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@HotDogFrog

Measuring academic confidence in Widening Participation students and the impact of personal coaching on the learner journey --Stephane Farenga. @HotDogFrog. Today’s presentation. Widening Participation (WP) context of Academic Advantage ( AcAdv ) Literature on WP student experience

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@HotDogFrog

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  1. Measuring academic confidence in Widening Participation students and the impact of personal coaching on the learner journey --Stephane Farenga @HotDogFrog

  2. Today’s presentation • Widening Participation (WP) context of Academic Advantage (AcAdv) • Literature on WP student experience • Herts Success: a curated experience • Academic Advantage • Aims • Programme structure • Coach-student relationship • Methodology • Findings • Academic confidence • Attainment • Conclusions Exploring how a personal coaching intervention impacts WP students’ academic confidence & learner journey @HotDogFrog

  3. National & local WP context National University of Hertfordshire • 8% leave HE during Year 1 • 33%-42% consider withdrawing (Thomas, 2012) • 14% in 2013/14 • 8% in 2014/15 • 11% in 2015/16 • 37% of Year 1s considered withdrawing in 2015/16 (Farenga et al., 2016) (HEFCE, 2013) @HotDogFrog

  4. The WP student experienceLiterature Outcomes Hurdles Student experience (Stuart et al., 2009) (Gale and Parker, 2014) Academic confidence Transition (Kift and Nelson, 2005) Withdrawal? Successful outcomes (Palmer et al., 2009, Cashmore et al., 2011 and Thomas, 2012)

  5. Academic Focus groups The WP student experienceCurating experience Employability Choice of support and self-selective engagement Social 165 Sampled (Farenga, 2017) Farenga, 2015 @HotDogFrog

  6. The WP student experienceCurating experience Outcomes Hurdles “I see it more as a personal thing because each person is doing it [university] differently for a different reason.” Dawn on transition (Farenga, 2017) “It’s you as an individual that influences [transition] […] if you want to have a good transition […] focus on yourself as an individual and where you want to be, kind of be a bit more selfish.” Kiki on transition @HotDogFrog

  7. The WP student experience Herts Success @HotDogFrog • Academic, social, employability & personal skills • Opt-out • Eligibility • £25k family income • POLAR3 Q1 & Q2

  8. Herts SuccessCurating experience 50 events or initiatives during 2016/17 @HotDogFrog

  9. Academic AdvantageOverview • Combining academic enhancement with personal development • Aims: • Academic attainment • Engaged, confident • self-directed learners @HotDogFrog

  10. Academic AdvantageStructure • Matched by degree, attainment, experience • 30 accepted out of 76 applications • Coaches are accessible from 7am-11pm, • 7 days a week • Graduate coach training: • Personal coaching • Difficult conversations • Mental health awareness • Technology support @HotDogFrog

  11. Academic AdvantageCoaching Initial meeting On-going • Student belief and expectations • Agreed contacting rules • Challenges & obstacles • Progress calls • ‘Feed forward’ conversations • Challenges & obstacles • Allowing for failure • Overcoming obstacles @HotDogFrog

  12. MethodologyOverview @HotDogFrog • Case study approach (Yin, 2009 and Stake, 1995) • Participant group (24) & control group (16) • Mixed methods: surveys & focus groups • Academic Behavioural Confidence (Sander and Sanders, 1996) • Deeper insight into coaching impact • SPSS Analysis • Generalisability and transferability (Lincoln and Guba, 1985) • Ethical approval

  13. MethodologyParticipants Academic Advantage Control group • 24 • 4 Y1s & 20 returners • 17 – Bus. or Psych. • Ethnicity – 18 BAME • Commuters – 11 • 16 • 9 Y1s & 7 returners • Spread out • Ethnicity – 9 BAME • Commuters – 6 @HotDogFrog

  14. FindingsStudying independently Before Change After Academic Advantage Participants Control Group Farenga, 2015 @HotDogFrog

  15. FindingsEngage in academic debate Before Change After Academic Advantage Participants Control Group Farenga, 2015 @HotDogFrog

  16. FindingsEngage in academic debate “We had to do discussions in our tutorial groups and that was quite intimidating, because there was load of people and being like put on the spot to speak was quite scary, so I think in terms of like confidence speaking in front of people, was quite intimidating for me.” – AcAdv participant @HotDogFrog

  17. FindingsAsk lecturers questions Before Change After Academic Advantage Participants Control Group Farenga, 2015 @HotDogFrog

  18. FindingsAttainment – Academic Advantage 69% Of control group participants got a 1st or a 2:1 71% Of AcAdv participants got a 1st or a 2:1 @HotDogFrog

  19. Findings – Commuters vs ‘locals’Studying independently Before Change After Commuters ‘Locals’ Farenga, 2015 @HotDogFrog

  20. Findings – Commuters vs ‘locals’Engage in academic debate Before Change After Commuters ‘Locals’ Farenga, 2015 @HotDogFrog

  21. Findings – Commuters vs ‘locals’Ask lecturers questions Before Change After Commuters ‘Locals’ Farenga, 2015 @HotDogFrog

  22. Findings – Commuters vs ‘locals’Ask lecturers questions “One of the bits of advice that I was given was go see your lecturers and just get the most out of them…you get that sort of reassurance that you get an understanding of what’s going on in the module, so you can show that through your work and in the actual lectures when answer questions.” – AcAdv participant @HotDogFrog

  23. Findings – Commuters vs ‘locals’Attainment – Academic Advantage 61.5% Of ‘local’ students got a 1st of a 2:1 73% Of commuters got a 1st or a 2:1 Farenga, 2015 Farenga, 2015 @HotDogFrog

  24. Findings – EthnicityStudying independently Before Change After BAME participants White participants Farenga, 2015 @HotDogFrog

  25. Findings – EthnicityEngage in academic debate Before Change After BAME participants White participants Farenga, 2015 @HotDogFrog

  26. Findings – EthnicityAsk lecturers questions Before Change After BAME participants White participants Farenga, 2015 @HotDogFrog

  27. Findings – EthnicityEngage in academic debate “The programme helped me improve my academic skills and also made me a more confident person academically.” – AcAdv participant female, Y1, BAME @HotDogFrog

  28. Findings – EthnicityAttainment – Academic Advantage 83% Of white studentsgot a 2:1 or a 1st 61% Of BAME studentsgot a 2:1 or a 1st Farenga, 2015 Farenga, 2015 @HotDogFrog

  29. Findings Pre-programme “I know where I want to be I’m just not sure how to get there.” –AcAdv participant, male, Y1, white Post-programme“It’s helpful and reassuring in every possible way, the mentor helps to motivate you and keeps you feeling confident in your studies.”– AcAdv participant, male, Y1, white Farenga, 2015

  30. Conclusions – Research limitations @HotDogFrog • Small sample size • ethnicity • Limited control over the control group!

  31. Conclusions • Self-directed learners • +54% vs +9% • Engaged learners • +42% vs -43% • Confident learners • +50% vs +14% • Impact on commuters • +65-100% • BAME attainment gap • Bigger than ‘normal’ • Selective BAME only? • £1000 per head @HotDogFrog

  32. Thank You! @HotDogFrog @HotDogFrog Any questions? Stephane Farenga Research & Evaluation Officer s.farenga@herts.ac.uk ~ All images sourced from unsplash.com ~

  33. References Cashmore, A., Scott, J. and Cane, C. (2011) ‘“Belonging” and “intimacy” factors in the retention of students: an investigation into the student perceptions of effective practice and how that practice can be replicated’. Leicester: University of Leicester. Crozier, G. and Reay, D. (2008) ‘The Socio-Cultural and Learning experiences of Working Class Students in HE: ESRC Full Research Report’. Swindon: Economic and Social Research Council. Farenga, S. A. (2015). ‘How going beyond financial support contributes to student success and retention: an institutional case study of the National Scholarship Programme’, Widening Participation and Lifelong Learning. 17(3), 60-73. Farenga, S. A. (2017). ‘Students on a journey: an institutional case study of a widening participation success and retention programme’, Widening Participation and Lifelong Learning. Forthcoming. Gale, T. and Parker, S. (2014) ‘Navigating change: a typology of student transition in higher education’ Studies in Higher Education, 39, 5: 734-753. @HotDogFrog

  34. References • Higher Education Funding Council for England. (2013b). Higher Education and Beyond: Outcomes from full-time first degree study. http://www.hefce.ac.uk/pubs/year/2013/201315/ (accessed 05 Apr 2017). • Higher Education Statistics Agency. (2016). Table T3b - Non-continuation following year of entry: UK domiciled young full-time first degree entrants 2013/14. https://www.hesa.ac.uk/data-and-analysis/performance-indicators/non-continuation [accessed 08 Mar 2017] • Kift, S., and K. Nelson. (2005) ‘Beyond curriculum reform: Embedding the transition experience’, paper presented at the Higher Education Research and Development Society of Australasia (HERDSA) conference, at http://conference.herdsa.org.au/2005/pdf/refereed/paper_294.pdf [accessed 08 Mar 2017]. • Lincoln, Y. & Guba, E. (1985) Naturalistic Inquiry. Newbury Park, CA: Sage Publications. • Palmer, M., O’Kane, P. and Owens, M. (2009) ‘Betwixt spaces: student accounts of turning point experiences in the first-year transition’. Studies in Higher Education. 34(1), 37-54. • Thomas, L. (2012) ‘What works? Facilitating an effective transition into higher education’, Widening Participation and Lifelong Learning, 14, 4-24. @HotDogFrog

  35. References • Sander, P., and Sanders, L. (2009) ‘Measuring academic behavioural confidence: the ABC scale revisited’, Studies in Higher Education, 34(1), 19-35. • Stake, R. (1995) The art of case study research. London: Sage Publications • Stevenson, J. (2012) ‘Black and minority ethnic student degree retention and attainment’. York: Higher Education Academy. • Stuart, M., Lido, C. and Morgan, J. (2009) ‘The Impact of Social Identity and Cultural Capital on Different Ethnic Student Groups at University’. ESRC End of Award Report, RES-000-22-2485. Swindon: ESRC. • Yin, R. (2009) Case study research design and methods. 4th ed., London: Sage Publications @HotDogFrog

  36. AppendixAcademic Behavioural Confidence @HotDogFrog Study effectively on your own in independent study Respond to questions asked by a lecturer in front of a full lecture theatre Manage your workload to meet coursework deadlines Give a presentation to a small group of fellow students Engage in profitable academic debate with your fellow students Work with your fellow students on group assignments Ask lecturers questions about the material they are teaching in a one-to-one setting Ask lecturers questions about the material they are teaching during a lecture/seminar Understand the material outlined and discussed with you by lecturers Follow the themes and debates in lectures Prepare thoroughly for seminars/tutorials

  37. AppendixAcademic Behavioural Confidence @HotDogFrog Read the recommended background material Produce coursework at the required standard Ask for help if you don’t understand Remain adequately motivated throughout Be on time for lectures Attend most taught sessions Attend tutorials/seminars/practicals Produce your best work in coursework assignments Use feedback to improve your work Write in an appropriate academic style

  38. AppendixAcademic Behavioural Confidence @HotDogFrog Pass assessments at the first attempt Attain good grades in your work Plan appropriate revision schedules Produce your best work under examination conditions Make the most of the opportunity of studying for a degree at university

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