Abstract

This conference's theme is designed to provoke questions about the relations between teaching and learning and implies a crossing of boundary to be explored within a dynamic context. In responding, this paper focuses on experiences of teaching and learning by learners who have studied in both the higher education (HE) and the vocational education and training (VET) sectors. It explores issues relating to teaching and learning, learner transitions and relationships between these two sectors, within the context of boundary-crossing theory.

There is a growing though still small body of research on learner transitions within and between educational sectors. Much of it focuses on the transition from school to post-secondary settings (Hillman 2005) or work (Muller & Gangi 2003, OECD 2000), and particularly on policy and structural matters such as articulation and curriculum (Harreveld 2005, Hall & Thomas 2005, Keating 2006), sectoral boundaries (Young 2006, Grubb 2006, Gallacher 2006) and accreditation (West 2006). There is relatively little empirical attention paid to learners' experiences, and what there is, tends to concentrate within one sector (e.g. Laanan 2007, Lowe & Gayle 2007, Auburn 2007, Anderson 2005). Thus, the learners in this study were purposively sampled precisely because they had experienced study in both sectors and therefore could be regarded as distinctive and credible commentators on similarities and differences (Harris et al. 2006, Harris, et al. 2005).

Methods

The study used a mixed-methods approach. First, extant national databases were mined for relevant information. Second, an online questionnaire survey was undertaken of 556 students who commenced study in all eight VET institutes and the three universities in South Australia, including VET students with HE achievement (n=190) and HE students with VET experience (n=366). Third, interviews were held with 69 of these students to explore their educational histories in greater depth. Caution should be used in interpreting the findings due to the relatively low numbers of learners.

Results

Most students found transition between sectors not particularly difficult, with the exception of 'making changes in your life so that you had enough time to study' (cf. Christie et al. 2006). VET commencers found it easier than HE commencers. Nevertheless, transition was perceived as a quite different educational experience. Main differences related to finance, meeting entry requirements, going through the application process, self-confidence and obtaining advice from staff, for all of which the HE commencers had the most difficulty. The data signpost particular areas that have potential to be stumbling blocks and could lead to attrition if not carefully handled or negotiated.

The learners' transcripts reflected important differences between the sectors in teaching and learning. Comments focused heavily on differences in interaction with and accessibility of staff, while others related to level of work, assessment approaches, nature of the study, course structure, degree of self-management and self-direction, available modes of study, timetabling issues and learning climate.

These findings provide policy-makers and institutional leaders with insights into how best to position the two sectors to the advantage of learners with changing needs, expectations and desired pathways. They also suggest that greater recognition could be afforded to the different but increasingly complementary roles that HE and VET play. The VET sector could be more clearly and strongly positioned as a viable option for post-school education.

Bibliography

• Anderson, D (2005), 'Working on learning careers: reworking vocational education and training for lifelong learners', paper to the 4th International Conference on Researching Work and Learning, University of Technology, Sydney, December.
• Auburn, T (2007), 'Identity and placement learning: student accounts of the transition back to university following a placement year', Studies in Higher Education, 32(1), 117-133.
• Christie, H, Cree, V, Hounsell, J, McCune, V and Tett, L (2006), 'From college to university: looking backwards, looking forwards', Research in Post-Compulsory Education, 11(3), 351-365.
• Gallacher, J. (2006), 'Blurring the boundaries or creating diversity? The contribution of the further education colleges to higher education in Scotland', Journal of Further and Higher Education, 30(1), 43-58.
• Grubb, W (2006), 'Vocationalism and the differentiation of tertiary education: lessons from US community colleges', Journal of Further and Higher Education, 30(1), 27-42.
• Hall, D and Thomas, H (2005), 'Collaborative activity between school and college sixth forms and higher education institutions', Research in Post-Compulsory Education, 10(2), 183-198.
• Harreveld, R E (2005), 'Articulation at work among Australia's post-compulsory education sectors: an examination of cross-sectoral pathways initiatives', Research in Post-Compulsory Education, 10(1), 105-120.
• Harris, R, Sumner, R and Rainey, L (2005), Student traffic: two-way movement between vocational education and training and higher education, Adelaide, National Centre for Vocational Education Research.
• Harris, R, Rainey, L and Sumner, R (2006), Crazy paving or stepping stones? Learning pathways within and between vocational education and training and higher education, Adelaide: National Centre for Vocational Education Research.
• Hillman, K (2005), The first year experience: the transition from secondary school to university and TAFE in Australia, Research report no. 40, Melbourne: Australian Council for Educational Research.
• Keating, J (2006), 'Post-school articulation in Australia: a case of unresolved tensions', Journal of Further and Higher Education, 30(1), 59-74.
• Laanan, F S (2007), 'Studying transfer students: part 2: dimensions of transfer students' adjustment', Community College Journal of Research and Practice, 31(1), 37-59.
• Lowe, J and Gayle, V (2007), 'Exploring the work/life/study balance: the experience of higher education students in a Scottish further education college, Journal of Further and Higher Education, 31(3), 225-238.
• Muller, W and Gangi, M (2003), 'The transition from school to work: a European perspective', in Muller, W and Gangi, M (eds.), Transitions from education to work in Europe: the integration of youth into EU labour markets, New York: Oxford University Press.
• Organisation for Economic Cooperation and Development (OECD) (2000), From initial education to working life: making transitions work, Paris: OECD.
• West, J (2006), 'Patrolling the borders: accreditation in further and higher education in England', Journal of Further and Higher Education, 30(1), 11-26.
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ECER 2008 - Paper #256 - "Crossing Boundaries? Australian Learners Experiences of Teaching and Learning in Both the Higher Education and Vocational Education Sectors" - ECER 2008 Roger Harris, University of South Australia, Australia