Practicalities not prejudices

HE admissions and 14–19 diplomas

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This research explored progression to higher education (HE) courses from 14–19 diplomas in the West Yorkshire region of the UK. Sixteen HE tutors involved in admitting undergraduates across a range of institutions and subjects were interviewed. There was little evidence to support the fear that the courses would have less status than A levels because of their vocational associations. Where reservations existed they were more complex than this. Tutors working on courses relating to social care valued the diploma's emphasis on generic academic skills and work experience. Those delivering highly focused vocational courses or academic courses requiring prior subject‐specific knowledge were more cautious. The main barriers to securing full commitment from tutors were the breadth of study options within the diplomas, which left tutors unclear about the knowledge and skills candidates would acquire, and tutors' limited understanding of the diplomas.
Original languageEnglish
Pages (from-to)441-454
Number of pages14
JournalResearch in Post-Compulsory Education
Volume15
Issue number4
Early online date13 Dec 2010
DOIs
Publication statusPublished - 13 Dec 2010

Fingerprint

tutor
prejudice
education
candidacy
commitment
anxiety
evidence
experience

Cite this

@article{aa90ce2cedbc49ecaacdf94413fa02a1,
title = "Practicalities not prejudices: HE admissions and 14–19 diplomas",
abstract = "This research explored progression to higher education (HE) courses from 14–19 diplomas in the West Yorkshire region of the UK. Sixteen HE tutors involved in admitting undergraduates across a range of institutions and subjects were interviewed. There was little evidence to support the fear that the courses would have less status than A levels because of their vocational associations. Where reservations existed they were more complex than this. Tutors working on courses relating to social care valued the diploma's emphasis on generic academic skills and work experience. Those delivering highly focused vocational courses or academic courses requiring prior subject‐specific knowledge were more cautious. The main barriers to securing full commitment from tutors were the breadth of study options within the diplomas, which left tutors unclear about the knowledge and skills candidates would acquire, and tutors' limited understanding of the diplomas.",
keywords = "14-19 diplomas, HE admissions, vocational education",
author = "Christine Jarvis",
year = "2010",
month = "12",
day = "13",
doi = "10.1080/13596748.2010.526805",
language = "English",
volume = "15",
pages = "441--454",
journal = "Research in Post-Compulsory Education",
issn = "1359-6748",
publisher = "Taylor & Francis",
number = "4",

}

Practicalities not prejudices : HE admissions and 14–19 diplomas. / Jarvis, Christine.

In: Research in Post-Compulsory Education, Vol. 15, No. 4, 13.12.2010, p. 441-454.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Practicalities not prejudices

T2 - HE admissions and 14–19 diplomas

AU - Jarvis, Christine

PY - 2010/12/13

Y1 - 2010/12/13

N2 - This research explored progression to higher education (HE) courses from 14–19 diplomas in the West Yorkshire region of the UK. Sixteen HE tutors involved in admitting undergraduates across a range of institutions and subjects were interviewed. There was little evidence to support the fear that the courses would have less status than A levels because of their vocational associations. Where reservations existed they were more complex than this. Tutors working on courses relating to social care valued the diploma's emphasis on generic academic skills and work experience. Those delivering highly focused vocational courses or academic courses requiring prior subject‐specific knowledge were more cautious. The main barriers to securing full commitment from tutors were the breadth of study options within the diplomas, which left tutors unclear about the knowledge and skills candidates would acquire, and tutors' limited understanding of the diplomas.

AB - This research explored progression to higher education (HE) courses from 14–19 diplomas in the West Yorkshire region of the UK. Sixteen HE tutors involved in admitting undergraduates across a range of institutions and subjects were interviewed. There was little evidence to support the fear that the courses would have less status than A levels because of their vocational associations. Where reservations existed they were more complex than this. Tutors working on courses relating to social care valued the diploma's emphasis on generic academic skills and work experience. Those delivering highly focused vocational courses or academic courses requiring prior subject‐specific knowledge were more cautious. The main barriers to securing full commitment from tutors were the breadth of study options within the diplomas, which left tutors unclear about the knowledge and skills candidates would acquire, and tutors' limited understanding of the diplomas.

KW - 14-19 diplomas

KW - HE admissions

KW - vocational education

UR - https://www.scopus.com/record/display.uri?eid=2-s2.0-78650268507&origin=resultslist&sort=plf-f&src=s&st1=Practicalities+not+prejudices%3a+HE+admissions+and+14--19+diplomas&st2=&sid=6774666954ceb11aef1522faa274197d&sot=b&sdt=b&sl=79&s=TITLE-ABS-KEY%28Practicalities+not+prejudices%3a+HE+admissions+and+14--19+diplomas%29&relpos=0&citeCnt=1&searchTerm=

U2 - 10.1080/13596748.2010.526805

DO - 10.1080/13596748.2010.526805

M3 - Article

VL - 15

SP - 441

EP - 454

JO - Research in Post-Compulsory Education

JF - Research in Post-Compulsory Education

SN - 1359-6748

IS - 4

ER -