An Investigation into the Transition Experiences of A-Level Students and Staff in a Further Education College

Hunter, Nevan (2023) An Investigation into the Transition Experiences of A-Level Students and Staff in a Further Education College. Doctoral thesis, Liverpool Hope University.

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Abstract

Post-16 transition is an inevitability in the life of every student. Yet post-16 educational transition in England has to date been under-researched. The age of participation in education in the United Kingdom was raised to 18 years in 2015, which along with concurrent reductions in funding have had ramifications for Post-16 transition provision and experiences. Transition experience impacts on students’ future engagement with education and long-term economic wellbeing. The present research investigated the transition experience of four first year A-Level students in a Further Education college, and five members of staff. Data were collected from all participants, using Interpretative Phenomenological Analysis (IPA), via semistructured interviews in the first term. Data were further collected from the student participants in the second term, using semi-structured interviews and a form of photo elicitation. From the analysis, three super-ordinate themes were highlighted from the student participants: Relationships and Interactions, Influences which Impact on Transition and Transition in Learning. The three super-ordinate themes from the staff participants were: Teacher practices, Management and Transition Provision. The implications from the findings indicate that having a longer-term and well considered plan towards Higher Education and career pathways can enhance the transition experience of all students, particularly those who find the process confusing or difficult. The overarching conclusion is that transition can be a challenging process which requires greater attention from strategic leadership and the inclusion of both staff and students in the decision-making process.

Item Type:	Thesis (Doctoral)
Faculty / Department:	Faculty of Education and Social Sciences > School of Education
Depositing User:	Matthew Adams
Date Deposited:	20 Jun 2023 10:29
Last Modified:	12 Nov 2024 14:23
URI:	https://hira.hope.ac.uk/id/eprint/3963

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