Beyond inequality? A case study of progression, achievements and experiences of health and care workers in higher education, 2005–2011. (1st January 2013)

• Record Type: Journal Article
• Authors: Wintrup, Julie; James, Liz; Humphris, Debra
• Is Part Of: Widening participation and lifelong learning. Volume 14:Number 3(2013)
• Page Start: 172
• Page End: 189
• Publication Date: 2013-01-01
• Subjects: Adult education -- Great Britain -- Periodicals; Adult education -- Periodicals; Continuing education -- Great Britain -- Periodicals; Continuing education -- Periodicals; 374.005
• DOI: 10.5456/WPLL.14.3.172
• Languages: English
• ISSNs: 1466-6529

Abstract

During the first decade of the new millennium, the New Labour government promoted a discourse of inclusion in health and care work in two central ways: A restructured career ladder was introduced with the aim of offering advancement based on ability. The Foundation degree was introduced, as an attempt to open up access to health education in higher education (HE).This paper focuses on the latter, analysing the progression statistics of all entrants to one Foundation degree (at a research-intensive university) over six years. Two groups of students are discussed: those who attained honours degrees and professional qualifications (30% of all who continued) and those who left with no qualifications (19% of all entrants).In order to move beyond typologies that seek to correlate personal characteristics with the likelihood to achieve, we reflect on the contextual and social factors reported by students. Interviews reinforce the importance of peer support and the prospect of a professional career. The dataset examined here would suggest that the range of student voices needs to be attended to with greater sensitivity if the plurality of student perspectives and needs are not to be obscured. The data here enables a more profound consideration of what inclusion could mean.