Fitness for purpose in vocational higher education : relationship between entry requirements and student attainment in occupational therapy degree programmes.

This thesis explores the relationship between the level of entry requirements and
subsequent student attainment on Occupational Therapy degree programmes. It
questions the justification for the continued rise in the level of entry qualifications
since the early 1990s. It also considers whether students' personal qualities should
be seen as equally important when considering entry to a vocational programme.
The thesis begins With a review of the evoiution of Occupational Therapy as a
profession and considers the development of training courses from diploma
through to degree validation. A range of literature is discussed in relation to the
role of qualifications in education and training including degrees in the training of
professionals and issues of professional competence.
An empirical investigation, using quantitative and qualitative methods was
conducted of the relationship between entry requirements and student attainment at
an English university where an Occupational Therapy degree programme has been
placed since 1991. A questionnaire survey provided details of the students' entry
qualifications which were then considered alongside evidence of students' progress
and attainment during the programme and their final degree classification.
Interviews were conducted with lecturers at the university and employers of the
new graduates.
The findings of this thesis did not find any academic rationale to support the rise in
entry qualifications. Rather, the results indicate that had the entry standards been
strictly adhered to, a high percentage of students would not have been eligible to
train. Furthermore, the thesis establishes that more importance should be given to
the role of interviewing prospective students.