ABSTRACT SUBMISSION
Title: Breaking through Groundhog Day: Making Sense of Progression in HIVE-PED Research on FE-HE-Apprenticeships Progression in England
Abstract No.
0763
Presentation
Main C onference Individual Paper
Title
Breaking through Groundhog Day: Making Sense of Progression in HIVE-PED Research on FE-HE-Apprenticeships Progression in England
Abstract
In the film 'Groundhog Day', the nightmarish time loop of ever-repeating days in Punxsutawney finally ends in a harmonious resolution when Phil breaks though his embittered sense of victimhood and isolation, becoming an expertly skilled, authentic and optimistic human being. The 'Groundhog Day' metaphor summarises the paralysing entrapment of a continuously repeating cycle of dysfunctionalities, misfits and resentments, such as those at times characterising the marginalised past history of the further and higher vocational education and training sector, when the supercomplex overbureaucratisation (Barnett, 2000; C aiden, 1985) of the qualifications, MIS and funding systems densely obscured understanding and seemed to obstruct learner progression pathways. Like Phil, those in the sector struggling with apparently endlessly repeating winter days of austerity and exhausting demands to find solutions are eager for breakthroughs that enable the system to work. Applying a unique methodology to facilitate understanding of progression by undertaking the challenging task of linking actual learner data from ILR and HESA records, a University of Greenwich research team has investigated the progression of different types of learners from further education and apprenticeships provision into higher education. Working with support from HESA, the team devised a means of matching ILR records with HESA datasets to identify and analyse data on college students and apprentices progressing to HE in FE and to university (Joslin and Smith, 2011, 2013a, 2013b). In collaboration with other experts (Evans et al., 2011; Fuller and Unwin, 2010; Parry and Thompson, 2002; Parry et al., 2012; UVAC , 2010), this research is now being further developed as part of an ESRC -funded research seminar series on Higher Vocational Education and Pedagogy (HIVE-PED). To break through the apparently impenetrable impasse separating the complex ILR and HESA systems recording further, higher and apprenticeships participation is to enable local systems to work more coherently. The team sought to understand progression rates, achievements and trends of specific learner cohorts by mode and course into non-prescribed and prescribed higher education over time, analysing these against demographic and regional data. The resulting patterns were then mapped against the existing literature on progression, using a sense-making framework (Weick, 2012). This paper provides ground-breaking progression data, demonstrating how this might be utilised to provide benefit for learners and providers, to reduce the potential for a long-term future ‘chaotic landscape’ in FE-HE (Sherlock and Perry, 2013), increasing opportunities for greater understanding, learner empowerment and social equality through expedited progression to higher study.
Approval
Yes
Affiliations
(1) University of Greenwich, London, UK
Authors
Jill Jameson (1) Presenting Hugh Joslin (1) Sharon Smith (1)
Categories
Post-C ompulsory and Lifelong Learning
Will chair
Yes
Registration
Agree
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