English Degrees in Further Education Colleges: what are the issues?

Candice Satchwell reviews some of the issues in delivering English degrees in further education colleges, including perspectives from lecturers and students.

Candice Satchwell teaches
English on the BA (Hons)
English Language,
Literature and Writing
at Blackpool & The Fylde
College where she
specialises in stylistics,
literacy studies and
children’s literature. She
is also an honorary
research fellow in
the Literacy Research
Centre at Lancaster
University. Her most
recent publication,
co-authored with R. Ivanic,
is: ‘The textuality of
learning contexts in
UK colleges’, Pedagogy,
Culture & Society, Vol. 15,
No. 3, October 2007.

Background

A small but significant – and growing – number of degrees in English are currently taught in further education (FE) colleges. Although the staff are on FE contracts, they are teaching at higher education level (HE), and the English Subject Centre is keen to recognise the special circumstances of those lecturers at the same time as embracing them as higher education practitioners in the English subject community.

As HE in FE Project Officer for the English Subject Centre, I have been investigating some of the characteristics of this provision. This has included obtaining perspectives from tutors, students and management. Because higher education provision in colleges is often linked to a nearby university, there is also the perspective of the higher education institution (HEI) to consider. This article gives a flavour of some of my findings to date, and an idea of some future directions to pursue.

The government’s White Paper ‘The future of higher education’ (January 2003) stated that it aims to get 50% of 18–30 year olds to experience higher education by 2010. The Department for Children, Schools and Families estimated that the participation rate in 2005/2006 was around 43%. In particular, the government is keen to enable participation from the following groups:

• Mature students
• Young students from social classes 4–7 and/or in low participation areas
• Black and Minority Ethnic (BME) students
• Students with disabilities

Given that further education colleges take the majority of their students from these groups, they are ideally situated to contribute to the widening participation agenda. As a consequence, universities have cultivated relationships with colleges in their vicinity to help them meet their widening participation targets as set by the Higher Education Funding Council for England (HEFCE).

Many of the HE courses at FE colleges are vocational in nature, and the majority of the HE provision across all subjects is in the form of Higher National Diplomas (HNDs) or Foundation Degrees (FDs). Although English is not commonly viewed as a vocational curriculum area, there are a handful of FDs offered in English, with a distinctive work-based element built in. A recognition of the benefit to employers and the development of innovative work experience opportunities in these programmes suggests that these models might pave the way for more FDs in English. However, in my search for English degrees in further education colleges, I have come across a number of full degrees offered by colleges, with varying amounts of input from their validating university.

So far I have come across the following models for degrees in FE colleges:

• Outreach model: a university degree programme delivered by university staff in a FE college. For example, Liverpool Hope University has a longstanding relationship with a ‘Network’ of outlying colleges, to which an English lecturer will travel weekly to deliver intensive sessions including the equivalent of lecture, seminar, workshop and tutorial
• Franchise model: a university degree programme, taught by college staff in the first year, then at the HEI in the second and third years. For example, students at Furness College in South Cumbria can take the first year of a Combined Honours degree locally and then move to the University of Central Lancashire to complete
• Full degree delivery: a full degree designed and taught by further education staff in an FE college – with support from the validating university. For example Blackpool & The Fylde College delivers a BA (Honours) degree in English Language, Literature and Writing and a Foundation Degree in Communications at Work, both validated by Lancaster University

Interviews with English lecturers in HE in FE settings have revealed a number of issues, some of which are discussed below.

‘Here I am again’ or ‘You really get to know your students’

Lecturers in FE colleges often have diverse teaching loads. Not only are they likely to be teaching a range of levels, from adult literacy classes to GCSE to A Levels or equivalent; they are also likely to be covering a range of subject areas. One tutor described how she taught English language, sociology and media studies at degree and A Level; while another taught GCSE, AS Level and degree work all in the same day. College lecturers are often required to deliver Key Skills (compulsory units for 16–19 year olds in Communication, Application of Numbers, and Information Technology) alongside their subjects, and their areas of expertise are often expanded to fit the requirements of curricula, rather than the curricula being designed around their specialisms.

Similarly, lecturers teaching on HE courses can often find themselves delivering a wide range of modules within one degree programme. One tutor at a college in a rural area described how she taught the English strand of a first year of a franchised Combined Honours degree almost single-handedly, as well as part of the Education Studies strand; while the same content delivered at the university which validated the course would be taught by a team of approximately 10 individuals, each with their own specialism. In addition, this tutor – as many tutors in FE colleges – had previously taught several of the degree students at level 2 and level 3. There are cases, therefore, where the same tutor has taught a student English for up to six years, often almost single-handedly, across English language, literature and Creative Writing. This picture was repainted many times in my interviews with lecturers, leading to us identifying the ‘Here I am again …’ syndrome.

Of course, there are several sides to this. On the negative side, implications might include that the student can become ‘institutionalised’ – set in the ways of the college, producing work which receives high marks from individual tutors, and remaining within the parameters of tutors’ knowledge and understanding. At the same time, a lecturer is required to be ‘a Jill of all trades’ with the consequent concern, often expressed by Jill herself, that she is true mistress of none. With little time to prepare – a typical timetable in FE is 24 hours a week teaching time, regardless of level – and even less time to research, the content of modules may not be based on the latest developments in the area, and may not include technological innovations which take time to develop and implement.

On the other hand, ‘you really get to know your students’. It is often an individual tutor who has inspired a love of English in a student – after all, if they are going to pursue it for six years they must have had a good experience of the subject. Students interviewed often named a tutor who had fostered their love of English, and often this tutor was still involved in their education. For many students in FE, a lack of confidence is a significant issue, and the high level of support enabled by small groups of students and familiar teachers is paramount to their eventual success.

This close relationship between tutor and student is frequently cited as an extremely positive aspect of teaching HE in FE. Students and tutors gave it as the most rewarding characteristic of their teaching, and part of the reason for the high success rates. Some of the staff interviewed had completed the degree themselves, and were now working alongside their original tutors, having completed PGCEs and enrolled on MAs. Without that initial relationship with a tutor, they may never have embarked on the course at all.

External examiners frequently report on the high standard of students’ work in FE settings. Teaching styles which include small group work and a more relaxed mixture of seminar, lecture and workshop elements within each two- or three-hour session contribute to students gaining in confidence, feeling able to ask questions and seek clarification and advice, which, in turn, lead to high levels of comprehension and analysis, and high standards of work. In terms of learner support systems, and teaching and learning strategies:

“There is much that universities can learn from FE colleges, whose ‘traditional’ students may be ‘non-traditional’ HE candidates” (LSDA, 2003).

For many college students this is their only opportunity to take a degree. Students are often more mature both in age and life experience; they often have jobs and/or families and there may be issues which prevent them from travelling away to study, including financial, social, cultural or other personal considerations. One student taking his degree at his local college where he had done his A Levels said he felt sorry for his friends who had left home and gone to traditional universities. He loved his course, was a dedicated student and appreciated the value of the small group and the relationships with tutors. Several of his friends – from similar backgrounds to him – were struggling with the anonymity they were experiencing, the lack of contact time with tutors and the large groups in lectures and seminars. He also mentioned that he was financially better off through not needing to have a student loan and live away from home. Another student in the group had also done A Levels at the same institution. She had been a reluctant and sometimes obstructive student as a teenager, but the college had not given up on her, and she was now in the second year of the degree, with the prospect of gaining a good level of qualification on completion. As a reformed and committed degree student, she said, “I know it sounds sad, but I love college.”

Language and literature blends

An interesting aspect of colleges writing their own degrees is how a small team of English specialists arrives at a coherent and attractive programme of study. The process inevitably gives rise to discussions of ‘what constitutes English’ ‘what students want’; and ‘how to combine the elements’.

With reference to the QAA’s Benchmark Statement for English, lecturers are able to devise highly innovative combinations of English language, literature and Creative Writing, which in a large university would be very difficult to co-ordinate.

As one lecturer described the process:

“The English degree was unusual in conception and development. We sat for a long time thinking about what we, as English specialists, would like to do as a degree? We’d like to know how the language works; we’d like to see people using it really well and we’d like to have a go ourselves. We were very fortunate because we weren’t tied by what was already there, as in a traditional university – all with their own histories. We kept the three strands and worked with them simultaneously. If we looked at something, say metaphor in language, then we’d look at metaphor in literature, and write using metaphors ourselves. ( … ) Although we’ve blended the three strands together, the individual tutors have retained their subject strengths.”

Students’ responses to the combining of the three strands of language, literature and Creative Writing tend to be very positive:

“I like them all. I probably like the writing part least, which I suppose is ironic since I wanted to be a journalist. I thought I wouldn’t like the language … but I’ve found it’s my favourite part of the course. It’s good that we are made to do it … I was used to having options [at another university], but I think it’s advantageous that we see a part of it we might not otherwise.”

“I’ve enjoyed each strand. I’ve found writing the most difficult, and sometimes I’ve failed to see the point of literary theory … Overall it’s very good. The very fact of studying language helps with writing – and the literature has been interesting. It’s broadened my outlook.”

The structure of the degree programme can be seen as restrictive, in that students are given little or no choice. However, students tend not to complain about this; indeed, the comments above indicate that the students can find that they excel in an area they had not previously studied.

Scholarly activity and research

For lecturers on HE programmes in FE colleges, the issue of scholarly activity or research arises, not only as a requirement for their teaching, but also from a sense that HE teaching should be accompanied by research. As a HEFCE report (2003) states, however, colleges make no differentiation in pay and conditions for those teaching HE or FE, and although attempts are made to reduce teaching hours to allow for research (or reading) time, “the resulting teaching load would still appear dauntingly high to someone from an HEI”. The report continues:

“The extent to which necessary staff development can be combined with this commitment is seen as a crucial issue. One HE manager admitted that ’this is a matter of some resentment because of the additional scholarship and updating of skills to be able to teach at this level’.”

On the other hand, resentment can occur on the part of FE lecturers who are excluded from the experience of teaching HE, and who feel that teaching disaffected 16–19 year olds (and now, increasingly, 14–15 year olds as well) is far more demanding and less rewarding than teaching willing and often highly capable adults. Managers are therefore in a position of pacifying both sides, while unable to reward either sufficiently.

Scholarly activity can be interpreted in a wide variety of ways, but is generally seen as something that does or should accompany teaching in HE.

However, as the quotations below express, in FE the concept of research relates much more closely to teaching than it might do in a research-led university:

“Whatever the interpretation, respondents took pains to stress why these activities took place: ‘they are focused on excellence for our students, not upon establishing the college’s reputation for research’.” (HEFCE, 2003)

“Young (2002) examines lecturers’ perspectives of working in the HE in further education context, and compares their views with those of colleagues in universities. Very succinctly, FE college-based lecturers are seen to have identities characterised by strong commitments to teaching, as distinct from, eg academics or researchers.” (Jones, 2006)

“First and foremost I’m a teacher, not an academic.” (interview with college lecturer)

Final remarks

I have only touched here on some of the issues arising from my work on HE in FE English teaching. There are plenty more people to talk to, and plenty more areas to research, such as issues of access and progression for mature students, further examination of the content of new degree programmes with examples of blending language, literature and writing,and examples of vocational elements in English degrees. After an English Subject Centre Networking Day for HE in FE practitioners, held in London, in June, one thing was clear. While there are differences among the conditions, experiences and expectations of lecturers in a variety of institutions, there are also many similarities, not least a passion for their subject, a dedication to their students and a constant striving for excellence in teaching and learning – and all of these, of course, are characteristics which are also shared by the vast majority of teachers in HEIs of every kind.
Candice Satchwell would welcome opportunities to extend her contacts with HE in FE lecturers, or those in HEIs supervising Outreach arrangements.

More info about HE in FE English can be found in our HE in FE resource area

References

HEFCE (2003) Supporting higher education in further education colleges: Policy, practice and prospects  (Good practice,  Issues for senior managers, April 2003/16), p.10.

Learning and Skills Development Agency (2003), LSDA responds: Widening participation in higher education.

Jones, R. (2006) Scholarly activity in the context of HE in FE.

Young, P. (2002) – “‘Scholarship is the word that dare not speak its name’: Lecturers’ Experiences of Teaching on a Higher Education Programme in a Further Education College”, Journal of Further and Higher Education, Vol.26, No.3, pp273–286.

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