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

2. 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:
Scottish Government goal and central to the Commission on Widening Access (COWA)

4. Few examples of what works
However:
Few examples of what works

5. 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?

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