1. Truly, Madly, Deeply… Approaches to Studying in Higher Education Students Nottingham Trent University, School of Animal, Rural and Environmental Science Eunice Simmons Nia Huws

2. ARES Background 1949 became Nottingham Farm Institute then Nottinghamshire College of Agriculture 1999 became part of NTU, offering a range of courses across land and environmental sectors

3. Student Numbers School of ARES 2011-12 School of ARES 2012-13 UG939975 PGT&R2441 All HE9631,016 FE201214 TOTAL1,1641230

4. ARES Learner Demographics FE Enrolments are mostly within 20 miles HE Enrolments showing a wider spread

5. Example of Progression Animal and Equine Academic Area: National Diplomas (FE) Animal Management Horse Management FdSc Degrees Animal Studies Sports Horse Management and Training BSc Degrees Animal Biology Equine Sports Science

6. Background and Rationale Learners from vocational backgrounds achieve lower degree outcomes (Huws and Taylor, 2009; Bailey and Bekhradnia, 2008) Approaches to studying affect academic outcome (e.g. Diseth and Martinsen, 2004) Exploring approaches to studying may provide some information about vocational learners’ transition to HE

7. ASSIST (Approaches and Study Skills Inventory for Students) Identifies : approaches to learning: ▫surface ▫deep ▫strategic preferred teaching and learning methods: ▫surface (transmitting information) ▫deep (promoting understanding)

9. Previous Findings Deep, strategic approaches associated with higher academic outcomes (e.g. Ward, 2011) Surface apathetic approach linked with lower academic achievement Sub factor ‘fear of failure’ linked to attrition (Entwistle et al, 2000)

10. Research Questions Does learner background affect approach to studying? Is this linked to effective transition to HE? Can we identify ‘at risk’ learners? Can we implement intervention strategies? confidence retention transition to independent learning Can we also identify learners that could be challenged to achieve higher outcomes?

11. What we did…. Data analysis Learner profiles established Feedback provided to tutors Questionnaire issued to 157 1 st Year students (72 vocational, 85 non -vocational)

12. What we Found Learners from vocational backgrounds tend to adopt a more surface approach (p < 0.01) Surface Approach Sub-factors

13. Feedback to Tutors / Learners Dominant Approach to Studying Preferred T/ L Method Fear of failure Comments Name Surface Apathetic Surface High Tending to adopt a surface apathetic approach and show high fear of failure : likely to need support in making the transition to HE and developing their confidence as independent learners. Name Surface Apathetic SurfaceHigh NameCombined Average Mixed profiles: these learners may benefit from some support in making the transition to HE and developing their confidence as independent learners. NameCombined High NameCombined Low Combined / mixed approaches. These learners should cope with the transition to HE but could be encouraged to develop a more deep, strategic approach. NameCombined Low NameDeep StrategicCombined Average No issues identified, these learners should cope well with the transition to HE and could be challenged in their performance targets. NameDeep StrategicDeepAverage

14. Study Limitations

15. Implications Other factors: ▫ attendance / engagement ▫ academic outcome Intervention for ‘at risk’ learners: ▫ formal vs. informal ▫ tutor vs. wider academic support ▫ compulsory vs. voluntary

16. And Finally…. Any Questions? Contacts: Nia Huws: nia.huws@ntu.ac.uk Eunice Simmons: eunice.simmons@ntu.ac.uk