Bridging the gap: Academic performance and experiences of technical college students in top-up university degree programme

Our study evaluates academic performance, motivations, and experiences of technical college students in a top-up university degree program at a Qatari-based UK transnational education provider. Using a mixed-methods approach, we analyzed academic performance through one-way ANOVA of 53 students, comparing their grades with peers who began their degree programs in the first year. Interviews with 14 top-up students explored their motivations and learning experiences. The results indicate no significant differences in academic performance between the groups, affirming the equivalence of technical college students to traditional peers. Interviews revealed three distinct categories of student experiences, highlighting both academic and non-academic factors that shape their transition. This study challenges assumptions about vocational students’ preparedness for higher education, demonstrating their capability to succeed academically. It emphasizes the need for tailored institutional support to enhance student experiences in top-up programs, including financial aid, improved student life, and the integration of practical and academic teaching methods. Additionally, fostering inclusive environments, strengthening inter-institutional collaboration, and ensuring high-quality program delivery are critical to supporting student mobility and contributing to Qatar’s knowledge-based economy. These findings provide valuable insights for developing effective pathways for vocational-to-academic transitions in higher education.