One ‘Step Ahead’ – The Student Perspective on Attending a Pre-enrolment Summer School at Staffordshire University Guy D. Collins Project Officer EFYE 9 th May 2008

Overview:  Step Ahead project overview  Project outcomes  Project content  Attendee demographics for 2007 cohort  Sample of quantitative data  The ‘student voice’ from a student mentor perspective  Student evaluations  Sample of qualitative data  Additional ‘student voices’  Future developments  Questions

Project Overview:  Delivered in summer 2007 as two 4 day residential summer schools at both main University campus sites Stoke-on-Trent & Stafford  Consisted of a structured day programme and optional evening social programme  In 2007 randomly invited access – comparatively measured by a non invited control group  Total of 230 students pre-booked to the funding capacity  Additional project ‘Flying Start’ targeted specifically local students

Project Outcomes:  Fundamentally - support students transition into Higher Education (major life changing experience)  To provide students with an orientation and familiarity with the organisation – its environment, services and people  To develop students self awareness of own abilities and areas for development  To support students develop a personal tool kit of knowledge and skills that they can rely upon particularly in their first year  Help support development of personal contacts, friendships, fostering social confidence  Promote the comparable conversion and retention levels of attendees  Produce underpinning evaluative research that provides evidence of the effectiveness of the model

Project Content:  Delivery timing/format & aspects of content based upon approach of early engagement outlined by Jones et al = >conversion, retention and relative success  Sessions delivered by a series of lectures, workshops, exercises, and independent activities  Delivered by series of key University personnel, project officer, together with a recruited cohort of existing students trained as student mentors  Actual day sessions inclusive of:  Orientation exercises  Exploring personal perceptions & expectations  Networking and team working  Peer support from existing students (hearing their voice important as living the experience)  Insight in to University expectations & processes inc of assessment  University support services  The role of the Students Union  Variety of study skills workshops inc of academic literature searching,reading, & writing etc  Living skills inc of personal health well being, time and budget management  Opportunity to have face to face Q&A signposting to resolve issues – or how to deal with issues before they occur…

Demographics:

Demographics: Location Attended Stoke Stafford CountCol %CountCol % Ethnic Origin White % % Black African 1.8%1 1.4% Black Caribbean 32.3%1 1.4% Black Other 1 1.4% Indian 1 1.4% Asian Other 1.8%1 1.4% Other 43.1%3 4.1% No Response Given1.8%11.4%

Demographics: Location Attended Stoke Stafford CountCol %CountCol % Other Family Been to University Parent/Guardian % % Spouse 1 1.4% Son/Daughter 21.5%1 1.4% Brother/Sister % % Extended Family 32.3%4 5.4% None % % No Response Given3325.4%2128.4%

Sample of Quantitative Data:  Conducted pre & post intervention test questionnaire  Sampling of all attendees  Pre questionnaire completed as part of booking process  Post questionnaire completed on closure of Step Ahead  Questionnaire based around personal history; perceptions; expectations; awareness; personal confidence  May be of value in future to examine via additional quantitative data analysis whether Step Ahead gave a true reflection and preparation for University post actual commencement – rather than short ‘rose tinted’ reflection – existing small scale qualitative data not reflective of this  May be of value to do comparative research of non attendees (no intervention) – what are their ‘expectations’ – are these met & addressed, & how, do these change once commencing at University  Students also tracked over first year – resulted in significant higher conversion figures (based on anticipated enrolments) & higher retention levels

Sample of Quantitative Data:  ‘I am clear & know exactly what to expect in terms of the University campus’ (pre & post) Location Attended StaffordStoke Percent 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% StaffordStokeStaffordStokeStaffordStokeStaffordStoke Pre Q13 - I am clear & know exactly what to expect in terms of...The University campus No Response Given Strongly Disagree Agree Strongly Agree Location Attended StaffordStoke Percent 40.0% 30.0% 20.0% 10.0% 0.0% StaffordStokeStaffordStoke Post Q49 - I am clear & know exactly what to expect in terms of...The University campus DisagreeAgreeStrongly Agree

Sample of Quantitative Data:  ‘I am clear & know what to expect in terms of how I will be assessed’ (pre & post) Location Attended StaffordStoke Percent 40.0% 30.0% 20.0% 10.0% 0.0% StaffordStokeStaffordStokeStaffordStokeStaffordStoke Pre Q17 - I am clear & know exactly what to expect in terms of...How I will be assessed No Response Given Strongly Disagree Agree Strongly Agree Location Attended StaffordStoke Percent 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% StaffordStokeStaffordStokeStaffordStokeStaffordStoke Post Q53 - I am clear & know exactly what to expect in terms of...How I will be assessed No Response Given Strongly Disagree Agree Strongly Agree

Sample of Quantitative Data:  ‘I am clear & know exactly what to expect in terms of the overall University experience’ (pre & post) No Response Given Strongly Disagree Disagree Agree Strongly Agree Pre Q19 - I am clear & know exactly what to expect in terms of... The overall University experience No Response Given Strongly Disagree Disagree Agree Strongly Agree Post Q55 - I am clear & know exactly what to expect in terms of... The overall University experience

Student Evaluations:

Sample of Qualitative Data:  Qualitative data was collated during focus groups conducted in January Following content analysis of audio recordings and transcripts the key emergent themes included: organisational bonding; personal orientation; social cohesion and support; academic up-skilling; self development awareness.  Faculty of Computing, Engineering & Technology student: “…coming to Step Ahead reinforced my choice of definitely wanting to come here…that University life was for me…you only get a small glimpse on an open day…Step Ahead made me want to start here”.  Faculty of Arts Media & Design student: “I felt more confident…I wasn’t nervous driving home or thinking about coming back here…I would have been a lot more scared coming here if I hadn’t gone to Step Ahead”.  Faculty of Sciences student: “It decided it for me…because I didn’t really want to go to University…but I did after Step Ahead”.

Sample of Qualitative Data:  A few students additional comments captured post focus groups.

Future Developments:  Developed as a University Widening Participation initiative therefore specific groups priority invited for 2008  Development of mentor preparation together with APEL opportunities for accredited mentoring qualifications  Development of e-resources (June 08) together with e-booking for priority invites  Use of ‘Questback’ to capture research data electronically  Further engagement with other Services (Student Advisers; Study Skills Centres; individual Faculties & Schools; Students Union)  Flexibility within content – student able to tailor their own Step Ahead experience  Expand upon research and seek publication

Questions: