An investigation of the views, understanding, knowledge, experience and attitudes of sixth form teachers in regard to the preparedness of their students for the transition to university

Report


Hughes, G., Massey, Frances and Williams, Sarah 2016. An investigation of the views, understanding, knowledge, experience and attitudes of sixth form teachers in regard to the preparedness of their students for the transition to university. Higher Education Funding Council for England (HEFCE).
AuthorsHughes, G., Massey, Frances and Williams, Sarah
Abstract

Research has identified that many students feel significantly unprepared for university life and study While much work has been done to identify ways in which universities can successfully support their students through transition, little attention has been paid, in the literature, to the preparation students receive in school. This report details a mixed methods study to better understand the role of 6th form teachers in preparing students for university and their perceptions of how prepared their students are for Higher Education A number of recurring themes emerged from the resultant transcripts and where supported by quantitative findings. The teachers in the study clearly believed that they had an important role to play in preparing their students for university. Much of this role is currently focussed on career planning, promoting university, helping students make choices and supporting them through the application process. While some work is taking place to help students develop personally and academically, most teachers indicated that they would like to be able to do more in this area. There were broad agreements and concerns about the personal growth and emotional resilience of students. Focus group participants, whose students are, in the main, from non-traditional university going backgrounds also indicated cultural barriers. Teachers in both phases of the research also indicated concerns that many of their students were unable to visualise the future or prioritise beyond immediate concerns and this was undermining planning and preparation. Academic concerns were not shared by all schools, although some indicated that they believed many of their students would struggle to integrate academically into higher education. Teachers in the qualitative phase also identified time, resources, culture and current student attitudes and behaviours as barriers to their ability to do more to prepare their students.

Research has identified that many students feel significantly unprepared for university life and study While much work has been done to identify ways in which universities can successfully support their students through transition, little attention has been paid, in the literature, to the preparation students receive in school.
This report details a mixed methods study to better understand the role of 6th form teachers in preparing students for university and their perceptions of how prepared their students are for Higher Education
A number of recurring themes emerged from the resultant transcripts and where supported by quantitative findings.
The teachers in the study clearly believed that they had an important role to play in preparing their students for university. Much of this role is currently focussed on career planning, promoting university, helping students make choices and supporting them through the application process. While some work is taking place to help students develop personally and academically, most teachers indicated that they would like to be able to do more in this area.
There were broad agreements and concerns about the personal growth and emotional resilience of students. Focus group participants, whose students are, in the main, from non-traditional university going backgrounds also indicated cultural barriers.
Teachers in both phases of the research also indicated concerns that many of their students were unable to visualise the future or prioritise beyond immediate concerns and this was undermining planning and preparation.
Academic concerns were not shared by all schools, although some indicated that they believed many of their students would struggle to integrate academically into higher education.
Teachers in the qualitative phase also identified time, resources, culture and current student attitudes and behaviours as barriers to their ability to do more to prepare their students.

KeywordsStudent transition; Further education; First year experience; Sixth form teachers; Higher education
Year2016
PublisherHigher Education Funding Council for England (HEFCE)
Web address (URL)http://hdl.handle.net/10545/621721
http://creativecommons.org/licenses/by-nd/4.0/
hdl:10545/621721
File
File Access Level
Controlled
File
File Access Level
Open
File
File Access Level
Open
Publication datesDec 2016
Publication process dates
Deposited30 Jun 2017, 09:39
ContributorsUniversity of Derby
Permalink -

https://repository.derby.ac.uk/item/94v6y/an-investigation-of-the-views-understanding-knowledge-experience-and-attitudes-of-sixth-form-teachers-in-regard-to-the-preparedness-of-their-students-for-the-transition-to-university

Download files


File
license_url
File access level: Open

license.txt
File access level: Open

  • 68
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

The Challenge of Student Mental Well-Being: Reconnecting Students Services with the Academic Universe
Hughes, G. 2021. The Challenge of Student Mental Well-Being: Reconnecting Students Services with the Academic Universe. in: Student Support Services Springer.
Student perspectives on improving mental health support services at university
Priestley, Michael, Broglia, Emma, Hughes, G. and Spanner, Leigh 2021. Student perspectives on improving mental health support services at university. Counselling and Psychotherapy Research. https://doi.org/10.1002/capr.12391
Predicting stress and mental wellbeing among doctoral researchers
Byrom, Nicola C., Dinu, Larisa, Kirkman, Ann and Hughes, G. 2020. Predicting stress and mental wellbeing among doctoral researchers. Journal of Mental Health. https://doi.org/10.1080/09638237.2020.1818196
Student wellbeing and assessment in higher education: the balancing act
Jones, Emma, Priestley, Michael, Brewster, Liz, Wilbraham, Susan J., Hughes, G. and Spanner, Leigh 2020. Student wellbeing and assessment in higher education: the balancing act. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2020.1782344
Managing student mental health: The challenges faced by academics on professional health care courses
Hughes, G. and Byrom, Nicola C. 2019. Managing student mental health: The challenges faced by academics on professional health care courses. Journal of Advanced Nursing.. https://doi.org/10.1111/jan.13989
Relationships Between Creativity, Wellbeing, and Learning and Their Implications for Students in Higher Education
Hughes, G. 2019. Relationships Between Creativity, Wellbeing, and Learning and Their Implications for Students in Higher Education. in: Encyclopedia of Educational Innovation Springer Link.
Student mental health: The role and experiences of academics.
Hughes, G., Panjawni, Mehr, Tulcidas, Priya and Byrom, Nicola 2018. Student mental health: The role and experiences of academics. Student Minds.
How to develop creative capacity for the fourth industrial revolution: Creativity and employability in higher education
Wilson, Chris, Lennox, Peter, Brown, Michael and Hughes, G. 2017. How to develop creative capacity for the fourth industrial revolution: Creativity and employability in higher education. Knowledge, Innovation & Enterprise.
From transcendence to general maintenance: Exploring the creativity and wellbeing dynamic in higher education
Hughes, G. and Wilson, Chris 2017. From transcendence to general maintenance: Exploring the creativity and wellbeing dynamic in higher education. Knowledge, Innovation & Enterprise.
Which aspects of university life are most and least helpful in the transition to HE? A qualitative snapshot of student perceptions
Hughes, G. and Smail, Olivia 2014. Which aspects of university life are most and least helpful in the transition to HE? A qualitative snapshot of student perceptions. Journal of Further and Higher Education. 39 (4), pp. 466-480. https://doi.org/10.1080/0309877x.2014.971109