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Intra-HE transition workshop

This workshop focuses on the key aspects of transition at university, including expectations, disclosure, retention, and progression. Utilizing a questionnaire as the basis for discussions, participants will explore these themes in relation to their own experiences and perspectives.

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Intra-HE transition workshop

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  1. Intra-HE transition workshop Afocus on expectations, disclosure, retention and progression Transition at University

  2. Structure of the workshop Questionnaire as basis for our workshop activity. 1. Context of questionnaire, brief overview. 2. Themes: disclosure, expectations and retention and progression 3. Group discussions around these three themes in relation to the responses received from the questionnaire. Transition at University

  3. Context to the Questionnaire • Check information and guidance around information regarding transition. • This questionnaire also shows how transition is experienced by disabled students. Transition at University

  4. Context to the Questionnaire (2) • Demographics: • RHUL, Kingston, Imperial College, Greenwich students • Majority of responses from mature students (60% over 21; 40% under 21) • 60% SpLDs, 9% mental health condition, 8% combination of conditions Transition at University

  5. Results (1) • Vast majority (81%) had considered a STEM-related career before university • Courses chosen out of interest for the subject (before previous studies or competence and career prospects) • 85% were still considering such career at the time of answering the questionnaire Transition at University

  6. Results (2) • 3 main sources of career advice: - tutors (50% +) - parents - web • Careers advisors and services least used resource, just above advice received from friends. Transition at University

  7. Results (3) • 73% thought that their disability was going to be a challenge in their future career • Most positive responses from SpLD students. • Other disabilities concerned about; 9 to 5 job; handling stress Transition at University

  8. Disclosure • 66% applied for DSA; 21% didn’t • Majority had to declare disability at some point • Disclosure at work was also brought up; more uncertainty about the decision to disclose Transition at University

  9. Disclosure (comment 1) “I was advised at college not to declare so didn’t know that there would be support” (Geography, Long standing illness) Transition at University

  10. Disclosure (comment 2) • “I found that disability support didn’t ask me what my specific problems or concerns were. They tried to fit me to a template and force upon me methods of learning in areas where I didn’t need help.” (Psychology, SpLD) Transition at University

  11. Disclosure (comment 3) “The current drive on disabled student experience is beginning to smack of litigation mitigation a navel gazing exercise focused on marshalling the evidence to "prove" that every things cushy.” (Microbiology, SpLD) Transition at University

  12. Expectations • 94% said the support received whilst at university matched expectations • More positive about support received at university, compared to the one received at school or from careers-related advice. Transition at University

  13. Expectations (comment 1) • “I was not expecting as much help as I have had in the past with my condition but there is always a place to go if I need to ask questions related to my disability. It’s more than I need personally.” (Physics, ASD) Transition at University

  14. Expectations (comment 2) “I expected a case worker - a one stop contact person with knowledge of my condition and for varied support and advice needs (academic and disability-related)” (Computing, Long-standing illness) Transition at University

  15. Progression and retention Main adjustments mentioned that have contributed to retention and progression: • one-to-one support (study skills> mentoring> contact with an individual member of staff) • Availability of staff - Teaching material in advance/ teaching material posted online Transition at University

  16. Progression and retention (comment 1) • “No help for specific science based problems. The support people don't know enough about the specific way science papers have to be written and the way exam answers have to be done, so are unable to help”. (Biomedical Sciences, SpLD) Transition at University

  17. Progression and retention (comment 2) • “What would have helped most is having some form of essay support that is subject specific as I often wonder if I am not properly representing the content that I know but there is nothing that essay support can currently do to help as they don't really know my subject.” (Geology, SpLD) Transition at University

  18. Progression and retention (comment 3) • “Not tailored to doctoral level studies” (Clinical Psychology, multiple disabilities) Transition at University

  19. Questions to consider • What is the most striking for you in each of these quotes? • Do you recognise the experience that they describe? • Do these quotes raise any questions for you? • What measures have been taken/ could be taken to improve this experience of disclosure, manage/meet expectations, improve progression and retention? Transition at University

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