Building Capabilities for Higher Education Prior to Entry Karen MacFarlane Educational Research and Evaluation Glasgow Caledonian University k.macfarlane@gcu.ac.uk Open University International Conference 2018

18-year olds from Scotland’s 20% least deprived communities are more than four times as likely to enter university as those from the 20% most deprived communities

Widening Participation in Higher Education: Scottish Government goal and central to the Commission on Widening Access (COWA)

Few examples of what works However: Few examples of what works

The capability approach asks: University readiness The capability approach asks: What does a student need to be able to do and to be (what capabilities do they need) in order to successfully make the transition to higher education?

Equitable transition to HE university is dependent on key capabilities

Capabilities for equitable transition to university: Practical reason Knowledge and imagination Learning disposition Social relations and social networks Respect, dignity and recognition Emotional health

The Advanced Higher Hub

Research Question: To what extent does the study of HE level qualifications within a university environment whilst still at school foster capabilities for equitable transition to Higher Education for learners from disadvantaged backgrounds?

In-depth semi-structured interviews 30 university students Methodology: Qualitative In-depth semi-structured interviews 30 university students Former Hub pupils Experiences of studying at the Hub and subsequent experiences of the transition to and through university

Findings mapped to Wilson-Strydom’s list of Capabilities for Equitable Transitions to University

Capability: Practical reason Definition: Well-reasoned, informed, critical, independent and reflective choices about post-school study

Findings: Useful preparation for university; Opportunity to test out the work load and level of learning; Sitting in on lectures; Advice/guidance about course choices and applications; Confirming/disconfirming degree/career choices; Possibility of moving away from home is raised and confirmed. Well-reasoned, informed, critical, independent and reflective choices about post-school study

Capability: Knowledge and imagination Definition: Having the academic grounding for chosen university subjects, being able to develop and apply methods of critical thinking and imagination to identify and comprehend multiple perspectives and complex problems.

Findings: Research skills; Critical analysis; Presenting arguments; Problem solving; Academic writing; Exam skills; Communication skills; Collaborative working; Time-management; Organisational skills; Presentation skills. Engaged learning

Capability: Learning disposition Definition: Having curiosity and a desire for learning, having the learning skills required for university and being an active inquirer (questioning disposition).

Learner identity as HE Student Findings: A learning and teaching experience more akin to lectures and tutorials; Curiosity for learning; Desire for learning; Independent learning; Academic independence; Self-discipline; Motivation; Self-efficacy. Learner identity as HE Student

Capability: Social relations and social networks Definition: Being able to participate in groups for learning, working with diverse others to solve problems or complete tasks. Being able to form networks of friendships for learning support and leisure.

Findings Interaction with new people; Making new friends; Mingling with current students; Moving on to university with new friends. Sense of belonging

Capability: Respect, dignity and recognition Definition: Having respect for oneself and for others, and receiving respect from others, being treated with dignity. Not being devalued or devaluing others because of one’s gender, social class, religion or race. Valuing diversity and being able to show empathy. Having a voice to participate in learning.

Self-efficacy; Maturity Findings: Treated as adults, as students; with respect; Given more responsibility; Being trusted; Not having to wear school uniform, to sign in or out or to ask to go to the toilet; Being afforded associate student status; Issued with student cards and a university email address. Self-efficacy; Maturity

Capability: Emotional health Not being subject to anxiety or fear that diminishes learning. Having confidence in one’s ability to learn.

Acceptance; Confidence Findings: Being around like-minded people; Friendly learning environment; Supportive relationships with staff, peers and current students that foster emotional health; Traveling to and from university. Acceptance; Confidence

Conclusion The study of HE level qualifications within a university environment whilst still at school fosters capabilities for equitable transition to HE for learners from disadvantaged backgrounds

Thank you