Deviating from the Norm: Innovative Student Pathways for Successful TAFE/University Transition
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| Title: | Deviating from the Norm: Innovative Student Pathways for Successful TAFE/University Transition |
|---|---|
| Language: | English |
| Authors: | Weadon, Helen, Baker, Adam |
| Source: | International Journal of Training Research. 2014 12(3):192-202. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education Higher Education Postsecondary Education |
| Descriptors: | Vocational Education, Foreign Countries, Adult Education, Higher Education, Partnerships in Education, Postsecondary Education, Transitional Programs, Undergraduate Study, School Holding Power |
| Geographic Terms: | Australia |
| DOI: | 10.1080/14480220.2014.11082041 |
| ISSN: | 1448-0220 |
| Abstract: | As a result of widened student participation, liberalisation and reform in the Australian tertiary education sector, provision of higher education qualifications is no longer solely the domain of universities. Traditionally, technical and further education (TAFE) institutions partnering with universities have provoked unease in the tertiary sector as vexed issues (including quality and access) emerge as significant barriers to seamless supported student pathways. This paper explores the experiences and perceptions of seven TAFE program coordinators who have championed the widening participation agenda (in conjunction with Federation University Business School) by implementing undergraduate programs within a TAFE environment. The catalyst for this study was the high student retention rate observed within these programs suggesting a recipe for successful transition from TAFE to higher education qualifications. Utilising a qualitative exploratory approach, the findings strengthen the understanding of the characteristics of environments that best support nontraditional students transitioning into higher education. A number of significant themes emerged from the data: delivery mode and program type contribute to successful transition; "transitional shock" experienced by students can be ameliorated by the particular characteristics of the TAFE environment; and the quality of the educational partnership has an impact on successful student transition. |
| Abstractor: | As Provided |
| Number of References: | 25 |
| Entry Date: | 2016 |
| Accession Number: | EJ1089683 |
| Database: | ERIC |
| Abstract: | As a result of widened student participation, liberalisation and reform in the Australian tertiary education sector, provision of higher education qualifications is no longer solely the domain of universities. Traditionally, technical and further education (TAFE) institutions partnering with universities have provoked unease in the tertiary sector as vexed issues (including quality and access) emerge as significant barriers to seamless supported student pathways. This paper explores the experiences and perceptions of seven TAFE program coordinators who have championed the widening participation agenda (in conjunction with Federation University Business School) by implementing undergraduate programs within a TAFE environment. The catalyst for this study was the high student retention rate observed within these programs suggesting a recipe for successful transition from TAFE to higher education qualifications. Utilising a qualitative exploratory approach, the findings strengthen the understanding of the characteristics of environments that best support nontraditional students transitioning into higher education. A number of significant themes emerged from the data: delivery mode and program type contribute to successful transition; "transitional shock" experienced by students can be ameliorated by the particular characteristics of the TAFE environment; and the quality of the educational partnership has an impact on successful student transition. |
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| ISSN: | 1448-0220 |
| DOI: | 10.1080/14480220.2014.11082041 |
