From TAFE to university: Paving the pathway with more than good intentions
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From TAFE to university: Paving the pathway with more than good intentions
Iris Ambrose, Marie Bonne, Kate Chanock, Sandra Jardine
Academic Language and Learning Unit, La Trobe University, Australia
Abstract
Pathways from Technical and Further Education colleges to university offer
students who do not initially aspire to higher education a second chance to realise
their academic potential. These pathways are particularly important for students
in country (rural) areas with limited educational opportunities; and where credit
is granted enabling students to commence part way into the degree, they can
complete it sooner. However, they may also be disadvantaged by missing the
orientation to university programs and the first semester’s induction into their
disciplines’ cultures of enquiry; and by not belonging to a cohort that commenced
together. Based on research at four regional campuses of an Australian
university, asking students who had articulated from TAFE about their
experiences of transition, Academic Language and Learning Staff have developed
a range of measures to support future students more effectively. This paper
reports on what we learned, and on the initiatives arising out of it.
Introduction
This paper discusses work-in-progress by Academic Language and Learning (ALL) staff in a
project to support the transition of students who move from vocational colleges of Technical
and Further Education (TAFE) to study at the regional campuses of a large, multi-campus
Australian university. The project underpins institutional efforts to meet the objectives of the
Bradley Review for broadening participation in higher education (Bradley, 2008). In country
areas, where students are likely to be from lower socio-economic strata, to be less successful
at school, and to participate less in higher education (Parliament of Victoria, 2009, pp. xiii-
xv), the pathway from TAFE offers significant opportunities for “non-traditional” students to
realise their academic potential.
All commencing students experience challenges related to differences between their previous
context of learning and the cultures of enquiry at university; but the disparities are typically
greater for students articulating from TAFE than for school-leavers. They face a difficult
transition from highly structured, closely scaffolded, vocationally-oriented, competency-
based studies to less directive, theoretically-oriented studies, often requiring considerable
amounts of reading and writing for assessment (Aird et al., 2010; Aitchison et al., 2006;
Brown et al., 2011; Watson, 2006).
Our project arose out of a concern with such difficulties, both identified in the literature and
evident from our experience as Academic Language and Learning (ALL) staff working with
students at both TAFE and university. In 2012, we conducted research via surveys and focus
groups at the four regional campuses of our university, to learn more about the specificFrom TAFE to university: Paving the pathway with more than good intentions
challenges facing students who had made the transition between sectors, and how they
experienced this transition.
What we learned
We distributed an anonymous survey to students who could be identified as having come
from TAFE (requiring a search through many different enrolment codes, as many students
from TAFE do not identify as such). The responses by 76 students pointed to a range of
problems. After providing information on their age, gender, TAFE course, and credits granted
toward their university degree, respondents were asked what types of support they
encountered during the transition, and which they had found “most” and “least” helpful.
They were asked how their experience of university compared with the expectations they
brought with them, and to specify what challenges they had encountered. Finally, they were
asked what advice they would give to future students coming from TAFE to university and
how they thought the university could improve the transition experience. Next, focus groups
were recruited by inviting both students who had volunteered for this on their survey forms,
and students known to the ALL staff. Twenty-six students attended 7 focus group sessions of
an hour’s duration across the campuses. A thematic analysis of students’ comments fleshed
out what we had learned from the survey.
Twenty-five students said their TAFE had offered no support related to university; 17 had
received information about applying or transferring; and 9 got “advice and encouragement”.
Arriving at university, students were offered support in several forms, but found most
disappointing, judging from low ratings of “most helpful” (Table 1).
Support by Uni for transition How many “most Uni help How many “most
used helpful” used helpful”
Transition programs 2 1 Peer mentors 10 2
Orientation activities 32 11 Student services 16 2
Materials in print/online 32 6 Admin help 3 1
Modules/tutorials/ consultations 18 2 Library staff 1 1
to develop skills ALLU workshops/ 1:1 6 6
Table 1: Students’ use of transition supports available at university
Students expected university to be different from TAFE, with greater independence and less
interaction with lecturers; a heavier workload, especially with more reading and writing and
higher standards to meet; different skills and learning styles for different types of
assessments, different marking systems; and greater focus on theory. Once embarked upon
their course, just under a third (21) found university more challenging than they expected. All
the expected differences were confirmed, and the surveys and focus groups identified, in
addition, some more technical or procedural challenges, including time management/
organizational skills; administrative arrangements; managing web-based components of
subjects; group work; online lectures; research; and referencing.From TAFE to university: Paving the pathway with more than good intentions Recommendations from students Because they had not received transition support at their TAFEs, these students were aware of the importance of information provided in Orientation (“O”) Week. However, they recommended that much more be done in this time, particularly with an introduction to the online learning environment (LMS) they were expected to use. They emphasised that the first few weeks of university were critical for them. Many had used the support systems the university offered, but they found that asking for help can be hard and recommended more in- class support. In addition to the general program of academic skills support, the students recommended workshops about group assessment tasks that were causing them concern and were not encountered when they studied at TAFE. What we are doing In sharing their experience with us, the 2012 student respondents impelled us to think of improvements for subsequent years. A range of interventions is currently being trialled at the regional campuses, in response to two broad themes emerging from the students’ comments: (1) they wanted the university to recognise them and their particular situation; and (2) they needed support at every stage: from TAFE, through commencing studies, and into their first university semester. An online resource for students at every stage of the transition We successfully applied for a grant from the Higher Education Participation and Partnerships Program to create a TAFE to Uni Survival Guide for 2013 that specifically addresses the challenges facing this cohort. Much of this Guide is in the voices of students, as each challenge is introduced with a relevant quotation from the focus groups. Advice (in a friendly, rather than a bureaucratic tone) responds to each quotation, with links to relevant information on the university’s website. The Guide has been distributed in paper form to transitioning students this year, and will be available in electronic form next year so that students can access it at any time, location, and stage of their studies. It will be shared with local TAFEs, so TAFE staff and students can be more aware of the nature of university study and the resources and supports available to commencing students; and students who commence partway through their degree course will have quick, compact access to the information and resources they miss by not attending orientation and first semester subjects. A different kind of Orientation At Shepparton Campus significant changes were made to Orientation which involved all commencing students, not just the TAFE articulation cohort. Where in 2012, the emphasis was on social events, in 2013 the program had much more focus on academic orientation. Students were grouped by faculty with academic peer advisers present in all sessions. Explicit instruction was given about the Learning Management System with Subject Learning Guides displayed and discussed. There were still opportunities to socialise but also time to talk with more experienced students, about what is expected at university, for example group assessment (which our respondents had highlighted as problematic).
From TAFE to university: Paving the pathway with more than good intentions
This change of focus also extended to a specific orientation program for Nursing students
from TAFE, who are given credits for the first year of university and commence in second
year. These students have in the past had poor retention rates. Here again peer mentors who
had entered university from the same pathway were employed to assist the new students. At a
debrief meeting after Orientation, Health Sciences lecturers noted that this year the students
were ‘beautifully prepared’ in that they were already familiar with some university teaching
and learning conventions.
A social connection for members of this cohort
At Bendigo Campus students who self-identified as coming to university from TAFE were
invited to a meeting during 2013 Orientation Week. Ten students came along, the Survival
Guide was distributed and they got to know each other. They were appreciative and reassured
that their needs were being taken into consideration. Times for “Study Circles” were offered
but attendance was poor. Because of timetable clashes, and both students and staff simply
being too busy in the early weeks of semester, the group was being suspended due to lack of
critical mass. Interestingly, those same students have been spotted around campus and in the
library studying together; that initial meeting must have prompted them to convene their own
study group times, which is an even better outcome. At mid-semester another invitation will
be issued for a meeting to assess how they are adapting to university life.
Liaison with TAFE
At Mildura campus the ALL staff member will speak to TAFE management and the Education
Business Managers (Faculty leaders) at TAFE regarding what was learned from our research
about transition to La Trobe. From this meeting, opportunities will be arranged for Latrobe
lecturers to visit TAFE classes and speak with students about La Trobe options, credits and
pathways. Moreover, the experience of liaising with relevant staff in TAFE to share this
resource will develop networks to facilitate communications for supporting students from the
beginning of their pathway from TAFE to university
Discussion Questions
• Anecdotal evidence suggests our interventions are improving retention. Have any
other universities worked with a similar cohort and put in place specific programs?
How can we better meet the needs of those moving from TAFE to university without
singling them out as a group, given that they are hard to identify administratively?
• Currently the numbers in regional areas making this transition are not high. How can
we demystify university and increase TAFE students’ confidence to think of
university as a viable option?
Improving liaison between university and TAFE seems
a critical area to focus on. Does anyone have experience or advice in this area?
From TAFE to university: Paving the pathway with more than good intentions
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