1. SOLSTICE & CLT Conference 2016
Articulating a pedagogy for transition and early intervention – insights from Bolton Business School
Dr. Emily McIntosh & Carol Brown
9th & 10th June 2016

2. Articulating a pedagogy for transition and early intervention – insights from the Bolton Business School (BBS)
Dr. Emily McIntosh
Associate Director – Student Life
@emilythemac
Carol Brown
Lecturer & Year 1 Lead– Bolton Business School

3. “Everybody’s business” – The First Year Experience (FYE)
Transition Pedagogy (Kift, 2005 & 2009) investigates the scaffolding process for student success framed around six principles of intentional first year curriculum design: (1) transition, (2) diversity, (3) design, (4) engagement, (5) assessment and (6) evaluation and monitoring.
International scholarship on pedagogy now focussing on First Year Experience (FYE) & “whole of institution approach” to the Student Experience (Kift, 2015)
New models appearing to articulate the student journey and role of academic & professional staff. Student Experience Practitioner Model & Student Lifecycle Model (Morgan, 2012)
What Works? (Thomas, 2012)
Up to 2/5 (42%) of students think of withdrawing from HE, improving student belonging should be a significant priority for everybody.
Whannell & Whannell (2015) have identified that “it is the case…that undergraduate students do persist and are able to complete their program of study in the face of what may seem insurmountable objective challenges”.
12 weeks to settle in, 12 months to transition from dependent to independent learners [e.g. Scott (2006), Yorke & Longden (2008), Kift (2009)]

4. The Bolton Context Early Intervention and Transitional Support Model
Diverse student population: 11,000 students: 55% mature, 35% part time, 30% BME, 12% with a disability
NUS Segmentation Analysis: articulating a “non-residential model of student life”
Wide range of pre-entry qualifications and “marginalised learner identities” (Reay, 2010)
Identification of “at risk” students (academically & socially)
Transition & engagement umbrella project: 6 components

5. Methodology Student Journey Mapping Questionnaire Focus Groups
ICE Model (Becker & Maiman, 1975)
Semi-Structured Interviews
Thematic Analysis (Braun & Clarke, 2006), Bryman (2008)

6. Anxiety assessment end of first year
BBS FYE Research
Anxiety assessment end of first year
Questionnaire week 6
Focus group week 10

7. Findings (1)

8. Findings (2)
Anxiety levels of 6 and above deemed as significant anxiety.
Students identified November as a key period of significant anxiety in their first year of study, with 77% rating their anxiety levels at 6 or above. This is consistent with expectations as the first phase of assessed work is scheduled in mid November.
67% of respondents rated December at anxiety level 6 or above, with a drop to 50% in January, as assignments had been handed in; 43% in March and 60% in May as results were anticipated for the first year (n=29)
Mean anxiety scores of first year business students over the first academic year 2015/16

9. BBS FYE Personal Tutoring Pilot (2016 onwards)
1st years allocated PT
Guided conversations
Group EPT sessions (BAM4001) linked to PASS
EPT coordination process
‘At Risk interventions
BBS FYE Personal Tutoring Pilot (2016 onwards)
Key principles :
First year tutors allocated as PT
1st year coordinator overview of PTs
Academic Skills module embeds Peer Support and encourages insight to inform PTs (1:1 and group sessions). Diagnostics will be used for early conversations.
EPT coordination across the year – case review milestones around key transition points
Planned ‘At Risk’ interventions informed by PT input, moodle and attendance data, and research conducted in Academic Skills module

10. BBS FYE Framework FYE tutor contact calendar and process
Structured conversations – academic, social, administrative
New first year academic skills module following LDF and including research
Diagnostics literacy and numeracy + Self Assessment Skills audit
PEER ASSISTED STUDY SUPPORT AND PEER MENTORING
Revised induction
Focused ‘At Risk’ interventions
BBS FYE Framework

11. Measuring impact of pilot
Attendance
Wk 6 induction satisfaction
Engagement with moodle
Wk 10 ICE
Attrition
S2 mid semester ICE
Achievement
S2 end anxiety and satisfaction level
Personal tutor contact levels
Feedback from PTs and PASS leaders
PT and FYE satisfaction

12. Current & Future Research
Diagnostics: grit, resilience, literacy, numeracy
32 Enhanced Personal Tutors across 8 Schools, September 2016
10 pilot PASS Schemes, Accredited School-based Peer Mentoring
Communications Framework, underpinned by student journey data
Integrated Student Experience Framework based on transition pedagogy