reflections on the ib diploma

Spring 2012

Reflections on the IB DiplomaA survey of ACS International Baccalaureate Alumni

www.acs-schools.com

For further informationMarketing Department, ACS International SchoolsHeywood, Portsmouth Road, Cobham, Surrey KT11 1BL, England

Tel: +44 (0)1932 588334Fax: +44 (0)1932 869798Email: [email protected]

www.acs-schools.com

© 2012 ACS International Schools

An ACS International Schools special report

22159 IB Alumni Survey 2012:Layout 1 4/12/12 11:37 AM

21

Key Findings

• 86% say they gained specific qualities from studying for the International Baccalaureate Diploma (IBD).The top two qualities were that they felt more prepared for university and gained a betterunderstanding of learning and how to apply it.

• A third of students said they found it hard not to be able to give up subjects, but 91% said they wereglad that they continued with them as part of the Diploma.

• The top two qualities which respondents felt they gained from studying a broad range of subjects werea deeper or broader knowledge and better preparation for university.

• 90% said they felt the IBD involved more work than the other qualifications their peers were studying,but 85% said there was still room for having fun and enjoying their study.

• The overall effect of the extra work it took to complete the IBD was felt to be positive, with a host ofdifferent qualities gained from the experience.

• 94% said the IBD helped them to take their next steps after leaving ACS.

Table of Contents

Introduction

ACS International Schools has been offering the International Baccalaureate Diploma (IBD) since 1986, makingit one of the most experienced IB schools in the UK and indeed the world.

Internationally, the number of schools offering the IBD has increased by 36 per cent in the past five years. Inthe US the number of high schools offering the IBD has increased by 31 per cent and here at ACS we haveseen a significant increase in the number of students studying for the IB programme in recent years.

Nevertheless, in the UK, following several years of growth in the number of schools offering the IBD, a fewhigh schools have ceased to offer the qualification this past year and have returned to the national A levelsystem.

Page

Introduction 1

Key findings 2

Methodology 3

Results/Questions 3

1. In which year did you finish your IB Diploma studies? 3

2. Do you have any regrets about studying for the IB Diploma? 3

3. Would you say you gained any stand-out qualities or benefits from studyingthe IB Diploma which are distinctive to IB students? 4

4. Could you describe what you feel those stand-out qualities or benefits are? 5

5. Did you find it difficult not to be able to give up any particular subjects? 5

6. How do you feel now about having continued to study those subjects? 5

7. Could you describe what difference it made to you by studying a wide range of subjects? 6

8. Compared to your peers studying for other qualifications at the time, how muchwork did you feel you had to do as part of the IB Diploma? 7

9. Can you describe what difference, if any, that work difference has made to you? 7

10. With the amount of work the IB Diploma requires, do you feel that there was any roomfor having fun and enjoying your study? 8

11. What effect has the discipline of CAS (Creativity, Action, Service), the Extended Essayor the TOK (Theory of Knowledge) had on you would you say? 9

12. Did the IB Diploma help or hinder you to make your next step? 10

13. If you had your time again, would you choose to study the IB Diploma? 10

Compared to many educational programmes, the IBD requires greater breadth and depth of teaching,specialist training and ongoing professional development. It is a complex programme to deliver and is alsodemanding of the student.

To assist students, and their parents, considering the IB Diploma, ACS has published a number of research-based reports about this programme of study.

For the past six years we have conducted a survey of university admissions officers to record their views onthe IB Diploma and a range of other equivalent qualifications.

In the UK and US university admissions officers have consistently rated the IBD as the strongest qualificationto thrive at university*, and we will repeat the survey again in 2012.

Recent data from the UK Higher Education Statistics Agency (HESA**) has proved that IBD students are morelikely to complete their university degree, more likely to achieve a 1st and twice as likely to study for medicineor dentistry than A level students.

One view which we believe should be heard though is that of the IBD students themselves.

In the spirit of IB enquiry and reflection, we invited ACS alumni to tell us how they felt about studying for theIB Diploma at ACS International Schools.

We would like to thank each and every one of our alumni who responded for sharing their thoughts with us insuch an open and honest manner. The results are in many cases personal and poignant, together they are alsovery powerful. The complete results are presented to you here in this short report.

Fergus RoseHead of Marketing and AdmissionsACS International Schools

*ACS university admissions officers survey, 2006 – 2011

**IBO May 12, 2011 Press release

22159 IB Alumni Survey 2012:Layout 1 4/12/12 11:37 AM Page 3

21

Key Findings

• 86% say they gained specific qualities from studying for the International Baccalaureate Diploma (IBD).The top two qualities were that they felt more prepared for university and gained a betterunderstanding of learning and how to apply it.

• A third of students said they found it hard not to be able to give up subjects, but 91% said they wereglad that they continued with them as part of the Diploma.

• The top two qualities which respondents felt they gained from studying a broad range of subjects werea deeper or broader knowledge and better preparation for university.

• 90% said they felt the IBD involved more work than the other qualifications their peers were studying,but 85% said there was still room for having fun and enjoying their study.

• The overall effect of the extra work it took to complete the IBD was felt to be positive, with a host ofdifferent qualities gained from the experience.

• 94% said the IBD helped them to take their next steps after leaving ACS.

Table of Contents

Introduction

ACS International Schools has been offering the International Baccalaureate Diploma (IBD) since 1986, makingit one of the most experienced IB schools in the UK and indeed the world.

Internationally, the number of schools offering the IBD has increased by 36 per cent in the past five years. Inthe US the number of high schools offering the IBD has increased by 31 per cent and here at ACS we haveseen a significant increase in the number of students studying for the IB programme in recent years.

Nevertheless, in the UK, following several years of growth in the number of schools offering the IBD, a fewhigh schools have ceased to offer the qualification this past year and have returned to the national A levelsystem.

Page

Introduction 1

Key findings 2

Methodology 3

Results/Questions 3

1. In which year did you finish your IB Diploma studies? 3

2. Do you have any regrets about studying for the IB Diploma? 3

3. Would you say you gained any stand-out qualities or benefits from studyingthe IB Diploma which are distinctive to IB students? 4

4. Could you describe what you feel those stand-out qualities or benefits are? 5

5. Did you find it difficult not to be able to give up any particular subjects? 5

6. How do you feel now about having continued to study those subjects? 5

7. Could you describe what difference it made to you by studying a wide range of subjects? 6

8. Compared to your peers studying for other qualifications at the time, how muchwork did you feel you had to do as part of the IB Diploma? 7

9. Can you describe what difference, if any, that work difference has made to you? 7

10. With the amount of work the IB Diploma requires, do you feel that there was any roomfor having fun and enjoying your study? 8

11. What effect has the discipline of CAS (Creativity, Action, Service), the Extended Essayor the TOK (Theory of Knowledge) had on you would you say? 9

12. Did the IB Diploma help or hinder you to make your next step? 10

13. If you had your time again, would you choose to study the IB Diploma? 10

Compared to many educational programmes, the IBD requires greater breadth and depth of teaching,specialist training and ongoing professional development. It is a complex programme to deliver and is alsodemanding of the student.

To assist students, and their parents, considering the IB Diploma, ACS has published a number of research-based reports about this programme of study.

For the past six years we have conducted a survey of university admissions officers to record their views onthe IB Diploma and a range of other equivalent qualifications.

In the UK and US university admissions officers have consistently rated the IBD as the strongest qualificationto thrive at university*, and we will repeat the survey again in 2012.

Recent data from the UK Higher Education Statistics Agency (HESA**) has proved that IBD students are morelikely to complete their university degree, more likely to achieve a 1st and twice as likely to study for medicineor dentistry than A level students.

One view which we believe should be heard though is that of the IBD students themselves.

In the spirit of IB enquiry and reflection, we invited ACS alumni to tell us how they felt about studying for theIB Diploma at ACS International Schools.

We would like to thank each and every one of our alumni who responded for sharing their thoughts with us insuch an open and honest manner. The results are in many cases personal and poignant, together they are alsovery powerful. The complete results are presented to you here in this short report.

Fergus RoseHead of Marketing and AdmissionsACS International Schools

*ACS university admissions officers survey, 2006 – 2011

**IBO May 12, 2011 Press release


“

43

3. Would you say you gained any ‘stand-out’ qualities or benefits fromstudying the IB Diploma which are distinctive to IB students?

4. Could you describe what you feel those ‘stand-out’ qualities orbenefits are?

The key themes from the open text responses have been chosen for the graph below. A sample of the opentext comments are also included for illustration.

Yes

No

Don’t know 7%

7%

86%

0 10 20 30 40 50 60 70 80 90

More prepared for university

Understood learning and how to apply it

More well-rounded education/Better global citizen

Learned how to work hard and developed goodorganisational skills and time management

Confident in abilities

Enjoyed studying a wide range of subjects & topics

Kept more options open; had more choice

0 5 10 15 20 25

3%

9%

22%

21%

18%

15%

12%

• Not just a large amount of knowledge and academic skill, but also an understanding of the tools andmethods used to gain such knowledge, and a confidence in my abilities.

• I feel that, compared to A-Level students, I have obtained much better communication and work ethic skillsas well as a much better understanding of being a global citizen.

• Extremely well rounded, academic diligence and discipline. The theory of knowledge and extended essaywere both extremely helpful for my first year university studies. I was far better prepared for my first yearuniversity studies than any of my A-level educated peers.

• The IB gives students a wide knowledge base to build on, rather than limiting them to a single field. I believeA-level students who focused on scientific disciplines lack basic knowledge in areas such as arts andhumanities, and vice versa.

Methodology

Results

1. In which year did you finish your IB Diploma studies?

2. Do you have any regrets about studying for the IB Diploma?

YEAR %

Before 2000 3

2000 2

2001 0

2002 0

2003 2

2004 0

2005 7

2006 3

2007 7

2008 25

2009 25

2010 13

2011 13

TOTAL 100

The research was conducted among ACS International School alumni, through an email survey issued to IBDalumni who had graduated since 2007. A total of 71 students took part with 50% of respondents havingcompleted their IBD in 2008 or 2009. The feedback from all of the respondents is presented in this report.We have used an aggregate presentation of results to respect the anonymity of our alumni, and wherecomments have been used in verbatim, the respondent has given their permission.

%

Yes 14

No 86

Don’t know 0


“

43

3. Would you say you gained any ‘stand-out’ qualities or benefits fromstudying the IB Diploma which are distinctive to IB students?

4. Could you describe what you feel those ‘stand-out’ qualities orbenefits are?


Yes

No

Don’t know 7%

7%

86%

0 10 20 30 40 50 60 70 80 90

More prepared for university

Understood learning and how to apply it

More well-rounded education/Better global citizen

Learned how to work hard and developed goodorganisational skills and time management

Confident in abilities

Enjoyed studying a wide range of subjects & topics

Kept more options open; had more choice

0 5 10 15 20 25

3%

9%

22%

21%

18%

15%

12%

• Not just a large amount of knowledge and academic skill, but also an understanding of the tools andmethods used to gain such knowledge, and a confidence in my abilities.

• I feel that, compared to A-Level students, I have obtained much better communication and work ethic skillsas well as a much better understanding of being a global citizen.

• Extremely well rounded, academic diligence and discipline. The theory of knowledge and extended essaywere both extremely helpful for my first year university studies. I was far better prepared for my first yearuniversity studies than any of my A-level educated peers.

• The IB gives students a wide knowledge base to build on, rather than limiting them to a single field. I believeA-level students who focused on scientific disciplines lack basic knowledge in areas such as arts andhumanities, and vice versa.

Methodology

Results

1. In which year did you finish your IB Diploma studies?

2. Do you have any regrets about studying for the IB Diploma?

YEAR %

Before 2000 3

2000 2

2001 0

2002 0

2003 2

2004 0

2005 7

2006 3

2007 7

2008 25

2009 25

2010 13

2011 13

TOTAL 100

The research was conducted among ACS International School alumni, through an email survey issued to IBDalumni who had graduated since 2007. A total of 71 students took part with 50% of respondents havingcompleted their IBD in 2008 or 2009. The feedback from all of the respondents is presented in this report.We have used an aggregate presentation of results to respect the anonymity of our alumni, and wherecomments have been used in verbatim, the respondent has given their permission.

%

Yes 14

No 86

Don’t know 0


“

“

65

7. Could you describe what difference it made to you by studyinga broad range of subjects?


Broader or deeper knowledge/Much better education

Better preparation for university

Good knowledge across different areas

A more complete and grounded individual/More open-minded

Appreciate different ways of thinking

Too much work

Limits individual subject specialisation

Enjoyed a subject I didn’t before

0 5 10 15 20 25 30

2%

1%

4%

31%

21%

20%

17%

• I feel that it was definitely more challenging; however, in the long run it paid off. The world is becomingmore interdisciplinary all the time. I am glad that I started off with a diverse range of subjects.

• I am studying medicine and I appreciate the non-scientific knowledge I was able to gain, as it helps me tounderstand people's perspectives, cultures and beliefs better.

• Broad range of studies has led to broad-mindedness and an appreciation of different ways of thinking andlearning.

• I do not think six subjects is a broad range. In some countries the high school study covers even more subjects.

• To this day, I'm glad I have been exposed to the wide variety of subjects in the IB, because it gives me a basicunderstanding that can be applied to so many interesting topics.

• I feel like I had a more well-rounded educational experience than if I had been able to just drop key subjectsI wasn't interested in at the time

• Having continued subjects in the IB which were not my preferred field of study paid off because I feel I cantackle more advanced problems with my heightened general knowledge due to the IB.

• When I left school I was fluent in two languages which has proved to be valuable.

• It meant that I could make links between subjects which I am finding useful at university. However, at timesI would have liked to focus more on the subjects I was interested in rather than spending time studyingsubjects which I am not going to use later in life, e.g. Maths.

4%

5. Did you find it difficult not to be able to give up any particularsubjects?

• I genuinely understand a broad range of topics, which I can apply to my current course at university. Forexample, the other day I was doing reading for my course (international politics) and came across someeconomics. It felt so good to be able to understand everything easily, as I knew that non-economicsstudents would struggle with the material. Even though there do not seem to be immediate links betweenwhat I studied for the IB and what I am studying now, I can see howmuch it has benefitted me. I cannotstress enough how glad I am to have done the IB. It is actually a source of pride.

• I'm far better at textual analysis than my friends who've taken other courses are, and I've also been morechallenged. I would also say I'm better at critically analysing things, and that I have better organisationaland study skills than most people I know here at university.

• The beauty of the IB is that you learn to appreciate learning and how to apply the knowledge, rather thansimply memorising facts.

• Unlike so many A-level students I know at university, the IB has taught me how to criticise and analyse, notjust describe, as well as write and format (e.g. referencing) essays properly. I am also a more confidentperson knowing I can try my hand at a range of subjects and succeed.

• It gave me the opportunity to study a wide range of subjects which I would not have continued with if I hadtaken A-levels. This also meant I had to learn how to balance my time and effort in each of the subjects.

6. How do you now feel about having continued to study thosesubjects?

Extremely glad I carried on

Fairly glad

No particular feelings either way

Still regret having to carry on with them

Extremely sad or cross that I had tocarry on with them

4%

4%

0%

46%

45%

0 10 20 30 40 50

“

%

Yes 32

No 68

Don’t know 0


“

“

87

• CAS seemed like quite a tedious chore instead of a tool designed to broaden my learning to out ofclassroom activities. However, I feel like I managed to overcome it and it has made memore proud of what Ihave achieved.

• Not much; I had so much I had to do, I had little time to actually consolidate that knowledge. The studentsstudying other courses were really able to learn what they did, which made themmuch more able at theirsubjects.

10. With the amount of work the IBD requires, do you feel thatthere was any room for having fun and enjoying your study?

• It was definitely possible to balance work and pleasure. Many CAS activities were activities I would haveperformed even without taking part in the IB, such as participating in sports teams, playing a musicalinstrument and going to the Hague International Model United Nations.

• There was definitely enough time to hang out with friends after school and during weekends. You justneeded the basic discipline of completing work on time.

• At the end of the week there is always time to hang out with friends and just have a good time. If you workproperly you will have time to spare.

• Even though there was a lot of work required in the IB programme, the teachers made the learninginteresting and fun.

• I think that the curriculum was VERY flexible, and it allowed me to really pursue my own questions andinterests. The internal assessments were great. I remember an English presentation I prepared on HenrickIbsen because I wanted to read more of his plays, and a History paper I wrote on religion in the USSR. I wasreally able to explore topics that I found interesting.

• The people that got a score of 45 had no social life whatsoever.

• The pressure was felt most of the time especially when approaching deadlines and exams.

• Because there were so many subjects which we had to focus on, I felt I couldn't go into depth in myfavourite ones, but rather had to drill bits of information in a uniformmanner rather than actually learningthings in an enjoyable way.

9. Can you describe what difference if any that work differencehas made to you?

A sample of the open text comments are included below for illustration.

8. Compared to your peers studying for other qualifications atthe time, how much work did you feel you had to do as partof the IBD?

Much more

A little bit more

About the same

A little bit less

Much less

6%

3%

1%

16%

74%

0 10 20 30 40 50 60 70 80

• I ammuch more confident in my abilities. However I would say that the academic advantages of the IB havenot kept me ahead of my peers for long. It is the interest and intellectual curiosity that has.

• Allowed me to use my time more efficiently, improved my study skills, made me prioritise my work.

• I think that IB students like to make a big deal about howmuch work they do! That is not to say it isn’t a lotof work, but it’s not nearly as bad as some people say it is. You can’t drop any classes, and that makes ittough. But no single, high pressure test is going to make or break your overall score, and I think that makesfor a lower-stress, more sustainable work environment that more closely replicates what post-secondaryand professional work feels like.

• At university level I find that I do not have as much stress when approaching independent work and am ableto approach situations with a more level head and a greater understanding of the topic.

• I know a lot of people complain about the workload, and in comparison to a lot of students studying forother qualifications it is a lot and it is harder because it isn't all about memorisation. I do feel peopleexaggerate the amount of work.

• Time management skills are much better and motivation is stronger. Knowing that I am capable of doing itis also a huge confidence boost.

• It enhanced my time management skills, as well as teaching me how to work in different fields, whichproved extremely useful for university.

• I found the work load to be unnecessary. I felt I could not balance my time adequately between subjectsbecause each class was asking for a vast quantity of work in a space of time which was not viable. I felt Icouldn't enjoy my classes or my last two years of high school because there was so much pressure to focussolely on deadlines that the enjoyment of high school was forgotten.

“

%

Yes 85

No 8

Don’t know 7

“


109

• In particular, I thought the CAS hours really helped me. To complete my CAS hours requirements, I had totake part in activities that I would not have considered joining before. I found out I loved these activities andthe people doing them. If I wasn't in the IB program, I don't think I would have had so much fun with myextracurricular activities.

• The extended essay set me up perfectly for university style essay writing. CAS was great because it enabledme to put some things on my CV and TOK was a great way to work on my critical thinking skills.

• CAS gave me a good insight on being a valuable citizen, the Extended Essay taught me to manage the typeof essays required at college level, and TOKmade me a more critical thinker. These are all qualities Iobtained week-in week-out that A-level students would maybe only learn once, if ever.

• In all fairness, those three things are something that allow me to boast more about how difficult the IB wasto non-IB students. I absolutely loved researching for my Extended Essay, as I chose a topic that I foundinteresting from the onset. Having worked towards every deadline I in no way felt completely stressed outwhilst writing my essay. CAS made memore aware of what I was doing for the community. It's cheesy butit's true. TOK was interesting at times, but most of the time I felt like it was a bit of a waste of time to behonest. I did not really feel it sufficiently broadened my understanding. Perhaps this is because I can'treally see the results of it like I can see the results of having studied history or economics.

• I cannot say CAS has had much effect on me. TOK has broadened my mind and it was the best class I couldhave taken at the time. My experience writing the Extended Essay proved useful to me during myDissertation.

• Very few A-level students wrote a single essay as long as 4,000 words and the Extended Essay helped mefeel confident about writing a Dissertation at University. TOK helped me challenge almost everything! Idon't just take what lecturers (or day-to-day news) say at face-value and it makes you a stronger, morecritical thinker. CAS was a good release from the IB and it does make you a well-rounded individual.

12. Did the IB Diploma help or hinder you to make your next step?

13. If you had your time again would you choose to study theIB Diploma?

Yes, definitely

Yes, probably

Not sure either way

Probably not

Certainly Not

6%

6%

3%

18%

68%

0 10 20 30 40 50 60 70

11. What effect has the discipline of CAS (Creativity, Action, Service),the Extended Essay or the TOK (Theory of Knowledge) had on youwould you say?


Work hard, play hard,have fun, meet people

You made the time;learned good work skills

No effect

So much to do, alwaysworking, hard to relax

Teaching style was fun

Too many subjects

0 5 10 15 20 25 30 35 40

2%

8%

36%

28%

16%

11%

“

“

%

Helped 94

Hindered 0

Don’t know 6


Spring 2012

Reflections on the IB DiplomaA survey of ACS International Baccalaureate Alumni

www.acs-schools.com

For further informationMarketing Department, ACS International SchoolsHeywood, Portsmouth Road, Cobham, Surrey KT11 1BL, England

Tel: +44 (0)1932 588334Fax: +44 (0)1932 869798Email: [email protected]

www.acs-schools.com

© 2012 ACS International Schools

An ACS International Schools special report


reflections on the ib diploma

Documents

ib students

experienced ib schools

studyingthe ib diploma

ib diploma studies

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ib programme

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