Chapter 3: Learning on a Bespoke Access Programme

As noted in Chapter 1, Access courses – the forerunners of the current Access to HE Diploma – were recognised as the third route to higher education in the White Paper Higher Education: Meeting the Challenge (DES, 1987). Since then the number of courses, and more importantly the number of students accessing higher education, has increased significantly. Whilst recognising the importance and value of the Access to HE Diploma, which is almost exclusively delivered in further education colleges, this chapter focuses on Access programmes delivered in higher education institutions (HEIs). The courses are not necessarily subject to QAA regulations discussed in Chapter 1. An increasing number of HEIs (e.g. University of Liverpool, Edge Hill University and University of East London) have developed and delivered Access programmes which prepare students for higher education. These programmes share a number of common features. Firstly, they are designed to facilitate progression within the institution in which they are delivered. Secondly, the focus of programmes tends to facilitate progression to the humanities and social sciences rather than sciences and engineering degrees. Thirdly, the programmes build on the life experience of students, focussing on study skills and preparation for study as much as providing subject knowledge. This chapter draws on the author’s experience of designing, delivering and evaluating one such Access programme at a post-1992 institution. It focuses on the design and delivery of the programme before considering the characteristics, motivation and experience of its students on the programme.