Motivation, Preparedness and Expectations: a comparative analysis of students from Northern Ireland and other UK students Danielle Chavrimootoo d.chavrimootoo@ljmu.ac.uk Suzy Hargreaves s.c.hargreaves@ljmu.ac.uk Teaching and Learning Academy

Project Aims Compare student transitional challenges Education experiences Socio-cultural backgrounds Motivations for coming to LJMU Preparedness for Higher Education Expectations versus realities Creating cohort identity and sense of belonging

Background and rationale Location proximity Historical links with the city Established recruitment practices In 2015 11% of undergraduate applications

Background and rationale Northern Irish students are classed as home students Transition is often a difficult process for many level 4 students Many NI students experience home sickness often returning home in the initial settling in period Students from NI disproportionately feature in Level 4 withdrawal data Adapting to cultural differences can be problematic (rural/urban, secular/non-secular beliefs and values) Other UK students and NI students are often ill-prepared to study at university No specific research on NI student experience of study in the UK

Existing literature on retention & transition Research suggests, “experiences during the first semester may be critical in student’s decisions to continue or discontinue their studies” (Kantanis, 2000 In Bowles et al. 2014, p.212). “Transition to higher education can be stressful for students and their ability to both adapt to the type of learning required and to adjust to the wider environment is affected by their preparedness for higher education” (Gallon, 1990 In Byren & Flood 2005, p.115). key factors which influence students to withdraw include: emotional demands, social integration and interaction with staff and commuting, loneliness and difficulties in coping away from home (Moore-Cherry et al, 2015). “Students have an urgent need to belong, identify with others and find a safe place and negotiate their new identities as university students” (Wilcox, 2005, p.713). Research conducted by Yorke et al (1997) suggests that “poor choice of study, financial stress and aspects of the student experience were the most frequently cited reasons given for non- completion of students in six institutions in the north-west of England” (Yorke & Longden, 2008 p.6). “Poor institutional and course choice can impact on the extent to which a student develops a sense of belonging to their programme” (Thomas, 2012, p.23). Popular perceptions of studying in HE tend to centre around low academic input and an exciting social life (Billingtong, 1984; Ozga & Sukhnandan, 1998 In Lowe & Cook, 2003).

Methodology Pre-applicant Level 4 questionnaires & interviews Views of LJMU teaching and support staff Views of further education staff – NI and local Full time level 4 undergraduates, 442 questionnaires Recruitment for student interviews Semi-structured interviews LJMU teaching and support staff Views of FE staff at Northern Irish and local colleges, motivations, expectations and preparedness Video diary rooms – applicant days Northern Irish student applying to LJMU

Pre-applicant stage LJMU Belfast Applicant Day LJMU Applicant Day UK Video Diary Room Hopes and Fears Expectations for both study and student life

Progress Project currently ongoing Currently cleaning and analysing level 4 questionnaire and interview data Currently conducting interviews with LJMU teaching and support staff, staff from local and NI FE colleges Withdrawn students questionnaire and secondary data analysis - ongoing

Summary Challenges in recruiting staff and student participants Limited time scale to undertake the project Analysis to be completed end of June 17 Small scale qualitative narrative follow up Need to develop university-wide networks and collaborate with support services to ensure robust, sustainable interventions are implemented

References Byrne, M. Flood, B. (2005) A study of accounting students’ motives, expectations and preparedness for higher education. Journal of Further and Higher Education 29 (2) pp 111-124 Bowles, A. Fisher, R. McPhail, R. Rosenstreich, D. Dobson, A. (2014) Higher Education Research and Development 33 (2) pp 212-225 Thomas, L (2012) Building student engagement and belonging in Higher Education at a time of change: Paul Hamlin Foundation (Online), Available from: http://www.phf.org.uk/wp-content/uploads/2014/10/What-Works-report-final.pdf (accessed 08/08/2016) Yorke, M. Longden, B. (2008) The first-year experience of higher education in the UK. Final Report. Higher Education Academy (Online), Available from: https://www.heacademy.ac.uk/system/files/fyefinalreport_0.pdf (accessed 28th September 2016) Gilmore, M. (2016) “Pedagogical portraits: re-negotiating the first year preservice teacher experience”. Qualitative Research Journal. 16 (4) pp 1-12 Lowe, H. Cook, A. (2010) Mind the Gap: Are students prepared for higher education? Journal of Further and Higher Education. 27 (1) pp 53-76 Moore-Cherry, N. Quin, S. Burroughs, E (2015) Why Students Leave: Findings from Qualitative Research into Student Non-Completion in Higher Education in Ireland. Wilcox, P. Winn, S. Fyvie-Gauld, M. (2005) “It was nothing to do with the university, it was just the people’: the role of social support in the first –year experience of higher education. Studies in Higher Education 30 (6) pp 707-722