Colleges Of Further Education Research Articles

Oh to be a scholar – an HE in FE perspective

This paper considers conceptions of the term ‘scholarship’ amongst lecturers delivering business higher education programmes (BHEPs) in further education colleges (FECs). A condensed overview of leading authors’ work on the subject of scholarship is first considered; then, at the end of the paper, an alternative definition is offered in the hopes of stimulating discussion. The data was drawn from a doctoral study by the author (2009) looking at this subject area, and is based on findings from primary data collected in 2006–7. Due to the lack of published work in and on higher education (HE) in further education (FE) at that time, the study drew heavily on literature from HE. This paper highlights potential issues and anxieties of the lecturers who took part in the study, and identifies that the term ‘scholarship’ is not one familiar to, or easily defined by, those delivering BHEPs in FECs.

Understanding the complexity of the lived experiences of Foundation Degree sport lecturers within the context of Further Education

This paper provides an ethnographic account of the lived experiences of Further Education (FE) lecturers (N=4) who are engaged in the transmission of pedagogic knowledge within a Foundation Degree. To further understand the experiences of the lecturers the paper draws upon Stones' quadripartite cycle of structuration. This conceptual and methodological approach has informed an understanding of how the transmission of pedagogical knowledge is shaped through connections between the external structures of FE and the embodied practices of agents. The paper draws its empirical perspective from an ethnographic case study exploring relations and experiences of agents within one FE college, Hope (pseudonym). The data highlights the numerous in-situ practices of the lecturers, reflecting how their embodied experiences and resulting agency continually influence the transmission of conjunctural-specific forms of pedagogic knowledge. The data draws attention to the knowledgeability of agents in evolving and reproducing forms of pedagogic knowledge socially, intellectually and corporeally and how this begins to shape the student experience. The paper concludes by reflecting upon the complexity of their role and the outcomes of this for the transmission of pedagogic knowledge within the context of FE and the need to reflect upon how FE supports lecturers within this context.

"Goals" and the Teaching of Anthropology

Teaching anthropology in the UK is undergoing an important change. Anthropology has become an ALevel subject, which means that it will be taught not only at universities but also at secondary schools and colleges of further education. This is a good opportunity to reflect on what it means to teach anthropology to young people before they go to University. How will it be different to teaching anthropology to undergraduates and postgraduates? Might it affect the way we conceive of teaching and learning anthropological fieldwork, given it is sometimes said that anthropology demands a certain level of life experience and wisdom to understand and conduct ethnographic research? How could the experience of teaching anthropology in higher education inform teaching anthropology at schools and vice versa?

Coping, confidence and alienation: the early experience of trainee teachers in English further education

This article examines what both in-service and pre-service trainee teachers learn from their early experience of teaching in further education (FE) colleges in England. Despite differences between in-service and pre-service trainees, that early experience is often characterised by isolation and lack of control over practice for both groups. Although trainee teachers may develop as a result of this experience of working in FE, a discourse that emphasises their growing confidence obscures how these trainees may not be enhancing their professional practice, but rather learning to cope with difficult circumstances. This article draws on data gathered between 2005 and 2009 from two separate projects, one that focused on pre-service, the other on in-service teacher education in FE colleges. It problematises the effect of this early experience and applies the Marxist concept of alienation to analyse the development of trainee teachers in relation to coping rather than learning to teach. As a partial counterbalance to the paucity of the early experience of many trainee teachers, the article concludes by arguing that teacher education for the FE sector should be directed towards increasing the autonomy of teachers and be constructed around a body of professional knowledge rather than the long list of statutory professional standards that shapes current provision in England.

Never mind the quality, take a seat!

This paper considers whether lecturers delivering business higher education programmes (BHEPs) in further education colleges (FECs) in the UK see education to be a production industry, or a knowledge industry. It will consider the effects of managerialism and marketisation that the UK government (and others around the world) are applying to the education sector, and their possible effects. The study considers the narratives of 26 lecturers delivering BHEPs in FECs in relation to government intervention, and the impacts it may be having on their role as a lecturer. The research highlights that there may be a great deal of frustration and angst amongst these lecturers, and from this, suggests that colleges may be behaving more like production factories, rather than institutions of further and higher education.

An educational partnership in health promotion for pre-registration nurses and further education college students

This paper describes a partnership between a university and a college of further education, whereby first-year nursing students administered health checks to college students. Despite many challenges, the experience was positive for both sets of students and has been mainstreamed. Many lessons were learnt about how best to support nursing students to ensure a good quality experience for both student groups. Data gained from the health checks are also presented, and the programme is compared with the brief community placement that previous nursing students had undertaken at this stage of their training. Theoretical underpinnings for the programme are discussed.

Colleges as agents for construction innovation

PurposeThe purpose of this paper is to highlight the low level of adoption of innovative products in the UK. The paper presents a case study conducted for investigating the potential for UK further education colleges (FECs), in order to extend their existing activity and develop a role as independent centres for specialist knowledge of innovative products.Design/methodology/approachTo test assumptions which had been previously published by government departments (Departments of Business, Enterprise and Regulatory Reform and Trade and Industry), two surveys were conducted, focusing on the level of knowledge and experience of construction small to medium‐sized enterprises (SMEs) regarding innovative products and processes. In total, six colleges collaborated and successfully bid for funding to test their ability to deliver a wider role in the construction community. Each appointed a fully funded full‐time adviser to research, collect, and diffuse information about a specific specialist area.FindingsThe results indicate that there is evidence of the need for independent sources of information about innovative products. The colleges have shown their ability to build knowledge and capacity to offer independent advice. The outcome however indicates that the sustainability of the role is unlikely without an effective business case and the commitment of senior college management teams.Research limitations/implicationsA unique agreement to collaborate was an important factor throughout this project and would be a pre‐requisite to any generalisation of the model.Practical implicationsThe provision of independent advice of this nature is not otherwise readily available in the UK for key SME suppliers (including designers, specifiers, clients, and builders). In the absence of such facilities, the barriers to innovation identified are less likely to be reduced.Originality/valueThe originality of the research lies in determining a new role for locally accessible FECs and a new resource for SMEs engaged in designing and delivering construction projects.

The relationship of violent attitudes with self-reported offending and antisocial personality traits

Violent cognitive style is known to be associated with self-reported offending. The main purpose of the study was to investigate if violent attitudes add to the variance in self-reported offending after controlling for antisocial personality traits (e.g. poor self-control and pursuance of self-interest). In the present study, 184 males and 166 females attending colleges of further education completed the Mak Self-reported Delinquency Scale, the Gough Socialisation Scale and the Maudsley Violence Questionnaire (Machismo and Acceptance of violence). Multiple regressions (hierarchical) confirmed the unique variance of cognitive style in self-reported offending for both males and females. For males and females, the proportion of the variance in offending explained increased from 14 to 31% and from 23 to 38%, respectively, after Machismo and Acceptance of violence were entered in the second block. The findings add to the growing evidence of the importance of violent attitudes in explaining general offending.

Restrictive practice

PurposeThis paper problematises the experience of trainee teachers in further education (FE) colleges in England. It focuses on colleges as employers and developers of their own teaching staff, 90 per cent of whom are trained “in‐service”, while in paid employment. The paper aims to explore how a shift towards more expansive workplace practices could better develop these teachers and contribute towards enhancing the learning culture in FE.Design/methodology/approachThe paper draws on data gathered from two instrumental case studies of FE colleges focusing on the experience of in‐service teachers training in the workplace. Using Fuller and Unwin's expansive‐restrictive framework, the paper draws on qualitative data from interviews with trainee teachers, teacher educators and human resource managers. It critiques the current practice of colleges as employers and considers alternative strategies for workforce development.FindingsThis research finds that in‐service trainee FE teachers are expected to cope with heavy workloads almost immediately upon commencing employment and that these trainees are required to quickly make the transition to full practitioner. Consequently, opportunities to develop are restricted, often leading to conservative practice. There is evidence of the prioritisation of expedience over the development of professional knowledge and creative practice, a scenario that this paper challenges.Research limitations/implicationsThis is a small‐scale qualitative research project based upon two colleges within a large and diverse sector of employment. As such, its findings do not claim to be representative of workplace practices experienced in all FE colleges. However, the research gives informed insight into some of the challenges trainee teachers are likely to face during the early stages of their employment.Practical implicationsThe paper identifies strategies to challenge current practice and to enhance the work‐based learning experience of trainee teachers.Originality/valueThis paper considers FE colleges primarily as employers and explores the consequences of their employment practices on new teachers as both trainees and employees.

Preparation for Higher Education: A study of collaborative partnerships in easing the transition to HE

This paper reports the second stage of a longitudinal study examining a successful collaborative project delivered through a partnership between institutions. The study evaluates a Level 4 module for FE students delivered jointly by Teesside University and a number of partner Colleges of Further Education as a 'spiky profile'. The first phase of the study concentrated on 2006/07 and 2007/08. The research reported here continued the evaluation of the module looking at staff, students and curriculum content for 2008/09. It followed the progression of students from previous cohorts and also examined the scheme's expansion across the region resulting from the success of the original programme.

Culture of HE in FE – exclave or enclave?

This paper explores the concept of culture within Further Education Colleges (FECs) from the perceptions of 26 lecturers delivering Business Higher Education Programmes (BHEPs). It offers a brief overview of the history of both Further Education (FE) and Higher Education (HE) in England, and how they have evolved. This then will provide an understanding of the perceived/real differences between FE and HE culture, and whether these two cultures can merge together, or will become ‘hybrids,’ as suggested by Parry and Thompson. The study will in fact show that the culture of HE in FE (in England) is similar to that of an ‘Exclave,’ but is developing within this, a culture which might be viewed as an ‘Enclave.’

Attitudes of students towards people with mental ill health and impact on learning and well‐being

This study, which was conducted within a college of further education in London, explored students' attitudes towards people with mental ill health, and examined whether these impact on the learning and well‐being of students with mental illness. The study was carried out in response to complaints about negativity about mental illness within the college. A combination of quantitative and qualitative methods were employed, which consisted of semantic differential surveys and semi‐structured interviews. Analysis of the results of the latter revealed the presence of stereotypes and prejudice, which had the potential to impact negatively upon learners with mental disorders. The article makes a number of recommendations for future teaching practice, which includes a need to raise awareness of mental health issues, and challenge stereotypes and negative attitudes relating to mental illness, within the classroom.

Barriers to learning for mature students studying HE in an FE college

The aim of this study was to investigate whether recognised barriers to learning still exist for mature adult learners in a higher education (HE) centre within a further education (FE) college. Eighty‐four students who attend the further education college were asked to complete a questionnaire and participate in follow‐up semi‐structured interviews. The results identified that the impact of potential barriers is minimised by the approach adopted in the HE centre of the FE college in this study. The traditional barriers of accessibility of the institution, finance and family commitments did not seem to be an issue for these students. Contact with students early in the process seems to allay many of the fears about returning to study, particularly at HE level. This initial contact forms the basis of the support mechanisms that are laid down for each student throughout the course of their choice. This approach is a model designed for the particular FE institution described in this study.

Crossing the FE/HE divide: the transition experiences of direct entrants at Level 6

For students who have experienced higher education (HE) in the further education (FE) sector, the transfer to an HE institution (HEI) to complete an honours degree can bring many challenges. The transition for some can be difficult, as students cope with crossing both institutional and programme boundaries, whilst also negotiating a new academic culture. Direct entrants to an honours year, such as those who have completed a foundation degree in the FE sector, are often expected to present as fully autonomous learners, an expectation which can be at odds with their experiences at an FE college (FEC). This article outlines the findings of a qualitative study of the transition experiences of a small group of students directly entering the final years of honours degree programmes at a post‐1992 HEI. Findings are grouped under four key themes and resonate with those identified in the limited number of previous studies in this field. The expected expansion of foundation degrees increases the potential growth of direct entrants crossing the divide between the FE and HE sectors. This research may provide insights which have a sufficient element of universality to enable generalisation to other institutions. The article presents suggestions for improving transitions between the two sectors, and calls for HEIs with a commitment to widening participation through partnerships with FECs to regularly review the infrastructure in place to ensure that students wanting to make the transition from one institution to the other are supported to do so as painlessly as possible.

Patterns of substance use among young people attending colleges of further education in Northern Ireland

Aims: Substance use and misuse amongst young people attending colleges of further education (FE) has received little attention in the drug use literature in the UK. This article aims to explore the patterns of drug use amongst young people attending colleges of further education in Northern Ireland.Methods: A cross-sectional questionnaire survey of drug use was undertaken in two FE colleges in Northern Ireland. A sample of young people of the same age who were attending school also completed the questionnaire. This provided a school-based comparison group for the FE sample.Findings: The levels of educational achievement measured by performance at General Certificate of Secondary Education (GCSE) examinations prior to entry to FE college was the strongest predictor of substance misuse amongst the FE sample young people who performed better in these examinations were less likely to misuse drugs.Conclusions: School-based educational achievement prior to attending college is a key predictor of drug misuse amongst young people attending FE colleges.

Management, measurement and cultural change in the English further education college: 1963–1993

Further education (FE) colleges in England were statutorily ‘cut free’ from local education authority (LEA) control in 1992. This article, however, primarily considers changes within FE in the 30 years before this ‘incorporation’ of FE colleges, as well as debates that followed. It argues that the post-1992 changes were immanent in economic and social forces that had coalesced during the 1970s. FE and LEA relations altered decisively during the 1960s with the LEA grip on colleges slipping, and most principals were powerful figures by the end of that decade with colleges generally having developed significant administrative systems. During the 1980s performance indicators began to drive the educational process as quality assurance approaches derived from industry took grip. These were accompanied by a marketing approach that primed the colleges for competition. There was, by the mid-1980s, an established culture of managerialism and performativity that permeated FE. The post-incorporation years would witne...

Why is there a lack of central funding for enterprise education at Further Education Colleges?

This paper reviews the reasons behind the absence of central Government funding for enterprise and innovation at Further Education Colleges (FECs). Enterprise and innovation are, according to conventional wisdom, crucial in rebuilding the UK’s economy and providing jobs. In pursuit of this, the Government has provided central funding for enterprise promotion and education for both Universities and Secondary Schools, but not for FECs. The review starts by looking at recent Government policy papers on enterprise and innovation, then briefly considers the current economic characteristics that lay behind the need for enterprise education and innovation. The efficacy of the current proposals is questioned, looking at the concepts concerning the type and level of intelligence entrepreneurs need, also touching on what types of innovations can be expected to increase employment. The paper concludes by asking if elitist or class bias plays a part in the exclusion of Vocational Education & Training students at FECs from central funding for innovation and enterprise.

Telling a compelling story: managing inclusion in colleges of further education

Taking as its starting point a series of interviews with senior and middle managers in FE colleges across the country, this paper argues that the values and practices which reflect a commitment to inclusive education and training are unlikely to become effectively embedded within the organisational structures and ethos of a college simply through requirements for compliance with appropriate or ‘fashionable’ classroom practices; or through hard ‘selling’ by senior management; or through claims made in policies and mission statements. It suggests instead that a sense of meaning and shared values can be created most effectively and authentically when managers at all levels undertake to explore the ways in which organisational values and the personal values of their teams can be brought into alignment.

Use of an online questionnaire for follow-up of young female students recruited to a randomised controlled trial of chlamydia screening

BackgroundRandomised controlled trials often rely on questionnaires for follow-up.ObjectiveTo compare response rates to an online and postal 12-month follow-up questionnaire on sexual health in female students who took part in...

A whisper of academic identity: an HE in FE perspective

This paper considers conceptions of the term ‘academic identity’ amongst lecturers delivering higher education business programmes (HEBPs) in further education colleges (FECs). A brief look at leading authors' work on the subject of identity is considered first, which then moves on to offer a preconception of the term ‘academic’. The data was drawn from a 2009 doctoral study by Feather looking at this subject area, and is based on findings from primary data collected in 2006–2007. Due to the lack of published work (at that time in, and on, Higher Education (HE) in further education (FE)); the study drew heavily on literature from HE. This study highlights the potential issues and anxieties of those who took part in the study about their academic identity, and how they make sense of the environment they work in. In addition, the paper will highlight whether these lecturers consider themselves to be academics.