An interview with Zoë Chapman, author of The Access to Higher Education Handbook
Can you talk briefly about your journey, from starting the Access to Higher Education Diploma to writing The Access to Higher Education Handbook?
I started the Access to HE Diploma when I was in my 20s after four failed attempts at university! After I finished, I went back to university (again!) and (finally!) completed an undergraduate degree – this time in Biochemistry. Fast forward a little and I was given an opportunity to return to the FE college where I’d studied my Access to HE Diploma and become a lecturer on the very same programme – I leapt at the chance! Although I enjoyed teaching, I was keen to explore new projects and decided to set up my own independent Access to HE provision. Throughout my experience as a student, lecturer and provider, I realised that there was something missing – a core resource that guided learners through the fundamentals of the Access to HE Diploma which was written with the adult learner at the front and centre. I reflected on how much a resource like that would have helped me, so I began to draft a plan and used it as a framework to create The Access to Higher Education Handbook!
In your view, why is the Access to Higher Education Diploma so important?
The Access to HE Diploma is so important because without it, so many people might never get the opportunities it can present – myself included. There is no other route for adult learners to progress into higher education that is structured, funded, and delivered in this way. With the Access to HE Diploma, adults can study a nationally recognised and accredited Level 3 programme across as little as one year, that can meet entry criteria for a range of hundreds, if not thousands, of HE programmes across the UK – including apprenticeships! Importantly, the cost of the Access to HE Diploma is often covered by the Advanced Learner Loan which means that if eligible, Access to HE learners will have their fees waivered should they go on to complete an undergraduate degree level programme. This means that for many students, they can facilitate this important step in their journey without any financial burden which is hugely important.
How did your experience as an Access to HE student influence your writing?
I went into my Access to HE Diploma with the right attitude, a half decent set of academic skills, and the commitment to doing as well as I could, yet there were many aspects of the programme that I struggled with. My tutors were brilliant, but when studying full time, the course goes by very quickly. Plus, I found it challenging at times as I was working nights then going to college in the day and it’s fair to say that sometimes I was present in body but not in mind as I just wanted to be home and having a sleep!! It might sound a bit silly, but after going from a 10 hour night shift straight into a full day college, sometimes even the most basic of questions were popping up such as “where do I find the assessment criteria again…?” and whilst I recognised that it was just sheer tiredness, I felt silly taking up the tutors time by asking. I thought then, if there was a resource that could consolidate those core features (and of course, plenty more!) that students could refer to any time of day to fit around their commitments, where the information can be a reminder for all those key components of the programme whilst also supporting skill development, then that would be really helpful.
How did the feedback you received from AVAs, providers and QAA, who have been supportive of the book, help shape its content and direction?
Firstly, I want to acknowledge how appreciative I am that QAA and AVAs have shown support for this book. I’d say the biggest influence on the book has been from the AVAs and has been having them educate me on the nuances of how they manage Access to HE Diplomas which, although standardised to a point via the QAA regulation, differs slightly between them all in the day-to-day running of things. It was important to get as many of those unique elements in to ensure that as many learners as possible might benefit from the book’s content.
How can instructors use The Access to Higher Education Handbook to support their teaching?
By consolidating all the core information into one place, I hope that the book serves to answer a lot of the common questions that are asked by Access to HE students such as “yes, but what does it look like to get a Distinction?” and “but what overall grade will I get at the end of this though?!”! The book includes lots of activities, tasks, case studies, templates, questions and checklists for students to help practice their skills too, and I hope these elements support teaching by reducing the time needed to spend searching for or creating resources. Further, the book references recent changes that QAA have made (i.e., the introduction of grading standards) so I also hope that this book can help practitioners navigate this change in some way too. Lastly, I hope that this book can support those who perhaps are unfamiliar with Access to HE and help them to fully understand the nuances of such an elegantly complex qualification.
How does The Access to Higher Education Handbook support students?
The way in which this book has been written means that it is suitable for learners who are thinking about studying Access to HE, those who are already enrolled on Access to HE, and actually, those who are studying any other Level 3 qualification! Primarily though, this book is a guide for students progressing through their Access to HE Diploma from day one, and is written to be a helping hand through writing assignments, navigating key academic skills, planning for what learners want their next steps into HE to look like, as well as how to get there. The book offers opportunities to engage in skill development using the activities and tasks, it gives learners a place to write and reflect about their experience, and it provides information to help them understand the course too. The book is written as part text book and part journal – I would love for students to scribble all over it, highlight it, make it unique, and make it into something meaningful to them! Whilst of course targeted towards students of Access to HE as its primary audience, Chapters 3-8 all explore standalone study skills such as referencing, writing, and digital skills which non-Access to HE learners might also find useful too. The book is dip-in-dip-out so you aren’t required to read it cover to cover to get the most out of it either making it a perfect companion!
What do you hope this book will achieve? What do you hope students take from the book?
All I hope for this book, is that people find it helps them. I hope that students find this book has the answers to their most basic questions about Access to HE, whilst empowering them to navigate their Diploma with confidence. I hope that Access to HE practitioners find this book supportive, and that it helps to lighten the load a little. I also hope that those in HE who perhaps aren’t as confident in their knowledge about Access to HE find this an educational resource too. If this book can support even just one learner to achieve their potential on their Access to HE Diploma, and in turn get them one step closer to achieving their career ambitions, then this book will have been a roaring success for me! Though of course it would be nice to help more than one!
To give us a taste of the practical advice in The Access to Higher Education Handbook, what are your top tips for students starting their Access to HE Diploma this autumn?
Firstly, don’t overestimate the time you have for the course (particularly if you’re studying over just one year because it will pass by very quickly!) and don’t underestimate how long it will take to complete your assignments to the best standard you can. My top tip for navigating this is to make a realistic timetable for the year. Get a calendar or a diary and block out how many hours you are expected to study each week and when/if you are expected to be present for any lessons that you might have (as well as any travel time to get there/back). Then, go back through put in the assignment deadlines throughout the year, then factor in any non-study commitments such as work, holidays or special occasions where you might not be studying and write in those too. Lastly, and arguably most importantly, factor in contingency time. Don’t fill up every hour of the day with unrealistic expectations of what you think you could/should do – plan in free time so if something crops up, you have wiggle-room in your timetable to fit those unexpected events in. You will see very quickly, particularly those of you at a provider that follows a term-time pattern, that you might not have as many hours in the week as you might think but taking this bird-eye-view approach to the academic year and making a realistic plan will ensure you are aware and able to manage your time as effectively as possible. And remember, if you are struggling with getting things done, be sure to talk to your tutor (or a member of a pastoral support team if you have access to one) and they will be able to support you.
Check out the recently published The Access to Higher Education Handbook by Zoë Chapman.
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