Abstract
This chapter outlines a multi-phased project aiming to understand and enhance the transition experiences of advanced entry (AE) students (i.e., college students entering university directly into second or third year with SQA HNC/HND qualifications). The project team includes academic and professional services staff with heavy involvement from student interns, giving a unique insight into transition support for AE students. Data were collected through student focus groups and a staff survey. Focus groups highlighted perceived gaps in support as students transition through(out) university, suggesting students lack knowledge about existing resources and desire more peer support. Resultantly, a new online toolkit has been developed to host existing support and new resources developed for students by students. Staff survey findings highlighted variation in knowledge of and contact with AE students, leading to consideration of how to better support staff to support these students. Findings can be applied to the wider sector such as students transferring from other universities.
TopTransitions In The Context Of An Ancient, Northern University
The University of Aberdeen (UoA) is an ancient university1 with, at any one time, approximately 600 students who have entered university through the AE route from colleges. The University’s focus on articulation pathways is particularly relevant given changes in the local (e.g., North & East of Scotland) and national economic landscape (such as changes to the oil and gas sector, disruptions to hospitality industries post-pandemic).
The Commission on Widening Access (COWA, 2016) suggested that “in 2013/14 only around 1% of learners from an SIMD20 postcode area who progressed from college to university with full credit for prior learning entered one of Scotland's four ancient institutions” (p.33), with the hesitancy to engage being blamed on a suggestion from the universities that students from college withdrew at a higher rate than “standard” entrants, especially when they were awarded advanced entry. The report’s authors’ suggestion that a possible reason for these withdrawals was because ancient institutions were “less likely to have in place the core elements regarded as pre-requisites for successful articulation, such as seamless curricular links, entering as part of a familiar cohort, transitional academic support and targeted pastoral care” (p.33) gave the UoA a focus when developing its articulation offering.
Key Terms in this Chapter
Progression: A student gaining entry to the first year of an been awarded partial credit for their prior studies in circumstances where college qualifications do not map closely onto existing degrees, or they have chosen to enter in a lower year than the full credit pathway would allow.
Advanced Entry Student: Any student who has entered directly into the second or third year of undergraduate study at university from a further education college.
SIMD20 (Scottish Index of Multiple Deprivation): A relative measure of deprivation across Scotland. If an area is identified as deprived this can relate to people having a lower income and/or fewer resources or opportunities.
Holistic Support: Support offered to all Advanced Entry students within the institution, as opposed to support offered at the individual academic school level.
Peer Support: Support from other students in terms of helping support studies/knowledge of processes and systems as well as social support as a proxy for developing a sense of belonging.
Articulation: A student gaining entry into the second year of an undergraduate degree with a Higher National Certificate (HNC) gained at college, or into third year with a Higher National Diploma (HND) gained at college.
Post 92 Institution: A former polytechnic or central institution awarded university status through the Further and Higher Education Act 1992.
Academic Support: Support from staff in the form of academic skills, curricular guidance, and advice as well as pastoral support in the form of wider personal issues that may impact studies.
Toolkit: An online platform that hosts multi-modal resources, highly accessible on any device.
Widening Access: Supporting students to enter Higher Education who may not have access to the same opportunities as others.