gateway to success - university college cork… · the majority of which were higher diplomas in...

Gateway to sUCCess:the destination of UCC PLUS+ graduates

Gateway to sUCCess 1

Access report:Layout 1 30/09/2010 10:57 Page 1

2 Gateway to sUCCess


Contents page

Acknowledgments 5Executive Summary 7

1.0 Introduction 9

2.0 Background to the study 102.1 Educational inequality in Ireland 102.2 Socio-economic barriers to education 102.3 The graduate labour market 112.4 National Policy: access to third Level education in Ireland 112.5 UCC institutional policy 12

3.0 UCC PLUS+ Programme 133.1 The development of UCC PLUS+ 133.2 Pre-entry support programme 133.3 Post-entry financial support 143.4 Post-entry social support 15

4.0 Methodology 164.1 UCC PLUS+ graduate profile 2001-2008 164.2 Academic enrolment 164.3 Academic achievement 174.4 Research design phases 184.5 Data collection method 18

5.0 Research Findings 195.1 Response rate 195.2 Category 1: Life before UCC 195.2a Why choose UCC? 205.3 Category 2: Career destination 215.3a First employment 215.3b Current Employment 225.3c Job satisfaction 265.4 Category 3: Postgraduate education 265.4a Postgraduate Diploma 285.4b Masters Degrees 285.4c Doctoral Degrees 28

6.0 Analysing the success of UCC PLUS+ in graduate destinations 306.1 Achievements of the pre-entry support programme 306.2 Achievements of the post-entry support programme 306.3 Achievements in shaping graduate employment 336.4 Achievements in tackling educational inequality 34

7.0 Conclusion 35

8.0 Bibliography 36



List of Figures

Figure 1 UCC Access Service Targets 12Figure 2 Academic enrolment of UCC PLUS+ graduates by faculty 16Figure 3 UCC PLUS+ graduate academic performance 2001-2008 17Figure 4 Exam success rates for UCC PLUS+ students 17Figure 5 Employment status of graduate’s father / mother / guardian 19Figure 6 Graduate employment categories 21Figure 7 First employment levels 22Figure 8 Current employment levels 23Figure 9 Respondents current employment defined by graduate job

categories 24Figure 10 Respondents current salary scale 25Figure 11 Type of postgraduate studies pursued by UCC PLUS+ students 27Figure 12 Number of UCC PLUS+ students graduating per year 30Figure 13 How useful were supports received from UCC PLUS+ post-entry

programmes 31

Appendices

Appendix 1 Overview of UCC PLUS+ pre and post entry support 38

Appendix 2 Questionnaire 41



Acknowledgments

The UCC PLUS+ Programme in University College Cork (UCC) gratefully acknowledges thecontribution of the graduates who participated in this study.

As the report indicates, the financial support from the many donors over the past numberof years has contributed enormously to the success of the UCC PLUS+ Programme. Ourthanks and appreciation to the donors for their generosity and also to the staff of theDevelopment Office in UCC, for their continuing work on behalf of the programme.

This report would not have been completed without the contribution of the following:

Maeve Bent, UCC PLUS+ Programme, UCC

Aimie Brennan, (Ph.D Candidate), Department of Sociology, UCC.

Dr. Tracey Connolly, Pathways to Education, UCC

Prof. Aine Hyland, Former Professor of Education and Vice President, UCC.

Dr. Carmel Quinlan, Former Mature Student Officer, UCC

Dr. Denis Staunton, Director of Access, UCC

I would like to express my sincere thanks to all of the above for their assistance in bringingthis report to the attention of a wider audience.

The findings in this report come as no surprise to my staff and I, because we are in theprivileged position of knowing these students and their families from an early stage intheir educational path. These students demonstrate resilience and determination tosucceed in higher education. They are exceptional young people who have inspired notonly their peer group and those in their community, but also many staff in UCC.

Olive Byrne

Programme Manager

UCC PLUS+



Executive Summary

Introduction

This report examines the success of the UCC PLUS+ programme in supporting young adultsfrom disadvantaged backgrounds and granting them access to the graduate workforce inIreland. The career pathways and destinations of graduates from 2001-2008 are exploredand compared to the success of the mainstream student population. A questionnaire wasdistributed to 312 UCC PLUS+ graduates of which 146 responses were received in order toextract this information. It is on the basis of these responses that the report was written.

Socio-economic barriers to third-level

The UCC PLUS+ students come from socio-economic backgrounds which are under-represented at third level. Their communities and families generally experience lowincome and long term unemployment while the second level schools they attend areconsidered as disadvantaged. Only 34.9% of respondents’ mothers and 49.7% ofrespondents’ fathers were employed at the time of the questionnaire. They receive littlepeer and community support and may experience great pressure to provide forthemselves and their families through paid employment. As a result the studentsexperience financial, cultural and educational barriers to accessing Higher education.

UCC PLUS+ programme

UCC PLUS+ was established in 1996 as part of a new nationwide infrastructure initiated bythe Higher Education Authority (HEA) to tackle the inequality of access to higher education.The goal was to attract and retain disadvantaged students in third level education. Studentseligible to enter via the UCC PLUS+ route must have;

l Originated from families with little history of progression to higher educationl Studied in a second level school linked to an access programme.l Come from an under-represented socio-economic group.l Be members of low income families.

The UCC PLUS+ programme has a system of pre-entry and post-entry supports availableto students. These include second level aspiration raising activities, a financial bursary,extra tuition, one on one meetings and ongoing social support from staff. The UCC PLUS+

programme staff work in collaboration with academic staff across the four colleges andthe central student support services.

Graduate Profile

Respondents to the questionnaire studied close to home with 80% of graduates living inCo. Cork. Almost three quarters of the respondents were female. This correlates with theoverall gender demographic of the UCC PLUS+ programme. 57% of the respondentshighlighted that they had attended a pre-entry support activity prior to applying to third-level which helped them to pursue third-level. The majority of the respondents enrolled inthe Arts faculty with commerce, law and science being the next most popular faculties.Interestingly over half of the respondents were the first person to attend third leveleducation in their immediate family (that is mother, father, brother or sister). Results suggestthat this has subsequently influenced the life choices of their siblings, 44.8% of whom havesince begun third level education. Throughout their undergraduate careers the respondentsdid utilise the services provided by UCC PLUS+ and 90% of them felt that the services wereof utmost importance to their success at third-level.



Academic Achievement

Of the 146 graduates who responded to the questionnaire, over 95% graduated with anhonours degree, 15.1% of who received a first class honours. Not only did the UCC PLUS+

students achieve excellent results in their Degrees but from 2005 to 2008 the successrates of the UCC PLUS+ students in their final exams actually exceeded the success ratesof the mainstream student population.

Graduate employment

The majority of respondents continued in third-level education after their undergraduateDegree, only 28% went in search of employment. Given the Irish economic climate thenumbers currently engaged in employment are quite impressive with 65% of respondentsworking for payment or profit. 14% categorised themselves as unemployed but activelyseeking employment, 20% were travelling or studying part time and only 0.7% wereunemployed but not seeking employment. The employment categories occupied byrespondents is also quite striking; of the 65% in employment only 12.3% are engaged inwork where a third-level qualification is not necessary i.e. bar tending, cleaning etc. Thatmeans that 87.7% of employed graduates are actually employed within the graduate labourmarket. As a result they now earn a higher income level, experience greater job satisfactionand have increased chances for promotion than if they had not attended third-level.

Postgraduate participation

At the time of data collection 72% of the respondents were pursuing some postgraduatequalification. The number of UCC PLUS+ students pursuing postgraduate courses was actuallytwice that of the mainstream student cohort in 2008. The majority of respondents continuedtheir studies at UCC and some were awarded scholarships and grants from their faculty. Ofthe 72% of respondents in postgraduate education, 25% were pursuing Higher Diplomas,the majority of which were Higher Diplomas in Education. 44% of respondents were enrolledin Masters Degrees and 11% were pursuing Ph.D.s. The number of students enrolled inpostgraduate studies is a testament to the success of the UCC PLUS+ programme and thepersistence of staff in arming these students with the knowledge that they can succeed.

Conclusion

The statistics presented by this report show that the number of disadvantaged studentsenrolling in the UCC PLUS+ programme is steadily increasing each year. The retentionrate of these students matches that of the mainstream student cohort. Academicallythese students are excelling in their area of expertise with Exam results actuallyexceeding those of the mainstream student population in UCC. Furthermore this reporthas demonstrated that more than three quarters of the students who soughtemployment straight after their Degree, successfully entered the graduate labour force.They gained both full time and part time employment where they receive a higherincome and greater promotional opportunities than if they had entered at a non-graduate level i.e. directly from second level. The students who did not seek employmentstraight away continued their education at postgraduate level, pursuing Diplomas,Masters Degrees and Doctoral Degrees. Many secured funding at a competitive level toallow them to continue their studies. It is clear that these students are exceptional andhave worked much harder than most to overcome the challenges they face in their sociallives, however, they have also acknowledged the support of UCC PLUS+ in keeping themmotivated and making it viable for them to stay in college. Over 95.2% of respondentsfelt that the supports they received from UCC PLUS+ contributed to their success at UCC.



1.0 Introduction

In existence since 1996, the UCC PLUS+ programme strives to increase the number ofstudents from socio-economically disadvantaged backgrounds enrolling and graduatingfrom UCC. There are three main elements to the work of the programme, namelyaspiration and attainment raising at second level, supplementary admissions for entryto UCC and post-entry support for undergraduate students. The ultimate goal of theprogramme is to allow young adults from disadvantaged backgrounds to enter thegraduate workforce. In doing so, to increase their chances to achieve academic,professional, financial and social success. An opportunity which may not otherwise beavailable to them. Almost a decade on from the success of the first graduates in 2001, itis now time to examine the destination of the UCC PLUS+ graduates. The purpose of thisresearch is as follows;

l To discuss equality of access to the labour marketl To discover the career or postgraduate destination of UCC PLUS+ graduatesl To reflect on the role of UCC PLUS+ in the undergraduate experience

These aims will be discussed in relation to the successes of the UCC PLUS+ programmeto date and the successes of the graduates. A questionnaire was designed to extractinsights into graduates experience. It possesses both qualitative and quantitativequestions to allow for maximum output. The questionnaire will be divided into threecategories of investigation, as follows;

l Life before UCC – understanding graduates.l Final career destination and career pathways.l Postgraduate studies and further education.

For the purpose of this report, the UCC PLUS+ graduates who were conferred between2001 and 2008 were questioned. 312 questionnaires were distributed and in total, 146graduates responded to the questionnaire. It is on the basis of these responses to thequestionnaire that this report is written.

The report begins by positioning the UCC PLUS+ students within the context of their socio-economic group and what this means in terms of labour market opportunities andeducational participation. A brief analysis of National and Institutional policy will follow, alongwith a discussion surrounding the creation and structure of the UCC PLUS+ programme. Theremainder of the report will utilise the research findings to analyse the success of the UCCPLUS+ programme in influencing graduates career destinations and opportunities.



2.0 Background to the study

2.1 Educational inequality in Ireland

It is well recognised, nationally and internationally, that higher education plays a vital rolein the social and economic development of a nation. Within this context, inequalities inaccessing higher education presents a series of complex challenges for contemporary policymakers. In Ireland, “National research carried out by HEA has demonstrated that inequalitiesboth in participation and in outcomes remain a feature of the education system” (HEA. 2008:18). “Less advantaged students tend to follow more complex and protracted pathwaysthrough education, are more likely to drop out or to forgo the opportunity to fulfil theiracademic potential” (Furlong. 2005: 2). Due to financial limitations they also tend to gravitatetowards shorter courses, perhaps part-time, allowing them to work and study during theacademic term. Trends also suggest that disadvantaged students tend to enrol in institutionswhich are close to their home regardless of institutional prestige.

According to the HEA, students from more advantaged backgrounds (i.e. higherprofessional backgrounds), reached full participation in 1998 and have maintained thatposition. Trends show that they are attracted to the more prestigious institutions andexperience fewer obstacles in accessing the third-level course of their choice. They receivethe greatest benefits from the Higher Education system in Ireland, whereas traditionalgroups of semi-skilled and non-skilled manual workers remain significantly below nationalaverages (HEA. 2010: 6). The HEA is attempting to address these problems through theimplementation of the National Plan for Equity of Access to Higher Education. It aims tohave third level entry rates of 54% for all socio-economic groups by 2020. (HEA. 2008: 59)

2.2 Socio-economic barriers to education

Socio-economically disadvantaged students generally come for backgrounds whichexperience low family income and long-term unemployment and have little or no traditionof progression to third level education. These students experience significant financial,social and educational barriers to accessing and progressing in third level education.Barriers such as cultural background can hinder these students development.Disadvantaged students often find it difficult to integrate successfully in University. In aScottish context, Furlong found that “economically and culturally [disadvantaged students]found it difficult to integrate within peer groups dominated by the middle classes” (Furlonget al. 2005: 2). One respondent from UCC PLUS+ reiterated this point in explaining that;

“Only three guys from my school went to UCC and we all only made itthrough the Access programme. The three of us graduated from variouscourses which was rare enough for the school we came from.”

This community and peer support is often missing from disadvantaged communities asthe majority of young people do not continue on to third-level. Morgan (1995a, in Morgan,1998) found that, for Irish students, having friends who intend to apply for third leveleducation is one of the strongest predictors of the intention to apply for Higher and FurtherEducation. In a similar vain “working-class young people’s educational choices are mostinfluenced by negative estimates of prospective success in university education, whichcauses them to refrain from attendance at a university institution” (Byrne 2009: 6). Often,lack of exposure and lack of knowledge can lead these students to believe that Higher



Education would not benefit them or that they would not succeed in such an environment.The UCC PLUS+ Programme addresses these barriers, by supporting socio-economicallydisadvantaged students through a range of innovative and targeted initiatives at pre-entryand post-entry levels to help them identify and fulfil their educational goals.

2.3 The Graduate labour market

“Few would argue that the graduate labour market represents a level playing field in whichcareers and associated rewards are distributed on the basis of achievements on degreecourses … financial need can obviously represent a significant barrier to the integrationof graduates into jobs commensurate with their qualifications. Less advantaged youngpeople may be forced to apply for all possible jobs while those who have other sources ofsupport may be able to hold out for more desirable forms of employment” (Furlong. 2005:2-17). While UCC PLUS+ graduates get the opportunity to compete on this ‘playing field’,persistent socio-economic factors may still influence their success.

Recent research would suggest that the graduate labour market in Ireland is becomingincreasingly diverse; “graduates may be older [or] from a wider range of socio-economicand/or cultural backgrounds” (Staunton. 2009: 15). During the Celtic Tiger when thecountry reached ‘full employment’, there was a demand for graduate labour and higherskills. This led to the development of a multitude of graduate positions and traineeships.Since the current down turn there is no longer a skills shortage and the competition forgraduate positions has increased. However, the importance of Higher Education in Irelandis still being emphasised; “the supply of highly educated and skilled graduates isincreasingly recognised as a key mechanism by which Ireland can rebuild its economicprofile and regain global competitiveness” (OECD. 2004: 27). Also encouragingly it has beennoted that a diverse labour force is most advantageous; “in order for Ireland to remaincompetitive within the global economy, it is essential that Higher Education Institutions(HEI’s) recruit from a wider spectrum of students” (TAP. 2010:5). Given that the currentemphasis is on diversity, education and increased competition for fewer graduate positions,the UCC PLUS+ programme will be highly beneficial to young people who may not gainemployment outside of the graduate labour market.

2.4 National Policy: access to third Level education in Ireland

Equality of access to third level education has developed considerably in Ireland sincethe 1960s. A commissioned study of the Irish education system ‘Investment in Education’(1966) found that in there was a significant correlation between access to full timeeducation and distinct social groupings; that is as defined by father’s occupation. Therecommendations of the 1966 report influenced the introduction of free second leveleducation in 1967. This marked a major turning point in equality of access to educationand a shift in focus of central government. As participation in second level educationincreased so too did the numbers of young people going on the third level education.Grant schemes were established in the 1970s to support these students and the HigherEducation Authority Act (1971) highlighted the issue of access to higher level education.

The 1990’s saw the considerable development of an access agenda. The 1992 Green paperrecommended “the development of support and access programmes to increase accessand improve retention” in efforts to support socio-economically disadvantaged students.Building on this the 1995 White paper recommended the allocation of a defined numberor quota of university places for disadvantaged students. From 1996, Higher EducationAccess Programmes were introduced to seven universities and affiliated institutions. As a



result, Higher education institutions played a central role in supporting increased accessto education. In 1997, The Universities Act Section 36(1) outlined that the GoverningAuthority shall require a statement of the policies of the university in respect to; “access tothe university and to university education by economically or socially disadvantagedpeople ...” Dedicated access offices were established nationwide to manage a wide rangeof programmes offered to schools and communities.

These programmes provide various supports and services at pre-entry and post entrylevel, supporting and enabling the student to achieve their potential. Since then theNational Office for Equity of Access to higher education (2003) was established. Their roleis to develop and implement a national action plan on equal access to higher education.This plan aims to;

l Invest in widening participation in higher education.l Take an institution-wide approach to access.l Modernise student support.l Enhance access through lifelong learning.

2.5 UCC Institutional Policy

The National Plan for Equity of Access to Higher Education 2008–2013, proposes that highereducation institutions develop institution-wide strategies to address the complex challengesat the centre of inequality in education. This National Access Plan 2008-2013 sets out thirdlevel education participatory targets for identifiable underrepresented groups. In doing soit supports the Higher Education Authority’s plan to have Ireland’s higher education sectorrecognised internationally for its contribution to social inclusion. In accordance with thisNational Plan, University College Cork has created a strategic plan (2006-2011) which iscommitted to ‘advancing the national agenda on diversity and inclusiveness’. The University’sgoal is to integrate an effective Access agenda while fulfilling its commitment to maintainingthe highest international standards of teaching, research and scholarly excellence. Theinstitutional Access agenda is specifically identified as follows:

“Widening participation through an inclusive environment that embracesdiversity and equality, ensuring that the objectives of the National Plan forEquity of Access to Higher Education 2008- 2013 are achieved.”

Access students are central to this strategy. The University’s strategic plan states thatrecruitment, support and retention strategies will be further developed to improve theoverall Access students experience through the development of a one-stop-shop studentsupport centre. The UCC Access Service too has developed a Strategic Plan with specifictargets for disadvantaged students. These targets are set within the framework of theUCC Strategic Plan and towards meeting the targets outlined in the National Access Plan.

Figure 1

UCC Access Service Targets 2008/2009 2011/2012

UCC Undergraduate Intake 3500 3500

UCC PLUS+ 107 175(3%) (5%)

Since the introduction of the National Access Plan a progress report, carried out by theNational Plan for Equity of Access to Higher Education, has suggested that most socio-economic groups have benefited from the expansion of higher education opportunities.



3.0 UCC PLUS+ Programme

3.1 The development of UCC PLUS+

The correlation between ones education and their parents’ socio-economic status is welldocumented (Thornhill, 2002; Clancy, 2001). It indicates that children from disadvantagedbackgrounds are less likely to go to university than their more advantaged peers. In a bid totackle this reality on a national level the Higher Education Authority developed a system ofsupport programmes. The aim was to develop an infrastructure which would increase theparticipation of under-represented groups in higher education. It was within this initialphase that the UCC Access Programme (now UCC PLUS+) was introduced to UniversityCollege Cork.

Since its introduction, the UCC PLUS+ programme, amongst others, has been givenincreasing commendation both nationally and internationally. In 2007 (Bologna process)the EU ministers of higher education asserted that higher education “plays a strong rolein fostering social cohesion, reducing inequalities and raising the level of knowledge,skills and competence in society”, they also stressed “the importance of students beingable to complete their studies without obstacles related to their social and economicbackground” (London Communiqué, 2007).

UCC PLUS+ is funded by the Higher Education Authority, Department of Education andScience and the European Social Fund. In addition, private donors have provided theUCC PLUS+ programme with essential funding for programme activities and studentbursaries. Thus helping to eradicate the socio-economic obstacles which prevent manydisadvantaged students from reaching their full potential. In 2001 the first two studentssupported by the then UCC Access Programme graduated. By 2008 over 300 studentssupported by the programme had graduated with commendable final year results.

“The supports offered by UCC PLUS+ are fantastic. It gives people a chanceto improve their lives and presents opportunities for the future.”

3.2 Pre-entry support Programme

Since 1996, the staff of UCC PLUS+ has worked in partnership with key personnel in linkedschools and communities to develop and deliver an outreach programme aimed atincreasing the number of students from socio-economically disadvantaged backgroundsprogressing to third level. The pre-entry programme works with over forty schools inCounties Cork, Kerry and Waterford which are specifically identified as having lowprogression rates to higher education. The programme involves a range of aspirationand attainment raising activates targeted at junior and senior cycle students. At juniorlevel, key activates include drama workshops and a special awards programme. Theannual Chemistry Camp provides 12-14 year olds with an opportunity to experiencescience in a fun and interactive environment. For senior level students the annual EasterSchool week long university taster programme is the highlight of the year. Approximately7,500 students participate annually in UCC PLUS+ outreach activities (see Appendix 1)Evidence from graduates supports the success of these outreach activities;

“In transition year, I attended the Easter School for a week. It was a fantasticopportunity and definitely helped me focus on the goal to study at UCC”



UCC also operates a supplementary admissions route* for applicants originating fromlow income households and who meet an established criteria that confirms that they aresocio-economically disadvantaged;

l Originate from families with little history of progression to higher educationl Studied in a second level school linked to an access programme.l Come from an under-represented socio-economic group.l Are members of low income families.

In order to access this supplementary admission route, applicants must meet with thebasic academic course requirements. In doing so they may be offered a below-the-pointsplace on a degree programme. Applicants compete for these below-the-points places inall of the academic programmes in UCC. Since its introduction in 1998, 55% of studentshave been given the concession to enter UCC below the relevant points requirement.This gives students who, for many reasons may not have been supported in second level,the chance to thrive in college. Throughout the data collection process graduatesexpressed their gratitude for this system;

“Without the Access Programme I would have never got the course I choosein UCC. Through the Access Programme giving me the course and providingfinancial support I have since got my degree and have gone on to getwork with a top accountancy firm.”

“Due to an anxiety I had in school about exams I did not meet my fullpotential in the Leaving Certificate. Without the support of the AccessProgramme I would not have been able to go to UCC“.

“I went through a tough period during my leaving cert and it was throughthe help and support of UCC PLUS+ that I got through my years at UCC, Iwould not be able to say that without the financial and emotional supportthat they provided”.

The other 45% of students admitted since 1998 did meet the relevant points requirementfor the course of their choice, however, they may not have been in a position to enrol inHigher Education without the assistance of UCC PLUS+. These students are also eligibleto avail of the UCC PLUS+ post-entry supports so long as they can meet the socio-economic criteria laid out above. In total 775 students were admitted via this routebetween 1998 and 2008.

3.3 Post-entry financial support

Once admitted via the UCC PLUS+ programme all students can avail of a range of financialsupports. On average, a bursary of €1,500 per annum is provided to each student for theduration of their undergraduate degree. Additional academic tuition and mentoring is alsoavailable to students who are struggling with their work load. This financial support to studentfrom disadvantaged backgrounds often means the difference between going to college ornot. For many, there would be an expectation of working after second level, this is often dueto the financial pressures of the family as well as the student. The financial support allowsstudents to manage these financial pressures without working excessive part-time hours thus


*UCC is part of the Higher Education Access Route scheme (HEAR). This is a collaborative admissionscheme involving the seven universities, DIT and the seven Colleges of Education.


increasing their college retention level. Even more importantly it encourages more studentsto consider third level as a real and viable option. The UCC PLUS+ programme and the studentssupported by it are indebted to the generous donors who provided in the region of €1.6million towards financial support up to 2008. These graduates explain what this bursary andthe additional tuition meant to them during their undergraduate careers;

“The bursary amount eased all the stress, on both myself and my parents. Iwas able to concentrate on my studies and settling into UCC with a littlepocket money in my back pocket without having to work part-time”

“If had not received the extra tuition from Access I don’t think I would have passedmy Degree. It really helped me in some of the difficult modules I had to take”.

“It allowed me to purchase a laptop which decreased the amount of hoursI needed to be on campus – I never had to organise trips home from thecampus at night particularly in the winter time which was importantconsidering the nearest bus still required me to walk to the city centre alone.I never had to worry my parents about the cost of books, which weresometimes €90 a book, which was helpful as they were supporting 3children on disability welfare.”

3.4 Post-entry social support

The relationship between the UCC PLUS+ team and incoming students commences whenstudents receive their CAO offer. From this point onwards, the staff of UCC PLUS+ providesassistance to students in all aspects of college life. A tailor made week long orientationprogramme is delivered prior to the commencement of term one. This programme givesstudents the opportunity to familiarise themselves with the university, to meet keysupport and academic staff and to build a network of support amongst the incomingUCC PLUS+ students. During orientation week, each student has a one to one meetingwith a member of the UCC PLUS+ staff and any individual support needs are identified.The UCC PLUS+ staff continue to meet with students throughout the term and any issuesor concerns are discussed and resolved. For many, the support of the staff in UCC PLUS+

was a major incentive in keeping them focused. Students living in disadvantagedcommunities often get little acknowledgement or understanding from their peers. Theycan feel isolated from their family and neighbours who do not understand the college‘system‘. Many respondents indicated that the support of the UCC PLUS+ staff, throughone-to-one meetings, follow ups and general understanding insured that they stayedon to finish their studies despite moments of intense pressure;

“It is quite possible that I may have dropped out in my first year in college,not so much because of academic difficulty but because of a generaldissatisfaction with university life. The availability of the access office staff,to discuss my issues and options lead to me successfully completing myundergrad and obtaining funding for a Ph.D.”

“In 2nd year I thought of dropping out of UCC because of familycircumstances and pressures. With the support offered by the Access teamI was stronger to keep going and complete my studies. This has benefitedmy life to no end.”

“The one on one meetings and drop in service were the most useful in myfirst year when I was unsure whether I should continue in college.”



4.0 Methodology

4.1 UCC PLUS+ Graduate Profile 2001-2008

The graduates come from a range of geographical locations around Ireland. However, themajority of these are concentrated in Cork City (53%) and County (29%). In total over 80%of the graduates live in Co. Cork. This is not unusual considering the financial pressuresmoving away from home would create for these students. A further 13% come from therest of Munster, again within a relatively short distance. Only 4% of the graduates attendedUCC but lived outside of Munster. The majority of respondents were female (73%). Thisreflects the overall gender trend of the UCC PLUS+ graduates. All but one respondent wereborn in the 1980’s thus reflecting the entry requirements for the UCC PLUS+ programme.

4.2 Academic enrolment

The UCC PLUS+ graduates have demonstrated a varying interest in UCC faculties and subjectareas. Enrolment in the Arts Faculty has remained high throughout the decade, this correlatesstrongly with the main stream student population. In 2001, the first two graduates wereawarded a Bachelor of Arts Degree. The following year, 2002, saw the first Commerce graduates,2003 the first Law, Science and Food Science graduates, 2004 the first Engineering graduates.The first graduates of Medicine and the allied health professions graduated in 2006. The Collegeof Medicine and Health at UCC has seen the development of numerous new programmessince the mid 2000s which may explain the small number of early graduates. For the most part,the courses undertaken reflect the general trend for CAO admissions.

Figure 2Academic enrolment of UCC PLUS+ graduates by faculty

Figure 2 shows the number of UCC PLUS+ students by faculty. It also highlights anemerging trend over time. That is, more Access students are beginning to enterprofessional occupation degree programmes in commerce, medicine, science andengineering fields. This is worthy of note as it reflects the national policy agenda to fostergreater participation by non-traditional third level and socio-economic disadvantagedstudents in the traditional professional groups in Irish society (NDP. 2007).



4.3 Academic Achievement

As a group, the UCC PLUS+ graduates attained substantial academic achievement. Almost95% of graduates who respondent to the questionnaire achieved an honours degree, ofwhom 15.1% achieved first class honours. Given that students from a socio-economicallydisadvantaged background experience financial, social and educational barriers toaccessing and progressing in third level education, the grades achieved are exceptional.In comparison with the mainstream results, this reflect a remarkably high standard ofacademic achievement for UCC PLUS+ students. Figure 3 illustrates the honours bandrange of the UCC PLUS+ Graduates from 2001 to 2008.

Figure 3UCC PLUS+ graduate academic performance 2001-2008

Not only did the UCC PLUS+ students achieve excellent results but they are actually matchingif not exceeding the performance of the mainstream student population. Figure 4 illustratesthe likelihood of a UCC PLUS+ student succeeding in their final year undergraduate examscompared with that of a traditional student from 2004 to 2008. The graph indicates that UCCPLUS+ students who were enrolling in 2004 achieved just 3.8% less success in final examsthan the mainstream student body. However, since 2004 they have outperformed, andmaintained a higher exam success rate than all other UCC students.

Figure 4Exam success rates for UCC PLUS+ students



4.4 Research Design Phases

(1) Final decisions of a data collection method was made and a questionnaire wasdesigned with the aim of gaining optimum information.

(2) The graduates were initially contacted by the current UCC PLUS+ ProgrammeManager via written letter. These letters invited the graduate to complete the surveyonline and was sent to the graduates’ home address at the time of graduation.

(3) Each letter was followed up by a phone call to the home address. This methodproved difficult as not all graduates still lived at this address.

(4) Using these recruitment methods, 146 graduates showed interest and completedthe questionnaire online.

4.5 Data collection method

The initial phase in executing this research was to devise a method of data collection. Aquestionnaire (see Appendix 2) was devised as the optimum research method subsequentto the examination of previous similar research such as Furlong (2005) and TAP (2010). Thebenefits of this method of data collection are many. Questionnaires allow for strict anonymitywhich often insures valid responses (Bernard. 2000). The flexible nature of a questionnairesupports the incorporation of qualitative and quantitative questions. It is also short andconcise therefore easily accessible for such a large quality of people i.e. 312 graduates.

In order to investigate the aims of this project, most importantly to discover thedestination of current UCC PLUS+ graduates, the questionnaire was divided into threecategories of investigation. The categories are as follows;

l Life before UCC - understanding graduates.l Final career destination and career pathways.l Postgraduate studies and further education.

Respondents will also be given the opportunity to reflect on their personal experiencesand give feedback on the UCC PLUS+ programme. Appropriate questions were drawn upfor each distinct category in order to achieve the maximum output. Through the QualityPromotion Unit at UCC, the questionnaire was uploaded to the Internet as a Mark ClassSurvey, which enabled ease of access for graduates to complete online. The results ofthis questionnaire determined the compilation of this report.



5.0 Research FindingsWithin this chapter the research findings have been divided into the three categories ofinvestigation laid out within the questionnaire, primarily to aid comprehension. Eachsection will be discussed in terms of the impact of the UCC PLUS+ programme and thebackground and success of the graduates.

5.1 Response Rate

The questionnaire had a very good response rate with 146 out of 312 graduatesresponding, that is a 45.7% rate of response. This was satisfactory as postal questionnairestend not to get a response rate of more than 20% (Fife-Shaw. 1995). It should be notedthat not all graduates received the initial letter themselves nor lived at the same addressas the time of graduation, as a result not all of the 312 graduates could be contacted.Given these circumstances this was a substantial response from which considerablequalitative and quantitative information was gleaned.

5.2 Category 1: Life before UCC

As previously discussed, a students socio-economic background can constrain theiraccess to higher education. This section of the questionnaire examined the extent towhich students may have been constrained by their family and community situations.A clear trend emerged from the data suggesting that these students were veryunlikely to have ever attended college without the support of an external schemesuch as UCC PLUS+ The figure 5 below shows the employment status of the graduatesfamily at the time when they would have been transitioning between second andthird level education.

Figure 5Employment status of graduate’s father / mother / guardian

What should be noted here is the type of work in which working parents/ guardians areparticipating in. Almost 34.9% of respondents’ mothers and 49.7% of respondents fatherswere employed at this time but they were predominantly engaged in non-professionaltype jobs such as;



Catering Cleaning Construction Confectioner Agricultural worker

Carer Secretary Carpentry Stone Masonry Sales

Child care Waitress Painting Decorating

Unemployment was high with 6.2% of respondents’ mothers unemployed and 15.4%of respondents’ fathers unemployed. Also without income; 44.5% ofrespondents’mothers and 2.1% fathers were occupied at home and 1.4% mothers and9.1% of fathers were retired from employment. 7.5% of mothers and 11.9% of fatherswere unable to work which again is noticeably high, possibly due to the nature of thework in which they engage. Finally 4.1% of respondents’ mothers and 4.2% ofrespondents fathers were deceased.

As one would expect, these findings reflect that the graduates predominantly came fromlow income families. More importantly though it shows that the employment history oftheir parents is in areas which are under-represented in third level education (unskilledmanual workers, semi-skilled manual workers, other non-manual workers, intermediatenon-manual, skilled manual and agricultural workers). These are also occupations whichdo not require progression to a third level college. As a result over half of the respondentswere the first person to attend third level education in their immediate family (that ismother, father, brother or sister).

If one was to take it that socio-economic status is reproduced within families (Clancy.2001: 78) then one can only assume that these graduates would have been destined forsimilar non-professional employment. Could it be possible that attending UCC broke thiscycle for the graduates and their future offspring? Already there seems to be someimprovement within the family situation as interestingly 44.8% of the respondentssiblings have begun a third level course since the graduates commenced their studies.This figure is remarkably high considering the siblings socio-economic background isidentical to the graduates. Perhaps by attending University, older siblings (the graduatesin this case) act as role models for their younger siblings. Or perhaps University is seenas a more viable option once one member of the family has successfully completed aDegree course. Either way a change has been brought about within the family andindeed the community culture.

5.2a Why choose UCC?

In choosing to study at UCC one of the most important factors for respondents wasthat UCC offered the UCC PLUS+ programme (90.3%). This demonstrates the studentsappreciation and acknowledgement that they may need help transitioning andreaching their potential at third level. One respondent stressed the importance ofthe financial support in helping her make her decision; “My family wereexperiencing financial hardship at the time and I couldn’t have afforded to attenduniversity if it wasn’t for the access programme”. Moreover, 57% of theserespondents had already taken part in some UCC PLUS+ activities within their secondlevel school and were enthusiastic about the programme; “I attended the Easterschools programme … it really gave me the opportunity to experience what collegelife would be like”.

The individual degree category on offer at UCC was important for 84.2% of respondentsalong with the reputation of UCC (81.4%). As only 13.1% of respondents claimed to beinfluenced by knowing someone in UCC, their decisions were based on academic



credentials. These students had a definite career path in mind.

“I was always a good student in school and unfortunately due to an injury,which thankfully I recovered completely from; I underachieved in myLeaving Cert and did not get the points required for my course. If the accessprogramme had not been available to me it would have taken me a lotlonger to achieve my goal of becoming a social worker”

The number of students entering the schools of Business, Engineering etc. further supportthis. As a result of this however, they are in greater need of a network of support. Unlikemany mainstream students, these students were more practical in their decision to studyand so overcame the challenges presented by peer groups for the chance to excel.

5.3 Category 2: Career destination

This section is concerned with the graduates transition into the workplace. The questionsin this section of the survey were predominantly open ended and sought to capturequalitative data to reflect the richness of the graduates’ experience following completionof their undergraduate degree. In total 28% of the graduates who responded did notpursue any postgraduate study and went straight to employment.

5.3a First employment

In terms of first employment, the majority of respondents were successful in utilisingtheir degree when gaining first employment. Some graduates did branch out into newdirections but job categories were still relevant to their degrees. The categories ofspecialised jobs which the UCC PLUS+ graduates entered after graduation correlatestrongly with the degree programmes on offer. This array can be seen in figure 6.

Figure 6Graduate employment categories

Research Assistant Sales Assistant Civil Servant Teacher

Social worker Customer Advisor Research & Policy officer Journalist

Library Assistant Junior Auditor Occupational therapist Engineer

Business Analyst Trainee Accountant Price integrity Asst. Legal Assistant

Child care practitioner Software developer Speech & Lang. therapist Lab technician

The majority of these first jobs after graduation were full time; 74% of the respondentswere employed full time with only 26% gaining part time employment (figure 7).



Figure 7First Employment Levels

This compares very well to the respondents current levels of employment; 77.5% areworking full time while only 22.5% work part time (see figure 8 below).

This indicates not only the fact that more respondents actually gained full timeemployment since their first job but also the retention rate of full time employment isexceedingly high. These students were qualified, capable and motivated enough to seekfull time employment which is relevant to their subject area and motivated enough toretain this employment thus maximising their expertise through experience. They alsohighlighted how the bursary they received during their undergraduate career continuedto be hugely beneficial when they entered the graduate labour market for the first time;

“Due to this programme I left UCC debt free … this allowed me start in a jobwhere the money wasn’t great but since I wasn’t paying off loans theexperience I got in this job was way more important than the pay.”

5.3b Current Employment

The UCC PLUS+ 2008 graduates achieved 47% employment, this was just 14% less thanthe 61% of mainstream 2008 graduates in employment, (see http://www.ucc.ie/careers).Taking into consideration more recent employment trends in Ireland the number ofrespondents engaged in employment is quite impressive; 65% of the respondents arecurrently working for payment or profit.

Figure 8 illustrates that over three quarters of these respondents are working full timewhich suggests a high level of success in the labour market. Another 20% of therespondents fell into the category of ‘other’. On further investigation of this category itwas discovered that these respondents were predominantly still in education. Only 3respondents in this category stated that they were travelling. This is quite a low numberin comparison with the mainstream graduate population.



Figure 8Current Employment Levels

Undoubtedly financial pressure within the family compels these students to start earningearlier than other students. 14% of the respondents categorised themselves as unemployedbut currently seeking employment. Of the respondents the majority were still in educationbut nearing graduation. Six were waiting for the right job, which may suggest that theywanted a job which related to their studies and eight respondents showed that they wereactively attending interviews. Just 0.7% (that is 3 respondents) were looking after theirhome or family and not actively seeking employment. Given that these respondentsoriginate from a socio-economic background in which (61%) of their mothers and (46.1%)of their fathers were not in paid employment, the employment rates and actively seekingemployment rates are unexpectedly and somewhat inspirationally high.

Of the 65% of respondents who are employed, the career categories in which they areemployed are highly successful in terms of the aims and objectives of the UCC PLUS+

programme. There is a clear trend which suggests that these graduates have achievedacademic recognition and surpassed the challenges which faced them during thetransition from second level to third level and then on to employment. In many casesthis will mean a break from what would have been a pre-determined future in non-graduate, lower income, employment. To illustrate this point further a framework ofgraduate categories will be used to allocate employed respondents. Elias and Purcell(2004) identified five graduate job categories as follows;

(1) Traditional graduate occupationsThese occupations are typically in the established professions such as medicine, law,engineering, pharmacy and primary and secondary teaching.

(2) Modern graduate occupationsThese are newer professions which have developed since the expansion of highereducation over the past few decades such as senior managers in large organizationsand information technology professionals.



(3) New graduate jobsThese jobs fall within new areas of employment for example, occupational andspeech therapists, quantity surveyors, medical radiographers, public relationsofficers.

(4) Niche graduate occupationsThese jobs would not have traditionally required a degree qualification for entry.Niche occupations can be found in specialised areas within health, education andbusiness, sports coaching and employee welfare officers.

(5) Non-graduate occupations Refer to jobs for which a degree is neither a pre-requisite nor contributes in any wayto efficient performance of the associated tasks for example a shop assistant ortelephone sales person.

Figure 9Respondents’ current employment defined by graduate job categories

An extensive analysis of the respondents questionnaires facilitated the location ofrespondents into these five categories of occupation (figure 9). What is evident fromfigure 8 is the dominance of graduate occupations. Put simply, of the 65% of respondentswho are currently in employment only 12.3% are engaged in jobs where degrees areunnecessary. These would be jobs such as bar tending, cleaning, caring etc. essentiallyjobs in which their family members and peers would have been employed. It is notknown whether or not these jobs were full time or part time; some respondents mayhave been continuing their studies and simply engaging in non-graduate work on a parttime basis. All other respondents are utilising their qualifications in the labour market.They are also taking advantage of their ability as graduates to work in a variety oflocations. While the majority of respondents are currently working in Cork and thesurrounding counties there are also graduates based in Dublin, Sligo, Donegal, Derry andWicklow. Travelling even further afield to fulfill employment commitments, 5 respondentshave emigrated to Australia, America and London.

The most enlightening aspect of this finding is the fact that these respondents, who comefrom confirmed disadvantaged backgrounds, have successfully entered what was



traditionally seen as a middle to upper class employment. Statistics show that only onethird of 17-18 year olds from socio-economically disadvantaged backgrounds go on tothird level, the rest of the population enter employment at the level of the non-graduate.(HEA. 2008: 25) These jobs are generally low income jobs with little or no chance forpromotion. These respondents with thanks to the UCC PLUS+ programme have enteredemployment at a higher level; at the level of graduate. This allows them a greater incomeand greater chance for promotion; as is evident from their salary scale (figure 10).

Figure 10Respondents’ Current Salary Scale

Salary levels are frequently used to reflect the competencies, complexities andresponsibilities in different levels of occupations and status of graduate jobs. Obviously,the length of time in the labour market and the experience gained within a particularwork and occupational context will have an influence on salary levels, promotion, andopportunities to switch to more specialist roles. Graduates were asked to indicate theirsalary levels in order to deduce their current and potential successes (see figure 10). Giventhat the majority of respondents were recent graduates (62.3% of respondents graduatesfrom 2006 to 2008), it is not surprising that the majority of respondents had a currentsalary level below €35,000. McEvoy (2006) suggests that it takes a number of years aftergraduation to become established in a career path with appropriate increases in salarylevels. However, it seems that some graduates (24.8%) have already achieved levels ofpay as high as €65,000 per annum.

Without the support provided by UCC PLUS+ these students would not have beengranted the opportunity to earn a salary of this scale at such a young age, purely becauseof their socio-economic background. In fact 24.8% of graduates are potentially earningtwice what they would have without such a qualification. Many government positionsgive qualification allowances which grants graduates a greater income depending ontheir award. For instance if one wants to be a Primary School Teacher in Ireland, the salaryis at a basis level. If one passes their Degree with an Honours grade, they receive €3076.00more per annum than if one simply passes. If one goes on to obtain a Masters Degreethat person is paid €4,918.00 extra per annum and subsequently one with a DoctorateDegree would receive an additional €6,140.00 per annum. (www.asti.ie)



5.3c Job satisfaction

When asked to rate various statements relating to job satisfaction, it is evident thatrespondents are faring well. Almost 75% of respondents indicated that their job wasvaried and stimulating, one could assume that this stimulation is linked to theinterest they developed during their educational attainment. It can also be reflectedin the fact that many of the students had pinpointed desired career paths prior tocollege entry. It is encouraging that over 78% of respondents feel that their job isimportant and that they have a level of responsibility. “The advantages of graduatelevel employment are multi-fold. The potential for self development, as well as asense of achievement are attributes of professional forms of employment typicallyassociated with a third level qualification” (Staunton, 2000: 122). On the negativeside, 56% of respondents feel that their job is stressful. The importance, responsibilityand stress felt by respondents correspond with the fact that increased educationalattainment attracts increased responsibility and seniority in the workplace. Thisagain highlights the professional graduate occupation levels in which therespondents are participating.

5.4 Category 3: Postgraduate education

Not all of the graduates who participated in this report went straight into employment,in fact the majority of them chose to continue their studies in some way. At the time thisdata was collected 72% of the respondents had engaged or were still engaging in furtherpostgraduate studies. The main reasons cited for continuing in education were:

l Competition within the graduate labour marketl Specialisation in specific areas of interestl The availability of greater income levels with further qualificationsl Enhancing opportunity to gain full time employmentl Encouragement from Professors, staff and peers.

Like most postgraduates, many respondents suggested that their drive to continuestudying or training was to further advance their career and enhance their chances ofgetting full time employment in their relevant field. However these respondents also hada great appreciation for education and the chances it provides. They acknowledge theimportance of the opportunity UCC PLUS+ provided and possess a drive to succeed whichis over and above the average mainstream population considering the challenges theyface. In 2008 the number of UCC PLUS+ graduates engaged in further study (40%) wasactually twice the number from the mainstream student population (20%). Thisacknowledgement of the importance of education is clear from comments made byrespondents; ‘I wanted to push myself”; “I believe that education is pivotal”.

A number of respondents specifically stated that the competition for employment wasincreasing and they felt compelled to continue education. The economic downturnmeant that not only are there less jobs available to graduates but respondents feel theyneed to be more adaptable.

“I had to make myself more employable, my degree wasn’t specific enough,I felt a postgraduate qualification would be beneficial when looking foremployment.”



“It is a highly competitive market and the market dictates a high standardof academia combined with ample extracurricular experience. Because somany are going on the further education, a degree feels insufficient.”

The majority of students chose to continue their postgraduate studies at UCC. Somestudied elsewhere in Ireland; Mary Immaculate College Limerick, UL, UCD, DCU, NUIMaynooth, NUI Galway etc. Others pursued postgraduate studies abroad at CambridgeUniversity, Liverpool Hope University, University of Bangor and the University ofNorthampton. This shows the motivation and dedication of the respondents in pursuingtheir desired career. One respondent explains that she “really enjoyed working on [her]degree and was interested in undertaking more intensive and specialised study’

Financial support was available to many students who continued to postgraduatelevel. In the case of graduates who pursued a career in accountancy, financial supportwas provided by employers. Other respondents cited financial support from theirLocal Authority. A number of respondents received financial support and scholarshipsfrom the Universities where they undertook their studies and from organisationsincluding Irish Research Council for Science, Engineering and Technology, ScienceFoundation Ireland (IRCSET) and the Law Society of Ireland. This financial aid was adeciding factor for many in continuing their third level education:

“I chose to do the Masters as my fees were still paid by the Local Authorityand I received a Local Authority grant. If either one of these was unavailable,I would not have stayed on to do the Masters.”

“I really liked the subject and felt I’d like to pursue it further, funding wasbeing provided and my supervisor offered me a PhD, it made sense … totake it’.

“I am very interested in the work that I do and I wanted to progress further… also the organisation that I work for is very supportive of staff who wishto train and further their qualifications.”

The postgraduate courses which the respondents pursued were prestigious with intensecompetition. The details of these courses are outlined in figure 11.

Figure 11Type of postgraduate studies pursued by UCC PLUS+ students



5.4a Postgraduate Diplomas:

Diplomas were pursued by 25% of respondents. On further investigation it emerged thatthe majority of those undertaking Postgraduate Diplomas were doing so to completespecific requirement for their career destination. For example the majority were engagingin the Postgraduate Diploma in Education (Primary and Post-primary Teaching); this isthe only route into post-primary teaching. 15% of respondents were undertaking specificprofessional practice exams such as taxation, accountancy and law. Others too neededa higher Diploma to enter specific professions such as: information Technology,Computer Science, Management & Marketing, Business Economics, MontessoriEducation, Political Theory, Media Studies and Social Policy.

“My degree was too varied, I wanted to vary in a particular field and theHigher Diploma I undertook would allow me to do so.”

“I have always wanted to be a teacher. I felt as though the Access programmesupported me as did my family [so I continued to 4th level]”.

5.4b Masters Degrees:

The majority of the respondents went on to enroll in Master Degree programmes (44%).The interest they had developed during their Degree programme played an importantrole for some respondents in continuing to Masters level; “I had a great interest in acertain subject so I undertook an M.A. programme dealing with that subject” All of thosewho had finished their Masters Degree at the time of data collection achieved an honoursstandard which reflects the continued high academic achievement of these respondents.Graduating with a Masters degree also allows students to begin employment on a highersalary scale. According to ‘Universities UK’ 2007 “Typically graduates can demand highersalaries than individuals with a lower level of educational attainment” (TAP 2010: 11). Thelink between education and earnings was highlighted by a large number of respondents:

“Greater education would most likely lead to higher chance of gainingemployment in a job I liked with a good salary”

“[It would be] a bigger advantage when entering the workplace i.e. start offat a higher level with bigger starting salary’.

5.4c Doctoral Degrees:

Ph.D.s were pursued by 11% of respondents. These respondents demonstrate dedicationto their studies and a real desire to improve their condition through hard work andperseverance. As one respondent asserts; ‘I always wanted to do the best I could formyself’. Entering the graduate workforce at Ph.D. level will change the course of thesestudents lives. Income levels and opportunities for promotion and self-employment arevery high. The financial aid available to the students along with the encouragement theyreceived from University staff really influenced their decision to continue to this level.

“I was really interested in the idea of working in the lab on a day to day basisand in the undertaking of a research project which I believed would be bothstimulating and rewarding. As a result I undertook a Ph.D. in chemistry.”



“While doing the degree I had decided I wanted to continue to do an M.A.in UCC, and continue to do a Ph.D. in another university. I was influenced bytutors and some fellow students in that direction.”

The success of these respondents in terms of academic achievements and resilience isevident. In the first years of college many of the respondents claimed that they werenot comfortable with college life. The number of students enrolled in postgraduatestudies is a testament to the success of the UCC PLUS+ programme and the persistenceof staff in arming these students with the knowledge that they can succeed. Thisencouragement and support has continued throughout the respondents Universitycareers and has been cited as one of the main reasons for continuing in education. Thisis a remarkable achievement.



6.0 Analysing the success of UCC PLUS+

graduate destinations6.1 Achievements of the pre-entry support programme

It would appear that many of the students who engaged in the pre-entry supports andoutreach activities provided by UCC PLUS+ already had a desire to attend University. Whenasked about their feelings prior to the outreach activities only 11.1% said they had no realinterest in attending University. However as previously noted, the culture of disadvantagedcommunities can often dampen this ambition. Many students experience isolation fromtheir family and their peers who don’t have similar ambitions, this can prevent them frompursuing further education.

In a similar vein, the low level of third level progression in these areas prevents the flow ofknowledge about University life and the various opportunities it brings. Therefore, it wouldseem that the real success of the pre-entry support programme is in making the studentsambition feel like a plausible and attainable reality. 81.3% of students who took part inoutreach activities said that it did increase their awareness of the opportunities availableto them in terms of funding and college life.

One respondent emphasised the pivotal role of the Easter Schools Programme in helpingher make her decision to attend UCC:

“It really gave me the opportunity to experience what student life would belike. We attended lectures, wrote up essays and also spent a great day at theMardyke arena. Whilst doing the programme, I made friends who I met againwhile doing my degree and we still remain friends to this day.”

6.2 Achievements of the post-entry support programme

Results would suggest that this post-entry support programme is highly successful. Notonly in terms of the gratitude and commendation demonstrated by the graduates surveyedbut also in terms of overall statistics. The retention trends from 2004-2008 are on par withthe overall University retention rates (89%), and the number of final year UCC PLUS+

students succeeding in their exams exceeds the university average (95%).

The value of this support is evident in the high retention and success rates of the UCCPLUS+ students and the success of the programme itself as risen dramatically over thelast decade (see figure 12).

Figure 12No of UCC PLUS+ students graduating per year



The respondents to this questionnaire spoke with great appreciation about the staff of theUCC PLUS+ programme. Not only did they provide a social network of support and guidancefor students throughout their undergraduate career but also provided essential financialsupport. This financial aid provides an invaluable source of funding for university relatedexpenses such as accommodation, books, travel and field trips. Respondents didacknowledge that the bursary provided by UCC PLUS+ allowed them to cut back on part-time work in order to concentrate on academic work. The multidimensional aspects of thework carried out by UCC PLUS+ is highlighted within the following respondents comments:

“Access provided a link to other supports available in the college which I wasunaware of … the staff in the Access office was familiar to me andapproachable. [They] provided help in relation to additional finance [which]was crucial … without Access I would not have known about or applied fora Bank of Ireland scholarship.”

“The staff of UCC PLUS+ offer support in way different ways, each one asimportant as the next. Knowing that you have a friendly and knowing facearound, during the first months in UCC is of enormous benefit to all students.”

Within this section of the questionnaire, respondents were asked to rate the servicesprovided by the post-entry support programme in relation to their importance; (figure 13).Not surprisingly the results show that the financial support provided by UCC PLUS+ was ofutmost importance to 90% of the respondents through their undergraduate career.

Figure 13How useful were supports received from UCC PLUS+ post-entry programmes(N= numbers of responses per question)

Through the generous financial support of private donors, UCC PLUS+ ProgrammeBursary is made available to provide extra funding, reasonably priced USB keys and bookvouchers to undergraduate students. None of the respondents listed financial supportas not available or not useful, meaning 100% of the 146 students who replied to thisquestion felt that financial support was important. These students who did avail of thebursary explained its importance:



“Without the bursary offered, I would not have been in a position tocomplete my education in Law at undergraduate level. Even with thebursary, I had to work 8 hours a week at the weekend.”

“When I had to repeat 1st year and was not in receipt of the bursary I noticeda huge difference on my life, it became about working in a restaurant tomake more money. I found it difficult to survive, the bursary made a bigdifference.”

“Without the bursary available to me I would not have been able to go onto 3rd level education or complete my studies once there. It gave me theopportunity to limit my part time working hours in order to concentrate onmy studies.”

“Without the bursary I would not have been able to attend university. This is such an expensive time and due to personal circumstances I wouldnot have been able to afford college materials.”

“Without this bursary my parents would have been under significantfinancial pressure. It took a lot of pressure off my parents and I didn’t feellike a burden going to college.”

Second to financial support was extra tuition; 53% of respondents deemed this as crucialand a further 28% felt it was important (81% in total feel its important). Less than 11% ofrespondents felt that this aspect of the support was unimportant and for 8% this servicewas unavailable. The unavailability of this support may be due to the number of tutorsavailable per subject area. It is possible that there were no law tutors working for the UCCPLUS+ office at the time that a law student needed extra tuition. Alternatively perhapsthe student never tried to avail of the service. For the others extra tuition kept themfocused and to gave them more confidence in sitting exams. Tutors went over examquestions and coached the students on the type of answers they were expected to give.Many students could not have afforded to get this extra tuition on their own but felt thatthey couldn’t have passed without it:

“Grinds were essential in some of my weak subjects in 1st year. The fact thatI couldn’t really afford them due to personal financial circumstances meantthe access programme was crucial to me progressing to 2nd year.”

One respondent noted that after graduating from her Degree she actually becameinvolved in providing tuition and highlighted the positive impact that this had on herand other students: “The Access Programme enrolled me as tutor … this helped todevelop my confidence and capabilities as well as assisting financially”.

Orientation week also ranked quite highly on the list of crucial supports. 48% ofrespondents felt that this initial orientation was crucial and a further 46% found it to beimportant. Overall 94% of respondents found this support to be important. Only 3% ofrespondents felt that this week was unimportant and a further 3% did not attend.Perhaps these students had attended the pre-entry supports provided by UCC and feltthat they were already quite prepared for college life. The other respondents felt that itwas pivotal for the development of their social network in college while others felt thatit prepared them well for the academic year. One student explains:



“I found Orientation Week the most crucial as it helped me settle in to UCCeasily and with as little concerns as possible, I also made friends with peoplethat I remain close with today”

The interaction respondents had with the hands on staff of the UCC PLUS+ office throughone to one meetings (36%) and drop in service (36%) were deemed as crucial by over aquarter of the respondents and seen as important by over 80%. The majority of thestudents did avail of these services on a regular basis:

“I found the one to one meetings and drop in service crucial when makingimportant decisions as to further career opportunities and also with findingmy path in Arts.”

“From the one on one meetings it was recommended that I get counsellingwhich I believe helped me further for life during and after UCC. The supportgiven was crucial to my life and the Access team were always exceptional inhelping out.”

“[The one to one meetings] helped me progress as a student and also mademe aware of services available on campus.”

The academic workshops and laptop loan scheme featured lowest on the list of crucialservices with 17% of respondents claiming it was crucial and 42% feeling it wasimportant. There were also times when the laptop loan scheme was not available to thestudents (21% of students found both the academic workshops and the laptop loanscheme to be unavailable). UCC PLUS+ hold various academic workshops throughoutthe year, however it is reasonable to suggest that these workshops will not be availablefor every faculty every year. Perhaps some students found it to be unavailable for theirparticular subject area when they inquired. Others were very appreciative of the schemes,in particular the laptop loan scheme:

“This was extremely helpful when my computer at home broke and I wasable to bring the laptop home and work on assignments over the weekend.”

6.3 Achievements in shaping graduate employment

The transition from higher education to the graduate labour market is both complex andprotracted (Connor et al 1996). Many of the respondents in this report spoke aboutworking in part-time or in casual jobs while looking for a more professional graduateposition, others continued their studies with the aim of finding the same. These graduateshave demonstrated motivation, hard work and the ability to succeed but moreimportantly they possess an essential attitude while is influencing the progression oftheir lives; that is, that education is the key to success in the workforce. They arecompeting for jobs which would have traditionally been seen as upper class.

“I now look forward to starting my new post as a Primary School teacher andI would not be able to say that without the financial and emotional supportthat [UCC PLUS+ ] provided.”

In a similar report carried out by TCD, researchers found that the students who enteredTrinity under the Trinity Access Programme (TAP) did not feel that the area where theylive, their age or their socio-economic background was a barrier to accessing graduate



level employment. Rather, they felt that education, postgraduate education, workexperience and the ability to perform successfully in an interview were of utmostimportance when competing for employment. (TAP. 2010:16) The results from this reportsuggest a similar attitude. Respondents have highlighted their confidence in theeducation system and acknowledged the opportunity they have been given. This attitudeis proof of the aspiration raising of UCC PLUS+. Through financial and social support thesestudents have been given the opportunity to study, they have achieved results whichexceed the standard of the mainstream student population and they are now competingwithin a graduate labour market.

“Through the Access Programme giving me the course and providingfinancial support I have since got my degree and have gone on to get workwith a top accountancy firm.”

6.4 Achievements in tackling educational inequality

Nationally the HEA has demonstrated that most socio-economic groups have benefitedfrom the general expansion of higher education and even more so from the introductionof the Access programmes (2008). This report demonstrates the successes of the UCCPLUS+ programme in improving the conditions and opportunities for disadvantagedyoung people. A resounding number of respondents stated that UCC PLUS+ was pivotalin enabling them to gain entry to University. The mechanism of reduced LeavingCertificate points, the financial support and the motivational supports provided by theUCC PLUS+ team all play a part in providing a holistic and successful programme. Thepositive impact of UCC PLUS+ at both pre and post entry echoes throughout theresponses of the graduates surveyed. UCC PLUS+ has successfully enticed, retained andsupported over 312 disadvantaged students and by doing so have helped to improvedtheir career chances and play a central role in fulfilling the university’s community missionto ensuring inclusion of under-represented groups.

In order to continue to support educational equality it is clear that there is a need tofocus future attention on the enticement and retention of male students. Accordingto the HEA, “the under-representation of males in higher education is largely aconsequence of their higher rate of early school leaving and their lower levels ofperformance in the Leaving Certificate examinations” (2008: 38) Over 60% of UCCPLUS+ students are female which does not suggest successful gender equality.



7.0 Conclusion

The purpose of this report was to examine the career destinations of the graduates whowere supported by the UCC PLUS+ programme and graduated between 2001 and 2008in order to deduce the impact of the programme on graduates future lives. Educationalattainment is considered one, among several strategies, for reaching a high socialposition (Erikson and Goldthorpe. 1992: 307). The UCC PLUS+ programme has workedhard at awarding young people the opportunity to achieve their full potential and exceedtheir current social position.

“It is important [that the UCC PLUS+ programme] stays in order to help futurethird level students achieve college success and give them every chance ofsuccess in what can only be described as a very competitive world.“

It is evident from this report that high levels of success have been achieved at bothundergraduate and postgraduate levels and this has translated positively into the labourmarket. UCC PLUS+ students have been more successful than mainstream students intheir Final exam results 2005-2008 and have almost matched the levels of graduateemployment to that of the mainstream population. Almost all of the respondents linkedtheir success to the support provided by UCC PLUS+; An overwhelming 95.2% ofrespondents felt that the supports they received contributed to their success at UCC.

Given the challenges that disadvantaged students face; lack of community, family andpeer support, financial pressures, integration with middle class cultures etc., thesestudents possess great strength and self belief; this is recognised and nurtured by theUCC PLUS+ programme. The results speak for themselves; 65% of graduates are employedin graduate positions which they would not have been able to work in prior to enrollingin third-level. They have escalated salary levels and higher jobs satisfaction. Of the 105students who continued to postgraduate education 73 of them are pursuing prestigiousDegrees such as Masters and Ph.D. It is clear that these students have the ability to excelwithin an academic environment. It would have been a huge loss to the University, thelabour force and the community to allow socio-economic circumstances obstruct theirpath to success.



8.0 Bibliography

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Bernard, H. (2000). Social research methods: qualitative and quantitative approaches. SagePublications: London.

Brink, C. (2008) ‘Standards Will Drop’ - and Other Fears about the Equality Agenda in HigherEducation University of Newcastle upon TyneAccessible at: http://www.ncl.ac.uk/about/assets/documents/standards.pdf

Clancy, P. (2001.) College Entry in Focus, A Fourth National Survey of Access to HigherEducation. Dublin: Higher Education Authority.

Clancy, P. (1995) Access to College: Patterns of Continuity and Change Dublin: HigherEducation Authority

Connor, H. and Pollard, E. (1996). What do graduates really do? UK institute for EmploymentStudies.

Denny, K., Doyle, O., Hyland, M., O’Reilly, P., and O’Sullivan, V. (2009) Evaluating the Impactof the UCD New ERA Widening Participation Initiative Dublin: University CollegeDublin

Department of Education and Science (1995) Charting our Education Future: White Paperon Education. Dublin: The Stationery Office

Department of Education and Science (1992) Education for a Changing World: Green Paperon Education. Dublin: The Stationery Office

Department of Education and Science, (2005). DEIS: Delivering Equality of Opportunityin Schools: an Action Plan for Educational Inclusion. Dublin: The Stationery House.

Elias, P. and Purcell, K. (2004) Is Mass Higher Education Working? Evidence from the LabourMarket Experiences of Recent Graduates. National Institute Economic ReviewVol.190 No.1

Erikson, R. and Goldthorpe, J. (1993). In constant flux. Oxford University Press: New York.

Education for a changing world. The green paper 1992. INTO publication. St Patrick’scollege Drumcondra.

Fife-Shaw, C., (1995). Survey and sampling issues. In G. Breakwell., S. Hammond., and C.Fife-Shaw., ed. Research Methods in Psychology. London: Sage.

HEA (2008) National Plan for Equity of Access to Higher Education 2008-2013. Dublin: HigherEducation Authority

HEA (2010) What Do Graduates Do? Class of 2008 Dublin: Higher Education Authority



HEA (2010) Hidden Disadvantage? A Study on the Low Participation in Higher Educationby the Non-Manual Group. Dublin: Higher Education Authority

London Communiqué (2007) Towards the European Higher Education Area: Responding toChallenges in a Globalised WorldAccessible at:http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/MDC/London_Communique18May2007.pdf

McEvoy, S (2006). What do Irish Graduates Do? A Summary of the First Destination of AwardRecipients in Higher Education Survey 2006 Dublin: Higher Education Authority.

Morgan, M. (1998). Early school leaving interventions: International comparisons. InEducational Disadvantage and early school-leaving (pp 78-97). Dublin: CombatPoverty Agency.

Morgan, M. and Kellaghan, T., Weir, S., O hUallachain, S. (1995). Educational disadvantagein Ireland. Dublin: Educational Research Centre.

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TAP (2010) Trinity Access Programme What Happened Next? The Employment and FurtherStudy Experiences of Trinity Graduates of TAP 2002-2008. Dublin: Trinity College Dublin

Thornhill, D. (2002). ‘Widening access to higher education in Ireland’. In L. Thomas, M. Cooperand J. Quinn (eds) Collaboration to widen Participation in Higher Education, pp. 49-70. Stoke-on-Trent: Trenthan Books.

University College Cork (2003) An Analysis of the Critical Educational Transitions AffectingProgression to Third Level Education in University College Cork Access ProgrammeLinked Schools

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White paper. 1995. Charting Our Education Future. Published by Stationery Office,Govt. Publications Sales Office [distributor] in Dublin .



Appendix 1

Overview of UCC PLUS+ Pre and Post Entry Supports

Pre-entry supports

Drama ProgrammeApplied drama workshops, run by the Graffiti Theatre Company, for 1st and 2nd yearsecond-level students, imaginatively introduce students to the notions thatpersonal/group/peer influences and decisions can shape the potential future of anindividual, whilst highlighting education as a lever for individual empowerment.

Uni 4 U! CampA summer camp for 1st year second level students, that introduces the University as awelcoming, exciting, social and attractive space available to them.

Chemistry Scene Investigation CampScience, but not as they know it! An interactive science camp for at 2nd year secondlevel students that engages and stimulates, in a style and environment that the studentfinds intriguing, thus encouraging reflection and new levels of learning.

Special AwardsEndeavour and achievement for small group and class project work by 1st and 2nd yearstudents is rewarded and marked by an enjoyable awards ceremony, placing thestudent’s accomplishment centre-stage on campus.

Homework ClubCurrent undergraduate students tutor and help local second level school students withtheir homework in after-school study session, informally acting as peer-support and rolemodels.

Supplementary Tutoring ProgrammeExtra tuition is provided to second level state exam year students to support their thirdlevel ambition and to ensure they have the best opportunity to meet essential courserequirements.

TRIZTRIZ is a programme which promotes entrepreneurship and problem solving amongsecond level students and rewards the winner with the prestigious ‘TRIZ Cup forEntrepreneurship and Innovation’.

Easter SchoolTransition year students avail of a weeklong ‘taster’ programme, where they samplecollege, as they are introduced to wide-ranging social and academic aspects of theaverage students’ life.

Gaeltacht ScholarshipsStudent scholarships, to attend a Gaelteach Summer Programme, are made available tolinked schools to promote scholarship in Irish.

Kampus Kitchen Study Facility



Exam year students from linked second level schools may avail of on-campus weekendstudy facilities.

School Visits by UCC PLUS+ Team memberSecond level schools are visited by a UCC PLUS+ team member. Leaving Certificatestudents attend a presentation and a question and answer session on the CAO and HEARapplication process.

Parent Information Evenings & Parents/Guardians Campus VisitsStaff members of UCC PLUS+ team meet with parents/guardians on UCC campus. Opendiscussions are held on the nature of the transition from 2nd to 3rd level education.Detailed presentations are also given on the HEAR and CAO application process.

Traveller Mentoring ProgrammeSecond level schools are supported in the provision of one-to-one mentoring andeducational supports to Traveller students. The aim is to enhance the personal schoolexperience and support individual educational attainment and progression.

Post-Entry Supports

Supplementary Tuition Programme UCC PLUS+ provides extra tuition for students, who may need help with their subjects.Appropriate graduate tutors are sourced by UCC PLUS+ to aid with this tuition.

Laptop Loan ServiceApple notebooks are made available to students to borrow should they require thefacility to write up reports, essays and assignments.

Academic workshops – study skills, time management, essay writing skills and exampreparationWorkshops are held throughout the academic year where students can learn essentialtools to cope with college academic life

Exam SeminarAn information exam seminar for 1st year students is held during the academic yearwhere students are informed of the examination rules, regulations and procedures inUCC.

Student ‘Money Management and Welfare’ sessionsInformation sessions are held for students to aid them with their budgetary capabilitiesthroughout the academic yearStudent Portal and Blackboard SessionsPractical hands on sessions are held in the weeks immediately after registration to ensurestudents understand the range of functions of the UCC virtual learning environment andadministration portal

‘Study Buddy’ System for first year studentsDegree specific 2nd year students meet monthly with small groups of 1st year studentsto offer informal advice and support in the 1st year of their programme of study

One to One meetings All 1st years attend an introductory One to One meeting with a member of the UCC PLUS+



staff during Orientation week. This is followed up during the academic year with 3 furtherOne to One meetings with a staff member of UCC PLUS+ where any issues, questions orproblems can be discussed confidentially. Students in 2nd year and above are providedwith 2 One to One meetings during the academic year.

Financial bursariesFinancial support is provided to all registered UCC PLUS+ students. The amount of supportgiven to students is dependent on whether they live at or away from home. Students’individual family circumstances are taken into consideration when providing financialsupport. Additional bursary support is also available for students who have a study/workabroad component to their course, financial support is provided to assist students withtravel and set up costs.

Drop-In ServiceUCC PLUS+ operates a drop in service for all students who require any academic, personalor financial support.

The Learning Opportunity Series (Degree Specific)Final year degree specific students meet once in Term 2 with 1st year students toencourage and engage them in discussion about end of year exams, 2nd year optionsand career directions.

Residential Orientation WeekThe objective of the programme is to bring the incoming first year together for a week longprogramme of events, in order to introduce them to campus life and ensure that they areenabled to maximise their potential when the first term commences.

Graduate Year SupportsTerm 1 lunch time seminars are held in tandem with the Graduate Studies Office for finalyear students, where further study options, both in UCC and on a National level, arediscussed.

Scholarship GuidanceStudents are advised on any scholarship application that he/she may be undertakingand are supported in their application procedure.



Appendix 2

Questionnaire



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