Degrees of freedom: college-based higher education students’ choices and views on the top-up mode of higher education

ABSTRACT

UK Higher education has for many years been offered to students at different institution types, one such being colleges of further education. He offered at further education colleges differs in many ways from that offered to a university . One way in which it differs greatly is the mode of provision. Traditional university degrees typically a commitment to a named three-year programme of study. Provision through colleges differs as students typically enrol on a two-year associate degree, which they  may then decide to top up to a full bachelor’s degree at either their FEC or at partnered universities (2 + 1 mode). This research sought to investigate what factors students believed to be important when making course choices, and their reflection on the course type they chose. It was found that associate degree students tended to remain at the FEC if top-up options were available, and indicated a preference for the flexibility of the 2 + 1 mode. Factors that the majority of students deemed as important in their choice of top-up course was their career potential; students remaining at colleges were also concerned about the continuity of their educational experience and course content.

KEYWORDS:

• College-based higher education (CBHE)
• progression
• decision-making
• foundation degree (Fd)

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Liz McKenzie

Liz McKenzie has 10 years’ experience teaching on higher education programmes within further education. She currently teaches on postgraduate programmes, within the Plymouth University Institute of Education. Her research interests include the long-term impact of HE study on mature learners; staff and student perspectives of college-based higher education; the use and experience of reflection among teacher educators and trainee teachers; and the role of writing for professional development.

Cathy Schofield

Cathy Schofield has been lecturing in sport and exercise psychology on higher education courses in college settings for 20 years, and has a keen interest in developing students’ engagement with research methods. Her research interests include sectoral comparisons between college-based higher education and university settings, and dance psychology.