1. Post-Graduate Transition: how different is it from undergraduate transition? Dr Sally Alsford and Dr Karen Smith Educational Development Unit, University of Greenwich Sally Alsford s.e.alsford@gre.ac.uks.e.alsford@gre.ac.uk Karen Smith k.l.smith@gre.ac.ukk.l.smith@gre.ac.uk

2. Background to the study C0nsiderable attention has been given to undergraduate transition (both at UoG, and across the sector) Transition to postgraduate study is largely un- researched (O’Donnell et al 2009) Yet: – Embarking on Masters level studies could be viewed as a key transitional ‘stage’ of a longitudinal learning career in which particular intellectual, social and emotional challenges are likely to arise (Scott et al 2011)

3. Background at the University of Greenwich Enhanced Induction, from 2007 New Arrivals survey New Arrivals and Transition policy 2011 Statement of Entitlement

4. Focus of our study: what can we learn about the experience of our new postgraduate students and those who support them? would exploration of these experiences support the assumption that our policy, and particularly its statement of entitlement, does not or should not apply to postgraduate students? what recommendations can be shared with the sector to enhance the postgraduate student transition experience?

5. Objectives: Investigate the experiences of both postgraduate students (taught and research) and those who teach and support them to: identify effective strategies already in place design specific support from which postgraduate students could benefit design resources which would best equip staff to support them

6. Methodology Small-scale and exploratory Focus groups with staff (n=30) and students (n=41) across all three campuses Activity-based exercises: post-it notes; life-cycle annotations; journey mapping In-depth interview with 5 students Study included PGT and PGR. This presentation focuses on PGT experience.

7. ApplicationPre-arrivalArrivalFirst term Moving through the course Employment Student life-cycle

10. Journey mapping

12. Findings 1.Communications, information and guidance 2.Socialisation 3.Support 4.Curriculum design and delivery 5.Training, skills and resources 6.Staff roles

13. Communications, information and guidance Repeated and extended induction Late arrivals Visas Finance Practicalities Consistency Interactivity Induction/ orientation Programme information Required knowledge/skills Expectations and attitude Preparedness

14. Communications, information and guidance Repeated and extended induction Late arrivals Visas Finance Practicalities Consistency Interactivity Induction/ orientation Programme information Required knowledge/skills Expectations and attitude Preparedness MSc is not a joke Do I want to be here? Getting, retaining all information, conflicting messages More course info….. Less daunting. Whatever your early experience is really sticks with you What is expected of me, how much work will I need to put in? What will marking be like?

15. Socialisation No social activities – just work, boring Extra curricula activities – fun stuff. Make them feel part of an exclusive club They hit a bit of a trough and need encouragement. Sense of loneliness Create a sense of community Time of feeling like a student Small group drinks with students and supervisors Meeting fellow countrymen and friends Always ask them how they are doing Students & Staff quotes

16. Make no presumptions about the support needed nor who is providing the support Support Tutors and supervisors AdministratorsStudents’ union Support services staff Security man at the security gate

17. Curriculum design and delivery Pedagogy of engagement Assumptions about level of study Time pressures

18. Training skills and resources Is the programme relevant to my job aspirations? EMPLOYABILITY Critical analysis and reflection – if you don’t grasp it you don’t get the thread of the whole course Academic jump up UP SKILLING An assumption that everyone’s IT skills were up to scratch – but they weren’t. GENERIC SKILLS

19. Staff roles

20. Conclusions Excitement, apprehension and challenges

22. Conclusions Excitement, apprehension and challenges Need for transitional support before and from arrival Misleading assumptions Best use of time

23. Core recommendations and institutional change Policy amendment Space for postgraduate orientation Personal tutoring for PG students The transition needs of postgraduates may differ in level and intensity but not in kind from those of undergraduates; postgraduate transition deserves the same attention, design and resource as that of undergraduates.