Challenges facing mature Challenges facing mature returners to Education returners to Education and an evaluation of and an evaluation of strategies to address strategies to address

thesethese

Context/rationaleContext/rationale

Part-time course – mature studentsPart-time course – mature students Low prior academic achievementsLow prior academic achievements Students’ work/other commitmentsStudents’ work/other commitments Feedback from students re issuesFeedback from students re issues Issues arising from assignmentsIssues arising from assignments Experiences of course leaderExperiences of course leader Student reasons for leaving courseStudent reasons for leaving course

Research groupResearch group

Students joining the course in May 2006Students joining the course in May 2006 First data collection from all 80 studentsFirst data collection from all 80 students Second data collection from 9 volunteersSecond data collection from 9 volunteers Third data collection via voluntary survey Third data collection via voluntary survey

(35/71 remaining students responded)(35/71 remaining students responded) Fourth data collection from all present at Fourth data collection from all present at

final year 3 teaching session in May 2009final year 3 teaching session in May 2009 Final data collection from 50/80new year 1 Final data collection from 50/80new year 1

2009-10, in October 20092009-10, in October 2009

Timings of data collectionTimings of data collection

Early autumn term year 1Early autumn term year 1Spring term year 2Spring term year 2Spring term year 3Spring term year 3Exit year 3Exit year 3Early Autumn term new year 1Early Autumn term new year 1

Data types and collection methodsData types and collection methods

Taped and transcribed group Taped and transcribed group interviewsinterviews

One to one taped and transcribed One to one taped and transcribed interviews with volunteersinterviews with volunteers

Online survey available to all Online survey available to all Paper questionnaire to all year 3Paper questionnaire to all year 3 Paper questionnaire to all year 1Paper questionnaire to all year 1

Themes from interviews Themes from interviews

Self-worth/fear of failureSelf-worth/fear of failure Guilt over other commitmentsGuilt over other commitments Challenging and changing existing Challenging and changing existing

relationshipsrelationships Making space for study and selfMaking space for study and self Pride and developmentPride and development Accessing helpAccessing help Group dynamicsGroup dynamics

ReferencesReferences Students from low socio-economic groups: Students from low socio-economic groups:

(Merrill 2004; Tett 2000; West 1996), (Merrill 2004; Tett 2000; West 1996), women entering HE as mature students: women entering HE as mature students:

(Acker and Piper 1984; Pascall and Cox (Acker and Piper 1984; Pascall and Cox 1993; Merrill 1999)1993; Merrill 1999)

women students from specific ethnic women students from specific ethnic groups: (Pickerden 2002) groups: (Pickerden 2002)

the experience and risk of being a mature the experience and risk of being a mature student new to HE: (Waller 2005). Gorard student new to HE: (Waller 2005). Gorard et al (1998)et al (1998)

Interview criteriaInterview criteria

Completely new to HECompletely new to HE Worried will not completeWorried will not complete Never expected to go to UniversityNever expected to go to University Single parentSingle parent Non-British backgroundNon-British background Over 40Over 40 Heavy other commitmentsHeavy other commitments

Findings – core groupFindings – core group Self-image remains an issue even late Self-image remains an issue even late

in the coursein the course Few students think of themselves as Few students think of themselves as

‘students’ primarily, some not at all‘students’ primarily, some not at all Most feel their performance is at best Most feel their performance is at best

‘average’‘average’ Guilt remained a significant issueGuilt remained a significant issue All found the course very demandingAll found the course very demanding Family benefits, personal pride and Family benefits, personal pride and

status and group support were the top status and group support were the top motivationsmotivations

Findings (cont)Findings (cont)

Most rarely asked for helpMost rarely asked for help Most felt they could not have done the Most felt they could not have done the

course when youngercourse when younger All identified significant personal growthAll identified significant personal growth All identified the support of their student All identified the support of their student

group as the key positive factorgroup as the key positive factor Almost all would recommend the course to Almost all would recommend the course to

a friend or colleaguea friend or colleague All but two would do it againAll but two would do it again

Findings – (cont)Findings – (cont) All those interviewed either completed All those interviewed either completed

or are about toor are about to Results for this cohort were the highest Results for this cohort were the highest

for several years!for several years! Full student data is difficult to collect!Full student data is difficult to collect! Anxiety does not mean poor Anxiety does not mean poor

achievement or failureachievement or failure Focus may move to reducing anxiety Focus may move to reducing anxiety

rather than boosting resultsrather than boosting results

Actions for new cohortActions for new cohort

Newsletters for applicants waiting to Newsletters for applicants waiting to start the coursestart the course

E-mail exchanges with other E-mail exchanges with other students before course startsstudents before course starts

Using past students at Open Using past students at Open eveningsevenings

Explicit acknowledgement and Explicit acknowledgement and reassurance re key issuesreassurance re key issues

Skills audits/targeted tutorialsSkills audits/targeted tutorials

Actions (cont) Actions (cont)

Timetabled tutorial sessions; Timetabled tutorial sessions; 11stst assignment marked/returned assignment marked/returned

Invitations to tutorials for all gaining Invitations to tutorials for all gaining a D grade in any assignmenta D grade in any assignment

Blogs and discussion boards on Breo Blogs and discussion boards on Breo sites sites

Caas attend course committee to Caas attend course committee to address part-time issuesaddress part-time issues

Preliminary findings – new year 1 – Preliminary findings – new year 1 – 50 students surveyed50 students surveyed

Similar levels of anxiety at start - 35 describe Similar levels of anxiety at start - 35 describe the course as ‘great challenge’the course as ‘great challenge’

However 34 are ‘confident’ or ’very confident’ However 34 are ‘confident’ or ’very confident’ they will complete – big risethey will complete – big rise

Retention rate up – 1 left over summer. Original Retention rate up – 1 left over summer. Original research group = 9 leftresearch group = 9 left

Only 11 ‘rarely/never’ described selves as studentOnly 11 ‘rarely/never’ described selves as student 40 said very/quite likely to seek help40 said very/quite likely to seek help 41 had no suggestions for improvements to 41 had no suggestions for improvements to

induction/provisioninduction/provision

Response to innovations – said Response to innovations – said very or fairly useful /50very or fairly useful /50

Information materials – 46Information materials – 46 Open evening 36Open evening 36 E-mail contact - other students 30E-mail contact - other students 30 Newsletters before start - 33Newsletters before start - 33 Early induction sessions – 43Early induction sessions – 43 Maths/literacy tutorials – 35Maths/literacy tutorials – 35 Library/breo induction - 39Library/breo induction - 39

Reponses (continued)Reponses (continued)

Own use of library and Breo – 43Own use of library and Breo – 43Discussion boards on sites – 27Discussion boards on sites – 27Course handbook – 50Course handbook – 50Unit handbooks – 50Unit handbooks – 50First assignment First assignment

marked/returned by personal marked/returned by personal tutor - 50tutor - 50

Conclusions Conclusions

Established systems most valuedEstablished systems most valued Personal tutor marking/returning Personal tutor marking/returning

work voted best innovationwork voted best innovation significant reduction in caas issuessignificant reduction in caas issues Students don’t know what’s newStudents don’t know what’s new Innovations valued by majorityInnovations valued by majority Evidence of reduced anxiety and Evidence of reduced anxiety and

higher retention may suggest impacthigher retention may suggest impact

Next stepsNext steps

Monitoring of retention, results Monitoring of retention, results and student welfare continuesand student welfare continues

Consideration of impact of Consideration of impact of increased ethnic minority/EAL increased ethnic minority/EAL ratios may be next focusratios may be next focus

Unlikely we can wholly remove Unlikely we can wholly remove the issues as many are external, the issues as many are external, but some evidence of impact!but some evidence of impact!