We know that past learning experiences directly correlate to progress and preparedness for higher education study. But are we to accept that the adverse relationship with outcomes for different students’ entry routes is driven by academic performance at university?
There is evidence that students who enter with vocational qualifications are more likely to drop out or get a lower degree classification because of poorer academic performance. This lack of progression is alarming, and initiatives steered to increase progression opportunities that support better overall performance remain both a challenge and a strategic priority for the university sector. HESA statistics for the 2021–22 academic year show the “dropout rate” for first year students with vocational qualifications continues to increase by one percentage point across the sector year on year.
Furthermore, there remains a consistent four percentage point awarding gap between those with vocational and those with traditional qualifications. Despite their higher dropout and non-progression rates, students progressing from vocational qualifications represent a significant growing pathway into HE and many who progress, go on to graduate with at least a 2.1.
A 2022 Nuffield report on the relationship between 16-19 subject, higher education choices and graduate outcomes found “…a weakening of the relationship between entry qualifications and outcomes once comparing individuals with similar module scores.” This implies that educators have a significant part to play in ensuring approaches to setting, measuring and enhancing performance are fair and equitable. Specifically, inclusive assessment design should be central to the educational experience, ensuring all students can fulfil their potential irrespective of their route to HE.
A very particular set of skills
Ongoing work on student engagement such as this 2023 framework for inclusive and effective student engagement from QAA, has demonstrated clear benefits from creating communities that build identity and belonging though adopting inclusive approaches, enhancing student engagement, motivation and progression. Applying these principles means recognising that students entering HE from vocational routes like BTECs possess unique skills.
Through their studies they have developed hands-on learning and real-world application, giving them practical skills directly relevant to their chosen field. Additionally, they engage in self-directed projects and coursework, fostering independence and time management skills essential for managing university workloads. Many vocational courses offer work placements, providing valuable career insights that foster a professional mind-set from day one. Unlike traditional A levels, BTECs are assessed through coursework and practical assessments, helping students develop strong research, critical writing, and project management skills.
All of the above combines with a wealth of lived experience – BTEC students often come from diverse educational backgrounds – which enhances these students’ adaptability and resilience. Furthermore, the emphasis on practical achievements and continuous assessment fosters a positive mindset and a sense of belonging and community. These skills provide vocational students with a solid foundation for success in HE. So what are we not getting right?
Like many other universities, we recognise each cohort is unique and a one size fits all approach may not have sustained impact. Learning, teaching, and assessment design should provide an equitable experience for all students regardless of prior learning experiences and route into HE. We have streamlined our approaches, drawing on evidence of what is “working” to enable us to embed efficient and effective approaches to being intentionally inclusive within assessment design.
Five ways to inclusion
It’s early days, but we are already seeing improvements in the number of students that are passing all modules first time from a variety of entry routes and through approaches that celebrate and embrace the unique skillsets of all students. Through five interconnected themes we are making steady and sustained progress through exploring inclusive assessment practices and reviewing the narrative of learning.
Supporting student confidence is foundational to academic success. We have found that developing shared assessment literacies can help students recognise their capabilities and potential. This can directly speak to the unique skillset that students bring from a range of diverse routes: for example, creating Hidden Curriculum Guides that unpack unfamiliar language and concepts, drawing from past experiences to socialises the unknown so that students can feel confident in their understanding and learning journey.
Embedding effective pedagogical approaches employs a blend of student-centred and humanistic methods to create dynamic and responsive learning environments. These approaches are tailored to meet the specific needs of students. Evidence-based approaches include empowering students to bridge the gap between theoretical knowledge and practical application for life-wide learning and preparedness for the journey ahead. These examples not only integrate effective pedagogical approaches but support a range of skillsets, positioning the educational experience through empathy and compassion in developing supportive transition and orientation interventions and deepening the shared understanding of lived experiences.
Assessment diversity and timely feedback are crucial. Our commitment to inclusive assessment practices creates space where all students can demonstrate their knowledge and skills effectively. Through co-created integrated approach to inclusive assessment, we have produced a set of inclusive assessment and feedback principles: clear, understood, authentic, robust and personalised.
Creating a sense of belonging is vital for student engagement and retention. Inclusive classroom environments that celebrate diversity and foster community connections help students feel valued and supported. Harnessing the practice elements will bring a newfound confidence to the forefront of the learning experience. Flipping the classroom, so students have a more meaningful experience creates a sticky campus, and a strong sense of togetherness which particularly suit students that have entered HE via a vocational route. Initiatives such as peer mentoring and collaborative projects have been successful in creating a welcoming and inclusive atmosphere.
Recognising and valuing the diverse entry backgrounds of students not only enhances learning but also promotes equity and inclusion by drawing on the value of their individual learning experiences to enhance their learning journey. We identified the need for targeted support mechanisms that bolster student confidence during the transition to and through HE. Our emphasis on the importance of diverse pedagogical approaches, inclusive assessment practices, and feedback mechanisms provided solid foundations.
Learning from programme teams about what works to maximise real-world learning from current practice is essential to building trust. Our five-phase approach provides a scaffolding based on our unique learning journey. The challenge remains for us as a sector to address and share knowledge holistically, which draws from evidence-based practice with the aim of enhancing student outcomes. Working collegiately with the student body, this is both an urgent and important issue to address with the growing number of students joining universities from vocational routes. There is a government push to increase capacity for vocational routes in HE and so if universities are to stay relevant in this space, there is an urgency to find solutions, learning from programme leaders who are passionate and best placed to know students. Together and collaboratively, we can drive forward real intervention with sustained impact, it matters for student success.
For more about the authors’ work to create inclusive learning environments see the special editions of Innovative practice in higher education and Pedagogy collating evidence shared at our learning and teaching festivals in 2023 and 2024.
