1. 13 th Enhancement Themes Conference Enhancement Themes conference, Thursday 9 June 2016 John McIntyre Conference Centre, Edinburgh

2. Making the Maze More A-mazing: Adapting an e-toolkit to support Postgraduate Student Transitions Dr Jacqueline Brodie and Dr Colin Mackenzie The Business School, Edinburgh Napier University

3. Outline Background to the project Themes for Dissertation - Barriers/Enablers. Framework and key features of the Maze What we learned/student feedback What is next? QUESTIONS

4. Background to the Project This project aimed to adapt and extend an existing online dissertation e-toolkit for undergraduate direct entry students to support postgraduate international students studying at Edinburgh Napier Business School. This project included the creation of additional written material and visual learning artefacts for international Masters students, such as the use of ‘virtual PG video buddies’. The project is focused on enhancing the integration of students who join Business School programmes from other countries. This e- toolkit targets students who have been taught elsewhere and who may have different expectations of the learners’ journey.

5. ThemeSub-themeOpinions expressed PreparationAdvanced preparation e.g. access to literature resources Prior relationships or contact – organisational or peer mentoring Prior knowledge Prior examples NetworksInformalPrior relationships/ contact with organisation or peers Peer support at Edinburgh Napier University Supporting resources e.g. academic skills etc. ‘Fitting in’ with other students/ making friends FormalSupervisor Module teaching staff Personal Development Tutor Themes Representing Student Views On Barriers/Enablers (Continued on next slide)

6. ThemeSub-themeOpinions expressed Acquisition of knowledge ProcessProcess recognition and awareness Interactive process of topic negotiation Dissertation lectures Research SkillsAcademic literacy skills Awareness of plagiarism/ citing sources etc. Dissertation lectures ExpectationsExpectations gap Culture change New learning experience Prior examples Feelings of stress and emotion IndependenceCulture change Independent learning Responsibility for learning Deep learning opportunity Supervisor dimension Themes Representing Student Views (Cont).

7. Framework for the Dissertation Toolkit Preparation Expectations Pre-dissertation stage Dissertation weeks 0-5 NetworkingIndependence Acquisition of knowledge Online toolkit development: The Dissertation Maze

8. Original UG Maze….

9. What We Did…Adaption to create the PG Maze We adapted and extended the U/G online dissertation e-toolkit The Dissertation Maze. Now provide ‘scaffolding’ for international and mature students. Found on Open- Moodle (easy access with key) Funded through a QAA Grant: http://staff.napier.ac.uk/services/dlte/QAAthemes/ST2014– 2017/Pages/Student-Transitions-projects-2015.aspx http://staff.napier.ac.uk/services/dlte/QAAthemes/ST2014– 2017/Pages/Student-Transitions-projects-2015.aspx

10. Content Written guidance and support sign-posting. Self-assessment questions Video buddy support Video buddy support Also guest academic speakers, by academics in the business School, and videos by Colin Mackenzie on key concepts and topics students may come across when engaged in the dissertation module.

11. The Dissertation Maze Consists of ten non-assessed units. Unit 1- The dissertation journey- explains the student journey, and the differences between under-graduate and post-graduate work. Unit 2- Finding your research idea?- contains guidance on finding the research idea. Unit 3- Discovering and sourcing relevant literature- ideas of pre-arrival preparedness Unit 4- Academic writing skills- reminds students of the requirement to write academically. Unit 5- Understanding your philosophical perspective- introduces the various concepts of logic, inference and perspective

12. The Dissertation Maze Unit 6- Referencing- outlines in detail referencing and citation requirements at Masters level. Unit 7- Directed Help- signposts additional help Unit 8- New to Edinburgh Napier? An overview of the Business School campus for those who are physically attending. Unit 9- Advice for International students- advice specifically for students coming from abroad. Unit 10- Final thoughts, being prepared- supporting that first meeting with supervisors, managing students expectations. Appendices- Additional information on: philosophy, exams and the usefulness on the process of reflection.

13. What We Learned… Making the videos was a challenge – it was hard to find students who were brave enough to be our buddies! There was already some useful material ‘out there’ we could use…so we just needed to ask permission of staff such as our kindly librarian - Keith Walker

14. What We learned 2… In generating the PG Maze material it has been challenging to establish the right depth of material and ensure that the material produced does not overly duplicate research methods or dissertation modules material This required a number of discussions, and it may be that this is changed in light of data received from student evaluation and module leaders’ feedback of the final e-toolkit.

15. Student Feedback “ This is a fantastic idea. Had I been able to access this toolkit in the first 2 months (Aug -Oct) when I was building a template, I may not have faced the lack of motivation and struggle that I did which lead to me failing my first assignment... There is definitely a need for support at this time which is not available at present to online students”. (Student L) “Eureka Moment!!” “I have now had an opportunity to read through the Maze and I have to say I think it is an excellent study tool. Having watched the videos I understand the importance of the 'golden thread'; the videos also helped me to formulate my research approach…” (Student J)

16. Final Thoughts We have identified that one of the best ways to support students through transition into the Dissertation project and ease their ‘chronic uncertainty’ is to provide ‘scaffolding’ in the form of a comprehensive and robust e-toolkit. The Dissertation Maze-toolkit was developed in the form of a web based learning artefact, to provide ‘provisional stability’ and smooth their transition between learning experiences firstly for UG students and is now used with PG students. On the basis of student feedback we have identified that students find the the Maze a useful tool for orientating themselves with the demands of the dissertation learning experience both at UG and PG level.

17. What we are doing next… Road testing it with willing students Wider dissemination with the PG students with the support of the module leaders of the PG Dissertations in the Business School and Programme leaders. We will evaluate it more formally. Most likely with one or two focus groups and/ or a questionnaire. Research how students would like further development or refinement for different audiences. Considering doing a PhD/DBA Maze for new Research students

18. Cook, A. and Leckie, J. (1999) “Do expectations meet reality? A survey of changes in first year student opinion”, Journal of Further and Higher Education, vol. 23, pp. 157-171. Sinclair, C. (2005) “From college to university: sociocultural issues for “direct entry” students”, Socio-cultural theory in Educational Research and Practice, pp.1-16. Christie, H., Barron, P. and d’Annunzio-Green, N. (2013) “Direct entrants in transition: becoming independent learners”, Studies in Higher Education, vol. 38, no. 4, pp. 623-637. Roberts, S. (2011) “Traditional practice for non-traditional students? Examining the role of pedagogy in HE retention”’ Journal of Further and Higher Education, vol. 35, no. 2, pp. 183- 199. Tait, H. and Godfrey, H. (2001) “Enhancing the Student Experience for Direct Entrants to the Penultimate Year of Undergraduate Degree Programmes”, Journal of Further and Higher Education, vol. 25, no. 2, pp. 259-265. References

19. Questions Email: j.brodie@napier.ac.ukj.brodie@napier.ac.uk