Dr Giles Martin Educational and Staff Development Queen Mary, University of London

1. Dr Giles Martin Educational and Staff DevelopmentQueen Mary, University of London Transitions:Researching First Year Students’ Expectations of University Study at Queen Mary, University of London

2. Rationale • Current research: focus largely on demographic factors first year experience • Less on the transition from the previous learning and teaching experience • Changeable over time • Not constant across schools sector • Knowledge of differences in the learning experience pre-university crucial in managing the transition • Managing expectations • Knowledge of the process of transition key to improving the student experience Exploring the Hinterlands: Mapping an Agenda for Institutional Research in the UK

3. Aims and Objectives Aim: To investigate the teaching and learning methods to which new UG entrants at QMUL have been exposed at school and their relation to the experience at university Exploring the Hinterlands: Mapping an Agenda for Institutional Research in the UK

4. Aims and Objectives Objectives: Investigate the new entrants’ • learning and teaching methods exposed to at school • learning and study preferences • expectations and hopes w.r.t. university study • Compare the first year learning experiences with • initial and current expectations and with learning • teaching methods previously encountered Exploring the Hinterlands: Mapping an Agenda for Institutional Research in the UK

5. Aims and Objectives Objectives (cont.): 5.Investigate the learning and teaching strategies in use in a selection of case study schools • Identify areas of interest or concern regarding the transition from school to university • Compile recommendations on easing the transition • Inform the planning of induction of UG students at QMUL Exploring the Hinterlands: Mapping an Agenda for Institutional Research in the UK

6. Team Dr Matthew Williamson Dr Giles Martin Dr Ben Kotzee (Educational and Staff Development, QMUL) Mr Leigh Ward (Principal’s Office, QMUL) Exploring the Hinterlands: Mapping an Agenda for Institutional Research in the UK

7. Methods • A survey sent to all new UK undergraduates after acceptance, but before arrival on campus • Interviews with a group of first year undergraduates at the beginning, middle and end of their first year • Visits to a selection of feeder and partner schools to interview teachers and observe lessons • An on-going literature review Exploring the Hinterlands: Mapping an Agenda for Institutional Research in the UK

8. Survey Focus on: • Previous learning and teaching experiences • Reasons for going to university, choice of course and choice of university • Expectations of university study • Study preferences • Posted to new entrants between confirmation of their place and start of their studies (business reply envelope included) • Anonymous Exploring the Hinterlands: Mapping an Agenda for Institutional Research in the UK

9. Interviews Conducted over the course of the first year: Beginning: Gauge expectations Reality vs expectations Induction at university Middle: Progress in transition Use of technology Assessment and feedback End: Expectations met? Final assessment and feedback Look back over year Exploring the Hinterlands: Mapping an Agenda for Institutional Research in the UK

10. School Visits 4 (partner) sixth form colleges & 1 school [East and North London] • Focus: background knowledge of learning and teaching in the schools attended by many of our undergraduates (QM has a distinctive UG profile) • Interview staff and students • Observe lessons Exploring the Hinterlands: Mapping an Agenda for Institutional Research in the UK

11. Summary • 413 responses received to survey (approx. 20%) • 36 students interviewed • 5 schools/sixth form colleges visited • Results currently being analysed Exploring the Hinterlands: Mapping an Agenda for Institutional Research in the UK