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BTEC As an Entry Qualification at the University of Liverpool Pre-Workshop Report Stanistreet Et Al

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BTEC As an Entry Qualification at the University of Liverpool Pre-Workshop Report Stanistreet Et Al Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 University of Liverpool Review of BTEC National Diploma as an entry qualification Task and Finish group Draft Post-workshop Report 01 March 2017 Edited by Stanistreet D and Thiele T. Authors (listed alphabetically) Aspinall H, Coulby C, Glover G, Godenho G, Hill D, Howes G, Speed M. Spellman-Miller K, Stanistreet D, Thiele T, Todd C, Williams M (CoLC), Wilkinson M. 1 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 Contents Tables and figures ......................................................................................................... 3 Executive Summary ...................................................................................................... 4 1. Aim of review....................................................................................................... 11 2. National and local (UoL) trends in admissions to Higher Education in England ................................................................................................................... 14 3. What is a BTEC National Diploma? .................................................................... 15 Figure 2 BTEC Nationals in Applied Science: Assessment ....................................... 18 4. National trends with respect to BTEC students progressing onto and through HE ................................................................................................... 18 5. BTEC Students in Higher Education- A critical appraisal of the literature ............ 20 6. Initial findings of a qualitative study of BTEC students in Life Sciences at UoL ......................................................................................................................... 24 7. Current UoL admissions policy for students with BTEC qualifications by subject area and Faculty .............................................................................................. 25 8. Progress of BTEC students enrolling for an undergraduate degree for the academic year 2014 – 2015 at UoL, .......................................................................... 27 9. UoL BTEC requirements and requirements of our competitor institutions ............ 35 10. Focus groups with City of Liverpool College (CoLC) BTEC National Students ....................................................................................................................... 36 11. Conclusion ............................................................................................................. 39 12. Recommendations from the BTEC workshop held on Monday 20th February 2017 ............................................................................................................ 41 Appendix 1: BTEC Level 3 Extended Diploma as an entry qualification by Programme and Faculty .............................................................................................. 56 Appendix 2: BTEC admission practices of UoL’s main competitors ........................ 73 Appendix 3: Report for the Life Sciences School Review group; Can we improve overall student quality by restricting entry routes? ..................................................... 82 Appendix 4 - A School of Life Sciences Case Study .................................................. 84 Appendix 5 – Best practice in improving transition to HE ......................................... 88 Appendix 6 Agenda for BTEC Review Workshop ..................................................... 89 2 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 Tables Table 1: BTEC Review plan …………………………………………………….………..…13 Table 2: UoL acceptances compared with our main competitors…………...………….…....16 Table 3: Difference between traditional BTEC Extended Diploma and A-levels……….......17 Table 4: Progress of FE students with different entry qualifications through HE….….….....20 Table 5: Number and proportion of student entry registrations by entry qualification……...31 Table 6: Sex, and LPN by Faculty and entry qualification……………………………….….31 Table 7: Average 1st year mean mark by Faculty and by entry criteria at UoL ………….….33 Table 8: Student withdrawal from studies by entry qualification……………………………33 Table 9: Number of GCSEs by entry qualification…………………………………………..34 Table 10: Univariate Logistic regression comparing students who achieve 50% or more at the end of Year One with students who do not, or who withdraw from studies………………….34 Table 11: Multivariable logistic regression comparing students who achieve 50% or more at the end of Year One with students who do not, or who withdraw from studies…………...…35 Table 12: Workshop findings: What changes (if any) should UoL make to BTEC entry qualifications? ………………………………………………………………….…………….43 Table 13: Workshop findings: What can UoL do to support BTEC students in their transition to university and during their time at university to ensure student success? ……..48 Table 14: BTEC Level 3 National Diploma as an entry qualification by Programme and Faculty at UoL ……………………………………………………………. 56 Table 15: Admissions criteria for BTEC students at UoL and nine of its competitor institutions………………………………………………………….……………………..….73 Figures Figure 1: BTEC Nationals in Applied Science; What’s new?.................................................18 Figure 2: BTEC Nationals in Applied Science; assessment……………………………..…..19 Figure 3: POLAR Group of UG student admissions at UoL 2014/15……………………….30 Figure 4: Mean mark at the end of year one by entry qualification at UoL 2014-2015....…..32 3 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 Executive Summary The aim of this Task and Finish Group was to review available evidence relating to BTEC student performance in Higher Education (HE) both nationally and at the University of Liverpool (UoL); and to make recommendations regarding appropriate admissions criteria, and support required by BTEC (Business and Technology Education Council) students to enable them to successfully complete their studies. This report integrates the relevant available information to enable the Task and Finish group to consider the current evidence base and to make recommendations for the use of BTEC as an entry qualification at UoL. Trends in admissions to HE in England and at UoL The recruitment of well-qualified undergraduate students remains fiercely competitive across HE Institutions in the United Kingdom (UK). At the same time, UCAS has reported that fewer students are presenting with A-levels and, with the qualification reforms, it is predicted that there could be an additional decline in the demand for A-level qualifications in the future. Accompanying this decline, is the fact that the number of UK 18 year olds is decreasing and will do so through to 2019 providing a further challenge to student recruitment. Other issues for UoL include a heavy reliance on the North West for recruitment, with 42% of our students coming from this region. We are also the largest recruiter of students at BBB in the sector. By the 15 of January 2016 deadline, the University had received 35,613 H/EU (Home/EU) undergraduate applications. Whilst this was 1.97% down compared to the previous year, when the highly selective areas of Medicine, Dentistry and Veterinary Science were excluded, our applications were up by 2.51%. This compares favourably with the sector whose applications were up by 1.66%. The BTEC qualification BTECs are viewed as career-based qualifications, and after A-levels, BTEC Nationals are the qualification most used for entry to HE programmes. Recently the curriculum has been substantially revised and as from September 2016, students will undertake the new curricula. The main changes are as follows; External assessment (most subjects have at least one written examination) – at least 33% Larger core of mandatory units – at least 50% Synoptic assessment (covers assessment across units) One re-sit only for externally assessed units with new task/assignment limited to pass only. One resubmission only for internally assessed units with no further guidance More emphasis on research skills Strengthening and embedding of mathematics and/or English (writing) requirements These changes should remove the need for some university courses having additional entry requirements for BTEC students National trends with respect to BTEC students 4 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 The Department for Business, Innovation and Skills (BIS 2015) carried out a review of the progression of college students into and through HE for the cohort of students in England entering FE between 2007 and 2011. They found that 44% of BTEC students were from neighbourhoods with low participation in HE (classified as POLAR 3 quintiles 1 and 2), compared to only 33% of A-level students, thus BTEC students clearly represent an important WP cohort. Further, between 2007-2008, and 2011-2012, the number of BTEC students in England grew by 41% (from 79,600 to 158955). This is double the number of students taking A-levels at FE colleges. BTEC students therefore also represent a significant group in terms of HE recruitment. However, in relation to the type of university attended, BTEC students were
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