GENERAL INFORMATION

Title

A pre-arrival Summer School for mature students

Key words

Access, Mature Students, transition

Objectives

This event is designed to support the transition of mature students to university and prepare them for the academic and personal challenges of university life.

Phase of studies (Choose all phases it applies)

Access X Retain X Graduation Transition to work-life -

Type of degree (Choose all degrees it applies)

Bachelor's X Graduate Master's

Level (Choose all levels it applies)

International National Institutional X Faculty X Group Individual X

Name of the institution

University of Bath

Location (City and country)

Bath, UK

Target group/s

Mature students over 25 who are about to start their undergraduate course at the University of Bath, particularly those who have taken an Access to Higher Education Diploma rather than taking the general end of school A Level qualification at 18.

Stakeholders involved

Students Union, Student Ambassadors, University widening participation office, Professional Service Staff, Academic Departments, Academic Staff.

This document has been produced with the financial assistance of the European Union (Erasmus+ Programme), through the project “ACCESS4ALL – Laboratory for Policies and Practices of Social Development in Higher Eduaction” (Ref. 2015-1-ES01-KA203-015970). The contents of this document are under the sole responsability of the autors and under no circumstances can be considered as reflectint the position of the European Union.

Description of the organisational process Actors, triggering evidence, campaigns, graph… (max. 300 words)

This is a three-day residential Higher Education Study Skills Workshop (HESS) for students starting degree programmes at the University of Bath, who had progressed to university via the Access to Higher Education Diploma1 route and/or who are aged 25 or over. Since university fees were increased in 2012, application rates from mature students have fallen by nearly 25% (HEFCE, 2013). Data also shows that mature students are more likely to leave higher education during the first year, and their non-continuation rates are almost double those of younger students (HEFCE, 2013). University of Bath Student Equality and Diversity statistics, published in 2014, show that non-continuation rates for mature student are 7% compared with 2% for younger students. A growing body of literature has highlighted the cultural challenges that mature students face when making the transition to university (Whitty, Hayton and Tang, 2015; Bathmaker, Ingram & Waller, 2013; Reay, 1998; Thomas, 2002, Bowl 2010). Bourdieu’s concept of Habitus is used widely in educational literature to theorise the cultural disjunction between norms and dispositions students may have previously embodied, and those they encounter in academia, and how this disjunction is experienced and negotiated. The HESS workshop developed its innovative approach, which combined practical sessions on academic study skills with reflective sessions in which students explored the cultural experience of entering higher education and factors that were shaping their students’ identities. This approach addressed two of the five aims in the NERUPI Evaluation Framework which informs the design, delivery and evaluation of Widening Participation activities and interventions which was developed initially at the University of Bath

A. FORMAL EVALUATION CRITERIA

A1. ACCESS TO INFORMATION Provide sources of information (URL, websites, literature, materials)

1

Higher Education Study Skills: A three day workshop for Access to HE Diploma Students – An evaluation Report was produced for internal review – please contact [email protected] for a copy.

 The  Access  to  Higher  Education  Diploma  is  a  qualification  which  prepares  people  without  traditional  qualifications  for  study  at   university. https://www.accesstohe.ac.uk

A2. TIMEFRAME Since when has it been in use? What is its maturity level (initial, intermediate, advanced)? Describe if there is evidence of its duration in the long run. (max. 70 words)

This event has run for three years - September 2014, 2015 and 2016. The first event was a pilot study and this was deemed successful and since then the event has run for a further two years. Student feedback is very positive so we expect to continue this activity.

A3. NUMBER OF STUDENTS How many students are involved? Is the number representative considering the target group?

Each year there have been between ten and twenty five participants. All students who have completed a Higher Education Access course or who are aged 25 or older are invited. Generally around half of all those entitled choose to attend.

A4. SCALABILITY (“volume”) Describe how it has been or can potentially be scaled up and practiced in a wider scale. Or, has it been or can it potentially be scaled down (e.g., from larger to smaller institutions)? (max. 70 words)

All mature students who have completed the Access to HE Diploma are invited. The event can be scaled up or down.

A5. TRANSFERABILITY (from one context to another) Describe how it has been or can potentially be transferred and applied to different (a) target groups, (b) institutions, and (c) societies. If possible, name also some practices that this initiative was developed from or has inspired to. (max. 70 words)

There is potential to run such activities in other environments and there are other universities in the UK already engaging in similar activities. The event can also be run to aid transition into university for any target group and in fact we run a similar event for students with complex disabilities. It could easily be applied to any environment – it is an induction event to aid transition of any group which might benefit from extra support at the transition stage.

A6. ASSESSMENT Describe how it has been evaluated. How has it proved its relevance as the most effective way to achieve the objective? How it was successfully adopted? How it has had a positive impact on people? How the impact has been measured? Shortly describe how various forms of evaluations have been used in the assessment (A6.1 User evaluation, A6.2 Selfevaluation, A6.3 Peer evaluation, A6.4 External expert evaluation). Provide references, if possible. (max. 200 words)

The mature students’ event is evaluated against a detailed evaluation framework which includes a clear set of objectives for work with students. This framework has been published (Hayton and Bengry-Howell 2016).

A7. CONTACT Who can be contacted so as to seek support and networks for implementing the practice (name, position, e-mail)?

A6.1 methods used for student evaluation include a pre-event questionnaire and an end of event questionnaire as well as an evaluation discussion session. The event also assessed with academics. All stakeholders involved. A6.2 methods include observations by an evaluator during the event, an ambassador de-brief at the end of the events and a session afterwards with staff discussing outcomes, impact and suggestions for improvement.

[email protected]

B. CONTENT EVALUATION CRITERIA

B1. SOCIAL JUSTICE PRINCIPLES (see Nelson & Creagh, 2013)

B1.1 Self-determination Rate and Justify (max. 70 words)

Very weakly ☐

Weakly ☐

Well ☐

Very well x

(how students have participated to its (a) design, (b) enactment and (c) evaluation and how they can (d) make informed decisions about the participation)

a) b) c) Students provide feedback before and after the event. Comments are assessed by staff and there are examples of the programme being re-designed as a result. Student ambassadors already studying at the university also provide feedback on the event and suggestions are incorporated. d) Comprehensive documentation about the event is sent to prospective participants. All potential participants are invited to attend.

B1.2 Rights Rate and Justify (max. 70 words) (how it is assured that all participants are treated with dignity and respect. How have their individual cultural, social and knowledge systems been recognised and valued?)

B1.3 Access Rate and Justify (max. 70 words) (how it is assured that there is an active and impartial access to the resources (e.g., curriculum, learning, academic, social, cultural, support, and financial resources))

Very weakly ☐

Weakly ☐

Well ☐

Very well x

One of the aims of this event is to develop students' confidence and resilience to negotiate the challenge of university life and graduate progression. The focus of this is to ensure that each student, regardless of cultural background or any particular characteristic such as age, gender, race, school attended, parents’ circumstances or neighbourhood, believes that university is a place for them, and is made equally welcome at university and feels a sense of belonging. During the event participants undertake a programme which is designed to improve their confidence in their academic and social capabilities.

Very weakly ☐

Weakly ☐

Well ☐

Very well x

We have a team of experienced staff who look after this programme. We also have a team of student ambassadors who are assigned to small groups of students and are tasked with ensuring that students are engaging with the programme. Some of these ambassadors are mature students themselves and attended this event as participants in previous years. Some staff involved have also been mature students. Staff and student ambassadors have a pastoral role as well as an organisational role and support participants where necessary to access all parts of the programme.

B1.4 Equity Rate and Justify (max. 70 words) (how if it openly demystifies and decodes dominant university cultures, processes, expectations and language for differently prepared cohorts) B1.5 Participation Rate and Justify (max. 70 words)

Very weakly ☐

Weakly ☐

Well ☐

Very well x

This programme is designed specifically to offer students a direct experience of university and so enable them to better understand the culture of the university and improve their transition into their university studies. Very weakly ☐

Weakly ☐

Well ☐

Very well x

(how it has led to socially inclusive practices. How does it increase students’ sense of belonging and connectedness?)

This event offers an opportunity for mature students to meet others like them. The workshop is residential but those with family commitments can choose not stay on campus or attend the evening events if they are not able. The three day event begins with a circle activity in which all students take part. Students are in often small groups to enable all to participate. Students are able to question academics so have the opportunity to put forward their point of view. Students become familiar with the university site and structure and culture and develop a strong connection with the place.

B2. COLLABORATION Describe what kind of collaboration there is between various stakeholders. (max. 70 words)

All stakeholders contribute to the design of the activity. A group of university staff from student services, within departments and from widening participation meet regularly to discuss transition activities for different groups including mature students.

B3. STUDENT SATISFACTION Describe the student perception of this initiative. Is there evidence of their satisfaction? (see also A6.1) (max. 200 words)

Participant feedback of the 2016 event in numbers 1. 2. 3. 4.

66% ‘strongly agreed’ that they enjoyed the event. 92% felt more prepared for the challenge of university. 82% felt more confident about their study skills. 91% thought they knew what to expect from lectures and how to make the most of them. 5. 67% thought they knew how to prepare for a seminar and were more confident working in a group. 6. 83% had a better understanding of good academic writing and what academics were looking for. 7. 83% felt they were more confident about succeeding with their studies. 8. 92% felt happier about finding their way around campus 9. 75% felt more confident about using university facilities. 10. 91% knew how to access the support they might need. 11. 84% found meeting other mature students useful. 12. 92% thought the event was the right length of time. 13. 84% generally found the sessions interesting and engaging. 14. 100% thought the facilitators were knowledgeable and helpful 15. 92% thought the ambassadors were helpful 16. All were looking forward to starting their course.

B4. STUDENT WELLBEING How does it influence on students’ (a) psychological, (b) social, (c) academic, and (d) physical wellbeing? What kind of evidence there is? (max. 200 words)

a) Students report feeling more confident after the event – 92% felt more prepared for the challenge of university. b) Students meet other mature students so have an opportunity to develop an early social network of others in a similar position to themselves. c) Students report feeling more confident about succeeding with their studies after teh event. d) The aim of the event is to aid transition into univesrity which will reduce stress and support physical wellbeing.

C. FINAL REFLECTIONS (based on the previous description of you good practice)

Success factors What are the factors required for the successful implementation? (max. 200 words)

● A clear set of aims and objectives for the event tied into a comprehensive evaluation framework ● Team of staff experienced in delivering high quality events to students from these backgrounds. ● Academics delivering engaging sessions. ● Good communications with students so they are clear about what they are signing up for. ● Flexibility of the event to ensure participants’ needs are being met.

Sustainability What is needed for the practice to sustain? What resources are required? How it contributes to environmental, economic or social sustainability? (max. 200 words)

● Budget to allow event to be delivered at no cost to participants. ● Team capable of delivering complex events. ● Facilities to allow students to experience university life, e.g. lecture theatres, laboratories, seminar rooms.

Challenges What are the constraints identified? How easy it is to learn and implement? (max. 200 words)

The main constraint is the access to facilities and accommodation at the university. Academic sessions depend on the support of the academics at the university towards initiatives of this kind. All potential participants are invited but there is no obligation to attend as the event takes place before their course begins so another challenge is attendance.

Sources Bathmaker, A.M, Ingram, N., Waller, R. (2013) Higher education, social class and the mobilisation of capitals: recognising and playing the game, British Journal of Sociology of Education, 34:5-6, 723-743. Bowl, M. (2010). Be prepared? Preparing mature students for university entry in England and Aotearoa New Zealand, Widening Participation and Lifelong Learning, 12, 13-29.HEFCE (2013). Non-continuation rates at English HEIs: Trends for entrants 2005-06 to 2010-11. Available at https://www.hefce.ac.uk/pubs/year/2013/201307/ Hayton, A and Bengry-Howell, A (2016) Theory, evaluation, and practice in widening participation: A framework approach to assessing impact London Review of Education DOI: 10.18546/LRE.14.3.04 Volume 14, Number 3 HEFCE (2013). Non-continuation rates at English HEIs: Trends for entrants 2005-06 to 2010-11. Available at https://www.hefce.ac.uk/pubs/year/2013/201307/ Kunttu, K. 2005. The study ability model. The Finnish Student Health Service (FSHS). (http://www.yths.fi/filebank/692ENG_OPISKELUKYKYMALLI_pdf.pdf) Nelson, K & Creagh T. 2013. A Good Practice Guide: Safeguarding Student Learning Engagement. Queensland University of Technology. Brisbane, Australia. (http://safeguardingstudentlearning.net/wp-content/uploads/2012/04/LTU_Good-practice-guide_eBook_20130320.pdf) OFFA and HEFCE (2014). National Strategy for access and student success in Higher Education, Department for Business, Innovation and Skills. Reay, D. (1998). ‘“Always knowing” and “never being sure”: familial and institutional habituses and higher education choice’, Journal of Education Policy, 13, 4: 519–29. Thomas, L. (2002). ‘Student retention in higher education: the role of institutional habitus’, Journal of Education Policy, 17, 4: 423–42. Whitty, G., Hayton, A. Tang, S. (2015). Who you know, what you know and knowing the ropes: a review of evidence about access to higher education institutions in England, Review of Education.