Supporting flexible pathways and effective student transitions through collaborative enquiry in college-based higher education 

Further education colleges (FECs) are vital to widening participation in higher education (HE) among underrepresented social groups. Yet college-based HE (CBHE) remains under researched and can often be overlooked in HE policy and practice. 

Focusing exclusively on CBHE providers, five FECs from across England have begun participating in a student-staff collaborative partnership exploring the core theme of supporting flexible pathways and effective student transitions in CBHE.

Led by researchers at Birmingham City University and building upon the previous Enhancing Learning and Teaching Quality through Collaborative Observation project, this collaborative enhancement project (CEP) focuses on supporting student pathways from FE into HE. Significant changes can occur during this transition including changes in workload expectations, academic requirements, and approaches to teaching and learning.

Staff and students in CBHE note the importance of building confidence and independence in transitioning to HE study. But how might we further develop an understanding of barriers and enablers to successful progression and help both college staff and students to enhance practices for learners today?

From the five FECs chosen, up to ten staff and students representing each college were selected to form ten different case study groups. Case study groups are set to undertake two cycles of collaborative enquiry over 2025 and 2026 with the focus of each decided collaboratively by case study groups in the context of their individual needs and requirements.

While all groups are different and with different disciplinary or cross-disciplinary focuses, all case studies share the core partnership focus of supporting flexible pathways and effective transitions in CBHE.

The wider project objectives are:

Each case study applies the same innovative and collaborative observation model. As shown in Figure 1, the cycle of collaborative observation (CoCO) provides a framework for participants to engage in iterative cycles of observation and reflection.

Through such collaborative work between staff and students, this approach allows for realisation of the shared project objectives by empowering students to inform and develop shared understandings and cooperatively support pathways and transitions in CBHE.

Figure 1: Cycle of Collaborative Observation (CoCO)

CoCO allows for staff and students to actively engage in a process of collective reflexivity. By collaboratively reflecting on and discussing their experiences and perceptions of teaching and learning together, students and staff are able to enter into a process of collective meaning making, which is an integral part of enabling both parties to develop their knowledge and practices further.

Implementation of CoCO has been supported by the project lead Matt O’Leary and Birmingham City University colleagues Vanessa Cui and Shaun Allen-Dooley through facilitated training sessions for all participants and support continues throughout the project.

Through implementation of the CoCO method and close support given throughout, we are convinced that we can aid the creation of shared environments for reflexive pedagogical dialogue on teaching on learning, with the aim of empowering students and staff, supporting pathways and transitions in CBHE and improving learning experiences for all.