Strategic Management of Widening Participation: Institutional Distinction and Vocational Entry Routes

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1 Presented by Professor Sue Webb, Faculty of Education, Monash University Strategic Management of Widening Participation: Institutional Distinction and Vocational Entry Routes

2 A perspective from some UK research The focus: How are vocational qualification routes and the UK policy mechanism of Lifelong Learning Networks (LLNs) operating to widen participation to research intensive universities?

3 Overview - Policy context in the UK - Literature on Vocational Routes F/HE - An empirical case of F/HE transitions - Key issues and findings - Strategic management concerns

4 Policy context 1980s 1990s Grassroots expansion of access to HE Shift to regulate expansion Late 1990s 2006 Policy levers to reward outreach, inreach Benchmarking as a relational measure Targeted expansion of the system 50% of year olds, low SEC & low participation neighbourhoods; disabilities; sub-bachelors degrees with employers

5 Vocational learners a new target 2006 on the turn to high skills HEFCE (2004) funding driver LLNs call for initiatives for WP & high skills Leitch (2006) Global skills and the KBE DIUS (2008) Higher Education at Work Skills

6 Policy assumptions High skills (university education) increase Employability Productivity and national prosperity Individual prosperity Social inclusion and social justice Focus on supply side Apply neo liberal market policy and leave the demand side labour markets alone

7 Research narratives Research about participation in HE tells us System massification, differentiation and stratification (Trow, 1999) Institutional discourses & practices (Foucault; Burton Clark, 1966) Patterns of participation and equity (Bourdieu;Tomlinson, 2005) Individual experience risky transitions (Bourdieu; Reay et al 2001)

8 Vocational transitions literature Relatively little research has focused on the vocational transition, but we know, Those entering UK HE through alternative (e.g. vocational qualification routes) tend to enter less prestigious institutions Foster, 2009; Hoelscher et al., 2008; Crozier et al. 2008; Connor & Little, This is an enduring pattern that replicates earlier system expansion (see Webb et al 1994) It is a pattern found in other countries (Australia) with similar vocational- academic segmentation in upper secondary and post compulsory education (see Moodie & Wheelahan, 2009)

9 Lifelong learning networks Usually F/HE consortia Most HEIs engaged Focus on vocational route to HE Changing demand and supply Focus on curricula in F/HE, cultures and practices, expanding new sub-bachelors in FE (additional funding for FDs)

10 Vocational routes to HE Differential patterns of entry to high and low tariff institutions (Purcell, 2010) LLNs made little difference since 2004 Expansion continued in FE and middle and lower tariff universities

11 The case study Drawn from one regional LLN in England Student-level work comprised Analysis of admissions data Survey of vocational entry students in two faculties (Medicine & Engineering) In-depth qualitative interviews with subsample and their networks of influence

12 At institutional level, Interviews with key leaders & managers Interviews with practitioners & student transition support staff Analysis of documents Interviews with other Network members including advice and guidance workers

13 The case study HEI A global university Mid range elite HEI Tension between global & local WP a strong commitment, and long institutional narrative Yet WP a cream skimming activity Bursaries to reward the highest achievers & access only to highest tariff

14 Findings (1) Tensions heightened at faculty & departmental level closest to L&T Department learning cultures premised on traditional A level entrants characteristics Assumes high levels of social & cultural capital and selection of the most able Characteristics of academics similarly very selective & prime focus on research activity rather than teaching

15 Findings (2) Students report learning culture dissonance compared to FE as in Large student cohorts Intensification of workload Lack of personalised support Support is voluntaristic

16 Findings (3) Staff report High commitment to WP Developing institutional arrangements Responsive behaviour to make it work Frustration at the difficulties faced by themselves and students High transactional costs

17 Bourdieu on Distinction The struggle to keep up The overproduction of qualifications, and the consequent devaluation, tend to become a structural constant when theoretically equal chances of obtaining qualifications are offered to all the offspring of the bourgeoisie while the access of other classes also increases in absolute terms. The strategies which one group may employ to try to escape downclassing and return to their class trajectory, and those which another group employs to rebuild the interrupted path of a hoped-for trajectory, are now the most important factors in the transformation of social structures 1979, p147

18 The struggle to keep up an example Internalising classifying practices Rebecca discusses a course failure and the need to repeat My problem didn t put in enough work because I just couldn t. But also it s nerves, especially with exams which is actually one of the points the access course doesn t address. It s not as if I m not capable but they won t let you do that here. They do in some universities but they don t here, that s the bottom line. Basically it s not the 39% that you know, it s the 61% that you don t I thought about it, she s right how can you move forward if you haven t got the bas[ics] you haven t got the grounding, the basics, to underpin it all?

19 The struggle to keep up Is played out by individuals & groups & consequently by institutions where individuals and groups engage in classifying practices Result: Institutional distinctions Staff and students manage tensions between equity and core business

20 Strategic management concerns Looking ahead how can institutions widen access? under heightened competition privatised market-based funding model increase in student fees withdrawal of teaching grant reductions/cap on HE places how will different institutions act? Will high tariff selecting institutions question the sustainability of WP activities or will there be a shift in the classifying practices across this part of the sector? What are the lessons for Australia?

21 References Connor, H., & Little, B., (2007) When will diversity of higher education mean diversity of entry routes for young people?, Journal of Access Policy and Practice, 4 (2), Bourdieu, P., (1987) Distinction: A Social Critique of the Judgement of Taste, Cambridge, Mass, Harvard University Press Clark, B., R., (1960) The Cooling-out Function in Higher Education, The American Journal of Sociology, 65 (6), Crozier, G., Reay, D., Clayton, J., Colliander, L. & Grinstead, J. (2008) Different strokes for different folks: diverse students in diverse institutions - experiences of higher education Research Papers in Education, 23(2), pp DIUS, Department for Innovation, Universities & Skills (2008) Higher Education at Work High Skills, High Value, London, The Stationery Office Foster, T., (2009) Alternative Routes into and Pathways through Higher Education, London, Department for Business Innovation and Skills Hoelscher, M., Hayward, G., Ertl, H. & Dunbar-Goddet, H. (2008) The transition from vocational education and training to higher education: a successful pathway?, Research Papers in Education, 23(2), pp Leitch, (2006) Prosperity for all in the global economy world class skills, Final Report, London, The Stationery Office HEFCE (2004) Lifelong Learning Networks (Joint letter from HEFCE and the Learning & Skills Council) HEFCE circular letter 12/2004, dated 3 June 2004 Reay, D., Davies, J., David, M. & Ball, S.J. (2001) Choices of Degree or Degrees of Choice? Class, 'Race' and the Higher Education Choice Process, Sociology, 35(4), pp Trow, M., (1999) From Mass Higher Education to Universal Access: The American Advantage, Minerva, 37, Tomlinson, S.,(2005) Education in a post welfare society, Maidenhead, Open University Press/McGraw Hill Moodie, G., & Wheelahan, L., (2009) The Significance of Australian Vocational Education Institutions in Opening Access to Higher Education Higher Education Quarterly Special Issue: The College Contribution to English Higher Education: International and Contextual Commentaries, Volume 63 ( 4), Webb, S., Davies, P., Williams, J., Green, P., & Thompson, A., (1994) Access and Alternative entrants to higher education: routes, tacks, triggers and choices, Journal of Access Studies, 9(2)

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