ping transferable skills, which will enhance student’s chances of employability and success in their chosen career are imperative (York, 2008). Evidence of increased marketisation in HE in the UK includes universities advertising courses that feature job and career prospects, to try to attract students (Ford, 2007; Lacey, 2006).
Widening participation
In recent years, the number and dynamics of students in HE have increased significantly (HEFCE, 2009). Previously, undergraduate students comprised mainly of college leavers who were enrolled full-time, whereas, the student population now includes larger numbers of mature students and the number of part-time students has rapidly increased (Bennion, 2011; HEFCE, 2009). It is assumed that the more skills and training an individual has, the more likely they are to secure employment and to be able to fast track in their chosen career (Bennion, 2011; Jackson & Jamieson, 2009). This assumption may explain the increase in part-time study, especially if mature students are returning to HE to enhance their skill set, in the hope it may lead to them securing a higher-level job or a promotion.
The Government and funding bodies have recently developed initiatives such as ‘Aim higher’ programmes; in an attempt to provide people from disadvantaged and under-represented groups the chance of an HE (HEFCE, 2009; Muijs et al, 2017). Initiatives such as widening participation within HE are becoming more accessible, which has led to a greater diversity of students (Ramsden, 2013). A focus of Universities has been to increase student retention and avoid students withdrawing from their Degree (Blythman & Orr, 2003; Fitzgibbon & Prior, 2003). However, widening participation may result in increased failure and dropout rates of students (Bennett, 2003; Parry, 2003). Student withdrawal is due to a variety of reasons including a student’s financial situation, changes in personal circumstances or time constraints (Yorke, 1998; Davis, 2003). This is particularly relevant to students in the Faculty of Health and Social Care, who are often working full-time and are enrolled on a professional training course or Continuing Professional Development (CPD) course and are released one day a week from their job for study leave. As mentioned previously, some mature students are engaging with HE to enhance their skills and to obtain a promotion, therefore, their learning may not be as focused on deep learning but motivated by financial reward.
