Enabling Transitions: Insights from Learners’ Transitional Experiences on a Further to Higher Education Bridging Programme

The purpose of this research is to investigate the transitional experiences of a group of learners on a unique bridging programme between an FE and a HE college, the ‘NAVET programme’. Three main themes emerged from the literature review which framed the three sub-questions: (i) How learners perceive the bridging programme as enabling their successful transition to HE? (ii) What practices contribute to or take from a sense of belonging for learners in the colleges? (iii) How the bridging programme facilitates the development of a learner identity?

A qualitative methodology was employed to ensure the ‘voices’ of participants were heard using semi-structured interviews. The research is framed by a socio-cultural Community of Practice framework for understanding transitioning in education. Transition involves becoming a member of a community, learning and making sense of the practices and developing a new identity for belonging to that community.

The findings suggest that all participants valued the support provided in FE and felt it provided them with the ‘foundation’ for HE and a better understanding of what was expected in university. While all participants felt a sense of belonging to the FE college there was mixed responses in relation to ‘belonging’ in HE. In general, all participants felt more confident, having developed a variety of academic skills and were better prepared for tertiary education which suggests a more positive learner identity.

The findings suggest that all participants valued the support provided in FE and felt it provided them with the ‘foundation’ for HE and a better understanding of what was expected in university. While all participants felt a sense of belonging to the FE college there was mixed responses in relation to ‘belonging’ in HE. In general, all participants felt more confident, having developed a variety of academic skills and were better prepared for tertiary education which suggests a more positive learner identity.

The findings of this research are an accurate representation of the experiences of these nine participants. They may not be representative of all learners on bridging programmes.