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An evaluation of the supports used most often by Access Students in the
Dublin Institute of Technology (DIT).
Gráinne Burke
Submitted to the Department of Social Sciences, Dublin Institute of Technology,
in partial fulfilment of the requirements leading to the award of
Masters (MA) in Child, Family and Community Studies.
25th September 2009
Supervisor: Phil Keogh
Declaration of Ownership
I declare that the work being submitted in this dissertation, towards the award of the
Masters (MA) in Child, Family and Community Studies, is entirely my own and that all
sources used have been acknowledged as required by the Dublin Institute of Technology
(DIT).
Signed: _______________________________
Date: _______________________________
1
Abstract
This is an evaluation of the supports used by Access students in the Dublin Institute of
Technology (DIT). Its principle aims are to determine if Access Students are aware of
student supports within DIT, to identify which supports are most frequently used by
Access students, to ascertain the impact of the Access students’ socio-economic
background on their student experience, to establish what supports contribute to a better
student experience for Access students in DIT, to identify additional supports (if any that
may benefit) to Access Students. The research will be used as a manner of professional
development and to enhance the use of support services both within DIT and DIT Access
Service. An online internet survey was used to accomplish gathering of data.
The participants in the study have a high level of awareness of the supports services in
DIT. There was an underlying theme relating to the financial barriers facing students
from socio economic disadvantaged backgrounds to participating and successfully
completing higher education. The general consensus was that of satisfaction with the
provision of support offered by DIT. Recommendations for further study include a
comparative study of Access and non Access students relative to their use and attitudes of
DIT support services.
2
Acknowledgements
I would like to say a BIG thanks to my family and friends for their unconditional support,
motivation and assistance given to me throughout this Masters. It was a team effort!
To Phil Keogh, supervisor, your persistence and encouragement was needed and very
much appreciated. Thank you.
To the Access students who participated in this study, thank you for taking your time to
be a part of this research.
To Julie Bernard, Equality Access Officer in the DIT Access Service, your patience and
understanding knows no bounds. Thank you for this opportunity.
3
Table of Contents
Page
Abstract 2
Acknowledgements 3
Table of Contents 4
Abreviations 8
Appendices 9
List of Figures 10
List of Tables 11
Chapter One – Introduction 12
Title 13
1.1 Introduction 14
1.2 Definition of Terms 14
1.3 Rationale for the Study 16
1.4 Aims 17
1.5 Methodology 17
1.6 Outline of the Study 18
1.7 Conclusion 18
Chapter Two – Literature Review 19
2.1 Introduction 20
2.2 Educational Disadvantage 20
2.3 Historical Perspectives 21
2.4 Development of Access 23
2.4.1 Development of Access 23
2.4.2 Supports in Higher Education 25
4
2.5 Strategic Planning and Legislation 29
2.5.1 Inclusion 29
2.5.2 Legislation 30
2.6 Sociological theories 32
2.7 Challenges and Supports to Higher Education 33
2.8 Student Identity 35
2.9 Conclusion 36
Chapter Three – Methodology 38
3.1 Introduction 39
3.2 Research Methodology 39
3.3 Research Methods 40
3.4 Participants 41
3.5 Research Instrument 42
3.6 Research Ethics 43
3.7 Limitations to the Quantitative Method 44
3.8 Conclusion 45
Chapter Four – Findings 46
4.1 Introduction 47
4.2 Student profile 47
4.2.1 Gender 47
4.2.2 Year of Study 48
4.2.3 Nationality 48
4.2.4 Accommodation 49
4.2.5 Faculty Representation of respondents 49
4.2.6 Part time work 50
4.3 Awareness of supports 51
4.3.1 Awareness of Supports 51
4.3.2 Support Services: How participants become aware of 52
the various services
5
4.3.3 To what extent did induction processes raise awareness 53
of support services?
4.4 Supports most frequently used by participants 53
4.4.1 What are the take-up rates of the various Access service 54
supports?
4.4.2 DIT supports used most frequently by respondents in 54
2008/09
4.4.3 To what extent do Access students participate in DIT 56
clubs/societies?
4.4.4 To what extent do Access students participate in clubs 58
or societies outside DIT?
4.5 The impact of background on student experience 59
4.5.1 How does financial support impact on participants lives? 59
4.5.2 How difficult it was to make friends in DIT 60
4.5.3 Set of friends participants usually socialise with 61
4.5.4 The impact on Access student of their friends from home 63
going to college
4.6 Supports that participants found contribute to a better college 65
experience
4.6.1 What role does active involvement in college life play 66
in the student experience
4.6.2 What factors impact on student experience in DIT? 67
4.6.3 How satisfied are participants of the factors that impact 69
on student experience in DIT?
4.6.4 Most beneficial supports that contributed to a better 71
student experience
4.6.5 Does DIT generate a good student experience overall? 71
4.7 What additional supports would benefit the DIT student experience? 74
4.7.1 What additional DIT supports would benefit the DIT 74
student experience?
4.7.2 How can DIT best raise awareness of the support 74
6
services offered
4.7.3 What additional supports would benefit Access 75
students in particular?
4.8 Conclusion 77
Chapter Five – Discussions 78
5.1 Introduction 79
5.2 Student profile 79
5.3 Awareness of student support services in DIT 81
5.4 Impact of background on student experience 81
5.5 Supports contributing to a better student experience 84
5.6 Additional Supports 85
5.7 Conclusion 86
Chapter Six – Conclusions 87
6.1 Introduction 88
6.2 Conclusions 88
6.2.1 Supports awareness and usage 89
6.2.2 Impact of background on student experience 90
6.2.3 Additional supports contributing to the DIT student 90
experience
6.3 Recommendations 91
Bibliography 93
References 101
7
AbbreviationsCAO Central Statistics Office
CPA Combat Poverty Agency
DCU Dublin City University
DEIS Delivering Equality of Opportunity in Schools
DIT Dublin Institute of Technology
DITSU Dublin Institute of Technology Students Union
EU European Union
FETAC Further Education and Training Awards Council
HEA Higher Education Authority
HEAR Higher Education Access Route
HEDAS Higher Education Direct Applications Scheme
HEI Higher Education Institute
HETAC Higher Education and Training Awards Council
IIE Investment in Education (Report)
MAP Maynooth Access Programme
NAO National Access Office
New ERA New Equal Rights to Access (UCD)
NDP National Development Plan
NQAI National Qualifications Authority of Ireland
NUIG National University of Ireland, Galway
NUIM National University of Ireland, Maynooth
OECD Organisation for the Economic Co-operation and Development
PLC Post Leaving Certificate
SEG Socio-Economic Group
TCD Trinity College Dublin
TAP Trinity Access Programme
UCC University College Cork
UCD University College Dublin
UL University of Limerick
8
AppendicesPage
Appendix A – Internet Survey 104
Appendix B - Letter of Permission from Prof. Brian Norton, 105
DIT President
9
List of Figures
Figure Title Page
Figure 1 Year of Study 48
Figure 2 Nationality 48
Figure 3 Accommodation 49
Figure 4 Faculty representation of respondents
50
Figure 5 Part Time Work 50
Figure 6 Awareness of supports 51
Figure 7 ‘Other’ Modes of awareness 52
Figure 8 Induction – supports awareness 53
Figure 9 Access Service supports 54
Figure 10 2008/09 supports used 55
Figure 11 Supports use in the future 56
Figure 12 Hours of involvement in club or society outside DIT 57
Figure 13 Not involved in DIT club / society / student union 57
Figure 14 Hours of involvement in club or society outside DIT 58
Figure 15 Making friends in DIT 60
Figure 16 Friends who have gone to college 64
Figure 17 Recommending DIT as a college that generates a good 72
student experience
10
List of Tables
Table Title Page
Table 1 Finding out about Support Service 52
Table 2 Impact of financial support 59
Table 3 Socialising with DIT friends 61
Table 4 Socialising with home friends 62
Table 5 Socialising with both sets of friends 63
Table 6 Feelings about being the only one in college 65
Table 7 ‘Yes’ Reasons to being actively involved enhances 66
student experience
Table 8 Importance of factors that impact on student experience 67
Table 9 Satisfaction of factors that impact on student experience 70
Table 10 Reasons for or against recommending DIT as a college with a 73
good student experience
Table 11 Methods of advertising support services in DIT 75
Table 12 Suggestions for additional supports for Access students 76
Table 13 Supports that could be introduced for Access Students 77
11
Chapter 1
Introduction
12
Title:
An evaluation of the supports used most often by Access Students
in the Dublin Institute of Technology (DIT).
13
1.1 Introduction
This paper researches the supports used most often by Access Students in the Dublin
Institute of Technology (DIT). Chapter one defines key terms used throughout the study,
explains the rationale for the research and outlines the five aims of the study. It then
presents a brief look at the methodology of this research and provides an outline of each
chapter in the study.
1.2 Definition of Terms
For the purpose of this study the term ‘evaluation’ means to generate vital data which can
be used to inform provision of support services for Access students.
For the purpose of this study ‘support’ means the points of interaction available to
students via different service areas provided by and within DIT.
Access Students are full time DIT students who have applied through the Central
Applications Office (CAO) and HEAR (Higher Education Access Route). The HEAR
scheme was established based on evidence that socio-economic disadvantage negatively
impacts on educational attainment at school and progression to higher education (UCD,
New ERA, 2009 and NUIM, Maynooth Access Programme 2009). HEAR is aimed at
students who are recent school leavers and have completed the Leaving Certificate. The
scheme allows students who have achieved both above and below the relevant points
entry into DIT (and the other institutions in the scheme). These students are admitted on
the basis that they have obtained the minimum entry requirements (MEQ’s) for the
course. The majority of these students are in receipt of Higher Education Grants, and they
come from a socio-economically disadvantaged background, as determined using criteria
in the HEAR Application process.
14
A small percentage (2.9%) of Access students on the Access programme have not gained
entry via the HEAR scheme. These students have completed a certified Further Education
Training and Awards Council (FETAC) course which would be linked to certain DIT
Level 6, higher certificate courses. This small group of FETAC link students would have
a similar socio-economic status and financial background to the students who applied via
HEAR. FETAC students who receive a place in DIT must then complete an application
to gain entry to the Access programme. Similar eligibility criterion to the HEAR scheme
is used. Once their eligibility is determined they are offered a place on the Access
programme.
In the academic year 2008/09, there were N: 315 students registered with the DIT Access
Service. The population of DIT full time undergraduate students is N: 10,000 (DIT,
Campus Life, 2009). Access Students comprise 3.5% of the total full time undergraduate
students. The DIT Access Service Strategy 2007/08-2010/11 identified the intake target
number of students from socio-economically disadvantaged background. The aim is to
have a minimum of 5% of the total DIT intake to by from a socio-economically
disadvantaged background by 2010. DIT takes in 3,000 students annually, therefore the
5% of the Access target would equate to 150 students. In 2008, the Access Service had an
intake of N: 129, this is 4.3% of the total first year intake.
There is at least one reserved ‘below the points’ place on every full time undergraduate
course in DIT for Access Students. There may be more reserved places on a course,
depending on the amount of course places on offer. For example, if a course has 20
places there will be 1 access reserved place, if there are 31-40 places on a course, 3
places will be reserved for Access (DIT Access Service, 2007).
There is a large number of Access students who applied via HEAR and achieved above
the points requirement. These particular students do not use the ‘below the points’ place
but would still be eligible for a place on the Access Programme and all the post entry
supports that accompany it. The FETAC students also do not use the ‘below the points’
place but are entitled to a place of the Access programme on completion and eligibility of
their application.
15
The demographic for Access students in DIT in 2008/09 is N: 315 students. 52.9% are
female, 47.4% are male. The majority of the students have permanent addresses in Dublin
(61%); the remaining 39% live outside of Dublin. Access Students are enrolled in all
levels of full time undergraduate study from level 6 higher certificate through to level 8
honours degree. The Access students are represented in all six faculties in DIT. The
majority of Access students have Irish citizenship. There is a high progression rate of
Access students from level 6 and level 7 courses on to level 8 honours degree courses.
Many Access students on completion of the undergraduate degree continue in higher
education to post graduate and doctorate courses (Dublin Institute of Technology, 2009)1.
Due to funding restraints, the Access Service cannot support post-graduate students.
Access in this research study is used to describe and encompass the entry to higher
education alongside the retention and successful completion of higher education.
1.3 Rationale for the Study
The researcher works as a Post Entry Project Officer with the DIT Access Service. This
evaluation study which will examine the supports used most often by Access students
will not only be beneficial to the Institute, the Faculties and the Access Service, but will
also act as a means of professional development for the researcher. Within a professional
framework, the results from this evaluation study will feed back into the DIT Access
Service and could be used as a basis for action planning to enhance the service. The
researcher aspires to greater job satisfaction as a result of a greater quality of service
being provided to Access Students.
1 Dublin Institute of Technology (2009) Access Students Statistics, DIT internal unpublished document.
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1.4 Aims
To determine if Access Students are aware of student supports within DIT
To identify which supports are most frequently used by Access students
To ascertain the impact of the Access students’ socio-economic background
on their student experience
To establish what supports contribute to a better student experience for Access
students in DIT
To identify additional supports (if any that may benefit) to Access Students
1.5 Methodology
This study uses a quantitative methodology. The information gathered for the study was
gathered from Access students in DIT in the academic term 2008/2009.
All Access students were invited to complete an online questionnaire. The researcher and
all the post entry project officers in the DIT Access Service invited the students to
complete the questionnaire.
The theoretical part of the study looks at the reasoning behind the development of the
Access Service. The literature review will look at this in greater detail. The current
legislation in relation to higher education with regard to the inclusion of people from
socio economically disadvantaged backgrounds, current Acts and policies, the historical
perspectives of higher education in the Republic of Ireland and sociological theories that
have relevance towards supporting students in third level are all explored in the literature
review.
17
1.6 Outline of Study
Chapter one, gives a brief outline of the evaluation study, the aims of the research, the
rationale for undertaking this study and the context of the study.
Chapter two presents the literature review, exploring what has been written on this topic
previously.
Chapter three describes the research methodology of this study and discusses the research
design (and justification for its use), sampling framework, selection of participants,
procedures, data analysis and ethical considerations. Chapter three also discusses the
limitations of the current study.
Chapter four describes the findings of the current study, while Chapter five discusses
these findings, in relation to the aims of the study and the literature review.
Chapter six draws conclusions based on the findings and makes future recommendations
arising from the findings and discussion.
1.7 Conclusion
This chapter has introduced the reader to the reasoning for undertaking an evaluative
study of the supports used most often by Access students in DIT. It provided a context of
the journey from school student to Access student. Chapter one also established the key
terms of the paper, the aims of the study and the methodology.
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Chapter 2
Literature Review
19
2.1 Introduction
This chapter identifies educational disadvantage, details the historical perspectives of
education and access to it and the development of Access in its current form. Issues
relating to strategic planning and legislation, together with inclusion are reflected on in
this chapter. The latter parts of this chapter examine sociological theories, challenges and
supports to higher education and the issue student identity in relation to socio-economic
disadvantage backgrounds.
2.2 Educational disadvantage
Education is considered in some societies as the principle instrument of creating a more
egalitarian society. Equality of opportunity aims to tackle inequality in society. Social
rewards should be based on an individuals merit rather than on what the individual
inherited (Moore, 2004). The objective of the Irish educational system is to provide a
broadly based, inclusive and high quality education for its citizens. The education
received will enable individuals to develop their potential whilst playing a role in the
social and economic development of the country (Department of Education and Science,
2005). Although it is written about in action plans, policy and procedures with numerous
agencies were established to create a more inclusive and equal opportunities approach to
education. There still remains a large proportion of Irish society that is educationally
disadvantaged. These disparities in access to education affects not only the individuals
involved but reflect on the society as a whole.
The Education Act (1998) defines educational disadvantage as “the impediments to
education arising from social or economic disadvantage which prevent students from
deriving appropriate benefit from education in schools” (Irish Statute Handbook, 2009
and Department of Education, 2005). The Combat Poverty Agency (CPA) describes how
financial resources are not the only barrier to young people from socio-economically
disadvantaged backgrounds. The funding received for students from disadvantaged
20
backgrounds has benefited them substantially less than those from better-off backgrounds
(Kellaghan, Weir, O hUallacháin and Morgan 1995). Barriers to higher education are not
solely fiscal; they can also encompass little or no tradition of higher education, language
and literacy issues and underlying social reasons which incorporates the peer group being
under-represented in higher education. The reasons for educational disadvantaged in Irish
society are multi-faceted.
2.3 Historical Perspectives
The 1960’s saw an increased awareness in the power of education and how an educated
population could lead to economic prosperity. O’Sullivan (2005) reviews the educational
policy from the 1950’s onwards. He posits how the Second Programme for Economic
Expansion in 1963 endeavoured to give additional consideration to human investment
such as education and training:
Since our wealth lies ultimately in our people, the aim of educational policy must be to enable all individuals to realise their full potential as human persons… Better education and training will support and stimulate continued economic expansion. Even the economic returns from investment in education and training are likely to be as high in the long-term as those from investment in physical capital (Second Programme for Economic Expansion, 1963, p17 in O’Sullivan 2005, p135)
The decline in job opportunities for people with low educational attainment, combined
with the increase in occupational entry based on educational credentials changed how
people viewed and valued education in the 1960’s (ibid, 2005). The late 1960’s saw the
abolishment of fees for post primary education. Understanding the financial difficulty
families may face when trying to increase their educational attainment thus impacted on
the academic accomplishments of the nation.
Ireland has in recent years tried to showcase itself as a knowledge based economy and
society. The expression ‘knowledge society’ highlights the facet that countries can no
longer rely on selected groups in society to drive innovation and economic development.
21
Society as a whole plays a key role. As such, to maintain a stable economy the skills and
educational attainments of all citizens are imperative. Therefore educational opportunities
for all hold a greater value and the attainment is indispensable (Higher Education
Authority, 2008).
In the past four decades the educational attainment of the Irish population has increased.
For all the young people in Ireland between the ages six to sixteen, education is
mandatory. As a result educational achievements have also increased. The majority of
students completing their leaving certificate do not finish their education at the end of
second level. On the contrary they choose to continue on to higher education. The most
recent statistics identify that 70% of the 17 year old age cohort entered higher education
in 2006 (Central Statistics Office, 2009).
There is ample evidence that those from working class backgrounds are significantly
underrepresented in higher education (Lynch and O’Neill, 1999 and Clancy 2001). The
report Who Entered College in 2004? A national survey of new entrants to higher
education found that the national average in 2004 was a 55% progression rate of school
leavers onto higher education. New targets have been set as part of the National Skills
Strategy. The new target of school leavers to enter third level by the year 2020 is 72%
(Higher Education Authority, 2008)
Detailed demographics from the O’Connell, Clancy and McCoy report identify stark
contrast in the progression rate. Certain areas, specifically socio-economically
disadvantaged areas, have a progression rate which is drastically below the national
average, for example the lowest rate of admission to higher education at just 11.7%
(O’Connell, Clancy and McCoy, 2006).
Access to higher education is a relatively new phenomenon. Access aim to support
individuals and communities to prevail over challenges they may face when accessing
and successfully completing higher education. Burke (2002) suggests how access
education challenges exclusion and inequality, yet educational institutions are built on
22
classist, sexist and racist traditions. Although higher education institutions at present have
policy and procedures to promote equity of education and inclusion and aspire for
widening participation, scepticism amongst those who were previously excluded still
exists.
2.4 Development of Access and Supports
2.4.1 Development of Access
Equality in education has been recognized by some as the participation and others by the
achievement of those in education. Regardless of this, it is imperative to note that the
identical provision of education is not sufficient in achieving educational equity in
society (Kellaghan, Weir, O hUallacháin and Morgan 1995). The establishment of a
national access office and Access Services in all HEI’s emphasise the commitment and
collaboration between the state and education providers. As a result the participation,
retention and the successful completion of higher education by students from
disadvantaged backgrounds has increased.
Strategies for change in the educational field, which were put forward in Lynch and
O’Neill study (1998) included:
additional supports for disadvantage students are needed for these students to
participate on an equal footing, as they are more reliant on the in-college services
educational supports such as personal guidance and study skills need to be
improved as theses supports are vital for first year students in particular
reservation of places to increase participation in higher education for students
from working class families
Each of these strategies have been implemented by DIT and the other higher education
institutions in the collaborative HEAR scheme.
23
In 2001 the Report of the Action Group on Access to Third Level Education was
published. The report stated that the Minister of Education and Science, Dr Michael
Woods, established the Action Group on Access to Third Level Education. The purpose
of the action group was to advise on effective ways of increasing participation by
disadvantaged groups. One such group was students from disadvantaged backgrounds
(Department of Education, 2001). The report reiterates the objectives set out in the
Programme for Prosperity and Fairness which states:
Investment will be sustained and enhanced so that Ireland is well within the top quarter of OECD countries in terms of the participation of the population in post second level education and training, and in the quality of that education and training (ibid, 2001:14)
To achieve this objective, investment and resources are required to increase the
participation, retention and the successful completion of higher education by students
from disadvantaged backgrounds. The Department of Education and Science work in
liaison with the HEA and the higher education institutions to implement the commitment
to education.
The HEA established the National Access Office in 2003. The work of the National
Access Office (NAO) is to facilitate access and educational opportunities for groups who
are underrepresented in third level. These groups according to the NAO are:
students from socially, economically or culturally underrepresented groups in
higher education
mature students
students with a disability (Higher Education Authority, 2009)
The mission statement in the DIT’s strategic plan 2001-2015, commits to providing
access to higher education to students from different backgrounds (Dublin Institute of
Technology, 2001). One of the strategic objectives from the plan relates to a supportive
24
and caring ethos, for staff, students and the local community. Several goals derived from
this objective include:
implementing equality policy and procedures
facilitating and supporting access programmes for students from disadvantaged
backgrounds
expanding school and community links in support of the educational advancement
of disadvantaged groups (ibid: 2001)
The DIT Access Service was established in 1999. The service’s aim is to assist
individuals and communities to overcome socio-economic barriers accessing higher
education (DIT Access Service, 2007). The DIT Access Service is staffed by an Access
Officer, two pre-entry officers working with primary and secondary schools, four post-
entry officers working with current DIT Access students and an administrator. This level
of resourcing shows the commitment DIT has towards widening participation to students
from socio-economic disadvantage backgrounds.
2.4.2 Supports in higher education
Support for students once they enter higher level is imperative. Access students have a
higher retention rate than the general DIT cohort. This is believed to be as a direct result
of the additional supports received to Access Students (Dublin Institute of Technology,
2009).
Students have a higher retention rate if they do not feel isolated and have a support
network around them. The first year students are at a higher risk for withdrawing from
college, then at later years of study. Kennedy and Fleming (1999) deduce that the
student’s decision to be in college in the early years is less concrete and the rewards
25
gained from college seem distant to the students. The Access Service conducts a week
long Orientation programme, which is a requirement for any student receiving a ‘below
the points’ place in DIT. Orientation takes place the week before the general DIT first
year induction. The week includes academic presentations, training and a group project,
in conjunction with social activities such as treasure hunt around Dublin city centre, table
quiz and a fun jamboree in Grangegorman. The Access students in their first year also
meet their project officers at least four times a year in addition to social events. The role
of the project officer can often be referral and advocacy to a different support service
within DIT. This support network for the student aims to augment their prospect of
staying in college.
Availing of the Access Service supports involves applying to the HEAR scheme or to the
service directly. DIT offers a wide variety of supports for all students in the institution
which do not require an application or incur a cost on the student. These support services
include:
Additional academic support
Counselling
Careers
Chaplaincy
Disability
Health
DIT clubs and societies
Students union
Assistance funding
Additional academic support includes centres set up specifically to assist the student
cohort with particular difficulty; the maths centre is the most prominent support. The
26
maths centre operates in three locations, Aungier Street, Bolton Street and Kevin Street
campuses, on average three days on each site. These are three of the larger locations and
have a prominence of maths based subjects such business, science and engineering
courses.
The counselling service provides a space for students to talk about issues relating to the
students personal or academic life in a confidential manner. The service has offices on
four of the main DIT sites with long office hours for students to attend. The service is
available to both full-time and part-time students studying on under-graduate, post-
graduate or apprentice courses. The service is offered on a one-to-one basis.
Alternatively, once a week a group session is held for students.
The careers service provides DIT students and graduates with the career guidance; this is
implemented in the course content of the majority of final year degree programmes along
with appointments for one to one meetings with the supervisors. The careers service is
located in two sites, one on the each side of the city, north and south.
The chaplaincy service has a team of five chaplains, spread across six locations in DIT.
They assist students through difficult times such as ill-health, bereavement and exam
stress, with one to one meetings and drop in service for all students. The service organise
volunteering opportunities both within DIT and the wider community. They organise
short courses such as meditation and coping with bereavement or exam stress. Supervised
study and shadowing days (co-organised with the Access Service) are some of the
volunteering opportunities available to students.
The disability service has a direct entry route to DIT via the CAO for students with
disabilities. To avail of the supports offered by the disability service, a student must
register with the service. Once registered and depending on the disability, students can
avail of a range of supports including: assistive technology (located in Aungier Street and
Bolton Street), learning skills service, sign language interpreter, Braille text and specific
exam arrangements can be organised. All students are potentially eligible for the
27
disability service, in the instance of a student breaking their arm close to exam time. The
disability service can arrange for specific exam requirements such as a scribe to write the
paper for the student.
The health service in DIT is located on two sites; one in Aungier Street, accommodating
all south side campuses and one in Bolton St accommodating all north side campuses.
The health service on each site consists of doctors who are only available by appointment
and nurses, who give advice on various health matters.
DIT clubs and societies are generally set up and run by the students for the students.
Some DIT clubs are involved in intervarsity competitions. The societies are a forum for
social activity and to organise events such as fashion shows, debates, guest speakers and
travel for their members. There are two days dedicated to signing up for clubs or societies
at the start of each academic year.
All registered DIT students automatically become members of the Dublin Institute of
Technology Students Union (DITSU). DITSU organises class representatives, attends
governing council meetings and internal DIT meetings on behalf of the students. DITSU
also organise social events and liaise with students if they are having academic or
financial difficulties.
The DIT student sport, support and recreation services office are responsible for
assistance funding such as rent assistance, student assistance funding (SAF), emergency
funding, dental and childcare support funding. This office also oversees the
accommodation sector of DIT, offering DIT accommodation and links to digs
accommodation for students.
28
2.5 Strategic Planning and Legislation
2.5.1 Inclusion
The White Paper, Charting Our Education Future, planned for the education system to
promote equality of access, participation and benefit for all in conformity with their
requirements and abilities (Kellaghan, Weir, O hUallacháin and Morgan, 1995 and
Government of Ireland, 1995). Charting Our Education Future focused on participation
as a measure for disadvantage. It posits that additional supports are required where
disadvantage and inequality occur. The motive for this is that children from different
social backgrounds are not equally equipped for the education system. Charting Our
Education Future paved the way for more inclusion policies to be created and
implemented. The end of the 1990’s saw several higher education institutions (HEI)
establish Access services to aid widening participation in their institution.
In 2001 a shared direct entry scheme for socio-economically disadvantaged school
leavers was established. There were seven institutes involved in this entry scheme, this
included DIT and six universities - DCU, NUIM, TCD, UCC, UCD and UL. The scheme,
Higher Education Direct Applications Scheme (HEDAS), was open to all students in
designated disadvantaged schools (Higher Education Authority, 2004). The scheme is
now called HEAR (Higher Education Access Route) includes DIT and all seven
universities in the Republic of Ireland, with the recent inclusion of NUIG. The HEAR
scheme is a mechanism for allocating reserved places on third level courses at reduced
CAO points and providing a variety of post entry supports for young adults (Higher
Education Authority, 2008). The scheme has seen a dramatic increase in the number of
students accessing third level through this route. Approximately three hundred students
entered third level via HEAR in 2001. This figure rose to over 800 offers being made in
2007 (ibid, 2008).
The ‘semi- and unskilled manual workers’ is the socio-economic group (SEG) to which a
large number of Access students parents belong. The students from this SEG are a
29
priority in Irish education policy for increased participation in higher education. The
HEA (2008) acknowledged an increase of 10% in the number of students entering third
level from the semi- and unskilled manual workers SEG in the period between 1998 and
2004. The HEA estimated that one third of students from this SEG now enter higher
education. Although this figure has increased it is still low. The ‘non-manual’ workers
are the SEG with the lowest levels of participation in higher education. This SEG
accounts for 20% of all Irish households. The majority of Access Students would be
coming from this SEG (Higher Education Authority, 2008). Widening participation
initiatives are aimed at students in schools where the majority of students have parents
who belong to either of these SEG’s. Also, these SEG’s are used as eligibility criteria for
the HEAR scheme and participation on Access Programmes.
A lot has been done to enhance social inclusion and widening participation in the past
decade in particular. However, Lynch and O’Neill (1999) discuss how educational
discourse on the working class does not consult the working class directly. Educational
policies and strategies are written and implemented without consultation with or advice
from, the group directly affected by the decisions of the academics and policy makers. It
is imperative to ask the groups or individuals what it is they want or need, rather than to
advise the group or individual of their needs in a top down manner.
2.5.2 Legislation
The National Development Plan (NDP) 2007-2013 sets out the Higher Education
Development Sub-Programme within the Higher Education Programme. One of the five
strategic goals of the higher education development sub-programme is to widen
participation and increase student and graduate numbers at third level. In order to achieve
this goal specific measures need to be implemented, three of which relate to widening
participation. These are:
lifelong learning and up skilling
30
access for disadvantage and under represented groups to be widened
student retention rates to be improved
The higher education programme has an investment of €13 billion over the life of the
plan, indicating how important higher education is within the larger national development
plan (NDP, 2007).
The NDP was informed by the numerous legislative changes which occurred in relation
to the education sector in the decade preceding the nascence of the plan. The Universities
Act 1997 set out that each university must allow access to their institution and to a
university education for individuals from a socially or economically disadvantaged
background. The Act also requested equality of access for individuals from sections of
society considerably under-represented in the student body. The following year, the
Education Act 1998 established an educational disadvantage committee. The function of
the committee was to advise the minister for education on policies and strategies which
would need to be adopted to identify and correct educational disadvantage in Ireland
(ibid: 2009).
In 2000 the Department of Education and Science established the National Qualifications
Authority of Ireland (NQAI) in accordance with the Qualifications (Training and
Education) Act, 1999 (Higher Education Authority, 2008). The NQAI has allowed
students to study on post leaving certificate (PLC) courses which will have direct links on
to the courses in higher education institutes, such as level six, certificate courses in DIT.
The new Acts and amendments of older Acts such as the Regional Technical Colleges
Acts, the Dublin Institutes of Technology Acts and the Universities Act, 1997, in relation
to education and widening participation have created a legislative landscape which has
increased the number of students from socio-economically disadvantaged backgrounds
entering higher education. It has given the students the opportunity to embark on their
31
path through higher education with additional supports available to facilitate the
successful completion of their higher education course.
Progress in legislation in the education sector has impacted on plans to restructure and
develop their widening participation policies. The next section will look at the evolution
of sociological theories in education and their impact.
2.6 Sociological theories
Studies such as Lynch and O’Riordan (1998) and Kellaghan et al. (1995) in Ireland and
Reay, Crozier and Clayton (2009) in the UK on the sociology of education, indentified
that education has contributed to the reproduction of social inequalities in the past. The
Combat Poverty Agency (CPA) postulate that education is imperative to improving the
life chances of young people, particularly those from disadvantaged backgrounds. The
CPA reinforces the connection between poor educational attainment and unemployment
which in turn fortifies the cycle of poverty and inequality (Kellaghan, Weir, O
hUallacháin and Morgan 1995).
The ‘human capital theory’ was developed in the 1960’s. The Theory highlighted the idea
of education as an investment rather than an act of individual consumption. Investing in
education increases efficiency of labour. Labour relates directly to economic
productivity. Therefore investing in education as human capital is the most efficient way
of enhancing economic performance (Moore, 2004).
The educational analysis Investment in Education (IIE) carried out in the early 1960’s
under Dr Patrick Hillery, the then Minister of Education, was considered as a major
modernising factor in Irish Society. The report emphasised human capital theory. It
analysed trends in human and material resources, projecting the needs of the labour force
and the educational supply required to meet those needs. The IIE was deemed a response
to the economic and social crisis of the 1950’s (O’Sullivan, 2005).
32
Decades later, similar sentiment still existed. Charting Our Education Future (1995),
acknowledged the need for the provision of necessary education and training which in
turn would support the economic development of the country. This would enable
individuals to make their particular contribution to society in a positive manner
(Kellaghan, Weir, O hUallacháin and Morgan, 1995 and Government of Ireland, 1995).
A postmodern perspective views education as a piece in an overall power network.
Education can survey an individual in terms of their cultural capital, such as the
intellectual achievements that are valuable and can be used as a commodity in society.
Some groups in society have more cultural capital than others. Therefore, some groups
have more power over other groups (Morley, 1999 in Burke, 2002).
Both the post modern perspective and human capital theory are relevant in contemporary
Ireland. Human capital theory has a propensity to be given more air time by government
and the media as it is more motivating to the society as a whole.
2.7 Challenges and Supports to Higher Education
Educational disadvantage affects individuals, families and communities. The reasons for
it are multifaceted. Poverty, psychological issues, communities deprived of resources,
inadequate housing, poor nutrition and long term unemployment can contribute to
educational disadvantage (Higher Education Authority, 2008). Kennedy and Fleming
(1999) suggest that students who are educationally prepared in second level will have a
greater chance of success when they progress onto college. However, students from
disadvantaged backgrounds face a lot of disciplinary issues and absenteeism in the
classroom unlike students from more advantaged background. Therefore disadvantaged
students are less prepared for third level than their more advantaged peers.
33
Access to higher education may not be an option for school leavers, regardless of specific
entry routes aimed at those from socio-economically disadvantaged backgrounds. The
education system needs to understand and adapt accordingly.
Financial support emanates as a key obstacle for students accessing third level education.
Funding in the Irish education system in comparison to international standards is modest.
However, financial investment by government impacts on the extent to which student
supports can address the financial barriers to third level (Higher Education Authority,
2008). Lynch and O’Neill (1999) have shown that lack of income in working class
families’ means they cannot maximise the advantages that education has to offer. This
can relate to school books, uniforms and class trips in primary and post primary. For
those who have progressed onto third level education, students’ lack of income can delay
students buying books and increase the chances of the student having a part time job
which allows less time for study. In addition there is less time to participate in clubs or
societies within college, impeding their student experience. In 1998 the Lynch and
O’Neill study, found that all four participant groups considered poverty as the
fundamental barrier to equality of access and participation in higher education. Callender
and Jackson (2004) noted that students from working class backgrounds were more
averse to student debt than from any other class. With this hesitance towards student debt,
students from working class backgrounds were more likely to be deterred from entering
higher education for fiscal reasons.
Developing support mechanisms can lead to individual students participating more in a
wider spectrum of higher education. Student support groups entrust power and
opportunities to the students. Consenting students feel comfortable to participate in group
discussions and encourage each other with challenges they may face (Burke, 2002).
Lynch and O’Neill (1998) examine equality of participation and surmise that to achieve
equality in participation, it is necessary to encourage participation. The DIT Access
programme initiated a student forum in 2007, which is run by the students for the
students, linking in with a project officer regularly with updates and decisions from the
forum meetings. The forum meets several times throughout the academic year. Student
34
representatives from the forum are invited to the Access Advisory Committee Meetings
where they can contribute their opinions and views which help shape widening
participation policy in DIT. The aim of the student forum is to empower the students, to
listen and liaise with fellow students on their values and needs from the Access
programme.
2.8 Student Identity
Cultural identity is important when assimilating in the general student body. Reay,
Crozier and Clayton (2009) discuss how social class impacts on the degree to which a
student is integrated, both socially and academically. Dialect, mannerisms, attitudes
towards learning and confidence all constitute as cultural capital in third level. Often
students from working class backgrounds tend to choose the HEI which they feel will
have students from a similar background to them.
Entering college, the physical presence of walking in the door and the induction process
can be difficult for any young person, but additional anxious sentiments may lie with
students from a background of no tradition of progression to higher level. Kennedy and
Fleming (1999) postulates that students face a challenge of entering an environment
where the cohort of first years often come from backgrounds radically different from the
disadvantaged background the student has come from. The level to which students from
working classes integrate and utilise the supports available in college is different from
those from middle classes. Lynch and O’Neill (1999) illustrates how the working classes
are somewhat morphed into a middle class as a result of their duration in higher
education. The academic credentials acquired by working classes in higher education
tend to be linked with ceasing to belong to their class of origin. The academic success of
the working classes changes their class identity. This may happen to individuals from
other underrepresented groups in higher education, such as ethnic minorities or disabled
students. However it would not happen to an entire group as it does with the working
35
class group. This is a huge challenge and a difficult decision which young school leavers’
face when choosing to enter higher education.
The ‘non-standard’ term often used to describe the entry route of access students can be
weighty. Students can carry this term and identity with it throughout their time at higher
education. Research completed by Burke (2002) deduced that working class students
depicted themselves as outsiders in the scholastic realm. Feelings in relation to self
identity in a HEI can lead to an individual not reaching their full potential or participation
and enjoyment of their higher level education.
The type of HEI a student chooses can reflect how a student views themselves. Crozier et
al (2009) revealed how students from working class backgrounds chose their college.
Location was a reason for the choice in college, which took into account proximity to
home and cost of travel. This choice Crozier et al. believe is not solely due to the
geography and cost, but it can be due to confidence. Living closer to home rather than
moving away can have a direct effect on their higher education experience. This
confidence issue is both social and academic. Often by staying closer to home, there is
less pressure to be assimilated into the middle classes which can often occur at HEI’s.
2.9 Conclusion
The literature review provided the foundation for the present study. It has informed the
historical perspective and the practicalities of Access development. The review addressed
government and institutional perspectives on widening participation. The commitment of
HEI’s can be analysed by the supports allocated to socio-economically disadvantaged
students in conjunction with the human and material resources available to students
facilitating their journey through higher education.
36
This chapter focused on the theories that gave reason to increased attention and funding
in widening participation in education in addition to the multi-faceted challenges to
student supports and identity in higher education.
The next chapter will examine the methodology chosen for this research study.
37
Chapter 3
Methodology
38
3.1 Introduction
The research was carried out from June 2009 to August 2009. One hundred and ten
Access Students participated in the study.
The aims of the research were:
To determine if Access Students are aware of student supports within DIT
To identify which supports are most frequently used by Access students
To ascertain the impact of the Access students’ socio-economic background
on their student experience
To establish what supports contribute to a better student experience for Access
students in DIT
To identify additional supports (if any that may benefit) to Access Students
3.2 Research Methodology
Methodology in relation to research has a philosophical meaning. The methodology
relates to the paradigm or approach the researcher is taking (Blaxter, 2001). The
quantitative method is one of the most common paradigms in research. Quantitative
research methods in the social science category tend to use similar procedures to the
natural sciences. This approach has a numerical and analytical focus.
Research paradigms are theoretical models which influence how research is conducted
(Birley and Moreland, 1998). Three of the most common paradigms in social research are
positivist, post-positivist and interpretive (Blaxter 2001). The paradigm gives the
39
researcher a milieu within which research can be built and legitimised. A positivist
paradigm was chosen for this research. Positivism is an approach to social research that
applies the natural science model to examinations of the social world (Denscombe,
2003:299). Researchers using quantitative methods tend to be drawn towards a positivist
approach (Birley and Moreland, 1998). Within the quantitative method, the researcher is
using a survey as the research approach and the questionnaire as the research technique.
Denscombe (2003) posits that quantitative research is often linked with researcher
detachment. This potential for detachment is countered in the current study as the
researcher works closely with students in two faculties in DIT. To maintain an unbiased
and objective view, the online anonymous survey was the research approach deemed
most suitable.
3.3 Research Methods
The choice of data collection was influenced by a number of factors;
size of the surveyed population (N=315)
researcher being linked closely in a professional setting with 106 of the
participant population
potential sensitive nature of the information required for certain answers
access to the students
inexperience by the researcher
researcher being aware of the bias
Therefore a quantitative, self-report, internet survey, designed by the researcher
(appendix A), was deemed most pertinent, as this method offers anonymity, objectivity
and facilitates access to a large respondent group (Denscombe, 2003 and Sarantakos,
2005). Difficulty with constructing an online questionnaire was to find the balance
between a survey that allowed researcher to create a structured study but also, user
40
friendly for the participant, with unambiguous language, to maximise the response rate
(Baker, 1994). Concerns by the researcher of validity led to that the language used in the
online questionnaire being uncomplicated and unbiased, thus reducing non-relevant
aspects of interference. (Birley and Moreland, 1998)
The participant group are all in higher education and familiar with computers and the
internet which encouraged the researcher that the participants would be confident at
completing an online questionnaire (Blaxter, Hughes and Tight, 2006). The inexperience
of the researcher formatting and conducting questions was aided by the internet service
provider. The service provider offered many options of various questionnaire structures
available with examples, which greatly assisted the researcher.
As the total number of Access Students was quite low, it was not considered appropriate
to select certain groups as a sample of students to complete the survey. All students were
sent an invitation to complete the survey via email. The participants were given a period
of twenty six days to complete the survey, as a closing date was included. Ten days
before the closing date, the students who had not yet responded were sent a reminder
email with the survey attached.
3.4 Participants
All participants in this study were registered students in DIT and a member on the DIT
Access Programme for the academic year 2008/09. This included Access Students who
were repeating the year internally2, but excluded Access students who had deferred for
2008/09 and those who were repeating externally3 as they had not registered as full time
students for 2008/09. Students in first to fourth years inclusive participated in the study.
2 Repeating internally involves a student repeating at least one subject for the entirety of the academic year. This has financial implications for the student with regard to fees and local authority grants.3 Repeating externally involves the student only registering for the exams and not attending any lectures throughout the year.
41
An invitation to complete the survey went out to all registered Access students in 2008/09
which provided 315 potential respondents. The survey received a 35% (N: 110) response
rate. Internet surveys are known to have a reduced rate of completion in comparison to
questionnaires administered face to face. Respondents were 63.3% female and 36.7%
male. The participants identified their year of study, the highest response rate was for first
year with 43.6% (N: 48). Respondents in second year had the second highest response
rate with 23.6% (N: 26). Marginally lower in the response rate included respondents in
their third year of study, 20.9% (N: 23). The lowest response rate was for the fourth year
students, with 12.7% (N: 14). The number of respondents reflects the size of each year
cohort within the Access Service.
The faculty of Business had the highest completion rate, 30.9% (N: 34), followed by the
faculty of Science with 20.9% of responses (N: 23). Three faculties with similar response
rates were the faculty of Applied Arts with 16.4% (N: 18), faculty of Engineering with
14.5% (N: 16) and the faculty of Tourism and Food with 12.7% (N: 14) of the responses.
The faculty with the lowest response rate was the faculty of Built Environment with only
6.4% (N: 7).
The researcher was able to make contact with all students via SMS text message to
inform them that an internet survey had been sent to their email address. The rationale for
this was that the students may not check their DIT student email account outside of
academic term time.
3.5 Research Instrument
The survey (see Appendix A) was divided into six sections containing a maximum of
twenty one questions. The first section tapped into socio-demographic information.
Students’ awareness of the support available was surveyed in section two. Section three
asked the students about the supports they used most frequently. The fourth section
looked at the impact that the students socio-economic background plays in their student
42
experience. Section five asked respondents to identify additional supports that they, as
Access students may benefit from. And the final section asked respondents what supports
may contribute to a better student experience.
The questionnaire was tested for time and accuracy in advance of emailing it to all
students. The questionnaire took twelve minutes to complete. Consequently the students
were advised that the questionnaire could take from ten to fifteen minutes to complete.
This was felt to be an appropriate length of time to get as much information as possible,
while encouraging high response rates. However, on completion of analysis, the response
rate decreased with each section. A hazard of internet surveys is the participant not
responding to the entire survey, unlike face to face questionnaire which have a much
higher rate of completion (Baker, 1994).
The questionnaire included a combination of both open and closed questions. The open
questions allow the respondent to add their own input giving a more enriched answer.
However, open questions require more time to think and add a written response, which
was a concern, as participants may get bored and not complete the entire survey (Baker,
1994). The closed question is quicker for the respondents to complete but also allows for
a more quantifiable and comparable analysis of the answers (Denscombe, 2005). The use
of both open and closed questions was designed to create a well balanced questionnaire.
The respondent can feel like their opinion is valued with the open questions. Closed
questions yield specific answers to the questions asked in relation to the specific aims of
this study.
3.6 Research Ethics
The researcher adhered to the ethical guidelines of the Dublin Institute of Technology
and the DIT Access Service with particular reference to the guidelines of confidentiality.
The researcher guaranteed the confidentiality and anonymity of all students who
participated in the online questionnaire. As some of the questions asked for detailed
43
information, it was imperative that the respondents could answer honestly and in a
confidential manner.
The researcher sought the permission of the President of DIT, Professor Brian Norton, to
use the name of DIT in conducting this survey (see appendix B).
Participation in this study was on a voluntary basis. The researcher could access the email
addresses of all the Access students as a consequence of working in the DIT Access
Service. The self selection process and the online questionnaire allowed for respondents
to complete the questionnaire without bias or identification from the researcher. No name
or other personal detail was required to be filled in on questionnaire by respondent.
3.7 Limitations to the Quantitative method
There are some limitations to the research methodology chosen. The use of internet
surveys could be viewed as a limitation. The student cohort asked to complete the
questionnaires is from socio-economically disadvantaged backgrounds. There is a
reduced rate of home computers or internet amongst families from lower socio-economic
groups (Denscombe, 2003). Therefore not all students may have been able to access the
survey.
Time constraints limited the responses of the participants. The time in which the survey
was administered to the students was during the summer break. This meant that some
students were working or on holidays. Consequently, they may not have had a chance to
complete the survey and reducing the response rate. The researcher had to include a cut
off date in order to collate all the data. With additional time, there may possibly have
been a greater response rate, leading to a larger and therefore more representative
respondent group.
44
A limitation which emerged in the research methods was that the email addresses used in
this study were often the respondents’ official student email. Students may not check this
email during the summer months. Another limitation involved the researcher being linked
professionally with two faculties and working closely with a third. The response rates
were higher from these faculties. Students from these faculties were over-represented in
the participant group.
3.8 Conclusion
This chapter described the research methods and methodology chosen by the researcher.
The chapter justified the selection of an internet survey as the most appropriate data
collection method of addressing the aforementioned aims of this research.
Furthermore, the researcher identified the research ethics by which the study adhered to
and the limitations of the methodology chosen.
A report of the research findings is presented in the next chapter.
45
Chapter 4
Findings
46
4.1 Introduction
This chapter presents the research findings from this study. It is divided into six sections:
Student profile
Awareness of supports
Supports most frequently used
Impact of background on student experience
Supports that contribute to a better college experience
Identify additional supports that participants may find useful
The data in this chapter is represented by tables and charts to give a visual display of the
statistical information. Statistics are rounded off to one decimal point for the purpose of
analysis.
4.2 Student Profile
The student profile section has six parts to it. This section provides an outline of the
respondents’ background, featuring: gender, year of study, nationality, accommodation,
faculty of study and their participation in part time work.
4.2.1 Gender
The gender breakdown of respondents is 63.3% (N: 69) female and 36.7% (N: 40) male.
One respondent skipped this question.
47
4.2.2 Year of Study
The participants were asked to identify their year of study in the 2008/09 academic year.
43.6% (N: 48) of participants were in first year, 23.6% (N: 26) in second year, 20.9% (N:
23) were in their third year of study and only 12.7% (N: 14) were in their fourth year.
Year of study (2008/ 09)
0.0%5.0%
10.0%15.0%20.0%25.0%30.0%35.0%40.0%45.0%50.0%
1st Year 2nd Year 3rd Year 4th Year
Figure 1 – Year of Study
4.2.3 Nationality
The third question established the nationality of the respondents. 91.7% (N: 100) were
Irish, 1.8% (N: 2) had EU nationality. Respondents from African and Eastern Europe
countries equated to 2.7% (N: 3) each, 0.9% (N: 1) of respondents are American.
Nationality
Irish
EU
African
Eastern Europe
American
Figure 2 - Nationality
48
4.2.4 Accommodation
Question four identified where the respondents live during term time. The 56.4% (n: 62)
majority live in their parent’s house in Dublin. The next highest category 23.6% (n: 26)
was from respondents living in rented accommodation in Dublin during term time only.
Living in their parent’s house outside Dublin (10%, n: 11) and rented accommodation in
Dublin, all year, (10.9%, n: 12) had similar responses.
Accomodation
0.0%10.0%20.0%30.0%40.0%50.0%60.0%
Parents House(Dublin)
Parents House(OutsideDublin)
RentedAccomodationin Dublin (term
time only)
RentedAccomodationin Dublin (all
year)
Figure 3 - Accommodation
4.2.5 Faculty representation of respondents
The majority (30.9%, N: 34) of respondents are in the Faculty of Business. The Faculties
of Science and Applied Arts are the next most represented with 20.9% (N: 23) and 16.4%
(N: 18) of responses respectively. The Faculties of Engineering (14.5%, N: 16) and
tourism and food (12.7%, N: 14) had similar response rates. The lowest response rate was
the Faculty of Built environment (6.4%, N: 7).
49
Faculty
20.9%
12.7%
14.5%
30.9%
6.4%
16.4%
0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0%
Science
Tourism and Food
Engineering
Business
Built Environment
Applied Arts
Response Rate
Figure 4 – Faculty representation of respondents
4.2.6 Part Time Work
44.8% (n: 47) of respondents to this question said they work part time and 55.2% (n: 58)
not working part time. Figure 5 displays a breakdown of hours that respondents work per
week. The hours range from 3 to 25 plus hours per week. The average hours worked was
13.15 hours per week.
012345678
Respondents
3 4 5 7 8 10 12 15 16 17 18 20 21 25+
Hours worked per week
Part time Work - Hours
Figure 5 – Part Time Work ~ Hours
50
4.3 Awareness of Supports
The section identifies the respondents’ awareness of supports, how they found out about
the supports and on which orientation programme they found out about support, Access
Service or general first year induction.
4.3.1 Awareness of Support Services
The response rate varied in this question. Nine respondents skipped the question
completely. 83.5% (n: 91) the lowest awareness response, related to the accommodation
service. The Access service had the highest awareness response rate of 91.8% (n: 101) of
total respondents which is the equivalent of 100% for those who answered this question.
All respondents were aware of the Access service and the student union.
The support services that the respondents were least aware of were the accommodation
service (59.4%) and the disability service (70.3%).
Awareness of Support Services
0102030405060708090
100110
Cha
plai
ncy
Car
eers
Cou
nsel
ling
Dis
abili
ty
Aco
mm
odat
ion
Stud
ent
Fina
nce
Acc
ess
Hea
lth
Add
ition
alA
cade
mic
Supp
ort
Stud
ents
Uni
on
Support Services
Resp
onse
s
Figure 6 – Awareness of Support Services
51
4.3.2 Support Services: How participants become aware of the various services
The response rate varied for different support services, correlating to the awareness level
from Figure 6. Table 1 shows the findings for how respondents found out about the
support services.
How respondents became aware of support serviceServices Word of
Mouth %Student
Newspaper %Website
%Orientation
Programme %Other
%Chaplaincy 28.8 10 10 57.7 6.6
Careers 23.4 9.6 19.1 54.3 4.2
Counselling 20.9 6.9 9.3 59.3 11.6
Disability 12.8 6.4 16.6 58.9 10.2
Accommodation 19.4 2.7 8.3 63.8 15.3
Student Finance 24.4 2.3 8.1 69.7 8.1
Access 27 4 10 62 13
Health 38 3.2 11.9 59.7 3.3
Additional Academic 30.8 11.7 19.1 53.2 8.5
Students Union 36.7 15.3 15.3 67.3 2.1
Table 1 – Finding out about Support Service
Figure 7 illustrates the breakdown of the 20% (n: 20) ‘Other’ responses.
52
'Other'
10%
15%
30%10%
10%
15%
5% 5%Prospectus / leaflets
Poster /Notice Board
Teacher / Guidance Counsellor
Internet
Student Union
Didn’t know
Trinity Access
Referral
Figure 7 – ‘Other’ Modes of Awareness
4.3.3 To what extent did induction processes raise awareness of support services?
Figure 8 illustrates which DIT induction (general first year or Access) if any, made the
respondents aware of the support services. 65.2% indicated that the Access Service
orientation programme created their awareness of the supports services; while 23% said
the DIT general first year induction formed their awareness. 7.7% of respondents are
unsure how they found out about the supports services and 3.9% responses indicate that
neither induction made them aware of the support services in DIT.
Induction - Supports awareness
0102030405060708090
100
Services
Num
ber o
f Res
pond
ents
Neither of theseUnsure1st YearAccess Service
Figure 8 – Induction ~ supports awareness
53
4.4 Supports most frequently used by participants
This section establishes the supports that are most frequently used by the respondents.
There are four parts to this section:
supports most frequently used within the Access Service
which supports in DIT were used in the academic year 2008/09
involvement in DIT club’s, societies or student union
involvement in clubs or societies outside of DIT
4.4.1 What are the take-up rates of the various Access Service Supports?
The Access Service offers a range of supports, as illustrated in Figure 9. The orientation
programme and one-to-one meetings are compulsory for all first year students. All other
supports are available but optional. The support most availed of by respondents is the
Access grant (cheques). Of the 11 supports available, 8 had a response rate exceeding
50%, which illustrates the high level take-up of the supports offered by the Access
service.
54
Access Service Supports
0
10
20
30
40
50
60
70
80
90
100
Cheque
s
Assist
ance
Fun
dGrin
ds
Careers
Sessio
n
Study S
kills
Sessio
n
Peer M
entor
ing
Student
Forum
Social E
vents
Lapto
p Loa
n
Orienta
tion Pro
gramme
1-to-1
with
Pro
ject O
fficer
Supports
Num
ber o
f Res
pond
ents
Figure 9 – Access Service Supports
4.4.2 DIT supports used most frequently by respondents in 2008/09
This section sought to identify the supports participants used most often in 2008/09,
along with which supports they are likely to use in the future. Figure 10 displays the
2008/09 supports used by the respondents. Access, health, students union and student
finance were the most frequently used supports in the 2008/09 academic year.
Chaplaincy, disability and accommodation service, were the least used of the support
services on offer.
55
Supports used in 2008/09
0102030405060708090
100
Support Services
Perc
enta
ge o
f Res
pone
s
Figure 10 – 2008/09 Supports used
Participants were also asked to forecast their likely use of support services in DIT in the
future. Chaplaincy and disability were the only two services of which participants
indicated they were least likely to use. There are six supports services; careers, student
finance, access, health, students union and additional academic support; of which a
majority of participants indicated they were likely to use them in the future as displayed
in Figure 11.
56
Supports use in the future
05
1015202530354045505560657075
Chapla
incy
Careers
Couns
elling
Disabil
ity
Accom
modati
on
Studen
t Fina
nce
Acces
s
Health
Additio
nal A
cade
mic Sup
port
Studen
ts Unio
n
Services
Num
ber o
f Res
pond
ents
Yes
No
Maybe
Figure 11 – Supports use in the future
4.4.3 To what extent do Access students participate in DIT clubs/ societies?
Next the survey sought to determine respondents’ level of participation in DIT clubs,
societies or student union, and the reasons participants had not become involved in the
these activities. 38.1% (N: 37) of respondents to this question revealed they were actively
involved. The remaining 61.8% (N: 60) indicated that they were not involved in a DIT
club, society or student union.
Figure 12 illustrates the hours per week respondents indicated that they are involved in a
DIT club, society or student union. This varies from 30 minutes per week to 6 hours per
week.
57
Hours of Involvement in DIT club / society / student union0.5; 2%
1; 5%
2; 9%
3; 14%
4; 19%5; 23%
6; 28%
Hours ; Percentage
Figure 12 – Hours of Involvement in DIT club/ society/ student Union
Figure 13 displays the reasons participants provided for not getting involved in DIT
clubs, societies or student union. Lack of time and no interest were by far the most
prominent reasons offered. Assignments, timetable and overall coursework were the
major time constraints that the participants noted.
Not involved in DIT club / society / student union
0
5
10
15
20
25
30
Reasons
Resp
onse
s
Figure 13 – Not involved in DIT club/ society/ student union
58
4.4.4 To what extent do Access Students participate in clubs or societies outside
DIT?
Finally in this area of enquiry the survey sought to explore participants’ involvement in
clubs or societies outside of DIT. 19.1% respondents skipped this question. Of those who
did respond 42.7% said they are involved in a club or society outside of DIT and 59.6%
said they were not involved in any club or society in their local community.
The majority of respondents who indicated that they were involved in a club or society
outside DIT did not provide an exact amount of hours that they are involved in their local
community. However they did give details of their involvement and determined that they
are very actively involved. Figure 14 displays the breakdown of hours per week of
involvement of the respondents.
Hours of involvement on club or society outside DIT
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%
2 hours
3 hours
7hours
10 hours
16 hours
Weekends only
Very Active
Hour
s / t
ime
invo
lved
Percentage of Responses
Figure 14 – Hours of Involvement in club or society outside DIT
The reasons for not being involved in the local community were similar to the reasons for
not being involved in DIT. Lack of time or interest were the most common a reasons
given.
59
4.5 The impact of background on student experience
The next section of the survey aims to find out if the participants’ background has an
impact on their student experience in DIT. There are four parts to this section, with an
average response rate of 82.7% for the section.
4.5.1 How does financial support impact of participants lives?
The first part of this section explored the impact of financial support offered by various
grants on the lives of the respondents and how it has benefited them. The principle
responses are illustrated in Table 2 below. Respondents often gave more than one reason
for the impact of the financial assistance they received. The financial supports appear to
have been a great benefit to all the respondents, yet 2.5% still needed to have a job as the
financial support was not sufficient.
Impact of Financial Support
Impact % of respondents
Did not have to ask mother / parents for money 37.5
It paid for course books and materials 26.2
It paid for travel expenses 18.7
It paid for rent 15.0
Did not have to get a part time job 13.7
Worked less hours in part time job 8.7
It allowed the participant to focus on their studies 7.5
Less financial worry 7.5
Gave participant financial independence 7.5
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Wouldn’t have been able to go to college without financial
support
6.3
It paid for food 5.0
It made college viable 3.8
Still needed a job 2.5
Table 2 – Impact of Financial Support
4.5.2 How difficult was it was to make friends in DIT?
This question discovered how difficult the participants found making friends when they
started in DIT. Some respondents gave more than one response. Figure 14 illustrates the
principal responses offered.
0 5 10 15 20 25 30 35 40
Number of respondents
Easy
Membership of Access helped
Okay
Not so easy / difficult
Class set up helped
Easier than expected
Nervous
Making Friends in DIT
Figure 15 – Making Friends in DIT
61
4.5.3 Set of friends participants usually socialise with
To understand the participant’s relationship with their college experience and if their
background plays a part, it is imperative to ask who the participants socialise with the
majority of time. There are three groups of friends that this question has been divided up
into; DIT, home and both equally. Respondents gave reasons for socialising more or less
with certain groups. Table 3 presents the views of the respondents as to their relationship
with DIT friends. The majority (80%) have a positive attitude towards their relationship
and time spent with their DIT friends.
Friends from DIT
Reasons
Positive + /
Negative -
Responses (%)
Spend more time there + 30
Not as much time as would like + 3
Spend enough time in class - 3
Sometimes socialise more with DIT friends + 17
Don’t live near DIT friends - 10
When in Dublin spend time with DIT friends + 10
Mostly DIT Access friends + 3
Spend time during the week only + 7
Repeating the year, so not many friends in DIT - 3
Don’t have any DIT friends - 3
More in common with DIT friends + 10
(7+) (4-) 100 (N: 30)
Table 3 – Socialising with DIT Friends
62
The feedback displayed in Table 3 is overwhelmingly positive about the time spent with
the participant’s home friends as there is only one statement as to why the participants do
not socialise with their friends from home.
Friends from Home
Reasons
Positive + /
Negative -
Responses (%)
All the time + 6
A little but a lot of time spent in college + 10
Only chance at weekends + 35
Know them longer + 19
Live closer + 19
They live in Maynooth and better student life there. + 3
Better than talking about college all the time + 3
Friends from home go to different colleges - 3
(7+) (1-) 100 (N:31)
Table 4 – Socialising with Home Friends
There is a higher response to the ‘Both Equally’ segment of this question. The majority of
participants seem able to socialise with both sets of friends either together or to make
time for each group individually. It is clear through this entire section that some, a small
minority of students, have struggled with making friends. Table 5 provides the reasons
for their ability to socialise with both sets of friends equally.
63
Friends from DIT and Home - Both Equally
Reasons
Positive + /
Negative -
Responses (%)
Both sets of friends mix together + 15
During the week – DIT friends / weekends – Home
friends
+ 46
Neither group very much - 3
Would like to more + 3
Both equally + 15
Both groups easy to go out with + 3
Important to keep in touch + 8
No home friends - 3
More in Dublin because go out in Dublin + 3
None – From Africa - 3
Sometimes at parties + 3
(8+) (3-) 100 (N: 40)
Table 5 – Socialising with both sets of friends equally
4.5.4 The impact on Access student of their friends from home going to college
There are three parts to this question. Part 1 sought to find out how many participants had
friends who had gone on to college. Part 2 established the number of friends that had
gone on to college. Finally part 3 looked at those who did not have friends going on to
college exploring how they felt about being the only one in their group of friends to go on
to college.
64
The majority (87.8%) of respondents indicated that their friends from home had gone to
college. The size of the home-based peer group who had gone on to college varied across
respondents, from 1 to 20 or more. The average size of the home-based peer group that
have gone on to college is 6, the mode was 2. This is illustrated in Figure 16.
Friends from home gone on to college
0
5
10
15
20
25
1 2 3 4 5 6 7 8 10 15 20 ormore
Number of Friends
Perc
enta
ge o
f res
pond
ents
Figure 16 – Friends who have gone on to college
Participants with no friends from home in college can lead to feeling of isolation due to
lack of friends in the same situation. This can also lead to a sense of pride and
achievement for continuing on with education alone without peers from home as support.
Table 6 conveys these feelings that respondents’ had about being the only person from
their home friends to go on to college.
Feelings about being the only one in college Responses
65
Drop outs don’t understand 1
My future is secure/Good job prospects 2
Difficult not knowing anyone from home 1
Can see pros and cons of education 1
Proud/Achieved 3
Sad because there is nobody to talk to 1
Don’t mind/others had money to socialise 2
Table 6 – Feelings about being the only one in college
4.6 Supports that participants found contribute to a better college
experience
The student experience is an important part of college and how a student relates to the
college. Section 4.6 asks about the participants’ student experience. The first part of this
section seeks the participants’ opinion about what contributes to a better college
experience, beyond the academic realm. The second part of this section asks the
respondents to rate the extent to which different factors impact on their college
experience. The third part of this section, asks the participants to rate their satisfaction of
these factors. The fourth part of this section was open-ended, asking respondents to
identify what supports they found most beneficial to contributing to a better student
experience. The final part of this section sought to find out if the respondents would
recommend DIT to a friend or consider DIT as a college that generates a good student
experience.
66
4.6.1 What role does active involvement in college life play in the student
experience?
The majority of respondents (90.5%) said they believed that being involved in college
contributes to a better student experience. Respondents identified a range of reasons for
participating actively in college life. The majority (44%) of those who believed that being
actively involved enhances a student experience stated that it helped them to make
friends and develop social skills. Other rationale provided in Table 7.
The value of participating actively in college life
Response Percent %
Make friends/Develop social skills 44
More Opportunities 13
Give you a healthy balance between academic and social aspects 10
Develops confidence 8
Understanding other peoples courses 8
Sense of belonging to college 5
Relieves stress / keeps focus 5
See parts of the world 3
Keeps you busy 2
Helps you mature 2
Good for Curriculum Vitae 2Table 7 – ‘Yes’ Responses to being actively involved enhances student experience
The percentage of respondents who stated that being actively involved in college did not
lead to a better student experience gave very few reasons. Reasons for not getting
involved were that they were not missing much and it has nothing to do with the
academic side of college.
67
4.6.2 What factors impact on student experience in DIT?
The participants rated the factors that impact on a student experience. The factors which
most impact on participants student experience include:
a good community atmosphere
it is an enjoyable experience to be a student in DIT
a welcoming and friendly campus
friendly and caring academic staff
programme head / chair is approachable
financial assistance
membership on the Access programme
health centre service
The least important is the ‘students from different background to me’ factor. Neither
was ‘maths centre’, ‘counselling service’ and ‘administrative staff and hours’ valued
highly when it came to student experience. Table 8 details the responses to each
factor.
Importance of factors that
impact on student experience
in DIT
(1) Least
Important
%
(2)
%
(3)
%
(4)
%
(5) Most
Important
%
Your social life in DIT 1 8 24 28 39
Good Orientation / induction into college
2 3 8 38 49
Good community atmosphere 2 1 8 38 51
Students from similar background to me
16 22 22 20 19
Students from a diverse background
8 16 34 28 15
68
It is an enjoyable experience to be a student in DIT
1 2 10 30 57
A welcoming and friendly campus
1 0 16 33 51
Good extra-curricular activities / societies
4 3 28 33 31
Good sports clubs and recreation facilities
7 7 28 29 29
Friendly and caring support staff
1 0 13 37 48
Friendly and caring academic staff
1 2 15 29 53
Extra academic support is readily available
2 1 9 39 49
Friendly and caring administrative buildings/staff
2 8 27 37 26
The administrative offices are open during hours that are convenient to me
9 9 13 33 36
My programme head/tutor is approachable
2 2 14 20 61
Opportunities to register complaints are available
2 10 24 34 30
The quality of the classes and lecturing are excellent
1 1 18 38 42
Library staff are helpful and approachable
2 3 15 39 41
Library resources and services are adequate
2 3 22 25 48
Overall service from the Students’ union
2 7 17 28 46
Financial assistance 1 3 6 21 69
69
Careers advise 1 3 16 46 34
Use of counselling service 3 10 28 33 25
Membership of the Access programme
1 1 3 23 72
Availability of Maths Centre 7 3 34 30 26
Health Centre Service 2 6 16 24 52
Table 8 – Importance of factors that impact on student experience in DIT
4.6.3 How satisfied are participants of the factors that impact on student experience
in DIT?
The only factor that received a total satisfaction rating over 50% is the membership of the
Access service, particularly important given that this is also the most important factor in
terms of impact on student experience in DIT (see 4.6.2). Other factors which received
high satisfaction ratings were:
A good orientation / induction into college
It is an enjoyable experience to be a student in DIT
Financial assistance
My programme head / tutor is approachable
Health centre service
Four out of the previous five factors were also among the factors answered most
important (see 4.6.2). Respondents were least satisfied with the administrative
buildings and staff and the administrative office opening hours. Overall satisfaction
ratings were typically moderate to high indicating a good level of satisfaction among
participants about the factors that impact on student experience in DIT. All
satisfaction ratings are in Table 9.
70
Satisfaction of factors that impact on student experience in DIT
(1) Least
Satisfied%
(2)%
(3)%
(4)%
(5) Most
Satisfied%
Your social life in DIT 2 7 23 32 36
Good Orientation / induction into college
4 5 15 30 46
Good community atmosphere 1 4 25 36 33
Students from similar background to me
1 8 45 25 20
Students from a diverse background 2 6 39 31 21
It is an enjoyable experience to be a student in DIT
1 4 18 31 46
A welcoming and friendly campus 1 6 19 43 31
Good extra-curricular activities / societies
5 7 33 29 26
Good sports clubs and recreation facilities
6 7 33 25 27
Friendly and caring support staff 1 7 18 39 33
Friendly and caring academic staff 1 11 18 37 32
Extra academic support is readily available
1 8 25 36 29
Friendly and caring administrative / buildings staff
10 8 32 30 19
The administrative offices are open during hours that are convenient to me
15 13 29 20 21
My programme head/tutor is approachable
4 8 19 23 45
Opportunities to register complaints are available
8 13 30 27 19
The quality of the classes and lecturing are excellent
1 12 26 32 26
71
Library staff are helpful and approachable
1 15 21 32 29
Library resources and services are adequate
6 12 29 26 26
Overall service from the Students’ union
5 11 25 30 29
Financial assistance 1 2 12 33 49
Careers advise 5 6 31 30 26
Use of counselling service 7 7 38 26 15
Membership of the Access programme
1 1 6 21 68
Availability of Maths Centre 1 5 29 33 30
Health Centre Service 2 4 17 29 43Table 9 – Satisfaction of factors that impact on student experience
4.6.4 Most beneficial supports that contributed to a better student experience
The two most important supports identified by participants as being most beneficial were
the Access Service at 33% (n: 40) and financial support at 29% (n: 33). There is a marked
gap then to the next highest percentages, at 7% (n: 8) each the health service and students
union / forum were beneficial to the student experience in DIT. At 5% (n: 6) and 4% (n:
5) respectively were good lecturers / project officers who listen and careers and
counselling. Five supports rated most beneficial with 2% (n: 3) of responses each were
academic support, orientation week, library facilities, clubs and societies and grind
service. Seven supports at only 1% (n: 1) rated most beneficial to a better student
experience are: friendly staff, college community welcoming, peer mentors, small
classes, maths centre and tutorials.
4.6.5 Does DIT generate a good student experience overall?
72
To gauge participants’ overall impression of the DIT student experience the survey asks
would the participant recommend DIT to a friend. The overwhelming majority 88% (n:
78) said they would recommend DIT to a friend as a college that generates a good student
experience.
Would you recommend DIT to a friend or consider DIT as a college that generates a good student experience?
Yes, 78
No, 3Maybe, 8
Figure 17 – Recommending DIT as a college that generates a good student experience
When asked why they gave their response to this question, participants offered a range of
rationale as detailed in Table 10. The four most popular reasons given were:
small classes 18% (n: 12)
friendly / inviting/ relaxed atmosphere 16% (n: 11)
lecturers / staff are always approachable /experienced 12% (n: 8)
good academic record (Business and engineering) 10% (n: 7).
Reasons for not recommending DIT include difficult to access / travel / transport links
between the colleges, in need of better library facilities. It is also not always clear what is
expected of you in relation to assignments which can be frustrating for students.
73
Reasons for or against recommending DIT Positive + /
Negative -
Percent%
Social Life in Dublin + 7
Better Supports + 6
Social Life is not Good - 1
Lecturers/Staff are always approachable/experienced + 12
Friendly/Inviting/Relaxed atmosphere + 16
Good academic record (Business and Engineering) + 10
Clubs and Societies + 1
Small Classes + 18
Good Facilities + 1
Poor organisation and lack of clarity for example in relation to assignments and key dates
- 6
Diverse Cultures + 1
Incorporates academic and social life + 1
Better Library Facilities - 1
Administration staff not approachable (Exams office/Aungier St)
- 3
Small DIT's are socially isolated - 3
Difficult to Access/Transport/Travel Links between DIT’s - 4
Get out what you put in for the experience + 1
Good place if you have the right course 1 1
People with similar experiences 1 1Table 10 – Reasons for or against recommending DIT as a college with a good student
experience
74
4.7 What additional supports would benefit the DIT student experience?
The final part of this study seeks to identify how any additional supports would benefit
the DIT student experience. This section of the survey asks participants three questions:
identify any additional supports within DIT that they would like to see introduced
how support services should advertise their services
identify any supports that Access Students in particular may benefit from or
supports the participants would like to see introduced or developed for the Access
students
4.7.1 What additional DIT supports would participants like to be introduced
The majority 71% (n: 39) of respondents did not identify any additional supports in
response to this question. From those who did respond, additional supports ranged from
academic to social to personal supports needed. Suggestions included: Student campus,
healthier food in the canteen, lecture notes available on webcourses after class, anti-
bullying supports, careers service could be better or for individual courses, free pool
admission, private study areas, international student events, additional support for final
year dissertation, grinds, classes on essay writing and referencing, more social nights and
health care.
4.7.2 How can DIT best raise awareness of the support services offered
75
Several support services were relatively unknown to some participants in this study, (see
section 4.3.1). This section asked how these services should advertise to raise awareness
of the supports they offer. The most prominent idea here is a monthly newsletter emailed
to students (29%, n: 16) and more visibility in the site locations and common areas (30%,
n: 17). Table 11 identifies methods of advertising that support services in DIT could
adapt to inform students of the supports available.
Methods of Advertising Support Services in DIT Percent %
More visible signs/ poster/ flyers/ notice boards/ couch area in Bolton St/ canteen/ Student Union/ toilets
30
Monthly newsletter email 29
Website (homepage) 7
Word of mouth in tutorials 7
SMS 5
Students Union magazine 5
Advertise (TV/radio/bank) 5
Newspaper 4
Workshops 2
Book directory 2
Campaign once/twice a year during lunch 2
Post 2Table 11 – Methods of Advertising Support Services in DIT
4.7.3 What additional supports would benefit Access Students in particular?
This final section is divided into two parts. Firstly, it asked the participants if there are
any supports that may benefit Access Students in particular. Secondly, it asked if there
76
are any supports the participants would like to see introduced or developed for Access
students. There was a low response rate for this question with only 41% (n: 45) of
respondents answering.
The most common responses to the first question are financial tutoring and rent
assistance for Access Students. After this a wide range of suggestions are made by one or
a small percentage of respondents. Table 12 displays all the responses and the number of
respondents which suggested them.
Suggestions for additional supports for Access students Number of Responden
ts
Financial Tutoring 12
Rent assistance 5
Maths centres 3
Academic tutoring 2
One to one meetings 2
Career guidance 2
Help in exams/repeat students and those who really need it 1
Monthly meetings for first years 1
Travel Pass 1
Assistance for students who live far away (bus and train costs more) 1
Using library services properly 1
Writing essays 1
Grinds 1
Students Union 1
Student Assistance fund 1
Services for post graduate and masters level 1
Access service overall 1
77
All students are the same regardless of being Access or not 1Table 12 – Suggestions for additional supports for Access students
Next the participants are asked to identify supports they would like to see introduced or
developed for Access students. The response rate was very low for this question. Of all
the suggestions made only two were suggested by more then one respondent. The full list
of supports participants would like introduced or developed is outlined in Table 13.
Supports that participants would like to see introduced or developed for Access Students
Number of
Responses
Peer mentoring expanded to help first years 3
Career Advice 2
Informing them of all supports at the beginning of the year 1
Amount of financial and rent assistance increased especially those with financial strain
1
Offices open at lunch or early in the morning (8.30) 1
Assistance for students who live far away (bus and train costs more) 1
Cost price laptops 1
Crisis centre for exams/Drop outs 1
More structured student forum with an agenda that is stuck to monthly with elections etc
1
Accommodation 1
Grinds 1Table 13 – Supports that could be introduced or developed for Access students
4.8 Conclusion
78
This chapter presented the findings to each question and section in the questionnaire
using various charts, tables and statistical data. The response rate varied throughout the
survey from 100% (N: 110) in some of the earlier questions to 41% (N: 45) in the latter
sections and questions.
The next chapter will discuss in detail the findings from this study.
Chapter 5
Discussions
79
5.1 Introduction
This chapter discusses the findings of the previous chapter. In order to do this, this
chapter must revisit the aims of the study:
To determine if Access Students are aware of student supports within DIT
To identify which supports are most frequently used by Access students
To ascertain the impact of the Access students’ socio-economic background
on their student experience
To establish what supports contribute to a better student experience for Access
students in DIT
To identify additional supports (if any that may benefit) to Access Students
5.2 Student profile
The gender profile of the students in this study is 63.5% female to 36.7% male. This is
not representative of the Access service student cohort for the 2008/09 academic year
whereby there was 52.9% female to 47.4% male. The majority of the participants are in
first year, with the number of respondents declining as each year of study increases. The
nationality of the participants indicates a vast majority having Irish nationality (91.7%, N:
100) and only 5.3% of participants have nationalities outside of the EU. This is
unsurprising as students from outside of the EU face expensive fees for their
undergraduate education in DIT, particularly if they have not been in Ireland for 3 out of
the previous 5 years prior to starting in DIT. The students who meet the financial criteria
for admission onto the Access Programme would not be in a position to pay the fees and
therefore remain underrepresented in the Access student cohort.
The majority (66.4%) of students live in their parent’s house (in Dublin and outside
Dublin) while attending DIT. Only 23.6% of the participant population have moved away
80
from home to go to college. Callendar and Jackson (2004) note that students from
working class backgrounds have a greater debt aversion than from any other class group.
Consequently, students from this background, which incorporates Access students, are
less likely to go to college if it will create a massive debt, such as large fees or moving
away from home to go to college. Lack of income in working class families’ reveals that
working class students may not be financially able to move away from home and as such
the educational opportunities are quickly diminished (Lynch and O’Neill, 1999)
The faculty representation of respondents indicates the top three represented faculties are
Business 30.9%, Science 20.9% and Applied Arts, 16.4%. The researcher has worked
closely with students in the Faculty of Business and Applied Arts, while hosting joint
events with the project officer responsible for the Faculty of Science. Accordingly the
researcher knows the students in these faculties quite well leading to these faculties being
highly represented in the current study.
The participants in this study who did not have a part time job outnumbered the students
who had a job, 44.8% had a part time job and 55.2% did not. This result contrasts to the
Student Engagement and Satisfaction Survey 2007/08 compiled by DIT Campus Life and
Student Retention offices. In the 2007/08 survey of all DIT students, 69.4% had a job and
30.6% did not have a job. There could be several reasons for this stark contrast. For
instance the wide variety of students participating in the DIT survey including under-
graduate, post-graduate, Erasmus, mature and apprentice students and the age range from
18 years to 55 years. However, the additional funding that a large proportion of students
on the Access Programme receive such as the local authority grant, Access grant and
NDP assistance fund from the student sport, support and recreation office, may allow the
Access students not to have to work and focus on their academic career instead. Also, the
post entry supports available to all Access students (Higher Education Authority, 2008)
whereby the student regularly meets their project officer to discuss the academic,
financial and social aspects of college, may encourage students to focus less on part time
work and more on their studies.
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5.3 Awareness of student support services in DIT
The majority of respondents knew about all the support services in DIT, ranging from the
lowest level of awareness, the accommodation service at a reasonable 59.4% to 100%
awareness for both the Access service and the students union. The majority of students
still living with their parents and not seeking accommodation plays a part in the
accommodation service having the least recognition by participants. The awareness of the
supports was formed via different modes of communication such as orientation
programme and word of mouth. The mode of communication most effective is the
orientation programme as it had a rate of over 50% of respondents finding out about each
support service by means of this method.
The Access service orientation in comparison to the general DIT induction had a greater
impact on awareness of the support services. The rate of awareness by the Access service
orientation doubled in all, with the exception of the Health service, which was marginally
below that of the general DIT induction. A major factor for this awareness is that the
Access service orientation is a week long induction in comparison to the day induction
provided for the general DIT cohort. The week long programme allows the students to
ask many questions and be introduced to all the support services in a relaxed affable
manner, thus making it easier for the student to take in and build an awareness of support
services. Lynch and O’Neill (1998) postulate that equality of participation in higher
education needs encouragement for its success. When the students are motivated to
participate they are move likely to be accepted as full members by others.
5.4 Impact of background on student experience
This section identifies the supports used and level of involvement by the participants in
2008/09. The participants were initially questioned about their use of the supports
available by the Access Service. The respondents exceeded 50% rate of usage of the
services in 8 out of the 11 services on offer. Only two of the eleven supports are
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compulsory. They are the one-to-one meetings with the project officer for first year
students, a strategy for promoting equality through changing the education field identified
in the Lynch and O’Neill (1998) study and the week long orientation programme. This
indicates that participants of this study are motivated to use services available and as such
may reflect on the use of support services offered at the wider DIT level.
The use of supports services by participants in 2008/09, tended to be supports that are
influenced by finances. Access, health, students union and student finance were the
support services with the highest levels of utilisation for 2008/09. Each of these services
offer financial support such as Access and student finance, student union gives financial
advice and the health service is free, therefore reducing costs incurred on students.
Financial barriers was the principle obstacle to equality of opportunity in the Lynch and
O’Neill study, hence it is unsurprising that the supports with some relevance to finance,
the participants have the highest levels of interaction with.
The respondents’ future uses of supports offer the same, if not higher levels of popularity
for Access, student finance, students’ union and health service. The careers service is the
only service to have a dramatic difference from 2008/09 use to future use. This may
relate to the majority of respondents being in their first and second years of study.
Careers service becomes more important to students in their final year.
Respondents’ participation in clubs or societies within or outside DIT is less than half,
38.9% for DIT and 24.7% outside DIT involvement. Lack of time or interest was the
main reasons for not becoming involved in clubs or societies. Lack of time may be a sign
of time spent mainly on studying and part-time work. Lack of interest may reflect a sense
of isolation felt by participants either in college where they experience feelings of being
different from their peers in college or home. Accents, clothing and apparent differences
in income may restrict student’s willingness to join a club or society in college. Possible
resentment and changes in relationship dynamics at home (Lynch and O’Neill, 1998) due
to being at college, may reduce the student’s chance of participating in clubs or societies
outside DIT. Participation in clubs or societies permits the student to assimilate into the
83
college environment. Crozier et al. (2009) hypothesize that enhancing the student’s
confidence and self assurance in relation to identity not only creates a better student
experience but the student is more likely to successfully complete their higher education.
Financial support in the form of grants (Access, local authority and assistant funding) has
benefited the participants greatly. Finance has repeatedly been seen as the most
prominent barrier to higher education. The Kellaghan et al (1995), Lynch and O’Neill
(1998) and the Kennedy and Fleming (1999) studies posit that financial support is
necessary and that the local authority grant alone is not significant to students from low
income families. The combination of grants available to Access students makes college
viable option. Participants (37.5%) stated that the financial support to attend college
without having to ask a parent for money. Expenses relating to college such as books,
class materials, travel expenses, food and rent were funded by the financial support, with
some respondents stating that they wouldn’t have been able to go to college without the
financial support from various grants. The grants received by Access students are not
supplementary to students but are vitally important to them entering and successfully
completing higher education.
Entering a new environment can be difficult, especially if the new environment contains
very few people with a similar background to the new entrant. The orientation
programme’s held in each of the HEAR institutions are imperative for the socialisation of
new Access students into college. When participants in this study were asked how they
found making friends, 39% said it was easy. The second highest response (18%) for how
they found making friends was through their membership of the Access programme, thus
confirming the need to organise large events such as the orientation programme and
social events to reduce any sense of isolation a student may feel. Also seeing a large
group of students who are in college with a similar background can give peace of mind to
students that they are not alone.
Since the advancement of the HEAR, students from schools with designed disadvantage
status, namely Delivering Equality of Opportunity in Schools (DEIS) status. There has
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been an increase in the number of pupils from DEIS schools entering college via the
HEAR Scheme, with 175 entrants in 2000 and in 2008 that figure rose to over 700 new
entrants to higher education (O’Donnell, 2009). Accordingly it was not a revelation that
the majority of participants have friends from home who have progressed onto third level.
For those who did not have any of their peers from home going on to college, positive
and negative attitudes were expressed such as being proud of their achievements and
happy that the future is secure with good job prospects, to feelings of isolation due to not
knowing anyone from home, or someone to talk to.
5.5 Supports contributing to a better student experience
Active participation in higher level education is believed by the majority of participants
to enhance the student experience. The rationale for the majority’s belief is that it allows
students to make friends, develop social skills, creates opportunities and provides a
healthy balance between the academic and social aspects of college. The participants
rated several factors that may impact on a student experience. The factors with the
common answers for importance related to the social aspects, for instance a good
community atmosphere, friendly and caring academic staff, programme head / chair
being approachable and membership on the Access programme (see section 4.6.2). How
the student relates to the college and feels welcome and can approach staff is essential.
Noted was the quality of classes and lecturing factor did not reach a rating over 50% for
importance. Thus, reaffirming the socio-cultural barriers that Access students may have
faced is still present and diminishing these barriers is vital to enhance a good student
experience in higher education (Lynch and O’Neill, 1998). The satisfaction of the
respondents was closely related to the factors they found most important to impact on
their student experience. The only factor that the respondents have a satisfaction rate over
50% is with the membership of the Access service, closely followed in terms of
satisfaction are the same factors the participants rated as important. This indicates that the
85
students are overall satisfied with the services and ambience in DIT and they are reaching
the participants expectations.
The recurring theme of monetary support required for students from low income
accessing and participating in higher education, runs true to this study. Kennedy and
Fleming, 1999, Lynch and O’Neill, 1998, Kellaghan et al., 1995 and Crozier et al 2009
all state the financial concerns facing students from working class background. The
participants in the study name the Access service and the financial support received as the
two most beneficial supports contributing to an enhanced student experience. The
participants in general are content with their student experience in DIT. An
overwhelming majority of respondents would either recommend DIT to a friend or
believe DIT generates a good student experience, referring predominantly to the small
classes and friendly relaxed environment. This is very positive for the institution as the
DIT declares ‘student centred’ as a value of the institution in the Dublin Institute of
Technology Strategic Plan 2009-20114.
5.6 Additional supports
The previous section identified that participants are very satisfied overall with their
student experience in DIT. The participants by and large are content with the supports
given, which is revealed when the respondents were asked to identify additional supports
they, as Access students, may find beneficial; 71% could not put forward any suggestions
for additional supports.
The Lynch and O’Neill Study in 1998 proposed strategies for overcoming financial
barriers. One such strategy was budget management training and education for first years.
This relates directly to section 4.7.3, where the majority of respondents stated financial
training as their answer. Financial tutoring on the list of supports beneficial is the only
4 Dublin Institute of Technology (2009) Dublin Institute of Technology: Strategic Plan 2009-2011
86
support not provided in great detail to Access students presently, with the exception of a
half hour talk on budgeting during the orientation programme.
As this study is a product in professional development for the researcher, supports
identified by respondents could be introduced or developed. These ideas could be brought
forward to enhance the service catering for the demands of the students, such as the
expansion of the peer mentoring programme for first years.
5.7 Conclusion
The participant group in this study are happy with their student experience and supports
received, however the lack of cash flow is a concern relative to the participant’s
throughout.
The next chapter discusses the overall conclusion of this study and recommendations
which have arisen.
87
Chapter 6
Recommendations
88
6.1 Introduction
This chapter will conclude this evaluation study with reference to the aims and put
forward recommendations which have arisen. The study has achieved all the aims it
embarked upon which are:
To determine if Access Students are aware of student supports within DIT
To identify which supports are most frequently used by Access students
To ascertain the impact of the Access students’ socio-economic background
on their student experience
To establish what supports contribute to a better student experience for Access
students in DIT
To identify additional supports (if any that may benefit) to Access Students
6.2 Conclusions
This study is an evaluation of the supports used most often by Access students in DIT.
There is a lack of studies done in Ireland or the UK about the use of and supports for
students from socio-economically disadvantaged backgrounds in third level. This study
has had to rely on a few selected studies for example Kellaghan et al. 1995, Lynch and
O’Neill, 1998, Kennedy and Fleming, 1999 and Crozier et al 2009.
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6.2.1 Supports awareness and usage
This study has determined the awareness by Access students of the supports available in
DIT. The majority of respondents have a high awareness of all support services in DIT.
The vast amount of contact between the student and the Access service, through the
orientation programme, one-to-one meetings and regular social events ensure that
students are kept informed and occasionally referred onto support services within DIT
such as disability and counselling. Recommendations arising from the support services
that participants are less aware of have been suggested in section 4.7.2. A greater
visibility of information pertaining to support services on each location in DIT would
raise the profile and awareness of support services. Also monthly emails of newsletters or
upcoming events could also build the consciousness of DIT support services.
The supports most frequently used by Access students are all somewhat related to money.
Lynch and O’Neill (1998) found that financial barriers are the main reason for not
accessing or participating in higher education. The Access students are all from low
income families, which is a criterion of the HEAR scheme. Although this study has found
a lower percentage rate of part-time employment than the general cohort in the Student
Engagement and Satisfaction Survey 2007/08, it cannot escape the theme of finance and
the requirement for financial assistance maintaining an impact on the Access students in
DIT.
Lynch and O’Neill’s 1998 study discovered that students from low income backgrounds
rely heavily on the support services available in college however 40% of the third level
students surveyed claimed that the support services were inadequate. Eleven years on
from that study, there has been an expansion of equality of opportunity in education
legislation, policies and implementation of new initiatives. Students currently, in this
study, are satisfied with the supports and atmosphere of college in general, therefore
confirming the value of change needed and implemented in relation to equality of
opportunity in education.
90
6.2.2 Impact of background on student experience
The respondents in this study have a strong sense of identity and a good student
experience in DIT. The participants acquaintance with other Access students throughout
the DIT via orientation programme, training sessions, student forum and social events,
reduces the student’s sense of isolation and being the only member of their home
community going on to higher education. There appears to a modest impact by socio-
economic background on the participants’ student experience. Their background,
resulting in their membership of the Access programme has enhanced their experience in
DIT. However, as the researcher is presently in the position of post entry project officer
in the Access service. There is a possibility of the respondents being biased as to the role
played by the Access service on their student experience.
Notable are the inclusion of social aspects and the sense of belonging, expressed by the
welcoming atmosphere and approachable staff as important. The respondents may be
conscious of their background being different to the majority of students in DIT,
however, owing to the student centred approach adhered to in DIT, the sentiment of
difference appears diminished.
6.2.3 Additional supports contributing to the DIT student experience
Each section of the survey received fewer responses than the previous. This is
unfortunate as the latter questions are open and ask for the participants views on their
student experience as Access students in DIT and the supports required. As a result this
section may not be entirely representative of the participants’ perceptions of the supports
that contribute to a better student experience. The researchers concern relating to the
responses being bias due to the researcher’s occupation is reflected again in this section.
Very few respondents identified additional supports which may contribute to a better
student experience.
91
6.3 Recommendations
This final section proposes recommendations for further study which have arisen from
this study.
The present study has provided valuable information for DIT and the Access service in
particular. This could be used as a platform for further studies, detailing Access student
participation and level of involvement in higher education institutions, especially with
consideration of the HEAR scheme will be available to pupils in all secondary schools,
not just the DEIS schools, throughout Ireland for entry 2010. The cohort of Access
students may change after entry 2010. The incoming students will not have been involved
in pre entry Access initiatives; therefore they will not be as familiar with the Access
service or supports on offer, as the current students are. A further study of this nature
could possibly gather a cross section of information from both the institute of technology
and university sectors.
Recommendations for future research to include a wider study identifying the link
between the supports that Access students are aware and avail of in comparison to non
Access students in DIT. Time constraints and the course being a taught course rather than
a research course hindered the extent to which the research may have been carried out.
Cross checking would allow for more accuracy and reduce error rates. (Rugg and Petre,
2007)
DIT is planning on moving all thirty nine buildings to one site in Grangegorman, Dublin
city. Vaessen and van der Velde (2003) postulate the importance of the presence of a
university in a region for regional innovativeness and prosperity. The reasons being
twofold, first the links between the local region and the university, secondly the links
existing not only for economic purposes but also the links between the university and the
socio-cultural environment. DIT understands the importance of both of these links. Once
DIT has moved to Grangegorman, the supports offered by DIT may have a different level
of take up. A research project on the support use by students in Grangegorman would be
92
interested as there would be no geographical limitations to the use of supports which
some students in the smaller locations are faced with.
93
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Appendices
104
DIT Access Service,23 Mountjoy Square,Dublin 1.
Telephone: 402 7606Mobile Work: 087 793 1277Mobile Personal: 085 142 8239
9th March 2009
Dear Professor Norton,
I am a Post Entry Project Officer in the DIT Access Service and a part time
student on DT577/2, MA in Child, Family and Community Studies. I am an employee of
DIT since January 2005 and a member of the Access Service since February 2006.
The dissertation I am undertaking as part of the Masters course is an evaluation
study of the supports and services used most often by the Access Students in the Dublin
Institute of Technology. As I am solely looking at Access Students from DIT, I am
asking for your permission to use the name of the Dublin Institute of Technology in my
dissertation.
If you have any queries, please do not hesitate to contact me.
Yours Sincerely
__________________Gráinne Burke
D07111118 Student Number
105