niall bradley
TRANSCRIPT
Making the transition to university a success
Niall Bradley Student Recruitment & Admissions
The University of Edinburgh
Transition – from a recruitment & admissions perspective
What do I mean by transition?
Why does it matter?
What are we doing?
How can you help?
Transition
Increasing academic focus on the first year experience and how Universities can improve the transition of school/college students
Considerable research on going into how to improve the first year experience
Transition – means many things
Used to just mean • Freshers’ week or perhaps the first few weeks
Get in, have a drink, get on with it – everyone enjoys Freshers’ Week
Now means • First term/semester or year and increasingly pre-entry support and guidance• Much more focus on support
In effect often now as seen as having three distinct phases• pre-arrival• induction – Freshers’ week
• with a very different focus now in many universities• semester one and ongoing
Transition – the social side
Two key strands to transition for students• Adapting to changes in academic teaching and expectations• Adapting to changes in social lives, living more independently, a new circle of peers
Much can to be done in terms of academic preparation but successful transition will depend on more than just academic transition
Social transition is also key as it is not possible to completely separate the intellectual and social
Increasing focus in recruitment & admissions on how we can help with this
I S
Transition – why does it matter?
For a multitude of reasons in different reasons…….
…..but with positive outcomes whatever the reasons
Different universities will have slightly different motivations but the following will apply to some/all/most
Increasing focus on student experience overall – if we get the transition right then we hope the rest will follow
If students enter with realistic understanding of what life will be like then it should be easier to meet their expectations They need to know what we will expect of them academically and what life will be like socially
Transition – retention
As institutions have grown and, in many instances, attempted to broaden their intake many have found it necessary to consider how ready entrants are for the environment they are admitted to
Retention is vital for both the student and the institution and a student that has undergone a successful transition to higher education will be more successful
Students from all backgrounds are at risk of failing to complete and successful transition strategies help to reduce this risk
Failure to complete costs a student – loss of opportunity, impact on confidence, financial cost
Failure to retain a student – lost revenue, space denied to another student, impact on continuation figures, impact on rankings and reputation
Transition – satisfaction
It is reasonable to anticipate that levels of expectation will increase as costs rise placing even greater importance on realistic arrival guidance and successful initial transition to the University
Better informed students with realistic expectations are more likely to be satisfied upon arrival - we want round pegs in round holes
Students sold something which proves to be illusory are likely to be disappointed
Happy students and graduates are our best ambassadors who promote our institutions to future students – unhappy students can tell the world via Facebook Twitter etc.
While you will never achieve 100% satisfaction better support in the transition phase can help and may ultimately improve your performance in the National Student Survey NSS - which impacts on league tables and rankings
Transition – outcomes
Students who are happy with their social environment and confident in their academic skills - and what is expected of them academically – are likely to: • be easier to teach • achieve at a higher level• develop transferable skills• take opportunities for year abroad or extra-curricular activity • contribute to the university and wider community• make the most of the social networking opportunities afforded by the student
body
• benefit from the value added the institution has to offer
Successful students will go on to be successful graduates and then successful graduates and alumni and possibly, in time, donors
Transition – outcomes
Many students will have problems during their studies but if they know where to seek support and are confident in doing so their problems should be quicker, easier and cheaper to support for the student and the institution
Giving early attention to social, personal, academic, financial, problems is more likely to deliver an early and satisfactory resolution
Problems that are not addressed at an early stage can gain momentum and prove much harder to revolve over time
Transition – so what are universities actually doing?
Much focus on adapting the first year at university across the sector and trying to establish what skills and attributes entrants bring with them and whether they match what we expect of them
Amendments to existing programmes and learning outcomes
Changes to entry requirements• additional tests? – pre-entry or on arrival
Changes to procedures for development of new degree programmes and courses
Considerable resources expended in academic support across the sector in terms of study skills development
Transition – so what are Edinburgh actually doing?
Institute for Academic Development
Maths Base, peer support and mentoring projects
Coming to the University of Edinburgh – CUE
New Students web pages
PESE - Project to enhance the student experience
Personal Tutors and Student Support Officers replacing Directors of Study
Residence Life scheme
Different focus on Freshers’ Weeks
Transition – Residence Life
Always had wardens and residents assistants
Now expanded full time professional staff recruited from the US to help us become more fully focused on welfare and support
Focus on whole student• to ensure that students are engaged and happy in their home away from home • Emphasis on community building • Academic Colleges focus on “school learning” Res Life focuses on “life lessons”
Offer students events throughout the year in the following areas:• Getting to Know Edinburgh • Wellness/Athletic• Cultural/Diversity• Holiday• Site Tradition• Bus Trips• Sustainability• Charity
Transition – Residence Life
Activities not focussed on alcohol
Benefits?
• More community feel, fewer discipline problems & less damage• Awareness of welfare situations
• Students not afraid to talk to staff so we can help find solutions in more timely manner
• Positive advertising for future customers
• Helps identify and address the wobbles that many many student have at the very start of the academic year
Transition – but…..
However all of this is irrelevant if the student is in the wrong place doing the wrong subject
Irrespective of the support mechanisms in place upon arrival the transition will be unsuccessful if the student makes the wrong choice for them
Focus therefore has to be on IAG to help students make informed decisions about their future – prior to arrival
It is not in our or their interests to admit students to the wrong degree programme at the wrong institution
From an institutional perspective it is a very short sighted approach to admit students on the basis of a false prospectus
Transition – pre-entry information
Universities offer their services free and should offer fair, balanced and accurate information about their programmes and facilities
The HELOA Code of Practice - Wales
It is in our interest to provide realistic advice
(The STAR Project)
Information is offered by Universities • via schools and colleges, via UCAS (EPs), direct to applicants and their parents• on paper, online and face to face
Information is also available from an ever growing number of third parties
Transition – pre-entry information
Universities are increasingly engaging with students after they have applied• We often see this as the start of the induction process• This is increasingly carried out via email and the web
Students will be invited to visit – if not called for interview • An essential part of successful transition – is it really as nice as the prospectus or
the website?• How easy is it to get back and forth?• Opportunity to see what the facilities are really like• To view accommodation?• To speak to staff abut programme content and options• To speak to current students
Transition – pre-entry information
Key elements of information needed if students are to make the right choice
• Entry requirements and competition for places
• Programme contents, options, flexibility
• Careers destinations of previous graduates
• Environment and facilities and extra curricular opportunities
• Cost – overall - including likely benefits• Fees may help focus the mind – but may encourage the wrong decision
• An understanding of the implications of their chosen career• Especially when Mum and Dad are the driving force behind that choice
Transition – too much information?
League tables – how many? which ones?
Independent guides
Online student for a – expert advice or something else?
Key Information Sets – as from September 2012
Media coverage
Transition – advice and guidance remains key
Helping students sift through the growing volumes of information will become more important. Implications of the wrong choice is becoming more significant
What is relevant information and what is significant?• Does it matter how much was spent on accommodation if they are staying at
home?• Does it matter how much was spent on sports facilities recently if they wont be
using them?• What should really matter to them?
Does reputation matter? Do league tables matter?
Why does the student want to study X? If they cannot explain to you then how will they manage to write a good personal statement?
Why does the student want to go to X?
Transition – advice and guidance remains key
Ultimately students have to take responsibility
It is their decision. You can guide them BUT you cannot make them take your advice
Transition
Niall BradleyHead of RecruitmentStudent Recruitment & AdmissionsThe University of Edinburgh
0131 650 4314
Transition – key elements
• coordinated institutional strategic approach• pre-entry support - informed choice, preparation, expectations␣• longitudinal approach to induction, including timely provision of information to avoid information overload, and orientation that focuses on social integration• focus on social integration - peer support networks • progressive skills development and personal development planning (PDP) through programme modules and support services • embedding transition support in learning, teaching and assessment strategies • proactive student support - developing a sense of belonging • student control and choice.