Author: Kate Thomas, University of the West of England Presented at the Research - Teaching in Wales 2011 Conference, 13th - 14th September 2011, Gregynog Hall, Newtown (Powys)

1. Working on Transition: stories from the sidelines Research-Teaching Practice in Wales 2011 Conference Greygnog Hall 13-14 September 2011 Kate Thomas University of the West of England

2. longitudinal, qualitative research project (March 2010-May 2011) tracked student narratives of transition from a Foundation degree (Fd) at a Further Education College to an Honours year at a Higher Education Institution Working on Transition

3. data collection

4. key themes nature of transition – continuing/new belonging/integration – special/normal ‘work-connectedness’ – focused/related identity – learner/professional institutional mechanisms – support/challenge

5. case study 1 - Pauline It was an easy transition really...I don’t feel I’ve finished one course and started another one, it’s just been a completely natural, smooth transition from my second to third year. I think that people who have come from colleges will see it very differently.

6. case study 2 - Phoebe It’s almost like (the college) was playing at being a university and this is actually the university and this is how it happens I do feel more confident in the workplace and I’m quite happy now to go and speak to parents in the playground (the tutor) still struggles with my name…it seems’ like there are obvious favourites because they’ve been here for the last two years. I don’t feel positive anymore

7. case study 3 - Tom College was just like doing two more years of A level studies…then the 3rd year was a big step up really. It would be nice to come here and live on campus but my girlfriend lives in Swindon. I felt new at the beginning…now I just feel like one of the crowd.

8. case study 4 - Maria The Fd was a gentler way of coming into it which is the one advantage of doing it the way we did. You’re put in your place, definitely. They don’t really know anything about us but they make these assumptions. I think I had to come here to understand where I fit into the creative world.

9. disseminating research findings internally/externally piloting an enhanced ‘transition’ programme with HE and FE a structured ‘menu’ of activity underpinned by: starting the conversation earlier, making transition visible – ‘people like me’, HE to FE - a fairer exchange. putting learning into practice

10. Kate Thomas kate2.thomas@uwe.ac.uk 0117 328 1436 Thank you