Foundation degree students: learner identities and career aspirations Professor Sue Jackson Birkbeck Institute for Lifelong Learning

Research questions Which students study which of the foundation degrees? Which students study which of the foundation degrees? What (prioritised) identities do students bring with them when they embark on a foundation degree? What (prioritised) identities do students bring with them when they embark on a foundation degree? What is the relationship between learner identities and choice of foundation degrees? What is the relationship between learner identities and choice of foundation degrees? To what extent do learner identities determine academic and vocational choices and aspirations? To what extent do learner identities determine academic and vocational choices and aspirations?

Outline contextualising foundation degrees contextualising foundation degrees developing understandings of foundation degree students developing understandings of foundation degree students gendered and classes learner identities and career aspirations. gendered and classes learner identities and career aspirations.

Learning in a knowledge economy by 2020 more than 40% of adults be skilled to graduate level and above economically valuable skills must be delivered through a demand-led approach, facilitated by a new culture of learning, and an apetite for improved skills amongst individuals and employers.

New inequalities? an expanded mass higher education system has generated new inequalities, deepening social stratification an expanded mass higher education system has generated new inequalities, deepening social stratification whilst more students from lower socio-economic groups and working-class backgrounds are going to university, the balance between the social groups remains unchanged whilst more students from lower socio-economic groups and working-class backgrounds are going to university, the balance between the social groups remains unchanged there is still a large gap in entry to higher education by social class, with students from middle-class or higher socio-economic backgrounds three times more likely to go to university than those from poorer backgrounds there is still a large gap in entry to higher education by social class, with students from middle-class or higher socio-economic backgrounds three times more likely to go to university than those from poorer backgrounds employment opportunities are determined by factors other than whether or not people have taken a vocationally orientated degree, including gender, race, socio-economic background and age employment opportunities are determined by factors other than whether or not people have taken a vocationally orientated degree, including gender, race, socio-economic background and age an engagement with the intersections between gender, race and social class are central in any examination of the potentiality of vocational routes to widen participation and effect longer term egalitarian outcomes in the workplace. an engagement with the intersections between gender, race and social class are central in any examination of the potentiality of vocational routes to widen participation and effect longer term egalitarian outcomes in the workplace.

Higher Ambitions Widening access means building new stronger ladders of opportunity from apprenticeships to advanced apprenticeships and new technician qualifications into foundation degrees and other vocational higher education programmes. There should be more bridges between further and higher education … However, the next phase of expansion in higher education will hinge on providing opportunities for different types of people to study in a wider range of ways than in the past. The focus will therefore be on a greater diversity of models of learning: part-time, work-based, foundation degrees, and studying whilst at home. (Mandelson 2009, Executive Summary, p4)

About the students By 2010 there are likely to be around 100,000 studying on FDs By 2010 there are likely to be around 100,000 studying on FDs 17% of foundation degree students already hold higher education qualifications and this number is likely to grow 17% of foundation degree students already hold higher education qualifications and this number is likely to grow 72% full-time and 52% part-time foundation degree students do not currently have experience of higher education 72% full-time and 52% part-time foundation degree students do not currently have experience of higher education 38% of all foundation degree students are studying part-time 38% of all foundation degree students are studying part-time the majority of full-time entrants are taught at FE colleges the majority of full-time entrants are taught at FE colleges the majority of part-time students are taught in HEIs institutions the majority of part-time students are taught in HEIs institutions 72% of female and 55% of male foundation degree students are mature 72% of female and 55% of male foundation degree students are mature full-time students consist of almost equal numbers of women and men (51% and 49% respectively) full-time students consist of almost equal numbers of women and men (51% and 49% respectively) part-time students consist of 66% women and 34% men part-time students consist of 66% women and 34% men Hefce 2008

Ethnicity Not stated1 Black African1 Black British1 British3 English1 Muslim1 Muslim Asian/Pakistani 1 White British1 White2

Studying FDs? To progress in my career To progress in my career Learning skills for the workplace Learning skills for the workplace Learning new subjects not studied before that makes work interesting Learning new subjects not studied before that makes work interesting Fits in with my work Fits in with my work Very challenging Very challenging It will further my career It will further my career It interests me in my work It interests me in my work Helps increase my work knowledge Helps increase my work knowledge

Enjoying workbased learning? Improves my skills at work Improves my skills at work I can apply to my job I can apply to my job Flexibility of studying while working: I can earn and learn at the same time Flexibility of studying while working: I can earn and learn at the same time Relevant to my work Relevant to my work It is practical It is practical It helps me to learn my job and do my job to my best capacity It helps me to learn my job and do my job to my best capacity It helps me understand my job as a whole It helps me understand my job as a whole Get a rounded learning experience – not everything can be covered in class Get a rounded learning experience – not everything can be covered in class I can put into practice what I learn I can put into practice what I learn

Choosing a foundation degree Already employed in area11 Already employed in area11 Want to be employed in area 0 Want to be employed in area 0 Interested in the topic 1 Interested in the topic 1 Other 0 Other 0 No response 1 No response 1 ( One gave more than one response)

Plans upon completion Change current job3 Change current job3 Continue with current job4 Continue with current job4 P/T study4 P/T study4 F/T study 0 F/T study 0 No specific plans 0 No specific plans 0 Other 0 Other 0 No response1 No response1

Most valued about studying FD meeting people meeting people it stimulates my mind and takes me away from my work it stimulates my mind and takes me away from my work it is good to learn from other students and colleagues it is good to learn from other students and colleagues meeting other students and being able to participate in discussion meeting other students and being able to participate in discussion it tests your understanding it tests your understanding

Most enjoyable about studying FD the structure the structure flexibility flexibility further education further education interaction with other students interaction with other students challenging and intellectually stimulating challenging and intellectually stimulating career prospect career prospect getting a degree getting a degree learning more in-depth issues, learning new practice from others in class learning more in-depth issues, learning new practice from others in class

What next …. Whilst identities are fluid, multiple and contradictory there are also structures in place that reinforce gendered, classed and racialised social divisions, and challenge assumptions around learning identities. Whilst identities are fluid, multiple and contradictory there are also structures in place that reinforce gendered, classed and racialised social divisions, and challenge assumptions around learning identities. I expect this research to identify the impact that studying for a foundation degree is making upon the (gendered and classed) expectations and aspirations of students and what this means for learner identities. I expect this research to identify the impact that studying for a foundation degree is making upon the (gendered and classed) expectations and aspirations of students and what this means for learner identities.