Associate Students study at college (e.g. for an HND), then enter university directly into 3rd year. They are given access to university resources and academic support during their college years. The ASP team are working with partner colleges to improve students' transition from college to university. As well as organising visits and events, the team are carrying out research – longitudinal investigations into demographics and other academic factors which affect performance and retention. The Associate Student Project carries out research in the social sciences of education and pedagogy using a variety of techniques ranging from qualitative methods incorporating focus groups, face-to-face interviews and group work; quantitative approaches using large scale data sets and statistical techniques; to learning analytics, IPA and graphical research methods such as photo-elicitation. We welcome offers for collaborative research in any of these areas or others in articulation and transition topics.
Dallas, S. (2017). An enhanced route from FE to HE graduation?. Journal of Perspectives in Applied Academic Practice, 5, (2), 85-92.
Varey, A. (2015, ). Student Voice and Peer Support during Transition. Paper presented at QAA Enhancement Themes, Glasgow, UK.
Tizard, J. (2015). Widening access through transition from College to University. In: (Ed.) The Social Dimension in European Higher Education, , () ( ed.). (pp. ). Vienna, Austria: . Eurostudent V Project, Peer Learning for Social Dimension.
Craighill, S. (2014). Belonging: Blurring the Boundaries. In: (Ed.) The European Conference on Education (ECE2014), , () ( ed.). (pp. ). Brighton, UK: . .
Fotheringham, J. (2014). Partnership and preparation: A new model of transition from college to university. In: (Ed.) Attainment for All:Inclusivity, Diversity and Success in LTHE, , () ( ed.). (pp. ). Glasgow, Scotland: . .
Craighill, S. (2014). Student Beliefs as Barriers to Articulation. In: (Ed.) IEEE 44th Annual Frontiers in Education (FIE) Conference, , () ( ed.). (pp. ). Madrid: . .
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