Charlotte Freeman University of Glamorgan

1. Reflections on the part time learning experience of mature students at the University of Glamorgan Charlotte Freeman University of Glamorgan

2. Session Agenda • The research project – why was the study conducted? • Aims and objectives of the project • Context • Definitions and characteristics of mature and part time students • Methodology and limitations • Research outcomes: the learning experience • Reflections: two years on

3. Research Project - Background • Final year research project on Management and Business Scheme • Similar concerns and anxieties between mature, part time students • Experience not conducive to part time study • Did the scheme meet the needs of the mature, part time students?

4. Aims and Objectives of the Project • To identify student views on their experience of studying as mature part time students on the Management and Business Scheme • To identify the current student experience offered to mature part time students on the Management and Business scheme • To identify evidence from a range of sources which highlight the needs of mature part time students • To provide recommendations based on the findings of the above

5. Context • One Wales’ Document (2007) “resolved to develop an FE & HE education system which offers a broad range of learning opportunities, which is responsive to the needs of the students and employers” (One Wales, 2007:24) • Reaching Higher – Strategy for HE Sector in Wales (2002) • Rees Report (2005) • Graham Report (2006) • Skills and Employment Action plans (2005) • The Learning Country: Vision into Action (2006) What is the impact on the student experience of mature, part time learners?

6. Definitions: Mature Students • “A student that is aged 21 or over at the start of the course” (Universities and College Admissions Service, n.d) • “Someone who is over (or well over!) 21, when becoming a student” (University of Glamorgan, n.d) • Non traditional students (Heery, 1996) or adult learners (Kasworm, et al, 2002) aged 25 and over

7. Definitions: Part Time Student / Studies • “Students formally designated by their institutions as part-time can be studying at the same volume as a full-time student, or at an even higher volume”. (Graham Review, 2005) • “Part-time awards often follow the same pattern (as full time awards) although the students’ pace of study is less, with fewer modules taken in any one year- approximately 60 credits” (University of Glamorgan, 2007) • Students studying 100 credits or less per academic year (Higher Education Funding Council for Wales, HEFCW)

8. Characteristics of Mature Part Time Students • “Adult students do not have one common set of characteristics” (Kasworm et al, 2002:3) • “Adults can lack confidence in themselves as learners as well as under-estimating their powers and potential” (Daines et al, 2006:11) • Some common characteristics: • Anxiety • Linked to memories of school • Fear of failure • Conflicting priorities • Family responsibilities • Full time occupations Daines et al (2006); Rogers (1989, 2001); Kasworm et al (2002)

9. Methodology • Purposive sampling (Saunders et al, 2007) • Questionnaires issued to all part time students on the Management and Business Scheme: • 90% completion rate • Questionnaires addressed: • Induction • Student support • Learning experience

10. Why questionnaires? • Ability for quantitative and qualitative analysis • Access to the respondents enabled: • Excellent return rates • Immediate response times • Other options • Focus groups • Interviews • Time implications!

11. Limitations • Time constraints • Specific milestones / deadlines • Presentation preparation • Close involvement in the scheme

12. Research Outcomes: The Learning Experience • Focused on 3 key areas: • Student Induction • Student Support Services • Learning Experience • Supporting / secondary evidence • Management and Business Scheme Questionnaires (as part of Quinquennial Review process) • Literature Review

13. Learning Experience “Teaching, curriculum and assessment are central to the student learning experience and to effective learning outcomes” (Higher Education Academy, 2008) “Every learning experience should be positive, productive and an adult experience” (Daines et al, 2006:14)

14. Timetable

15. Timetable cont’d • Secondary data from scheme questionnaires (full and part time students) • 77% agreed / strongly agreed that the timetable was flexible enough for their needs • However: • “Clear disagreement in this section from part-time students” • “Comments from this group were mostly to do with the range of optional modules available on the part-time programme” (Management and Business Scheme, analysis of QQR questionnaires)

16. Technology

17. Technology cont’d Qualitative comments included: Secondary data • “course updates, information and downloadable course materials, access to journals/e-mail/etc with one password” • “good to have materials on Bb beforehand!” • “organisation of sites not consistent “ • “Timeliness of updates - (announcements out of date or things posted at last minute)” Primary data • “Not all modules on Blackboard – only some” • “Apart from (the use of the) drop box”

18. Why is it so important? Timetable: • “Adult learners are, motivated by wishing to acquire skill and knowledge that they can use in immediate and practical ways” (Rogers,1992:48 ) Technology • “Students are overwhelming positive about the provision on online course information to supplement traditional teaching” (Sharpe et al, 2006:3)

19. Barriers to Participation Timetable: • “There are a number of barriers that can prevent someone from ever becoming an adult student…inappropriate subjects, unsympathetic timetabling…” (Daines et al, 2006:18) • “potential lack of relevant and accessible academic programs and convenient course scheduling” (Cross, 1981, as cited in Kasworm et al 2002:35) Technology: • “Part-timers may not have unlimited time or access to resources such as Broadband” (Swain, 2008) • “Learners are frustrated by inconsistent use between staff and students” (Sharpe, 2006)

20. Student Needs Timetable: • Timetable which offers subjects relevant to practical experience and future career development (Daines et al, 2006; Rogers, 1992) Technology: • (Benefit of) “ inclusive practices such as standardised presentation…making resources available in good time” (Sharpe, 2006)

21. Suggestions for Improvement Timetable: • Consideration of the occupational needs of the learners and their preferred subject areas e.g. finance, ethics, marketing • Enabling attendance at full time classes if this is realistic alternative Technology: • “Standardised presentation (of online resources) …making resources available in good time” (Sharpe, 2006) • Consideration of time available to access online resources for the mature part time student

22. Two years on…

23. Scheme Reflections – Two Years On • Revamped induction process: • Introduction and expectations • Optional module information and introduction to tutors • Technology induction sessions • Explanation of the support services available • Campus tour • Past students • Introduction to academic writing and referencing (with a refresher session in year 2)

24. Scheme Reflections – Two Years On cont’d • Standardised Blackboard module template – across the University • Improved communication across the scheme using Blackboard However: • Resource issues • Student engagement

25. Research Reflections: Impact of Project • Informed Change Academy: Assessment for Learning project • Provided student voice • Results supported by: • National Student Survey • Internal Student Satisfaction Survey • Student Experience Questionnaire • Early Days and Study Health Check Questionnaires

26. Research Reflections: Personal Reflections • Interest in research • Interest in the subject group • Increased awareness of learning and teaching issues

27. Summary • Research project conducted by mature, part time students • Reflecting on own experience and conducting research into the experience of other students • Led to improvements in experience of those following behind • Students as Stakeholders: taking an active part in your own learning

28. Any questions?

29. Reflections on the part time learning experience of mature students at the University of Glamorgan Charlotte Freeman University of Glamorgan