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Intra-HE transition workshop A focus on expectations, disclosure, retention and progression 11/04/2015Transition at University1.

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Presentation on theme: "Intra-HE transition workshop A focus on expectations, disclosure, retention and progression 11/04/2015Transition at University1."— Presentation transcript:

1 Intra-HE transition workshop A focus on expectations, disclosure, retention and progression 11/04/2015Transition at University1

2 Structure of the workshop Questionnaire as basis for our workshop activity. 1. Context of questionnaire, brief overview. 2. Themes: disclosure, expectations and retention and progression 3. Group discussions around these three themes in relation to the responses received from the questionnaire. 11/04/20152Transition at University

3 Context to the Questionnaire Check information and guidance around information regarding transition. This questionnaire also shows how transition is experienced by disabled students. 11/04/20153Transition at University

4 Context to the Questionnaire (2) -Demographics: RHUL, Kingston, Imperial College, Greenwich students Majority of responses from mature students (60% over 21; 40% under 21) 60% SpLDs, 9% mental health condition, 8% combination of conditions 11/04/2015Transition at University4

5 Results (1) Vast majority (81%) had considered a STEM-related career before university Courses chosen out of interest for the subject (before previous studies or competence and career prospects) 85% were still considering such career at the time of answering the questionnaire 11/04/2015Transition at University5

6 Results (2) 3 main sources of career advice: - tutors (50% +) - parents - web Careers advisors and services least used resource, just above advice received from friends. 11/04/2015Transition at University6

7 Results (3) 73% thought that their disability was going to be a challenge in their future career Most positive responses from SpLD students. Other disabilities concerned about; 9 to 5 job; handling stress 11/04/2015Transition at University7

8 Disclosure 66% applied for DSA; 21% didn’t Majority had to declare disability at some point Disclosure at work was also brought up; more uncertainty about the decision to disclose 11/04/20158Transition at University

9 Disclosure (comment 1) “I was advised at college not to declare so didn’t know that there would be support” (Geography, Long standing illness) 11/04/2015Transition at University9

10 Disclosure (comment 2) “I found that disability support didn’t ask me what my specific problems or concerns were. They tried to fit me to a template and force upon me methods of learning in areas where I didn’t need help.” (Psychology, SpLD) 11/04/2015Transition at University10

11 Disclosure (comment 3) “The current drive on disabled student experience is beginning to smack of litigation mitigation a navel gazing exercise focused on marshalling the evidence to "prove" that every things cushy.” (Microbiology, SpLD) 11/04/2015Transition at University11

12 Expectations 94% said the support received whilst at university matched expectations More positive about support received at university, compared to the one received at school or from careers- related advice. 11/04/2015Transition at University12

13 Expectations (comment 1) “I was not expecting as much help as I have had in the past with my condition but there is always a place to go if I need to ask questions related to my disability. It’s more than I need personally.” (Physics, ASD) 11/04/2015Transition at University13

14 Expectations (comment 2) “I expected a case worker - a one stop contact person with knowledge of my condition and for varied support and advice needs (academic and disability- related)” (Computing, Long-standing illness) 11/04/2015Transition at University14

15 Progression and retention Main adjustments mentioned that have contributed to retention and progression: -one-to-one support (study skills> mentoring> contact with an individual member of staff) -Availability of staff - Teaching material in advance/ teaching material posted online 11/04/2015Transition at University15

16 Progression and retention (comment 1) “No help for specific science based problems. The support people don't know enough about the specific way science papers have to be written and the way exam answers have to be done, so are unable to help”. (Biomedical Sciences, SpLD) 11/04/2015Transition at University16

17 Progression and retention (comment 2) “What would have helped most is having some form of essay support that is subject specific as I often wonder if I am not properly representing the content that I know but there is nothing that essay support can currently do to help as they don't really know my subject.” (Geology, SpLD) 11/04/2015Transition at University17

18 Progression and retention (comment 3) “Not tailored to doctoral level studies” (Clinical Psychology, multiple disabilities) 11/04/2015Transition at University18

19 Questions to consider What is the most striking for you in each of these quotes? Do you recognise the experience that they describe? Do these quotes raise any questions for you? What measures have been taken/ could be taken to improve this experience of disclosure, manage/meet expectations, improve progression and retention? 11/04/2015Transition at University19

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