A thematic approach to enhance transition between levels, for students with vocational qualifications.

Power, Jess; Blezard, Eve; Whitnall, Davina; Thomson, Calum; Dermo, John; Grayson, Nicola

Abstract

This workshop explores insightful practice in relation to supporting students who enter higher education having undertaken vocational qualifications. We will provide an opportunity to reflect on different factors which affect levelness and how to challenge students and draw on the value of their individual learning experiences to enhance their learning journey.

The workshop is grounded in a case study which synthesizes data obtained from existing literature with primary data obtained from focus groups/workshops with students, academic and professional service colleagues at the University of Salford. The data analysis developed insights into the experiences and challenges faced by students joining higher education having undertaken vocational qualifications. Key findings emerged, reinforcing the need for targeted support mechanisms that bolster student confidence during the transition to and through higher education. The importance of diverse pedagogical approaches, inclusive assessment practices, and feedback mechanisms was underscored, reflecting students' diverse strengths and needs with varying entry qualifications. Furthermore, creating a sense of belonging and inclusivity within the University community emerged as a central theme, emphasising the significance of extracurricular opportunities and diverse communities in fostering student engagement and motivation. Our findings highlighted the imperative of recognising and valuing diverse entry backgrounds, particularly vocational qualifications, and raising awareness of these backgrounds.

The workshop will enable participants to reflect and share best practice in relation to sector approaches to enhancing student transition between levels for those students joining higher education from vocational courses.

Citation

Power, J., Blezard, E., Whitnall, D., Thomson, C., Dermo, J., & Grayson, N. (2024, February). A thematic approach to enhance transition between levels, for students with vocational qualifications. Presented at QAA: Quality Insights Conference 2024, Online

• Presentation Conference Type: Other
• Conference Name: QAA: Quality Insights Conference 2024
• Conference Location: Online
• Start Date: Feb 22, 2024
• End Date: Feb 23, 2024
• Publication Date: Feb 23, 2024
• Deposit Date: Feb 23, 2024
• Keywords: Supporting successful student transitions
• Publisher URL: https://www.qaa.ac.uk/news-events/news/qaas-quality-insights-conference-looks-to-the-future
• Additional Information: This session will take a workshop format using table discussions to explore and capture insightful practice in relation to supporting students who enter higher education having undertaken vocational qualifications. The workshop will be underpinned with a case study which draws together data obtained from existing literature and focus groups / workshops with students, academic and professional service colleagues at the University of Salford. The data analysis developed insights into the experiences and challenges faced by student entering higher education having undertaken vocational qualifications. The workshop will explore five emerging themes (listed below) with participants, enabling them to share and build on their own experiences to enhance sector practice. It will provide an opportunity for participants to reflect on different factors which affect levelness and how to challenge and support students who join higher education having undertaken vocational qualifications. ; ; ; 1. Supporting Student Confidence: Fostering student confidence is vital, especially among those with diverse academic backgrounds. Best practices include early practical engagement, immersive experiences, and treating all students as professionals from day one. These approaches align with literature emphasising the impact of entry qualifications on students' self-perception (Huskinson et al., 2020) and the value of practical skills gained through vocational experiences (Dilnot et al., 2022). Building student confidence is integral to their academic journey and progression.; ; 2. Effective Pedagogical Approaches: This theme underscores the importance of diverse teaching methods tailored to students' diverse entry backgrounds. Examples include hands-on studio work, peer learning, and personalised support structures. Recognising these differences, providing clear instructions, and support for both student groups are highlighted as good practice. Inclusive teaching practices and clear support can also lead to student success.; ; 3. Assessment Diversity and Feedback: Diversity in assessment methods, including written, audio, and video assessments, accommodates students' diverse strengths. Providing constructive feedback and involving students in peer review enhance their understanding of assessment expectations. Removing rigid exam-focused assessments favouring flexible coursework assessments can also support a wider range of learning styles. Diverse assessments and constructive feedback also contribute to achieving more equitable academic success.; ; 4. Creating a Sense of Belonging: Establishing a sense of belonging through extracurricular opportunities, diverse communities, and inclusive learning environments is pivotal for student engagement and motivation, aligning with literature (Myhill et al., 2019). Encouraging student interactions and fostering a supportive community where students from diverse entry backgrounds feel respected and valued contribute to students' overall well-being. A sense of belonging is seen as essential for overall student success.; ; 5. Recognition of Diverse Entry Backgrounds: Recognising and valuing diverse entry backgrounds, particularly from vocational qualifications, is fundamental. This involves addressing biases, providing staff awareness, and adapting support mechanisms. Acknowledging the unique strengths that vocational studies bring to higher education promotes inclusivity and enhances the diversity of the student body. Recognising vocational qualifications as a valuable pathway into higher education is a central element in fostering inclusivity and diversity in learning communities.