we dont belong – problems of progression for foundation degree students we dont belong –...
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“ “We don’t belong” – problems of We don’t belong” – problems of progression for foundation degree progression for foundation degree
studentsstudents
Pamela JacobsLiz Barrett
School of Psychology
Foundation degree programsFoundation degree programs
Foundation Degrees (FD) were introduced in 2001 and are
at centre of government policy for HE. They were
developed as a high level qualification. Designed to meet
skills shortages and seen as an important part of widening
participation.
Bring together academic institutions and employers to
create a blend of academic and work based learning.
Currently, FE & HE institutions in the SW offer 638
foundation degree programmes in 21 subject areas(UCAS
2007/8).
University of Plymouth and FDUniversity of Plymouth and FD
University of Plymouth, Faculty of Science (FOS), has links with 81
foundation programmes, most of which are delivered by FE
partner colleges; UPC.
Students can apply to do a ‘top up’ year onto one of 14 different
honours degrees programmes
In 2006, 144 students came into FOS, most of whom completed
the top up year.
In 2007,around 80 students entered the faculty of science: Health
and Fitness, Animal science, Wild life conservation, Applied
Psychology (non GBR) & Biological Sciences.
FOS Concerns – staff FOS Concerns – staff
Students not sufficiently prepared for ‘top up’ year research methods and statistics, critical analysis, report writing,
literature reviews Stage two marks from college lead to inflation of degree class
No ‘affective’ commitment to programme, faculty/university – students emotional attachment is to the college.
Typically mature students with travel, home & work commitments
Adjustment to a new culture/climate – expectations created by colleges
Dependant learners and take up staff time
Often no exam experience – or been hugely supported through assessments.
Concerns among FD studentsConcerns among FD students
• Timetabling & Work-life balance
• Change in learning culture
• Change in marking standards
• Academic staff – unapproachable
• Not sufficient preparation for final top up year: research awareness poor, text books not research papers
• Cant see the point of some modules and knowledge: i.e. statistics & critical analysis
• • Often top up year guidance is poor.
The aims of the studyThe aims of the study
To examine the progression experiences of students who make the transition from FD to BSc Honours programmes in the Faculty of Science.
To investigate the experiences of academic staff in FE and in the
FOS that supervise, advise and liaise with FD students prior to and during their top up year.
To compare the exam performance and degree classification of students with FD compared with students on traditional degree
programmes.
Research – Greenbank 2007 Research – Greenbank 2007
Top up year tended to be highly stressful- complained of lower levels of personal and academic support.
Students found that much greater emphasis on independent learning and different approaches to teaching
Programme of research Programme of research
1. Analysis of performance data from coursework and exams, 2006 and 2007 cohorts
2. Interviews with academic staff and ex and current FD students
3. Questionnaire based study The student ASSET – a stress screening tool. Transition to final year of study questionnaire.
Administered to all final year students in FOS March 2008.
Comparison of FD students to Comparison of FD students to traditional studentstraditional students
2006 cohort data: Biological Sciences programmes2006 cohort data: Biological Sciences programmes(N= 291; FD = 45, UOP = 246)(N= 291; FD = 45, UOP = 246)• level 2 % aggregate UOP mean = 58, SD = 7.8,
FD mean = 64, SD = 8.6; p=.001
• Level 3 % aggregate UOP mean = 60, SD = 9.06, FD mean = 57, SD 12.8;
p=.018 • Final % mark, ratio taken into account UOP mean = 59.91, SD = 8.5.
FD mean = 59.19, SD = 9.84 p = NS.
Research Projects Research Projects
• Year 3 Research Project % Mark UOP mean = 62.3, SD = 8.7, FD mean = 55.5, SD = 14.3 p=.017Biological science students submit their research
project introduction and methods sections get feedback and re-submit as part of the final report.
Degree classDegree class
Most commonly occurring degree classification for UOP Biological Sciences student is upper 2nd, 48% of students, with 15% getting first class degrees. Very few failures, very few withdraw during the year – usually due to illness serious family problems and return in the future.
Foundation degree students more problems – 8% degree without honours, always get a few who don’t complete the year or withdraw during the year, typically these don’t return. There are more retakes, but also 20% getting first class degrees.
Preliminary conclusions
Typically, FD students enter their final year of study with higher marks from year 2 of study when compared to traditional students.
FD students typically score lower in their final year of study
When weighting of year two and year three combined FD and traditional students get similar results
Some FD student struggle with the research project A large proportion of FD get first class honours compared to
traditional students due to the 2nd year aggregate marks they bring with them from foundation degrees.
Given us testable hypothesis for analysing 2007 cohort: all data from exam boards in FOS.
Interviews
Interview study: semi-structured interviews *8 interviews with current FD students
(undergraduate project – Liz Barrett)*10 interviews with previous FD student4 interviews with FD teaching staff 8 interviews with traditional undergraduate
students5 interviews with university academic staff
Using Interpretive Phenomenological Analysis Some taped for analysis, some notes taken
IPA analysis of FD student IPA analysis of FD student interviews interviews
Emerging Themes Conflict & Barriers Differences Processes & Transitions RelationshipsOrganisational engagementAnxiety & FearSelf-esteem
Emerging Themes Conflict & Barriers Differences Processes & Transitions RelationshipsOrganisational engagementAnxiety & FearSelf-esteem
Teaching at college: Differences & Teaching at college: Differences & Relationships Relationships
Personal relationship with academic staff with – lots of support, ‘friendly’, ‘mates’, ‘going to pub together’ given personal mobile phone numbers.
Teaching is at ‘basic level’, ‘not theoretical very applied’
“ group discussion on things rather than lectures….. which I liked”
“ we just get what was needed to know… for exams….”, “ practice these a lot” “spoon fed”
“put on a plate” “you knew what you needed to do and write
about” This level of support was interpreted positively. “they really helped you, they wanted you to pass”
Personal relationship with academic staff with – lots of support, ‘friendly’, ‘mates’, ‘going to pub together’ given personal mobile phone numbers.
Teaching is at ‘basic level’, ‘not theoretical very applied’
“ group discussion on things rather than lectures….. which I liked”
“ we just get what was needed to know… for exams….”, “ practice these a lot” “spoon fed”
“put on a plate” “you knew what you needed to do and write
about” This level of support was interpreted positively. “they really helped you, they wanted you to pass”
Teaching at College relationships & Teaching at College relationships & conflictconflict
“one lecturer for the whole of our 2nd year” “lots of changes in staff…one person left just
before our exams” “no continuity… when new person came in they
would ignore what … had taught us and cover the same things”
“Students were very demanding…if there was something we didn't like.. we demanded they change it…it was really good.. we stood up in class and said if we didn’t like it”
“ we had to demand our own place, we were you know…, a degree student, not taking some night class”
formed close allegiance with college and staff
Teaching at university: conflict and Teaching at university: conflict and relationshipsrelationships
Academic staff , “scientific”, “impersonal”, “unfriendly”, “distant”, “expect independence and for you to know everything”
“ if you asked and could find someone, you were given support….but only some sort of academic.. My tutor would say ‘that's not something I can deal with’ go and find….”
“ you have to change to fit the university”“Why should we pay so they can do their personal
research…..they are only interested in our fees”Reduced feeling of control, not wanted, not valued
seen as an inconvience .
University staff – barriers & University staff – barriers & relationships relationships
“ they make assumptions that you already have specific knowledge, ‘ remember in module … last year, we did this’ .. but we didn't”
“ the other students look at you when you walk in…. all those faces….. I asked them for help,… emailed them… but didn’t get one reply… we don’t belong here..I’m gonna make sure the others coming here know it ”
“I hate the …. University” “Great… had a fantastic time…my project tutor is excellent” “ you cant make jokes with these lecturers at all they don’t
smile” “ there the…… module as well …(name)..and I don’t have a clue
what he’s talking about ha ha I just feel sorry for his wife” Hostile environment with few personal relationships and support
Transitions
“ …are a little bit rubbish at integrating…left us to our own devices,… we have bridging modules…completely irrelevant to my course…. meeting people has been really difficult…. quite scary”
“ they gave us little chats which were completely useless”
“Our timetables were wrong… the (contact) numbers they gave us didn’t work”
“ I was shocked… but prepared… our tutors( at college) told us what to expect”
“ fear of the unknown”.. A bit stressed out” “ its been quite a shock.. A huge difference
actually… I was very impressed……. how everything ran”
Summary of other interview Summary of other interview analysis analysis
Analysis on-goingFD staff – very different conditions of
serviceUniversity staff- FD are competition, why
should we cooperate? Traditional students- we should we help,
its our final year, we don’t have time/resources (emotional) to help them
Conclusions
Transition to from FD to Honours degree is fraught with problems; for students and staff.
Interventions: befriending scheme & personal tutor for direct entry students
Mentoring partner college staff Pressure put on FE colleges to improve
conditions of service? Preliminary results from all current final year
suggest traditional and FD degree students have similar range of issues.
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