Understanding the Problems of Transition into Higher Education

This paper reports on a study which compares the teaching of business and business related subjects in one English university and a number of associated tertiary (post-16) colleges. The research was carried out to explore similarities and differences in the teaching and learning environments in these two sectors in order to gain a better understanding of why some students appear to find it difficult to make the transition into university. This comparative study forms the first part of an ongoing project intended to improve retention and achievement of first year undergraduate students who move directly from level 3 qualifications in school or college into university. While the research focuses in particular on business and business-related qualifications, the results of this study are likely to be of wider interest to those involved with first year undergraduate students, irrespective of subject or discipline of study. Background to the Study Changes in post compulsory educational policy over the past decade have placed increasing emphasis on the concept of widening participation and lifelong learning. These changes are underpinned by the need to provide equality of opportunity for groups which are under represented in tertiary and higher education (such as ethnic minorities and lower socio-economic groups) but are also driven by the need to develop workers with the appropriate knowledge and skills required to support national economic development (Parker 2003, Leitch Report 2006, HEFCE 2006). As a result, the government’s aim is to encourage more young people to remain in education beyond the school leaving age and to increase the level of participation in higher education in England, with a target of fifty per cent of those aged between 18 and 30 by 2010. Within English universities, the majority of students still enter university at 18 or 19, straight from school or college. However the increased emphasis on widening participation has already resulted in increased student numbers and an increase in student diversity. This has created problems for both academic staff and students. Thus university lecturers have commented on the challenges presented by mixed ability groups or groups from a range of different backgrounds or experiences and the lack of time and resources for student support activities and have expressed concerns about students’ attitudes and motivation (Ottewill and Macfarlane 2003, Hayward et al 2006). There is increasing concern about high levels of student withdrawal, particularly during the first year of the undergraduate programme (Harvey et al. 2006). Recent reviews of research on barriers to widening participation in higher education (Gorard et al. 2006) and the first year student experience (Harvey et al. 2006) have identified a range of issues which have been studied in connection with the problem of student retention and achievement. These include the importance of social and academic integration, the mismatch between student expectations and experiences, lack of appropriate academic study skills and the importance of student support.(Gorard et al.’s findings were that there is a slow movement towards equity in the system) Findings are mirrored by research carried out within the University of Salford which has identified the importance of self concept and personal support systems as a factor in student persistence into the second year of undergraduate programmes (Roberts et al., 2003) and the value of programme based activities which facilitate and promote social and academic integration as part of the student’s early experience (Trotter and Roberts, 2006). In the case of academic integration, this latter study identified the importance of active student-centred teaching and learning activities and ongoing summative assessment. However Crabtree (2006) subsequently demonstrated that even under these circumstances many first year business students failed to engage effectively with the process, appeared to be unaware that independent learning was a requirement for success in higher education and lacked many of the skills necessary for effective independent study. (See work by Entwistle) Both Gorard et al. (2006) and Harvey et al. (2006) comment on the limitations of approaching this situation from the perspective of student deficit and suggest that it might be more useful to investigate the situation from the perspective of the transition and adjustment into higher education. This seems logical since research has shown that students are likely to base their expectations and learning strategies on their previous educational experiences (Vermunt 1998, Cook and Leckey 1999, Kember 2001, Hibbert 2006)). A review of the literature has identified a number of issues which might affect the student teaching and learning experience in college and university. One such factor is the nature of the qualifications delivered. In