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We don’t belong” – problems of We don’t belong” – problems of progression for foundation degree progression for foundation degree students students Pamela Jacobs Liz Barrett School of Psychology
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We dont belong – problems of progression for foundation degree students We dont belong – problems of progression for foundation degree students Pamela.

Mar 26, 2015

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Page 1: We dont belong – problems of progression for foundation degree students We dont belong – problems of progression for foundation degree students Pamela.

“ “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

Page 2: We dont belong – problems of progression for foundation degree students We dont belong – problems of progression for foundation degree students Pamela.

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).

Page 3: We dont belong – problems of progression for foundation degree students We dont belong – problems of progression for foundation degree students Pamela.

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.

Page 4: We dont belong – problems of progression for foundation degree students We dont belong – problems of progression for foundation degree students Pamela.

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.

Page 5: We dont belong – problems of progression for foundation degree students We dont belong – problems of progression for foundation degree students Pamela.

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.

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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.

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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

Page 8: We dont belong – problems of progression for foundation degree students We dont belong – problems of progression for foundation degree students Pamela.

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.

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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.

Page 10: We dont belong – problems of progression for foundation degree students We dont belong – problems of progression for foundation degree students Pamela.

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.

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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.

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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.

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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

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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

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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”

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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

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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 .

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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

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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”

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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

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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.