ࡱ> _ vRbjbjjj 7,b,beJ888DDP"!"!"!zP|P|P|P|P|P|P$SAVP"!"!"!"!"!P4P^$^$^$"!^zP^$"!zP^$^$"GxjJPy!H"fPP0PHV6$(VDjJjJV~J^$"!"!"!PP^$"!"!"!P"!"!"!"!V"!"!"!"!"!"!"!"!"!8B z: Centre for Academic Development Learning & Teaching Enhancement Programme 2016/17 Student Transitions Student transitions: the role of student support structures School: School of Medicine, Medical Sciences and Nutrition Team: Professor Jennifer Cleland , Dr Amudha Poobalan, Dr John Barrow, Dr Karen Foster Background The successful transition to and through higher education calls for academic and social adjustment and integration. The importance of academic and social integration on persistence and academic outcomes are well documented (Astin 1984; Cutrona et al 1994; Levitt et al 1994; Lackey and Cohen 2000; Robbins et al 2004; Tinto 1993, 1997). Social integration includes formal and informal social support, with the more formal peer schemes shown to be successful in terms of increasing retention (e.g., National Audit Office 2007). Engagement with academics is also important for student support and satisfaction, achievement and persistence (Krause 2005; Walsh, Larsen and Parry, 2009). Our focus was to understand the factors that support student success and satisfaction. Our specific focus was the role of formal support structures, or mechanisms, in meeting student needs and helping them manage academic and social transitions in our areas, Science and Medicine/Healthcare (undergraduate and postgraduate). Our secondary question was how tutor and peer systems are used by students e.g., the frequency of access, and the reasons for so doing, whether this differed by student group (e.g., do students from certain backgrounds access certain types of support more frequently), and how this support related to student use of other services such as The Student Advice & Support Office, The University Counselling Service, The Chaplaincy. We proposed addressing these research questions using two approaches: a literature review and qualitative interviews. Literature review Rather than reinventing the wheel, our review drew on recently published systematic and narrative reviews on this topic (e.g., Sandars et al., 2014). These identified the following. There are two main approaches to student support. Developmental student support has a focus on developing the whole person, not only academic and clinical competence. The other model is the deficit and reactive approach to student support which only targets identified students who are considered to be at risk. Our interest in this project is the former approach. With this in mind, support is a nexus for personal development, combining the personal identity formation journey of early adulthood with the variety of new experiences at university. Important aspects of developmental student support are the development of resilience and ensuring reasonable adjustments for students with learning difficulties and disabilities. The main student support responses to help students enhance their resilience typically are reactive and proactive (Howe et al. 2012). However, more contemporary research suggests that developing coping skills as a proactive approach can be achieved by workshops about resilience and the importance of adaptive responses. Pro-active approaches to help students improve their academic performance and develop essential life-long learning skills include study skills training and learning to learn courses. An essential aspect of proactive student support is to create an environment that can provide a structure, or structures, which minimize potentially stressful experiences and encourage early recognition of student distress by all teaching staff so that early intervention to enhance coping skills can be offered. Yet at the same time it is important to acknowledge that social support is at least as important as formal support. For example, the perceived availability of social support predicted the use of support service use (Julal, 2015), suggesting the importance of supporting/organising social events for student groups. Careers guidance is an essential aspect of developmental student support, including students with doubts about a career in their chosen subject and who are leaving because of poor performance. Developmental student support requires an organizational culture in which student support is considered as the responsibility of everyone, with further support from named personal tutors. The literature indicates that mature students have different support needs compared to those who enter university as school leavers. Mature students are more likely to be combining academic demands with other responsibilities and need to take a time-efficient approach to their university work. Building a social network (for informal support) can be more difficult for this group, suggesting the utility of e.g., a Mature Student Society. Practical information, such as advance timetables, is particularly important to this group. Mutual expectations of academic support should be more overtly explored and negotiated between tutors and their (mature) students at an early stage. Induction process should be designed to meet the needs of both school-leavers and mature students. Qualitative work After obtaining the necessary ethical permissions (via the College of Life Sciences and Medicine Ethics Research Board [CERB]), we carried out group interviews (often called focus groups) to: Information seek - to gain more understanding of how students use the various mechanisms available to them for support, and, second, their views of how specific formal mechanisms (see below) helped them engage academically and socially with their peers and the wider learning community, as this is paramount in positive student outcomes (Tinto, 1993). Participants We were particularly interested in widening access students (medicine and science) and those on PGT courses, as well as those on Science and Medicine courses. Six focus group discussions (FGDs) were conducted with 38 participants. Two FGDs were conducted with taught postgraduates (n=13), two with Science undergraduates (n=9) and one each with intercalating medics (n= 6; 4th years) and Gateway 2 Medicine students (n=10; widening access course). Participant characteristics and codes are shown in Table 1. Characteristic No of participants Code Postgraduate taught 13PGT 1 and PGT 2Science 9Sc1 and Sc2Intercalating Medics6ILGateway to Medicine 10G2MTable 1: Participant characteristics and codes The focus groups discussions represented 339 minutes of data, were digitally audio-recorded with permission, anonymised through the transcription process then subject to a primary level thematic framework analysis to determine key themes. Results Using the topic guide and inductive method, support for academic learning, formal and semi-formal support structures were discussed. Three main themes emerged across the groups with subtle difference between groups. Three main themes that emerged were Awareness and accessibility, Fulfilled but not tailored and Communication, with some sub-themes as shown in Table 2. Table 2: Main themes and sub-themes Themes Sub-themesAwareness and accessibilityLack of awareness Buried information Different locationsFulfilled but not tailoredMentoring and tutoring Induction CommunicationSocial media vs personal contact Delay in communication Discrepancy in information Awareness and Accessibility Prior to arriving in Aberdeen and starting their studies, participants were not aware of the different campuses and the distance to their accommodation, which led to lot of stress on their arrival: I knew that my campus would be Foresterhill campus. So I thought every information, every facilities, would be going to Foresthill campus. But after that I had to move to Old Aberdeen to get every information, including the bank account, accommodation details, fee structures, everything. (R2 PGT1) Foresterhill, yeah when I applied for my accommodation, and got it, and then I found it that the accommodation was a bit far from the Foresterhill (R8 PGT1) Irrespective of the academic level of students, many were not aware of the student support services available to them. Once they were aware, while some thought services were receptive, others found that it was hard to access the services and services had a slow response time. But I had no idea that the university offered disability support for things like this. But again, its not something that I would have ever known about if I hadnt had advice from XXX. (IL) sometimes when there is a problem, I cant get an appointment. You could be waiting three, maybe four weeks for one, (R1 Sc2) Services being on a different campuses also caused some inconvenience to students: If I wanted to go and get any support or have anything like that, it was down there. So it felt a bit (R1 PGT2) Students felt that the information about student support was there but not easily accessible and felt that there is information overload, where crucial information gets buried or they were confusing: I think there were links in long emails... So I mean I would of say contacted the international centre and met them when I first joined but I didnt really feel that I had a need of, you know, support services. I think the information was there but it was all, probably click on this and get to somewhere else and you get from there to somewhere else. You know what I mean. It wasnt right in front of you (R7 PGT1) Like, this is, like it should be more specific, we are given lists of at least ten things you can do, you know, go volunteering, go participate to societies, go work, go do this and that, and then youre kind of like, I dont have time to do all of this, to be honest. And you get really anxious, (R2 Sc2) There was a perception that Foresterhill campus did not have adequate social spaces (compared to Old Aberdeen) for students to access during their study, and which would have facilitated informal peer support: if you did want to go after a class or for a drink or a bite eat with, you didnt really get that chance to do that because theres nowhere around here (Foresterhill) to do that.(R1 PGT2) Even just places to eat and stuff like that really. I found that a bit Do you know what I mean? There was a lot more social spaces (At OLD ABERDEEN), I think, to hang out or if you were with other students and stuff. (IL) Fulfilled but not tailored Students felt that there was a lot of information sent to them about induction week, however, these were not tailored to either the level of education in mind or the diverse student groups and communities. For example, PGTs felt that it is mostly organised for UGs. In addition, students joining through different routes such as the widening access courses felt that they did not get the Freshers week and felt isolated from the University: So from my experience, what I felt was that all this facility has been organised for is undergrad students. Because the meetings you do, the locations, and registration process, everything was made for onlyUG (R3 PGT1) we were like Where is our accommodation? and they were like Come you need to sign and Sign for what?. I never received any prior information, so it was there and then that I knew how to register for a GP, so it was then I registered. I wasnt told prior, it was when I was registering for lectures and collecting my card. Thats when I knew about it (R3 PGT2) Also, another thing is we didnt get a freshers week. . And were kind of isolated from the rest of uni, like (G2M) Undergraduate students were appreciative of the personal tutors provided to them and do use them as a first point of contact. However, for several of them, tutor support was not tailored to the course they were doing. Students felt that this hinders the tutors to guide the students in their career aspirations. Moreover, there tutors varied in terms of their commitment and support: for example, some Regents for medical students were seen as proactive, some as not supportive. PGT students, who do not have any career support system, felt particularly neglected: Cos, like, um, I think the reason the personal tutor works so well is cos its indirectly, sort of, addressing problems. Like... like, um, when you talk to your personal tutor youre just like, oh, youre just there to get tips on maybe academics or stuff. But then you might start to talk about people sort of stuff. (R2 Sc1) I tried asking about masters programmes (personal tutor) , about the career options, I wanted to find out about internships and stuff like that. But the response that I got was pretty much, well look it up, uh, I just left there with no additional information of what I already got, which was zero. (R2 Sc2) The Regent Scheme and I have not had as positive an experience maybe with that and that I think my Regent left in first-year and I didnt even realise that theyd left until like fourth-year. (IL) saying Oh, when do we get allocated our personal tutors? I was like Thats [course coordinator] and [course coordinator], you just met them. And I do think, like I just wrote on the form that, it has a tick box for personal tutors, ..They dont exist at postgrad, and that is an interesting distinction, and all the reasons that they do exist at undergraduate but obviously dont exist at postgraduate. (R6,PGT1) Communication Students would prefer to get some information about the courses and some reading material before they arrive here. This is particularly important for the international postgraduate students who arrive late (after the start of term) and for part-time students who have a job. These groups would prefer to get a draft timetable to help them attend lectures, if the logistics of the admissions are delayed: but I remember getting emails once a month, roughly once a month. Im presuming from grad school. Very kind of generic emails, saying Aberdeen is a wonderful city and this type of idea. [laughs] Very little detail, about the actual course. (R1 PGT1) Earlier communication on timetables in general I think would have been better. Because for me I was working full time and I needed to let them know because I didnt want to leave my job. So I needed to change my contract, so I needed to know fairly (R5 PGT1) I didnt know anything about the course at all. I sent emails asking for, um, the timetable. (G2M) While younger students preferred social media as the medium for support and receiving information, PGT students preferred a personal contact: I was fed up with Facebook. .So, I wasnt able to get a lot of potentially valuable information from that group. I wondered, was that the right medium to, you know, exchange information? From the MPH tutors to their prospective students. (R1 PGT1) I actually had phone conversations with [course coordinator] before I came. Only it had to do with choosing my courses. .Because I was coming from a different background to the health. So, she wanted to make sure she had explained everything to me. So, I knew exactly what course to choose. (R8,PGT1) we made a group chat on Messenger. Because we, like, we have a G2M Facebook page. And then it just so happened that we all found each other. (G2M) Students also felt that there was not adequate communication about the grading scale: I think when suddenly youve got C9s and C4s, which obviously dont exist on the CGS scale, theyre like Was that un-markable? [laughs] Like what does that actually mean, and actually its just two columns over and thats your grade. But yeah, youre right, its not intuitive. (R6 PGT1 Conclusion Participants acknowledged that several student support systems existed and were appreciative of the support. However, they felt that they were overwhelmed with the generic information provided, and crucial information was missed by them because of this overload. Simple and clear instructions prior to their arrival, about practical things such as setting of the two campuses and accommodation, things to be done such as registration with GP was perceived as lacking yet potentially very useful. They would also like course timetables prior to arrival. Our participants want support from staff who are passionate about helping students and have some understanding of the subjects of the tutees as their personal tutors. PGT students would like some mentoring system. Postgraduate (PGT) students seemed the group which were most neglected and the group who had most unmet needs. The nature of the University, with two campuses some distance apart caused issues, most practical in nature. This is a qualitative study of 38 students. Qualitative research is not generalizable in the same way as quantitative research. However, we took care to carry out diverse sampling to obtain as wide a range of views as possible. Some clear themes were identified, some of which were more pertinent to certain groups. The findings have implications for improving the quality of formal student support structures at the . For example, tailoring information for particular groups of students might help highlight information which is currently lost. Practical responses such as more advance information about course timetables, better social space and available/advertised support services at Foresterhill (and/or services which are responsive by phone or email) would be helpful to students based on that campus. We hope this report will be shared with: the Institute of Education for Medical and Dental Sciences, Senate, The Student Advice & Support Office, The University Counselling Service and the Community Liaison Officer/SRAs. Dissemination We requested but were not awarded funding to take this work to a national conference. Thus dissemination has to focus on local and/or low cost opportunities to present the work. For example, we have already presented the preliminary qualitative data as a poster at the 10th Academic Development symposium in April 2018. References Howe A, Smajdor A, Stockl A. (2012). Towards an understanding of resilience and its relevance to medical training. Medical Education 46(4):349356. Julal F.S (2015). Predictors of undergraduate students university support service use during the first year of university, British Journal of Guidance & Counselling, 44:4, 371-381, Newson C, McDowell, A, Saunders MNK. Understanding the support needs of mature students.  HYPERLINK "https://www.surrey.ac.uk/psychology/files/Mature_student_report_2011.pdf" https://www.surrey.ac.uk/psychology/files/Mature_student_report_2011.pdf Sandars J, Patel R, Steele H, McAreavey M. (2014). 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