1. Be prepared? Preparing mature students for university entry in England and Aotearoa New Zealand Marion Bowl – University of Birmingham Lis Whitelaw – Open University

2. Presentation plan Aims for project Project design Two contexts for preparatory provision Policy and institutional discourses Practitioner perspectives on preparation Practitioner perspectives on student progression Some tentative conclusions Areas for discussion

3. Aims for project  To explore different approaches to preparatory provision for adults aspiring to university  To encourage practitioner collaboration and sharing of ideas between England and New Zealand  To identify themes worthy of further investigation

4. Project design: participants FE college-based Access to Higher Education Programme - England Residential college-based Access to Higher Education programme - England Campus-based Certificate in University preparation programme (CUP) – New Zealand

5. Project design: data collection and analysis 10 semi-structured interviews with practitioners Literature search Web search (institutional and government policies) Comparison of models Analysis of discourses of access (Benn and Burton 1995; Williams (ed.)1997)

6. Two contexts for preparatory provision England Selective university entry Off-campus access provision (Diploma) National OCN accreditation ‘Adult’ teaching environment One year of full-time study Progression to a stratified university system New Zealand Open entry for over-20s Campus-based preparatory provision (CUP) University accreditation ‘Integrated’ teaching environment One semester of full-time study Automatic progression to home university

7. Preparation - policy discourse: England (QAA for HE) ‘You’ll be taught study skills – learning how to approach study and the different techniques that you’ll need to be a successful student. The whole package of units is designed to ensure that you’re thoroughly equipped for studying at university.’ Readiness involves: Understanding the subject Application of knowledge Application of skills Use of information Communication and presentation Autonomy/independence Quality

8. Preparation: Institutional discourse New Zealand (CUP programme) ‘To develop the skills necessary for successful university study including: Study and time management skills Oral and written communication skills for a variety of contexts Analytical, critical and problem-solving skills Information literacy skills Interpersonal, group and teamwork skills Appreciation of New Zealand’s diverse cultural environment Subject-specific knowledge...to help students develop their confidence to succeed at university’

9. Practitioner discourses: England ‘... To promote social justice by providing adults with an excellent learning environment for personal, professional and political development.’ (Residential College) ‘... Ensuring equality of opportunity; combating historical disadvantages and the continued under-representation of minority ethnic students in higher education.’ (FE College) ‘CUP welcomes students who have been out of school for many years and want to refresh study skills and obtain background knowledge before beginning a degree programme.’ (CUP leaflet)

10. Practitioner perspectives on preparedness Key elements (not consistently articulated) Curricular: Subject knowledge and study skills Personal: confidence and independence Social: acculturation to university norms and practices

11. Curriculum: subject knowledge and study skills How much subject knowledge is enough? Is subject knowledge always a prerequisite for university? Is subject knowledge appropriate for receiving universities? Are subjects offered always dictated by educational priorities? Are study skills appropriate to the reality of university study?

12. Personal: confidence and independence A key area for all practitioners Implicit assumption of negative past experiences Stress on ‘safe space’ Effect of presence of younger students Implications of protected environment for effective transition to university?

13. Social: acculturation to university norms and practices University as an alien environment for English Access students No uniform university culture in England Acculturation fundamental to preparation in New Zealand CUP course

14. Progression: university links New Zealand Direct enrolment Formal and informal university links Entry mainly to base university England Selective practices of universities Formal links rare and informal links variable Entry to a differentiated university system

15. Some tentative conclusions Overlapping and contradictory discourses – radical, liberal and neoliberal Some disjunctions between rhetoric, policy and reality High level of practitioner commitment to student- centred teaching Lack of clarity in link between preparation and successful university progression Achievement in England does not guarantee access

16. Some areas for discussion In preparatory courses what should the balance be between subject knowledge, study skills, confidence-building and acculturation? How can the disjuncture between Access Courses and university access be addressed? How can access practitioners be supported to develop confident, educated adults? How can we promote further research in this neglected area?