1. www.learningbenefits.net Phase 2 of the Birkbeck-OU research programme Cathie Hammond 9 th March, 2006 The value of part time mature study at Birkbeck College: what works for whom

2. www.learningbenefits.net  Brief overview of programme of research  Phase 1  Phase 2 and how this is informed by phase 1

3. www.learningbenefits.net Objective of the Bbk-OU research programme To examine the economic and social benefits of part-time and mature students at Birkbeck and OU

4. www.learningbenefits.net Rationale  Provide evidence about the value of part-time study amongst mature students  Provide evidence about the outcomes of studying subject areas that are not specifically vocational and skills-based

5. www.learningbenefits.net Phases of the Birkbeck OU programme Purpose is to examine the economic and social benefits of part-time study at Birkbeck and OU  Phase 1 2004-5 Quantitative survey of adults who had studied at Birkbeck and OU during the previous year  Phase 2 2005-6 Qualitative study of some of the respondents from phase 1  Phase 3 2006-7 Quantitative survey of the original sample

6. www.learningbenefits.net Phase 2 is nested in phases 1 and 3  Overall objective of phase 2 is the same: to examine the economic and social benefits of part- time study  Phase 1 informs objectives of phase 2  Phase 1 informs design of phase 2  Phase 1 informs analysis of phase 2 data  Phase 1 informs interpretations and conclusions drawn from analysis of phase 2 data  Phases 1 and 2 inform phase 3

7. www.learningbenefits.net Phase 1: design  Survey of Birkbeck and OU students in 2004-5  Bbk n=1539, OU n=1533  Characteristics of students  Reasons for participation  Characteristics of the course  Benefits of participation

8. www.learningbenefits.net Phase 1: findings Reasons for participation  Finding a new job  Improvement of current job  Employment requirements  Progression and personal development  Enjoyment  Benefits of participation  Specific learning skills  Employment benefits  Identity capital  Wider social networks  Relationships between reasons and benefits

9. www.learningbenefits.net Phase 1: questions raised Validity of the reasons data Validity of the conceptual framework Key features of the learning experience The value of adult study

10. www.learningbenefits.net Links between motivations, engagement and outcomes Benefits Dis-benefits Participation Engagement Motivations Barriers Provision LIFECOURSELIFECOURSE

11. www.learningbenefits.net Objectives of phase 2 1. What are the relationships between provision, the characteristics of the learner, and benefits? 2. More specifically, how are benefits of learning affected by: 1. pedagogical style 2. teacher quality 3. ethos 4. subject area studied 5. curriculum and assessment 6. studying part-time 7. who one studies with 8. where one studies? 3. How do the relationships in (2) vary depending on: 1. the social and educational background of the learner 2. their motivations for studying 3. their life circumstances at the time of studying 4. their life circumstances after studying?

12. www.learningbenefits.net Objectives of phase 2 - continued 4. Develop objectives and design for phase 3

13. www.learningbenefits.net Phase 2: Design  In-depth interviews with 18 respondents from the phase 1 survey  Topic guide designed bearing in mind phase 1 findings about benefits (and reasons) as well as findings from other research on wider benefits of learning  Sample  homogeneity and heterogeneity – mostly undergraduates  uses data from phase 1  life stage  reported benefits  subject area studied  gender and previous education

14. www.learningbenefits.net Phase 2: sample Reported benefits Employment- related Personal development Few Under 30 no kids F F M M 35-50 kidsF F

15. www.learningbenefits.net Phase 2:sample BusinessArtsSocial sciences Science Under 30 no kids F F MF F F MM F M M 35-50 kidsF F FF F

16. www.learningbenefits.net Phase 2: sample Educational level <=L2L3 or sub-degree L4+ Under 30 no kids F MF F F M MF M M 35-50 kidsFF F FF

17. www.learningbenefits.net Phase 2: analysis Combination of analytical and grounded approaches using NVivo Comparison of phase 1 records and interview data provides evidence to test validity of data and interpretation for both phases

18. www.learningbenefits.net Phase 2: analysis  Phase 1 data contextualises phase 2 respondents: how typical are they in terms of  Reported benefits  Life stage  Subject area studied  Gender  Previous educational background?

19. www.learningbenefits.net Phase 2: preliminary findings Benefits:  Specific learning skills:  Analytical  Employment benefits  Future opportunities, aspirations  Identity capital  Self-awareness, confidence, efficacy  Coping, e.g. “problems are something extra rather than the whole focus of my life” (Jenny)  Wider social networks  Coming out of oneself, getting out, greater participation in the community  Broader attitudes and broader social context  Making close friends  Additional  Enjoyment, stimulation, satisfaction  Respite

20. www.learningbenefits.net Phase 2: preliminary findings Aspects of provision that are important for economic and social benefits  Part time fitted around their lives and it’s cheaper  Mature students – diverse, taken more seriously  What works depends on who you are  Combination of professionalism and high standards and support, encouragement and understanding  Combination of flexibility and discipline  Interest and enjoyment of subject resulting from effective teaching

21. www.learningbenefits.net Phase 2: preliminary findings Aspects of provision that are important for economic and social benefits  Degree that is perceived to be good quality helps with employment, confidence and self-esteem  Students from diverse backgrounds but share interests in the subject area, stimulating, supportive, form a community  Lecturers who take everyone seriously and encourage quieter students  Personal tutor supportive and separate  Bar useful for socialising / stepping stone

22. www.learningbenefits.net Phase 2: preliminary findings Jenny  Life stage – 29 in phase 1  Reported benefits – employment-related  Subject area studied – arts (history)  Previous education – <=L2

23. www.learningbenefits.net Phase 2: preliminary findings Jenny “Good practice for ordinary life”  Normal  Identity  Discipline and structure  Supportive and understanding  Flexible but high standards  Subject is deeply interesting and enjoyable  Made close friends  Developed awareness of her interests and career aspirations

24. www.learningbenefits.net Phase 2: preliminary findings Jenny and the phase 1 data Comparison with phase 1 survey data – testing validity How typical is Jenny in terms of:  Life stage  Reported benefits  Reasons for studying  Subject area studied  Gender  Previous educational background  Reported benefits given each of the above?