MEG responds to developments in College Based Higher Education (CBHE) by responding to consultations but also undertakes and commissions selective research for the benefit of members and the wider CBHE community . We also publish articles designed to stimulate discussion and raise awareness of CBHE matters. This section of the website includes:
● a selection of our Consultation responses;
● examples of documents drafted by MEG, sometimes jointly with other agencies, and;
● a selection of research publications including an overview of CBHE, Scholarly Activity,
Progression to HE, leadership in HE in FE, higher level Apprenticeships etc
Individual MEG member colleges have an active interest in research and scholarly activity and many hold annual HE in FE research conferences in partnership with their local universities. Examples of work completed in-house by HE teaching staff will be posted on this part of the site.
MEG members contribute significantly to the research that is undertaken about College based HE. As a group we have been funded to write a number of papers or research documents and these can be found in this part of the website. For ease of access, the most recent is listed first.
Members’ Small Scale Research Projects
The potential for updating vocational higher lecturers’ occupational knowledge via digital technology. Bedford College
Student perceptions of the importance of embedding wellbeing within the Higher Education environment UCSE
Graduate Employability in a Coastal Town – A study of effective employability activities and student views on graduate employability TEC Partnerships
An investigation into the impact of the coronavirus pandemic (COVID-19) on mental health services in a College Based Higher Education (CBHE) setting Newcastle College University Centre
This research identified an increased demand on the College’s mental health support services for students during the pandemic. The pivot to online support has brought significant benefits, including: continuity of support, more inter-agency and inter- departmental approaches, the removal of barriers to access for some student groups, and prioritising student mental health awareness with all college staff. Written by colleagues at the Newcastle College University Centre for the MEG Small Scale Research Projects. June 2021
This paper briefly highlights examples of work undertaken in colleges to encourage progression to Higher Education and illustrates how FECs are distinctively equipped and placed to deliver progression opportunities to students from widening participation backgrounds.
Reforms for a ‘Revolutionary’ Post-16 White Paper Campaign for Learning. September 2020. Julia Wright and Mark Corney (Editors)
Participants in the Case Studies were chosen from a cross section of MEG members and provide exemplars of current management practice. Good practice and high quality provision is widespread across the MEG family of colleges and those featured here were not selected exclusively for the quality of their provision and delivery. Instead, they are a representative cross section of MEG members in terms of geographical location and size of HE student cohorts. Each College has adapted to its local context, environmentally, socially and economically and developed its CBHE offer and management strategies accordingly. Many face stiff competition from HEIs and neighbouring colleges. Most draw students from socially deprived areas.
The paper sets out the findings from a series of interviews with MEG representatives conducted in 2018, aimed at establishing the extent of their involvement in the delivery of Degree Apprenticeships. It looks at the motivations for offering Higher and Degree Apprenticeships, the involvement of employers in both programmes, and the relationships with partner universities in the delivery of Degree Apprenticeships. Practical issues such as staff development, college organisational structures and the expectations of Degree Apprentices are also considered.
This paper reports the findings of a survey carried out in 2017-18 into the views of
International students who are studying for HE qualifications in a publically-funded college
rather than a university setting. 2019
The multi-college project at New College Durham, Sunderland College and Darlington College has put in place HE Academic Support Tutors to provide a positive study skills support experience that enhances student learning, boosts engagement with course content, and raises students’ confidence and resilience. 2019