Flexible pathways and effective transitions in college based HE – Final Report. QAA

Further education colleges (FECs) play a critical role in widening access to higher
education (HE), particularly for students from underrepresented and non-traditional backgrounds. However, college-based higher education (CBHE) remains underresearched and presents distinct challenges in supporting students’ transitions into and through HE study. This Collaborative Enhancement Project (CEP), funded by the Quality Assurance Agency (QAA), addressed this gap by examining how flexible pathways and effective transitions can be enhanced through student–staff collaboration.

The project involved five FECs across England and was underpinned by the Cycle of Collaborative Observation (CoCO), an innovative model designed to facilitate
structured, dialogic engagement between students and staff. Participants undertook two iterative cycles of collaborative inquiry, focusing on key transition-related themes including academic confidence, learner independence, assessment and feedback practices, and engagement with HE learning expectations.

The findings highlight that successful transition in CBHE is shaped by both academic and affective factors. Across all case studies, students reported increased confidence, improved understanding of assessment expectations, and greater engagement with feedback processes. Participation in CoCO enabled students to develop a stronger sense of ownership over their learning, alongside enhanced reflective and critical thinking skills. For staff, the project supported the development of more student centred and facilitative pedagogical approaches, reinforcing the value of student voice in shaping teaching practice.

A consistent theme across institutions was the importance of pedagogical relationships in supporting transition. Collaborative dialogue between students and staff helped to build trust, challenge traditional hierarchies and create more inclusive learning environments. These relational dynamics were closely linked to improvements in students’ sense of belonging and academic identity, both of which are critical for persistence and success in HE. The project also demonstrated the value of embedding transition support within curricula. Practices such as explicit teaching of assessment criteria, structured
opportunities for feedback engagement and scaffolded academic skills development were shown to be particularly effective when integrated into programme delivery. In addition, experiential and collaborative learning approaches contributed to the development of transferable skills and professional identity. While the project identified clear benefits, it also highlighted practical considerations for implementation, including the need for time, structured support for reflective practice and flexibility to adapt approaches to local contexts. Despite these challenges, the CoCO model proved to be a robust and adaptable framework that can support sustainable enhancement of learning and teaching in CBHE.

Overall, this project provides strong evidence that student–staff partnership
approaches can play a transformative role in supporting effective transitions in CBHE. It offers a scalable model for enhancing student engagement, improving academic outcomes and fostering inclusive and collaborative learning cultures across the sector.