1. © University of Reading 2015 www.reading.ac.uk Study Advice “I’ll get into my stride and adapt”: Masters transitions and the role of learning developers Sonia Hood and Dr Michelle Reid University of Reading 1

2. Overview of session Findings of 2 projects researching masters transitions Gap between masters students’ perceptions and reality Main activity: Exploring how we, as Learning Developers, may fill this gap Feedback from activity and conclusions 2

3. © University of Reading 2015 www.reading.ac.uk Study Advice The Neglected Transition: Post-course perceptions Study Advice – Dr Michelle Reid 3

4. Project Aim 4 To investigate the skills that Masters course convenors, and Masters students at the end of their course, identified as important for success in a Masters degree and the advice they would give new Masters students based on their own EXPERIENCES

5. Methodology Research conducted in 2010-11 examining perceptions of: Masters course convenors – 11 staff interviews (from courses ranging from Applied Statistics to English Literature) Masters students reaching end of course – 4 students in focus group – 204 students replied to online questionnaire

6. Main findings: Staff perceptions and advice Expected students to have attained a certain standard of scholarship Tacit increase in expectations => now enforced Same ‘skills’ but different scholarly level and integration Professionalism Application – not just demonstrate critical thinking but apply it to new domains Hard to communicate the experience of needing self- development as scholars

7. Main findings: Student perceptions Same skills but different scholarly level and integration – “You think you know what critical thinking is but hold onto your hats because at Masters level it all changes!” Time management – Strategic planning and managing workload – Important to keep on top of work – Tendency to underestimate time and intensity – Need to dedicate time / immerse self in the course Need to find out what is expected Feedback from lecturers = very important in development

8. Main findings: Student perceptions 60.7% (of 204) wanted more guidance on what to expect – What lecturers want – still many tacit assumptions – Experiences from other Masters students 53.5% (of 204) thought course was harder than expected – Intensity and pace – Workload – “clear your diaries” – Back-to-back assignments Pre-course and formative material present issues of access and time, especially for international students

9. The ‘neglected transition’ – Our concluding thoughts Change in identity and expectations – qualitatively different – student => researcher / scholar Immersing self in the course was seen as necessary by both staff and students More integrated and coherent set of study practices linked to the research process Understanding of these issues gained through experience and self-development

10. © University of Reading 2015 www.reading.ac.uk Study Advice Get Reading: UROP Project with Study Advice 2014 Study Advice – Sonia Hood & Dr Michelle Reid

11. Project Aim Investigate the skills that final year students BELIEVE they will need to develop in order to be successful at Masters level and how Study Advice and the library can support them in developing such skills

12. Methodology Sample : Final year AHSS students planning to stay on (in Reading) and study a Masters degree Method : Focus group (x2) Interviews (x 9) Benefit of UROP = no preconceptions = less bias

13. Methodology cont…. Question frame: Motives for further study Perceptions academic requirements of Masters study Advice and support they think they would like Interviewer: 2 nd year student (UROP) No preconceptions of Masters study Non judgemental 13

14. Main findings Students were aware of: Increased need for independent study More intense study which will have impact on their time More (complex) reading That there would be some transition BUT Lacked any knowledge of what this meant in reality (vague) Wanted any/advice support to be endorsed by department as this to them was key

15. Main findings cont… Students felt : Summer was a wasted opportunity Would like to do some pre-reading – and advice on this Would welcome opportunity to speak to current Masters students BUT Students had varying motives- not all were that keen 15

16. Our concluding thoughts Helped us to realise that students aren’t aware of the skills they need to develop Strong association with school/department/subject and generic advice less appropriate Missed opportunities to engage with students prior to starting course Opportunity to capitalise on the experiences of current masters students e.g. student-led support, mentoring, peer support

17. ANY QUESTIONS? Over to you…. 17

18. Key overarching theme Perception Masters level will be harder but difficult to say ‘how’ Study advice is course specific : needs to come from the department Missed opportunities to prepare over the summer and meet current masters students. Reality Greater emphasis on scholarship & professionalism Value support but also something that has to be ‘lived’ and ‘experienced’ Less time than thought to develop skills and get feedback during the course 18

19. The perceptual gap 19 Reality Perception How do we fill this? When we are seen as too generic

20. Activity Within your group of mixed experience, discuss and be prepared to feedback on either: – This perceptual gap and solutions you propose OR – Any related issue that anyone in your group has in supporting Masters students The aim is to share our experiences of supporting post graduate students. Balancing the generic with the specific, and overcoming barriers to preconceptions of our role and their needs 20