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TO BE OR NOT TO BE A STUDENT?

TO BE OR NOT TO BE A STUDENT?. Dr Hazel Knox Dr Anne McGillivray Centre for Lifelong Learning University of Paisley. Research Context. University of Paisley Full- & part-time provision majority of awards Flexible study opportunities Day, evening, weekend classes

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TO BE OR NOT TO BE A STUDENT?

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  1. TO BE OR NOT TO BE A STUDENT? Dr Hazel Knox Dr Anne McGillivray Centre for Lifelong Learning University of Paisley

  2. Research Context • University of Paisley • Full- & part-time provision majority of awards • Flexible study opportunities • Day, evening, weekend classes • Scottish Credit and Qualifications Framework operationalised in terms of credit accumulation and transfer • Generic degrees • Exit awards, Certificate of HE to Masters • CPD - “from module to Masters”

  3. Research Project • Focus on part-time students considering University entry for the first time • Enquirers • Applicants • Entrants • Decision-making processes and influences

  4. Enquirers • Telephoned UNIDIRECT • Sent part-time information pack • Catalogue • Application form • Special needs form • No further contact with University

  5. Applicants • Telephoned UNIDIRECT • Sent part-time information pack • May have had guidance (telephone, email, information session, appointment …) • Submitted application, received and accepted offer • Did not enrol

  6. Entrants • Telephoned UNIDIRECT • Sent part-time information pack • May have had guidance (telephone, email, information session, appointment …) • Submitted application, received and accepted offer • Enrolled

  7. unaware aware interest under- standing desire action THE LEARNING CONTINUUM Applicants Entrants Enquirers

  8. Research Methodology • ENQUIRERS: workshop participation or telephone interview or questionnaire • APPLICANTS: telephone interview or questionnaire • ENTRANTS: questionnaire • QUANTITATIVE & QUALITATIVE DATA

  9. Workshop for Enquirers • Is HE for me?

  10. Scope of Research • ENQUIRERS (438/759 UNI-DIRECT) • Workshop participants (27) 18 • Telephone interviews (253) 77 • Questionnaires (158) 28 • APPLICANTS (75 previous semester) • Telephone interviews (32) 11 • Questionnaires (43) 4 • ENTRANTS (152 Summer Programme) • Questionnaires (152) 90

  11. Data Gathered • ALL • Reasons for considering University study • Perception of value of University study • ENQUIRERS • Influences on decision whether or not to proceed with enquiry • APPLICANTS • Influences on decision not to enrol • ENTRANTS • Factors weighed up in deciding to study

  12. General findings - 1 • Reasons for considering study • CPD, career progression, career change • Gain university award • Unfulfilled ambition (female) • Personal interest (age related) • Perceptions of value of study • Beneficial/essential

  13. General findings - 2 • Influences on initial decision to enquire • Subjects available • Location (priority for entrants) • Evening study • Build on prior credit

  14. Enquirers – Workshop participants (18) • Already committed to study • Achieve degree, CPD, Career change, Unfulfilled aspirations, Continue learning • “Information & more information advice & more advice” • How part-time study works, how to get started, modules to meet individual needs, timetable, cost …

  15. Enquirers – Telephone interviewees (77) • University-related issues • 33 Seeking guidance • 17 Enrolled/applied/following up • 18 Additional university information • Other issues • 7 Enrolled elsewhere • 4 Decided not to study • 8 Other - enquiry for someone else, modules unsuitable, transport, thought too difficult

  16. Enquirers - Questionnaire respondents (28) • 5 following up enquiry • 2 study elsewhere • 21 decision not to proceed with enquiry • Personal circumstances • Financial considerations • Suitable provision not available • Lack of information • Change in employment situation

  17. Applicants - telephone & questionnaire (11+4) • Decision not to proceed with enrolment • Personal circumstances • Change of provision • Financial considerations • Change in employment situation • Lack of confidence

  18. Entrants – questionnaire (90) • Factors weighed up in deciding to study • Financial considerations • Lack of confidence • Time, fit with family and/or work • Lack of information • Travel / childcare

  19. Conclusions: what have we learned? • Initially “serious” enquiries • Extrinsic factors “real” or “rationalised” • Personal circumstances • Financial considerations • Employment / family commitments • Lack of confidence • Overtaken by extrinsic factors in early stages • Not confronted until entry

  20. Conclusions: what have we learned? • Information needs • Quantity • Clarity • Robustness • Specific: modules, content, duration, time, cost • Guidance: building on prior credit, modules for career development, personalised programmes • Practicalities: cost, travel, childcare, work schedules • Broader context: impact of study on life, absence from classes, confidence building, support mechanisms

  21. unaware aware interest under- standing desire action THE LEARNING CONTINUUM Workshop participants Enquirers Applicants Entrants

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