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Steve May, Michael Hill, Marion Webb & Lorraine Allibone

Using institutional data to throw light on the university experience of students from ethnic minorities. Steve May, Michael Hill, Marion Webb & Lorraine Allibone. Case Study. Post 92 institution Over 50% of its students from non white ethnic groups

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Steve May, Michael Hill, Marion Webb & Lorraine Allibone

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  1. Using institutional data to throw light on the university experience of students from ethnic minorities Steve May, Michael Hill, Marion Webb & Lorraine Allibone

  2. Case Study • Post 92 institution • Over 50% of its students from non white ethnic groups • 70% of successful undergraduate applicants live less than 20 miles from the University • 69% of those are from non-white groups • Civic mission to address the needs of the local population - provide the appropriate support that will enable all to both enhance their experience in a multicultural environment and reach their potential academically.

  3. Background • Across the HE sector attainment varies significantly between ethnic groups with equivalent entry qualifications but the “underlying reasons for this remain elusive” (Richardson 2008) • Large differences in NSS score according to the ethnic group of the student, - Black and Asian groups less satisfied with Teaching & Learning. (Surridge 2007) • Supportive learning environment • Staff and student perceptions • Action research • Middle out change management

  4. WP Action Plan • Bringing key staff together: student admissions, marketing, careers and teaching • Development of a suite of institutional datasets comparing the relative progression and experience of cohorts through key stages of the student lifecycle. • (application to enrolment, transitions between levels, third year experience, degree attainment and employment) • To encouraged engagement with the faculty planning process to identify, monitor and evaluate target areas • Application datasets to analyse student transitions between levels, degree attainment, and third year experience data in terms of ethnic groupings and how they are being used to inform three ongoing developments

  5. Application of Generic datasets to Ethnicity and Degree Attainment - Overview • Student transition between levels • Third year experience data • Degree attainment • Third year experience and degree attainment

  6. Student transition between levels

  7. similar overall non continuation rates across ethnic groups • marked difference in the rate of progression to the next level • Non-White students being significantly less likely to progress and more likely to repeat the year, suggesting lower attainment by these groups throughout their time at university.

  8. Third year experience data

  9. Degree attainment for young entrant students Proportion of 1sts & 2.1’s

  10. Correlations between overall degree attainment and overall student satisfaction by School

  11. Percentage overall “good” degree attainment against student satisfaction – Q10

  12. Ongoing initiatives • Compact Scheme • Academic Skills Centres • Support for postgraduate and international students • Strategic planning of a range of initiatives to enhance the academic and personal experience of students

  13. Progress rates from 2006/07 to 2007/08 by ethnic group Faculty and ASC

  14. Strategic planning to enhance attainment • Approach to Assessment and Feedback and to its modular structures. • Engagement in PDP • Engagement in Peer Assisted Learning • Requirement for individual faculties to produce action plans, including turnaround times for feedback on coursework • Informed changes to policy and resultant practice

  15. Further institutional research/evaluation • Comparative attainment between ethnic groups at module level • The academic support expectations of students based on their previous experience and school or college. • Collection of detailed qualitative student experience data from each academic year to compliment and enhance the NSS data.

  16. Conclusions • In using institutional records with NSS data the HEI has started to identify where support would be best targeted • The area of advice and support with studies in particular raises the question of why this appears to be so much more of an issue for non white ethnic groups. • The underlying issues are complex but there are clearly potential benefits of greater student satisfaction and improved overall degree attainment to be gained from a fuller understanding of the issues.

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