Engaging PQ students with

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Engaging PQ students with different prior
academic experiences in successful learning

• Jane Akister
• Isabel Williams
• Andrew Maynard
• With Pauline Baines and Claudia Moore

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Introduction

• Comparative study of engagment in PQ for
  students with Diplomas in Social Work and
  students with Degrees in Social Work
• The study was designed to
• track the students views through the experience,
  including their expectations prior to beginning
  PQ
• Assess outcomes

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• Context
• Anglia Ruskin University began PQ Pathway
  Teaching with Children, Young People, Their
  Families and Carers
• 2nd year of running Consolidation Module
  Specialist / Higher Specialist Level has been
  running for many years under old format
• Increased Numbers and Increased Employer
  Commitment to Professional Development of their
  Staff Group
• This Sample includes Candidates from 3 cohorts

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Background

• One of our employers (Southend Unitary Authority
  Pauline Baines) noticed that some of their
  candidates were struggling with return to study
  and questioned whether they were receiving enough
  teaching in their consolidation module
• The candidates concerned had Diploma in Social
  Work not degrees
• In the third year of a degree students undertake
  a dissertation promoting student autonomy.
  Diploma students do not have this opportunity for
  independent study.

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? The Question ?

• Are degree qualified social workers better placed
  to study at PQ level?
• Do students who have diploma qualifications need
  extra teaching input at the commencement of their
  PQ studies?
• Are there any other factors which might explain
  the students difficulties?

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Research Questions

• Aimed to identify
• Students expectations and concerns about studying
  at PQ level
• What the barriers might be
• What or who might support them through the
  process
• Skills they might need to complete the course

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Research Strategy

• Self-report questionnaires
• Initial
• Mid-way
• On completion

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Sample (n 87)redo

• Age groups
• 20-29 18
• 30-39 29
• 40-49 37
• 50 16
• Sex Male 16 Female 84
• Dip HE 44 Degree
  56
• Disability 5
• Special Needs 5
• English second language 15
• Overseas Social Work Qualified 9

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• Ethnic Background
• (As defined by Students)

British White (n64) Black (n2) () Non-British Black African (n4) Afro-Carribean (n3) European (n8) Other (n6) ()
Diploma in Social Work 49 29
Degree in Social Work 51 71
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At the Outset

• All candidates think it will enhance their
  professional development but are concerned about
  structuring time and whether they will be able to
  do it.
• We note social workers who have completed the new
  SW degree are progressing rapidly to consolidation

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At the Outset - Initial ConcernsCandidates
analysed by age group
Age 21-30 (n15) 31-45 (n38) 45 (n30)
Getting Started 3 (20) 20 (53) 8 (27)
Gaining support (time) from employer 4 (27) 15 (39) 16 (53)
Balancing other commitments 10 (67) 29 (76) 24 (80)
How will I get it all done 1 (6) 12 (32) 13 (43)
X² plt0.05
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Summary of Findings at Outset Further questions
Raised

• Candidates in the younger age group (21-30 years)
  express less concern, in all categories, than
  candidates in the older age groups. They had
  significantly less concern about getting started
  or getting it all done and were less concerned
  about gaining time or support from their
  employer.
• Younger candidates are more likely to have
  completed a degree rather than a diploma
• Is the confidence of younger candidates related
  to their experience of studying at higher
  education level or to the length of time since
  they last studied?

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At the Outset - Initial Concerns Candidates
analysed by Degree or Diploma Qualification
Degree (n49) Diploma (n38)
Excited to be studying 26 (53.1) 16 (42.1)
How will I get it all done ? 12 (24.5) 17 (44.7)
It will enhance my professional development 31 (63.3) 29 (76.3)
X² plt0.05
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Summary of Findings at Outset Further
questions Raised

• Candidates with a degree had significantly less
  concerns with how they would get the work done
  and complete the course
• Candidates with a degree were slightly more
  excited to be starting the course
• Candidates with a diploma were slightly more
  positive in their response that it would enhance
  their professional development. Clearly, they
  have more to gain academically if they see it as
  a route towards degree qualification.

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At the Outset - Initial Concerns Candidates
analysed by whether English is their First
Language
English (n74) Other (n13)
Getting Started 23 (31.1) 9 (69.2)
Finding Materials 10 (13.5) 6 (46.2)
Gaining Support (time) from Employer 35 (47.3 4 (30.8)
Balancing Other Commitments 57 (77) 10 (76.9)
X² plt0.05
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Summary of Findings at Outset Further
questions Raised

• Candidates where English was not their first
  language had significantly more concerns with how
  they would start the work and about finding
  appropriate materials
• All candidates were concerned about balancing
  study with their other commitments
• Is this related to studying in a different
  culture/country? Is it dealing with unfamiliar
  systems? Is there a concern about language skills?

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Sample of Candidates Comments

• I finished University outside the UK and this
  system is not very familiar to me
• Finding time is a big issue as working full time
  takes over
• Although my employers are supportive, getting
  enough time off for studying is difficult
• My agency is not being supportive

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Further Areas to Investigate (Ongoing) in
Relation to Level of Teaching Input

• Degree or Diploma Qualification Correlated with
  Age
• Degree or Diploma Qualification Correlated with
  whether English is their first language
• Indicators Identified Correlated with Performance
  and Results

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Issues Raised

• Initial results would suggest that more support
  is needed at PQ level for certain candidates
• What type of support would be appropriate bearing
  in mind that these are, in the main, mature
  students with full-time careers?
• Who is best placed to give additional support
  University, Employer, Partnership?