Www.learningbenefits.net Phase 2 of the Birkbeck-OU research programme Cathie Hammond 9 th March,...

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Phase 2 of the Birkbeck-OU research programme

Cathie Hammond

9th March, 2006

The value of part time mature study at Birkbeck College: what works for whom


Brief overview of programme of research

Phase 1

Phase 2 and how this is informed by phase 1


Objective of the Bbk-OU research programme

To examine the economic and social benefits of part-time and mature students at Birkbeck and OU


Rationale

Provide evidence about the value of part-time study amongst mature students

Provide evidence about the outcomes of studying subject areas that are not specifically vocational and skills-based


Phases of the Birkbeck OU programme

Purpose is to examine the economic and social benefits of part-time study at Birkbeck and OU

Phase 1 2004-5Quantitative survey of adults who had studied at

Birkbeck and OU during the previous year Phase 2 2005-6

Qualitative study of some of the respondents from phase 1

Phase 3 2006-7Quantitative survey of the original sample


Phase 2 is nested in phases 1 and 3

Overall objective of phase 2 is the same: to examine the economic and social benefits of part-time study

Phase 1 informs objectives of phase 2 Phase 1 informs design of phase 2 Phase 1 informs analysis of phase 2 data Phase 1 informs interpretations and conclusions

drawn from analysis of phase 2 data Phases 1 and 2 inform phase 3


Phase 1: design

Survey of Birkbeck and OU students in 2004-5

Bbk n=1539, OU n=1533

Characteristics of students Reasons for participation Characteristics of the course Benefits of participation


Phase 1: findings

• Reasons for participation Finding a new job Improvement of current job Employment requirements Progression and personal development Enjoyment

Benefits of participation Specific learning skills Employment benefits Identity capital Wider social networks

Relationships between reasons and benefits


Phase 1: questions raised

• Validity of the reasons data

• Validity of the conceptual framework

• Key features of the learning experience

• The value of adult study


Links between motivations, engagement and outcomes

BenefitsDis-benefits

ParticipationEngagement

MotivationsBarriers

Provision

LIFE

COURSE


Objectives of phase 21. What are the relationships between provision, the

characteristics of the learner, and benefits?

2. More specifically, how are benefits of learning affected by:1. pedagogical style 2. teacher quality3. ethos4. subject area studied5. curriculum and assessment6. studying part-time7. who one studies with8. where one studies?

3. How do the relationships in (2) vary depending on: 1. the social and educational background of the learner2. their motivations for studying3. their life circumstances at the time of studying 4. their life circumstances after studying?


Objectives of phase 2 - continued

4. Develop objectives and design for phase 3


Phase 2: Design In-depth interviews with 18 respondents from the phase 1 survey

Topic guide designed bearing in mind phase 1 findings about benefits (and reasons) as well as findings from other research on wider benefits of learning

Sample homogeneity and heterogeneity – mostly undergraduates uses data from phase 1

life stage reported benefits subject area studied gender and previous education


Phase 2: sample

Reported benefits

Employment-related

Personal development

Few

Under 30 no kids F F M M F F M M F F M M

35-50

kids F F F F

F F


Phase 2: sample

Business Arts Social sciences

Science

Under 30 no kids F F M F F F M M M F M M

35-50

kids F F F F F F


Phase 2: sample

Educational level

<=L2 L3 or

sub-degree

L4+

Under 30 no kids F M F F F M M F M M

35-50

kids F F F F F F


Phase 2: analysis

Combination of analytical and grounded approaches using NVivo

Comparison of phase 1 records and interview data provides evidence to test validity of data and interpretation for both phases


Phase 2: analysis

Phase 1 data contextualises phase 2 respondents: how typical are they in terms of

Reported benefits Life stage Subject area studied Gender Previous educational background?


Phase 2: preliminary findingsBenefits:

Specific learning skills: Analytical

Employment benefits Future opportunities, aspirations

Identity capital Self-awareness, confidence, efficacy Coping, e.g. “problems are something extra rather than the whole focus of

my life” (Jenny)

Wider social networks Coming out of oneself, getting out, greater participation in the community Broader attitudes and broader social context Making close friends

Additional Enjoyment, stimulation, satisfaction Respite


Phase 2: preliminary findings

Aspects of provision that are important for economic and social benefits

Part time fitted around their lives and it’s cheaper Mature students – diverse, taken more seriously

What works depends on who you are Combination of professionalism and high standards and

support, encouragement and understanding Combination of flexibility and discipline Interest and enjoyment of subject resulting from effective

teaching



Aspects of provision that are important for economic and social benefits

Degree that is perceived to be good quality helps with employment, confidence and self-esteem

Students from diverse backgrounds but share interests in the subject area, stimulating, supportive, form a community

Lecturers who take everyone seriously and encourage quieter students

Personal tutor supportive and separate

Bar useful for socialising / stepping stone



Jenny

Life stage – 29 in phase 1 Reported benefits – employment-related Subject area studied – arts (history) Previous education – <=L2



Jenny “Good practice for ordinary life”

Normal Identity Discipline and structure Supportive and understanding Flexible but high standards Subject is deeply interesting and enjoyable Made close friends Developed awareness of her interests and career aspirations



Jenny and the phase 1 data

Comparison with phase 1 survey data – testing validity

How typical is Jenny in terms of: Life stage Reported benefits Reasons for studying Subject area studied Gender Previous educational background Reported benefits given each of the above?

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