TO BE OR NOT TO BE A STUDENT

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TO BE OR NOT TO BE A STUDENT?

• Dr Hazel Knox
• Dr Anne McGillivray
• Centre for Lifelong Learning
• University of Paisley

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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

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Research Project

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

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Enquirers

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

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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

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Entrants

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

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THE LEARNING CONTINUUM
Applicants
Entrants
Enquirers
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Research Methodology

• ENQUIRERS workshop participation or telephone
  interview or questionnaire
• APPLICANTS telephone interview or questionnaire
  
• ENTRANTS questionnaire
• QUANTITATIVE QUALITATIVE DATA

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Workshop for Enquirers

• Is HE for me?

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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

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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

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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

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General findings - 2

• Influences on initial decision to enquire
• Subjects available
• Location (priority for entrants)
• Evening study
• Build on prior credit

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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
  

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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

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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

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Applicants - telephone questionnaire (114)

• Decision not to proceed with enrolment
• Personal circumstances
• Change of provision
• Financial considerations
• Change in employment situation
• Lack of confidence

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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

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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

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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

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THE LEARNING CONTINUUM
Workshop participants
Enquirers
Applicants
Entrants