Transition to Postgraduate Study at Master’s Level Lessons Learned: Lessons Learned from Students’ Evaluations of an Online Induction Resource
DOI:
https://doi.org/10.14297/jpaap.v8i1.402Keywords:
postgraduate, induction, transition, student experienceAbstract
Evidence from UK universities’ Postgraduate Taught Experience Survey (PTES) concluded that whilst confident and experienced in their area of practice, some find the prospect of returning to study in an on-line environment and making the transition to Master’s Level daunting. In recognition of this, a small group created an online resource ‘Preparation for study at Master’s Level’ which students have access to as part of the induction process for the taught postgraduate programme, MSc in Advanced Practice in the School of Health and Social Care at Edinburgh Napier University.
This paper reports on findings of an evaluation of the on-line induction resource using NOVI survey to explore student’s views. 73% of respondents (n=25) felt that the online resource was helpful in increasing confidence about online learning and studying at Master’s level. Qualitative comments reflect other research signifying the importance of social interaction and ongoing support to co-create understanding and development of skills. The lessons learned from students’ lived experience informed amendments to programme online and face to face content and had an impact on the programme team by rekindling a programme focus.
Though particular to one programme within one university, the findings mirror themes highlighted elsewhere; that transition to Master’s level is complex, involving change and exploration of identity, anxiety about what Master’s level entails, all of which make for an emotionally challenging experience. Others who support postgraduate students studying at Master’s level, can learn from this experience.
References
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Aird, R. E. (2017). From impostership to mastersness: experiences of a postgraduate student’s transition to higher education reflected through poetry. Journal of Research in Nursing, 22(6-7), 522-532. doi:10.1177/1744987117731480
Bamber, V. (2015). Mixing decks: frameworks for Master's scholarship. Higher Education Quarterly, 69(3), 221-236. doi:10.1111/hequ.12070
Bamber, V., Choudhary, C. J., Hislop, J., & Lane, J. (2017). Postgraduate taught students and preparedness for Master’s level study: polishing the facets of the Master’s diamond. Journal of Further and Higher Education, 1-15. doi:10.1080/0309877X.2017.1359502
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Casey, D., Clark, L., & Hayes, S. (2017). Study skills for Master's level students: a reflective approach for health and social care (2nd ed.). Banbury: Lantern.
Coates, N., & Dickinson, J. (2012). Meeting international postgraduate student needs: a programme-based model for learning and teaching support. Innovations in Education and Teaching International, 49(3), 295-308. doi:10.1080/14703297.2012.703018
Davis, S., Peck, K., & Apekey, T. (2016). The good, bad and ugly of postgraduate participatory induction. Issues in Masters Level Courses, 7. Retrieved from https://www.plymouth.ac.uk/uploads/production/document/path/7/7921/PedRIO_Paper_10.pdf#page=6.
Durham, H. (2017). Enhancing the transitional experience of taught postgraduate students: a case study from an Online distance learning programme in geographical information Systems. Paper presented at the EDULEARN17 Proceedings. Retrieved from: http://eprints.whiterose.ac.uk/118811
Evans, C., Nguyen, T., Richardson, M., & Scott, I. (2018). Managing the transition from undergraduate to taught postgraduate study: perceptions of international students studying in the UK. Research in Post-Compulsory Education, 23(2), 249-265 doi:10.1080/13596748.2018.1444386
Gale, T., & Parker, S. (2014). Navigating change: a typology of student transition in higher education. Studies in Higher Education, 39(5), 734-753.
doi: 10.1080/03075079.2012.721351
Henderson, M., Finger, G., & Selwyn, N. (2016). What's used and what's useful?: exploring digital technology use(s) among taught postgraduate students. Active Learning in Higher Education, 17(3), 235-247. doi:10.1177/1469787416654798
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Keys, M. (2016). Evaluating the impact on practice of online child protection education at Master’s level. . Social Work Education, 35(4), 444-456. doi:10.1080/02615479.2015.1117065
Macleod, G., Barnes, T., & Huttly, S. R. A. (2019). Teaching at Master's level: between a rock and a hard place. Teaching in Higher Education, 24(4), 493-509. doi:10.1080/13562517.2018.1491025
Masterman, E., & Shuyska, J. A. (2012). Digitally mastered?: technology and transition in the experience of taught postgraduate students. Learning, Media and Technology, 37(4), 335-354. doi:10.1080/17439884.2011.608361
Matheson, R., & Sutcliffe, M. (2017a). Belonging and transition: an exploration of international business students’ postgraduate experience. . Innovations in Education and Teaching International, 1-9. doi:10.1080/14703297.2017.1279558
Matheson, R., & Sutcliffe, M. (2017b). Creating belonging and transformation through the adoption of flexible pedagogies in masters level international business management students. Teaching in Higher Education, 22(1), 15-29. doi:10.1080/13562517.2016.1221807
McPherson, C., Punch, S., & Graham, E. (2017). Transitions from undergraduate to taught postgraduate study: emotion, integration and belonging. Journal of Perspectives in Applied Academic Practice, 5(2). doi:10.14297/jpaap.v5i2.265
Mellors-Bourne, R., Mountford-Zimdars, A., Wakeling, P., Rattray, J., & Land, R. (2016). Postgraduate transitions: exploring disciplinary practice. York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/knowledge-hub/postgraduate-transitions-exploring-disciplinary-practice
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Pollard, E., Gloster, R., Hillage, J., Bertram, C., Buzzeo, J., Marvell, R., . . Rahim, N. (2016). Understanding mature entrants’ transitions to postgraduate taught study. Brighton: Institute for Employment Studies. Retrieved from https://dera.ioe.ac.uk/26486/1/understanding-mature-transitions.pdf.
Quality Assurance Agency Scotland. (2013). What is Mastersness?: report of the Scottish Higher Education Enhancement Committee: learning from international practice: the postgraduate taught student experience working group. Glasgow: QAA Scotland. Retrieved from https://www.qaa.ac.uk/docs/qaas/enhancement-and-development/what-is-mastersness.pdf?sfvrsn=3a47f581_12
Rattray, J., & Smith, J. (2015). Principles for reviewing the taught postgraduate induction curricula. In P. Kneale (Ed.), Masters Level Teaching, Learning and Assessment: issues in design and delivery. London: Palgrave Macmillan.
Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for learning in higher education. Abingdon: Abingdon: Routledge.
Smith, C. D., Worsfold, K., Davies, L., Fisher, R., & McPhail, R. (2013). Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy’. Assessment & Evaluation in Higher Education, 38(1), 44-60. doi:10.1080/02602938.2011.598636
Tobbell, J., & O’Donnell, V. (2013a). Entering postgraduate study: a qualitative study of a neglected transition. International Journal for Cross-Disciplinary Subjects in Education, 4(1), 1052-1059. doi:10.20533/ijcdse.2042.6364.2013.0149
Tobbell, J., & O’Donnell, V. (2013b). Transition to postgraduate study: postgraduate ecological systems and identity. Cambridge Journal of Education, 43(1), 123-138. doi:10.1080/0305764X.2012.749215
Tobbell, J., O’Donnell, V., & Zammit, M. (2010). Exploring transition to postgraduate study: shifting identities in interaction with communities, practice and participation. British Educational Research Journal, 36(2), 261-278. doi:10.1080/01411920902836360
West, A. (2012). Formative evaluation of the transition to postgraduate study for counselling and psychotherapy training: students' perceptions of assignments and academic writing. Counselling and Psychotherapy Research, 12(2), 128-135. doi:10.1080/14733145.2011.604425
Wozniak, H., Mahony, M., Lever, T., & Pizzica, J. (2009). Stepping through the orientation looking glass: a staged approach for postgraduate students. Australasian Journal of Educational Technology. Retrieved from https://opus.lib.uts.edu.au/handle/10453/11830.
Wozniak, H., & McEldowney, R. (2015). Layers of transition: the lived experiences of online distance learners. Paper presented at the Higher Education Research and Development Society of Australasia Annual Conference (HERDSA 2015 38th). Retrieved from https://espace.library.uq.edu.au/view/UQ:60e24a9/HERDSA_2015_Wozniak.pdf
Aird, R. E. (2017). From impostership to mastersness: experiences of a postgraduate student’s transition to higher education reflected through poetry. Journal of Research in Nursing, 22(6-7), 522-532. doi:10.1177/1744987117731480
Bamber, V. (2015). Mixing decks: frameworks for Master's scholarship. Higher Education Quarterly, 69(3), 221-236. doi:10.1111/hequ.12070
Bamber, V., Choudhary, C. J., Hislop, J., & Lane, J. (2017). Postgraduate taught students and preparedness for Master’s level study: polishing the facets of the Master’s diamond. Journal of Further and Higher Education, 1-15. doi:10.1080/0309877X.2017.1359502
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. Retrieved from https://www.tandfonline.com/doi/abs/10.1191/1478088706qp063oa. doi:10.1191/1478088706qp063oa
Bryman, A. (2016). Social research methods (5th ed.). Oxford: Oxford University Press.
Bunney, D. (2017). Facilitating the transition to postgraduate studies: What can we learn from the first year experience? Journal of Academic Language and Learning, 11(1), A23-A38. Retrieved from http://journal.aall.org.au/index.php/jall/article/download/421/267.
Casey, D., Clark, L., & Hayes, S. (2017). Study skills for Master's level students: a reflective approach for health and social care (2nd ed.). Banbury: Lantern.
Coates, N., & Dickinson, J. (2012). Meeting international postgraduate student needs: a programme-based model for learning and teaching support. Innovations in Education and Teaching International, 49(3), 295-308. doi:10.1080/14703297.2012.703018
Davis, S., Peck, K., & Apekey, T. (2016). The good, bad and ugly of postgraduate participatory induction. Issues in Masters Level Courses, 7. Retrieved from https://www.plymouth.ac.uk/uploads/production/document/path/7/7921/PedRIO_Paper_10.pdf#page=6.
Durham, H. (2017). Enhancing the transitional experience of taught postgraduate students: a case study from an Online distance learning programme in geographical information Systems. Paper presented at the EDULEARN17 Proceedings. Retrieved from: http://eprints.whiterose.ac.uk/118811
Evans, C., Nguyen, T., Richardson, M., & Scott, I. (2018). Managing the transition from undergraduate to taught postgraduate study: perceptions of international students studying in the UK. Research in Post-Compulsory Education, 23(2), 249-265 doi:10.1080/13596748.2018.1444386
Gale, T., & Parker, S. (2014). Navigating change: a typology of student transition in higher education. Studies in Higher Education, 39(5), 734-753.
doi: 10.1080/03075079.2012.721351
Henderson, M., Finger, G., & Selwyn, N. (2016). What's used and what's useful?: exploring digital technology use(s) among taught postgraduate students. Active Learning in Higher Education, 17(3), 235-247. doi:10.1177/1469787416654798
Heussi, A. (2012). Postgraduate student perceptions of the transition into postgraduate study. Student Engagement and Experience Journal, 1(3). Retrieved from https://research.shu.ac.uk/SEEJ/index.php/seej/article/view/52.
Higher Education Statistics Agency. (2019a). HE student enrolment by level of study 2013/14 - 2017/18. Cheltenham: HESA. Retrieved from: https://www.hesa.ac.uk/data-and-analysis/sb252/figure-3.
Higher Education Statistics Agency. (2019b). HE student enrolments by personal characteristics 2013/14 - 2017/18. Cheltenham: HESA. Retrieved from: https://www.hesa.ac.uk/data-and-analysis/sb252/figure-4.
Keys, M. (2016). Evaluating the impact on practice of online child protection education at Master’s level. . Social Work Education, 35(4), 444-456. doi:10.1080/02615479.2015.1117065
Macleod, G., Barnes, T., & Huttly, S. R. A. (2019). Teaching at Master's level: between a rock and a hard place. Teaching in Higher Education, 24(4), 493-509. doi:10.1080/13562517.2018.1491025
Masterman, E., & Shuyska, J. A. (2012). Digitally mastered?: technology and transition in the experience of taught postgraduate students. Learning, Media and Technology, 37(4), 335-354. doi:10.1080/17439884.2011.608361
Matheson, R., & Sutcliffe, M. (2017a). Belonging and transition: an exploration of international business students’ postgraduate experience. . Innovations in Education and Teaching International, 1-9. doi:10.1080/14703297.2017.1279558
Matheson, R., & Sutcliffe, M. (2017b). Creating belonging and transformation through the adoption of flexible pedagogies in masters level international business management students. Teaching in Higher Education, 22(1), 15-29. doi:10.1080/13562517.2016.1221807
McPherson, C., Punch, S., & Graham, E. (2017). Transitions from undergraduate to taught postgraduate study: emotion, integration and belonging. Journal of Perspectives in Applied Academic Practice, 5(2). doi:10.14297/jpaap.v5i2.265
Mellors-Bourne, R., Mountford-Zimdars, A., Wakeling, P., Rattray, J., & Land, R. (2016). Postgraduate transitions: exploring disciplinary practice. York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/knowledge-hub/postgraduate-transitions-exploring-disciplinary-practice
Novi Survey. (2019). Novi Survey. Waltham, MA: Novi Survey. Retrieved from https://novisurvey.net/
O'Donnell, V., Tobbell, J., Lawthom, R., & Zammit, M. (2009). Transition to postgraduate study: practice, participation and the widening participation agenda. . Active Learning in Higher Education, 10(1), 26-40. doi:10.1177/1469787408100193
Pollard, E., Gloster, R., Hillage, J., Bertram, C., Buzzeo, J., Marvell, R., . . Rahim, N. (2016). Understanding mature entrants’ transitions to postgraduate taught study. Brighton: Institute for Employment Studies. Retrieved from https://dera.ioe.ac.uk/26486/1/understanding-mature-transitions.pdf.
Quality Assurance Agency Scotland. (2013). What is Mastersness?: report of the Scottish Higher Education Enhancement Committee: learning from international practice: the postgraduate taught student experience working group. Glasgow: QAA Scotland. Retrieved from https://www.qaa.ac.uk/docs/qaas/enhancement-and-development/what-is-mastersness.pdf?sfvrsn=3a47f581_12
Rattray, J., & Smith, J. (2015). Principles for reviewing the taught postgraduate induction curricula. In P. Kneale (Ed.), Masters Level Teaching, Learning and Assessment: issues in design and delivery. London: Palgrave Macmillan.
Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for learning in higher education. Abingdon: Abingdon: Routledge.
Smith, C. D., Worsfold, K., Davies, L., Fisher, R., & McPhail, R. (2013). Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy’. Assessment & Evaluation in Higher Education, 38(1), 44-60. doi:10.1080/02602938.2011.598636
Tobbell, J., & O’Donnell, V. (2013a). Entering postgraduate study: a qualitative study of a neglected transition. International Journal for Cross-Disciplinary Subjects in Education, 4(1), 1052-1059. doi:10.20533/ijcdse.2042.6364.2013.0149
Tobbell, J., & O’Donnell, V. (2013b). Transition to postgraduate study: postgraduate ecological systems and identity. Cambridge Journal of Education, 43(1), 123-138. doi:10.1080/0305764X.2012.749215
Tobbell, J., O’Donnell, V., & Zammit, M. (2010). Exploring transition to postgraduate study: shifting identities in interaction with communities, practice and participation. British Educational Research Journal, 36(2), 261-278. doi:10.1080/01411920902836360
West, A. (2012). Formative evaluation of the transition to postgraduate study for counselling and psychotherapy training: students' perceptions of assignments and academic writing. Counselling and Psychotherapy Research, 12(2), 128-135. doi:10.1080/14733145.2011.604425
Wozniak, H., Mahony, M., Lever, T., & Pizzica, J. (2009). Stepping through the orientation looking glass: a staged approach for postgraduate students. Australasian Journal of Educational Technology. Retrieved from https://opus.lib.uts.edu.au/handle/10453/11830.
Wozniak, H., & McEldowney, R. (2015). Layers of transition: the lived experiences of online distance learners. Paper presented at the Higher Education Research and Development Society of Australasia Annual Conference (HERDSA 2015 38th). Retrieved from https://espace.library.uq.edu.au/view/UQ:60e24a9/HERDSA_2015_Wozniak.pdf
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