administrators alike that may be the cause of this demise, introducing what is often referred to as the ‘McDonaldization of HE’. The paper considers Lewis’ views that the Association of University Administrators should have more power and take the lead on managing academics and HE, but finds the arguments both weak and tentative; subsequently one argues that the subjects Lewis discusses are ‘wicked problems’ with little or no real opportunity for resolution.

Research methods teaching in vocational environments: developing critical engagement with knowledge?

Knowledge of research methods is regarded as crucial for the UK economy and workforce. However, research methods teaching is viewed as a challenging area for lecturers and students. The pedagogy of research methods teaching within universities has been noted as underdeveloped, with undergraduate students regularly expressing negative dispositions to the subject. These are challenges documented in university-based higher education (HE), yet little is known of the practices and pedagogies of research methods teaching in the college-based HE setting, where the delivery of HE has grown in prominence in recent years. Because college-based HE is widely regarded as primarily vocational, incorporating research methods into curricula may be seen as an additional level of complexity for staff to negotiate. In this article, we report on the data collected within a study to examine research methods teaching in social science disciplines on HE programmes taught in college-based settings in England. Drawing on data obtained from college-based HE lecturers and students, we discuss features of research methods teaching and how these may be applied with a diverse student body, within vocationally focused institutions. Issues of institutional culture, resourcing and staff development are also considered as these are identified as integral to the successful embedding of research methods teaching.

The impact of role identity on student expectations

Purpose – The purpose of this paper is to present the viewpoint that student role identity, its dimensions and salience, impact strongly on student expectations of college-based higher education (CBHE) within the UK. Design/methodology/approach – The paper draws on doctoral research undertaken within the context of CBHE in the UK and is further supported through engagement with a range of pertinent literature. Findings – The paper suggests ways in which the individually constructed student role identity may impact on the expectations of the experience of CBHE. In so doing, the paper highlights the way in which expectations of higher education recursively influence, and are influenced by, perceptions and actions played out from within the student role. Research limitations/implications – The empirical research, from which the paper draws its theme, was undertaken in one large institution. The author recognises that a wider, longitudinal study would be beneficial in recognition of the diversity of provision in the CBHE sector. Practical implications – The paper proposes that greater awareness of the way in which students construct and moderate their perceptions and understandings of studenthood would be beneficial to a range of strategic considerations, such as promotional information, partnership activity, peer relations and the nature of pedagogies and learning architectures. Social implications – The paper foregrounds the political remit of CBHE as a progression route for “non-traditional” students, and considers the varied understandings of the meaning of the student role adopted by students attending colleges. Engagement with issues of multiple roles, identity salience and variable role porosity highlights social and pyschosocial issues faced by many such students. Originality/value – The paper considers role identity in the context of Kurt Lewin’s conceptualisation of life space and uses this framework to highlight issues that may face students and colleges in raising awareness of student expectations. It challenges the homogenous conceptualisation of the term “students” through consideration of the psychic state at a given moment in time.

Conceptualising scholarship within college-based higher education

Purpose – During a period of significant crisis within HE on a global scale, there is a clear need for colleges to clearly articulate the distinct nature of their higher vocational education provision. This need is particularly acute given the current financial and political pressures impacting on a diverse HE landscape. The purpose of this paper is to argue that colleges are well placed to develop and implement an approach to scholarly activity which revitalises links with local communities. Design/methodology/approach – This paper provides a synthesis of recent research on scholarly activity within college-based higher education (CBHE) and the concept of a “civic university”. It also provides a brief case study of how scholarship within the college context can be utilised to promote meaningful community engagement. Findings – Working productively with community organisations, groups and individuals, colleges will be provoked to recast the complex relationship between teaching, research and community engagement in a manner appropriate to their immediate context rather than a national agenda. Moreover, a strengthened relationship between colleges and their local communities will recapture the rich heritage of vocational education in widening participation and raising aspirations towards education in general. Originality/value – This paper attempts to relocate current discussions of CBHE scholarly activity within the context of civic engagement. It will be of interest to colleagues across the higher vocational education sector, both nationally and internationally, in situating their institutional and departmental scholarly activity strategies within the context of the communities which they serve.

The experiences of students studying higher education on a part time basis in English further education colleges

Purpose – The purpose of this paper is to report research carried out by the Mixed Economy Group of colleges into the student experience of part time (PT) higher education (HE) delivered in English further education (FE) colleges. Design/methodology/approach – An online survey was completed by 352 PT students. Their responses, including free comments, formed the basis of the report. The authors provide a context for the work by referring to research carried out by other national agencies. Findings – The research illustrates the strengths of college-based HE, which largely derives from delivery by staff who are qualified teachers and, often, professionally active in their field of expertise. Whilst valuing this, students also seek recognition of the demands of work and family on their study time, as well as an identity as HE students within the greater FE environment. Social implications – PT HE can drive regional economic growth. By addressing the issues raised by students in the research, local colleges, partner universities, employers and national government can re-build local skill bases. Promoting PT HE develops a vocational ladder to HE, thus widening participation. Originality/value – Relatively little publically available research exists into the experiences of students pursuing PT HE in colleges. This primary research begins an evidence-based debate about how colleges can improve their offer but also reminds Government of the need to give equal weight to the needs of PT students in future changes to the delivery of HE.

Exploring Scholarship and Scholarly Activity in College-based Higher Education

During 2009, the Mixed Economy Group, commissioned by the Higher Education Academy, undertook research to investigate the nature and extent of scholarly activity in those further education colleges (FECs) which also offer higher education (HE). The study considered the way in which scholarly activity was defined within colleges, the suitability of definitions as adopted within the context and the measurement of impact on the student experience. Published findings of this early research included the need for more widespread political recognition of the value of vocational scholarly activity, the need for colleges to develop and evidence strategic engagement with wider definitions of scholarly activity and the need for wider sectoral support for communities of scholarly and vocational practice. This paper presents the findings of subsequent research undertaken on behalf of the Mixed Economy Group and commissioned by LSIS in 2013. The study sought to re-examine and extend the concepts highlighted in the earlier publication, establishing as its focus the role of research, scholarship, scholarly activity and CPD in supporting the delivery of College-based Higher Education (CBHE). The research activity comprised an initial literature review to bring forward areas for investigation and situate the empirical research within the more recent post-Browne evolution of CBHE. A questionnaire was circulated widely through the auspices of a range of sectoral organisations, resulting in 135 responses, of which 60 were valid and complete. Analysis of both survey data and that obtained through the coding of a set of twenty interviews has provided preliminary findings that suggest an association between size of provider, the degree of strategic emphasis on scholarly activity and an understanding of scholarly activity that is much closer to that of Boyer (1990) than was indicated in the previous research.

Sharing Distinctive Vocational Cultural Practices to Review Teaching and Learning Strategies Across CBHE: a Case Study

Boyer (1990) suggests that in considering the concept of scholarship we take note of four distinct aspects, including that of teaching. His model offers a framework for the comparison of specific pedagogical practice and is employed for that purpose in this paper. College-based Higher Education (CBHE) is dominated by a number of vocational and professional curriculum areas. These professions each have their own distinct culture and ethos. This may be evident in interpersonal relationships, dress codes or the patterns and hours of work. There is a potential clash between establishing a cross-college consistency of good practice and respecting the traditions of distinct workplace environments. This case study draws on a number of sources to explore subject-specific approaches to, and understandings of, teaching and learning. It starts with outcomes recorded at a staff conference. These findings were taken further in peer observations shared with the CBHE teaching teams at a meeting of the HE practitioners’ forum and developed in focus groups. Fifteen colleagues from disciplines including art and design, construction and engineering, social work, childhood studies and education contributed. Finally all those engaged in CBHE, around 80 members of staff, had the opportunity to read and comment on an initial draft of this case study. Written feedback was received from ten colleagues and some of that feedback is included here.This case study reviews some specific aspects of teaching and learning practice. What is meant and understood by the task of writing, being evaluative or critical and the process of reflection are tentatively explored. There is evidence to support the view that discipline- or curriculum-specific understandings of key concepts in teaching and learning exist. It is suggested that further consideration should be given to the origin of these differences and their possible impact on graduate employability.

Scholarly Activity in Provider Context

College-based Higher Education (CBHE) is contributing positively to raising the profile of its scholarly activities. Rather than seeking to directly emulate more traditional universities, there is evidence that CBHE scholarly activity is much more closely tied to its unique provider context. But, in the process, CBHE is also contributing to debates about widening the scope of research and scholarship throughout higher education.