ESRC Research Seminars Project: HIVE-PED CLE research and development projects

The Seminar Series is focused on the important field of study around higher vocational education and pedagogy (HIVE–PED). The Seminars are designed to bring together researchers from universities across the country and overseas.

Economic & Social Research Council

ESRC Research Seminars Project: 'HIVE-PED: Higher Vocational Education and Pedagogy in England 2013-16'
Principal investigator – Professor Jill Jameson
Funded by the ESRC Research Council

About the seminars

The ESRC HIVE-PED Seminar Series is now entering its third year.  The Seminar Series is focused on the important field of study around higher vocational education and pedagogy (HIVE–PED).  The Seminars are designed to bring together researchers from universities across the country and overseas.  The HIVE-PED project is about organising and delivering nine expert research seminars and related research events to foster debate around three overarching research themes of parity, progression and social mobility in higher vocational education.

HIVE-PED Partners

The HIVE-PED partnership involves professorial, academic, policy-making and practitioner representatives from the UK nations, European and international partners, including colleagues from Denmark, the 23 country member network of TTNET CEDEFOP, Australia, South Africa and the USA.  The Academic Strategic Planning Group chaired by Professor Jameson includes academics from the UCL Institute of Education, the University of Birmingham, the University of Huddersfield, King's College London, Birkbeck College University of London, the University of Southampton, the University of Sheffield, the University of Warwick and the University of Wolverhampton.  The seminars build on prior research in the ESRC LLAKES and TLRP projects, on research reports from HEPI, HEFCE, SRHE, CEDEFOP and elsewhere from the UK, Europe and from international partners.

New HIVE-PED research on progression to Highe Education in 2015

The HIVE-PED project is linked with research into progression to higher education for 'non-traditional' entrants.  The HIVE-PED research team from the University of Greenwich's Centre for Leadership and Enterprise in the Faculty of Education and Health includes Professor Jill Jameson, Sharon Smith and Hugh Joslin.  Three research reports on progression to higher education have been published in 2015 and can be downloaded using the hyperlinks below.

Progression of College Students in England to Higher Education

BIS Research Paper 239

This research paper published by BIS in September investigated the progression to higher education of students from all the Further Education Colleges and Sixth Form Colleges in England.  It found that colleges provide a vital 'second chance' to enter higher education for those students who do not achieve their potential at school.  The study tracked over 1.8 million students from colleges in England between 2008 and 2012. It found that nearly 795,500 (43%) of these students entered higher education and of these, nearly 87,000 were low achievers at school who had not achieved five GCSEs grade A* to C (including English and Maths) and further that 41% came from areas of the country classified as educationally disadvantaged.

The researchers also found that, when tracked over a maximum of five years, nearly 50% of college students progress to higher education, although this varies by age. Younger students progressed at much higher rates in the years up to 2012 when higher education fees were increased, after which there was a significant drop for this age group.  College students achieve degree level success at similar rates to the national average for all students, including those from schools. 75% of those college students who were tracked achieved a first degree (77% is the national average) and 62% of them achieved a First or Upper Second Class Honours degree (compared to a 64% national average). Taking the demographic background of these students into account, this is firm evidence of the success of FE and sixth form colleges in opening up new opportunities for social mobility.

Progression of Apprentices to Higher Education 2nd cohort update

BIS Research Paper 240

This is the third report in a series published by BIS investigating the progression to higher education of advanced level apprentices in England.  This research shows that nearly 20% of advanced level apprentices progress to higher education over time and that many of them progress several years after completing their apprenticeships.  Success rates in higher education are good for apprentices who progress: 75% of apprentices who start a First degree finish with an HE qualification and 69% who go on to first degrees achieve a First or Upper Second Class Honours degree (compared to a 64% national average).  Apprenticeships are also important in providing opportunities for social mobility, with 22% of advanced level apprentices coming from areas classified as being the most educationally disadvantaged in the country.

Progression of College Students in London to Higher Education 2007 to 2012

This report was funded by Linking London, London Councils, King's College London and SOAS and it investigates the progression of students to Higher Education from the 50 FE and Sixth Form Colleges in London.  It identifies that 77% of the level 3 London college students that were tracked came from areas of disadvantage, using the Income Deprivation Affecting Children Index (IDACI), and that 61% of them came from Black and Minority Ethnic Groups.  When tracked over five years, 55% of the London college students in the study progressed to higher education, a higher rate than the national average.  Of London college students who did not achieve five GCSEs (including Maths and English) in school, 52% progressed to higher education, with 59% of those who went on to a First degree achieving this and 34% of them attaining First or Upper Second Class Honours degrees. These figures show that London FE and sixth form colleges are providing an important second chance for lower achieving school leavers.  The report reveals the significant role that the FE sector has in the capital as a mechanism for social mobility.

Progression of College Students in London to Higher Education 2011 to 2014 (Linking London 2017)

This latest report into the progression behaviour of London College students was sponsored by Birkbeck, University of London, Goldsmiths, University of London, King's College London and Kingston University and commissioned by the forty-one Linking London partner institutions.  It is the third in a series of research reports analysing the progression of college students in London, carried out by Smith, Joslin and Jameson at the University of Greenwich.  This report focuses on three cohorts of College students progressing to higher education and looks in detail at the journey taken by the 2011 cohort of students who entered higher education in 2012 and it follows their journey through to the achievement of their Degrees.  It also takes a wider view by linking the data from all three reports analysing providing an overview of the progression of London college student cohorts between 2005 and 2014, a span of nine years.

CLE research and development projects is part of the Faculty of Education & Health, University of Greenwich.