Minding the Gap whilst Moving Forward Student Attainment Summit Dr Debra Cureton The University of...

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Minding the Gap whilst Moving Forward Student Attainment Summit Dr Debra Cureton The University of Opportunity

Transcript of Minding the Gap whilst Moving Forward Student Attainment Summit Dr Debra Cureton The University of...

Page 1: Minding the Gap whilst Moving Forward Student Attainment Summit Dr Debra Cureton The University of Opportunity.

Minding the Gap whilst Moving Forward

Student Attainment Summit

Dr Debra Cureton

The University of Opportunity

Page 2: Minding the Gap whilst Moving Forward Student Attainment Summit Dr Debra Cureton The University of Opportunity.

Overview

• Progress from last year:– What you asked for:

• An understanding of students pre-expectations• Better understanding of the role of belonging in

attainment

• Overview of findings– Students’ University Pre-expectations of HE– Students’ Perceived Belongingness

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Students’ University Pre-expectationsUniversity is a means to:• Meeting personal aspirations.

These are:– Career goals – A better life – Study goals

• Preparing for a career– HE is required for intended

career – HE will support getting a better

job – HE will provide better

knowledge and skills

• Life enhancing experience– Transformative/ better life– Enhance my skills– Educational journey

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ClashesHE definition of independent learning

Independent learning

Independent learning

Learning experience being an active

Students definition – doing assignments, set homework and meeting targets set by lecturers

Being given everything to do assignments

Expecting an FE style education in a HE setting

Learning experience is a passive activity – it is ‘done to me’

VS

Page 5: Minding the Gap whilst Moving Forward Student Attainment Summit Dr Debra Cureton The University of Opportunity.

Clashes

Massification – Large group teaching.

Learning journey – attending University to acquire academic knowledge

Learning journey

Learning journey

Transformative experience

Individualised learning experience

Focus is not on learning journey, but life beyond University

University is a means to an end

University provides a good job

University will change my life and make me into a better person

VS

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Expectations• To be coached for success• Lectures will be structured,

easy to understand and tailored to my needs and provide me with the information needed to complete assignments

• Learning will be made easy and success will be achievable

• Lectures will fun, entertaining and interactive

• Lecturers will be supportive

• Lecturers will be invitational and experts

• Lecturers will respect students and their prior knowledge

• University will provide all the skills and knowledge required for future employment in chosen field

• University will be harder, more challenging but rewarding/ worth it

• The university will provide a quality learning experience.

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Belongingness

• 941 Questionnaire– Majority from full time

students (94.3%)– All three levels of study

• Level 4 (43.5%)• Level 5 (37%)• Level 6 (19.3%)

– Age range under 20 to over 50

• Under 20 (54.1%)

– Nearly ¾ of the sample were female

– Range of broad ethnicity groups

• 48.1% are White British– All campuses– All Faculties– Other factors considered

• First in family• Disclosure of disability• Care responsibilities • Disruptive home study

environment• Working while studying

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Identified Trends

Factors that didn’t affect perceived belongingness• Mode of study• Gender – as an overall

category• First in family• Disclosed disability

Factors that have an affect• Level of study

– Belongingness dips at Level 5.

Scale Engagement Belonging Self Confidence

3.75

3.80

3.72 3.713.723.74

3.73.67

3.86

3.91

3.84 3.83

Level

Level 4 Level 5 Level 6

Page 9: Minding the Gap whilst Moving Forward Student Attainment Summit Dr Debra Cureton The University of Opportunity.

Age

under 20 20 - 24 25 - 29 30 - 34 35 - 39 40 - 44 45 - 50 50 and above

3.75 3.

78

3.83 3.

88

4.08

3.79

4.05

4.12

3.80 3.

83 3.87

3.94

4.18

3.87

4.11

4.32

3.74 3.

78

3.85 3.

89

4.07

3.79

4.00

4.09

3.71 3.

74 3.78 3.

81

4.02

3.71

4.05 4.

08

Age

Full scale Engagement Belonging Selfconfidence

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Under 25

25-34 35 and over

Under 25

25-34 35 and over

Under 25

25-34 35 and over

Level 4 Level 5 Level 6

3.76

3.88

4.01

3.71

3.81

3.95

3.84 3.85

4.03

Age by Level of Study

• Belongingness increase with age.

• This trend is evident across all levels.

• However, an increased belonging with age is not evident when ethnicity is considered.

• Older students from minority background have a different perceived sense of belonging.

• ECU (2013) the attainment gap differs with age:

• Younger students 8.6%• Older students 26.8%

Young Older Young Older Young Older Young OlderWhite Black Asian Other

3.8

3.9 3.9

3.7

3.8

3.73.74

3.6

Ethnicity by Age

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level 4

level 5

level 6

level 4

level 5

level 6

level 4

level 5

level 6

level 4

level 5

level 6

level 4

level 5

level 6

White British Black Asian other Not disclosed

3.843.74

3.84

3.673.74 3.72 3.75

3.44

3.75 3.75

3.62

3.84

3.56

3.38

3.98

Ethnicity by Level of Study

White Black Asian Other Not disclosed

3.81

3.71

3.63

3.74

3.64

Ethnicity

• Perceived belongingness differs by ethnicity group

• Students from minority backgrounds perceive the belongingness differently to their white counterparts

• Ethnicity by level suggests that Level 5 students of Asian origin are particularly at risk.

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Male Female Male Female Male Female Male Female Male Female Male Female FemaleWhite British Black Asian White other than

BritishChinese Other Did not

disclose

3.843.79

3.64

3.81

3.73 3.71

3.78

3.62

4.06

3.84

3.63

3.743.71

Gender by Ethnicity

• Chinese students have a higher perceived sense of belonging• Males from the ethnicity categories of black and other are at risk• Females who are white other are at risk• Chinese students outperform other students (ECU, 2014)• Black males are less likely to gain a good degree (ECU, 2014)

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Scale Engagement Belonging Self Confidence

3.77

3.83

3.773.73

3.813.85

3.82

3.76

3.93 3.94 3.93 3.92

3.71 3.713.74

3.70

Campus

City Mean Walsall Mean Telford Mean Burton Mean

Scale Engagement Belonging Self Confidence

3.793.84

3.793.75

3.863.91

3.84 3.83

3.633.70

3.61 3.60

3.77

3.85

3.78 3.76

Faculty

FEHW Mean FOSS Mean FSE Mean FOA Mean

• Students based at Telford have the strongest sense of belonging

• Students from Walsall have a strong sense of belonging

• There are slight differences in belonging as a result of Faculty.

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Other factors

• Belongingness is lowest for students who always travel more than 45 minutes to university

• Students from outside Europe have high sense of belonging

• European students have a low sense of belonging

• Students with disruptive home environments have lower sense of belonging

• Students with caring responsibilities have a higher sense of belonging than those who do not

• Interaction between Faculty and campus suggest belongingness is stronger in faculty on smaller campuses

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Conclusions

• Belongingness is linked to students attainment (Thomas, 2012)

• Similar patterns of weaker belongingness are found for students who are less likely to gain a first or a 2:i at the University of Wolverhampton

• Small/ discreet campuses with home buildings lead to stronger sense of belonging i.e.– The International Academy– The Performance Hub

• We focus on level 4 and 6, but also need to pay attention to our level 5 students

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Thank you

[email protected]