An Evaluation of a Scottish Higher Education ‘Student Transitions’ Enhancement Theme: Stakeholders’ Perceptions and Recommendations for Future Activities

Authors

  • Ashley Dennis University of Dundee
  • Lisi Gordon University of St Andrews
  • Stella Howden University of Dundee
  • Divya Jindal-Snape University of Dundee

DOI:

https://doi.org/10.14297/jpaap.v5i2.270

Keywords:

institutional evaluation, student transitions, student involvement, Quality Assurance Agency, Enhancement Themes

Abstract

The Quality Assurance Agency Enhancement Themes identify specific development themes to enhance the student learning experience in Scottish higher education (HE). This evaluation explored the second year of the ‘Student Transitions’ theme through the questions: How do stakeholders perceive the impact of the ‘Student Transitions’ work and, what are the facilitators and barriers to the successful development of projects? Data were collected during two overlapping phases. In Phase 1, 30 individuals, with national or institutional leadership roles associated with the current Enhancement Theme participated in semi-structured telephone interviews. In Phase 2, 43 online questionnaires were completed by institutionally nominated individuals. Professional, support and academic staff, and student representatives from all 19 Scottish Universities participated. Data were analysed using a thematic framework approach and descriptive statistics. Themes developed were: perceived impact; facilitators and barriers, such as support, engagement and sustainability. These themes were explored across institutions and sector wide. Participants felt ‘Student Transitions’ work was fundamental for Universities. Participants considered that Theme work had enhanced reflection on, and engagement with transition issues. Capturing direct impact was challenging for participants and it was proposed that it may take several years to evidence the outcomes of the work at the level of student experience. Broadly, participants reported that the sector was supportive and collaborative where ideas and resources for the ‘Student Transitions’ work had been openly shared. Challenges to advancing Enhancement Theme activities include limited time and other agendas competing for limited resources e.g. the Teaching Excellence Framework (TEF). The findings highlight the complexity of integrating the Theme within institutions and broadly across the sector. Key recommendations and lessons learned surround 1) defining and measuring impact; 2) enhancing engagement; 3) and Theme integration.

Author Biographies

Ashley Dennis, University of Dundee

Ashley Dennis is a lecturer in medical education at the University of Dundee. With a background in both medical education and psychology, Ashley has been involved in a range of research and evaluation including examining cognitive processes in mental health as well as exploring Scottish medical education research priorities.

Lisi Gordon, University of St Andrews

Lisi Gordon is a teaching fellow in management at the University of St Andrews. Prior to joining the School of Management, Lisi was post-doctoral research fellow for the Scottish Medical Education Research Consortium. A qualified physiotherapist, Lisi has specialised in the study of medical trainees’ transitions and workplace research.

Stella Howden, University of Dundee

Stella Howden is a senior lecturer in medical education and Associate Dean for Quality and Academic Standards (School of Medicine) with a special interest in curriculum design, evaluation and varied approaches to quality enhancement.

Divya Jindal-Snape, University of Dundee

Divya Jindal-Snape is a professor of education, inclusion and life transitions. She has published extensively in the field of transitions including, Multi-dimensional transitions of international students to Higher Education (2016) and A-Z of Transitions (2016).

References

Briggs, A. R. J., Clark J., & Hall, I. (2012). Building bridges: understanding student transition to university. Quality in Higher Education,

doi: http://dx.doi.org/10.1080/13538322.2011.614468

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.

Cairns, D. (2014). Youth transitions, international student mobility and spatial reflexivity: Being mobile? Basingstoke: Palgrave.

doi: https://doi.org/10.1057/9781137388513

Gregson, J., Foerster, S. B., Orr, R., Jones, L., Benedict, J., Clarke, B., Hersey, J., Lewis, J., & Zotz, A. K. (2001).

System, Environmental, and Policy Changes: Using the social-ecological model as a framework for evaluating nutrition education and social marketing programs with low-income audiences. Journal of Nutrition Education, 33(1), 63-75.

doi: https://doi.org/10.1016/s1499-4046(06)60065-1

Jindal-Snape, D. (2012). Portraying children’s voices through creative approaches to enhance their transition experience and improve the transition practice. Learning Landscapes, 6 (1), 223-39.

Jindal-Snape, D. (2016). A-Z of Transitions. Basingstoke: Palgrave.

Jindal-Snape, D., & Ingram, R. (2013). Understanding and supporting triple transitions of international doctoral students: ELT and SuReCom Models. Journal of Perspective in Applied Academic Practice, 1 (1), Retrieved on 26. Feb. 2017, from:

http://jpaap.napier.ac.uk/index.php/JPAAP/article/view/39

Jindal-Snape, D. & Reinties, B. (2016). Understanding multiple and multi-dimensional transitions of international higher education students: setting the scene. In D. Jindal-Snape & B. Reinties (Eds.). Multi-dimensional transitions of international students to higher education (pp. 1-19). Abingdon: Routledge.

Ota, A. (2013). Factors influencing social, cultural, and academic transitions of Chinese international ESL Students in U.S. Higher Education. Dissertations and Theses. Paper 1051.

Parsons, D. J., Bloomfield, A., Burkey, S., & Holland, J. (2011). Impact evaluation of the UK teaching and learning research programme. Swindon: Economic and Social Research Council.

Parsons, D., Hill, I., Holland, J., & Willis, D. (2012). Impact of teaching development programmes in higher education. The Higher Education Academy. Retrieved on 28. Feb. 2017, from:

https://www.heacademy.ac.uk/system/files/resources/hea_impact_teaching_development_prog.pdf

QAA Scotland (2015). QAA Scotland Guide: Who we are and what we do. QAA Scotland.

Rienties, B., Héliot, Y., & Jindal-Snape, D. (2013). Understanding social learning relations of international students in a large classroom using social network analysis. Higher Education, 66, 489.

doi: http://doi.org/10.1007/s10734-013-9617-9

Rienties, B., Johan, N., & Jindal-Snape, D. (2015). Bridge building potential in cross-cultural learning: a mixed method study. Asia Pacific Educ. Rev. 16, 37.

doi: http://doi.org/10.1007/s12564-014-9352-7

Rienties, B., Hernandez-Nanclares, N., Jindal-Snape, D., & Alcott, P. (2013). The role of cultural background and team divisions in developing social learning relations in the classroom. Journal of Studies in International Education.

doi: https://doi.org/10.1177/1028315312463826

Savin-Baden, M. & Howell Major, C. (2013). Qualitative research: the essential guide to theory and practice. Oxon: Routledge.

Thomas, L. (2012). Building student engagement and belonging in Higher Education at a time of change: final report from the

What Works? Student Retention & Success programme. The Higher Education Academy. Retrieved on 26. Feb. 2017, from:

https://www.heacademy.ac.uk/system/files/what_works_final_report.pdf

Volet, S. E., & Jones, C. (2012). Cultural transitions in higher education: Individual adaptation, transformation and engagement. In S. A. Karabenick & T. C. Urdan (Eds.), Transitions across schools and cultures (Vol. 17, pp. 241–284). UK: Emerald Group Publishing Limited.

doi: https://doi.org/10.1108/S0749-7423(2012)0000017012

Zhou, Y. F., Jindal-Snape, D., Topping, K. J., & Todman, J. (2008). Theoretical models of culture shock and adaptation in international students in higher education. Studies in Higher Education, 33(1), 63-75.

doi: https://doi.org/10.1080/03075070701794833

Zhou, Y., Topping, K. J., & Jindal-Snape, D. (2011). Intercultural adaptation of Chinese postgraduate students and their UK tutors. In L. Jin & M. Cortazzi (Eds.), Researching Chinese learners: Skills, perceptions and intercultural adaptations. Basingstoke, New York: Palgrave Macmillan.

doi: https://doi.org/10.1057/9780230299481_11

Downloads

Published

2017-03-01

Issue

Vol. 5 No. 2 (2017)

Section

Original Research

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.