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.
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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
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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
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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
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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 much less likely to attend a Russell group University than A-level students.
The BIS report looked at KS4 (GCSE) attainment for the 2009-10 to 2011-12 BTEC cohorts and found that 39% (228,134) of BTEC students had not achieved five GCSE’s including English and Maths. In practice, this means that over 62,000 students admitted to university over a three year period, had not achieved the basic requirement of five GCSE’s including English and Maths.
Finally, in terms of success, the 2008-2009 and 2009-2010 cohorts were tracked to measure the number of students who enrolled for, and subsequently achieved, a good first degree (First or 2:1). A-level entrants had an achievement rate of 70%, Access to HE entrants 57% and BTEC entrants 50%. These findings suggest that overall, BTEC students are less likely to perform as well as other students at university including Access students, by quite a large margin.
Evidence of BTEC students in HE from the literature
In relation to the academic value of BTEC qualifications, a study using a data set of over 10,000 degree outcomes conducted in 2012/13 suggests that BTECs are overvalued in terms of UCAS points (Gill, 2016). In tandem, there is evidence from several studies suggesting that students entering HE with vocational qualifications are also more likely to drop out or experience significant issues during the transition to higher education than their A-level counterparts ((Haywood, 2008, Cree, Hounsell, Christie, McCune & Tett, 2009, Willis, 2015, Wilson Murphy & Pearson, 2016).
Nevertheless, one in four entrants to University has a BTEC qualification (Havergal, 2016) and the employment prospects for graduating BTEC students are bright. BTEC students are more likely to be employed after graduation than A-level students for example, (90% vs 88%) although geographical and sector related variations reflect discrepancies in earnings across the UK (LSE, 2013).
In terms of structure and delivery of the BTEC award, Hobley (2016) in an ethnographic study examining how an Applied Science BTEC was taught, found that those teaching the qualification did not have enough science knowledge themselves to help students understand how concepts related to one another, leading to fragmented, isolated knowledge among students. Further, a culture of “getting students through” was found to lead to dubious assessment processes leaving students under prepared for work or further study.
Students who choose to undertake a BTEC are often from lower socio-economic groups (Round et al. 2012) and there is evidence that choice of route is less reliant on academic ability than socio-economic background (Goldthorpe, 1996; Hatcher, 1998). The implication of this is that many of those BTEC students entering HE are potentially at a double disadvantage in
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Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 comparison to those students admitted to HE with traditional qualifications. However, there is evidence that with the right transitional support, retention and success can improve (Moore, Sandars & Higham, 2013).
Rhodes et al. (2002) highlighted concerns over college staff’s understanding of current HE demands and whether the advice given to students is accurate, a concern echoed by Barnes et al. (2011). It is recommended that FE and HE providers work more closely together to ensure accurate advice and guidance is provided to students). Moore, Sandars & Higham, 2013 in the Higher Education Funding Council Executive (HEFCE) and Office for Fair Access (OFFA commissioned literature review of research into widening participation (WP) and HE, found that outreach activity, information and guidance at college, inclusive classroom practices, pre- entry preparation initiatives, induction and ongoing mentoring and support (both academic, peer and pastoral) had an impact on the success and retention of students entering University from widening participation groups.
An example of good practice in this respect is the ‘Top-Up’ programme run by the University of Glasgow for students from low participation neighbourhoods. This programme has been perceived by students as easing the transition to HE, and was also demonstrated in the pass/ fail rates of first year students, with those who had taken the programme, progressing at better rates than those who had not (Walker, Matthew & Black, 2004). In addition, Thomas (2013) provides a checklist for effective transition activities that includes explaining the benefits of academic and social engagement to students and helping them to develop the relevant skills, ensuring the link between the pre- entry course and their aspirations is explicit, ensuring activities seek to build social capital and networks (as well as provide information) and encouraging peer interaction to develop future social support at university.
Qualitative study of BTEC student experience in the School of Life Sciences at UoL
A qualitative research study commenced in the School of Life Sciences in September 2016 to explore how students with BTEC entry qualifications and potentially disadvantaged socio- economic backgrounds, experience the transition to HE academically, socially and pastorally. Data collection and analysis is still ongoing. However, findings to date reflect the findings in the wider literature. Students expressed the feeling that university was “harder” than they had expected academically and some felt “overwhelmed” by the demands and the lack of tutor support and commented that there were gaps in their underpinning knowledge which meant they had to do more study just to understand the concepts outlined in lectures. Sometimes they were unable to understand and felt helpless and behind. None of the students had joined any clubs or societies, citing that there “wasn’t enough time” due to their study commitments.
The study is not yet complete, but findings to date suggest that BTEC students find studying for a degree in Life Sciences extremely challenging and that their expectations in terms of academic support are based on their experiences in FE prior to coming into HE. As well as the academic challenges they are facing, they are also finding the transition from FE into HE, a difficult one to make.
Current UoL admissions policy
Admissions policy varies across programmes and across Faculties at UoL. In Health and Life Sciences (HLS) most of the health professional programmes do not accept BTECs. However Life Sciences and Psychology do. Life Sciences have been aware of a problem with BTEC
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Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 student progression for some time and have put considerable effort into identifying what course of action might reduce the failure rate. The School of Psychology is not able to assess progress of BTEC students and therefore are unable to comment on whether their failure rate is higher than traditional students. The School of Health Sciences has undertaken a review of the new BTEC curricula, and from September 2018, will accept BTEC students who have undertaken specific BTEQ qualifications. Medicine and Dentistry do not take BTEC students and Veterinary Sciences do take BTEC but only if accompanied by AS Chemistry so numbers of students are very small.
In the Faculty of Science and Engineering the requirements are similar across all programmes. There are two main concerns for students entering with BTEC: competence in maths, and ability to cope with formal exam assessment. Students with only BTEC who enter programmes which have specific A-level subject requirements, (e.g. Engineering, Chemistry) generally struggle. There is less of a problem with degree programmes that do not have specific A-level subject requirements.
In the Faculty of Humanities and Social Sciences (HSS), they have broadly agreed on an acceptance threshold of DDD for BTEC students except Music, and Communication and Media who negotiated an opt-out. The majority of HSS BTEC students are in the Management School and the School of Law and Social Justice. The School of History, Languages and Culture has few BTEC applications and in the School of the Arts, the applications are mainly in Architecture and Music. Different schools have different practices. The School of Law and Social Justice operates in line with A-Levels and the Management School, like Architecture and English, has specific subject requirements and aims to stream candidates into those programmes on which they are most likely to succeed.
Table 14 presented in Appendix 1 collates entry requirements by School and Faculty, describing also the rationale for decisions on BTEC entry requirements within the different programmes.
Requirements of competitor Institutions – the example of Business Studies and Life Sciences
In general, other Russell Group competitor institutions do accept BTEC extended Diploma (DDD) to study Business Management, but some require GCSE ‘O’ levels in addition and Manchester requires one A-level. None of the main Russell Group competitor institutions however accept BTEC extended Diploma alone for admissions into Life Sciences programmes. Some programmes do accept BTEC but specify that A-level qualifications are required in addition. However, local competitors (JMU, Edge Hill) have less stringent entry criteria and accept BTEC National Diploma for both types of programmes at a lower level (DMM). Some institutions also have a requirement for GCSE English and Maths.
Progress of BTEC students at UoL, by subject area, and by specific characteristics A quantitative analysis was conducted to assess student attainment in Year One of studies in the academic year 2014/15 at UoL. BTEC students’ progress in first year at UoL was compared to A-Level students and those with a BTEC and an A-Level, with respect to average marks, LPN (Low Participation Neighbourhood), GCSE scores, and sex. BTEC students were found to be 44% more likely to come from a low participation neighbourhood, in comparison to A-Level students (22.9%). Additionally, a high proportion of BTEC students (30%) were found to not have five or more GCSE’s including Maths and English.
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Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 In terms of student withdrawal 2014/15, 19.8% of BTEC students withdrew from Year One of studies at UoL, which is significantly higher than students with A-Levels and BTEC + A-Level (%? ) . BTEC students were also found to achieve lower marks at the end of Year One, achieving a mean mark of 55.1%, in comparison to 63.8% for A-Level students. In order to control for confounding factors, a bivariate regression analysis, with an outcome of achieving 50% or more at the end of year one (Yes / No) was carried out. Students with BTECs were found to be 72% less likely than students with A-Levels to achieve a mark above 50% in Year One of studies after controlling for other factors in the model Furthermore, students from a higher participation neighbourhood (Polar Groups 3-5) were 72% more likely to achieve above 50% in their first year of studies in comparison to Polar Groups 1 and 2, suggesting that academic and social background are major factors which contribute to student success and retention in Higher Education.
Focus groups with current BTEC students at City of Liverpool College (CoLC)
Focus groups have been carried out in six different programme areas with BTEC students at CoLC and the findings broadly support the literature described above and suggest that BTEC students undertake the qualification because they perform poorly at GCSE, fail AS or A-levels or actively seek to avoid the exam rigour of A-Level studies. Our findings also suggest that many of these students, see the BTEC as a means of achieving enough UCAS points to be able to enter HE. However, they are not knowledgeable about the admissions process or everyday life for students attending university and find it difficult to make informed decisions about their options.
Conclusion
Conclusions based on the findings of this report to date will be discussed and finalised during the BTEC review workshop planned for Monday 20th February. However, there are some important points from this report that can be highlighted as being particularly pertinent to discussions as follows;
In summary, there is significant evidence that BTEC students achieve less well than their traditionally qualified peers at GCSE level (Key Stage 4) but also at university. Many Russell Group institutions have therefore introduced additional entry criteria for BTEC students. In general, UoL has not done so to date, except in the Faculty of Science and Engineering. There is also evidence from a number of studies, indicating that BTEC students are more likely to come from socio-economically disadvantaged backgrounds. This means that overall, they offer an important route into UoL for WP students.
There are two possible courses of action for addressing the issues above that could be considered;
1) To alter entry criteria so that only those BTEC students who are academically more prepared/able, are offered a place to study at UoL. 2) To provide additional support to BTEC students, particularly during transition into HE and during Year One.
1) Entry criteria
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Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 We are in a very competitive market nationally and the number of BTEC students compared to A-level students is increasing. Any decision to reduce the number of BTEC students or to make admissions criteria more selective, will need to be balanced by a strategy to increase the number of students applying to individual programmes through other means (e.g. increasing the number of access students or considering the use of contextual data at the offer stage) if we are to hit admissions targets. Any decisions regarding entry criteria should also take into account the entry criteria of our main Russell Group competitors and our local competitor institutions.
All decisions about entry criteria should be based on evidence of student progress. Whilst it is not possible to predict all factors that affect student outcomes, it is important that programme leads can be confident that the vast majority of students entering a programme with a BTEC qualification will have the necessary skills and knowledge to succeed.
The evidence that BTEC students do less well in HE than students who enter with other qualifications is strong, as is the evidence that BTEC students have performed less well than A-level students in relation to GCSE O-level attainment. The scale of the problem at UoL, and whether it differs by programme however, is not yet clear. In addition, it is not yet known whether GCSE attainment might predict whether students successfully complete year one, at least in some subject areas. This is being investigated for BTEC students admitted to UoL between 2014-2015 and it is hoped that we will have this information prior to the workshop.
Blanket decisions regarding BTEC entry criteria are unhelpful. In general terms, BTEC students are likely to perform better in those subjects where specific subject knowledge is not required at the outset of a programme.
A further option is to consider differential admissions criteria for students who enrol from a collaborating (partner) organization such as CoLC, on the basis that we can specify module choice and also BTEC Further Education Leads can provide academic references for those students whom in their opinion, have shown sufficient academic ability to succeed at a Russell Group Institution.
2) Student support
Programme teams should consider offering transitional support to BTEC students, particularly through our collaboration with CoLC, and where possible work alongside BTEC FE lecturers to strengthen students’ knowledge base and preparation prior to commencing HE.
Where it is acknowledged that a BTEC qualification does not provide students with sufficient skills or knowledge in certain areas, programme leads should consider whether it is reasonable and / or feasible to offer pre-programme academic support and / or additional support during the first year of a student’s studies in order to ensure students succeed. If this raises resource issues for Schools, then the review group should provide an estimate of what additional resource might be needed in order to offer the necessary support required.
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Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 Where engagement and continuation of studies is an issue, consideration of the need for pastoral support should also be given. For example, such support could be provided through peer- mentorship, or strengthened academic pastoral support as appropriate.
Good practice from other institutions needs to be explored in more depth, and where appropriate, Schools should consider implementing good practice as a means of improving student outcomes.
Programme leads should monitor their own student progression data regularly, particularly in respect of entry criteria and student outcomes. However, current UoL data systems are beset with issues that do not allow the monitoring of data at school level. This needs to be resolved urgently.
Finally, any decisions made, will need to be reviewed in light of the new BTEC curriculum commencing in September 2018.
Recommendations from the BTEC Workshop held on Monday 20th February 2017.
This section summarises the outcomes of the BTEC workshop in two tables. Table 12 summarises views on changes (if any) that UoL could make to BTEC entry qualifications; and Table 13 outlines potential actions that could be taken to support BTEC students in their transition to university and during their time at university to ensure student success. Both tables consider resource implications of any potential approaches. The final stage of the review is to identify which of the outcomes UoL wishes to take forward and to integrate these with the recommendations developed from the evidence review. In addition, it will be important to identify what is manageable in relation to short, medium and long-term goals. The development of recommendations will be overseen by the PVC for Education, Gavin Brown and a small team who participated in the BTEC review.
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Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 1. Aim of review
The aim of this Task and Finish Group is to review available evidence relating to BTEC student performance in HE both nationally and at UoL; and to make recommendations regarding appropriate admissions criteria, and support required by BTEC students to enable them to successfully complete their studies.
Objectives
1. Describe national and local (UoL) trends in admissions to HE; and predicted challenges in relation to recruitment, as a result of policy and demographic change over the next five years. 2. Describe the BTEC qualification and outline recent changes to subject content and assessment. 3. Review national trends with respect to BTEC students progressing onto and through HE and briefly summarise the BTEC admissions policy of UoL’s main competitors. 4. Outline current UoL admissions policy for students with BTEC qualifications by subject area and Faculty, and identify any academic concerns with respect to current admissions criteria. 5. Review the academic literature on BTEC student progression through FE and HE and report on models of good practice. 6. Briefly review progress of BTEC students at UoL, by subject area, and by specific characteristics, and consider findings in the light of current UoL policy and practice on student support. 7. Explore with BTEC students in FE, decision making in relation to undertaking a BTEC qualification and their views on the option of Higher Education after college. 8. Make recommendations with respect to i) admissions policy for BTEC students and ii) best practice for supporting BTEC students through their studies at UoL.
Participating staff
The following members of staff participated in the review.
Helen Aspinall (HA) Ceri Coulby (CC) Liz Crolley (LC) David Eglese (DE) Gaynor Glover (GGl) Peter Goddard (PG) Glenn Godenho (GGo) Deonne Hill (DH) Gail Howes (GH) Mike Speed (MS) Kristyan Spellman-Miller (KSM) Debbi Stanistreet (DS) Tamara Thiele (TT) Christine Todd (CT) Helen Vaughan (HV) Melanie Williams (MW - CoLC).
Tab;e 1 on the next page outlines the i) overall plan for the review ii) detail on how each objective has been met, and iii) the members of staff responsible for each objective. The initials in bold denote the lead member of staff for each objective.
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Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017
Table 1: BTEC Review plan
Objective Team Sources of evidence to be used Specific outcomes
1) Describe national and local CT The evidence may already be collated in ER and M Brief description of recent HE admissions (UoL) trends in admissions to reports to RAWPC or could be sourced from HEFCE trends nationally and at UoL, including the HE; and predicted challenges in annual reports, and UoL annual admissions cycle reports. impact of recent national policy changes, relation to recruitment, as a outlining the main recruitment and result of policy and demographic admissions challenges for UoL over the change over the next five years. next five years. 2) Describe the BTEC GGo Identify contact at Pearson’s for brief interview Clear description of qualification by subject qualification and outline recent DS Review information on Pearson’s website area. Outline the justification for recent changes to subject content and Review any information that compares and contrasts A- changes to BTEC content and delivery and assessment. level and BTEC content in particular subject areas the predicted impact of any changes on (possibly Life sciences and Business). student outcomes. 3) Review national trends with DS https://www.gov.uk/government/uploads/system/uploads/ Numbers and proportions of BTEC students respect to BTEC students DH attachment_data/file/460394/BIS-15-531-progression-of- progressing into and through HE by progressing onto and through college-students-in-england-to-higher-education.pdf characteristic – sex, subject area, type of HE and briefly summarise Competitors’ websites (including JMU, University of university, LPN; trends over previous five BTEC admissions practices of Sheffield, Leeds, Manchester, and Birmingham). years. UoL’s main competitors. 4) Describe current admissions KSM UoL Prospectus Description of BTEC admissions criteria by policy at UoL for students with GG Review of subject areas that accept BTEC and those that subject area, with justification for the BTEC qualifications by subject MS and do not, including specific additional qualifications criteria used. area and Faculty, and outline any DS required where appropriate. Summary of any concerns arising from academic concerns with respect (HLS) Information (collated by Faculty leads) with respect to implementation of current admissions to current admissions criteria. LC, PG rationale for current BTEC admissions policy and criteria and effectiveness of BTEC and GH effectiveness of admissions criteria in different subject qualifications in terms of student (HSS) areas in terms of ensuring student preparedness. preparedness. HA (SE)
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Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 5) Briefly review the academic CC Peer reviewed literature Literature review to accompany final literature on BTEC student Relevant published and unpublished reports report, including identification of progression through FE and HE See summary literature review with accompanying recognised models of good practice in and report on models of good bibliography, which has already been completed for the relation to student support for BTEC practice. BTEC HLS project. students across the sector. 6) Briefly review progress of DS BOXI and Spider data by subject area, analysed by sex, Brief quantitative analysis of student data BTEC students at UoL, by DE GCSE attainment, POLAR score, A level attainment and by subject area if feasible within time subject area, and by specific TT age. frame. Report findings in the light of characteristics, and consider Outcome variables – progression (yes / no) and degree current policy on student support and findings in light of current UoL classification preferably by subject area. include recommendations for future policy on student support. analysis of BTEC students’, progress and success at UoL. 7) Explore with BTEC students DS Carry out six focus groups with a number of different Focus group results to be presented in in FE, decision making in MW students in different subject areas at City of Liverpool workshop report. relation to undertaking a BTEC (CoLC) College using a rapid appraisal approach. qualification and their views on Explore reasons for undertaking a BTEC qualification, the option of Higher Education views on HE and the main factors influencing choices in after college. relation to HE as perceived by current BTEC students. 8) Make recommendations with All Complete objectives 1 – 6 Clear actionable recommendations based on respect to i) admissions policy Hold workshop during February 2017 to agree main the evidence produced from objectives 1 to for BTEC students and ii) best findings and develop recommendations from the review. 5, outlining short and medium term actions practice for supporting BTEC Feed findings from workshop into final report, to be that could be taken by UoL to ensure that students through their studies at made available by 3rd March 2017. admissions criteria are as sensitive and UoL. specific as possible and to improve BTEC student progression across the student lifecycle.
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Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 2. National and local (UoL) trends in admissions to Higher Education in England Author: C Todd
The recruitment of well-qualified UK undergraduate students remains fiercely competitive in a sector still subject to demographic change, financial constraints and volatility in policy. For entry 2016, the maintenance grant was removed and replaced with higher value loans; we are yet to see the impact this is having, particularly on debt averse students. 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 a further decline in the demand for A-level qualifications. Demand for vocational awards has grown, and the introduction of apprenticeships is providing an increasingly attractive alternative to prospective students. The latest demographic information shows a decreasing number of UK 18 year olds through to 2019. Following the removal of student number controls, we now have the opportunity to increase our intake of students as we are not constrained by government targets. A significant number of universities have again made unconditional offers this year to students who have yet to receive their exam results. However, having again reviewed Liverpool’s position on this policy we have agreed that we would not adopt this approach and have clearly communicated this to a number of stakeholders, including our target schools and colleges.
Other challenges for UoL include our heavy reliance on the North West for recruitment, with 42% of our students coming from this region. When students ‘go firm’ at another University, we have two main competitors – Leeds and Manchester. If either were to have significant growth in their student numbers strategy then this could affect our recruitment. We are also the largest recruiter of students at BBB in the sector. For entry 2017 specifically, we have a challenge with recruitment to Health Sciences, following the removal of the funding. At the 15 January 2016 deadline, the University had received 35,613 H/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 are excluded, our applications were +2.51%. (The introduction of the UK Clinical Aptitude Test (UKCAT) used in the selection process by a consortium of UK University Medical and Dental Schools had, we understood, depressed applications across the UK) This compares favourably with the sector who were up by an average of 1.66% and our competitors who were marginally up by 0.2%. Our competitors are defined by UCAS and are our overall competitors across all subject groups. Previously, these have been other Russell Group Universities, however this year Birmingham has been replaced with MMU: University of Leeds The University of Manchester
14 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 The Manchester Metropolitan University Newcastle University The University of Nottingham The University of Sheffield Home/EU undergraduate registrations were 5,259 for 2016 entry (December snapshot), which was 64 over a planned intake target of 5,195. There is modest projected growth for Home/EU undergraduate students over the next two years. The intake target has increased to 5,246 for 2017/18, a 1% increase on this year and there is then a further 1% planned increase to a target of 5,297 for 2018/19.
In clearing during August 2016, we recruited 467 students. Clearing, has previously largely been used by universities with low entry requirements until ministers lifted a cap on student numbers. However, recent figures obtained by The Times through freedom of information requests showed that six Russell Group universities recruited more than 10 per cent of their new British undergraduates through the system during 2016.
The statistics suggest that prestigious universities have come to rely on clearing and will raise concerns that some are lowering entry grades. Students recruited through clearing are more likely to drop out — although some universities claim that it helps to recruit better qualified students. Last year, Sheffield admitted 4,950 British students, of whom 881 came via clearing (17.7 per cent). Of 5,715 students placed at Cardiff 923, or 16.1 per cent, were recruited through clearing. Other Russell Group universities with high proportions of clearing students were Manchester with 688 (11.4 per cent), Newcastle with 554 (10.4 per cent), and Leeds with 644 (10.2 per cent). King’s College London took 326 students via clearing (8.5 per cent) and Liverpool 467 students (8.7 per cent).
Table 2 - UoL acceptances compared with our main competitors
Name of Institution E2014 Acceptances E2015 Acceptances E2016 Accpetances 3 year trend E2015 - E2016 difference E2015 - E2016 % difference University of Liverpool 4,895 5,616 5,955 339 6% University of Birmingham 6,325 6,440 6,400 -40 -1% University of Leeds 6,985 7,150 7,390 240 3% University of Manchester 9,040 9,330 8,705 -625 -7% Newcastle University 5,200 5,650 6,175 525 9% University of Nottingham 6,755 7,600 7,540 -60 -1% University of Sheffield 5,560 5,790 5,985 195 3% Liverpool John Moores University 6,260 6,165 6,265 100 2% Manchester Metropolitan University 8,825 9,535 8,780 -755 -8%
3. What is a BTEC National Diploma?
Authors: G Godenho and D Stanistreet
BTECs are viewed as career-based qualifications, and after A levels, BTEC Nationals are the qualification most used for entry to HE programmes. As mentioned previously, the number of students including BTECs in their applications to HE is continuing to grow. Table 3 summarises the main differences between traditional BTECS and A level qualifications.
15 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017
Table 3: Differences between traditional BTEC Extended Diploma and A-levels
Traditional BTEC A-Level Extended Diploma Learning Specialist work-related Academic Skills qualifications (so Vocational/Practical, combining practical learning with subject theory and content) Types/Levels 1. BTEC Level 1 N/A 2. BTEC First = GCSE 3. BTEC Nationals = A-Level 4. BTEC Higher N/A Nationals N/A 5. BTEC Apprenticeship Assessment Chiefly continual Written exams and essays assessment chief mode of assessment (coursework/practical projects prioritised over written exams and traditional essays) Grading Pass, Merit, Distinction A*-E University Entrance Generally less Preferred/more desirable/limited optionality/flexibility optionality/streaming
Learning and Assessment
Learning and assessment is unit-based. Core units provide a broad foundation and understanding about the subjects and optional units enable students to focus on particular interests and next steps into further study, apprenticeships or employment. There are a series of assignments, which can be written or activity-based, individual or part of a team, or even work experience.
Recent changes to The BTEC National Curriculum
The Pearson’s BTEC National has recently been reviewed and revised significantly and the new BTEC qualification commenced in September 2016. The development has been informed by:
1. Pearson’s research undertaken over the past four years 2. Department for Education (DfE) criteria for inclusion of vocational qualifications in 16-19 Performance Tables 3. External Stakeholder Advisory Groups with membership from HE, employers and professional bodies
16 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 4. Pearson’s World Class Qualifications principles
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 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
The following two excerpts from the BTEC handy guide, outline the main changes that have taken place with respect to assessment from September 2016.
Figure 1 BTEC Nationals in Applied Science What’s new?
17 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017
Figure 2 BTEC Nationals in Applied Science: Assessment
More information on individual programme specifications can be found at : http://qualations.pearson.com/en/qualifications/btec-nationals/btec-nationals- 2016.html
4. National trends with respect to BTEC students progressing onto and through HE
Author: D Stanistreet
The Department for Business, Innovation and Skills carried out a review of the progression of college students into and through Higher Education for the national cohort of students in England entering FE between 2007 and 2011 (BIS 2015). The review did not include pupils studying at 6th forms in schools, only FE colleges. A total of 1,855,050 students were tracked over five years. Findings were analysed by programme of study (A-level, BTEC, NVQ’s and other vocational level 3 programmes), and a number of the findings of the report are pertinent to this review.
Educational disadvantage varied depending on the qualification undertaken; 44% of BTEC students were classified as being from neighbourhoods with low participation to HE (POLAR 3 quintiles 1 and 2), compared to only 33% of A-level students, so BTEC students do represent an important WP cohort. BTEC students are also made up of a majority of males (53% males vs 47% females for the 2011-2012 cohort) and males are a group who are under-represented in HE.
18 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 Between 2007-2008, and 2011-2012, the number of BTEC students in England grew by 41% (from 79,600 to 158,955). This is double the number of students taking A- levels at FE colleges. BTEC students therefore represent an important group in terms of potential HE recruitment. Progression trends onto HE do however differ by group and subject area; education and training, health, public services and care, showing a rise in level 3 cohorts entering a first degree over the last few years, but other areas showing a fall. Similarly, progression rates onto HE for young FE students dropped considerably over this period (from 49% to 37%), but progression rates for older students (aged 21 and above) shows a rise.
In terms of the type of university attended, BTEC students were much less likely to secure a place at a Russell Group university compared to A-level students.
Table 4: Progression of FE students with different entry qualifications into HE
Number of Russell Old New HE in FE students Group University University BTEC 30,585 1% 3% 28% 7% A level 106,740 12% 13% 40% 2% Access 57,505 3% 9% 50% 6% From; Progression of college students in England to Higher Education (2015) Department for Business Innovation and Skills pp. 44 and 71.
BTEC students and achievement at Key Stage 4 (KS4)
The BIS report looked at KS4 (GCSE) attainment for the 2009-10 to 2011-12 BTEC cohorts. Data were linked for 584,960 pupils (approximately 15% of pupil data were missing) and 39% (228,134) of those pupils did not achieve five GCSE’s including English and Maths. Of those who did not, 38% went on to HE (n = 86,690), 72% of those to a university as opposed to HE in FE. Thus over 62,000 students admitted to university over a three year period, had not achieved five GCSE’s including English and Maths.
The report states that “Prior Key stage 4 attainment is a significant indicator of subsequent academic achievement. Pupils who did not achieve 5 GCSE’s Grades A* to C (a full level 2) were much less likely to go to university. 64% of pupils who achieved a full level 2 went on to HE, compared to only 38% who did not.”
As Chowdry (2013) reports, prior attainment at KS4 is the most important predictor of successful progression to HE and under-achievement in secondary school is acknowledged to be a key barrier in progression to HE. This is therefore an important factor to explore in relation to BTEC student progression at UoL.
BTEC students and Success in HE
The 2008-2009 and 2009-2010 cohorts were tracked to measure the number of students who enrolled for, and subsequently achieved, a good first degree (First or 2:1). A-level entrants had an achievement rate of 70%, Access to HE 57% and BTEC entrants 50%.
19 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 Thus, overall, BTEC students are less likely to perform as well as other entrants to university including Access students by quite a large margin.
5. BTEC Students in Higher Education- A critical appraisal of the literature
Author: C Coulby
This section summarises the findings of a systematic literature review of the evidence available on BTEC students and their progress in Higher Education.
Methods
A literature search was conducted using the keyword “BTEC”. Academic Journals, Magazines, Trade Publications and books were included in the search utilising the following databases: Science Citation Index, Science Direct, Scopus, MEDLINE and Teacher Reference Centre. The search generated 247 papers, which was reduced to 104 after duplicates were removed.
Following the literature search, a further search was carried out regarding widening participation and student transitions to HE. The search terms ‘widening participation’, ‘student transition’ and ‘higher education’ were combined. Academic journals, dissertations, books, magazines and reports were included from 2000- 2017. Databases searched included ERIC, Social Sciences Citation Index, Teacher Reference Center, British Library EThOS and Scopus. 247 papers were found, reduced to 110 after duplicates were removed.
An overview of BTEC
Following review of the 104 articles it is clear that the transition, attainment and success of BTEC students in higher education is not a widely researched area. Findings specific to BTEC focus on the perceived value of BTEC qualifications and success of BTEC students in terms of retention, attainment and employment after graduation (LSE, 2013, Fisher, 2003, Gill, 2016) with a small body of work on how BTECs are structured and taught (Hobley, 2016, Carter & Bathmaker, 2016, Rintoul, 2014). The findings from these studies have implications for BTEC student preparation in relation to the transition to University.
In terms of the academic value of BTEC qualifications a study using a dataset of over 10 thousand degree outcomes conducted in 2012/13 suggests that BTECs are overvalued in terms of UCAS points (Gill, 2016). A UCAS score of 360 from a BTEC is actually considered equivalent to an A level tariff of 200. A student entering University with 360 UCAS points has a 5.1% probability of getting a first compared with 19.9% of A level entrants with the same tariff (Gill, 2016). Evidence from several studies suggests that students entering HE with vocational qualifications are also more likely to drop out or experience significant issues during the transition to HE than their A level counterparts (Haywood, 2008, Cree, Hounsell, Christie, McCune & Tett, 2009, Willis, 2015, Wilson Murphy & Pearson, 2016). Attainment of students with vocational qualifications at university is also lower in terms of Grade Point Average and degree
20 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 classifications (Chansarkar & Michaeloudis, 2001, Hatt & Baxter, 2003, Bowden, Abhayawansa & Bahtsevanoglou, 2015, Reading, 2016).Despite this, one in four entrants to University has a BTEC qualification (Havergal, 2016). Whilst these studies raise concerns regarding the suitability of BTEC qualifications as an entry route to higher education the employment prospects for graduating BTEC students are bright. BTEC students are more likely to be employed after graduation that A level students (90% vs 88%) although geographical and sector related variations reflect discrepancies in earnings across the UK (LSE, 2013).
BTEC structure and delivery
Some issues have been identified in relation to the structure and delivery of BTEC programmes. Although not widely critiqued Fisher (2003) in a review of BTEC education, has identified some issues that impact on student “readiness” for HE. Of particular interest is that post 1993, BTEC and GNVQ qualifications became much more specific in terms of tasks and assessment, leading to a tick box approach to learning. Avis (1996) found that BTEC students in Business and Finance were pushed by tutors toward employment post BTEC rather than further education and Riseborough (1992) noted the intensive workload and high demands on BTEC students in Catering and Hotel Management. Hobley (2016) in an ethnographic study examining how an Applied Science BTEC was taught found that those teaching the qualification did not have enough science knowledge themselves to help students understand how concepts related to one another, leading to fragmented, isolated knowledge among students. Similar issues were identified in a comparison study of how art history was taught across five institutions delivering a BTEC in Art and Design (Rintoul, 2014) with variations in approach to teaching, and students and tutors feeling the topic was fragmented and poorly integrated. Lastly, issues were raised by Carter & Bathmaker (2016) in their study of assessment practices in an engineering BTEC programme at a Further Education college. A culture of “getting students through” led to dubious assessment processes leaving students under prepared for work or further study.
BTECs and disadvantaged socio- economic status
Students who chose to undertake a BTEC are often from lower socio-economic groups (Round Brownless, & Rout, 2012) and there is evidence that choice of route is less reliant on academic ability than socioeconomic class (Goldthorpe, 1996; Hatcher, 1998). This is congruent with findings from other studies that identify more students from disadvantaged socio-economic backgrounds undertaking vocational qualifications than A levels due to perceived instrumentality of vocational qualifications and lack of cultural and social capital (Metcalf, 1997; Payne, 2001; Forsyth and Furlong, 2000; Bowers Brown, 2006, Eden, 2013).
The implication then is that BTEC students entering University are potentially at a double disadvantage. If the BTEC qualification itself is potentially overvalued, the structure and delivery is incompatible with the approach to learning and teaching at University, the quality of teaching and assessment questionable and the student lacks social and cultural capital due to disadvantaged socio-economic status, they are significantly less likely to make a successful transition to higher education.
Widening participation students and non- traditional qualifications
21 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017
Widening participation students (students classified as mature, BME, disabled, disadvantaged socioeconomic status, non-traditional qualifications or a combination of these) are recognised to be more “at risk” of dropping out at the start of their programmes or having more difficult transition experiences than “traditional” students (Haywood, 2008, Cree et al, 2009, Edirisingha, 2009, Thomas, 2013). The suggested reasons for this are a mismatch between student expectations and the reality of University (Plockyn, 2015, Cree et al., 2009, Edirisingha, 2009, Rhodes, Bill, Biscomb, Nevill & Bruneau, 2002, Barnes, Buckley, Hopkins & Tate, 2011, Laing, Chao & Robinson, 2005). In the case of students entering with vocational qualifications their knowledge base and study skills may not align with HE expectations (Reading, 2016, Plockyn, 2015, Cree et al., 2009, Laing et al., 2005). Feelings of social isolation from peers and tutors (Hixenbaugh, Dewart & Towell, 2012, Ryan & Hopkins, 2013, Thomas, 2013, Alsford & Rose, 2014, Wilson et al., 2016), psychologically developing new and potentially contrary identities to their families and friends (Holdsworth, 2009, Watson, 2010, Burnell, 2013, Hope, 2014) and among many balancing the competing demands of paid work, family commitments and study (Cree et al. 2009, Wilson et al., 2016, Haywood, 2008) are all potential issues that may arise.
In the HEFCE and OFFA commissioned literature review of research into widening participation (WP) to HE (Moore, Sandars & Higham, 2013) it was found that outreach activity, information and guidance at college, inclusive classroom practices, pre-entry preparation initiatives, induction and ongoing mentoring and support (both academic, peer and pastoral) all had an impact on the success and retention of students entering University from WP groups.
Students studying for vocational qualifications such as BTEC mainly rely on tutors at college for information and guidance regarding higher education rather than social networks or completing their own research (Shaw, 2012). Rhodes et al., (2002) highlight concerns over college staff’s understanding of current higher education demands and whether the advice given to students is accurate, a concern echoed by Barnes et al. (2011). It is recommended that FE and HE providers work more closely together to ensure accurate advice and guidance is provided to students (Moore et al., 2013, Shaw, 2012, Rhodes, 2002, Barnes et al., 2011).
A number of studies have made specific recommendations regarding good practice in these areas. Bennett (2004) highlights the importance of outreach activity that seeks to develop widening participation students’ self-esteem and academic self-concept as these factors are associated with application and progression to higher education.
Pre entry programmes run by Universities such as summer schools or preparation programmes delivered at FE colleges have proved successful in preparing students for the transition to HE and mitigating some of the “transitional shock” (Weadon & Baker, 2014) that many experience. A preparation for HE programme for students with low socioeconomic status in Australia using social media as a teaching and learning tool succeeded in 80% of participants moving into higher education( Ryan & Hopkins, 2013). A pre-entry e-mentoring programme at Kingston University (UK) aimed at Access students (and particularly first generation University students) run by staff and students at the University supported the programme participants to transition more easily to HE by helping them to learn about university life, supporting application to
22 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 university and building confidence through learning about effective learning strategies (Edirisingha, 2009). The Top-Up programme run by the University of Glasgow for students from low participation neighbourhoods was perceived by attendees to ease the transition to HE, which was also demonstrated in the pass/ fail rates of first year students, with those who had taken the programme progressing at better rates than those who had not (Walker, Matthew & Black, 2004). Thomas (2013) provides a checklist for effective transition activities that include explaining the benefits of academic and social engagement to students and helping them to develop the relevant skills to do so, ensuring the link between the pre- entry course and their aspirations is explicit, ensuring activities seek to build social capital and networks ( as well as provide information), encouraging peer interaction to develop future social support at University, and building on and relating to students own diverse interests and experiences.
Once at University the transition to HE for WP students can be eased by initial study skills modules and introductory formative assessments (Plockyn, 2015)and through clear communication regarding the academic standards expected in early assessment tasks (Wilson et al., 2016). Induction programmes need to be student centred rather than information heavy and existing HE students can help to develop appropriate induction programmes for new students (Alsford & Rose, 2014). Social activities at programme level are an important part of the induction process for WP students to encourage inclusion (Alsford & Rose, 2014) and opportunities for students to meet and build relationships with Faculty members is considered important (Cashmore et al., 2011). Much of the literature on WP students experiences of HE note the influence of a feeling of belonging to retention and success (Moore et al., 2013) so early integration is important. Ng et al., (2015) strike a cautionary note by advising that induction is only the start of the student journey, and that WP students require ongoing support materials as well as comprehensive induction. This is reflected in the prevalence and demand for personal tutoring and peer mentoring for widening participation students (Thomas, 2012, Moore et al., 2013, Sandars & Higham, 2012).
The culture and “habitus” (Bourdieu, 2005) of University can be very different to the background and experiences of WP students and this clash of cultures can be psychologically difficult for students as they struggle to understand the “hidden curricula” of University life (Gibney, Moore, Murphy & O’Sullivan, 2011) and cope with their changing identities (Holdsworth, 2009, Watson, 2010, Burnell, 2013, Hope, 2014). Inclusive pedagogy and classroom practices can help students to feel more comfortable and valued within the higher education environment. Active learning (Weadon & Baker, 2014), more discussion, less reliance on written texts (Lillis & Scott, 2008) and sensitivity to diversity among lecturers can support widening participation students to engage more readily in classroom activities. Hidden exclusion exists in the classroom and curricula design (Bowl, 2001), and academic staff require professional development to recognise and accommodate diverse student needs, as well as resisting the temptation to view these students as a “problem” (Bowl, 2001, Lillis & Scott, 2008).
Conclusion
In conclusion, students entering University with BTEC qualifications are likely to need increased academic support in terms of subject knowledge and study skills and may experience difficulties in transitioning from the approach to learning and teaching at
23 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 college to that required at University (Cree et al., 2009, Moore et al., 2013, Stoten, 2015). They may have inaccurate expectations of University education and life as a result of limited information and guidance. To complicate matters, many students undertaking BTEC students are also from disadvantaged socio-economic backgrounds and may find the different culture of University difficult to adapt to, leading to feelings of isolation or feeling “out of place”. All of these issues can be mitigated by appropriate actions such as short preparatory programmes (e.g. summer schools), study skills support, induction and support programmes for students; however academic staff also need to be understanding of non-traditional student needs and prepared to be flexible in their approach to teaching. Educational development programmes for staff centred on raising awareness and different pedagogic approaches are required to support staff to achieve this.
6. Initial findings of a qualitative study of BTEC students in Life Sciences at UoL Led by Ceri Coulby
Introduction
At the start of the academic year 2016/17, a qualitative research study commenced in the School of Life Sciences exploring how students with BTEC entry qualifications and potentially disadvantaged socio-economic status, experience the transition to higher education from an academic, social and pastoral perspective.
The study sought to answer the following research questions:
• How do students with BTEC qualifications experience the transition to higher education academically, socially and pastorally? • What factors affect their transition experience? • Can any interventions be identified from the students’ perspective to improve their transition experiences?
Methodology
This study is rooted in an interpretive phenomenological perspective (Moses & Knutsen, 2012). This involves exploration of a phenomenon experienced by a group of people. The participant’s subjective experiences are drawn on and through data analysis, the essence of the phenomenon is captured through identification of the common experience (Creswell, 2013). Semi-structured interviews were conducted with six students at the start of their undergraduate programme in September and October 2016. This will be followed up with a second interview during the second semester. Demographic data were also collected. Questions were asked to ascertain: 1) Students’ previous experience of education and why they had chosen a BTEC 2) Why students had chosen to commence study in higher education 3) How prepared students felt academically for the programme and if they had any personal concerns about degree level study, 4) If they intended to join any student societies or sports clubs and if they had any particular concerns about integrating with their peers and 5) What their expectations were in terms of student support and whether they had specific concerns in that area?
24 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017
After the first set of interviews, data were analysed using phenomenological data analysis techniques. This involves identifying significant statements or quotes that developing clusters of meaning from these statements into themes (Moustakas, 1994).
Initial findings
Data analysis is ongoing, however some initial observations can be shared. Of the six students who were interviewed, four were the first in their family to go to University. Four students were female and two male. Two were BME. Four were living either at the parental home or with a partner. Two had children and were mature students. Only one of the students had chosen to complete a BTEC initially. The other five had taken the BTEC either after poor AS results or as a route back into education. Four of the students expressed a view that up to, and including GCSE, school had been “ok academically” but that they started to struggle at AS level. Five of the students spoke of their desire to come to University to “get a better job in future” and three confided they had previously aspired to go to medical school. All six students mentioned the University of Liverpool’s Russell Group status as their reason for choosing Liverpool, and how very few high status Universities will accept BTEC students. On interviewing them I believe all felt grateful to have been accepted.
Five of the six students expressed the feeling that University was “harder” than they had expected academically and three felt” overwhelmed” by the demands and the relative lack of tutor support. All commented that the teaching was very different than they were used to at college. They felt that there was less opportunity to ask questions of tutors or to clarify concepts. Four of them spoke of reading over their notes and looking up things they didn’t understand for several hours each night. The same four commented that there were gaps in their underpinning knowledge which meant they had to do more study just to understand the concepts outlined in the lectures that day. Sometimes they were unable to understand these and felt helpless and behind. One student started studying as soon as they got home after college until 11pm each night. From the narratives of these students it was clear that their work ethic was strong, but their underpinning knowledge and study strategies were not sufficient or effective. Three spoke to me of their difficulties in applying the knowledge they were studying. Four commented on the difficulties of navigating academic terms and jargon, of understanding what had to be done and when, of navigating the VLE and having to manage their own learning. None had joined any clubs or societies, citing that there “wasn’t enough time” with study commitments.
Five of the six students had personal issues related to family or health concerns. None were aware of the student support services on offer when asked and I referred two myself (with their permission). One student mentioned their peer mentor, who had been initially contacted and said that no follow up had occurred after they had replied. Of the students who had seen their academic advisors, both were uncertain of the purpose and remit of these meetings. Despite this all students interviewed had high expectations and aspirations of post-graduate study.
7. Current UoL admissions policy for students with BTEC qualifications by subject area and Faculty
25 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 Authors: H Aspinall, G Howes, D Stanistreet
Admissions policy varies across programmes and across faculties. In HLS most of the health professional programmes do not accept BTEC. However Life Sciences and Psychology do. Life Sciences have been aware of problems with BTEC student progress for some time and have put considerable effort into identifying what course of action might reduce the failure rate of BTEC students. The School of Psychology is not able to assess progress of BTEC students against students who enter HE with other qualifications due to the way data are collated and therefore are unable to comment on whether the failure rate is higher in BTEC students compared to other groups. The School of Health Sciences have undertaken a detailed review of the new BTEC curricula, and from September 2018, will be willing to accept BTEC students who have undertaken specific BTEQ qualifications, as they are confident that the curricula and rigorous nature of assessment has changed sufficiently to ensure that BTEC students are appropriately prepared to undertake studies successfully. Veterinary Sciences do accept BTEC for entry on to the programme but are not clear about how ell BTEC students progress. Medicine and Dentistry do not.
In the Faculty of Science and Engineering the picture is fairly similar across all their programmes. There are two main concerns for students entering with BTEC: Competence in Maths: the Maths content of most BTEC courses is not an adequate preparation for our degree programmes that require competence in Maths Ability to cope with formal exam assessment: the majority (if not all) of BTEC is assessed through coursework that is internally marked
Students with only BTEC (no A-levels) who enter programmes which have specific A- level subject requirements, (e.g. Engineering, Chemistry) generally struggle. There is much less of a problem with degree programmes that do not have specific A-level subject requirements (e.g. Planning).
In the Faculty of Humanities and Social Sciences, last year, in line with a policy to equalise admissions thresholds across the Faculty as part of Honours Select, Faculty RAWPC broadly agreed on a Faculty-wide acceptance threshold of DDD for BTEC triple award students (equivalent to 360 tariff points). Music and Communication and Media negotiated an opt-out (but only for Major (100%), applicants on the basis that all BTEC applicants would be vetted for their suitability and made offers at DDM (320 points) where appropriate. This can be a little time-consuming, but it means that students can be admitted at DDM with some confidence in applicants’ abilities.
Following discussions, it was agreed that maintaining a blanket DDD approach at Faculty level may be self-defeating. It is likely to: Discourage applications from a growing pool of BTEC students, and leave UoL, and Russell Group competitors fishing in the dwindling pond of A-Level applicants. Undermine WP efforts: WP applicants are more likely to have BTECs, so the agreed Faculty policy on BTEC triple-award applicants runs counter to the many WP initiatives that Faculty supports.
26 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 Without access to the data to date, it has been difficult to say confidently in which areas HSS have students who have entered with a BTEC qualification (either solely or with an additional qualification). From information gathered from School Recruitment leads the majority of BTEC students in the Faculty are studying in the Management School and the School of Law and Social Justice.
The School of History, Languages and Culture has relatively few BTEC applications and in the School of the Arts, the applications are mainly in Architecture and Music with some in Communication and Media. So as not to disadvantage students, HLC and Arts treat applications individually, referring them to admissions tutors who assess their suitability for a particular academic pathway based on BTEC, and their UCAS application and may request further evidence to look at (an essay, for example). The exceptions to this rule are Architecture and English, which both require a clear demonstration of subject-specific academic ability.
The school of Law and Social Justice operates in line with A-Levels and is unwilling to adopt the above approach until further data become available. The Management School, like Architecture and English, have specific subject requirements and aim to stream candidates into programmes on which they are most likely to succeed.
Table 14 in Appendix 1 collates entry requirements by School and Faculty and also provide the rationale for decisions on BTEC entry requirements within the different programmes to inform the review panel with regards to BTEC practices across the University.
8. Progress of BTEC students enrolling for an undergraduate degree for the academic year 2014 – 2015 at UoL
Authors D Stanistreet and T Thiele
1) Introduction
The integration of a dataset to allow comparison of entry criteria with progress at the end of the first year of studies across the University of Liverpool (UoL) involved significant time and data manipulation. Dave Eglese, Head of Data Science at UoL developed the dataset on which the following analysis is based. It includes all UG students who registered to commence their studies at UoL during 2014/15, their entry qualifications, and their results at the end of Year One of their studies along with a number of demographic characteristics.
The following should also be noted:
Where double GCSEs were taken, it was counted as one GCSE in the 5GCSEs or more variable. A-Level, BTEC, GCSE and IB qualifications were extracted, but no other qualifications were taken in order to create a manageable dataset. If students had other entry qualifications they would be excluded from this analysis. Some postcodes did not match against the POLAR score. Medical and Dental students do not have an average mark at the end of first as
27 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 the mark is only calculated as pass or fail.
The following analysis is preliminary. There is some discussion to be had regarding the most appropriate outcome measure against which to measure student progress and also it would be useful to extend the analysis to include additional years of data and also other non-traditional qualifications such as Access Diplomas. However the main findings are unlikely to change significantly from those presented in this report.
All data analysis was undertaken using SPSS 24.
1) Overview of sample
After data cleaning and removal of EU and International students and students with missing data, the final dataset comprised of 3,844 first year home students who were registered at UoL during the 2014/15 academic year. Of these students, 278 (7.2%) had BTEC qualifications alone, 683 (17.8%) had at least one BTEC plus A-level (s) and 2,657 (69.1%) had A- level qualifications.
2) Students from Low Participation Neighbourhoods
The Participation of Local Areas (POLAR 3) neighborhood measure of disadvantage is a HEFCE measure, which classifies local areas or ‘wards’ into five quintiles, based on the proportion of 18-19 year olds who enter HE in those areas. These groups range from quintile 1 areas, with the lowest young participation (most disadvantaged), up to quintile 5 areas with the highest rates (most advantaged). For further information, see http://www.hefce.ac.uk/analysis/yp/POLAR/.
For the purposes of the Access Agreement and the Teaching Excellence Framework, POLAR Groups 1 and 2 are classified as Low Participation Neighbourhoods (LPN).
As would be expected, the percentage of enrolled students increases across the groups from 1 through to 5, so for example 12.9% of UG students admitted to UoL during 2014/15 were from POLAR quintile 1 (LPN) but 30.2% of students admitted were from POLAR quintile 5, the highest participation neighbourhood.
This is presented in Figure 1 below, which shows the proportion of students across UoL by POLAR Group.
28 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 Figure 3: POLAR Group of UG student admissions at UoL 2014/15
Polar Group of UG student admissions at UoL 2014/15 35.0% 30.2% 30.0%
25.0% 21.5% 20.0% 18.7% 14.9% 15.0% 12.9%
10.0%
5.0%
0.0% Polar 1 Polar 2 Polar 3 Polar 4 Polar 5
* Data missing for 75 students
3) Sex of UG students admitted to UoL during 2014/15
There were 2,396 female (57.5% of all students) registered in Year One during 2014/15 and 1,774 males (42.5%). This is broadly consistent with national data on undergraduate recruitment.
4) Number and proportion of student entry registrations by LPN and entry qualification
Table 5 shows the entry qualification of admitted students in 14/15 by POLAR group. There is a significant difference in the proportion of LPN students by entry qualification (Chi square= 89.44, p=<0.001). BTEC students (44%) and BTEC students who have one A-level or more (40.1%) are significantly more likely to be from LPN 1 and 2 than A- level students (22.9%). Thus BTEC students are more likely to come from disadvantaged backgrounds, as is suggested in the BIS report referenced in Section 4 of the main BTEC Review report. Therefore any decision to make changes to BTEC entry criteria may impact on the proportion of students from a lower LPN in the future. However, the difference in proportion from low POLAR groups between BTEC and BTEC plus A-level is small, so a decision to accept BTEC plus A-level, would have a fairly minimal impact on LPN proportions overall, compared to a decision not to accept BTEC students at all.
29 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 Table 5: Number and proportion of student entry registrations by entry qualification
BTEC BTEC plus A A-level POLAR Low (1 and 2) 119 (44%) 279 (40.1%) 664 (22.9%) POLAR High (3 to 5) 150 (55.8%) 417 (59.9%) 2238 (77.1%)
5) Sex, and LPN by Faculty and entry qualification
The proportion of female students in each Faculty varies considerably with HLS and HSS having a majority of females (73.2% and 57.7% respectively), and S and E having a majority of males (66.5%). The proportion of students by LPN however, does not vary greatly by Faculty. It can be noted that the proportion of BTEC students is higher in HSS (9.6%) compared to S and E (6.9%) and HLS (2.7%). This may be because the majority of clinical programmes in HLS do not accept BTEC and also within S and E, there are additional entry requirements for BTEC students including a Maths entrance examination.
The proportion of students with BTEC plus A-level is higher than anticipated. This may be because students who failed to gain sufficient UCAS points with A-levels, subsequently undertake a BTEC qualification to ensure sufficient UCAS points for entry to HE. This was common among the BTEC students who participated in focus groups at the City of Liverpool College (reported in section 10 of the main BTEC report). It does not necessarily mean that an A-level was required for entry to a particular programme, and it does not necessarily imply that the A-level a student holds, is relevant to the subject area in which the student is studying. This is one of the limitations of the way that the UoL data system stores data on entry qualifications within the system.
Table 6: Sex, and LPN by Faculty and entry qualification*
HLS S and E HSS No of students 1408 945 1817 No (%) of 1031 (73.2%) 317 (33.5%) 1048 (57.7%) females POLAR Group 180 (12.8%) 127 (13.4%) 230 (12.7%) 1* (LPN) POLAR Group 200 (14.2%) 134 (14.2%) 287 (15.8%) 2* (LPN) BTEC 38 (2.7%) 65 (6.9%) 175 (9.6%) BTEC plus A 212 (15.1) 142 (15.0) 356 (19.6%) A level 1089 (77.3) 682 (72.2% 1178 (64.8%) Other 69 (4.9% 56 (5.9%) 108 (5.9%) *75 cases are missing POLAR data (39 in HSS 17 HLS 17 S and E)
30 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 6) Progress at the end of Year One vs entry qualifications
Students enrolled for an undergraduate degree in Medicine and Dentistry were removed from the dataset at this stage in the analysis as they a) do not receive a mark at the end of their first year of studies, only a pass or fail, and b) BTEC is not accepted for entry onto these programmes. In relation to the average mean mark at the end of the first year, some students had withdrawn and still had a mark, whereas others received a mark of 0. For the purposes of the following analysis, all withdrawn students were removed, along with all students who received a mark of 0. Also, students who had a code of absent or excluded were removed. (We removed the 0 marks as these most likely represent students who did not undertake the exam or assignment, and inclusion would result in biasing the mean mark towards 0).
Figure 4 below shows the mean end of year mark for students by entry qualification. This demonstrates that BTEC students who completed the first year scored a lower average mark than BTEC plus A-level or A-level students (55.1 % versus 62.2%, and 63.8% respectively). A One- Way Analysis of Variance (ANOVA) demonstrates this to be significant in terms of mean mark. (F = 62.04, P = <0.001). However, it should be noted that these data only include students who completed Year One. It does not take account of students who withdrew from studies, and as is discussed under 8), BTEC students are much more likely to withdraw so if all students were included, the difference between BTEC students and other groups would be significantly larger.
Figure 4: Mean mark at the end of year one by entry qualification at UoL 2014- 2015 data*
Mean mark at the end of Year One by
66 entry qualification at UoL 63.8 64 62.8 62.2 62
60
58
56 55.1 Percentage Percentage mark 54
52
50 UoL mean mark BTEC BTEC + A-level A-levels Entry qualification of student *Excludes withdrawn students
We also looked at overall mean mark by sex and found it to be 62.1% for males, and 63.2% for females. This difference is only small, but is consistent with evidence
31 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 nationally that females in Higher Education perform better than males on average. https://www.hesa.ac.uk/news/14-01-2016/sfr224-enrolments-and-qualifications
7) Average 1st year mean mark by Faculty and by entry criteria at UoL
The pattern across all Faculties was similar, with BTEC only students performing significantly less well than other groups of students. However in HSS, the difference in marks between BTEC students and others was smaller.
Table 7: Average 1st year mean mark by Faculty and entry qualification at UoL*
BTEC only BTEC plus A-level A level ANOVA HLS 54.5 (28) 64.59 (n=164) 66.04 F = 16.29 (n=757) P <0.001 S and E 57.4 (41) 65.9 (n=125) 65.3 (n=616) F = 10.7 P < 0.001 HSS 54.6(n= 138) 59.5 (n=326) 61.3 (1071) F = 27.4 P < 0.001 *Excludes withdrawn students
8) Student withdrawal from studies by entry qualification
The proportion of BTEC students who had withdrawn at the end of their first year (19.8%) is significantly higher than students who entered university with BTEC plus A-level or A-levels only. The reasons for this are unknown. Clearly, it is not feasible to avoid all student withdrawals, but almost one in five of BTEC students failing to complete their first year of studies across the institution, is worryingly high.
For BTEC students who withdrew, 23.7% of all BTEC students in HLS withdrew (n = 9) 18.5% of all BTEC students in S and E withdrew (n=12) 19.4% of all BTEC students in HSS withdrew (n=34)
Students who withdraw from studies represent a loss of income, impact on TEF scores, and result in personal failure for individual students, as well as contributing to debt accrual for the students concerned with no tangible benefit. The reasons behind student withdrawal therefore merit further investigation. With the current dataset, it is not possible to estimate how many students withdrew as a result of academic failure and how many withdrew for other reasons, but case study analysis could shed more light on some of the reasons for withdrawal.
Table 8: Student withdrawal from studies by entry qualification
BTEC BTEC plus A-Level A-Level Withdrawn from 55 (19.8.%) 55 (8.1%) 166 (6.2%) studies
32 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 9) Number of GCSE’s by entry criteria
The number of GCSE’s is self-reported on the UCAS form and is not verified at any stage. However it is known to be an important predictor of success in HE (see section 4). We calculated the number of students who had five GCSE’s including English and Maths and found a significant difference between BTEC only students and other students. Over 30% of BTEC students did not have five GCSE’s including English and Maths.
Table 9: Number of GCSEs by entry criteria
BTEC BTEC plus A-level Chi Sq A -level % with 5 GCSEs inc N = 194 N = 648 N = 2477 241.0 English and Maths (69.8%) (94.9%) (93.2%) p <0.001
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.
We carried out a univariate logistic regression analysis on the independent variables included in the analysis above; the outcome variable being ‘Achieving 50% or more at the end of year one’ (Yes/No).
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.
Independent variable Odds 95 % CI P value Ratio % GCSE’s or more including 2.6 1.99 to 3.39 <0.001 English and Maths Sex (M/F) 0.61 0.5 – 0.74 <0.001 LPN 1.9 1.59-2.37 <0.001 BTEC (261) 0.17 .13-.23 <0.001 BTEC plus A level 0.57 0.44 - 73 <0.001 (664) * Outcome variable: students who achieve 50% or more at the end of year one vs not achieving or withdrawing
Table 10 above, shows the results and it can be seen that all variables were significant at p=0.001 or less with large odds ratios. We subsequently carried out a multivariable logistic regression including all variables above in the model. Results are displayed in Table 8 overleaf.
33 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017
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
95% C.I. B S.E. Wald df Sig. Odds Ratio Lower Upper Entry 94.532 3 .000 qualifications BTEC entry -1.480 .155 91.639 1 .000 .228 .168 .308 qualifications( BTEC plus A-level -.491 .130 14.171 1 .000 .612 .474 .790 Sex ( M/F) .320 .104 9.446 1 .002 1.377 1.123 1.688 POLAR (1-2 v 3-5) .497 .107 21.356 1 .000 1.643 1.331 2.028 5 GCSES inc Eng -.657 .149 19.342 1 .000 1.93 1.44 2.59 and Maths Constant 1.774 .119 221.802 1 .000 5.894
34 Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017
All variables remained significant in the multivariable model. This suggests that having BTEC, or BTEC plus A-level versus A-levels, POLAR group, sex and having five GCSE’s or more, all exert an independent effect on student achievement at the end of Year One. The main findings from the multivariable regression are that:
Students with BTEC are 72% less likely to gain 50% or more during their first year of studies compared to A-level students.
Students with BTEC plus an A levels are 39% less likely to gain 50% or more during their first year of studies compared to A level students.
Females are 37% more likely to gain 50% or more during their first year of studies compared to males.
Students from POLAR groups 3 to 5 are 72% more likely to gain 50% or more during their first year of studies compared to students from POLAR groups 1 and 2.
Students with 5 GCSE’s in English and Maths are almost 50% more likely to gain 50% or more during their first year of studies.
11) Multivariable logistic regression comparing students who achieve 60% or more at the end of Year One with students who do not, or who withdraw from studies
We repeated the regression with an outcome variable of 60% to assess the impact of entry qualification against the possibility of obtaining a ‘good degree’ (Tables not included). As above, all variables remained significant in the multivariable model although some effects were attenuated and others were increased. For BTEC only students, the odds of obtaining a mark of 60% or more were slightly increased (79% less likely that BTEC only students will gain a mark of 60% or more during their first year of studies compared to A- level students).
12) Multivariable regression comparing students who achieve 50% or more at the end of Year One with students who do not, or who withdraw from studies by Faculty
We repeated the initial multivariable regression against an outcome of 50% or more at the end of Year one, by Faculty (Tables not included). For HLS, the difference in performance between BTEC only students and A-level students remained significant and the OR increased (OR = 1.91). GCSE’s were of borderline significance in predicting outcome although the odds ratio was large. For HSS, BTEC as a predictor of 1st yr outcome was similar to the institutional picture (OR = 1.71) and remains significant. Having five GCSE’s including English and Maths also significantly predicted a successful outcome. However, being female no longer did so. For S and E the same variables remained predictive of success at the end of year one except for BTEC plus A-level where the OR was no longer significantly lower compared to students with A-levels only. Again, GCSEs did predict a more successful outcome.
9. UoL BTEC requirements and requirements of our competitor institutions
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Authors D Hill and D Stanistreet
Appendix 2 outlines BTEC requirements for two sample programmes; Life Sciences and Business studies for comparison. The ten competitor universities included in the review include our local competitors and also our main Russell group competitors;
Edge Hill University Liverpool Hope University Liverpool John Moores University University of Newcastle University of Birmingham University of Leeds University of Sheffield University of Manchester University of Nottingham
In brief, all ten universities offer a Business related programme that accepted BTEC students. In relation to Life Sciences subjects e.g. Biomedical Science and Physiology, three universities (Birmingham, Newcastle and Manchester) do not accept BTEC qualifications, and some have added additional clauses such as BTEC in combination with Science A=levels. In terms of good practice, The University of Birmingham stands out with its dedicated webpage for BTEC students, support videos, case studies and online ‘Skills 4 Uni’ module; and from an outreach perspective, the University of Sheffield stands out with a Year 12 taster day for BTEC Engineering.
10. Focus groups with City of Liverpool College (CoLC) BTEC National Students
Authors: D Stanistreet and M Williams (CoLC)
We carried out six focus groups with BTEC National Diploma students at CoLC during February 2017 to explore with them; a) Why they chose to undertake a BTEC qualification b) Reasons for considering HE c) Factors influencing their choice to go on to HE
Just over a hundred students participated from the following programmes; Performing arts, Business studies, IT, Law, Applied Sciences and Digital Marketing.
10a. Reasons for students choosing a BTEC
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Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017
The majority of students were undertaking BTEC qualifications because they hadn’t achieved the required grades to do A-levels or they had commenced A-levels and found them too challenging. In addition, many students commented that they found exams particularly stressful and much preferred the coursework offered by a BTEC programme. More than half of all students also wanted to go on to HE and saw the BTEC as a route to achieving the necessary UCAS points for admission. Other factors influencing choice of programme were facilities at the college, the Open Day experience and particularly for business students, the opportunity to gain the necessary skills to start their own business. b) Reasons for BTEC students wanting to go to university
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For students who wanted to go on to university, as with students coming through a traditional entry route, they saw it as a way of improving their career prospects and opportunities for success. Family influences and also having attended a school where it was expected that all students would go on to HE was also an important influence. For some students, there was a real sense of feeling passionate about their chosen area of study and HE was seen as a calling for them. c) Factors influencing choice to go into HE
Students often described feeling rather overwhelmed by the amount of information available with regard to university choice. They wanted help with sifting through all the information and
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Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 with understanding which factors were the most important for them to consider. Also, they needed to weigh these factors up against alternative options such as apprenticeships, which many saw as financially less of a risk. This was particularly an issue for students who were the first in family to consider going on to HE. More talks from staff at HE Institutions would be appreciated, both content specific and also to learn more generally about university life. There was little awareness about some of the more indirect benefits of attending HE such as experience gained through joining student societies or spending time with individuals from diverse backgrounds with experiences very different from their own.
Finances were a big concern for all students and they wanted more information about financial support available so that they could make a more informed decision. In addition, open days and tours were considered extremely important in making choices. The majority of students planned to stay in Merseyside with UoL, JMU and Edge Hill being the main choices of institution.
In summary, the majority of students participating in the focus groups were undertaking BTECs as they had done less well academically during GCSEs or A levels than they had hoped. They also saw BTECs as easier option than A-levels in terms of exams and time commitment, but saw the BTEC as a means of gaining access to Higher Education. However, their decision making regarding HE was not well informed. Better information regarding opportunities available to them at HE and more support during the transition into HE for those students who were academically able would might prepare them more effectively to deal with some of challenges that BTEC students come up against during their first year in HE.
11. Conclusion
In summary, there is significant evidence that BTEC students achieve less well than their traditionally qualified peers at GCSE level (Key Stage 4) but also at university. Many Russell Group institutions have therefore introduced additional entry criteria for BTEC students. In general, UoL has not done so to date, except in the Faculty of Science and Engineering. There is also evidence from a number of studies, indicating that BTEC students are more likely to come from socio-economically disadvantaged backgrounds. This means that overall, they offer an important route into UoL for WP students.
There are two possible courses of action for addressing the issues above that could be considered.
1) To alter entry criteria so that only those BTEC students who are academically more prepared/able, are offered a place to study at UoL. 2) To provide additional support to BTEC students, particularly during transition into HE and during Year One.
1) Entry criteria
We are in a very competitive market nationally and the number of BTEC students compared to A-level students is increasing. Any decision to reduce the number of BTEC students or to make admissions criteria more selective, will need to be balanced by a strategy to increase the number of students applying to individual programmes through other means (e.g. increasing the number of access students or considering the use of contextual data at the offer stage) if we are to hit admissions targets. Any
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Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 decisions regarding entry criteria should also take into account the entry criteria of our main Russell Group competitors and our local competitor institutions.
All decisions about entry criteria should be based on evidence of student progress. Whilst it is not possible to predict all factors that affect student outcomes, it is important that programme leads can be confident that the vast majority of students entering a programme with a BTEC qualification will have the necessary skills and knowledge to succeed.
The evidence that BTEC students do less well in HE than students who enter with other qualifications is strong, as is the evidence that BTEC students have performed less well than A-level students in relation to GCSE O-level attainment. The scale of the problem at UoL, and whether it differs by programme however, is not yet clear. In addition, it is not yet known whether GCSE attainment might predict whether students successfully complete year one, at least in some subject areas. This is being investigated for BTEC students admitted to UoL between 2014-2015 and it is hoped that we will have this information prior to the workshop.
Blanket decisions regarding BTEC entry criteria are unhelpful. In general terms, BTEC students are likely to perform better in those subjects where specific subject knowledge is not required at the outset of a programme.
A further option would be to consider differential admissions criteria for students who enrol from a collaborating organization such as CoLC, on the basis that BTEC Further Education Leads could provide academic references for those students whom in their opinion, have shown sufficient academic ability to succeed at a Russell Group Institution.
2) Student support
Programme teams should consider offering transitional support to BTEC students, particularly through our collaboration with CoLC, and where possible work alongside BTEC FE lecturers to strengthen students’ knowledge base and preparation prior to commencing HE.
Where it is acknowledged that a BTEC qualification does not provide students with sufficient skills or knowledge in certain areas, programme leads should consider whether it is reasonable and / or feasible to offer pre-programme academic support and / or additional support during the first year of a student’s studies in order to ensure students succeed. If this raises resource issues for Schools, then the review group could provide an estimate of what additional resource might be needed in order to provide the necessary support required.
Where engagement and continuation of studies is an issue, consideration of the need for pastoral social support should also be given. For example, such support could be provided through peer- mentorship, or strengthened academic pastoral support as appropriate.
Good practice from other institutions needs to be explored in more depth, and where appropriate, Schools should consider implementing good practice as a means of 40
Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 improving student outcomes.
Programme leads should monitor their own student progression data regularly, particularly in respect of entry criteria and student outcomes. However, current UoL data systems are beset with issues that do not allow the monitoring of data at school level. This needs to be resolved urgently.
Finally, any decisions made, will need to be reviewed in light of the new BTEC curriculum commencing in September 2018.
12. Recommendations from the BTEC workshop held on Monday 20th February 2017
D Stanistreet and T Thiele
A workshop was held on the afternoon of Monday the 20th February and was attended by the following participants;
H Aspinall, A Bates, R Coleman, C Coulby, G Glover, P Goddard, G Godenho, B Grubb, I Roberts, M Speed , D Stanistreet, T Thiele, C Todd.
For the first hour of the workshop, the group reviewed the evidence in the draft BTEC Review report and discussed the draft conclusions. The next stage of the workshop focused on considering how UoL could best respond to the following two questions, taking into account the evidence that was available;
1) What changes (if any) should UoL make to BTEC entry qualifications?
2) What can UoL do to support BTEC students in their transition to university and during their time at university to ensure student success?
Specifically, participants were asked to identify 1) Ways forward 2) Questions that needed to be addressed 3) Resource implications of the above. During the feedback session, responses were grouped into themes identified by the participants as being central to addressing the questions posed. The following two tables collate the findings for each question in turn. There is however one particularly important resource question to resolve before we can decide on an overall way forward and that is:
How much resource should we deploy on supporting BTEC students? To some extent, this depends on how we value the gains in terms of WP students and overall numbers of students, vs the impact on staff resource. Importantly, this also depends on how much difference it is possible to make to the proportion of students who are successful in obtaining a good degree at the end of their studies if we were to put interventions into place.
A subsidiary question which is also relevant in a less direct way is:
41
Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 From a reputational perspective is there a conflict between orientating ourselves as a WP university and an elite Russell Group university? How can we best achieve both aims?
Finally, it should be noted that the tables presented below have been constructed to incorporate all ideas that were presented at the meeting. There has been no attempt to rank these ideas, or assess their feasibility at this stage. This will be carried out in the final stage of the review with the input of the PVC for Education and also in light of the recommendations that have been presented in the evidence review.
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Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017
Table 12: What changes (if any) should UoL make to BTEC entry qualifications?
Theme Recommendations Issues that require exploring Resource implications a) Review how the 1) Consider providing an 1) Seek to have an active role in 1) Staff time and possibly university sees its appropriate foundation influencing the design and staff posts. role in Further programme to prepare students assessment of BTEC Education adequately for HE. This could qualifications (and Access be done in partnership with FE programmes). providers. 2) See also recommendations for improving BTEC transition. b) Clearly 1) Require 5 GCSE’s including 1) Better intelligence overall is 1) Resource issue – time articulate the best English and Maths. required. needed to explore and predictors of 2) Where specific subject 2) Data on BTEC progress is unpack the BTEC issue at student success by knowledge is required, required at programme and programme and department subject introduce A-level requirement subject level. level. alongside the BTEC. 3) Better knowledge of GCSE as 2) Dedicated staff for a predictor of progress at collecting data. subject and programme level is 3) Improved intelligence on required. entry, progress and success 4) Compare BTEC and Access are required urgently. programmes in terms of 4) Be clear at which progression and success. progression time points, 5) Consider whether to aim BTEC students are tending interventions at all students or to fail. only BTEC? 5) Work with JMU re data 6) Analyse HESA dropout data requirements and systems nationally by subject area and compare with institutional data by subject area.
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7) Are there any subject areas (e.g. the Arts) where BTEC does not impact on outcomes compared to A-level? 8) Further analysis of attrition is required. In particular, case studies of why BTEC students drop out. 9) What criteria are used by schools to decide if pupils will take BTEC or A–levels, and do BTECS and A-levels differentially reflect academic potential? 10) Where there are no subject requirements, entry qualifications are simply evidence of aptitude for study. Articulate how we might measure this (aptitude) more effectively through means other than BTEC, Access or A- level qualifications. c) Entry criteria 1) Ask for A-level in the subject 1) Examine BTEC versus Access 1) If admissions are required to area but consider also programmes, including subject verify GCSE results, (currently accepting other A-level differences in attainment self-reported), there will be subjects where students are 2) Consider the evidence for significant additional resource strong academically. adding in interviews as part of required. 2) Offer Carmel College (Year 0) the admissions process. as an option to some BTEC 2) Staff time required for students. interviews.
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3) Ask for five GCSEs’ including English and maths from all 3) Resource intensive for BTEC students, admissions tutors but could 4) Much better knowledge of save work in the longer run if it BTEC content is required at is a better discriminator of subject level to be clear about student ability. what modules are required to prepare adequately for HE. 4) Staff time may be offset by 5) Extend the requirement for reducing the time that specific modules to be studied academic staff spend with where appropriate for specific students who fail to progress. programmes. 6) In some subject areas, request an essay submission as a way of assessing critical skills prior to admission. 7) Seek partner institutions who can help to select the most able BTEC students (suggest CoLC as is being developed in The School of Life Sciences). 8) Maths test in S and E is a large resource for a small gain. This should be reviewed. d) Additional 1) Make attendance on a entry conditions foundation course a for BTEC requirement for BTEC students students who are accepted at UoL. e) Ensure any 2) Promote applications from 1) Examine how many UCAS 1) HSS has an individual changes to entry Access students -provided the points BTEC students bring approach to assessing BTEC criteria do not evidence suggests that they into the university and the applications which has resource implications,
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Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017 impact on perform significantly better potential impact on University particularly if the volume of admissions targets than BTEC students. ratings if numbers were to fall. BTEC applications increase. 2) Consider carefully how we 2) Admissions tutor training may should address the tension be required. between growth in student numbers and changes to entry requirements. This relates to the subsidiary question raised above. 3) More data analysis required to compare BTEC and Access requirements. In terms of impact on WP, identify what proportion of all WP intake, BTEC students represent, to give an estimate of the effect of any changes to entry criteria on WP proportions. f) Raise awareness 1) Consider collaborating with of the limitations other universities and colleges of BTEC as an to impact on school / college entry qualification subject and exam choices. for HE 2) Consider raising the issues of BTEC qualifications both locally and nationally to feed into policy development. g) There is a need 1) Be transparent about which 1) Need better monitoring of for consistent and BTECs are acceptable and for GCSE attainment at transparent which programmes. admissions stage and to Information, 2) Consider website provision continue to encourage Advice and similar to that of University of
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Review of BTEC as an entry qualification at The University of Liverpool Pre-workshop report Stanistreet et al. February 2017
Guidance on the Birmingham’s BTEC attainment at an acceptable website and in webpages. grade. The UoL 3) Add Diploma and Subsidiary admissions Diploma to entry requirements prospectus on the website. 4) Work with local schools and colleges to inform them of new admissions criteria. 5) Provide IAG packs for local FE colleges so that students are better informed. 6) Make expectations of university study clear to students via outreach work. h) New BTEC 1) No decisions made now should 1) Identify at subject level qualification be extrapolated to 2018 entry whether the revised BTEC specification and assessments are likely to be more robust.
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Table 13: What can UoL do to support BTEC students in their transition to university and during their time at university to ensure student success? Theme Recommendations Questions that require Resource implications addressing a) Review of 1) Carry out an Equity audit Staff time pedagogical across the education strategy. approach 2) Encourage wider Guild opportunities to increase sense of belonging among WP students 3) Increase the focus on social integration within the education strategy 4) Increase diversity of staff and students across the institution 5) Use co –curricular activities as a means of encouraging engagement 6) Consider staff training requirements b) Pre-entry 1) Provide Vital modules that Resource implications of this could be support cover all required prior large depending on scale of changes. knowledge (useful for all students) Academic staff time for additional 2) Provide an online pre-entry support preparation programme 3) Allocate mentors prior to entry for pre-entry contact How much resource do we want to c) Transition 1) Introduce transition or study 1) Focus groups to identify deploy on supporting BTEC students? support skills modules into the barriers to adapting to HE (See main question posed above).
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curriculum for all students with 2) Explore existing models of non-traditional qualifications. good practice from elsewhere 2) Explore and articulate the especially in relation to pre- advantages of Access course and ongoing programmes over BTEC, then programme support. offer additional support to bridge the gap between the two. 3) Utilise / adapt current Go Higher and Continuing Education provision to provide BTEC students with an academic skill set 4) Programme events during welcome week aimed at improving induction 5) manage student expectations 6) Provide case studies of successful BTEC students 7) Include critical thinking and essay skills as part of the Y1 Semester 1 modules d) Ongoing 1) Buy the Skills4Study library support package 2) Make it a requirement for students to use support available 3) Increase pastoral and academic support (see pilot project in HSS).
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4) Improve existing academic advisor (personal tutor) system. 5) Ensure a robust peer mentoring system.
Next steps
The tables cover a broad range of ideas, each with varying resource implications. The next stage is to identify which of the recommendations in the table we wish to take forward and then to integrate these with the recommendations developed from the evidence review. In addition, it will be important to identify what is most manageable in relation to short, medium and long-term goals. The development of recommendations will be overseen and PVC for Education Gavin Brown and a small team who participated in the main report.
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References
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Appendix 1: BTEC Level 3 Extended Diploma as an entry qualification by Programme and Faculty
Authors: H Aspinall, G Howes and D Stanistreet
Table 14: BTEC Level 3 Extended Diploma as an entry qualification by Programme and Faculty
Health and Life Sciences
School of Dentistry Programme BTEC as entry qualification Rationale / evidence Admission (from website) lead Dentistry BDS BTEC level 3 not accepted See Medicine Lyn Jones (A201)
School of Health Sciences Programme BTEC as entry qualification Rationale / evidence Admission (from website) lead Nursing BTEC National Extended Diploma (Multi- Some years ago, the School of Health Sciences (SHS) Vicky (B700) Professional Cadetship only) made a decision not to accept BTECS following an ad Thornton hoc review of progress of students with alternative (Overall SHS Applicants must achieve a minimum of qualifications, which indicated that these students needed admissions DDD overall and 120 out of 180 modules at extra support and that attrition was slightly higher than A- lead) Distinction at the end of their second year. level students. However Jeremy Hunt then brought in the idea of pre-experience and the Cadetship BTEC offered a BTEC Subsidiary Diploma qualification that was rigorous enough to accept. At that We will only accept one Subsidiary point, it was offered by a number of FE colleges but more Diploma at a minimum of Distinction. recently, it has become much less common. BTEC Applied Science will not be considered. This must be accompanied by In Sept 2015, the admissions lead asked all programmes two A-Levels at Grade B. The A2 subjects to reconsider their BTEC decisions. It was decided that
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must include a Biological Science. In total SHS would maintain the status quo until the first cohort between the two qualifications, three of students have gone through the new BTECS (Sept separate subjects must be taken. Along with 2018). So across the 6 programmes everyone will accept 5 GCSE subjects at a minimum of grade the new BTEC from Sep 2018 B/C. English Language, Mathematics and Science MUST be offered at Grade B or SHS have also looked in detail at the module above. specifications. All programmes will accept Health and Social care and Physiotherapy will also accept Sports Science. Radiotherapy, Orthoptics and Nursing will probably also accept applied or medical science. No other subjects will be accepted. SHS will also ask for certain grades in certain modules. It is anticipated that some students will require extra support but no more than an access course would require.
SHS also offer a study skills module, which is particularly useful. The students submit a formative assignment and this is thought to make a huge difference as they get to grips with academic writing right from the outset. Students also take advantage of the Know How module, but specifically, the bespoke relationship with the academic advisor is seen as key to monitoring progress and support required.
Occ. Therapy BTEC SUBSIDIARY DIPLOMA - We will (B920) only accept one Subsidiary Diploma at a minimum of Distinction. In addition two A2 Levels at a minimum of Grade B. One of which should be an A2 Level in Health & Social Care, Biology, Psychology or Sociology. GCSE requirement 5 Grade A to C.
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Do not accept BTEC Applied Sciences or BTEC National Extended Diploma Orthoptics BTEC SUBSIDIARY DIPLOMA (B520) We will accept one Subsidiary Diploma at a minimum of Distinction. This must be accompanied by two A-Levels at Grade B. The A2 subjects must include Biology. In total between the two qualifications, three separate subjects must be taken.
The BTEC National Extended Diploma in Health and Social Care will be considered at Grade D*D*D* in addition to 5 GCSEs at Grades A* - C.
The BTEC National Extended Diploma in Applied Science will be considered at D*D*D* with an AS in Biology at grade B in addition to 5 GCSEs at Grades A* - C. Physiotherapy BTEC Subsidiary Diploma (B160) (in addition to the above GCSE requirement) We will only accept one Subsidiary Diploma at a minimum of Distinction. This must be accompanied by two A2 Levels at Grade A and B. The A2 subjects must include Biology, Human Biology or PE.
Do not accept BTEC Applied Sciences or BTEC National Extended Diploma
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Diagnostic We will only accept one Subsidiary Radiography Diploma at a minimum of Distinction. This (B821) must be accompanied by two 2 A levels at grade B to include a biological science.
Do not accept BTEC Applied Sciences or BTEC National Extended Diploma. Radiotherapy BTEC SUBSIDIARY DIPLOMA (B822) (including the above GCSEs): We will only accept one Subsidiary Diploma at a minimum of Distinction. This must be accompanied by two A Levels at Grade B. The A level subjects must include Biology, Human Biology or Physics. In total between the two qualifications, three separate subjects must be taken.
BTEC APPLIED SCIENCE WILL NOT BE CONSIDERED.
BTEC NATIONAL EXTENDED DIPLOMA Health & Social Care or Applied Science/Medical Science will be considered.
Applicants must achieve a minimum of DDD overall and 120 out of 180 modules at Distinction at the end of the second year, ALONG with 5 GCSE subjects at a minimum grade C English Language, Mathematics and Science MUST be offered
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School of Life Sciences
Programme BTEC as entry qualification Rationale / evidence Admission lead (from website) Biological DDD in a relevant subject with at least 120 We have been concerned that the performance of BTEC Alan McCarthy Sciences Level 3 credits at Distinction. students in the School of Life Sciences, is significantly (C100) poorer than that of traditional students. For 2015, the mean Relevant subjects considered include: mark for BTEC students at the end of Year One was 47.7% Biochemistry Applied Science with relevant units in whereas for A-level students, it was 66%. Further, only (C700) Biology and Chemistry. 38.3% (n=18) of BTEC students from the last two cohorts scored 50% or over in their end of year one exams. Bio-Vet If the BTEC you are taking is not listed Specifically, we have been seeking to understand whether (D900) here, please contact us to check its BTEC student performance is a result of a) students being acceptability for this programme. ill- prepared for HE, or b) whether many BTEC students Genetics do not have the necessary potential to achieve a degree in (C400) Please note that BTEC Animal Care, HE. In order to explore this further, we have carried out Molecular Animal Management, Forensic Science, the following; biology ad Medical Science, Health & Social Care, Bio- Horse Management, Countryside Improving student preparedness - We have developed technology Management, and Fish Management are not an initiative similar to the Scholars’ programme to support (C720) acceptable for this programme. BTEC students in their transition from City of Liverpool College (CoLC) to UoL. This involves working closely Pharmacology with CoLC during the two year transition period, and (B210) providing additional tutorial and pastoral support for students once they commence studies at UoL. Physiology (B120) We are reviewing BTEC qualifications to identify which qualifications have deficits in specific topic areas so that Tropical students can receive focused tutoring where their Disease knowledge base is less robust than that of the traditional students.
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Biology (C111) We are carrying out qualitative work with BTEC students during year one of their studies to gain an understanding Zoology of how they experience the transition to HE with a view to (C300) making recommendations to improve student experience and therefore attainment.
Changes to admission criteria - We are examining the option of a change to admissions criteria. However to date, there does not appear to be a specific trend in those students who complete Year One successfully and those who do not. Being female, having 5 GCSE’s, or 5 GCSE’s including Maths and English, number of UCAS points, or having a BTEC plus A1 or A level did not predict a pass at the end of first year in the small sample we analysed. The only predictor variable of borderline significance was POLAR 3 (as a categorical variable; 1and 2 vs 3 to 5), p = 0.069. In other words, BTEC students who failed Year One were more likely to come from Low Participation Neighbourhoods, so it is clearly a WP issue. However, the numbers of students included in analyses were small and it cannot be assumed that trends are similar in all subject areas.
Marine D*DD in a relevant subject with at least 120 Biology Level 3 credits at Distinction. (C160)
School of Medicine Programme BTEC as entry qualification Rationale / evidence Admission lead (from website)
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MBChB Not accepted We are looking for applicants for the medical programme Fiona Watson (A100) who are academically extremely strong. There is no history of taking vocational qualifications directly on to the five year programme but given that they appear to struggle on other programmes it would possibly be a significant risk to progression. We also need to consider the competitive nature of the programme. Of the applicants who applied to us this year the majority of them meet the minimum academic criteria. i.e. they are likely to get 3 A grades- only about half of these applicants get interviewed and of them about a quarter end up on the course. Thus we are unable to take many able applicants from very diverse backgrounds so there is an argument that to turn these students away while taking risks on BTEC students might be not in the university’s best interests if progression is to be part of the WP agenda. Taking BTEC students into a Foundation programme is a different issue but again for some it would become the ‘back-door route’. We should not underestimate the academic requirements of the medicine programme.
School of Psychology Programme BTEC as entry qualification Rationale / evidence Admission lead (from website) Psychology BSc BTEC level 3 Extended Diploma DDD with It is unknown how BTEC students perform in comparison Judi Smith (C800) 120 out of 180 credits at Distinction to traditional students. The system does not allow the Not specified teaching staff go back and check on entry requirements.
School of Veterinary Sciences Programme BTEC as entry qualification Rationale / evidence Admission lead (from website)
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Veterinary Edexcel Level 3 Extended Diploma in The Vet School currently do not accept City and Guilds Gail Leeming Sciences (D100) Animal Management with DDD overall plus (C and G) in animal management but are looking at the an AS level grade B in Chemistry. new C and G curriculum, and assessment methods. Quite a few colleges are changing to C and G so it could be an issue in the future. The School would be reluctant to provide any additional sessions because the course is so full in the first semester. There are very few students admitted with BTEC as many don’t have the AS chemistry requirement and under the new A level system, there could be even less. Also, because the numbers are so small, it is difficult to draw conclusions on progress. The Vet School also admits students from access programmes and has started to do some analysis on their performance and found they have a higher resit rate
The Royal Veterinary College accept BTEC as do Bristol who also require A level chemistry. No other schools accept BTEC. For the Vet School, it hasn’t really been a particular concern due to the A level Chemistry requirement.
Faculty of Science and Engineering
School/Department BTEC entry requirement Comments Recruitment/admissions Degree programme lead Chemistry D*DD BTEC students generally struggle both with Dr Heike Arnolds BSc Additional entry exam Maths content and with written exams. Students can transfer from BSc to MChem subject MChem Not accepted to satisfactory performance.
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There were no BTEC students in the 2016 graduating MChem cohort Maths BSc D*DD plus Grade A A-level Maths The BTEC extended diploma usually requires Dr David Lewis D*DD, with 60 Maths credits and 120 in other subject areas. This is an attempt to frame, as closely as possible, the standard three A Levels offers we make to the majority of applicants. Typically we don’t get many applicants entering Maths with these qualifications (<10), so it would be difficult to draw any definitive conclusions MMath D*DD plus Grade A A-level Maths about their performance vis-a-vis A Level students based on such small sample sizes. My impression is that they do much better than the small numbers of Maths LIC students we have to take. I would still want the flexibility to make offers based on these qualifications and so would be reluctant to see them withdrawn. Physics D*DD including 18-20 credits We accept BTECs for Physics as long as there is Dr David Hutchcroft BSc distinction in Maths sufficient Physics and Maths at Level 3. The Considered alongside A-levels rationale is that if we believe level 3 qualifications should be a similar academic level to A-levels and then it is just requiring a similar amount. Normally I'd ask for 18-20 credits at Distinction D*DD including 18-20 credits for Maths and the same for Physics. We have too MPhys distinction in Maths few people with those qualifications to have good Considered alongside A-levels stats on. If they are as well prepared as A-level students, I know many of the students on this route do well though. Computer Science BSc D*DD plus Grade B in AS Maths We do have subject requirements in some Dr Danushka Bonegalla
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programmes such as G400 (AS-level Maths B). Most of our competitors in the Russell Group do accept BTEC at similar or above requirements (sometimes combined with one A-level grade). Therefore, I assume this would be the rationale for our policy.
During my period as the admissions tutor (2016 MEng D*DD plus Grade B in AS Maths Jan onwards), I have not noticed any particular issues with applicants entering with BTEC qualifications in our programmes. However, there have been some concerns raised by the colleagues regarding the level of maths taken. As AS-level is being phased out, there is a question as to what would replace the maths subject requirement for BTEC applicants. EEE D*DD plus Distinction in Level 3 In EEE, of 14 BTEC students starting in 2013, Dr Waleed Al-Nuaimy BEng Further Maths for Engineering only 4 remain, and only 2 of these progressed Technicians without re-sits. In 2016-17, new Maths modules for BTEC and other non-A-level students have been introduced D*DD plus Distinction in Level 3 in EEE. These modules include a series of mini- MEng Further Maths for Engineering exams to give students practice in formal exams. Technicians Out of 13 BTEC students, 6 failed the semester 1 module, and three achieved a mark of >70%. School of Engineering BEng D*DD plus Distinction in Level 3 Our current policy is that all applicants (not just Dr David Dennis Further Maths for Engineering BTEC, but also Access students etc) who do not Technicians take A-level Maths, are required to sit a maths Additional Maths entrance test test. If they do not pass (>60%) then they do not get an offer. This policy was introduced many
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years ago because it was noticed that the BTEC students (who were at that point being accepted on their BTEC grades alone) were struggling terribly with the mathematical subjects within the degree programmes.
Nowadays we test up to around a hundred BTEC applicants every year and only a handful ever pass the test, i.e. the failure rate is >90%. This practically means we do not accept BTEC applicants as so few ever pass the test. The test is not at all difficult (easier than A-level Maths) and so we are reasonably convinced that the BTEC applicants are generally not suitable for our programmes.
We do not hold the BTEC qualification in complete contempt however, as it is just the Maths that presents the problem. We view an applicant with a BTEC plus a B grade (or above) in A-level maths as a strong student, who we would certainly be happy to accept. Recently we have been promoting this combination of qualifications on Open Days etc, particularly encouraging those doing (or considering) a BTEC to combine it with a Maths A-level.
Given the large workload that the testing adds, not just to Engineering staff (hosting tests, marking etc) but also the administrative staff (invitations and arrangements of tests) it would be desirable if we could move to the position that the BTEC was
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only acceptable alongside A-level Maths, completely removing the need for us to do any testing. This would have very little impact on our student numbers because so few applicants pass the test now anyway and it would make a lot of people's jobs much easier. MEng Not accepted Earth, Ocean and Ecological Science BSc DDD or D*DD MESci Not accepted Students can transfer from BSc to MEnvSci subject to satisfactory performance Geography & Planning BA DDD or D*DD For Planning, BTECs actually offer a closer match, in terms of subject matter, than traditional MPlan D*DD A-levels and thus provide a clear route of progression.
Faculty of Humanities and Social Sciences School of the Arts - Dept/Subject Area BTEC as entry qualification Rationale / evidence – comments from the department School (from website/essentials Admissions lead guide) Kenneth Smith Architecture DDD with 120 out of 180 Some work has been undertaken (Arts L&T symposium in 15/16) credits at Distinction. looking at student performance from different entry routes, drilling down to the individual module performance in BA Architecture first year. This level of detail is required to highlight how BTEC [and other qualifications] are equipping students with particular skills.
For example, we’ve identified that students who take Art and Design BTEC perform similar to the average, but those with
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Construction BTEC do not - with the caveat that we need more data collection, and we don’t have the full picture of the entire degree. We ask for a portfolio from applicants, but we don’t always reject people outright.. Unfortunately low portfolios scores are ignored at confirmation stage and we often admit students with borderline portfolios. In response to our findings, we are now a 'little more stringent' with portfolios from BTEC applicants without Art." Communication and BTEC applications are All BTEC triple award applications are referred by the Media Media encouraged. We evaluate each Communications admissions teams for academic consideration. BTEC application on its In most cases, we request a sample of existing coursework from merits and applicants, to demonstrate their critical/ analytical skills; we also may make offers at DDM, offer to set them an essay question, although this is rarely taken with 100 out of 180 credits at up by applicants. About 75% of the applicants contacted, submit Distinction. coursework on request; of these, about 75% demonstrate sufficient evidence of critical/ analytical abilities to be given an offer at ABB. Communicating directly with students in this way can be beneficial in building up a relationship between applicants and the department. We assume that the 25% who don’t respond probably had little genuine intention of coming to Liverpool.
There are occasional exceptions to this: In a few cases, there is overwhelming evidence that an applicant warrants an offer at DDM without further evidence, so such applicants are not contacted. Where BTEC triple-award applicants are also taking an A-Level or a similar non-vocationally-based qualification, we will usually not contact but make a tailored offer on the basis that the other qualification can evidence their academic ability.
We are conscious that we shouldn’t accept *all* BTEC students who obtain DDM, especially in strongly practical/ vocational areas. E.g. BTEC Media Production can reward students who are
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critically very weak but have good production or editing skills. But many of its applicants do demonstrate that they are critically very strong.
It is important to keep in mind that, while some students may be encouraged to take BTECs because it is considered that they are less academically-suited to A-Levels, there are plenty who do so simply because of restricted choice. E.g. Many BTEC Media students take it because A-Level Media Studies is simply not available to them, so they are not necessarily less academically able than those who are fortunate enough to have A-Levels available to them. English Applications encouraged. BTEC in a humanities-related subject plus A level English at grade A required Music Applications encouraged. Applications are considered individually by the admissions tutor BTEC applications are who assesses their suitability for a particular academic pathway encouraged. We evaluate each based on BTEC, UCAS form and may request further evidence to BTEC application on its look at (an essay, for example). merits and may make offers at DDM, with 100 out of 180 Colleagues in Music have not detected any obvious correlation credits at Distinction. between BTEC entrants and exit-qualification. It is true that BTEC entrants sometimes find the immediate transition more challenging (in academic/written areas), but, normally, the non- qualifying Yr-1 tends to level things by the end of the year, and BTEC entrants tend to select modules (Performance, Tech, Industry etc.) that they are, in any case, well suited to.
Philosophy Applications encouraged. BTEC applications are encouraged. We evaluate each
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BTEC application on its merits and may make offers at DDM, with 100 out of 180 credits at Distinction.
School of Histories, Languages and Cultures Dept/Subject Area BTEC as entry Rationale / evidence School qualification Admissions (from lead website/essentials Vacant guide) ACE Applications History encouraged. BTEC MLC applications are Irish Studies encouraged. We Politics evaluate each BTEC application on its merits and may make offers at DDM, with 100 out of 180 credits at Distinction.
School of Law and Social Justice Dept/Subject Area BTEC as entry Rationale / evidence Admission qualification lead (from Andrew Kirton website/essentials guide)
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Law DDD with 120 out of 180 credits at Distinction. Sociology, Social Policy & DDM with 100 out of Criminology 180 credits at Distinction.
School of Management Programme BTEC as entry Rationale / evidence Admission lead qualification (from website/essentials guide) All programmes Students offering BTEC The rationale is to have students who have relevant foundations Liz qualifications must have to successfully undertake their studies in ULMS. Many of the Crolley/Gianluigi obtained BTEC in a BTEC students that we see at progress meetings are those with Giorgioni business-related subject. non-Business related backgrounds.
Accounting and Applications The rationale is to make sure that only students equipped with Finance/Accounting and considered. BTEC academic skills are accepted onto these programmes as there is Finance with year in industry Diploma at D*D plus evidence that these students struggle in their studies, some (N400/N401) one A level at a failing Year 1. minimum grade of B. Business Economics/Business Or BTEC Extended In Business Economics, out of the three BTEC students recruited Economics with a year in Diploma at D*DD plus in 2013, none managed to reach the final year and graduate. industry one (LN11/LN12) A level at a minimum Unfortunately, because of the way the University stores data it grade of B. BTEC is not possible to provide empirical evidence on the retention and Economics/Economics with a applicants without an A progression of students. Student details are stored according to year in industry level should apply to their tariff score rather than their entry qualification by the (L100/L101) N100, N120 or N500. university for the purposes of HESA. Therefore, any review that involves looking at what happens to students with a particular
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entry qualification has, unfortunately, to be carried out manually. Attempts to establish whether these students were predominantly WP students also failed as TULIP does not identify this category.
However, we do have evidence that BTEC students, despite entering with a high tariff (BTEC D*D*D is equal to 420 UCAS points the same as AAA), are, in fact, weak in terms of added value (i.e. the proportion of first class and / or 2:1 degrees). The evidence for this can be provided.
All other programmes D*D*D
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Appendix 2: BTEC admission practices of UoL’s main competitors
Author Deonne Hill
This table compares the approach and admissions criteria for BTEC Students at the University of Liverpool and at nine of its competitors. Two contrasting subject areas have been chosen for comparison at the ten institutions: Business studies and Life Sciences (Biomedical Sciences and Physiology).
Table 15: Admissions criteria for BTEC Students at the University of Liverpool and at nine of its competitor institutions
Dedicated Business-related subjects Life Sciences subjects support/information for BTEC students: University of None found on Business Management Biological and Medical sciences Liverpool webpages. BTEC Level 3 Extended Diploma: D*D*D BTEC Level 3 Extended Diploma: DDD in a relevant subject with at least 120 Level 3 credits at Distinction. Relevant subjects considered include: Applied Science with relevant units in Biology and Chemistry.
Some BTEC subjects are excluded.
Human Physiology BTEC Level 3 Extended Diploma DDD in a relevant subject with at least 120 Level 3 credits at Distinction. Relevant subjects considered include: Applied Science with relevant units in Biology and Chemistry.
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Some BTEC subjects are excluded.
University of Dedicated webpage for Business Management Biomedical Sciences Birmingham BTEC students, which BTEC Extended Diploma in Business is BTEC Extended Diploma, Diploma and includes support videos accepted with grades DDD, other BTEC Subsidiary Diploma not accepted. for academic writing, subjects are considered on a case-by-case revision, exams and case basis. studies of BTEC students who have gone BTEC Diploma in Business accepted in on to study at the combination with an acceptable A level. University. BTEC Subsidiary Diploma in Business http://www.birmingham. accepted in combination with two ac.uk/undergraduate/pre acceptable A levels. paring-for- university/btec/index.asp Required subjects and grades: x GCSE Mathematics and English at grade B
Skills 4 Uni online support module http://www.skills4uni.bh am.ac.uk/
FAQ’s including some for BTEC students http://www.birmingham. ac.uk/undergraduate/pre paring-for- university/btec/btec- faqs.aspx University of None found on Management Human Physiology Leeds webpages.
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Whichever Level 3 BTEC qualification you Applicants with BTEC qualifications (Diploma are currently studying, if the degree you are or Extended Diploma) are required to have A2 interested in requires AAB at A-level please level Biology. (Maths, Chemistry and Physics contact the Admissions Team. may be acceptable alternatives depending on the BTEC subject). For the BA Management programme (ONLY) we will accept the BTEC Distinctions in the BTEC Extended Diploma in Business with subject and an A or B grade (BTEC subject Distinction*, Distinction*, Distinction* dependent) for the A-level subject are required. (an academic A-level is not required). Applicants with BTEC Subsidiary Diploma qualifications must have at least 2 A2 levels and at The equivalences for degrees requiring least one of these must AAA at A-level are stated below: be in Biology.
BTEC Subsidiary Diploma (6 Units) GCSE: Typically Grade B or above at GCSE Applicants offering a BTEC Subsidiary Maths and Grade C or above at GCSE English. Diploma (6 Units) must obtain a Distinction having studied this qualification alongside 2 A-levels at Grade A (a minimum of 1 academic A-level is required; excluding General Studies and Critical Thinking).
BTEC Diploma (9 Units) Applicants offering a BTEC Diploma (9 Units) must obtain Distinction, Distinction having studied this qualification alongside 2 A-levels at Grade A (a minimum of 1 academic A-level is required; excluding General Studies and Critical Thinking).
BTEC Diploma (12 Units)
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Applicants offering a BTEC Diploma (12 Units) must obtain a minimum of Distinction, Distinction having studied this qualification alongside 1 academic A-level at Grade A (excluding General Studies and Critical Thinking). Please note at least 6 Units must be in a Business related subject. For applicants offering 12 Units in non- business related subjects we will require 2 A-levels at Grade A to have been studied alongside this qualification (minimum of 1 academic A-level is required; excluding General Studies and Critical Thinking).
BTEC Extended Diploma in Business (18 Units) Applicants offering the BTEC Extended Diploma in Business (18 Units) must obtain a minimum of Distinction, Distinction having studied this qualification alongside 1 academic A-level at Grade A (excluding General Studies and Critical Thinking).
BTEC Extended National Diploma in Non- Business (18 Units) Applicants offering a BTEC Extended Diploma in a subject other than Business (18 Units) must obtain 1 Distinction having studied this qualification alongside 2 A- levels at Grade A (a minimum of 1 academic A-level is required; excluding General Studies and Critical Thinking).
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GCSE: Mathematics grade B and English Language grade B or equivalent, or an appropriate English language qualification.
University of None found on Business Studies Physiology Manchester webpages. BTEC Level 3 Extended Diploma: BTEC BTEC Extended Diploma: not considered for 180 credit Extended Diploma at Distinction entry onto this course. Applicants undertaking / Distinction / Pass, plus one A level at a BTEC Subsidiary Diploma in a non-science grade A from the list below. The BTEC subject alongside 2 science A levels with subject will be taken into consideration minimum grades of AB may be considered. when making a decision. Biomedical Sciences BTEC Level 3 Diploma: BTEC 120 credit BTEC Extended Diploma: not considered for Diploma at Distinction / Distinction, plus entry onto this course. Applicants undertaking one A level at grade A from the list below. a BTEC Subsidiary Diploma in a non-science The BTEC subject will be taken into subject alongside 2 science A levels with consideration when making a decision. minimum grades of AB may be considered.
BTEC Subsidiary Diploma: BTEC 60 credit Subsidiary Diploma at Distinction, plus grades AA at A-level with at least one subject from the list below. The BTEC subject will be taken into consideration when making a decision.
Applicants taking a BTEC qualification must also be taking an A-level subject from the following list: Accounting, Anthropology, Business Studies, Economics, English Language/Literature,
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Further Mathematics, Geography, History, Law, Mathematics, Philosophy, Politics, Religious Studies, Sociology and World Development. Newcastle None found on Business Management Physiological Sciences University webpages. BTEC Level 3 Extended Diploma: BTEC Level 3 Extended Diploma: Overall DDD. Business-related subjects Not acceptable for entry to this subject. preferred. GCSE Mathematics and English (minimum grade B) required. Achievement of a minimum of five GCSE grades A*-C, or equivalent, is normally required. These must include Mathematics and English GCSE, or equivalent, at the specified grades. University of None found on Business courses Medical Physiology and Therapeutics Nottingham webpages. BTEC Business accepted with DDD – A science-based BTEC Extended Diploma: plus at least grade B GCSE maths DDD-DDM Or BTEC in Business DD plus A level grade B plus GCSE maths grade B Or BTEC in Business D plus A levels AB plus maths GCSE grade B A combination of BTECS with Business element may be considered – please contact the school directly to check requirements. Applicants with a BTEC qualification plus a Business A level – please contact the school directly to check requirements. All applicants with a combination of BTEC and A-level qualifications will be
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individually considered by the Admissions Tutor, and an interview may be required.
University of A taster day for BTEC Business Management Biomedical Science Sheffield Engineering, Applied BTEC: DDD in a relevant subject BTEC: DD in Applied Science or Medical Science and IT Science + grade A in an A-level science subject students, currently in + Interview. Year 12: BTEC in Medical Science is not accepted where http://www.sheffield.ac. A Level Biology is offered. uk/sefy/outreach Specific BTEC units are required and depend on A Level subject offered, for further details see: www.sheffield.ac.uk/bms/prospective_ug/applyin g/entry-requirements Edge Hill Webpage of case BSc (Hons) Business and Management Human Biology University studies of BTEC BTEC Extended Diploma (or BTEC Extended Diploma (or combination of students who have combination of BTEC QCF BTEC QCF qualifications) – Distinction, gone on to study at the qualifications) – Distinction, Merit, Merit Distinction, Merit (DDM); A combination of A University (DMM); A combination of A Level and Level and BTEC awards may be accepted. https://www.edgehill.ac. BTEC awards may also be accepted. uk/news/2015/03/univer sity-success-through- btec-study/ Liverpool None found on Business Studies Biomedical Science John Moores webpages. University BTEC certificate: Acceptable only when BTEC certificate: Acceptable only when combined with other qualifications combined with other qualifications •90 credit diploma: Acceptable only when •90 credit diploma: Acceptable only when combined with other qualifications combined with other qualifications •Diploma (QCF): Acceptable on its own •Diploma (QCF): Acceptable on its own and and combined with other qualifications combined with other qualifications •Diploma subjects / grades required: D*D* if studied on its own or to the total of 112
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UCAS points if combined with other •Diploma subjects / grades required: D*D* if qualifications studied on its own or to the total of 112 UCAS •Extended diploma (QCF): Acceptable on points if combined with other qualifications its own and combined with other •Extended diploma (QCF): Acceptable on its own qualifications and combined with other qualifications •Extended diploma subjects / grades •Extended diploma subjects / grades required: required: DMM if studied on its own or to DMM if studied on its own or to the total of 112 the total of 112 UCAS points if combined UCAS points if combined with other with other qualifications qualifications
GCSE or equivalents: GCSE and equivalents: Prior to starting the programme applicants Applicants must have obtained grade 4 or grade C must have obtained grade 4 or grade C or or above in English Language and Mathematics above in English Language and GCSE or an approved alternative qualification. Mathematics GCSE or an approved alternative qualification.
Liverpool None found on Business Management Biological Sciences Hope webpages. DMM - DDM at BTEC Extended DMM - DDM at BTEC Extended Diploma or 104 – University Diploma or 104 - 128 new UCAS tariff 128 new UCAS tariff points. points. In addition, qualifications must include a UCAS points offers can be achieved in science discipline to an Advanced level, plus various ways: GCSE Mathematics and Science (Dual Award) grade C (Grade 4 or above in the new grading Three A Levels with grades of BCC system) or above (or equivalent) or above BTEC Extended Diploma (QCF) UCAS points offers can be achieved in various with grade DMM ways: BTEC Diploma (QCF) with grade DM and BTEC Subsidiary Diploma Three A Levels with grades of BCC or (QCF) with grade M above
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BTEC Diploma (QCF) with grade BTEC Extended Diploma (QCF) with DM and A Level with grade of C grade DMM CACHE Diploma at grade B BTEC Diploma (QCF) with grade DM and BTEC Subsidiary Diploma (QCF) with grade M BTEC Diploma (QCF) with grade DM and A Level with grade of C CACHE Diploma at grade B
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Appendix 3: Report for the Life Sciences School Review group; Can we improve overall student quality by restricting entry routes?
Author: M Wilkinson
1a. The data. The figure below highlights the concern with the BTEC students that has developed over recent years. This poor level of performance is evident in all previous years that have been analysed. Table 1 shows the performance of one cohort over their three years at UoL. This would suggest that the problems experienced by BTEC students are not due to lack of exposure to formal exams.
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70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0 Access BTEC LIC Carmel Other A Level
Fig. 1. Year 1 performance of E2014 group.
Left hand axis is whole year 1 average % mark, all modules
Table 1. Performance of E2012 BTEC cohort through three years to graduation
1b. BTECs are a small cohort, why should we worry about it from the view of overall quality? The figure below shows that our intake of BTECs is increasing, possibly at the expense of Access to HE students. Applications from BTECs have gone up again this year.
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50
40
30 Access BTEC 20 Carmel
10
0 2012 2013 2014 2015
Fig. 2. Intake numbers for the ‘high-WP scoring’ cohorts, E- 2012 – E2015. This includes total starters for all SoLS programmes. ‘Carmel’ refers to those starting year 1 at UoL following successful completion of foundation year at Carmel.
1c. How highly do the BTECs score on WP ? Table 2 contains the WP scores for E2015 SoLS students. The E2015 BTEC cohort has a ‘good WP’ score for SEC; 35% coming from the lower SEC group, compared with just 16% for the remainder, but their effect on the School as a whole is small: 18% with them, 16% without them. The E2015 BTEC cohort has a ‘good WP’ POLAR 3 score; 42% coming from lower participation areas, compared with 25% for the remainder, but again their effect on the School as a whole is small: 26% with them, 25% without them.
Table 2. WP scores for SoLS, E2015 All non- NSSEC BTEC BTEC Total SoLS 1 to 3 12 46% 232 59% 244 58% 4 to 7 9 35% 65 16% 74 18% Unclass 5 19% 98 25% 103 24% Total 26 100% 395 100% 421 100%
POLAR All non- 3 BTEC BTEC Total SoLS High P 15 58% 266 68% 281 67% Low P 11 42% 97 25% 108 26% Non ID 0 0% 31 8% 31 7% Total 26 100% 394 100% 420 100% SEC = socioeconomic background; 4 to 7 is ‘good WP’. POLAR 3 reflects the neighbourhood in which the student is domiciled; Low P [low participation = ‘good WP’ score] means the student is from a location that has weak history of sending students to HE.
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Appendix 4 - A School of Life Sciences Case Study
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Led by M Speed
1. We have to decide what to offer BTEC applicants for 2018 more or less, this week. The School Review team proposed as follows:
Recommendation 7: Alter BTEC asking grades from DDD at Level 3 to the following: BTEC Level 3 Extended Diploma (Applied Science) is accepted only in combination with a science subject at GCE A2 level at grade B or better.
We currently say for e.g. C100:
“DDD in a relevant subject with at least 120 Level 3 credits at Distinction. Relevant subjects considered include: Applied Science with relevant units in Biology and Chemistry. If the BTEC you are taking is not listed here, please contact us to check its acceptability for this programme.
Please note that BTEC Animal Care, Animal Management, Forensic Science, Medical Science, Health & Social Care, Horse Management, Countryside Management, and Fish Management are not acceptable for this programme.
2. As part of Faculty WP I have been in discussions with BTEC teachers at City of Liverpool College, and Debbi Stanistreet has been investigating BTEC performance (help from Mark Wilkinson). There is currently a University-wide Task & Finish group looking at BTEC entrants. Ceri Coulby from Medicine has interviewed some of our BTEC entrants as part of a small research project.
3. Current performance of BTEC entrants is, on average, poor in SoLs. A Level entrants get an average of 66% in year 1, BTEC 48%. There is widespread variation though, so not all BTEC entrants do poorly here. From our Life Sciences data and Debbi’s analysis of it, there are no good predictors on whether individuals succeed or not. In these data BTEC entrants do no better than we found in the survey by Mark, Andy & Susanne a few years ago; so things are not improving.
4. If we follow the review recommendation then we will effectively shut the door to BTEC entry since very few candidates are doing A Level plus BTEC. The downsides (seen narrowly) for us are: (i) a reduction in overall application numbers, (ii) a reduction in several WP indicators, as our BTEC students are more likely to come from low participation neighbourhoods, be in Black or Ethnic Minority classifications etc.
5. So - we would need to try harder to recruit in these WP areas, and to recruit more students overall. We currently get about 100 applicants from BTEC students, but about 25 arrive here in September - so the applicant-to-student conversion rate is high (20-25%; whereas it is 14% for SoLs overall). In short, we will need to get more applicants from other sources to compensate.
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6. None the less, I think myself that we must do essentially as the Review proposes, and ask for an A Level in addition to the BTEC.
7. In my view, the cost to individuals who are here and likely to fail or underperform are very high. We know from Ceri Coulby’s research with some of our BTEC entrants that some find the experience very stressful, because they are not well prepared.
8. What I suggest, however, is that we add to the Review Recommendations is as follows:
i. “The requirement for the A Level may be waived if the applicant is from a School or College in a BTEC Entrance Partnership with the School of Life Sciences”.
Presently this means just City of Liverpool College.
9. The understanding with them is as follows: (i) CoLc staff do know which individual students are likely to succeed at UoL (some of the tutors are UoL graduates) and they will counsel students accordingly as they approach UCAS. (ii) they are happy to provide a recommended BTEC route that covers the modules we specify as necessary for entrance here.
10. Amongst the issues with BTEC currently (CoLC staff tell me) are that students have excessive choice of modules, so they can avoid ones that are essential for us.
11. I think the plan would be - CoLC is our first partner; we seek out other FE Colleges and add them in if we’re convinced that we share the same view of BTEC requirements and individual aptitude for University. We need to make better contact with local FE colleges anyway.
12. We might also include: Ii. “Students with A Levels in non-science subjects may be considered with the appropriate BTEC qualifications, please contact us for advice”.
I include this because CoLC college say that they have students changing disciplines; they have already done OK at A Level in e.g. History & English, but want a career in science. Having proven aptitude for exams already, they are motivated and able and in their experience do well in HE. There won’t be many. Comments please?
13. In relation to non-A Level entrants Our current BTEC and ACCESS entrants tell us that they would like to have web materials indicating the prior knowledge that we expect before they come here.
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Many would liked to have read-up on areas that their course omitted, or did badly. There’s some work here, but it is not huge. Comments please?
14. We will have BTEC entrants this coming year (2017), and those already with us entering second and third year. We will have to endeavour to support these individuals; some will do well, some very well. Others will struggle, suggestions for their support welcome.
15. Assuming SoLs takes this position for 2018, we should re-examine in the years after as the new BTEC structure beds in.
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A reflective checklist
1. How doacademic staff get to know students through mainstream learning and teaching approaches? 2. When do students have opportunities to work closely with academic members of staff? 3. How are students encouraged to work with and get to know each other? 4. How could learning and teaching be more student-centred, drawing on their own interests and experiences, including previous work experience? 5. Does the curriculum include real-world learning experiences that all students can participate 6. How do students develop their understanding of learning and teaching expectations, conventions and approaches to assessment? 7. How are students enabled to develop their capacity to engage in their learning experience? Does this include understanding the importance of engaging, academic skills development, and skills to work effectively with peers? 8. How is assessment used to promote interaction between staff and students, and engagement in learning?
http://www.enhancementthemes.ac.uk/pages/docdetail/docs/presentation/liz-thomas--- what-works-facilitating-effective-transitions-in-higher-education
b) The Top Up programme at the University of Glasgow
http://www.gla.ac.uk/about/wideningparticipation/supportingaccesstogeneralsubjects/t op-up/
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Appendix 6 Agenda for BTEC Review Workshop
Monday 20th February 1pm – 4pm
Lunch available from 12.30pm
Room 2.22 Top Floor Thompson Yates Building
1. Apologies
2. Introduction, and aim and objectives of the UoL BTEC Review
3. Summary of outcome of each objective by objective lead
4. Presentation of quantitative analysis of UoL progression data in relation to entry qualification
5. Defining the way forward
a) Entry requirements b) Preparing BTEC students for HE c) Ensuring student success
6. Case study – The School of Life Sciences (SoLS). SoLS will be used as a case study and participants will be asked to discuss the principles and approach being proposed in the context of the Faculties of S and E and also HSS.
7. Conclusion and recommendations
8. Next steps
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