TASO has launched a new report exploring the barriers faced by students from widening participation (WP) backgrounds in courses that involve a work experience placement – also known as ‘sandwich courses’.

Having identified gaps in the evidence around participation in sandwich courses, TASO commissioned a project to map out the barriers students from WP backgrounds face in accessing and completing these courses, and potential solutions to these barriers.

We appointed two providers to work with us on the project:

  • University of Surrey focused on the intention to apply for and complete a sandwich course.
  • Nottingham Trent University (NTU) focused on converting this intention to successful completion of the sandwich course.

Key findings – University of Surrey

  • Some higher education (HE) providers reported a perception that disabled students, students from low-income families, and black, asian and minority ethnic (BAME) students were underrepresented on sandwich courses. However, few providers were able to provide specific statistics about their sandwich course cohorts nor identify whether those taking up sandwich courses were representative of the wider student population.
  • Both staff and students identified several factors that influence a students’ ability to apply to and complete a sandwich course such as a perceived lack of support from providers and challenges associated with travelling considerable distances for a work placement.
  • Staff referenced a variety of activities, some of which had already been implemented, to remove the barriers (financial and otherwise) that WP students experience when accessing sandwich courses, such as students attending a budgeting meeting to ensure they would be able to cope financially.
  • There was a consensus from both staff and students that participating in a sandwich course had a positive influence on employment outcomes for students.

Key findings – NTU

  • Students, employers and staff identified confidence and resilience as important for helping students navigate challenges that arise throughout the process of applying to, securing and completing a sandwich course.
  • They also reported that biases remain against students from disadvantaged backgrounds that can influence their experiences of navigating the process of applying to and securing a placement as part of their course.
  • A lack of placement opportunities, and lack of opportunities in geographically convenient areas, were identified by students as a factor in whether they could secure a placement.
  • The requirement for money and resources was also reported as a challenge for their participation in the course.

In response to the findings, TASO recommends higher education providers:

  • Develop Enhanced Theories of Change (ToCs) to plan, and rigorously evaluate, the impact of support for WP students accessing sandwich courses.
  • Make more use of their institutional data and administrative datasets, such as the Longitudinal Education Outcomes (LEO) dataset, to track students into the labour market and evaluate employment outcomes.
  • Consider implementing specific support on student finances for learners intending to take part in a sandwich course. This relies on building strong relationships between providers, and with the professional sector, to agree collective action to address barriers and challenges that WP students face.
  • Provide comprehensive and tailored support to WP students considering a sandwich course, as well as those who have already enrolled in the course, at multiple points to ensure students are supported to start and complete the course.
  • Take a strategic approach to employability support, developing and evaluating programmes specifically designed for disadvantaged students in order to address the gaps between more and less advantaged students.
  • The emerging body of evidence on the influence of sandwich courses on student outcomes should be translated to the wider sector, supporting HEPs and students who do not have access to sandwich courses to improve employability.

Findings from both research strands have been used to develop two Theories of Change (ToCs) which we hope the sector will use to support them in their own work in this area.

Download the summary report: Addressing gaps in the participation of sandwich courses

Download the University of Surrey’s research report: Improving access to, and success on, sandwich courses for students from widening participation backgrounds

Download NTU’s research report: Exploring equality gaps in the uptake of sandwich courses and placements

If you have any questions about the report, or would like the report in another format, you can get in touch with us at info@taso.org.uk.