1. Building Capabilities for Higher Education Prior to Entry
Karen MacFarlane
Educational Research and Evaluation
Glasgow Caledonian University
Open University International Conference 2018

2. These are the latest figures from UCAS which show that:
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.
For those who wish to enter the most selective institutions, the position is considerably worse.
This statistic is quoted , by Sir Peter Scott, the Commission for Fair Access, in the foreword to the final report of the Commission on Widening Access, published in March 2016.
Thus, providing fair access to HE in Scotland remains a huge challenge
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

3. Widening Participation in Higher Education:
Thus, Widening Participation in Higher Education is a:
Scottish Government goal an is central to the:
Commission on Widening Access
The Commission's report set out a total of 34 recommendations to tackle this issue including:
Recommendation 16: Universities working with schools, should take greater responsibility for the development of the pool of applicants from disadvantaged backgrounds by delivering academically based programmes to support highly able learners, who are at risk of not fulfilling their academic potential.
Widening Participation in Higher Education:
Scottish Government goal and central to the Commission on Widening Access (COWA)

4. Few examples of what works
There is some evidence that Summer Schools and Mentoring programmes are having an impact in terms of fair access but
not enough is known about reasons for not taking up places at university and
the multi-faceted nature of outreach programmes made it impossible to establish with certainty which elements work best in all contexts or for the widest range of potential students;
Widening Access to Higher Education: Does Anyone Know What Works? Elisabet Weedon, Ellen Boeren, Sheila Edward, & Sheila Riddell Centre for Research in Education Inclusion & Diversity Moray House School of Education, University of Edinburgh
However:
Few examples of what works

5. The capability approach asks:
The fact that inequality of participation in Higher Education persists despite a wealth of research and interventions, and the fact that we have few examples of what really works for fair access, has led to calls to ask what it means to be university ready , especially for learner form disadvantaged backgrounds many of whom first generation applicants.
In order to asses to what extent applicants are ready for university, typically universities rely on measure o f academic success.
A more appropriate approach, some argue, would be to address what a student needs to be able to do and to be (their capabilities) in order to successfully make the transition to higher education.
This is what's at the basis of the Capability Approach
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?

6. Equitable transition to HE university is dependent on key capabilities

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

8. The Advanced Higher Hub

9. 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?

10. 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

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

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

13. 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

14. 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.

15. 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

16. 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).

17. 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

18. 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.

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

20. 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.

21. 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 address.
Self-efficacy; Maturity

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

23. 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

24. 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

25. Thank you