Higher Education in Further Education Scoping Study
and Literature Review
Rob Jones, June 2006
Introduction
This report examines literature, research and scholarly activity relating to the
provision of higher education from within the further education sector. The
primary aim is to gauge the breadth and depth of activity here – particularly that
which has created resources and materials which may be of potential relevance
to lecturing staff, researchers and management. More generally, it is hoped that
this report will contribute to the further development of scholarly activity in HE in
FE, and enable readers to gain an overview of some key literature, publications
and policies, etc.
The report is divided into 3 sections. Firstly, the methods used to conduct the
review are discussed. In the second section, the papers, articles and resources
collected are examined, and categorised into 4 main themes. The categorisation
process is explained, and the contents beneath each heading are explored. This
second section identifies the various types of research and scholarly activity
undertaken in each of the 4 areas. It also seeks to signal themes and topics that
may warrant further inquiry and research. Section three summarises the
materials reviewed and accompanying discussion points, and offers a number of
provisional conclusions.
Methods
Although initially this review was conceived as a desk-study, use of face-to-face
contact was also made - primarily through meetings with colleagues in the
context of HE in FE working groups, etc. This produced a more detailed view of
the field, and helped to locate activity taking place ‘beneath the radar’ of the
internet. The bulk of material was collected electronically, however - primarily by
using internet-based academic search engines. A number of search mechanisms
were used, but two proved particularly useful - Academic Search Premier and the
British Education Index (BEI). The former provides access to around 4,000
academic publications and includes over 3,100 peer-reviewed journals. The latter
BEI covers over 300 English language European journals in education.
From the outset, it was anticipated that materials collected from these sources
would not be representative of the full extent of research and scholarly activity
taking place in the context HE in FE. Supplementary searches were thus
undertaken, e.g. of websites of key organizations, institutions and colleges.
-1-
Higher Education in Further Education Scoping Study and Literature Review
These included the Learning and Skills Development Agency, the Learning and
Skills Council, Foundation Degree Forward, the Higher Education Funding
Council, the National Association of Teachers in Further and Higher Education
and also UNISON. Regarding colleges, the focus was on the 25 FECs in the
“mixed economy group,” as it was felt that this grouping would be most likely to
be engaged in some form of research or related activity. An invitation to
colleagues to submit details of relevant research and information was also made
on 13 different JISC Mail lists (i.e. the Joint Information Systems Committee,
which runs a national electronic mailing service for academics). This enabled
hundreds of colleagues in and around the provision of HE in FE to be contacted.
The author also attended meetings of the higher education working group, made
up of members of Higher Education Academy subject centres, and staff from the
HE in FE sector. This combination of approaches helped to ensure the trawling
process was suitably broad, and was not confined to a focus on published
literature.
Categorisation
Following some initial analysis of the material, the documents were divide into 4
main categories - these being policy, widening participation, research, and
learning and teaching. It must be stressed that there are areas of overlap
between these categories. For instance, it is apparent that difficulties arise with
respect to the category of widening participation. This is primarily because the
vast bulk of provision offered within the context of HE in FE can – rightly – be
regarded as contributing to the broadening of participation. For example, it can
be assumed that the majority of participants on such courses will be nontraditional entrants, lending the category a slightly tautologous quality. However,
and as will hopefully become apparent, the heading is useful in so far as a
significant proportion of the material collected makes explicit use of the term
widening participation, and reports on policies and practices that engage directly
with the issue of attracting (and retaining) a broader spectrum of learners to study
at level 3 and beyond. The issue of categorization will be returned to in the third,
concluding section.
With respect to the quantity of material collected, the initial literature trawl located
101 documents (the vast majority of these took ‘pdf’ form, due to being gathered
electronically). This number was subsequently pared down to 77, when on closer
scrutiny a number of documents were seen to be of peripheral relevance to the
field of HE in FE.
Table 1 shows how the quantity of material divided into the 4 analytical
categories.
-2-
Higher Education in Further Education Scoping Study and Literature Review
Table 1: Categorisation of literature
Category
Policy
Number of items
39
Proportion
50%
Widening Participation
13
17%
Research
6
8%
Learning and Teaching
19
25%
Total
77
100%
Policy
The policy related material collected in the review contains, in very broad terms,
3 types of material. These are, firstly, official policy documents (including circular
letters and consultation papers, etc.) and secondly, academic papers
commenting upon and evaluating official policies and developments stemming
from the implementation of policy. Thirdly is a subcategory which can be termed
‘micro policy,’ which is used to designate policy implementation – and policy
development – at the institutional level. With respect to official policy material,
documents have for the most part been gathered from those agencies such as
the Higher Education Funding Councils, and other bodies whose remit relates to
the provision of HE in FE. An important point arises here with respect to the
question of why the review has included some official policy documents, which after all - cannot be regarded as research or part of the evidence-base created by
research-orientated activity. Whilst this is undoubtedly true it was felt that,
because an important objective of this study was to contribute to the creation of a
resource for colleagues and staff working in HE in FE, it might be useful to
identify those policy documents that can be understood to have most relevance
for this field. Such material may constitute the focus of certain types of research,
the most obvious being forms of critical discourse analysis. For these and related
reasons, attempts have been made to include key HE in FE policy documents.
Regarding the first subcategory - official policy documents – the focus often falls
upon addressing (and anticipating) the potential difficulties and complexities
inherent in providing a mixture of intermediate and higher level qualifications
within a single site. A key issue here is that of funding. English and Welsh FECs,
particularly those with a comparatively high proportion of HE provision (i.e. the
‘mixed economy colleges’), have to engage with 2 separate funding regimes.
Clarification of the different procedures is thus a recurrent theme (e.g. the
detailing of good practice in consortia and franchise agreements between
colleges and the universities they partner with). The issue of quality is also
-3-
Higher Education in Further Education Scoping Study and Literature Review
prominent in official policy documents and related materials, i.e. the mechanisms
by which academic standards are achieved and maintained. With respect to
courses with vocational relevance, a frequent question arises in relation to
striking the optimum balance between the acquisition of practical, work-relevant
skills and – conversely – academic skills. Some policy anxieties also arise in
relation to contrasting review (and inspection) processes such as those between
HNDs and HNCs on the one hand, and degree level provision on the other – or
between OFSTED and the QAA. These and related layers of complexity also
become a concern in and of themselves, and policy documents may therefore
display a degree of reflexivity in that they seek to reflect upon and address the
elaborate and often changeable status of higher education taking place within the
FE sector. More generally, the HE in FE policy agenda engages with the question
of how FECs can ensure that higher level provision is sufficiently distinct from
lower level courses. There is a stress upon ensuring that students develop the
appropriate skills for higher study (in order to become more independent, selfdirected learners, etc.), and the ways in which such skill-sets should be
conceptualized. Concomitantly, the different approaches that staff must take to
learning and teaching are also addressed – and here notions of scholarly activity
arise (which also link back to inspection and quality agendas), together with the
role and place of research. These latter issues can be bracketed under the
heading of establishing an HE ethos – a theme which may well ascend the HE in
FE policy agenda in the near future (Jones, 2006).
Arguably then, the above points constitute some of the more prominent themes
upon which policy documents are currently focused. However, the nature of
policy agendas is not determined solely by the material which is present in the
various reports, directives and circulars. Rather, it may well be that an agenda
has been equally shaped by gaps and omissions. Is it therefore possible to
indicate issues neglected by policy documents? One example here is the way in
which HE in FE provision maps onto the neighbouring policy goal of widening
participation. For example, there is little mention of the extent to which those from
lower socio-economic groups are concentrated in HE in FE provision, nor what
the implications of this may be for the further entrenchment of class privilege in
post-compulsory education and - ultimately - wider society. To locate discussions
of this and related matters it is necessary to view material in the second
subcategory – i.e. academic commentaries.
It is difficult to identify a common strand running through the contents in this
subcategory. Some shared ground can however be seen in the guarded
optimism of commentaries (e.g. Doyle, 2003, Parry, Davies and Williams, 2003),
and the view that recent policy initiatives may address the more divisive aspects
of the separation between further and higher education, and between vocational
and academic knowledge (e.g. Smith and Bocock, 1999, Temple, 2001, Marks,
2002). A tempering of this optimism emerges in relation to the perceived potential
for some of the proposed reforms to bring about unintended (and perverse)
consequences, e.g. the intensification of the split between further and higher
-4-
Higher Education in Further Education Scoping Study and Literature Review
education (see e.g. Ainley, 2000) – or, conversely, the overt conflation of the two
e.g. Melville 1998, Parry et al 2003). An ongoing and prominent debate in the
context of policy commentaries therefore links squarely to the extent to which FE
and HE should retain discrete characters, what features should define these
characters, and what part the provision of undergraduate study within FE should
play.
There is a degree of dissension here. From one vantage point, FE appears to
possess an emphasis on more vocationally orientated skills and knowledge
bases, which can in turn be regarded as a main strength – setting it apart from
the academia of the university curriculum. Potential entrants, employers, policy
makers and providers could, theoretically, become attuned to this structuring, and
respond to it accordingly – avoiding any potential for confusion that may stem
from less clearly differentiated arrangements. Policies would then try to ensure
that boundaries are clearly demarcated, and – once this is achieved – to perhaps
address disparities between the status of vocational and academic skills (thus
serving to elevate the position of FE, whilst preserving its traditional focus and
distinctiveness). Alternatively, reforms to the FE sector may aim to blur the
boundaries between study at this and higher levels – perhaps to create a
‘seamless’ system, where processes of transition and progression may be
encouraged and eased.
As stated, it is sometimes unclear how HE in FE is to be understood in light of
these contrasting views. Whilst it is difficult to see how a ‘separatist’ position
could support such provision (due to its potential for eroding lines of
demarcation), it may be that potential entrants are attracted to HE in FE precisely
because it takes place within the college setting. For non-traditional entrants, the
opportunity to study at degree level may be attractive, whilst the prospect of
studying in a university is felt to be intimidating. HE in FE may thus be the ideal
form of provision. The point here is that the extent of separation between the two
sectors may be a matter of perspective. From the point of view of the student, the
further education sector might appear very separate – even (and perhaps
especially) in the context of HE in FE. However, for employers, policy makers
and managers, the added layer of complexity may be confusing. There is also the
question of the extent to which such provision meets or confounds the goal of
widening participation (see above).
This latter point has been explored in relation to the Scottish context (see e.g.
Morgan-Klein, 2003), where the numbers studying at the higher level in FECs
rose dramatically in the 1990s (though expansion took place primarily in HND
rather than degree courses - Paterson, 1997, Raab and Storkey 2001). It should
be noted here that funding arrangements in Scotland differ from those south of
the boarder, in that (prior to political devolution and the creation of the Scottish
Parliament in 2004) all courses in FECs (including sub-degree provision) were
funded directly by the Scottish Office Education Department. In England, by
contrast, HND courses are funded by HEFCE, regardless of the site in which they
-5-
Higher Education in Further Education Scoping Study and Literature Review
are provided. In comparative terms, this can be understood to have created an
obstacle to the expansion of HE in FE due to the fact that FECs had to secure
funding for new courses through an HEI – giving rise to franchise arrangements.
No such go-between was required in Scotland, meaning this form of provision
could grow more easily. However, despite this relative ease of growth, some
commentators (see e.g. Gallacher and Osbourne, 2005) have echoed criticisms
made of the English context, namely that the expansion of HE in FE has occurred
primarily through the participation of non-traditional entrants – entrants who may
otherwise have progressed to learning within universities, and thus created more
diverse, progressive and inclusive HEIs. Moreover, there is the issue of the ways
in which sub-degree courses articulate with HEIs – e.g. the extent to which
progression routes tend to lead into post-1992 universities, rather than the older
and, or, more elite institutions (see Field, 2004).
With respect to the Welsh context, a process of devolution has – like Scotland –
created particular policy inflections. Whilst these are less marked than those
occurring north of the boarder, they are still worth briefly noting. In the context of
Foundation Degrees (FDs), there has been less emphasis on creating consortia
relationships (Griffiths 2003). Where the English approach has stressed the
involvement of FECs, HEIs and employers, the Welsh model has permitted HEIs
to provide FDs in their own right (see HEFCW 2001).
Turning now to the subcategory of micro-policy, it should first be noted that this
subheading is intended to capture the ways in which institutions have interpreted,
developed and implemented policies linked to HE in FE provision. On a more
general level it thus takes cognizance of Bowe (1992) and Ozga (2000) in that
policy is conceptualized as a process, rather than a top-down, once and for all
imposition. As such, the micro level of activity – i.e. the institutional sphere – is
taken as a site in which a degree of autonomy is present, retaining some space
to maneuver. But not only is an overtly top-down view potentially incapable of
capturing the nuances of implementation, it may also neglect the influences on
institutional activity emanating from below. For example, where demand for a
certain form of provision is ahead of national policy, it may stimulate the
development of institutional policy and practice.
One issue here is that of partnerships – a term which has come to serve as
something of a portmanteau for the types of relationships that FECs (and HEIs)
form with external bodies. These may include other providers, employers,
voluntary sector bodies, public sector organizations, and community groups, etc.
In England and Wales, the need for partnered relationships may arise from the
nature of funding arrangements. Sub-degree and degree provision is funded
indirectly, from HEFCE, via a university (or universities) to the college. This gives
rise to franchise agreements or consortia. Research here (e.g. Blackie 1998,
Trim 2001) has traced out the types of structures that create and sustain sound
partnerships, and the value of lateral (as opposed to hierarchical) arrangements
is recognized. Collaborative and partnered relationships are also an issue in the
-6-
Higher Education in Further Education Scoping Study and Literature Review
context of Foundation Degrees – primarily because these courses are partly
reliant upon the input of employers, e.g. in developing curricula to help ensure
vocational relevance. Traditionally, private sector employers have generally
delegated the task of shaping provision to policy makers and providers –
nevertheless, they have still voiced concerns over the ways in which learning
meets their needs. Although the development of the FDs offers some means to
address this, the extent to which employers participate in the process of shaping
and supporting post-compulsory provision – particularly FDs - may remain a
matter of concern. It may also be that context is a crucial variable here, and that
localized factors will play an important role in structuring partnerships. These and
related matters are currently the subject of research at Bournemouth College,
funded by Foundation Degree Forward.
Widening Participation
As was noted in the introductory section above, in one sense HE in FE
contributes to the widening of participation almost by definition (not withstanding
compelling charges of ghettoisation – i.e. the extent to which lower socioeconomic groups are concentrated in such provision). This category tries to look
more squarely at how HE in FE engages with non-traditional entrants. Some
research, such as that by the Higher Education Academy’s Engineering Subject
Centre (Gresson, 2005), has examined the role played by FDs in recruiting new
types of students. Key aspects of this qualification are seen to relate to its
accessible and flexible qualities. For example, course requirements and entry
qualifications are broader than for traditional degree courses, and applicants can
– where appropriate - be assessed on the bases of relevant experience and
uncertified knowledge they may hold. Regarding flexibility, FDs can be taken
whilst the student is still in employment, which may be an attractive option for
those who are concerned by the loss of job and income that might otherwise be
incurred by studying at the higher level. In Engineering and related FDs, half of
all those offered were available in a part-time format (Gresson, op cit). A further
element of FDs that can be understood to support the widening participation
agenda is a more broad range of qualifications that permit access to study at
degree level. Progression routes are available for those who have completed an
Advanced Apprenticeship, a NVQ3 or Higher National Qualifications. However,
despite this comparative openness, the Engineering Subject Centre’s report
(covering 154 engineering programmes) reached mixed conclusions, and it was
felt that admissions procedures were overly reliant upon more established entry
qualifications.
A further subject-specific examination of the role played by foundation degrees in
the goal of widening participation has been undertaken by the Higher Education
Academy’s Hospitality, Leisure, Sport and Tourism Network (Sheehan, 2004). A
key issue in this context was seen to be retention, and a number of causal factors
have been identified, including the expectations of lecturers for participants to
-7-
Higher Education in Further Education Scoping Study and Literature Review
become more independent in their approach to learning, the over-use of virtual
learning environments, and pressures emanating from the workplace (ibid). This
report also seeks to emphasise the centrality of the student perspective in the
development and evaluation of FDs – an emphasis which is held to stem from the
fact that such provision must answer to its primary participant. From the
qualitative research summarised in the report, there appears to be a problem
regarding the assumptions that have been made concerning students’ needs,
skills and aspirations – particularly with respect to styles of provision (e.g.
distance learning etc.). A further issue links to the ways in which some FDs have
been designed. More specifically, there may be a lack of sensitivity with respect
to target groups, as some FDs appear to have been conceived as something of a
‘one size fits all’ type of course, with the consequence that non-traditional
entrants have been more slow to respond than cohorts from more conventional
backgrounds (Sheehan, 2004).
At a more general level, there is some evidence of policy anxiety regarding the
ways in which FDs are contributing to the widening of participation. One issue
here is that of ‘backward migration,’ (DfES 2004). This relates to the means by
which students are recruited to FDs, when colleges take in those entrants who
have failed to gain access to preferred honours degree courses offered by
neighbouring HEIs. The DfES has thus voiced concern that FDs may not be
reaching the core groups they were designed for – i.e. non-traditional entrants
with a desire to deepen and expand their vocational skills.
One issue that both FDs and other more established sub-degree courses face is
that of transition – i.e. the stage at which students progress from study
undertaken within college environs, to learning within a university. Both Tate and
Godfrey (2001) and Knox (2005) have explored initiatives aimed at addressing
transition. There is seen to be an increasing need to conceive of induction
processes as far more elongated processes, rather than the comparatively short
introductory programmes that have traditionally been associated with this stage
of study. The primary incentive here is, of course, the need for institutions to
accommodate and support greater numbers of non-traditional entrants, for whom
the university setting can appear highly unfamiliar and potentially intimidating. A
longer induction period can serve to sustain those systems of support that may
otherwise disappear after the first week or more. However, in the context of
transition from HE in FE to HE, elongated induction processes are problematic,
not least because students will be in the university for only one year. For this and
related reasons, more innovative approaches have been developed.
Tate and Godfrey (2001) report on the development and implementation of a 15
credit bridging module, linked into the Credit Accumulation and Transfer Scheme.
The module is designed to facilitate entry and progression to the participating
university, from Higher National Diploma courses undertaken at neighbouring
colleges. It aims to ensure that there are no mismatches between the skills
acquired on the HND course, and those required by study within the university.
-8-
Higher Education in Further Education Scoping Study and Literature Review
More importantly, the bridging module begins prior to the students entering their
university-based penultimate year, and continues within the HEI. The module
focuses on aspects of learning which are seen by students to be of most
concern, including written and oral communication, library and information skills
and effective approaches to revision. Although not without certain teething
troubles, the authors conclude that the module has the potential to resolve a
range of issues associated with HE in FE to HE induction processes.
Similarly, the Scottish-based initiative reported by Knox (2005) also seeks to
straddle the FE in HE sectors and – again – focuses on those on HND courses.
The module is offered to all those with a firm or conditional offer of a university
place, and comprises key skills which are delivered within the provider
university’s Summer Programme. Participation is voluntary, and the module runs
for one evening each week from June to August.
Research
There is growing evidence to suggest that colleges are attempting to create
research cultures. Perhaps the most prominent example is that of City College,
Norwich which was established in 1996 as part of the college’s Faculty for Higher
Education and has produced around 50 publications. These range from
evaluation reports, to marketing exercises and action research projects. Similarly
Bournemouth and Poole College has also taken steps to encourage research
activity. It proposes to focus on consultancy services to (amongst others)
employers, to produce conference papers for internal, local or national
conferences, to publish refereed articles for academic journals by its higher
education lecturers). It also plans to undertake action research aimed at
improving teaching and learning.
An important question thus relates to the impetuses that have helped to create
demand for FEC-based research. In general terms, HEFCE’s policy document
Supporting higher education in further education colleges (HEFCE April 2003/16)
has served to stimulate the growth of research activity in FECs. This document
provides a brief discussion of the link between research and learning and
teaching. The link is acknowledged to be potentially problematic, primarily
because it is not possible to conclude that high quality teaching does not take
place in the absence of an ‘excellent’ research culture. For Cunningham and
Doncaster (2002), colleges’ attempts to respond to inspection regimes are seen
to be influential in the creation of research capacities, and they examine its role in
relation to staff development. Reporting on an initiative at Harlow College, the
authors identify the types of research that might be undertaken by staff, which
include investigating learning and teaching styles, evaluations of programmes,
the use and development of ICT in their particular curriculum area. This form of
investigation and reflection is seen to have parallels with action research – i.e.
-9-
Higher Education in Further Education Scoping Study and Literature Review
research that is solution-orientated, and aims to introduce change to a given
context through the involvement of those who are active in that context.
Other authors have sought to examine more critically the contexts in which
research in FE is developed, and the purposes to which it is put. Anderson et al
(2003) maintain that although research can indeed produce improvements in
learning and teaching, institutional cultures may serve to constrain this process.
Bureaucratic and instrumental approaches to addressing learning and teaching
can be understood to have arisen as a consequence of increased emphases on
accountability and control. Subsequently, attempts to use research in a
developmental capacity that benefits staff and students may founder. Policies
predicated on deficit models of staff are inherently prone to victim blaming,
compounding any pre-existing problems of morale. It follows that the introduction
of research-orientated approaches to reform within institutional contexts marked
by performativity (born of top-down scrutiny and failures to acknowledge the
professional status of staff) can only tinker with entrenched cultures.
Consequently Anderson et al (2003) argue it is necessary to conceive of
‘situated’ research – a form of investigation which emphasizes the active role of
the teacher in the process of inquiry.
Summarily, if the provision of HE in FE continues to grow, it is possible to
anticipate the concomitant (though not necessarily proportional) growth of
research conducted from within - and upon - this context. It may also follow that
forms of action research constitute an increasingly attractive method, given their
practical and developmental orientations. However, it must also be noted that
research is a potentially labour-intensive activity, making high demands on staff
and resources.
Learning and Teaching
One question arising in relation to this category is the extent to which learning
and teaching differs between the contexts of higher learning in FECs, and that
taking place in universities. Harwood (2004) and Young (2002) have both
explored this issue, and conducted empirical research in FECs. An irony to
emerge from the former study is that, in some ways, HE in FE may be more like
HE than HE itself. Young contends that because the quantity of HE provision in
the college studied was quite small, it was possible to create conditions for
learning and teaching that were possibly more commensurate with those
associated with the traditional HE experience – and which may now be receding
from the ‘post-massification’ university sector. As may be anticipated, Young
found that her respondents had comparatively very strong identities as teachers,
and that they did not tend to conceive of themselves as academics. It is also
interesting to note the evidence of anxieties held by the interviewees, who were
most familiar with teaching at the further level, and now felt the need to improve
- 10 -
Higher Education in Further Education Scoping Study and Literature Review
their skills in order to meet the challenges presented by working at the higher
level. Consequently, the majority of this small sample had already undertaken
post-graduate qualifications. One factor that is seen to complicate the process of
teaching within the HE in FE context was the need to switch between levels. Staff
all taught at a range of levels, and thus across HE and FE. Young notes that her
respondents often had to contend with tight time-tabling, and would subsequently
need to change gears very quickly. The two spheres are thus seen to make quite
separate demands, necessitating qualitatively different levels of communication
and engagement. Of equal concern is the potential for isolation – interviewees
commented that, because the core business of the college was not HE, there
was a sense in which they were set apart from colleagues and management.
Although it focuses on similar issues, Harwood’s study from 2004 is slightly larger
than Young’s, and focuses on 5 colleges. It also differs in that its respondents
included members of management staff, as well as teachers. Perhaps the most
emphatic message from Harwood’s paper is the constraints of time placed upon
staff, particularly in relation to scholarly activity. One finding that echoes Young’s
study relates to the ways in which lecturing staff positioned themselves primarily
as teachers, as opposed to academics. This can be seen in relation to the
question of what kinds of scholarly activity the respondents were involved in –
generally the stress fell upon subject updating in order to enhance teaching.
Where Harwood’s respondents did appear to differ from Young’s is with respect
to the extent to which they had acquired second degrees – only 35% possessed
this level of qualification. However, here it must be noted that Young’s study did
not reveal how many of her interviewees had successfully completed such
courses. The difference between the two samples may therefore not be as
divergent as it appears.
Elsewhere, research has sought to shed light on the ways in which the standards
of courses are developed and maintained. This, as Eccelston (2001) has shown,
can become more complicated in the context of HE in FE – primarily because
colleagues may be split over two or more different institutions, with potentially
weak lines of communication. Also, if there is a certain amount of opacity
surrounding the context of course assessment in HE, this may be compounded in
HE in FE. For example, where colleagues based within a single department may
be able to use informal, everyday contact to communicate information relating to
standards and expectations, such exchanges will obviously be considerably more
difficult in relation to franchised provision where members of staff are dispersed.
Ecclestone thus maintains that universities must take due care to convey relevant
information. Moreover, the author suggests that although this may imply a need
for codified criteria, in practice shared interpretations of standards will have to
emerge from processes that make use of other, more strategic means – such as
inducting and socializing staff into appropriate procedures. The author also notes
that the line between accurate, professional, intuitive application of criteria on the
one hand, and potentially haphazard decision making can be a fine one. More
pertinently, at least for the context of HE in FE, is the observation that staff
- 11 -
Higher Education in Further Education Scoping Study and Literature Review
teaching at the higher level in FE may feel intimidated during moderation
meetings with HE colleagues. However, if more care is taken to promote
processes that aid socialization, such obstacles can be addressed.
If the above papers have tended to examine staff-related matters, it seems
pertinent to now identify articles with a more student-orientated focus. Here, two
articles warrant mention, both of which focus on the development of innovative
learning materials. Brosnan (2002) reports on a project based in Scotland, which
was funded by the Joint Information Systems Committee (JISC) and aimed to
address the issue of lower rates of student success and progression amongst
non-traditional students and returning adults. Its main objective was to create and
assess various learning objects with sufficient flexibility to be used in different FE
learning environments, and which would be suitable for returning adults. These
materials were also intended to aid transition to HE. This involved the
introduction of online and electronic resources to enable these groups to engage
in distance learning, and was complimented by an apparently highly systematic
and thorough evaluation stage.
Electronic delivery of course materials receives further coverage by Peacock
(2002), who focuses on the development of ‘virtual learning environments’ in the
context of another JISC-funded project in the field of art and design. The author
examines how such environments can serve as a means of disseminating good
learning and teaching practice, as well as enhancing the provision of JISCfunded learning materials. The project also aims to establish a potentially national
technology supported learning culture, which will help to both widen participation,
and to help students make the transition from FE to HE.
Conclusion
The above has sought provide an overview of the material collected by the
literature review and scoping study. The first point to note relates to ‘grey
literature’ – i.e. those materials that have not been formally published, and which
may be intended for circulation amongst a small number of practitioners,
managers and, or, policy makers, etc. Suffice to say, this type of material can
prove far more difficult to obtain than, e.g. publicly available policy directives and
academic papers contained in journals. It was hoped that the study would be able
to locate, gather and analyse such material, to create a picture of the extent and
depth of research and scholarly activity taking place within colleges and
departments. However, in the event, only a very small amount was collected
(probably between 5 and 10% of the total). Part of the explanation for why this
material is difficult to locate may in part link to the nature of FECs’ websites.
Unlike those of HEIs, FECs appear to use their websites primarily to provide
prospectus information and to advertise the availability of courses. By contrast,
and whilst HEIs will also focus on this area, university sites usually provide links
- 12 -
Higher Education in Further Education Scoping Study and Literature Review
to a considerably broader range of services, activities and information. It is
consequently much easier to, e.g., identify a particular research facility, staff
member or resource, and consequently to acquire any relevant documentation.
However, the difference in approaches to website construction and the use to
which websites are put can only provide part of an explanation for the difficulties
encountered here. For instance, even when the author made face-to-face contact
with colleagues in further education, there was occasionally some slight
reluctance to share material for the purposes of this study. Such reticence may
link to a concern that competitors will gain advantage from the information
contained in any ‘ground-level,’ small-scale research. Alternatively, there may
have been some misgivings relating to issues of quality, and the feeling that
research conducted in and by FE staff does not be compare to that produced by
their HE counterparts. A third possibility is simply that this material does not exist
to any significant extent, which would thus point to the need to build capacity. At
any rate, the point remains – grey literature produced at the HE/FE interface is
almost invisible and collecting it can prove somewhat difficult. This is regrettable,
not least because such material would probably be highly illustrative and also
potentially very useful to other practitioners in the field.
Regarding the use made of published literature in the preceding discussion, two
points should be noted. The first relates to the categories used to divide the mass
of material into manageable pieces. Any categorization runs the risk of
encountering arbitrariness. It must thus be stressed that the headings and
subcategories were developed primarily for the purposes of organising and
reviewing the material. The second point to acknowledge links to the material
discussed. Whilst a broader range of documents could have been included in the
review, it was felt that only those with direct relevance to HE in FE should be
used. Thus although items of literature and research focusing specifically on
aspects of further education (and, or, higher education) may also be of use to
those with a specific interest in HE in FE, it has been beyond the scope of this
review to gather and examine such material.
Finally, it will be useful to summarise the discussion points contained in the 4
preceding sections. Regarding policy, the more prominent issues addressed by
recent official policy documents and related materials have included franchise
and consortia arrangements – arrangements which are necessitated by the
funding methods in England and Wales, and which require FECs to link with
HEIs. The potential for complexity here is not inconsiderable, and it can be
anticipated that whilst HE in FE is expanding under present funding methods, this
area will remain on the national policy agenda. A further concern relates to the
ways in which inspection frameworks emerge in FE, and the fact that colleges
and staff may be subject to two separate procedures. More generally, there is the
issue of bureaucracy and how best to address the complexity of the ways in
which two education sectors overlap. Whilst policy commentaries – as distinct
from official policy, i.e. – also engage with these issues they also address more
- 13 -
Higher Education in Further Education Scoping Study and Literature Review
general questions, such as the extent to which the two sectors should develop.
Here, views can be expected to range from those that err towards a kind of
separatism, to those that theorise the potential for more amalgamated provision.
There is also the notion of hybridity, which suggests that a more or less discrete
form of provision might be preferable, combining appropriate aspects of both
further and higher level provision. Obviously, discussions of which aspects
should combine to produce the most desirable form of hybridity will continue.
Meanwhile, at the institutional, micro-policy level, the issue of partnerships arises,
and it is suggested that lateral rather than hierarchical structures are preferable.
Partnerships in the context of FDs are also a concern here – particularly because
it may prove difficult to gain input from employers.
Within the category of widening participation, it was apparent that foundation
degrees have a potentially central role to play in the broadening of access – but
this role can appear ambiguous. Whilst the new qualification may help to bring
much needed parity of esteem to those areas of vocational knowledge neglected
by higher education, there are some concerns that the type of access it facilitates
is overly narrow. This is primarily because it is concentrated in the new
universities. Furthermore, it has been argued that – despite intentions – the full
breadth of entry criteria for FDs has yet to be fully exploited, and there is some
evidence to suggest that admissions procedures are taking insufficient account of
prior experiential learning. More generally, some hold that sub-degree provision
(i.e. courses with a 2+1 format) in general needs to engage with the issue of
transition more thoroughly. Innovative induction programmes will be required,
due to the unconventional structure of such courses.
In relation to research in (and on) HE in FE, it was noted that policy documents
tend to frame the perceived need for research in terms of its potential to enhance
learning and teaching. In short, the HE in FE research agenda is underpinned in
part by concerns surrounding the quality of learning and teaching. A closely
associated term here is that of scholarly activity, and an accompanying focus on
the activity of subject updating, i.e. the ways in which teaching staff keep abreast
of developments in their field and ensure that courses reflect contemporary
debates and findings. However, it is evident that some of the more established
colleges, particularly the mixed economy colleges, are creating research cultures
with capabilities that go beyond subject updating. One question here thus relates
to the extent to which other colleges will expand their research activity, and the
degree to which this expansion will be focused upon scholarly activity or –
conversely – inquiry that is positioned more towards the type that creates new
knowledge. The likelihood seems to be that forms of action research will be
favoured and approaches that are adaptable to a range of contexts and which
can be understood to be suited to small-scale initiatives. Notes of caution are
sounded by some commentators, however and there are calls to ensure that
teaching staff are involved in all aspects of research, in order to guard against an
overtly instrumental approach to investigation. More broadly, it is apparent that
the context of HE in FE has yet to be fully researched. There is something of a
- 14 -
Higher Education in Further Education Scoping Study and Literature Review
dearth of material that has sought to explore the developments in this hybrid field.
It is clear that if future policy is to be properly informed further research is
required. It will also be necessary to address the question of how best to conduct
this research – i.e. who and which organisations should be involved.
In the context of learning and teaching in HE in FE, staff appeared to have strong
teaching identities, and preferred to conceive of themselves first and foremost as
teachers – as opposed to e.g. academics or lecturers. It was also apparent that
staff may experience difficulty in switching between teaching at contrasting
levels, with quite distinct approaches being required for students at the further
level, and those at the higher level. Whilst it could be countered that university
lecturers may face similar challenges, with respect to the contrasting demands
made by level one students compared with those at level 3 (or post-graduates),
the issue of teaching hours must be factored in. Staff in FE generally work with
significantly heavier loads, and there is consequently less time to grapple with the
change of pitch between levels. HE in FE staff may also encounter a measure of
isolation in some environments, particularly colleges with a comparatively low
proportion of HE provision. There may be a tendency for colleagues and
managers to regard it as peripheral, which might isolate HE in FE staff. At any
rate, links between teachers in HE in FE, and lecturers in universities were seen
to be potentially crucial for the context of moderation and maintenance of course
standards. Rationalisation of procedures may not be sufficient to ensure the
appropriate processes emerge, and for this and related reasons, a more
personal, face-to-face approach may be preferable. This will help to ensure that
interpretations are understood and shared.
Summarily then, the context of HE in FE is still developing. Both published and
grey literature can prove difficult to obtain. Research-wise, the FE sector is
comparatively neglected, and is sandwiched between compulsory education and
HE – both of which are the subject of considerably more empirical inquiry and,
consequently, can both be viewed with a much broader range of theoretical
frameworks. It is therefore hardly surprising that, as a small part of FE, research
in and on HE in FE has yet to flourish.
- 15 -
Higher Education in Further Education Scoping Study and Literature Review
References and bibliography
Ainley, P (2000) Further than where? The place of FE under the Learning and
Skills Council. Paper presented at British Educational Research
Association Annual Conference, Cardiff University.
Allen A (1995) Higher education provision in the further education sector: the
student experience, Leeds, Higher Education Information Services Trust
(HEIST).
Alexander, H., Gallacher, J., Leahy, J. & Yule, W. (1995) Changing patterns of
higher education in Scotland: a study of links between further education
colleges and higher education institutions, Scottish Journal of Adult and
Continuing Education, 2, pp. 25–54.
Anderson G et al (2003) Reflections and Experiences of Further Education
Research in Practice, Journal of Vocational Education and Training,
Volume 55, Number 4
Association for Colleges (1995) The higher education role of colleges of further
education, London, AfC.
Austin, T., England, A. et al. (1998) The Management of Higher Education
Programmes within Further Education Colleges, in: P. Mitchell (Ed.)
Beyond the Universities: The New Higher Education (Aldershot, Ashgate
Publishing).
Avis, J (1999) Shifting Identity – new conditions and the transformation of
practice – Journal of Vocational Education and Training, Vol 51, #2
Baxter, A & Britton, C (2001) Risk, Identity and Change: becoming a mature
student, International Studies in Sociology of Education, Vol 11, No 1,
pp87-102.
Bird, J. & Crawley, G. (1994) Franchising and Other Further Education/Higher
Education Partnerships: The Student Experience and Policy, in: S.
Haselgrove (Ed.) The Student Experience (Buckingham, The Open
University/SRHE).
Blackie, P. (1998) Effective FE/HE collaboration in a large conurbation, in: P.
DAVIES (Ed.) Gearing up for Dearing: the future of the FE-HE interface
1997 BI-AIR tenth annual forum, pp. 19–24 (London, Further Education
Development Agency).
Bocock, J. & Scott, P. (1995) Redrawing the Boundaries, Further/Higher
Education Partnerships (Leeds, Centre for Policy Studies in Education,
University of Leeds).
Bowe, R. & Ball, S., with Gold, A. (1992) Reforming Education and Changing
Schools: case studies in policy sociology. London: Routledge.
Brosnan, K., & Burgess, R. (2002). Web based continuing professional
development - a learning architecture approach. Journal of Workplace
Learning, 15(1), 24-33.
Brown, R. & Finlay, I. (1994) Students’ Views of the Transition from FE College to
University, Society for Research into Higher Education Conference, York,
December.
- 16 -
Higher Education in Further Education Scoping Study and Literature Review
Brotherton, B. (1998) Developing a Culture and Infrastructure to Support
Research-Related Activity in FE Institutions: a knowledge-based
organisation perspective, Research in Post-Compulsory Education, 3, pp.
311-328.
Cunningham, J and Doncaster, K (2002) Developing a research culture in the
Further Education sector: a case study of work-based approach to staff
development. Journal of Further and Higher education, Vol. 26 No.1
Curtis, J. (1995) Advanced GNVQ in hospitality and catering: the route to higher
education, Journal of Further and Higher Education, 19(1), pp. 11–18.
DfEE (2000) David Blunkett's Speech on Higher Education , 15 February 2000 at
Maritime Greenwhich University. London: DfEE
Department of Education and Science (1991) Higher Education in Further
Education Colleges. Franchising and Other Forms of Collaboration with
Polytechnics. A report by HM Inspectors, 228/91. London: DES.
Department for Education and Employment (2000) Foundation Degrees, a
Consultation Document (London).
Department of Education and Science (1991a ) Higher education in further
education colleges. Franchising and other forms of collaboration with
polytechnics. A report by HM Inspectors, no 228/ 91, London, DES.
Dovle, M (2000) Higher education, regional partnerships and progression,
Journal of Access and Credit Studies 2(1), 124-134.
Doyle, M (2003) Discourses of Employability and Empowerment: Foundation
Degrees and ‘Third Way’ discursive repertoires. Discourse: studies in the
cultural politics of education Vol. 24, No. 3, pp276-288
Ecclestone K (2002) ‘I know a 2:1 when I see it’: understanding criteria for degree
classifications in franchised university programmes. Journal of Further and
Higher Education, Vol. 25, No. 3.
Ellington, H.I. (1999a) Reconciling con• icting demands in the training of HE
teachers—the experience at The Robert Gordon University, Education 1
Training, 41(1), pp. 27–32.
Ellington, H.I. (1996) Using open-learning self-study methods to train college
lecturers, Education Today, 46(4), pp. 3–10.
Elliott, G. (1996) Why is research invisible in further education? British
Educational Research Journal, 22(1), pp. 101–111.
Field, J (2004) Articulation and credit transfer in Scotland: Taking the academic
highroad or sideways step into a ghetto. Journal of Access Policy and
Practice, Vol 1, No2
Foundation Degree Task Force Report to Ministers, 2004, Department for
Education and Science Ref. FDTF1. Nottingham: DfES.
Further Education Development Agency (1997) Gearing up for Dearing: the
future of the FE-HE interface conference (Blagdon, Further Education
Development Agency).
Gallacher J, Leahy, J. and MacFarlane,K. (1997) The FE} HE Route: New
Pathways into Higher Education. Report for SOEID (Glasgow: Glasgow
Caledonian University).
- 17 -
Higher Education in Further Education Scoping Study and Literature Review
Gallacher, J. (2002) Parallel Lines? Higher Education in Scotland’s Colleges and
Higher Education Institutions. In Centre for Research in Lifelong Learning,
Seventh Scottish Forum on Lifelong Learning: FE/HE Links. Glasgow and
Stirling: Centre for Research in Lifelong Learning.
Gallacher J and Osborne M (2005) A contested landscape: International
perspectives on diversity in mass higher education'. Leicester: National
Institute for Adult and Continuing Education (NIACE)
Gallacher, J. and Thomson, C. (1999) Further education ± overlapping or
overstepping. Scottish Journal of Adult and Continuing Education, 5, 9±
24.
Gibbs, P. (2000) Who deserves Foundation Degrees? A philosophical
consideration of the policy, purpose and benefits of the introduction of the
Foundation Degree. Paper presented at SRHE Conference, University of
Leicester, 19–21 December.
Green, M. (1998) Further education and higher education—a new relationship, in:
P. Davies (Ed.) Gearing up for Dearing: the future of the FE-HE interface
1997 BI-AIR tenth annual forum, pp. 25–27 (London, Further Education
Development Agency).
Gresson, M (2005) Engineering Subject Centre report: Foundation Degrees in
Engineering. The Higher Education Academy - Engineering Subject
Centre
Griffiths, M (2003) Policy-Practice Proximity: The Scope for College-Based
Higher Education and Cross-Sector Collaboration in Wales. Higher
Education Quarterly, Volume 57, No. 4 pp 355–375
Griffiths, M. (1994) Credit-based developments in Wales: the role of Access
Consortia and Open College Networks. Journal of Access Studies, 9 (1)
pp. 115–123.
Hall, D, Thomas, H (2004) Teaching university modules in sixth forms: the
shifting boundaries of post-compulsory education? Journal of Education
Policy. 19(2), 179-193,
Harwood, J. and Harwood D. (2004) - Higher Education in Further Education:
delivering higher education in a further education context—a study of five
South West colleges. Journal of Further and Higher Education Vol. 28, No.
2, May 2004
Higher Education and Cross-Sector Collaboration in Wales, Higher Education
Quarterly, Volume 57, No. 4, pp 355–375
Higher Education Funding Council for England (1995) Higher education in further
education colleges : funding the relationship, Bristol, HEFCE.
Higher Education Funding Council for England (1996) Higher education in further
education colleges: a future funding approach, Bristol, HEFCE.
Higher Education Funding Council for England (1998) Funding higher education
in further education colleges, Report 98/ 59, Bristol, HEFCE.
Higher Education Funding Council for England (1998) The nature of higher and
further education sub-contractual partnerships, Report 98/ 58, Bristol,
HEFCE.
- 18 -
Higher Education in Further Education Scoping Study and Literature Review
Higher Education Funding Council for England (1999) Higher education in further
education colleges : code of practice on indirectly funded partnerships,
Report 99/37, Bristol, HEFCE.
Higher Education Funding Council for England (1999) Higher education in further
education colleges. Guidance for colleges on funding options, Report
99/36, Bristol, HEFCE.
Higher Education Funding Council for England (2000) Costs of higher education
provision in further education colleges, Report 00/16, Bristol, HEFCE.
Higher Education Funding Council for England (2000) Franchised students
1998–99, Report 00/ 55, Bristol, HEFCE.
Higher Education Funding Council for England (2000) Foundation degree
prospectus, Report 00/27, Bristol, HEFCE.
Higher Education Funding Council for England (2000) Higher education in further
education colleges. Development fund for learning and teaching, Report
00/09, Bristol, HEFCE.
Higher Education Funding Council for England (2000) Higher education in further
education colleges. Draft code of practice for consortia, Report 00/02,
Bristol, HEFCE.
Higher Education Funding Council for England (2000) Higher Education in further
education colleges. Indirectly funded partnerships: codes of practice for
franchise and consortia arrangements, Report 00/54, Bristol, HEFCE.
Higher Education Funding Council for England (2001) Supporting higher
education in further education colleges. Review of colleges’ strategy
statements and support needs : a report to the HEFCE by the Further
Education Development Agency, Report 01 / 07, Bristol, HEFCE.
Higher Education Funding Council for Wales (2001) Foundation Degree
Prospectus, Circular W01/32HE. Cardiff.
Higher Education Funding Council for England and Further Education Funding
Council (1998) Study of the relative costs of HE provision in FE colleges
and HE institutions, Report 98/ 57, Bristol, HEFCE.
Hilbourne, J. (1996) Ensuring quality in further and higher education
partnerships, in: M. Abramson, J. Bird, & A. Stennett (Eds) Further and
Higher Education Partnerships: the future for collaboration, pp. 58–71
(Buckingham, The Society for Research into Higher Education and Open
University Press).
Higher Education Quality Council (1995) Aspects of FE/HE collaborative links in
Scotland (London: HEQC).
HEFCW (1996a) Higher Education in Further Education Colleges, Circular
W96/75HE. Cardiff: Higher Education Funding Council for Wales.
Higher Education Funding Council for England (1998). The nature of higher and
further education sub-contractual partnerships, HEFCE ref 98/58 available
at http://www.hefce.ac.uk/pubs/hefce/1998/98_58.htm accessed 21/10/03
IEE, 2000, Foundation Degrees - 2000: Engineering Council comments to the
Department for Education and Employment, PAB(J)20, Institution of
Electrical Engineers.
- 19 -
Higher Education in Further Education Scoping Study and Literature Review
Institute for Access Studies, Staffordshire University (2003). Evaluation of
collaboration between HEIs and FECs to increase participation in higher
education. HEFCE.
Jones, R (2006) A Higher Education Ethos – A Review of Information and
Literature relating to the creation of an Ethos of Higher Education in the
Context of Further Education forthcoming, Higher Education Academy.
Kennedy, H. (1997) Learning Works: Widening Participation in Further Education,
Coventry: FEFC
Knox, H (2005) Making the transition from further to higher education: the impact
of a preparatory module on retention, progression and performance.
Journal of Further and Higher Education Vol. 29, No. 2 pp. 103–110
Leatherwood, C. (1998). Irrational Bodies and Corporate Culture: further
education in the 1990s. International Journal of Inclusive Education, 2, (3),
255-268.
Maclennan, A., Musselbrook K. and Dundas, M. (2000) Credit Transfer at the
FE/HE Interface. Edinburgh: Scottish Higher and Further Education
Funding Councils.
Marks, A. (2000) In Search of the Local University, Journal of Further and Higher
Education, 24(3), pp. 363–371.
Marks, A (2002) Weaving the ‘Seamless Web’: why higher education and further
education need to ‘merge’ if lifelong learning is to become a reality.
Journal of Further and Higher Education, Vol. 26, No. 1, pp75-80
Melville, D (1998) Collaboration is the future in The Times Education Supplement
01 May 1998.
Accessed
on
2nd
March
2006
at
http://www.thes.co.uk/search/story.aspx?story_id=51422
Mitchell (Ed.) Beyond the Universities: The New Higher Education (Aldershot,
Ashgate Publishing).
National Union of Students (2005) - Developing our Unions campaign Further
Education Students’ Unions Development Survey 2004/2005 Interim
report.
Accessed
electronically
on
4th
April
2006
at
http://resource.nusonline.co.uk/media/resource/survey%20report.pdf
Osborne, M., Cloonan, M., Morgan-Klein, B. and Loots, C. (2000) Mix and
Match? Further and Higher Education Links in Scotland. International
Journal of Lifelong Education, 19 (3), pp. 236–252.
Osborne, M., Murphy and Gallacher, J (2002) A Research Review of FE/HE
links: Report to Scottish Executive (Stirling, Centre for Research in
Lifelong Learning/Scottish Executive)
Osborne, M. and Maclaurin, I. (2005) A Probability Matching Approach to FE/HE
Transition Higher Education. Higher Education (in press)
Osborne M.; Cloonan M.; Morgan-Klein B.; Loots C. (2000) Mix and match?
Further and higher education links in post-devolution Scotland,
International Journal of Lifelong Education, 19(3) pp. 236-252(17)
Ozga (2000) Policy Research in Educational Settings. Contested Terrain.
Buckingham: Open University Press
Paczuska, A. (1999) Further Education and Higher Education: The Changing
Boundary, in: A. Green & N. Luca S (Eds) FE and Lifelong Learning:
- 20 -
Higher Education in Further Education Scoping Study and Literature Review
Realigning the Sector for the Twenty-first Century (London, Institute of
Education University of London).
Parry, G et al (2003) Mass Higher Education and the English: Wherein the
Colleges? Higher Education Quarterly, Volume 57, No. 4, pp 308–337
Parry G, et al (2006-2008) Universal Access and Dual Regimes of Further and
Higher Education (2006 - 2008). Accessed electronically at
http://www.tlrp.org/proj/wphe/wp_parry.html on 25th March, 2006.
Parry, G and Thompson, A (2002) Closer by Degrees - the past, present and
future of higher education in further education colleges. LSDA, London.
Parry G, et al (2003) Dimensions of Difference higher education in the learning
and skills sector. LSDA, London.
Patana-Anake, W. (1994) The Significance of Strategic Alliances in Further and
Higher Education: the case study of an alliance between the University of
Kent at Canterbury and Mid-Kent College. Unpublished MBA dissertation.
Canterbury: University of Kent.
Peacock, S., Ross, D & Skelton, J. (2002). Improving staff awareness of
accessibility legislation for online teaching and learning materials: a case
study. In L. Phipps, A. Sutherland, and J. Seale, (Eds.), Access All Areas:
disability, technology and learning. (pp.56-60). York: JISC.
Raab G & Storkey H. R (2001) Widening Access to Higher Education in Scotland:
Evidence for Change from 1996-1997, Edinburgh: SHEFC
Rawlinson S, Frost D and Walsh D (1997) The FE/HE interface : a UK
perspective, IES Report No 316, Brighton, Institute for Employment
Studies.
Reynolds, B. (1998) Student and Staff Perceptions of Higher Education in Further
Education: The Experience of a College of Further Education, in: P.
Simmons, J (2003) - Developing an 'HE culture' in FE. Paper given to the
7th Annual LSRN Conference 2003 (Round Table Discussion). Accessed
on
5th
April
2006
at
http://www.lsda.org.uk/files/lsda/lsrn2003/TrackedSession3_Day2/Jonatha
nSimmons_abstractpaper.pdf
Scott, P. (1996) Redrawing the boundaries: FHE partnerships and the move to
mass participation, in: M. Abramson (Ed.) Mergers, Minefields and
Monopolies: re-drawing the boundaries of further and higher education
conference proceedings one day national conference to explore
collaboration between FE and HE institutions (2 May), pp. 27–39 (Preston,
University of Central Lancashire).
Selby, J. (1996) Finance: the bedrock of good partnerships, in: M. Abramson et al
(Eds) Further and Higher Education Partnerships: the future for
collaboration, pp. 28–45 (Buckingham, The Society for Research into
Higher Education/The Open University Press).
Sheehan C (2005) Hospitality Foundation Degrees: Aligning Delivery Models with
the Widening Participation Agenda. Higher Education Academy Network
for Hospitality, Leisure, Sport & Tourism.
- 21 -
Higher Education in Further Education Scoping Study and Literature Review
Smith C, Akhtar Y, Reynolds S, Tatton A, Tucker S (2005) A Research-Led
Approach to Establishing Foundation Degrees. Research in PostCompulsory Education, Vol. 10 Issue 1, p27-38
Smith, D & Bocock, J (1999), Participation and progression in mass higher
education: policy and the FHE interface, Journal of Education Policy Vol.
14 No 3, pp. 283-299
Smithers A and Robinson P (eds) (2000) Further education re-formed, London,
Falmer Press.
Tait, H, Godfrey H (2001) Enhancing the Student Experience for Direct Entrants
to the Penultimate Year of Undergraduate Degree Programmes. Journal of
Further and Higher Education, Vol. 25, No. 2.
Temple, P (2001) The HE/FE divide: is the end in sight? Perspectives, 5.3 pp7883
Trim, R.J. (2001) An Analysis of a Partnership Arrangement between an
Institution of Further Education and an Institution of Higher Education.
Journal of Further and Higher Education, Vol. 25, No. 1, pp107-117
Underwood S and Connell P (2000) Through the looking glass. FE colleges, HE
inspection systems, London, Further Education Development Agency.
Weatherald C, and Mosely R (2003) - Higher education in further education
colleges: researching and developing good practice. Paper presented to
the 2003 FACE conference, accessed on 3rd April, 2006 at
http://www.face.stir.ac.uk/Weatheraldp52.htm
Woodrow, M. (1993) Franchising: the Quiet Revolution. Higher Education
Quarterly, 47 (3), pp. 207–220.
Young, P. (2002) - ‘Scholarship is the word that dare not speak its name’
Lecturers’ Experiences of Teaching on a Higher Education Programme in
a Further Education College. Journal of Further and Higher Education,
Vol. 26, No. 3, pp273-286.
- 22 -