Understanding the Problems of Transition into Higher Education Helen Crabtree, Carole Roberts and Christine Tyler Work in progress Origins – problems of student engagement and ability to adapt to demands of HE (ie Adaptors and Survivors) Paper at ECE in 2006

Context Concerns about student retention in HE Research on 1st year student experience Lack of appropriate expectations and necessary skills on entry Importance of social and academic integration, self concept Problems developing appropriate learning behaviours A problem of transition ? Widening participation and lifelong learning  more students entering university Concerns about retention Harvey et al (2006) The 1st year experience Roberts et al (2003), Trotter and Roberts (2006) Crabtree (2006) Normal response – problem as student deficit, More productive to think in terms of a transition model?

Phase 1- Comparing the T&L Environment in College and University Semi-structured interviews aims, practices, expectations, constraints 8 college tutors (4 SF, 4FE) subject leaders/range of roles A level and vocational qualifications 10 university tutors range of u/g teaching experience/roles degree & sub-degree, general & vocational Project – work in progress Presentation covers phase 1 and 2 Outline of phase 1 – comparative study of college and university For more detailed outline of findings see poster

Programme aims … aim of level 3 programmes is to progress to university in the main which means pass rates and success in exam results. The number one priority is to get the highest grade you can for your students. [SF] Ideally the programme is seeking to develop the student’s capacity to think, to identify and appreciate the nature of problems, to identify solutions, to think about wider implications. [HE] Selected typical quotations to highlight key differences College – emphasis on best outcome for the student and achieving the qualification success rates – perfomativity (Ball 2003) University – emphasis on cognitive development ways of thinking and practicing (Entwistle 2005)

The role of the tutor The role of the teacher … is to understand the nature of the syllabus, to teach classes effectively using a variety of different teaching styles and to make sure that students make good progress [SF] We are responsible for the students’ learning experience. It’s up to us to engender an interest in the subject and to ensure that students receive adequate direction about how to access information. [HE] College – teaching & student success (performativity) good teaching practice (teacher observations/Ofsted assessment) University – promote student interest/enthusiasm in the subject promote/engender/support independent enquiry

The role of the student To attend as often as possible, to have equipment and text books with them, to be able to answer to Q/A sessions, to achieve above minimum target grade. [SF] A good student is interested in the subject, attends classes, asks questions, will prepare for classes by reading through notes in advance and prepare for tutorials by doing the exercises in advance. [HE] Tutor’s expectations of students College – main emphasis is on hygiene factors University – main emphasis in on self motivation/independent study

Guidance and support We do emphasis the need to get into research, get into thinking what you are doing rather than asking for instruction all the time, but because we really want people to do well, we do err on the side of giving them masses and masses of help. [FE] Students are encouraged to seek individual help from tutors if they have any problems. We give them our office hours. [HE] College – more opportunity for research/enquiry on BTEC programmes but teacher leads to learn, provides resources, detailed advice on c/w, practicing/coaching (Torrance et al 2005), scheduled group or 1 to 1 tutorials University – students need to seek help, more impersonal/less support and guidance

Phase 2 – The student’s voice College student questionnaire - to explore the student’s views about teaching and learning 192 responses (97 SF, 95 FE) 115 A-level, 13 voc A-Level, 64 BTEC 104 male, 86 female 118 white, 72 non-white 127 intending to go on to university after college Combined responses to some questions to assess the extent to which students are willing to take personal responsibility for learning (‘independent learning’) Questionnaire for college students based on findings of phase 1 Explores students’ attitudes to teaching and learning in college Asks students for their preferences between options which broadly reflect college/university practices The nature of the sample (included 7 of the 8 colleges in phase1) Some responses combined to produce an ‘independent learning’ variable – preference to be led by the teacher or to take more personal responsibility for learning (questions 4,5,8,9,10,12,13 and 15)

Findings (1) Best things about studying at college compared to school 60%: freedom, independence, treated like an adult 15%: teachers, methods, support, resources 11%: subject choice, specialism 10%: friends, social atmosphere Open question responses – likes (Q20) Note that students feel and like the fact that they have more freedom and independence

Findings (2) Worst things about studying at college compared to school 33%: work more demanding, challenging, stressful, pressured 19%: teachers, methods, coursework, resources 11.5%: too much responsibility, too little help 8%: college environment, too noisy Open question responses – dislikes (Q21) Note that students are concerned about the pressure of work and the perceived lack of help

Findings (3) At college I am required to take more responsibility for my own learning than at school (possible range 1-5) mean 1.72+0.99 86% of respondents agree, 7% disagree Confirms that students feel that they are taking more personal responsibility for learning (Q19) Taking responsibility for own learning is what college students’ understand by ‘independent learning’ (Broad 2006)

Findings (4) Students prefer to be instructed and led to learn rather than learning independently (independent learning variable, possible range 8-40) mean 17.04+4.26 Actual range 8-31 93% of respondents had a score of less than 24 But results show that in practice most students prefer to be led and guided by the teacher

Findings (5) In general my current College experience matches my learning preferences (possible range 1-5) mean 2.27+1.04 65% respondents agree, 12% disagree Q 18 - Strong correlation with ‘independent learning’ variable (p<0.01) i.e. Students’ preferences reflect normal college practice

Findings (6) – Regression Analysis +ve association between the ‘independent learning’ variable and reason for taking a business qualification being an interest in the subject (p<0.05) +ve association between the ‘independent learning’ variable and the number of GCSEs (A-C) before entry (p<0.05) no significant relationship between ‘independent learning’ and type of college, qualification type, gender, ethnicity or year of study Students who are more motivated by an interest in the subject than employability and more academically able are more likely to prefer to learn independently Suggestion that A level students may be less independent but not quite significant at p<0.05

Conclusions The college experience is likely to encourage instrumentality There are few opportunities in college to develop independent learning skills A preference for independent study is more likely if students have an interest in the subject or are more academically able on entry The move from college to university is just one step in an ongoing transition towards greater independence and self confidence Instrumentality – a problem reported by university tutors in this study (and elsewhere Ottewill and Macfarlane 2003) College experience will reinforce this – as teachers respond to crowded syllabus, time constraints, emphasis on success rates/performativity, and emphasis the importance of the qualification Few opportunities to develop and practice skills required in university – students are led to learn and many prefer this Transition into university may be easier for more able students who are already interested in the subject (intrinsic motivation) – the ‘traditional student’ but they are no longer the majority Need to accept that student are more instrumental – that their attitudes and approaches to learning will be influenced by previous experiences may find adjustment to university culture difficult because of previous teaching and learning experiences College environment - very supportive, focus on needs of the individual, emphasis on optimising assessment outcomes (advice/coaching etc) In contrast University environment – anonymous, impersonal, little individual support (sink or swim)  Need to build on the increased sense of independence and responsibility developed at college provide more structured support to help students to develop skills and self confidence during the 1st year of the programme, clarify the new ‘rules of the game’, not just Skills modules