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Exploring British Muslim transitions to PGT studies

by Zain Sardar and Amira Samatar

The social mobility charity, the Aziz Foundation, has published a major new report examining the progression challenges encountered by British Muslims aspiring to PGT studies. We consider this a timely intervention, in the context of a rapidly changing student demography, indicated in the popular usage of such terms as ‘hyper-diversification’ (Atherton and Mazhari, 2020) within HE policy discourse, and corroborated in recent projections by the professional membership body, Advance HE. In the wake of these demographic trends, a recent TASO publication (Andrews et al, 2023) reports that the sector is gripped by a high degree of uncertainty over the most expedient institutional approaches to adopt in dealing with disparities in progression and attainment. 

Transitions: British Muslims between UG and PGT studies will be of benefit to HE practitioners, researchers and forward thinking institutions willing to engage in an analysis of the granular experiences of discrete, minoritised communities. That is, decision and policy makers open to targeted interventions, as opposed to the one-size fits all, universal approach that delineates the current comfort zone in HE. We are particularly concerned with the direction in which the widening participation agenda will seek to evolve, encouraging the better incorporation of the access needs of faith communities in any future trajectory.

The progression challenge

The policy exceptionalism that discounts British Muslims from HE regulatory frameworks and formulas helps to sustain the equality gaps that hinder academic progression. To expand on this theme: recently there has been a greater regulatory focus on disparities in relation to ethnicity, which is certainly welcome. For example, there is a consensus that the most pressing sector wide challenges centre on the degree-awarding gap, as mentioned above, and access to doctoral studies for minoritised communities (OfS, 2020). However, a lacuna is still visible: the disadvantages that accrue around faith – as an operative dimension of the British Muslim identity – are still not part of the ‘intersectional mix’ making it onto the regulatory agenda (although we should acknowledge that the new ‘Equalities of Opportunity Risk Register’, established to regulate the student experience, does make mention of Muslim students) (OfS, 2023).

The progression challenge, however, is very evident and borne out in the Office for Students’ (OfS) own data dashboard. It indicates a drop off in British Muslim participation between the undergraduate and postgraduate taught level (from 12% to 8%)(OfS, 2021-22). Furthermore, this is not replicated amongst those from non-faith backgrounds or other control groups, such as Christian students.

We can thus detect in national datasets the contours of an entrenched social mobility fault line. The sector’s response to this is critical, as dealing with these disparities will necessitate enhancing the current access regime. It will need to build in more responsiveness to the forms of disadvantage that holds back intersectional communities – such as British Muslims – from participation at the postgraduate level.

An intersectionality of disadvantage

Transitions centres the testimonies of British Muslims, deploying a Critical Race Theory (CRT) methodology and qualitative analysis to examine the lived experiences of candidates for the Aziz Foundation’s flagship Masters Scholarship programme.

The charity has awarded over 560 scholarships since its inception in 2016, and commenced surveying its candidates in 2019/20, subsequently undertaking this exercise on an annual basis. In having access and utilising the Foundation’s rich seam of data, we would like to position the report as a form of community-based research. From our perspective, participating survey respondents are co-producers of knowledge, supporting an investigation into the factors that inhibit educational progression, as well as shining a light upon the reasons why British Muslims wish to pursue PGT study. 

Moreover, the key concept of ‘intersectionality’ is deployed in order to explore the British Muslim identity through the testimonies (or autoethnographies, in which respondents are invited to reflect on their own condition within HE) of scholarship candidates. As both faith and ethnicity, and the interaction between the two, determines the experiences of, and hardships faced, by British Muslims, this is a crucial focus area. We emphasise this as a ‘hidden’ dynamic, as this type of intersectional disadvantage – in its granularity – is rarely acknowledged in its complexity by HEIs within institutional strategies. 

Pipeline issues and recommendations

Transitions explores why the transition to PGT is of so much significance for British Muslims, as well as the wider sector. It has ramifications beyond the low number of this demographic who progress all the way into academia as researchers and members of the professoriate. For instance, Masters programmes are thought of as a way to redress imbalances in social capital, providing minoritised communities with opportunities to widen networks for professional development. This is important in relation to labour market outcomes, taking into account the underrepresentation of senior leaders across professions and industries of a British Muslim heritage.   

More widely, we would like to ask institutions to reflect on ways in which they can mend the ‘broken bridge’ of PGT – and so fortify the academic and education-to-work pipeline. Some of our report recommendations for institutions and the sector provide a starting point:  

  • Amongst HEIs, there ought to be parity of esteem and financial resources between pre-entry widening participation and postgraduate widening participation
  • HEIs to be proactive in incorporating ‘British Muslim students’ as a disadvantaged group in Access and Participation Plans (APPs), considering institutional context
  • The ‘broken pipeline’ at PGT ought to be bridged with appropriate funding opportunities such as ring fenced scholarships

We urge institutions and practitioners to read our report carefully and consider our full set of recommendations.

Ultimately we believe that the future of the widening participation agenda can be effectively shaped through institutions that take the initiative, developing innovations and extending access to constituencies at the sharp end of the intersectionalities of disadvantage. 

Transitions: British Muslims between undergraduate and PGT studies can be accessed here. 

Dr Zain Sardar is a joint programme manager at the Aziz Foundation. He leads on the Foundation’s engagement with its university partners and higher education stakeholders. As well as completing his PhD in law at Birkbeck, University of London, he has previously worked in higher education administration and policy. Zain also currently sits on the Yorkshire Consortium for Equity in Doctoral Education external advisory board.

Amira Samatar, MA Ed., AFHEA, is a postgraduate researcher whose academic interests centre around the educational experiences and journeys of racially minoritised students in British universities, with a specific focus on Black British women’s experiences beyond the postgraduate level. Amira is an associate at MA Education Consultancy and is committed to progressing social justice agendas within the higher education sector and to this end, increasing opportunities for Black and Muslim students

References

Andrews, S, Stephenson, J. Adefila, A et al (June 2023) Approaches to addressing the ethnicity degree awarding gap, TASO Atherton, G and Mazhari, T (2020) Preparing for hyper-diversity: London’s student population in 2030 Access HE


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Guiding principles for supporting BTEC students

by Chris Bayes

At an SRHE ‘Student Access and Experience Network’ online conference on 19 November 2020, I and colleagues who lead the National Education Opportunities Network (NEON) Working Group on ‘Supporting BTEC students’ were privileged to speak about the development of our Group. We also introduced colleagues to the Guiding Principles publication we have recently produced in partnership with Pearson, the UK’s largest awarding body, whose vocational qualifications include Edexcel NVQ and BTEC from entry level to Higher National Diplomas. This blog provides an overview of the development of the Group, our publication and our proposed next steps to support BTEC learners’ progression into higher education.

The beginnings of the Group: NEON, why BTEC learners, and how we developed Guiding Principles

Our Group is one of a number of Working Groups co-ordinated by NEON. NEON is a professional organisation supporting those involved in widening access to higher education. Its Working Groups are led by members and bring colleagues from the widening participation (WP) sector together to take forward a specific agenda or area of practice.

The ‘Supporting BTEC Students’ Working Group was formed in 2018, following a successful initial conference hosted that summer by Brunel University. The conference sought to explore issues around the progression, retention and success of students accessing HE via the BTEC pathway. At our first meeting in September 2018, we invited guest speakers from Association of Colleges, Pearson and UCAS, who gave contrasting views on the post-16 qualifications landscape in England and the role of the BTEC qualification within this. The meeting itself was extremely well attended with around 70 colleagues present. As a NEON Executive member, I was particularly pleased to see the number of teacher colleagues taking part in this meeting – our membership has historically consisted of WP practitioners based in institutions and those working on the UniConnect collaborative outreach programme.  This showed that we were covering an issue which was hugely topical across the sector.

The last decade has seen an increase in the number of learners progressing to higher education having studied a BTEC qualification. One in four students currently gaining access to HE have taken a BTEC National, about 100,000 students. There is a clear correlation between students studying BTEC qualifications and socio-economic status; research undertaken in 2016 by the Social Market Foundation showed 47% of students entering higher education from the most disadvantaged areas (Q1) are BTEC holders.

As a Group, we wanted to work to support the access, progression and success of BTEC students.  Over the course of the past two years, we have refined our focus to developing our Guiding Principles publication, written for colleagues working with BTEC students at each stage of the student lifecycle.

Our Guiding Principles

Following our first meeting, we developed some terms of reference for the Group. Our initial thinking was to develop resources to support teachers and advisors for student progression and to capture the scope of activity taking place to support BTEC learners at each point of the student lifecycle. We are still compiling this information and so if you have an example of practice you would like to share, please let us know!

As the group evolved, we decided to focus on our meetings as opportunities to share practice with invited guest speakers and have used this knowledge to shape our Guiding Principles.  Abstracts of each of these principles are provided below.

  • Championing fair higher education admissions practices for BTEC learners – Dr Alex Blower (University of Portsmouth)

One of the guiding tenets of the NEON Supporting BTEC Students Working Group is to champion fair admissions practices by universities. The group contends that BTEC students, who are often first in their family to attend university, should not have to dig for information about course entry requirements or face additional barriers. It argues that BTEC qualifications should feature as prominently as A levels in prospectuses, and websites, as they are the second most common qualification used for university entrance in the UK. The Group campaigns to make entry requirements/eligibility criteria clear and accessible to BTEC students at all UK HE providers, including Russell Group institutions and those with higher entry tariffs. BTEC learners should be able to establish their eligibility for an undergraduate degree quickly and easily, without the need for them to make further enquiries. If BTEC qualifications aren’t accepted due to course content, the group argues that this should be clearly indicated. The group believes that uniformity and transparency in admissions practices across the sector is a prerequisite to equitable access to Higher Education for BTEC students.

  • Conducting meaningful outreach activity with BTEC learners in schools and colleges – Rebecca Foster (University of East Anglia)

One of the biggest barriers to vocational students entering HE is that pre-entry activity run by Recruitment and Outreach professionals is targeted towards A level students, rather than being focused on their needs. The pre-entry guiding principle champions the need for staff working with students’ pre-entry to be inclusive of vocational learners. This is especially important as learners studying vocational qualifications are often from the most underrepresented backgrounds. Therefore an inclusive approach is paramount, especially from a widening participation perspective. Through raising awareness of the important but sometimes nuanced differences between BTEC and A level learners such as curriculum, learning style, learner identity and learning environment, important changes in promotional language, bespoke events and CPD for college staff can be put in place. The group hopes this will culminate in more vocational learners being aware of HE as an opportunity to them and for practitioners to be equipped to provide appropriate advice and guidance to support their progression.

  • Supporting the transition and student success of BTEC students in higher education – Rebecca Sykes (University of Leeds)

Research shows that BTEC students entering university are more likely to be from a widening participation background, have lower progression and retention rates, be at different starting points in terms of academic preparedness and understanding assessment expectations in HE, and that a sense of belonging is one of the biggest challenges facing this cohort. Our third guiding principle, focusing on transition, attainment and retention, uses the core principles of identify, evaluate, share and embed, to create an environment where BTEC students succeed during their studies and beyond. Valuable, informative and engaging conversations in the group meetings and across conference sessions, has allowed open discussions about the barriers facing this cohort of students, enabling us to recognise how practitioners can be instrumental in their own institutions to help overcome these challenges.

  • Understanding the needs of BTEC students through engagement with research – Chris Bayes (Lancaster University)

There is a lack of effective knowledge exchange between policy makers, practitioners and researchers active in the field of widening participation.  With reference to the progression, retention and success of students accessing university via a BTEC pathway, we have identified gaps in terms of knowledge transfer between practitioners and teachers working with applicants prior to university, and academics working with these students when they are at university. Some traditional universities have been guilty of reinforcing a deficit model perception of BTEC students. For many degree programmes, BTEC students’ prior learning has better prepared them for the progression into HE. By supporting the development of reflective practitioners across the sector, our Working Group is ensuring that staff are able to support today’s increasingly diverse student population, regardless of their prior academic background.

Further information

PDF copies of our Guiding Principles publication can be found via the NEON website – https://www.educationopportunities.co.uk/resources/research/. To find out more about Working Group, please visit https://www.educationopportunities.co.uk/programmes/working-groups/supporting-btec-students/ or join our LinkedIn Group – https://www.linkedin.com/groups/8805592/

The Department of Education is undertaking a consultation exercise to review post-16 qualifications at level 3 in England. The consultation proposes a new system for Level 3 qualifications that creates a dual route based on A Levels and T Levels. This proposed new landscape does not therefore see a separate role for BTEC qualifications, which at present offer learners a route into either higher education or employment. If you care about safeguarding the future of the BTEC, you can access this consultation via the following link: https://consult.education.gov.uk/post-16-qualifications-review-team/review-of-post-16-qualifications-at-level-3/. The deadline for this consultation is 15th January.  We will be working with Pearson to deliver a practice-sharing event showcasing case study examples of how the BTEC qualification supports learners at each stage of the student lifecycle.  Should you wish to be involved in this, please get in touch via c.bayes@lancaster.ac.uk .

SRHE member Chris Bayes has worked in the field of Widening Participation (WP) since 2007, holding practitioner and managerial roles in WP teams at a number of universities and previously leading a number of collaborative partnerships in NW England.  Chris is a research-active practitioner and his research paper ‘Blurred Boundaries – Encouraging greater dialogue between Student Recruitment & Widening Participation’ appeared in the Forum for Access & Continuing Education (FACE)’s 2019 Conference publication. Chris has been an Executive Board member of the National Education Opportunities Network (NEON) since 2015 and has acted as Chair of NEON’s ‘Supporting BTEC students’ Working Group since this was established in 2018.


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Troubling transitions: re-thinking dominant narratives surrounding students’ educational transitions

by Karen Gravett

This blog draws on recent research into educational transitions within higher education. Student transitions are a central part of higher education policy and practice internationally. However it is striking that much of the work within this important area is underpinned by unquestioned assumptions surrounding what transition as a concept might mean. Too often understandings of transition defer to narratives that reinforce stereotypic and limited understandings of students’ experiences of life and learning.

In recent years, student satisfaction and successful outcomes for students have become key institutional priorities, and narratives surrounding transition can be seen to employ a number of recurring ideas in order to explain and regulate students’ outcomes. These include the navigation of distinct stages: induction; ‘welcome’ week; the ‘first year experience’, as well as conceptions of transition as a structured process, or a linear pathway, to be smoothed and bridged. Words matter. These narratives have implications for how students’ learner identities are constructed, as well as for how students are interpellated into discourse. Recurring tropes of bridges and gaps reinforce the implication of a personal deficit within the student, a ‘gap’ to be ‘bridged’ that exists from the very outset of a student’s experience at university. These metaphors are also underpinned by the assumption that individuals should adapt to their university environment.

Such narratives also ignore the multiplicity and diversity of individuals’ lived experiences. Depicting students’ experiences as uniform is particularly problematic given the reality of today’s diverse student populations and differing individual circumstances. Pathway metaphors also support a view that upholds individualised discourses of aspiration and resilience, and yet recent events remind us of how quickly trajectories can become unsettled, how easily linear pathways can be disrupted, through no fault of a student’s own. Within the narratives surrounding student transition, then, an intense focus on fixed time frames and ‘progressive’ outcomes can be seen to construct limiting timescapes of higher education and such fixed conceptions can be problematic for students who may for a variety of reasons need to ‘drop out’ or change direction.

Overall, the need for more nuanced understandings of students’ experiences into and through higher education has been brought into sharp focus recently with the unprecedented disruption to life and learning as a result of the coronavirus outbreak. Understanding difference becomes even more important as we begin to see how different learning experiences may be for different students – those with space to work at home, those with a stable home, those with access to computers, printers, broadband connections, those without ill-health or caring responsibilities. And other new questions arise: is it still appropriate to speak in terms of rites of passage, linear pathways and first year experiences? What does transition into higher education now mean given that are students are currently transitioning to online study and facing unprecedented levels of uncertainty and change? Perhaps it is time instead to consider how we can we foster greater consideration of the granularity of students’ experiences, considering that beneath institutional discourses there may lie a more nuanced picture: one where students’ experiences can be understood as diverse, messy, and rhizomatic.

Recent empirical research with staff and students also suggested the diverse, fluid and ongoing nature of students’ transitions at university as depicted in these students’ comments:

You’re constantly changing, you’re constantly meeting new people. (Laura, second interview)

I was already quite independent when I came to Uni … because my mum, she’s disabled, so I already do a lot of stuff at home for my brother. (Maria, first interview)

It doesn’t feel like I’m living the same experience as they would, even though we go to the same uni. (Mena, first interview)

In these studies, our data portrayed tensions between the stories, narratives and linear timescapes that surround traditional conceptualisations of student transition, and the fine-grained, messy, changing, becomings of students’ lived experiences. The implications of such a reconceptualisation thus offers new potential for a rethinking of approaches to theorising and doing transition, as well as raising new questions regarding our understanding of students’ experiences. A new question for institutions now exists: in how to reconcile the fluidity and rhizomatic experiences of students with the conventional linear and modular institutional approaches to the acquisition of knowledge that may be driven by neoliberal agendas of efficiency and managerialism.

Indeed, to date such traditional conceptions of transition have encouraged a focus on short term, practical, strategies to promote success, for example pre-entry, induction and welcome week initiatives. Perhaps instead we might wish to consider individuals’ lived temporal rhythms, the ongoing nature of learning and development within higher education, and the ongoing nature of transition itself. What would a rethinking of transitions as something necessarily troublesome, as rhizomatic, and as part of an individual’s ongoing series of becomings offer? Key implications will be a need for institutions to offer support beyond the initial stage conventionally termed transition, as well as to seek to depart from approaches that construct students as experiencing a homogeneous ‘student experience’, or as experiencing a transition period that should necessarily be managed, smoothed and eased at all. Rather, considering how we can share an understanding of the inevitable challenges and difficulties inherent within learning, and the ongoing nature of change and becoming may be more useful, particularly in our troubling times where we might conclude we are now always experiencing a period of transition, or becoming.

This blog post is based on research recently published in Studies in Higher Education and Higher Education Research and Development. Karen Gravett is Lecturer in Higher Education at the University of Surrey. She is an Associate Editor of the journal Higher Education Research and Development, a Senior Fellow of the Higher Education Academy, and a co-convenor of the Society for Research in Higher Education Learning, Teaching and Assessment network.