Can the positioning of Foundation Degree Art and Design in Further Education Colleges support progression into Higher Education for non-traditional students?

Coffey, Yvonne 2024. Can the positioning of Foundation Degree Art and Design in Further Education Colleges support progression into Higher Education for non-traditional students? EdD Thesis, Cardiff University. Item availability restricted.

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Abstract

This study aims to understand if placing a higher education arts foundation degree in a further education art and design department supports non-traditional students’ progression to degree level study. The focus of the research is to understand the lived experience of non-traditional students and to explore influences on their consideration of higher education as something for them. Drawing on an interpretivist epistemology and qualitative approach, the data was gathered from semi-structured interviews with twelve alumni across six cohorts of foundation degree graduates, four in-post artist/tutors and three recently retired artist/tutors in the context of an art and design department within a Welsh further education (FE) college. The study has drawn on Lave and Wenger’s (1991) situated learning concepts and Wenger’s (1998) development of communities of practice to understand the social embeddedness of identity reconstruction and decision-making in progression journeys to higher education. Theoretical insights from Bourdieu (1977, 1984) provide perspective on excluding forms of capital and habitus. The study also draws on Bernstein’s (1971, 2000) theory of the strategic distribution of resources and their conversion within educational settings determining social hierarchies. The role of artist/tutors’ dual professional identity within the further education institution art and design department is analysed to consider the influence this has on pedagogising language as realised through Bernstein’s understanding of horizontal and vertical discourse. In doing so the study has considered the impact this has on non-traditional students’ identity reconstruction and development of horizons for action and the opening up of possible futures. Non-traditional students’ perceptions moved away from feelings of insecurity, viewing higher education as being beyond their capabilities, and moved towards seeing progression as possible and realistic. The study shows the significance of the proximity of foundation degree students to cohorts working at lower levels, enabling them to become part of a rich community of practice. It was seen that this proximity increased non-traditional students’ confidence and agency in decision-making to progress to higher education. The main recommendation of this study is that institutions, when reworking spaces and upgrading campuses, recognise the role of tutors’ dual professional input and the development of communities of practice and provide the right environment and logistical support to allow these to flourish.

Item Type:	Thesis (EdD)
Date Type:	Completion
Status:	Unpublished
Schools:	Social Sciences (Includes Criminology and Education)
Subjects:	H Social Sciences > H Social Sciences (General)
Date of First Compliant Deposit:	18 December 2024
Last Modified:	07 Jan 2025 09:32
URI:	https://orca.cardiff.ac.uk/id/eprint/174797

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