Post-Graduate Transition: how different is it from

undergraduate transition?

Dr Sally Alsford and Dr Karen SmithEducational Development Unit, University of Greenwich

Sally Alsford s.e.alsford@gre.ac.ukKaren Smith k.l.smith@gre.ac.uk

Background to the study• C0nsiderable attention has been given to

undergraduate transition (both at UoG, and across the sector)

• Transition to postgraduate study is largely un-researched (O’Donnell et al 2009)

• Yet:– Embarking on Masters level studies could be

viewed as a key transitional ‘stage’ of a longitudinal learning career in which particular intellectual, social and emotional challenges are likely to arise (Scott et al 2011)

Background at the University of Greenwich

• Enhanced Induction, from 2007• New Arrivals survey• New Arrivals and Transition policy 2011• Statement of Entitlement

Focus of our study:

• what can we learn about the experience of our new postgraduate students and those who support them?

• would exploration of these experiences support the assumption that our policy, and particularly its statement of entitlement, does not or should not apply to postgraduate students?

• what recommendations can be shared with the sector to enhance the postgraduate student transition experience?

Objectives:

• Investigate the experiences of both postgraduate students (taught and research) and those who teach and support them to:

• identify effective strategies already in place• design specific support from which

postgraduate students could benefit• design resources which would best

equip staff to support them

Methodology

• Small-scale and exploratory• Focus groups with staff (n=30) and

students (n=41) across all three campuses• Activity-based exercises: post-it notes;

life-cycle annotations; journey mapping• In-depth interview with 5 students

• Study included PGT and PGR. This presentation focuses on PGT experience.

Application

Pre-arrival

Arrival

First term

Moving through the course

Employment

Studentlife-cycle

Journey mapping

Findings

1. Communications, information and guidance

2. Socialisation3. Support4. Curriculum design and delivery5. Training, skills and resources6. Staff roles

Communications, information and guidance

• Repeated and extended inductionLate arrivals

• Visas• FinancePracticalities

• Consistency• Interactivity

Induction/orientation

• Programme information• Required knowledge/skills• Expectations and attitude

Preparedness

Communications, information and guidance

• Repeated and extended inductionLate arrivals

• Visas• FinancePracticalities

• Consistency• Interactivity

Induction/orientation

• Programme information• Required knowledge/skills• Expectations and attitude

Preparedness

MSc is not a joke

Do I want to be here?

Getting, retaining all information, conflicting messages

More course info…..

Less daunting.

Whatever your early experience is really sticks

with you

What is expected of me, how much work will I need to put in? What will marking be

like?

Socialisation

No social activities – just work, boring

Extra curricula activities – fun

stuff.

Make them feel part of an exclusive club

They hit a bit of a trough

and need encouragement.

Sense of loneliness

Create a sense of community

Time of feeling like a student

Small group drinks with students and

supervisors

Meeting fellow countrymen and

friends

Always ask them how they are doing

Students & Staff quotes

Make no presumptions about the support needed nor who is providing the support

Support

Tutors and supervisors

Administrators

Students’ union

Support services staff

Security man at the security gate

Curriculum design and delivery

Curriculum design and

delivery

Pedagogy of engagement

Assumptions about level of

study

Time pressures

Training skills and resources

Is the programme relevant to my job aspirations?

EMPLOYABILITY

• Critical analysis and reflection – if you don’t grasp it you don’t get the thread of the whole course

• Academic jump up

UP SKILLING

An assumption that everyone’s IT skills were up to scratch – but they weren’t.

GENERIC SKILLS

Staff roles

• Clarity

• Consistency

• Cross-institutional collaboration

• Continuing professional development

Conclusions• Excitement, apprehension and challenges

Conclusions

• Excitement, apprehension and challenges

• Need for transitional support before and from arrival

• Misleading assumptions• Best use of time

Core recommendations and institutional change

• Policy amendment• Space for postgraduate orientation• Personal tutoring for PG students

The transition needs of postgraduates may differ in level and intensity but not in kind from those of undergraduates; postgraduate transition deserves the same attention, design and resource as that of undergraduates.