2+2=3? A comparative study of academic attainment between FE to HE articulating students and their HE only counterparts.

Pirie, Elliot; Leith, Craig

Abstract

This study focuses on a '2+2' agreement between Robert Gordon University and several Scottish Further Education providers and tracks the progress of undergraduate students studying Events Management. The main aim of the study has been to analyse the assessment performance of the direct entry (FE-HE) students in comparison with that of continuing (HE) students. The chosen methodology was a quantitative analysis of the students’ final summative results. Analysis showed that direct entry students did not achieve as highly as their HE colleagues in majority of assessments. The actual type of assessment was seen to be a factor in this disparity, with exams and reports showing widest disparity. The research highlights the importance of recognizing the differences between FE and HE experience, and recommends steps which can be taken to addresses these differences at key stages of transition.

Citation

PIRIE, E. and LEITH, C. 2015. 2+2=3? A comparative study of academic attainment between FE to HE articulating students and their HE only counterparts. Presented at 2nd International conference on Enhancement and innovation in higher education 2015: student transitions, 9-11 June 2015, Glasgow, UK.

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: 2nd International conference on Enhancement and innovation in higher education 2015
• Start Date: Jun 9, 2015
• End Date: Jun 11, 2015
• Deposit Date: Jan 31, 2022
• Publicly Available Date: Jan 31, 2022
• Peer Reviewed: Peer Reviewed
• Keywords: Assessment performance; Direct entry students; Higher education; Further education; Quantitative analysis; Transition
• Public URL: https://rgu-repository.worktribe.com/output/1584384