what works? facilitating an effective transition into and through higher education @proflizthomas

What works? Facilitating an effective transition into and through higher education @ProfLizThomas

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.

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.

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

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

Transition is challenging: Hannahs Maths Class 38 + 8 = 43 + 3 = 27 + 6 = 15 2 = 56 6 = 48 43 37 15 46 48 43 37 15 46

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.

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

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.

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.

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.

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

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

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

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.

16 Academic ServiceSocial Early engagement extends into HE and beyond Student capacity building Institutional management and co-ordination Staff capacity building

Characteristics of effective interventions and approaches 17 Belonging MainstreamProactiveRelevant Well timed & appropriate media Collabor- ative Monitored

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).

Transition experience and practice

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).

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.

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

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.

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.

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

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%.

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.

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

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.

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.

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

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.

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)

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.

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)

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)

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)

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?

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.

Strategic enablers SuccessCommitment Priority for all staff Staff capacity Student capacity Institutional data Monitoring student behaviour Partnership with staff and students

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

what works? facilitating an effective transition into and through higher education @proflizthomas

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