Kim Slack

Fair access, achievement and geography: explaining the association between social class and students’ choice of university

This quantitative study is concerned with what determines prospective university students’ first choice between universities of different status. The results suggest that examination performance, going to an independent school and fear of debt independently affect students’ decisions. Social factors and students’ perceived level of information on universities had no independent effect at this stage of decision‐making. There were considerable differences between two geographic areas considered in the study, with a large decrease in the probability of attending a high‐status institution in the locality with no such local institution. This particularly affects high‐achieving students, with an estimate suggesting an increased probability of 18% of going to a high‐ranking institution where such an institution is local for such students. If these findings apply similarly to other areas, the results suggest a ‘postcode lottery’ in higher education.

Learning Journeys: The Experiences of Students Working towards a Foundation Degree.

Abstract This article reports on a series of interviews held with individuals in the middle of a Foundation Degree, during which they were asked for their views of studying for this qualification. It draws on a research project conducted with part-time students involved in work-based learning. The research into their ‘learning journeys’ aimed to explore the process of becoming and being a student. Findings suggested that individuals had embarked on a Foundation Degree for career-related reasons, although they also noted that their course returned secondary benefits, such as an increase in self-confidence and additional life skills. Interviewees found it difficult to juggle competing demands on their time, and needed emotional and practical support from those around them to do so. Other areas of concern were the lack of adequate assistance from tutors that some students felt when it came to writing assignments and the financial hardship that undertaking such a vocational qualification could bring. Results from this study highlight facets of Foundation Degrees that need to be considered by those delivering such courses.

Lifting the hood: lifelong learning and young, white, provincial working-class masculinities

Young, white, provincial working-class men are portrayed as a threat to lifelong learning goals. They are least likely to enter university and most likely to ‘drop out’. However, white provincial masculinities are neglected in debates on gender and lifelong learning. This article uses a UK-wide study of working-class ‘drop-out’ to explore the situated nature of such masculinities, how they are performed by students and consumed by others and reproduced by university cultures and pedagogies. It concludes that such students struggle to fit the fluid paradigm of the new lifelong learner and are constantly being fixed in place by structural inequality, discursive frames and institutional practices. Their ‘drop-out’ is shaped by masculinity, but need not be viewed pejoratively. It can be a frustrated search for lifelong learning, often inspired by a love of informal learning. This should be respected, not ignored.

Labour market motivation and undergraduates’ choice of degree subject

Labour market outcomes of undergraduates’ choice of subject matter for public policy and for students. Policy interest is indicated by the prominence of ‘employability’ in public discourse and in proposals to concentrate government funding in England in supporting STEM subjects. As students in England face the prospect of bearing the full financial burden of undergraduate tuition, the large differences between wage premia for different subjects may become of increasing interest. We find that, even after taking account of differences in motivation towards the choice of undergraduate subject, males and members of certain non-White ethnic groups are more likely to choose ‘high wage-premium’ subjects. We also find some significant differences between the motivations of different minority ethnic groups. However, students from lower income households are less likely to choose high wage premium subjects, which is a concern for this aspect of policy towards participation in higher education and social mobility.

‘Hot’, ‘cold’ and ‘warm’ information and higher education decision-making

This paper draws on the notions of ‘hot’ and ‘cold’ knowledge in analysing the responses of students to the relevance of different information and sources of such information in university choice. Analysis of questionnaire and focus group data from prospective and first-year undergraduate students provides evidence that many students put most credence on ‘hot’ knowledge, from persons in their social grapevine. However, this is supplemented by ‘warm’ knowledge from fleeting acquaintances at university open days. University provided knowledge is often distrusted. We discuss the implications of this given the recent government emphasis in England on the role of information provision in helping students to make informed decisions, including the relevance to the ‘fair access’ agenda.

Intra-class differences in the post-16 educational trajectories of young people from lower socioeconomic groups

This paper draws on research with young people from similar working-class backgrounds in a deprived urban area in England. Although all the participants achieved a high enough attainment level to remain in full-time education beyond compulsory schooling, they each elected to follow different post-16 pathways. Drawing on in-depth interviews with nine young people, the paper focuses on the social and educational lives of these young adults as they reflect on their schooling and the decisions they made regarding their post-16 pathway. The analysis and discussion draws on the concepts of approaches to learning and self-efficacy to support a more nuanced understanding of intra-class differences in the educational experiences of these young people that may have influenced the pathway they followed when they left compulsory schooling. The findings of this research suggest a potential relationship between these concepts, the nature of which may influence educational outcomes and notions around possible post-16 futures.

Variation in the Length of an Undergraduate Degree: Participation and Outcomes.

Recent policy in England has advocated the introduction of fast-track degrees to provide an alternative, shorter route to a bachelor’s degree. It has been argued that this will widen participation in higher education and increase labour market flexibility by providing an option in which undergraduates spend one fewer years out of the labour market. Critics have suggested that the outcomes from this new undergraduate option will be worse than those for students following the standard length of undergraduate degree (which is three years for most subjects studied at universities in England). This criticism is based on a belief that students on the shorter degrees will be encouraged to ‘cram’, having less opportunity for reflection that will foster a deep understanding. These arguments are evaluated using data which compare students following two and three year degrees in the same subjects at the same university.

Developing an evaluation framework: assessing the contribution of community-based and work-based approaches to lifelong learning amongst educationally marginalised adults

Abstract In the United Kingdom and Europe ‘lifelong learning’ is often propounded to bring both economic and social returns, although the former, rather than the latter is more frequently the focus of policy prescriptions. Despite the significant increases in participation in post-compulsory education, certain socio-economic groups are still poorly represented. This article presents two case studies that promote lifelong learning to adults: a community-based initiative and a work-based scheme. Drawing on a comparison of these initiatives (based on a grounded theory approach) an evaluation framework for assessing the contribution of different approaches to further lifelong learning amongst educationally marginalised adults is proposed. This is then elaborated and utilised to explore the two case studies. This systematic analysis helps to highlight the complexity of the issues pertaining to lifelong learning amongst educationally marginalised adults. In addition, this article presents a substantive theory of evaluation that can be applied by others both to evaluate their work and to contribute towards a formal theory of evaluation.

What are the consequences of the newly implemented 24+Advanced Learning Loans on retention of adult Access to Higher Education students?

This article discusses the previous literature on student retention in the post-compulsory education sector and the ‘24+Advanced Learning Loan’. Adult students participating in an Access to Higher Education course are at particularly high risk of non-completion. Literature indicates that whilst stakeholders may require factual statistics regarding education, the reasons for student withdrawal are often multiple and complex, hence this research was conducted via a mixed-methods approach. This study took place at a large inner-city college of further education in Staffordshire, England. A full population sample of the college’s existing data was analysed, tutors participated in short, informal, unstructured one-to-one interviews, the author produced fieldnotes relating to retention and 12 adult students from the Access to Higher Education Diploma in Health self-selected to participate in short semi-structured interviews about student retention. Data showed that students aged 24 years and over were already less likely to withdraw from their course prior to the introduction of the 24+Advanced Learning Loan, and that the introduction of the loan had little impact on this data. Interview transcripts and fieldnotes indicated mixed opinions amongst students regarding the 24+Loan, that the application process had been overly complex and that the introduction of loans had produced an increased divide between older and younger students. Recommendations for students, college staff, managers and policy writers are discussed in light of the findings of this study.