In my role as programme leader of the BA (Hons) Criminal Justice and Criminology, I observed that students who entered with A-levels were more likely to achieve a 2:1 or 1st class degree than students from other routes of entry. Analysis of five cohorts showed that less than half of entrants with Business and Technology Education Council (BTEC) qualification achieved a 2:1 classification, compared to over 90 per cent of A-level students. In the interests of equity, this phenomenon deserved further investigation. I set out to identify issues in the transition to higher education that may cause BTEC students to struggle to adapt to academic study and any skills deficits that may ultimately lead to underachievement. As a result of the study, a toolkit was devised to smooth the transition, raise aspiration, enhance self-esteem and improve outcomes.

中文翻译：

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“我们并不都是平等的！”

在担任刑事司法和犯罪学（荣誉）学士学位课程负责人时，我观察到以 A-level 入学的学生比其他入学途径的学生更有可能获得 2:1 或一等学位。对五个队列的分析表明，拥有商业和技术教育委员会 (BTEC) 资格的学生中，只有不到一半达到了 2:1 的分类，而 A-level 学生的这一比例超过 90%。为了公平起见，这种现象值得进一步研究。我着手确定在向高等教育过渡的过程中可能导致 BTEC 学生难以适应学术学习的问题，以及可能最终导致成绩不佳的任何技能缺陷。作为研究的结果，设计了一个工具包来平稳过渡、提高抱负、增强自尊和改善结果。