MrsAlison Etches
Researcher
PGR Students
RESEARCH INTERESTS
Within the overarching field of social justice and widening participation in higher education, I have a specific interest in teacher influence in relation to pupil higher education choices. My background in industry and education, my experience as a Leader of Post 16 from 2009 to 2013, along with 14 years experience teaching at post 16 has resulted in me observing different practices between schools and colleges relating to the delivery of higher education information advice and guidance (HE IAG) to post 16 students.
My reading prior to beginning to plan a PhD research project revealed that there is a gap in research relating to the influence of subject teachers in the process of helping pupils make informed decisions about higher education (HE) (Oakleigh Consulting and Staffordshire University 2010; Thompson 2019). Some evidence also suggests that there are differences between post 16 providers in terms of how HE IAG is approached and differences in pupil and school aspirations towards HE participation (Smythe and Banks 2012; Dunne, King, Ahrens 2014), although this too is an area which warrants further research. Furthermore, research shows that pupils who study level 3 vocational courses or mix such courses with A levels are underrepresented in terms of first year places accepted in HE, and much current research (Donnelly and Evans 2016, Alcott 2017 ) in relation to pupil progression to HE relates to pupils who are studying the conventional A level pathway. In turn, my reading has led me to conclude that a study of the role and influence of subject teachers of level 3 vocational courses in the delivery of HE IAG in a group of state school sixth forms / sixth form colleges would prove interesting and worthwhile, perhaps helping to illuminate the range of practices in various sixth form providers and how the role of subject teachers in the HE IAG process is perceived by the teachers themselves, pupils and school leaders.
My draft PhD research title is : Exploring level 3 vocational subject teachers' participation in sixth form university advice and guidance. A Q-methodological study.
My reading prior to beginning to plan a PhD research project revealed that there is a gap in research relating to the influence of subject teachers in the process of helping pupils make informed decisions about higher education (HE) (Oakleigh Consulting and Staffordshire University 2010; Thompson 2019). Some evidence also suggests that there are differences between post 16 providers in terms of how HE IAG is approached and differences in pupil and school aspirations towards HE participation (Smythe and Banks 2012; Dunne, King, Ahrens 2014), although this too is an area which warrants further research. Furthermore, research shows that pupils who study level 3 vocational courses or mix such courses with A levels are underrepresented in terms of first year places accepted in HE, and much current research (Donnelly and Evans 2016, Alcott 2017 ) in relation to pupil progression to HE relates to pupils who are studying the conventional A level pathway. In turn, my reading has led me to conclude that a study of the role and influence of subject teachers of level 3 vocational courses in the delivery of HE IAG in a group of state school sixth forms / sixth form colleges would prove interesting and worthwhile, perhaps helping to illuminate the range of practices in various sixth form providers and how the role of subject teachers in the HE IAG process is perceived by the teachers themselves, pupils and school leaders.
My draft PhD research title is : Exploring level 3 vocational subject teachers' participation in sixth form university advice and guidance. A Q-methodological study.