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Impact of 'transition blind spots' on access to Higher Education diploma students with a military background: why filling gaps in information, advice and guidance matters

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This paper contributes to an under-researched area within the field of military-civilian transition. It explores innovatively the experiences of (mainly) ex-service personnel as they journey to and through 'Access to Higher Education Diplomas' (AHED), the majority having come from the lower ranks of the Army, to which many enlist with little or no formal qualifications. Drawing upon empirical research, commissioned in response to anecdotal evidence which suggests a decline in the number of AHED students with a military background, the paper argues that gaps in Information, Advice and Guidance (lAG) on AHEDs contribute to what I have termed 'transition blind spots' in the trajectories of these Service Leavers (SL). By addressing the issues discussed in this paper, there is potential to mitigate impact from these 'transition blind spots' and facilitate the SL transition through the provision of fully-informed lAG on AHEDs. This paper concludes that this new concept might usefully be employed to identify and understand other challenges faced during military-civilian transition.
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Document Type: Research Article

Publication date: November 1, 2018

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  • The journal is based on the belief that there are neglected links between research and theory, and policy and practice in the promotion of widening participation in post-compulsory education and lifelong learning. It aims to provide a forum for the development of theory, the addressing of policy questions and the dissemination of innovative practice in the field of widening participation and lifelong learning.
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