Governor and course leaders’ reflections on HE in FE: strategic ambition and curriculum practice in two large colleges in England

Abstract

In the turbulent ‘dog eat dog’ environment of the learning and skills sector in England the provision and expansion of higher education taught in further education colleges (HE in FE) offers potential opportunities for greater diversification of higher education. However, it also presents significant challenges, which include developing an HE culture, managing shifting partnerships, and ensuring the curriculum meets benchmarks for quality and standards of provision. This article uses principles of appreciative enquiry to explore the experience, potential and challenge of growing HE in FE in two large colleges, one located in an urban area and the other in a rural region of central England. Both colleges reflect similarities and differences in their strategy and delivery of HE in FE and neither uses the term ‘further’ to describe its provision. This shift in branding reflects the strategic ambitions of governors and senior leaders as the curriculum offer is no longer general ‘further education’ but much more diverse, and includes HE courses delivered in partnership with four universities. Using data from governing bodies, cross-college committees and course leaders we reflect on the spaces and places for growing HE in FE and the challenges it poses for governors, leaders, tutors and students.

Keywords:

• Higher education
• colleges
• strategies
• challenges
• curriculum

Notes

1. We have used the last inspection report for context and background information for the college, rather than other documents, such as self-assessment reports, on the college website. This means that the learner numbers given in the article may not be the most update figures.

2. The use of italic font indicates emphasis by the speaker.

3. We have used the last inspection report for context and background information for the college, rather than other documents, such as self-assessment reports, on the college website. This means that the learner numbers given in the article may not be the most update figures.