Purpose Transitions into undergraduate Higher Education (HE) have been much researched, particularly since the advent of Widening Participation has catapulted the profile of non-traditional learners into Higher Education(David et al., 2010; Burke, 2012). Much of the research focuses on the institutional processes and interventions that are implemented to assist learners in coping with the transition. Relatively little research focuses on the impact that entry qualifications have on transition, learning experience and achievement; particularly in a Further Education (FE) context (Schofield & Dismore, 2010). The equivalence allocated to BTEC National qualifications and A-levels by UCAS points infers an implicit assumption of homogeneity in the skills, competencies and abilities possessed by learners entering HE with differing entry qualifications which may be replicated by some HEIs. Anecdotal experience as award tutor suggested that this was not the case. Methodology The paper draws on data collected from and about two cohorts of HND Business students within a single HE in FE college-based environment in England. Quantitative data on entry qualifications were collected from UCAS forms, and paired interviews provided qualitative data on student experience of transitions. The quantitative data were analysed using chi-squared to test for a relationship between qualifications on entry and achievement. The interview responses were manually coded, and mapped the concerns articulated by the students to the themes that are highlighted in the literature. The research was completed in 2012. The paper focuses on the students’ perception of how well their entry qualifications had prepared them for their HND studies, and investigates learner concerns are the commencement of the course and the extent to which those concerns had been addressed by their experience on the programme. The paper concludes that undergraduate students cannot be viewed as having homogenous skillsets and educational and assessment experiences; that HEIs must acknowledge and identify institution-specific risk factors on (at least) an annual basis and implement additional tutorial support for at-risk students. The paper advocates institutional acceptance of the heterogeneous nature of contemporary undergraduate students; and practical action to be taken at faculty level on a cohort specific basis firstly to identify cohort concerns on programmes and then the customisation of induction and support provision on a cohort specific basis.

1. Sharon Inglis
School of Education
Staffordshire University
Stoke-on-Trent
Staffordshire ST4 2DE
t: +44 (0)1782 294214
e: sharon.inglis@staffs.ac.uk
The Impact of Entry Qualifications on Transitions into Higher Education
(in an HE in FE context)
REFERENCES
Burke, P.J. (2012) The Right to Higher Education: Beyond Widening Participation. Abingdon: Routledge
Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education. 7th Edition Abingdon: Routledge
DAVID, M., BATHMAKER, A. M., CROZIER, G., DAVIS, P., ERTL, H., FULLER, A. & WILLIAMS, J. (Eds.). (2010). Improving learning by widening participation in higher education. Abingdon :Taylor & Francis.
Haggis, T. (2006). Pedagogies for diversity : retaining critical challenge amidst fears of “dumbing down”. Studies in Higher Education 31 (5), 521-535
Huxham, M. (2006) Extended Induction Tutorials for “At-Risk” Students in Cook, A., Macintosh, K.A. and Rushton, B. (eds) Supporting Students : tutorial support, 37-44. University of Ulster : Coleraine
Johnstone, V. (1998). Student progression through the first year of a modular programme, 1996-97. Student Retention Project, Napier University. Edinburgh
Johnstone, V. (2000). Identifying students at risk of non-progression: the development of a diagnostic test. BERA, Cardiff
Lowe, H and Cook, A. (2003) Mind the Gap: Are students prepared for higher education? Journal of Further and Higher Education 27(1) 53-76
Onwuegbuzie, A.J. and Leech, N.L. (2005) On becoming a pragmatic researcher: the importance of combining quantitative and qualitative research methodologies. International Journal of Social Research Methodology,8 (5), 375-87.
Punch, K. (2009) Research Methods in Education. London : Sage
Schofield,C. & Dismore, H. & (2010) Predictors of retention and achievement of higher education students within a further education context Journal of Further and Higher Education Vol 34, No. 2: 207-221
Schofield,C. & Dismore, H. & (2010) Predictors of retention and achievement of higher education students within a further education context Journal of Further and Higher Education Vol 34, No. 2: 207-221
Shuter, D. (2009) Transition…From What? (2009) in Cook, A., and Rushton, B.S (eds) How to recruit and retain Higher Education Students: A Handbook of Good Practice 29-48. Routledge : Abingdon
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INTRODUCTION
There has been a significant body of research into transitions into HE since widening participation has identified the significance of non-traditional learners(David et al., Burke 2012). Much of this research focuses on institutional processes and interventions (Johnstone 1998, 2000; Huxham, 2006) . There is relatively little focus on the impact of entry qualifications on transition, achievement and student experience (Schofield and Dismore, 2010).
The rationale for this research was two-fold. Firstly, personal anecdotal observations (in my capacity as HE Business Co-ordinator of HE in FE Business students at an FE College) suggest a correlation between types of entry qualification, retention, achievement and student learning experience. Anecdotal experience, not empirically tested prior to this research, suggested that BTEC National entrants struggled more and achieve less well than A-level entrants. Secondly, The College applied the same regulatory environment to its HE provision as its FE provision, even though not all aspects of the FE regulatory environment apply to the HE regulatory environment. Year 1 retention, and therefore progression to Year 2 fell below FE benchmarks, and the course was placed in “Special Measures”, which spawned the practical problem that the provision was under threat of being discontinued , unless year 1 retention and achievement and progression to year 2 improved
METHODS
This research required a pragmatic approach, because mixed methods combined the rigour of quantitative methods with the depth and richness of qualitative interviews which provided the student perceptions which constitute their reality (Punch, 2009). This provided for methodological pragmatism (Onwuegbuzie & Leech, 2005).
The participants in the research were then current students of a University studying a Higher National Diploma (HND) Business & Management at the College in question. The population for the quantitative data was those students who were enrolled on the 2010-12 and 2011-13 HND Business & Management. There were 24 students enrolled in the 2010-12 cohort and 18 enrolled in the 2011-13 cohort. The population from which the interview participants were selected was the 34 then current HND Business students, retained on both Year 1 and Year 2. Every member of the population has personal experience of the FE-HE transition which is directly relevant to this research (Cohen Manion & Morrison 2011). Originally, a further sample of HND graduates was proposed but subsequently rejected due to the time constraints of this project and accessibility of the population (none are currently progressing students with the University). Analysis of the entry qualifications involved a census of the entire population.
Quantitative biographical and qualification data was extracted from UCAS forms, and Semester 1 achievement data was extracted from University data. The quantitative data was tabulated and a chi- squared test was applied to investigate the existence of a statistical link between entry qualifications and Semester 1 achievement. The tests were condensed from 3x2 tests to 2x2 tests to improve the reliability of the findings.
The qualitative data was obtained from paired interviews. The sampling strategy was a dimensional variant of quota sampling (Cohen Manion & Morrison, 2011) and an element of purposive sampling based willingness to participate (Punch, 2009).
FINDINGS
Quantitative Findings
Observational analysis of the tabulated data for both cohorts sorted by Semester 1 average grade point suggested that A-level entrants are more likely to successfully complete Semester 1 year 1 than entrants with BTEC National qualifications. The results of the chi- squared tests for both cohorts indicated that the null hypothesis was accepted because p=<0.05 in both cases. These results need to be treated with caution because the expected value in all of the cells in a 2x2 test should have a value of greater than 5, whereas this only actually applied to one cell in each cohort.
No A-Level entrants failed to complete Semester 1 year 1 in either cohorts. All those who withdrew during Semester 1 year 1 were BTEC national entrants in both cohorts.
Qualitative Findings
The literature review suggested that the gap between expectations and experiences had a significant impact on transitions, and identified three potential causes for the gap, two of which have been partially reflected in the interview findings. These were lack of research (Lowe and Cook, 2003), and the processes and cultural values exhibited and reinforced by HEIs (Haggis, 2006). The suggestion of tunnel-visioned preparation by post-16 provision (Shuter, 2009) could not be tested by the interview data.
CONCLUSIONS
HE in FE students do not have homogenous skillsets or pre-HE educational experiences. Risk factors need to be acknowledged and identified at a cohort-specific level. Student concerns, as well as risk factors need to be identified and addressed at a cohort specific level. Actions therefore need to be cohort specific, whilst consistent with institutional policy.
The quantitative research was inconclusive and did not establish a generalisable statistical link between entry qualifications and Y1 achievement in HND Business, in the cohorts and context studied.
There is a need to expand the scope of both the qualitative and quantitative aspects of this study to other post-16 partners of the same university, and to other similar partnership arrangements between universities and other post-16 providers in other parts of the country. Further research into the requirement for, and development of, a transitional pedagogy is also recommended.
The students who withdrew during Semester 1 in both cohorts declined to participate in this research. Whilst this is perhaps unsurprising given that this was own-classroom research; and the withdrawals were generally preceded by non-attendance and lack of dialogue; further research with students who did not complete Semester 1 Year 1 in this (or another) HE in FE environment may provide rich data in highlighting the barriers to effective initial transition which students found insurmountable.