How does a vocational qualification (BTEC) prepare students for a degree in Biosciences at a research intensive university?

Abstract

Over the last decade the number of students coming to university with a BTEC qualification has risen. As BTEC students are more likely to come from widening participation backgrounds, accepting students with a BTEC qualification has been instrumental in helping universities to broaden access to Higher Education. However, the poorer progression and retention of students attending university with a BTEC qualification is a key area of concern. The aim of this study was to explore the transition experience of Biosciences students entering university with a BTEC qualification in order to better target support for these students. Focus groups with current students who entered university with a BTEC qualification, and semi-structured interviews with teaching staff at feeder colleges, highlighted that the BTEC equipped students with many transferable skills relevant to university study. In particular it prepared students for time management, report writing, practical laboratory work and working independently. However, our findings suggest that further support is required in mathematics, chemistry, examination and revision techniques. We propose that instilling confidence, encouraging friendship groups, more transparent advertising and developing inclusive curricula may help to improve BTEC student retention and progression.

College-University Transfer Experiences of Students With Disabilities: A Survey Study

“…For PSE students with disabilities it may be that attending college first provides an opportunity to "try out" PSE, building transferable skills, capacity and confidence to pursue and persist at the university level. Recent research supports this premise; Hurrell, Shawcross, and Keeling's (2019) investigation of transfer experiences found that for students transferring from vocational education to university, vocational education equipped them with transferable skills relevant to university study. Similarly, but in the direction of university to college transfer, Lui 2016found that transfer improved college completion for students struggling at the university level.…”

Supporting students with resits to build self-efficacy

“…Pell et al (2009) suggest other reasons which might explain why a student who has failed an original assessment goes on to pass a resit: the experience gained through the original assessment helps a student to pass the resit; there can be 'space' to focus on a single assessment in the resit period; additional tuition can be received before the resit; and a student's emotional response to a resit (for example, fear of failure) can motivate increased effort to pass. An additional opportunity to practise an assessment under exam conditions may be particularly appropriate for, and helpful to, first-year students with an entry qualification less dependent on exam assessment than 'Advanced' (A-) levelssuch as a Business and Technology Education Council (BTEC) diploma in the United Kingdombecause they are less used to exams than their peers who followed the more traditional A-level entry route (Hurrell et al, 2019). Resits may, however, pose challenges for some students, such as one who may have missed the original exam rather than failing and therefore cannot benefit from previous experience.…”

Dare to be Different: Life Experience Narrative of BTEC Best Graduate

“…Specifically, the British Technology and Education Council (BTEC) is one curriculum based on vocational education which equips students with many transferable skills related to learning at university. Students are prepared to be able to do time management, report writing, practical, able to do laboratory and independent work (Hurrell, E. R., Shawcross, E., & Keeling, E., 2019). McClelland (1987) identifies three human motivations: the need for achievement, affiliation, and power.…”