Exploring Transformative Journeys through a Higher Education Programme

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Since the 1960s, there has been a sustained policy commitment to widen participation to social groups previously under-represented in further and higher education (Thompson, 2000, Burke, 2012). It has been argued that widening participation has encouraged students to return who are poorly prepared for the intellectual challenges of post-compulsory education (Leatherwood, 2005, Burton and Golding Lloyd et al, 2011). Some research has concluded that post-compulsory education has been dumbed down to meet the needs of ill-prepared students (Haggis, 2006, Coffield, 2010). This research interrogates these analyses in the context of Higher Education in Further Education (HE in FE). The research investigates if HE in FE can be a catalyst for significant social, emotional, and intellectual growth in students - if students can be transformed by the experience of education (Mezirow, 1978a, 1991, Cranton, 2006).