• Cross modular tracking, academic counselling and retention of students on traditional delivery, technology supported learning, flexible access and other awards

      Oliver, Ken; Musgrove, Nick; Smith, John (University of Wolverhampton, 2002)
      The increasing emphasis in recruitment of ‘non traditional’ student cohorts (Year 0, part- time evening only, Flexible Access, additional needs etc) combined with multi-staffed modules and technology supported learning (TSL) delivery is mitigating against the traditional tutor overview of cross-modular student performance and may be hiding student problems until a point of no return when formal summative evidence of failure is validated. In addition the trend towards minimising formal assessment loading can be seen as reducing the numbers of performance benchmarks available to establish learner profiles. The project aims to implement a continuous cross-modular tracking and assessment structure, initially for first year Environmental Science (ES) students, in order to provide such ‘early warning’ of student difficulties as will permit viable counselling and remedial support. It is anticipated that such a strategy will reduce the incidence of ‘under performance’, ‘drop outs’ and ‘resits’ by making support available at the point problems arise and not when formal failure is established.
    • Differentiation via WOLF: Providing steps to achievement

      Lane, Andrew M.; Dale, Crispin; Horrell, Andrew (University of Wolverhampton, 2003)
    • Exploring transformative journeys through a higher education programme in a further education college

      Rocks, Eddie; Lavender, Peter; Fife College – Saint Brycedale Campus, Kirkcaldy, UK; Institute of Education, University of Wolverhampton Faculty of Education Health and Wellbeing, Walsall, UK (Emerald, 2018-06-25)
      This article describes a research project designed to understand the experiences of students undertaking higher education in a further education setting in the UK. Since the 1960s, there has been a sustained policy commitment in the UK to widen participation in education to social groups previously under-represented (Thompson, 2000; Burke, 2012), leading in part to the current government mantra that one should be either earning or learning (Burke, 2012). The consequence is a discourse in which it is argued that higher education has been dumbed down to include ‘non-traditional students’ frequently ill-prepared for academic challenges (Haggis, 2006). This research explored an alternative discourse, proposing that education should be a catalyst for significant social, emotional, and intellectual growth, culminating in a transformative experience (Mezirow, 1978a, 1991; Cranton, 2006). Twelve non-traditional graduates from a full-time BA programme at a Scottish College of Further and Higher Education were interviewed to determine if graduates experienced significant social, emotional, and intellectual growth as a result of participation; what teaching and learning settings make this possible; can it be proposed that graduates can be transformed by the experience of higher education in further education (hereafter HE in FE)? The findings of the research indicate that the participants all experienced some significant shift in attributes such as confidence, independence and willingness to try new things. How they experience, conceptualise and participate in their social worlds has become more discriminating. We conclude by 2 | P a g e proposing that HE in FE can have the potential to provide transformative experiences for non-traditional students. The implications of this study lie as much in the nature of the transformative learning experience as in the structures in which education is provided. Additionally, it is proposed that transformative teaching and learning theory may be as significant now as it ever was in understanding the changes which learners experience in higher education study.
    • Improving the achievements of non-traditional students on computing courses at one wide access university

      Bentley, Hilary (University of Wolverhampton, 2007-10)
      This longitudinal study set out to improve the retention and achievements of diverse students on computing courses in one wide access university, firstly by early identification of students at risk of poor performance and secondly by developing and implementing an intervention programme. Qualitative data were obtained using the ASSIST questionnaire, by focus group discussions and an open-ended questionnaire on students’ experiences of the transition to higher education (HE). Quantitative data on student characteristics and module results were obtained from Registry. Statistical analyses were performed using SPSS version 10. The study comprised two phases where phase one sought to enable the early detection of students at risk of poor performance by investigating the data set for patterns that may emerge between student achievement at Level 1 and entrance qualification, feeder institution, approaches to learning, conceptions of learning, course and teaching preferences and motivation. Phase one findings showed a trend of poorer performance by students who entered computing courses in HE with an AVCE entrance qualification. It was also shown that mature students scored more highly on the deep approach scale compared to their younger counterparts. Phase two investigated the data set for patterns that may emerge between student achievement at Level 2 and entrance qualification, approaches to learning, conceptions of learning and course and teaching preferences. Phase two, using action research, also sought to develop an intervention programme from the findings. This intervention programme was designed to improve aspects of information delivery to students; the personal tutor system, assessment régimes, Welcome Week, and teaching and learning. Piloting, evaluation and refinement of the intervention programme brought changes that were seen as positive by both staff and students. These changes included the Welcome Week Challenge which involved students in activities that sought to enhance students’ interactions with peers, personal tutors and the school and university facilities. These findings have shown that, for staff in wide access HE institutions, some knowledge of the previous educational experiences of their students, and the requirements of those students, are vital in providing a smooth transition to HE. A model of the characteristics of a successful student on computing courses in HE and a model for enhanced retention of diverse students on computing courses in HE were developed from the research findings. These models provide a significant contribution to current knowledge of those factors that enhance a smooth transition to HE and the characteristics of a successful student in a wide access university.
    • Student drop-out: an investigation into reasons for students leaving Bioscience programmes in one new university, over a period of five years.

      Allan, Joanna; Bentley, Hilary (Stafford: Staffordshire University, 2006)
      The impetus for supporting the development of students’ learning in higher education (HE) comes as a result of the impact of a range of factors affecting the profile of undergraduate students world-wide. In the UK, the widening participation agenda is a key driver that is predicated on the premise that ‘we cannot afford to waste talent simply because of a reluctance to foster it’ (HEFCE, 2006: 9). In seeking to address the discrepancies in the participation rates between different social classes, universities in the UK are offering fair access to HE to disabled students, mature students and men and women from all ethnic backgrounds. Modern universities (founded post- 1992) especially have found that large numbers of students now come from non-traditional backgrounds, and that there are difficulties associated with supporting and fostering learning where students’ prior educational experiences are very varied (Bamber and Tett, 2000; McInnis, 2001; Zeegers and Martin, 2001). There is little value for HE institutions in attracting students on to courses if they subsequently drop out of their studies, but the factors influencing attrition rates are both wide-ranging and complex.
    • The nature of the student cohort and factors influencing first time pass rates

      Vallely, Christine (University of Wolverhampton, 2001)
    • Using Personal Digital Assistants to support students

      Traxler, John; Riordan, Brendan (University of Wolverhampton, 2004)
      As participation in higher education increases, large numbers of people from non-traditional backgrounds are entering universities such as Wolverhampton. These students are expected to need more support in becoming familiar with the novelty and complexity of studying new subjects as undergraduates in a large university. They are consequently expected to be the students at most risk of failure to progress beyond the first year of their course and hence failing to realise their potential. Universities have attempted to increase the accessibility of higher education by an increased variety of modes and timetables. Whilst this facilitates wider take up, it also increases the logistical complexity of the world that new students enter. This project explores the use of handheld computers (personal digital assistants, PDAs) in addressing some aspects of this problem and also to begin to explore the cost-effectiveness of institutional support for providing these devices.
    • Why do so many non-traditional entrants fail to complete their first year successfully? Are we failing our students?

      Gollins, Jill (University of Wolverhampton, 2005)
      Discusses causes of poor retention rates for non-traditional students during their first year at university. Causes highlighted include academic, financial and personal reasons. Author suggests a number of ways to increase the retention rate for this class of students.