Aspirations and ambiguities – the need for focused IAG for school pupils considering progression to higher education (HE)
AbstractThe provision of Information, Advice and Guidance (IAG) for school pupils considering their next move after compulsory schooling is of great importance to them and their families. This study focused on three schools in a region in England that has suffered economic deprivation and low educational attainment. It sought to uncover how factors such as schools, teachers, friends and families, and the provision of IAG, impact on pupils’ ideas about careers and higher study. Several investigations have set out how this provision and subsequent choice of progression to higher education (HE) is mediated through a number of cultural, social, economic and institutional influences. This research followed a mixed-methods approach to data collection, incorporating both quantitative and qualitative data collection tools that provided elements of positivist and interpretivist paradigms. The results reveal a complex landscape, characterised by a limited understanding of progression to HE and a lack of clarity about options, but nevertheless, there are aspirations towards further study. The research has implications for IAG provision and has potential impact with respect to the need for a more consistent approach.
CitationThompson, D. W. (2019) Aspirations and ambiguities – the need for focused IAG for school pupils considering progression to higher education (HE), Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2019.1616081
PublisherInforma UK Limited
JournalJournal of Further and Higher Education
DescriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 10th June 2019, available online: https://www.tandfonline.com/doi/full/10.1080/0309877X.2019.1616081
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/