Memorandum 90
Submission from Dr Mary Stuart[342]
INQUIRY INTO
THE STUDENT
EXPERIENCE IN
HIGHER EDUCATION
I have been involved in a range of research
projects looking at the Student Experience in Higher Education,
all funded by external bodies. I report below on the results of
these projects for the interest of the committee. I have been
principal investigator on the projects and worked with my colleague
Dr Catherine Lido as co-investigator and Dr Jessica Morgan as
our postdoc researcher.
HEA Project: Aspirations and Barriers for Different
Student Groups in undertaking Post Graduate Study (2006-07)
1,073 questionnaires were collected from students
in their final year of undergraduate study at two different Higher
Education Institutions (HEIs) in England examining students' attitudes
to undertaking postgraduate study beyond their Honours degree
programmes. A wide variety of subjects were targeted to make the
results generalisable. While there is substantial literature on
all aspects of the undergraduate student experience (Thomas et
al 2002; Woodrow 1998; Tinto 1988; Hatt, et al 2005; Woodfield
2002; Kantanis 2002), research is limited in the area of postgraduate
(PG) study. This lack of research has been noted in several recent
publications (Leonard et al 2006; Wakeling 2005; HEFCE 2006).
Green (2005) argues that the research previously undertaken in
the area of the PG student experience has tended to focus on PG
research students.
The regression analyses revealed that UK students,
those who studied practical/applied courses, those who were more
worried about debt (but not necessarily in more debt), those with
no children, white/non-ethnic minority students and those from
families who have no previous Higher Education (HE) experience
are less likely to intent to undertake PG Study.
On the other hand, overseas students (including European
mainland students), those on theoretical/non-applied courses,
those who are less worried about debt (but not necessarily in
less debt), those with children, ethnic minority students and
those from families who have previous HE experience are more likely
to intent to undertake PG Study.
There were no main effects of age groups, occupational
class, or actual debt on the students' intentions to undertake
PG study. There were differences between class and reported family
HE experience, but class alone was not a sufficient factor in
affecting intentions to undertake postgraduate study.
The regression analyses revealed a very "similar"
picture of key factors predicting intentions to undertake a postgraduate
qualification at both the sites studied. The sample as a whole
reveals a fairly homogenous and coherent representation of factors
important for predicting postgraduate study. The factors encouraging
intentions to postgraduate study were the domicile status of the
student (overseas), the course of study (theoretical), debt worry
(low), family HE experience (high) and then marginally, their
ethnicity (minority groups) and sex (female).
|
| Factor Ranking | Variance in PG Intentions Explained= 8%
(Adjusted R2=.06)
F(8, 510) =5.15, p<.001
| Beta |
|
| 1 | Home or overseas student
| .24*** |
| 2 | Main subject of course
| -.11*** |
| 3 | Debt worry
| -.13** |
| 4 | Dependent children
| .06* |
| 5 | Ethnicity
| .06* |
| 6 | Family members HE experience
| -.15*** |
|
| *p<.05, **p<.01, ***p<.001and tp<.10
| |
UK, mainland Europe and Overseas Students' Intentions
to undertake PG study
Post hoc tests revealed that both EU and OS students are
more likely to intend to undertake PG study than UK students (p<.001
in both cases), however there is no difference between EU and
OS students.
Applied and Theoretical Discipline Differences in Intentions
to undertake PG Study
A highly significant predictor of intentions to undertake
PG study in this sample is the area of study they are undertaking
(which is compounded with the "type of degree" the student
is studying). The highest "intenders to PG study" are
those in the natural/physical sciences, the humanities and social
studies. Those who are in more applied courses, such as business
administration, computing, engineering and health disciplines
are lower in intentions to undertake PG study. The above graph
shows a clear split between technical and non-technical disciplines.
This pattern is replicated at both of the University sites. This
result suggests that where there is a clear vocational outcome
from the undergraduate programme, students are keen to get out
into the job market immediately. It indicates that students are
making choices based on their future careers and are quite focused
on their future opportunities.
Debt Worry
Debt worry is a significant negative predictor, such that
the higher the debt worry the lower the students' intentions to
undertake PG study. As both of these variables are scale data,
the correlation (r= -.13, p<.01) reveals that the magnitude
is only moderate, but the direction of the relationship is in
the predicted direction and it is a highly significant finding.
This finding occurs for both Universities. In other words, it
is not the amount of debt a student might have, but rather the
attitude associated with the debt that acts as a barrier to PG
study intentions.
Children
Having dependent children is also a significant predictor of PG
study. Those who have children (of any age) are significantly
higher, than those who do not, in intentions to undertake PG study.
Interestingly, those with children aged 11 to 16 are highest in
their intentions. This pattern is generally replicated at both
Universities.
Ethnicity and Gender (marginally significant)
The ethnicity of the participant is only marginally significant,
but this factor emerges as significant when the universities are
examined separately. Gender, is also a marginally significant
factor, with women being slightly higher in intentions to undertake
PG study than men (p<.10), but caution must be used in interpreting
this effect given the unequal numbers of men and women in the
sample overall and in distribution throughout the various courses.
Family HE Experience
Although family's HE experience does not appear as a significant
predictor in the overall regression, it is in fact an important
factor when the Universities are examined separately (this is
due to the fact that different combinations of family factors
emerge with each data set. Overall Family experience was a significant
predictor at one university, and fathers experience and mothers
experience predicted intentions to study at the other university.
But, when this pattern is examined using ANOVAs to look closer
at the differences, father's study is found at both Universities.
In the interview phase of the research (20 in-depth interviews),
many students felt that they wanted to get out into the workplace
quickly to use the knowledge they had gained at undergraduate
level, giving them a break from study which they found stressful
and personally challenging. They also felt that employers would
value work experience more than further study. Several believed
they would return to gain further qualifications in the future,
possibly paid for by their employer. This expectation may well
have implications for HEIs as they develop their plans for employer
engagement. On the other hand students on theoretical courses
felt a PG qualification would give them an "edge" in
the workplace after they had completed their PG course. Career
prospects were important to all interviewees, whether they had
gone on to PG study or not.
Several of the interviewees, from whatever background, highlighted
the importance of emotional support from family and friends in
succeeding in what many saw as the stressful environment of HE
study. Other personal factors, such as setting a good example
to their children, also had an impact on undertaking PG study.
Actual debt was accepted as part of studying but students
attitudes to debt did vary. Most did not regard the cost of PG
fees as prohibitively high. Far more significant for many of the
interviewees was not having any money. In other words, access
to credit was seen as a positive for many, but not having enough
money for the lifestyle that they wanted was one reason given
by students who did not continue on to PG study.
There were differences between different ethnic groups and
between UK and overseas students in their intentions to take on
PG study. In the interviews these differences often related to
experience of higher education within their families (parents
and partners in particular).
Students were making choices about further study based on
their perceptions of their future position in the workplace. The
research provides clear evidence of students' balancing the risks
between employment prospects, study and their own view of acceptable
levels of debt. In this context the sociological concept of "reflexivity"
(Beck, 1992, and Beck, Giddens and Lash, 1994) is particularly
useful in that it offers a way of understanding the decision-making
process, students seek to minimise individual risk as they construct
their career and learning biographies.
The final report is available at:
There is a health warning to this research. The study is
based on students who graduated from their Honours degrees in
2007. This means that the cohort had studied under the old fee
regime. It is possible that concerns about debt may have significantly
changed for students graduating this year (2009) as their fees
have been higher in England. Also it is important to consider,
given the changes in economic climate, if students with vocational
qualifications would be as certain of gaining employment as they
were in 2007. I am currently developing a further funding bid
to re-do this research to specifically look at these two questions.
HEA Project: Student Diversity, Extracurricular Activities
and Perceptions of Graduate Outcomes (2007-08)
This project examined the role of extra-curricular activities
(ECAs) on students and their futures. The research was carried
out at four geographically and demographically diverse UK universities,
from the perspective of students, alumni and employers, based
on 700 respondents across the UK. The report is currently being
peer reviewed.
There is little research that examines the role of ECAs on student
life and their future prospects in Britain, (Little, 2006). Research
undertaken in the USA on high school students suggests that engagement
in ECAs that are social or cultural can have a positive impact
on grades. There is also evidence that different social and cultural
backgrounds can have a significant effect on participation and
type of extra curricular activities (Brown & Evans, 2002).
Overall students seem to spend most time with friends, in
private study and engaged in web based activities and less time
on student union activities and other traditional University activities
such as course representation. This suggests that students are
highly sociable, and technologically adept, using new technologies
such as Web 2.0 to stay in contact with friends, meet new friends
and do business.
There are a number of groups of students who are not engaged
in University activities which co-relates with the categories
often broadly defined as "widening participation" students;
working class students, minority ethnic students and mature students.
This is for a variety of reasons but all of which "disadvantage"
students in obtaining what is considered to be the traditional
student experience. These widening participation students spend
more time studying, are more involved in their families (whether
they are mature or not), are involved in more paid part-time work
and are therefore unable to spend as much time at University.
A significant minority were deeply religious and spend time
in praying. This was particularly noticeable in the post '92 institution
whereas the 1960s South of England institution had a strong secular
feel.
Different student group participation
Different student groups were involved in different types
of activities. Young, white, middle-class students tended to be
heavily engaged in activities offered by their University and
students' union, as well as undertaking a reasonable amount of
paid employment. Older students and those from ethnic minority
backgrounds spent more time outside the university on family commitments,
religious involvement, private study and paid employment; whilst
those from lower socio-economic backgrounds spent more time in
paid employment and less time studying and engaging in other activities.
There were also differences related to discipline studied, for
example Science students reported feeling excluded from the students'
union.
Different types of institutions also had different participation
profiles
Those at the post-'92 institution focused more on career-orientated
activities but felt dissatisfied with the lack of social interaction
and choices of activities on offer. "Widening participation"
students (ie working class students, minority ethnic students
and mature students) were less engaged in university activities
for a variety of reasons, all of which "disadvantaged"
them in obtaining what is considered to be the traditional student
experience.
As this is a relatively new area of research further work does
need to be undertaken but this study suggests that effort in studying
is not the only criteria for success at University. Students do
seem to do better if they are more engaged in the whole University
than if they have other commitments outside of the University.
This research also paints a picture of different groups of students
having very different student experiences depending on their socio-economic-cultural
background. It also maps the range of activities that University
students are involved in.
Alumni and Employers
Reflections from Alumni highlighted the importance of contacts
and friendships which involvement in ECAs provided. The social
capital gained was of central importance to their accounts of
university progression and subsequent employment. Employers tended
to have a mixed view of the value of ECAs, each favouring a different
set of experiences. However, "cultural fit" with the
company appeared to be universally important, as did activities
involving leadership or responsibility, long-term commitment,
and achievement. They also emphasised the importance of graduates
"selling" their activities, and making full use of their
university careers services to do this. The following tables present
how different demographics engaged in different activities
PARTICIPATION RATES
IN DIFFERENT
ACTIVITIES BY
STUDENT DEMOGRAPHICS
|
| Overall
| Males |
Females | Young
| Mature |
Disabled |
L. Needs |
Religious |
Not religious
|
|
| count
| % | count
| % | count
| % | count
| % | count
| % | count
| % | count
| % | count
| % | count
| % |
| Seeing friends | 615
| 98 | 278
| 97 | 336
| 98 | 433
| 99 | 177
| 94 | 14
| 100 | 40
| 95 | 320
| 97 | 291
| 98 |
| Studying | 613
| 98 | 274
| 96 | 338
| 98 | 422
| 96 | 187
| 100 | 13
| 93 | 41
| 98 | 323
| 98 | 285
| 96 |
| Films | 581 |
92 | 260
| 91 | 320
| 93 | 410
| 94 | 166
| 88 | 13
| 93 | 37
| 88 | 300
| 91 | 277
| 94 |
| Existing friends online | 567
| 90 | 259
| 91 | 307
| 90 | 421
| 96 | 144
| 77 | 11
| 79 | 38
| 91 | 285
| 86 | 277
| 94 |
| Library | 554
| 88 | 240
| 84 | 313
| 91 | 372
| 85 | 177
| 94 | 13
| 93 | 38
| 91 | 304
| 92 | 245
| 83 |
| Online Communities | 530
| 84 | 238
| 83 | 291
| 85 | 382
| 87 | 144
| 77 | 13
| 93 | 34
| 81 | 267
| 81 | 258
| 87 |
| Reading other books | 517
| 82 | 227
| 79 | 289
| 84 | 355
| 81 | 158
| 84 | 7
| 50 | 28
| 67 | 262
| 79 | 251
| 85 |
| Shops/Cafes | 520
| 82 | 220
| 77 | 299
| 87 | 373
| 85 | 144
| 77 | 12
| 86 | 36
| 86 | 267
| 81 | 249
| 84 |
| Sport | 484 |
77 | 223
| 78 | 261
| 76 | 339
| 77 | 142
| 76 | 10
| 72 | 33
| 79 | 248
| 75 | 231
| 78 |
| Pubs/Bars | 469
| 74 | 222
| 78 | 246
| 72 | 354
| 81 | 113
| 60 | 8
| 57 | 30
| 71 | 209
| 63 | 256
| 87 |
| Family Commitments | 428
| 68 | 185
| 65 | 242
| 70 | 286
| 65 | 138
| 73 | 9
| 64 | 24
| 57 | 249
| 76 | 177
| 60 |
| Music | 323 |
51 | 148
| 52 | 174
| 51 | 221
| 51 | 98
| 52 | 8
| 57 | 20
| 48 | 175
| 53 | 145
| 49 |
| Employment | 311
| 49 | 125
| 44 | 186
| 54 | 218
| 50 | 92
| 49 | 3
| 21 | 19
| 45 | 164
| 50 | 146
| 49 |
| Clubs/Societies | 288
| 46 | 137
| 48 | 151
| 44 | 198
| 45 | 86
| 46 | 11
| 79 | 33
| 55 | 162
| 49 | 122
| 41 |
| Art | 293 |
46 | 137
| 48 | 156
| 45 | 209
| 48 | 82
| 44 | 7
| 50 | 24
| 57 | 146
| 44 | 145
| 49 |
| Business online | 273
| 43 | 143
| 50 | 130
| 38 | 193
| 44 | 78
| 42 | 8
| 57 | 24
| 57 | 123
| 37 | 147
| 50 |
| Student Union | 230
| 37 | 118
| 41 | 111
| 32 | 183
| 42 | 46
| 25 | 3
| 21 | 17
| 41 | 112
| 34 | 116
| 39 |
| Prayer | 203
| 32 | 76
| 27 | 127
| 37 | 114
| 26 | 85
| 45 | 6
| 43 | 10
| 24 | 194
| 59 | 8
| 3 |
| New friends online | 202
| 32 | 86
| 30 | 116
| 34 | 141
| 32 | 60
| 32 | 5
| 36 | 13
| 31 | 123
| 37 | 76
| 26 |
| Voluntary Work | 93
| 15 | 42
| 15 | 51
| 15 | 58
| 13 | 34
| 18 | 5
| 36 | 10
| 24 | 61
| 19 | 32
| 11 |
| Councils/Committees | 83
| 13 | 49
| 17 | 34
| 10 | 53
| 12 | 28
| 15 | 5
| 36 | 9
| 21 | 54
| 16 | 28
| 10 |
| Course Rep. | 60
| 10 | 31
| 11 | 29
| 8 | 37
| 8 | 23
| 12 | 1
| 7 | 6
| 14 | 38
| 12 | 22
| 7 |
|
PARTICIPATION RATES
IN DIFFERENT
ACTIVITIES BY
STUDENTS' ETHNIC
BACKGROUND AND
SOCIOECONOMIC STATUS
|
| Overall
| White |
Black | Asian
| Arab/Persian
| Lower SES*
| Higher SES*
|
| count
| % | count
| % | count
| % | count
| % | count
| % | count
| % | count
| % |
|
| Seeing friends | 615
| 98 | 388
| 99 | 58
| 91 | 112
| 97 | 53
| 93 | 129
| 96 | 431
| 98 |
| Studying | 613
| 98 | 379
| 96 | 62
| 97 | 112
| 97 | 56
| 98 | 130
| 97 | 430
| 98 |
| Films | 581 |
92 | 361
| 92 | 60
| 94 | 106
| 92 | 51
| 90 | 124
| 93 | 402
| 91 |
| Existing friends online | 567
| 90 | 363
| 93 | 48
| 75 | 104
| 90 | 49
| 86 | 114
| 85 | 401
| 91 |
| Library | 554
| 88 | 325
| 83 | 62
| 97 | 108
| 94 | 55
| 97 | 122
| 91 | 383
| 87 |
| Online Communities | 530
| 84 | 333
| 85 | 51
| 80 | 95
| 83 | 48
| 84 | 108
| 81 | 371
| 84 |
| Reading other books | 517
| 82 | 325
| 83 | 52
| 81 | 88
| 77 | 49
| 86 | 112
| 84 | 355
| 81 |
| Shops/Cafes | 520
| 82 | 329
| 84 | 44
| 69 | 96
| 84 | 49
| 86 | 111
| 83 | 360
| 82 |
| Sport | 484 |
77 | 295
| 75 | 53
| 83 | 88
| 77 | 47
| 83 | 104
| 78 | 335
| 76 |
| Pubs/Bars | 469
| 74 | 339
| 87 | 26
| 41 | 67
| 58 | 35
| 61 | 99
| 74 | 333
| 76 |
| Family Commitments | 428
| 68 | 235
| 60 | 48
| 75 | 96
| 84 | 46
| 81 | 97
| 72 | 293
| 66 |
| Music | 323 |
51 | 202
| 52 | 37
| 58 | 53
| 46 | 31
| 54 | 70
| 52 | 226
| 51 |
| Employment | 311
| 49 | 184
| 47 | 40
| 63 | 59
| 51 | 26
| 46 | 81
| 60 | 200
| 45 |
| Clubs/Societies | 288
| 46 | 167
| 43 | 28
| 44 | 60
| 52 | 31
| 54 | 51
| 38 | 207
| 47 |
| Art | 293 |
46 | 193
| 49 | 23
| 36 | 46
| 40 | 29
| 51 | 60
| 45 | 207
| 47 |
| Business online | 273
| 43 | 202
| 52 | 10
| 16 | 37
| 32 | 22
| 39 | 62
| 46 | 192
| 44 |
| Student Union | 230
| 37 | 146
| 37 | 14
| 22 | 55
| 48 | 14
| 25 | 38
| 28 | 170
| 39 |
| Prayer | 203
| 32 | 51
| 13 | 49
| 77 | 71
| 62 | 31
| 54 | 38
| 28 | 140
| 32 |
| New friends online | 202
| 32 | 101
| 26 | 27
| 42 | 49
| 43 | 24
| 42 | 44
| 33 | 138
| 31 |
| Voluntary Work | 93
| 15 | 46
| 12 | 12
| 19 | 20
| 17 | 15
| 26 | 13
| 10 | 69
| 16 |
| Councils/Committees | 83
| 13 | 45
| 12 | 8
| 13 | 22
| 19 | 7
| 12 | 13
| 10 | 57
| 13 |
| Course Rep. | 60
| 10 | 35
| 9 | 4
| 6 | 13
| 11 | 7
| 12 | 5
| 4 | 46
| 11 |
|
| *Socio-economic groups (SEG) I—IV (Unemployed, Unskilled trade, Skilled trade, Support worker)** SEG V—VII (Public sector, Modern Professional, Professional)
|
TIME SPENT
ON ACTIVITIES
AT OLD
AND NEW
UNIVERSITIES
1 = none; 2= once a week; 3= 2/3 times a week; 4= 4/5 times a
week; 5 = every day
SIGNIFICANT CORRELATIONS
BETWEEN EXTRACURRICULAR
ACTIVITIES AND
SELF-REPORTED
MARKS
|
| Self-reported marks
|
|
| Time spent studying | .19**
|
| No. of university-based activities engaged in
| .12** |
| Having experience as a course representative
| .09* |
| Time spend reading | .08*
|
|
| * correlation significant at the 5% level; ** correlation significant at the 1% level
|
The key message from this work suggests that engagement in
university life is very important to student success. While obviously
studying and reading is essential to success, the important finding
of this research is that being part of University life also seems
to affect success. These findings are even more significant when
we looked at the results from our third research project set out
below.
ESRC—The Impact of Social Identity and Cultural Capital
on Different Ethnic Student Groups at University (2007-09)
This project is currently nearing completion so results presented
here are tentative. Based on responses from 820 students at four
different institutions with very different profiles, it examined
the HE environment, students' sense of feeling comfortable at
University and their identification with their institution, their
preferred teaching and learning styles and their academic progress
in order to assess how different ethnic groups can be best supported
to succeed in their studies. Following the quantitative phase,
focus groups and longer in-depth educational life history interviews
were conducted.
The National Student Survey highlighted that minority ethnic groups
are less satisfied with their higher education (HE) experience
than other groups of students (Surridge 2006). A recent DfES report
(Brooke & Nicolls, 2007) pointed out that although participation
of students from minority ethnic countries in HE is higher their
degree outcomes, by class of degree, are markedly lower than their
white peers. The limited research available on the needs and experiences
of minority ethnic students highlights the importance of students'
racial identity (Gallineau, 2003) and sense of belonging or alienation
(Calbrese & Poe, 1990; Connors, Tyers, Modood & Hillage
2004; Archer et.al. 2003) as main factors for positive learning
experiences and outcomes. Ball (2002) points out that minority
ethnic students make choices about HE study based on how "friendly"
they regard the institution. This research sought to examine some
of these factors in more detail.
On analysis of the material, our initial findings showed
that "belonging" and "identification" were
conceptualised and experienced differently across ethnic groups.
University for Study and University for Fun
Peer support and academic self-esteem appeared to play a
more important role in ethnic minority students' sense of identification
and belonging, suggesting the importance of social capital and
academic confidence for enabling these students to "fit in"
at university. Ethnic minority students viewed university as primarily
"for study", prioritising academic concerns over their
social life and reporting more positive feelings towards their
institutions such as a sense of pride and connection.
By contrast, white students tended to view university as primarily
"for friendship", viewing higher education as a time
for personal development, socialising and "having fun".
They described ways in which their friendship networks indirectly
benefited their studies, giving them the social confidence and
knowledge to collaborate with peers, or successfully seek out
extra help and support.
Ethnic minority students, particularly Black students, despite
their stronger focus on study appeared to be missing out on many
of the benefits of social capital at university. These inequalities
were often compounded by students' early educational experiences
(often mediated through other demographic factors such as ethnicity,
SES and gender), which influenced their focus on study and/or
friendship at university, as well as their expectations, knowledge
and uptake of peer, teacher and institutional support.
Comfort Zone and University Identification
To explore different ethnic student groups' experiences of
social identity and sense of belonging in higher education, we
created two new variables. "Comfort Zone" measures how
well students "fit in" at their university, and refers
to how physically comfortable they feel in and around the university
itself. "University Identification" measures positive
feelings towards the university, including feelings of pride and
identification with peers.
The table shows that these two variables are very important for
students of all ethnicities for a variety of key academic outcomes,
but particularly for social capital concerns.
Ethnic minority students' comfort zone and university identity
are more strongly associated with peer support and engagement
in activities that provide a good social network, suggesting the
importance of social capital for helping these students "fit
in" at university. White students' comfort zone and university
identity are associated with time spent seeing friends outside
class, and engaging in university-based extra-curricular activities,
suggesting that these students are finding their peer support
in different contexts. See below for the co-relations of significance
of these factors for different ethnic groups.
CORRELATES OF
IDENTIFICATION AND
BELONGING—FEELING
AT HOME
OR COMFORTABLE
AT UNIVERSITY
FOR DIFFERENT
ETHNIC GROUPS
|
| "UNIVERSITY IDENTIFICATION"
| "COMFORT ZONE"
|
| WHITE
| BLACK | ASIAN
| AR/PERS | MIXED
| OTHER |
| WHITE | BLACK
| ASIAN | AR/PERS
| MIXED | OTHER
|
|
| comfort zone | .33**
| .56** | .32**
| .44* | -
| .57** | university ID
| .33** | .56**
| .32** | .44*
| - | .57**
|
| ac. esteem | .40**
| .42** | .31**
| - | .42*
| - | ac. esteem
| .31** | .53**
| .46** | .51**
| - | -
|
| peer support | .43**
| .48** | .38**
| .40* | -
| .53** | peer support
| .33** | .53**
| .46** | .63**
| - | .73**
|
| well-being | .29**
| .22* | .28**
| - | .38*
| - | well-being
| .30** | .42**
| .43** | -
| .47** | -
|
| social net. | .23**
| .23* | -
| - | -.49**
| - | social
| .18** | 25**
| .26** | -
| - | .40*
|
| uni activities | .24**
| - | -
| - | -
| .44* | uni activities
| .15** | -
| - | -
| - | -
|
| friends | .11*
| - | -
| - | -
| - | friends
| - | -
| - | -
| - | -
|
| marks | - |
- | -
| - | -
| - | marks
| .17** | .24**
| - | -
| - | -
|
| n | 400 |
121 | 146
| 27 | 30
| 25 | n
| 400 | 121
| 146 | 27
| 30 | 25
|
|
| Note. |
| social net. = my commitments and activities provide me with a good social network of friends
|
| uni activities = total number of different university-based ECAs engaged in
|
| friends = number of days per week spend seeing friends
|
In addition to showing that comfort zone and university identity
are conceptualised and experienced differently across ethnicities,
our findings showed some worrying differences in key academic
outcomes across ethnic groups. Black students reported significantly
lower levels of peer support at university compared to other ethnic
groups, and Asian students reported significantly lower levels
of well-being at university.
As mentioned before ethnic minority students, particularly Black
students, despite a stronger focus on study appear to be missing
out on many of the benefits of social capital at university. Students
who are "first generation" have less "insider knowledge"
about their institutions' social support networks, and this can
be compounded by an early lack of institutional and peer support
at school level among ethnic minority students that can shape
their patterns of formal and informal learning. Thus, students'
early educational experiences (often mediated through other demographic
factors such as ethnicity, SES and gender) influence their focus
on study and/or friendship at university, as well as their expectations,
knowledge and uptake of peer, teacher and institutional support.
Again there is further work to do in this area and this is an
initial study but the results suggest that there are important
factors that affect student success that are less tangible than
just curriculum or teaching styles.
This research is currently being completed and the report
will be submitted to the ESRC in July of 2009.
Institutional Research at Kingston University
In addition to the work I have conducted as a researcher,
as a senior manager at a University I have established a student
experience project in partnership with our students' union to
examine our students' experience. This includes annual surveys,
focus groups and interviews and a Kingston Observer Project. These
are all in their infancy but should you wish to discuss this further,
I would be happy to talk about the project.
January 2009
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342
Professor of Higher Education and Deputy Vice Chancellor, Kingston
University. Back
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