What works? Facilitating an effective transition into and through higher education @ProfLizThomas
Transcript
Slide 1
Slide 2
What works? Facilitating an effective transition into and
through higher education @ProfLizThomas
Slide 3
About me My experience o Independent researcher/consultant. o
Professor of Higher Education at Edge Hill University. o Visiting
Professor of Academic Development at Staffordshire University. o
Director of the What works? Student retention and success
programme. o Senior Adviser for the Higher Education Academy for 9
years. o Author of ten books, journal articles and briefings. o
Working with institutions in the UK and Europe to improve student
transition, progression and success.
Slide 4
Overview o Transitions in higher education and beyond. o
Transition, engagement, belonging, success, drawing on the What
works? Student retention and success programme. o Examples of
effective transition activities. o Transition to independent
learning, employment and postgraduate study. o Strategic enablers
within the institution and beyond. o Transitions in higher
education and beyond. o Transition, engagement, belonging, success,
drawing on the What works? Student retention and success programme.
o Examples of effective transition activities. o Transition to
independent learning, employment and postgraduate study. o
Strategic enablers within the institution and beyond.
Slide 5
Transitions into and through HE o Entering level 4 o Going on
placement o Entering level 5 o Changing HEI o Changing student
cohort o Entering level 6 o Entering employment o Transitioning to
PG study
Slide 6
Transitions include o Academic transitions to a new way of
learning o Social transitions to a new group of people o Personal
transitions reflecting a change in circumstances and identity o
Professional transitions to a new organisational culture o Academic
transitions to a new way of learning o Social transitions to a new
group of people o Personal transitions reflecting a change in
circumstances and identity o Professional transitions to a new
organisational culture
Quiz: Difficult transitions into HE Are students more worried
about the academic or the social transition into HE? Social What
percentage of students think about leaving HE? Between 33% (1/3)
and 42% (2/5) of students think about withdrawing from HE. When are
students most likely to consider leaving? After Christmas. During
the first semester. Why do students think about leaving HE? Most
students having more than one reason. Top three reasons: academic
issues; feelings of isolation and/or not fitting in; and concern
about achieving future aspirations.
Slide 9
Quiz: Differential attainment and outcomes Are women or men
most likely to gain a good degree (first or upper second)? Women
Are men or women more likely to progress to PGT and PGR? Men Are
BME or White students more likely to progress to a PGT programme?
BME Which students are most likely to have a graduate job, or be in
employment, or studying after graduation: white, black, Chinese or
other Asian? White
Slide 10
What works? Student retention and success programme Thomas, L.
(2012) Building student engagement and belonging in Higher
Education at a time of change: final report from the What Works?
Student Retention & Success programme. London: Paul Hamlyn
Foundation.
Slide 11
What works? Student retention and success NAO (2007) and PAC
(2008): Lack of progress and lack of evidence about what works 1
million (Paul Hamlyn Foundation and HEFCE) to support 7 projects
involving 22 HEIs to identify, evaluate and disseminate effective
practice. The primary purpose of the programme is to generate
robust, evidence-based analysis and evaluation about the most
effective practices to ensure high continuation and completion
rates. NAO (2007) and PAC (2008): Lack of progress and lack of
evidence about what works 1 million (Paul Hamlyn Foundation and
HEFCE) to support 7 projects involving 22 HEIs to identify,
evaluate and disseminate effective practice. The primary purpose of
the programme is to generate robust, evidence-based analysis and
evaluation about the most effective practices to ensure high
continuation and completion rates.
Slide 12
Key messages o At the heart of student retention and success is
a strong sense of belonging in HE for all students. This is most
effectively nurtured through mainstream activities that all
students participate in. o The academic sphere is the most
important site for nurturing participation of the type which
engenders a sense of belonging. This puts high quality inclusive
student-centred learning and teaching at the heart of effective
student retention and success. o At the heart of student retention
and success is a strong sense of belonging in HE for all students.
This is most effectively nurtured through mainstream activities
that all students participate in. o The academic sphere is the most
important site for nurturing participation of the type which
engenders a sense of belonging. This puts high quality inclusive
student-centred learning and teaching at the heart of effective
student retention and success.
Slide 13
Engagement Coates (2007, p122) describes engagement as a broad
construct intended to encompass salient academic as well as certain
non-academic aspects of the student experience, comprising the
following: active and collaborative learning; participation in
challenging academic activities; formative communication with
academic staff; involvement in enriching educational experiences;
feeling legitimated and supported by university learning
communities Coates (2007, p122) describes engagement as a broad
construct intended to encompass salient academic as well as certain
non-academic aspects of the student experience, comprising the
following: active and collaborative learning; participation in
challenging academic activities; formative communication with
academic staff; involvement in enriching educational experiences;
feeling legitimated and supported by university learning
communities
Slide 14
A student from the dominant social class `encounters a social
world of which it is a product, it is like a ``fish in water it
does not feel the weight of the water and it takes the world about
itself for granted (Bourdieu and Wacquant 1992: 127). Conversely, a
student from a non-traditional background may feel like `a fish out
of water, and thus return to their familiar habitus. Belonging
Slide 15
Students sense of being accepted, valued, included, and
encouraged by others (teacher and peers) in the academic classroom
setting and of feeling oneself to be an important part of the life
and activity of the class. More than simple perceived liking or
warmth, it also involves support and respect for personal autonomy
and for the student as an individual. Goodenow, 1993
Slide 16
Student belonging is an outcome of Supportive peer relations.
Meaningful interaction between staff and students. Developing
knowledge, confidence and identity as successful HE learners. An HE
experience which is relevant to interests and future goals.
Supportive peer relations. Meaningful interaction between staff and
students. Developing knowledge, confidence and identity as
successful HE learners. An HE experience which is relevant to
interests and future goals.
Slide 17
16 Academic ServiceSocial Early engagement extends into HE and
beyond Student capacity building Institutional management and
co-ordination Staff capacity building
Slide 18
Characteristics of effective interventions and approaches 17
Belonging MainstreamProactiveRelevant Well timed & appropriate
media Collabor- ative Monitored
Slide 19
18 The need to engage students Induction week was a waste of
time, I heard it was crap, and Id got better things to do with my
time basically. (Male student). I was quite surprised today with
people like mentioning counselling and stuff. I dont think its very
well advertised. I had no idea about any of that, no idea at all.
(Female student). I missed Freshers Week, lots of pieces of paper
with information, but [service availability] should be there, it
should be reinforced on notice-boards or whatever. (Female
student).
Slide 20
Transition experience and practice
Slide 21
UG Transition into HE: Student voices I was worried about like
getting on with other people and fitting in I wasnt worried about
the work or anything, it was just fitting in. (Female student)
Anyone that says theyre not scared is lying because there is that
fear. Everyone has those giant fears of am I going to be liked, am
I going to make friends, how am I going to feel living away from
home you know youre afraid of everything, but youve got to grow up
some time (Male student). I was worried about like getting on with
other people and fitting in I wasnt worried about the work or
anything, it was just fitting in. (Female student) Anyone that says
theyre not scared is lying because there is that fear. Everyone has
those giant fears of am I going to be liked, am I going to make
friends, how am I going to feel living away from home you know
youre afraid of everything, but youve got to grow up some time
(Male student).
Slide 22
Student stories activity o Find a person or people near you
with the same student story. o Read the student story. o Discuss
and make a note of the reasons why this student left or thought
about leaving higher education. o Find a person or people near you
with the same student story. o Read the student story. o Discuss
and make a note of the reasons why this student left or thought
about leaving higher education.
Slide 23
ImplementationFun, semi-structured approach to group formation
during induction in engineering MainstreamActivity takes place as
part of academic induction for all level 1 students. ProactiveAll
students participate. RelevantIt is led by senior lecturer as part
of the course. Groups then undertake projects. Well-timed &
appropriate media During first week. Emphasis is on forming groups
rather than providing information. CollaborativePromotes peer
interaction and group working. Structured to promote mixing.
Monitored*Qualitative feedback and review of data. Are
non-participants followed up? T-shirt induction activity
Slide 24
T-shirt induction OutcomesSurveys and focus groups with
students and analysis of institutional data Peer relationsGroups
continued to work and socialise together one year later (58%)
Interaction with staff* Opportunity to get to know a key member of
staff. Developing capacity Students help each other (44% reported
receiving help) Relevant to current/future goals* Group working in
the curriculum, and relevant to engineering employment. Sense of
belongingCreated a belonging always or mostly (81%) Retention &
success Better retention rates year on year (85-94%) & compared
to other engineering schools.
Slide 25
Student voices ....it kind of makes....you dont just feel like
one individual person on a course, it is kind of like you are in a
conglomerate of people kind of thing...I think it does definitely
make you feel part of the group or part of something within the
year group rather than just one lone person. First year is bad
because you dont know anyone....if you dont set up the design group
you have got to make friends, where are you going to make friends
kind of thing.....well you wouldnt usually.....and if it was all
individual work. You have to stick around to do the work and
obviously if it is group work you are forced to meet people..... I
think if you are part of the kind of group then if, if you are
going to drop out then.... or if you are struggling academically
then you have got people there to support you as well. ....it kind
of makes....you dont just feel like one individual person on a
course, it is kind of like you are in a conglomerate of people kind
of thing...I think it does definitely make you feel part of the
group or part of something within the year group rather than just
one lone person. First year is bad because you dont know
anyone....if you dont set up the design group you have got to make
friends, where are you going to make friends kind of thing.....well
you wouldnt usually.....and if it was all individual work. You have
to stick around to do the work and obviously if it is group work
you are forced to meet people..... I think if you are part of the
kind of group then if, if you are going to drop out then.... or if
you are struggling academically then you have got people there to
support you as well.
Slide 26
ImplementationCore level 1 course using problem-based learning
in groups of 8 students. MainstreamThis is part of mainstream
curriculum. ProactiveAll students participate, and group work is
assessed. RelevantRelevant to current learning and team working in
employment. Well-timed & appropriate media During first week.
Emphasis is on forming groups rather than providing information.
CollaborativeUses the academic sphere to facilitate social
integration. Staff work with groups of 8 students.
Monitored*Qualitative feedback and review of data. Problem-based
learning in groups
Slide 27
OutcomesSurveys and focus groups with students and analysis of
institutional data Peer relationsStudents worked in groups outside
of the classroom and made friends. Interaction with staff*
Opportunity to get to know staff in small groups. Developing
capacitySupported to work in groups through coaching and other
staff support. Relevant to current/future goals. Able to relate to
own experiences and interests. Sense of belongingCreated a sense of
belonging. Retention & successBetter retention rates year on
year from 77% to 85%.
Slide 28
Student voices I made [friends] through my seminars, really. I
got four really good friends, and Ive just clicked with them
straight away, and then we sit together in lectures and stuff. And
now Im working on this project with them and weve been meeting up
outside of Uni and stuff. [...]I like that you can work together
and somebody can bring a piece of information that youve never
heard of, and you can bring something that somebody else has never
heard of, and then you can swap them and find out how they found it
and whats in the research. I like that.
Slide 29
ImplementationGroup tutorials developing academic skills and
relationships with staff and students. MainstreamPart of the
compulsory skills module. ProactiveAll students participate; those
who are failing are followed up one-to-one. RelevantAssessed
coursework set through PASS contributes 30% of the module
assessment. Well-timed & appropriate media Meet 4-5 times per
semester; more frequent meeting in first semester. Face-to-face and
text book. CollaborativeEmphasis on learning with each other and
from each other. MonitoredAttendance monitored and followed-up.
PASS System
Slide 30
OutcomesStudent survey, interviews, focus groups; attendance
monitoring; and data. Peer relationsStudents learn from each other
and feel more confident. Interaction with staff89% reported
sufficient contact with staff through PASS; 88% confident now to
ask for academic help. Developing capacityDevelop skills of all
students; including failing students. Relevant to current/future
goals. Taught by academics from their discipline, so perceived as
relevant Sense of belongingShows that the dept cares/they belong.
Retention & success83% in 2004-05 to 92% in 2007-08.
Slide 31
Student voices [We] learn how others are feeling about the
course and how they are getting on. The atmosphere is relaxed and
friendly and that helps everyone have a voice, which is important
for those who wouldnt speak up in a lecture. Made me feel that
there were people to talk to if needed. I feel it is a great system
to get to know your academic advisor and this makes me feel more
involved in the Life Science department. [We] learn how others are
feeling about the course and how they are getting on. The
atmosphere is relaxed and friendly and that helps everyone have a
voice, which is important for those who wouldnt speak up in a
lecture. Made me feel that there were people to talk to if needed.
I feel it is a great system to get to know your academic advisor
and this makes me feel more involved in the Life Science
department.
Slide 32
Transition to independent learning, employment and postgraduate
study. Thomas, L., Jones, R. and Ottaway, J. (2015) Effective
practice in the design of directed independent learning
opportunities. York: Higher Education Academy and Quality Assurance
Agency
Slide 33
Transition to being independent learners o Majority of students
do not feel adequately supported with their independent learning
(NUS 2012) o Students are often not clear what is expected of them
(Thomas et al 2015) We have students who have been highly
successful in this system (A-levels). They have to learn how to
learn differently, rather than just studying harder they have to
study differently, and unfortunately some dont learn that until
they fail. Its hard lesson to learn. (Veterinary Science) o The aim
is for students to be fully independent by they time they complete
UG education.
Slide 34
Guidance and support is essential to develop capacity o If
there are certain passages that bewilder you in the reading, use
the diary to analyse that sentence piece by piece, trying to get it
into your own words. Use the diary to try out your ideas. It is a
safe place, where we dont need to see perfection what we want is to
see the thought processes that you personally go through when you
face that particular passage. We strongly recommend that you keep a
reading diary for all your reading on this module. (English and
Critical Theory)
Slide 35
Effective independent learning approaches provide 1.A clear
structure of what to do and explicit guidance about what is
required; 2.A safe space for learning to learn; 3.Support from
staff and the opportunity for students to check that they are on
the right lines; 4.Opportunities for peer support; 5.Guidance on
how to be reflective and better understand the learning process;
and 6.Support with specific skills required (e.g. ICT).
7.Underpinned by monitoring to identify students who are struggling
and in need of support. 8.A staged or scaffolded process to enable
students to move from being dependent learners to be autonomous by
the end of their undergraduate education.
Slide 36
Transition to employment and postgraduate study o Self-managed
learning I think, observe and have experienced personally builds a
confidence and an interest in learning in whatever context you are.
If some students have appreciated this point and its importance
then the module will have been more than worthwhile. I think for
them it will be life changing. (Management) o The skills learnt are
key to any future career in law or business and provide a practical
side to the course that is otherwise absent from the standard LLB
course with its more academic focus. (Law)
Slide 37
Transition to employment and postgraduate study o The students
on our psychology degree programme are introduced to the idea of
practitioner psychology scenarios at level five, where they
complete a portfolio as part of their assessment of a module. The
PBL at level six in the module Neuroscience takes this a step
further, where they become more independent in their learning and
experience being an important member of a multi-disciplinary team,
addressing a real-life dilemma. They learn the importance of
working within the dynamics in a team, and how to respect different
opinions and experiences. (Psychology)
Slide 38
Transition to employment and postgraduate study o The Making
Digital History project has involved getting students to produce
online resources that teach others about the work they've been
doing in the curriculum. It has been assessed across all levels of
the curriculum and in different types of module and through
collaborative and individual work too. The key aim is to shift
students from consumers to active producers/communicators of
historical knowledge to audiences beyond academia. (History)
Slide 39
Reflection on your experience Think of ways in which you have
helped students to make an effective transition into/from any HE
phase. Would these approaches have helped the student you discussed
earlier? Think of ways in which you have helped students to make an
effective transition into/from any HE phase. Would these approaches
have helped the student you discussed earlier?
Slide 40
Conclusions o Learning and teaching plays a pivotal role in
supporting students with transitions into and through higher
education. This includes: o Providing information to help ensure
good decision making. o Informing expectations to improve fit with
reality, o Developing academic skills to enhance academic
transition. o Building social capital (networks and relations) to
promote integration with peers and staff. o Nurturing confidence,
engagement and belonging to improve retention and success. o
Learning and teaching plays a pivotal role in supporting students
with transitions into and through higher education. This includes:
o Providing information to help ensure good decision making. o
Informing expectations to improve fit with reality, o Developing
academic skills to enhance academic transition. o Building social
capital (networks and relations) to promote integration with peers
and staff. o Nurturing confidence, engagement and belonging to
improve retention and success.
Slide 41
Strategic enablers SuccessCommitment Priority for all staff
Staff capacity Student capacity Institutional data Monitoring
student behaviour Partnership with staff and students
Slide 42
Thank you Thank you for listening. Please get in touch if you
would like to discuss anything: [email protected] or
visit www.lizthomasassociates.co.uk
[email protected] Thank
you for listening. Please get in touch if you would like to discuss
anything: [email protected] or visit
www.lizthomasassociates.co.uk
[email protected] Follow
me on Twitter: @ProfLizThomas