• A comparison of the nature of pre-entry assessment in FE feeder colleges with those of the first year degree programme

      Buckley, Kevan; Davies, Jenny; Bentley, Hilary (University of Wolverhampton, 2005)
      Discusses differences in the style and content of assessment of students in Further Education colleges compared with assessment during their first year undergraduate programme in the School of Computing and Information technology at the University of Wolverhampton. Differences are analysed to identify strengths and potential areas of difficulty experienced by students.
    • An overview of research on student support: helping students to achieve or achieving institutional targets? Nurture or De-Nature?

      Smith, Rob (Taylor & Francis, 2007)
      In the quasi-marketised environment of the new, mass higher education (HE), centralised policy continues to dictate conditions, and traditionally stable sources of income are being made increasingly unreliable. An increasing emphasis on student support within HE institutions (HEIs) has been made necessary by targets for student numbers and the funding that rests on these numbers. These tensions have been added to for 'post-1992' universities, by the Widening Participation initiative that brings with it particular issues around recruitment and retention. Rather than focusing on the models and systems of support that are being developed in different HE settings and their effectiveness, the aim of this paper is to theorise the imperatives behind these, to look again at the context that informs their inception and how the various support structures position and identify students. Through this, the tensions that exist between financial incentives, 'bums on seats', Widening Participation and academic achievement rates will be explored.
    • An overview of research on student support: Helping students to achieve or achieving institutional targets? Nurture or De-Nature?

      Smith, Rob (University of Wolverhampton, 2006)
      In the quasi-marketised environment of the new, mass HE, centralised policy continues to dictate conditions and traditionally stable sources of income are being made increasingly unreliable. An increasing emphasis on student support within HE institutions (HEIs) has been made necessary by targets for student numbers and the funding that rests on these. These tensions have been added to for ‘post-1992’ universities, by the Widening Participation initiative that brings with it particular issues around recruitment and retention. In this context, it is not surprising that the issue of student support has triggered a raft of research and scholarship geared towards providing technical solutions. This paper argues that before such solutions are fixed on, HEIs need to investigate the conceptual underpinning of such mechanisms. Rather than focusing on the models and systems of support that are being developed in different HE settings and their effectiveness, the aim of this paper is to theorise the imperatives behind these, to look again at the context that informs their inception and how the various support structures position and identify students. Through this, the tensions that exist between financial incentives, ‘bums on seats’, Widening Participation and academic achievement rates will be explored.
    • 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.
    • Development of methods for the improvement of performance and retention of postgraduate students.

      Whitehead, Michael P.; Hooley, Paul (University of Wolverhampton, 2006)
      A problem had been identified with the intake of postgraduate students to MSc courses in SAS. The students became increasingly diverse in terms of origin and previous learning experiences. This presents challenges in terms of what can be expected in generic learning skills and methods, and also subject specific knowledge (genetics in our case). This has led to problems for students during their first semester as they adapt to the new learning requirements, resulting in poor performance. Therefore the team proposed to develop a project which assesses students’ basic genetic knowledge, generic scientific skills and learning skills before they start on the course by using formative assessment exercises that give intuitive feedback. We would then follow this up by giving students learning tasks based on their demonstrated knowledge of the subject and learning skills.
    • Did they jump or were they pushed? Reasons why minority ethnic trainees withdraw from initial teacher training courses

      Basit, Tehmina N.; Roberts, Lorna; McNamara, Olwen; Carrington, Bruce; Maguire, Meg; Woodrow, Derek (Routledge, 2006)
      This article reports the findings of a research project which examines the reasons why minority ethnic trainees withdraw from teacher training courses. It highlights a number of issues, the most significant of which is that withdrawal is a process not an event. The most common causes of withdrawal were 'personal' and 'family' reasons. However, the combination of these two factors with various issues to do with the initial teacher training (ITT) institution and the placement school made it impossible for most trainees to stay on the course. With the exception of perceptions of racism by some minority ethnic trainees, the reasons for withdrawal given by majority ethnic and minority ethnic trainees were by and large the same. The article concludes by suggesting a number of strategies for ITT institutions and placement schools to improve the retention of trainees. It emphasises the need for better support from ITT institutions, more structured mentoring during school placements, continuous and effective communication between the ITT institutions and placement schools, flexibility in course structure, improved funding, availability of affordable childcare, and the tackling of discrimination. It also stresses that withdrawal is not necessarily final, and these trainees should be encouraged to return to teaching as many enjoyed the course and would make good teachers.
    • Ed-blogs: the use of weblogs in learning, teaching and assessment

      Jones, Mark; Magill, Kevin (University of Wolverhampton, 2003)
    • Equal opportunities or affirmative action? The induction of minority ethnic teachers

      Basit, Tehmina N.; McNamara, Olwen (Routledge, 2004)
      Currently in the UK there is much pressure to increase the recruitment and retention of ethnic minority teachers, not only to respond to the continuing shortage, but to develop a teaching force that reflects the diversity in the UK population and provides role models for ethnic minority students. There is, however, little research on how ethnic minority teachers cope with the demands of the profession, especially in their first year. The introduction by the Department for Education and Employment (DfEE) of an induction period for Newly Qualified Teachers (NQTs) in 1999 was an attempt to create a programme of individual support and monitoring to provide NQTs with a bridge from Initial Teacher Training (ITT) to becoming established in their chosen profession. We believe it is now timely and important to examine how ethnic minority beginning teachers experience these new arrangements. In this paper we, therefore, explore the induction experiences of British teachers of Asian and African Caribbean origin in three Local Education Authorities (LEAs) in the North West of England. We conclude that the NQTs are being provided with equal opportunities by their employers and that affirmative action may have been undertaken by a few of these employers during the recruitment and selection process, although some anecdotal evidence is also presented of discrimination. Further, the paper suggests that the majority of the NQTs find their schools and LEAs supportive and the induction process valuable, although it highlights the need for additional support in some individual cases.
    • Gathering and analysis of social work workforce intelligence

      Morgan, Angela; Holt, Judith; Williams, Jill (Henry Stewart Publications, 2007)
      By drawing together existing data on local authority social worker recruitment and retention with data on students qualifying from social work diploma (DipSW) and degree programmes, this paper presents findings from a case study designed to evaluate social work workforce intelligence within a sub-region of the West Midlands. Qualitative and quantitative methods included key informant interviews, a DipSW graduate questionnaire survey (followed by semi-structured interviews), social work degree student profiles and existing data and document analysis. Key findings show that practice placements influence employment choices, a good learning culture supports recruitment and retention, and workforce and practice learning opportunity data could be drawn together. The paper concludes with clear implications and recommendations for policy and practice for recruitment and retention of social workers. A model planning tool to match recruitment needs (demand) with numbers of students on qualifying social work programmes (supply) is proposed.
    • Identifying and addressing the needs of art and design students at risk of underachievement in their incoming year of study

      Salter, Pam; Peacock, Diane (University of Wolverhampton, 2002)
      Following the piloting of the ILP (Individual Learning Profile) in the previous academic year (2000/1), the project aimed to consolidate the mechanism for identifying needs and supporting students during their incoming year of study. Through refining the processes by which students at risk are identified and assisted, the intention was to empower individual students to recognise and build on their strengths, and enable weaknesses, or perceived weaknesses, to be addressed. The project also aimed to raise awareness of both students and staff to the importance of customized and timely learning support, designed to enable a greater number of students to reach their creative and academic potential. The school can cite numerous anecdotal examples of how targeted Learning Support has had a direct impact on the quality of the student learning experience. The project aimed systematically to test the hypothesis that there is a correlation between additional learning support and student retention.
    • 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.
    • Nurturing supportive learning environments in HE through the teaching of study skills; to embed or not to embed?

      Allan, Joanna; Clarke, Karen (International Society for Exploring Teaching and Learning, 2007)
      The transnational widening of participation in higher education (HE) and the concomitant emphasis on promoting successful progression and high retention are focusing attention on how best to create supportive learning environments in HE. Using a phenomenographic approach, we explore variance in how first year undergraduate students experience the learning of generic, subject-related and metacognitive skills within a study skills module integrated into education programs. The findings suggest responses ranging from a lack of engagement in the module to evidence of increased confidence, criticality, self-reflection and change as a learner. The conclusion posits alternative ways of promoting the learning of study skills, which, whilst potentially including all learners, bring significant ramifications for the professional development of university lecturers.
    • Perceptions of the learning environment in higher specialist training of doctors: implications for recruitment and retention.

      Cross, Vinette; Hicks, Carolyn; Parle, James; Field, Stephen (Wiley InterScience, 2006)
      INTRODUCTION: Career choice, sense of professional identity and career behaviour are influenced, subject to change and capable of development through interaction with the learning environment. In this paper workplace learning discourses are used to frame ongoing concerns associated with higher specialist training. Data from the first stage of a multimethods investigation into recruitment into and retention in specialties in the West Midlands is used to consider some possible effects of the specialist learning environment on recruitment and retention. METHODS: The aim of the study was to identify issues, through interviews with 6 consultants and questionnaires completed by specialist registrars from specialties representing a range of recruitment levels. These would inform subsequent study of attributes and dispositions relevant to specialist practice and recruitment. The data were analysed using NVivo software for qualitative data management. RESULTS: Participants' perceptions are presented as bipolar dimensions, associated with: curriculum structure, learning relationships, assessment of learning, and learning climate. They demonstrate ongoing struggle between different models of workplace learning. CONCLUSION: Changes in the postgraduate education of doctors seem set to continue well into the future. How these are reflected in the balance between workplace learning models, and how they influence doctors' sense of identity as specialists suggests a useful basis for examination of career satisfaction and recruitment to specialties.
    • 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)
    • Transition to HE: the impact of perceptions of students and staff

      Davies, Jenny; Bentley, Hilary; Holland, Lynda (University of Wolverhampton, 2004)
      The aim of the project was to gain a fuller understanding of the perceptions of students entering undergraduate programmes in the School of Comnputing and Information Technology (SCIT) in order to improve the students' achievements on their course of study. The results have frd into an ongoing SCIT research programme, begun in 2002, that seeks to relate entrance qualification, feeder institution, learning style and a student's success in their first year in HE.
    • Valuing and supporting teachers: a survey of teacher satisfaction, dissatisfaction, morale and retention with an English Local Education Authority

      Rhodes, Christopher; Nevill, Alan M.; Allan, Joanna (Manchester University Press, 2004)
      his study focuses on schoolteacher job satisfaction, dissatisfaction, morale, and facets of professional experience likely to lead to retention or exit from the profession within five years. It was undertaken in an English local education authority which has experienced difficulty in recruiting and retaining teachers. Forty facets of professional experience likely to impinge upon job satisfaction or dissatisfaction were created in a focus group phase and are shown to be valid using a Wilcoxon Signed Rank Test. A subsequent questionnaire survey of 368 teachers invited respondents to specify which of the facets they found most or least satisfying. A rank order of the relative importance of the facets, along with rank orders of factors likely to lead to teacher retention or exit from the profession within five years, was created. Chi-square tests of independence were used to identify differences in the five top-ranked factors likely to lead to retention or exit by gender, sector and years of service. The outcomes are used to suggest LEA and school leadership interventions designed to improve professional experience and increase both satisfaction and retention.
    • What are the factors which contribute to level one social work students failing to progress or achieving low grades?

      Lees, Kate (University of Wolverhampton, 2007)
      This study is a preliminary review of the possible reasons for low achievement among some level one social work undergraduates. These may be viewed as challenges to the individual, attempting to study in a particular social context, or as challenges to the institution in raising achievement and accommodating differing needs. Much of the literature is concerned with the experiences of students from particular social groups. In some studies, these concerns are integrated with the identification of individual strategies for success and/or institutional practices which foster or inhibit achievement.
    • What do we mean by student support? Staff and students’ perspectives of the provision and effectiveness of support for students

      Dhillon, Jaswinder; McGowan, Mhairi; Wang, Hong (University of Wolverhampton, 2006)
      The aim of this small-scale study is to explore the effectiveness of the support available to students registered for programmes of study in the School of Education. This includes the provision of university-wide student support and guidance services as well as the more localised study skills and academic and personal support provided by personal tutors. The perceptions of both staff and students were sampled through questionnaires and interviews. This paper presents a review of literature on the provision of student support for the increasingly diverse body of students in higher education and some preliminary findings from our survey of current students. The literature and findings from our investigation indicate discrepancies between the officially declared provision of student support services and the accessibility and use of these services in practice. There is ambiguity around the role of the personal tutor and inconsistency of practice in the level of support provided by ‘personal tutors’ which suggest that a review of the personal tutor role is needed. Student responses to our questionnaire also indicate that drop-in study skills provision in useful and being used but that other student support services, such as careers and counselling services are rarely used by students from the School of Education. This is mainly due to accessibility of these services and the lack of provision on the Walsall campus. The other major theme in the data is the process of induction to the University which students regard as being too intensive an ‘event’ and inappropriate for getting to know about support services.