Abbreviations: IT - Information Technology, NI - Northern Ireland, OCN - Open College Network, QUB - Queen's University Belfast, ROI - Republic of Ireland, UU - University of Ulster

Background to the Research

• The aims of this research were to:
  • Compare models of Access provision in Northern Ireland, the ROI, Scotland and the OCN in England, to provide a comparative analysis of provision, focusing on evaluation of present practice, identification of problem areas and assessment of changing trends;
  • To assess and evaluate the degree of female participation at the further/higher education interface in the 1990's; considering the opportunities and constraints for women returning to education;
  • To explore the implications of current trends for Access provision in general, and for mature women students in particular.
  • To examine the possibilities for the future in the context of demographic trends and political parties, with particular emphasis on the implications for women returners, and equality of opportunity.

Main Findings

• Both the statistical data and the interview responses suggest that Access courses in NI are, at least in general terms, fulfilling their intended purpose. The steady growth of both courses and students reflects the increased recognition given to the value of Access by universities, colleges and prospective students.
• The percentage of women returners has remained fairly consistent, at around two thirds, with no evidence yet of the decline noted in Scotland. It does appear, however, that women are increasingly more likely than men to withdraw from the programme.
• The 'user-friendly' nature of the courses themselves is a major priority for college staff, with the in-built support mechanisms which are a crucial element of the course design, supplemented by informal guidance and counselling.
• The high level of commitment of Access tutors reflects a degree of personal investment in student welfare which far exceeds the formal requirements of their employment, and for which recognition, in terms of time and resources, is rarely given.
• The comments of both tutors and students confirm earlier research findings on student motivations for return, while the problems generated by family commitments and financial insecurity have already been identified as more problematic for mature women returners. With 62% of respondents having children, it is unsurprising that family commitments were the greatest cause of difficulty.
• While colleges employ a range of strategies when accepting students on an Access course, there is a clear concern to identify some level of academic ability. There is no doubt that this is related to the style of assessment required by both collaborating universities in NI. Access courses validated by both UU and QUB result in a final percentage grade, 60% of which is achieved by coursework, 40% by end of course exams. The combination of continuous and exam-based assessment was generally supported by Access tutors.
• Although a relatively small sample, the survey of women students on QUB-validated Access courses suggests a degree of success in attracting women from a working-class background with a desire to improve their personal and employment status; over a quarter of these women had been full-time housewives, while over a third of those at work were employed in a part-time capacity - by the end of their course 87% aimed to progress directly to higher education
• Northern Ireland Access students are more likely to progress directly to higher education. The great majority enter UU, which has a longer history of involvement in Access provision, a wider range of courses available, particularly in relatively new areas such as business, commerce and media.
• As one of the 'old' universities, degree pathways at QUB are more likely to follow the traditional discipline patterns, although modularisation had led to a greater degree of student choice.
• The survey of Access students progressing to QUB revealed that significantly more men than women on courses validated by the university actually go on to enrol at QUB.
• In 1995/96 the only year which it is possible to compare UU and QUB Access admissions, there appears to be little difference in the gender ratio in the two universities, and the concentration of females in 'traditional' subject areas is confirmed.
• Perceptions of the two universities are largely a result of the history of the provision of higher education in the province. Although entering into this area at a later stage than UU, QUB has considerably increased its commitment to Access provision and recruitment in recent years, although numbers remain relatively small.
• Whilst both universities have accepted the philosophy of Access, commentators note with concern, that this has not been translated into a dramatic change in admission policy or procedure. However, it's important to note that very few students who successfully complete Access courses in NI, do not progress to university.
• The issue which perhaps most needs addressed is that of encouraging women returners to consider a broader range of technology or science-based subjects and important inroads are being made in this area. Since the completion of this research, UU's 'Certificate in IT Studies and Professional Development for Women' has been awarded a kitemark and thus become part of the university's mainstream Access provision.