Engaging PQ students with different prior academic experiences in successful learning Jane Akister Isabel Williams Andrew Maynard With Pauline Baines and Claudia Moore

Introduction Comparative study of engagment in PQ for student’s with Diplomas in Social Work and student’s with Degrees in Social Work The study was designed to: track the students’ views through the experience, including their expectations prior to beginning PQ Assess outcomes

Context Anglia Ruskin University began PQ Pathway Teaching with ‘Children, Young People, Their Families and Carers’ 2nd year of running Consolidation Module – Specialist / Higher Specialist Level has been running for many years under old format Increased Numbers and Increased Employer Commitment to Professional Development of their Staff Group This Sample includes Candidates from 3 cohorts

Background One of our employers (Southend Unitary Authority: Pauline Baines) noticed that some of their candidates were struggling with return to study and questioned whether they were receiving enough ‘teaching’ in their consolidation module The candidates concerned had Diploma in Social Work not degrees In the third year of a degree students undertake a dissertation promoting student autonomy. Diploma students do not have this opportunity for independent study.

? The Question ? Are degree qualified social workers better placed to study at PQ level? Do students who have diploma qualifications need extra teaching input at the commencement of their PQ studies? Are there any other factors which might explain the students difficulties?

Research Questions Aimed to identify: Students expectations and concerns about studying at PQ level What the barriers might be What or who might support them through the process Skills they might need to complete the course

Research Strategy Self-report questionnaires: Initial Mid-way On completion

Sample: (n= 87)redo Age groups % 20-29 18 30-39 29 40-49 37 50+ 16 20-29 18 30-39 29 40-49 37 50+ 16 Sex Male 16 % Female 84% Dip HE 44% Degree 56% Disability 5% Special Needs 5% English second language 15% Overseas Social Work Qualified 9%

(As defined by Students) Ethnic Background (As defined by Students) British: White (n=64) Black (n=2) (%) Non-British: Black African (n=4) Afro-Carribean (n=3) European (n=8) Other (n=6) Diploma in Social Work 49 29 Degree in Social Work 51 71

At the Outset… All candidates think it will enhance their professional development but are concerned about structuring time and whether they will be able to do it. We note social workers who have completed the new SW degree are progressing rapidly to consolidation

At the Outset - Initial Concerns: Candidates analysed by age group Getting Started * 3 (20%) 20 (53%) 8 (27%) Gaining support (time) from employer * 4 (27%) 15 (39%) 16 (53%) Balancing other commitments 10 (67%) 29 (76%) 24 (80%) How will I get it all done * 1 (6%) 12 (32%) 13 (43%) * X²: p<0.05

Summary of Findings at Outset: Further questions Raised Candidates in the younger age group (21-30 years) express less concern, in all categories, than candidates in the older age groups. They had significantly less concern about getting started or getting it all done and were less concerned about gaining time or support from their employer. Younger candidates are more likely to have completed a degree rather than a diploma Is the confidence of younger candidates related to their experience of studying at higher education level or to the length of time since they last studied?

At the Outset - Initial Concerns: Candidates analysed by Degree or Diploma Qualification Degree (n=49) Diploma (n=38) Excited to be studying 26 (53.1%) 16 (42.1%) How will I get it all done ? * 12 (24.5%) 17 (44.7%) It will enhance my professional development 31 (63.3%) 29 (76.3%) * X²: p<0.05

Summary of Findings at Outset: Further questions Raised Candidates with a degree had significantly less concerns with how they would get the work done and complete the course Candidates with a degree were slightly more excited to be starting the course Candidates with a diploma were slightly more positive in their response that it would enhance their professional development. Clearly, they have more to gain academically if they see it as a route towards degree qualification.

At the Outset - Initial Concerns: Candidates analysed by whether English is their First Language English (n=74) Other (n=13) Getting Started * 23 (31.1%) 9 (69.2%) Finding Materials * 10 (13.5%) 6 (46.2%) Gaining Support (time) from Employer 35 (47.3% 4 (30.8%) Balancing Other Commitments 57 (77%) (76.9%) * X²: p<0.05

Summary of Findings at Outset: Further questions Raised Candidates where English was not their first language had significantly more concerns with how they would start the work and about finding appropriate materials All candidates were concerned about balancing study with their other commitments Is this related to studying in a different culture/country? Is it dealing with unfamiliar systems? Is there a concern about language skills?

Sample of Candidates Comments “I finished University outside the UK and this system is not very familiar to me” “Finding time is a big issue as working full time takes over” “Although my employers are supportive, getting enough time off for studying is difficult” “My agency is not being supportive”

Further Areas to Investigate (Ongoing) in Relation to Level of Teaching Input Degree or Diploma Qualification Correlated with Age Degree or Diploma Qualification Correlated with whether English is their first language Indicators Identified Correlated with Performance and Results

Issues Raised Initial results would suggest that more support is needed at PQ level for certain candidates What type of support would be appropriate bearing in mind that these are, in the main, mature students with full-time careers? Who is best placed to give additional support – University, Employer, Partnership?