TRANSITION DIFFICULTIES FROM FE TO HE What is the situation and what can we do about it?

Cheryl Voake Rob Wilson Lisa Taylor

Research AssociateSchool of

MathematicsCardiff University

MASH Co-ordinatorLearning and Teaching Enhancement Office

University of Bath

Director of Learning and Teaching / Maths Support Co-ordinator

School of MathematicsCardiff University

Postgraduate studentSchool of Mathematics

Cardiff University

The well documented “gap” in FE/HE study includes:

• Developing independent learning• Self-responsibility• Modes of delivery• . . . life!

Why?

Who What Result

11-18

11-18

16+

How?

Who What Result

11-18

11-18

16+

How?

Results: Feedback

100% of students felt that learning advice was important on their returned assignments, but. . . teachers reported interest is only in marks!

Understanding and acting upon are quite different

Discussion point

How do we enhance engagement with feedback?

Results: Feedback

100% of students felt that learning advice was important on their returned assignments, but. . . teachers reported interest is only in marks!

Understanding and acting upon are quite different

Discussion point

How do we enhance engagement with feedback?

Results: Feedback

100% of students felt that learning advice was important on their returned assignments, but. . . teachers reported interest is only in marks!

Understanding and acting upon are quite different

Discussion point

How do we enhance engagement with feedback?

Results: Preparedness92% of students stated that they felt ready to be responsible for their own learning at university, but . . . teachers suggested there is

considerable scope for improvement!

We are not creating independent learners

Teachers face increased pressure to prepare pupils to pass exams and this always takes priority over preparation for HE

Discussion point

How do we effectively support students to become independent learners?

Results: Preparedness92% of students stated that they felt ready to be responsible for their own learning at university, but . . . teachers suggested there is

considerable scope for improvement!

We are not creating independent learners

Teachers face increased pressure to prepare pupils to pass exams and this always takes priority over preparation for HE

Discussion point

How do we effectively support students to become independent learners?

Results: Preparedness92% of students stated that they felt ready to be responsible for their own learning at university, but . . . teachers suggested there is

considerable scope for improvement!

We are not creating independent learners

Teachers face increased pressure to prepare pupils to pass exams and this always takes priority over preparation for HE

Discussion point

How do we effectively support students to become independent learners?

Results: Support

Focus group discussions highlighted concerns regarding the (perceived) reduced levels of support available at university in comparison to Schools.

Discussion point

Students can struggle to prioritise university

work without parent/teacher

supervision

How do we encourage (the right) students to engage with support provision?

Results: Support

Focus group discussions highlighted concerns regarding the (perceived) reduced levels of support available at university in comparison to Schools.

Discussion point

Students can struggle to prioritise university

work without parent/teacher

supervision

How do we encourage (the right) students to engage with support provision?

Results: Support

Focus group discussions highlighted concerns regarding the (perceived) reduced levels of support available at university in comparison to Schools.

Discussion point

Students can struggle to prioritise university

work without parent/teacher

supervision

How do we encourage (the right) students to engage with support provision?

Results: Careers80% of students stated that they knew of the career options available through studying Mathematics, but . . .

only 23% of teachers agreed.

Discussion point

They are aware of the obvious choices

To what extent should careers be included at FE/HE?

Results: Careers80% of students stated that they knew of the career options available through studying Mathematics, but . . .

only 23% of teachers agreed.

Discussion point

They are aware of the obvious choices

To what extent should careers be included at FE/HE?

Results: Careers80% of students stated that they knew of the career options available through studying Mathematics, but . . .

only 23% of teachers agreed.

Discussion point

They are aware of the obvious choices

To what extent should careers be included at FE/HE?

Discussion point

What is the anticipated future impact of fees changes on transition?

Translation / bilingual materials

Dedicated time

Better information

Results: Other

Discussion point

What is the anticipated future impact of fees changes on transition?

Translation / bilingual materials

Dedicated time

Better information

Results: Other

Discussion point

What is the anticipated future impact of fees changes on transition?

Translation / bilingual materials

Dedicated time

Better information

Results: Other

cv286@bath.ac.uk wilsonrh@cardiff.ac.uk

MSOR Connections (2013), 3 (2) 6-14DOI: 10.11120/msor.2013.00014

How do we enhance engagement with feedback? How do we effectively support students to

become independent learners? How do we encourage (the right) students

to engage with support provision? To what extent should careers be included

at FE/HE? What will be the future impact of fees on

the FE/HE transition?

Discussion