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.
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.