A collaborative project by: - PowerPoint Presentation

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A collaborative project by:

Dr Anna Mountford-Zimdars, King’s College Dr Duna Sabri, Higher Education consultantJoanne Moore, Director ARC networkDr Steven Jones, Manchester UniversityDr John Sanders, Director, ARC networkLouise Higham, Director ARC network

Higher

education student outcomes

research to explore differential attainment and progression outcomes across different student groups

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Supported by Advisory Group

Prof Karen O’Brien (chair), King’s CollegeProf Jacqueline Stevenson, Sheffield Hallam Prof Sharon Gewirtz, King’s CollegeDr Paul Wakeling, University of YorkSarah Kerton, NUS

Tili Andoh, University of the Arts

Alexandra Bloom, Bar Council

Richard Smith, HEFCE

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Project Aim:

To provide insight into the causal mechanisms underpinning differential student progression in higher educationby SESdisability statusethnicity

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Four

possible outcomes from HE: achieving a degree (retention)achieving a first or upper second class degree achieving a degree and continuing to employment or further study achieving a degree and continuing to graduate employment (as opposed to any employment) or further study.

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Three fundamental questions about differential progression:

What is the pattern? empirical How do we explain it?causal modelling3. How do we change it effectively?policy and empirical

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Theoretical Tools 1:

From discrete categories to IntersectionalitiesDisability Schooling

Identity

Social Class

Care leaver

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Theoretical Tools & Modelling Aids 2putting the individual at the heart: from Patterns of Association to Causation

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Theoretical Tools and Modelling Aids 3:FHJ hypothesisShared nature of the challenge Groups might be different, e.g. First Nations

Opportunity to learn from international experiences

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Methodology Six staged processFeatures include: Systematic literature review, including grey literature search Stakeholder interviews

Case studies with higher education institutionsQualitative fieldwork (institutions, stakeholders)International expert inputAdvisory group and quality assuranceSynthesis as causal modelling

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Pattern of Differential Outcomes

Sources and groups description: Young, UK-domiciled students starting a full-time first degree course at a UK HEI: (2006-7) cohort by POLAR3 quintile (HEFCE 2013/15). Polar(Participation of local Area)

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Source and groups description: Young, UK-domiciled students starting a full-time first degree course at a UK HEI (HEFCE 2013/15).

WhiteBlackChineseIndianOther Asian Ethnicity

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Disability

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Patterns of Differential Outcomes

Students from disadvantaged areas (income deprivation data) tend to do less well in higher education than those with the same prior educational attainment from more advantaged areasEthnic differences in degree attainmentEthnic differences in transition to professions (relative and absolute differences) Receipt of disabled students allowance linked to above average performance, having a disability and not receiving allowance leads to below average performance Group differences in student satisfaction Some mixed findings on state and private school graduates at elite universities Differences exist across the life-cycleDifferences are well established

Causal modelling is less established

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How can we explain the pattern? Do We need Causality? Stakeholders and institutional interventions are not always working from an evidence base‘paralysis by analysis’? If intervention works, does the causal model matter?

Does disentangling interrelated causes matter?

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How can we explain the pattern?

Description of experiences at pre-HE, HE, and post-HE level

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Four Explanatory Dimensions Curricula and Learning

learning, teaching and assessment; the ‘curriculum’ in the broadest sense. Satisfaction with experience inside and outside the classroom Relationships amongst students and students and staff students and their institutional environment Sense of belonging important Cultural, social and economic capital including familial contexts of knowledge and supportaccess to networks material resources and possibilities for extra-curricular activities Psycho-social and identity factorsFeeling of support and encouragement in institution / learningExpectations of students (individual or group) Adapted from: Disparities in Student Attainment (DiSA) project (Cousin and Cureton, 2012).

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Using Framework for Mapping Outcomes

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Mapping current initiatives

Dr Saranne Weller, Associate Dean Learning and Teaching and Enhancement, University of the Arts, London,

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Approaches and Interventions Awareness of issues differs across institutions Willingness and capacity to be more inclusive helpful, whole institution approaches with embedded activities Students, academics and professional service staff working together helpsBottom up approaches with strategic support

Universal and targeted interventions

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Effective Interventions Improvement to student learningInclusive learning and curriculaDeconstructing assessment Meaningful interactions Role models and mentoring Engagement with institution / HE

Generally few evaluations, especially lack of long-term initiatives

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Case Studies ExamplesBlack ambassador scheme Celebrate BME students’ successes Physical space for BME students to meetStudent-led association

Student-staff liaisons Toolkit with NUS for staff and students wishing to enhance BME attainment Celebrate BME achievement and include in curriculum, e.g. mathematics initiative Students as partners

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Initiatives tested at FE level and then expanded to HE

Non-traditional learners Personal learning coaches, embedded in disciplines and institutional culture Peer mentoring Supporting academic achievement

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Case Studies ExamplesInitiative seeks to address BME attainment gap Resource as recipe cards for different areas of practice‘fit to submit’ assignment checklist most popular

Part-time project office to collate good practice 20% increase of BME students achieving good degreesBenefits to all students in clarifying assessment Supporting Academics as Change Agents

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King’s College London (post-HEFCE report) Mapping the student journeyWP bursaries to go abroad Departmental initiatives Reviewing data and developing action plans War Studies

Dentistry Nudge – Behavioural Insights Pairing (Life Sciences)Identify at risk points (Nursing)Personal tutor dashboardStudent profiling for tutors Community Ambassadors Scheme BME Staff-student mentorship schemeData / Mapping / Evaluation Initiatives

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Some Current Initiatives…. King’s – LSE inclusion workshop March 10th 2016, sharing practice and experiencesTeaching resource development for Graduate Students

Cross-London consortium Inclusion part of initiative EAN Dublin May 2016

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Conclusion

Explanation for differential progression is multi-dimensionalDifferential outcomes can be changedEmbedded, institutional approaches linking academics, professional service staff and students can work…more evaluations needed

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Discussion

How can academics, senior managers, professional service staff and students support the agenda? 2. What sharing of practice and evaluation might be useful? 3. Would policies incentivising reductions in gaps be helpful?

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A collaborative project by:

Dr Anna Mountford-Zimdars, King’s College Dr Duna Sabri, Higher Education consultantJoanne Moore, Director ARC networkDr Steven Jones, Manchester UniversityDr John Sanders, Director, ARC networkLouise Higham, Director ARC network

research to

explore

differential attainment and progression outcomes across different student groups http://www.hefce.ac.uk/media/HEFCE,2014/Content/Pubs/Independentresearch/2015/Causes,of,differences,in,student,outcomes/HEFCE2015_diffout.pdf

Final Report Available from the HEFCE website (free)