This project focuses on the transition trajectories of learners who have traditionally been under-represented within higher education (HE), by which we mean learners from lower socio-economic groups, disadvantaged learners from low-participation neighbourhoods, disabled students and those who have previously been ‘looked-after’ (National Audit Office 2008; HEFCE 2008). It addresses the challenge of understanding the transition trajectories of Advanced level learners as they complete upper secondary education and either progress to HE, or not. Viewing transitions as shaped by a range of social and cultural factors (Bathmaker and Thomas 2007), the project aims to explore (under-represented) students’ experiences, aspirations and motivations during their last two terms in FE and during the subsequent academic year. Moving away from deficit approaches to widening participation (Thomas and Quinn 2007) this project aims to consider the effects of shifts in identity and agency, as well as the significance of a sense of ‘belonging’ and how this intersects with notions of ‘persistence’ (Yorke 2004). It is timely given the recent prediction from the Office for National Statistics for significant demographic change within the HE sector in the UK over the next 20 years. An increase of entrants from non-traditional backgrounds is predicted and there are likely to be fewer full-time 18 year-olds (Ramsden and Brown 2008). Despite this, evidence points to increasing inequity of participation for under-represented groups and raises questions about the success of their experience (Riddell et al. 2005; Brown 2007; Jacklin et al. 2007). The Nuffield Review (Hayward et al. 2006) questions the degree of articulation (in terms of clarity of pathways and existence of obstacles) between HE and 14-19 education whilst research from the NFER points to the importance of school ethos and on-going Aimhigher activities in pupil aspirations for HE (Morris et al. 2005). Differential participation rates between socio-economic groups continue whilst there is some progress in changing the ‘social mix’ of HE, there is concern about the rate of progress and its recent ‘levelling off’. Unintended consequences to widen participation are emerging, from an increased stratification within HE to a proliferation of programmes, as well as concerns with questions such as the purpose of HE (Brown 2007). Recent research has highlighted how a number of structural and individual factors interact to influence patterns of access (Aynsley 2008; Reay et al 2005) whilst acknowledging the importance of concerns about student debt as a key factor affecting aspirations (Aynsley 2008, Callender 2003).

This research draws on a longitudinal study based within a large FE college in England. The in-depth focus was on non-traditional students’ experiences of transition from college. A questionnaire survey was given to a cohort of students following Advanced level qualifications in their last year at college. Its purpose was to (i) identify demographic features and (ii) capture aspirations. Survey data was used to construct a sampling frame and interviews were held with 30/40 students to (i) clarify emerging issues and (ii) identify a sample of 20 non-traditional students with potentially different transition trajectories. The ‘post-college’ phase covered the period after leaving college, but pre-HE entry/(un)employment/further training and resulted in case studies. The importance of the research design was that data was collected during transition which enabled a longer-term consideration of those who do not transfer immediately to HE, and how experiences during and post-college may shape aspirations.

To have developed a deeper understanding of: (a) the variety of transition trajectories of Advanced level learners from upper secondary education to HE, (un)employment or further training.. (b) the nature of the transition trajectories of under-represented learners into HE. The distinction here is important as the project moves away from deficit approaches to widening participation to focus instead on a whole-cohort analysis of transition. The case studies would be used to illustrate the key issues relating to the study with a particular emphasis on the variety of possible trajectories.