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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
FullText Text:
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  Data: Deviating from the Norm: Innovative Student Pathways for Successful TAFE/University Transition
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Vocational+Education%22">Vocational Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/14480220.2014.11082041
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  Data: 1448-0220
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  Data: 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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      – SubjectFull: Adult Education
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      – SubjectFull: Postsecondary Education
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      – SubjectFull: School Holding Power
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