© University of Reading 2015 www.reading.ac.uk

Study Advice

“I’ll get into my stride and adapt”:Masters transitions and the role of learning developersSonia Hood and Dr Michelle Reid

University of Reading 1

Overview of session • Findings of 2 projects researching masters

transitions

• Gap between masters students’ perceptions and reality

• Main activity: Exploring how we, as Learning Developers, may fill this gap

• Feedback from activity and conclusions

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© University of Reading 2015 www.reading.ac.uk

Study Advice

The Neglected Transition:Post-course perceptionsStudy Advice – Dr Michelle Reid

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Project Aim

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To investigate the skills that Masters course

convenors, and Masters students at the end of their

course, identified as important for success in a

Masters degree and the advice they would give new

Masters students based on their own EXPERIENCES

Methodology

Research conducted in 2010-11 examining perceptions of:

• Masters course convenors – 11 staff interviews (from courses ranging from

Applied Statistics to English Literature)

• Masters students reaching end of course– 4 students in focus group– 204 students replied to online questionnaire

Main findings:Staff perceptions and advice • Expected students to have attained a certain

standard of scholarship

• Tacit increase in expectations => now enforced

• Same ‘skills’ but different scholarly level and integration

• Professionalism

• Application – not just demonstrate critical thinking but apply it to new domains

• Hard to communicate the experience of needing self-development as scholars

Main findings:Student perceptions• Same skills but different scholarly level and

integration– “You think you know what critical thinking is but hold

onto your hats because at Masters level it all changes!”

• Time management – Strategic planning and managing workload– Important to keep on top of work– Tendency to underestimate time and intensity– Need to dedicate time / immerse self in the course

• Need to find out what is expected

• Feedback from lecturers = very important in development

Main findings: Student perceptions

• 60.7% (of 204) wanted more guidance on what to expect– What lecturers want – still many tacit assumptions– Experiences from other Masters students

• 53.5% (of 204) thought course was harder than expected– Intensity and pace– Workload – “clear your diaries”– Back-to-back assignments

• Pre-course and formative material present issues of access and time, especially for international students

The ‘neglected transition’ – Our concluding thoughts• Change in identity and expectations –

qualitatively different – student => researcher / scholar

• Immersing self in the course was seen as necessary by both staff and students

• More integrated and coherent set of study practices linked to the research process

• Understanding of these issues gained through experience and self-development

© University of Reading 2015 www.reading.ac.uk

Study Advice

Get Reading: UROP Project with Study Advice 2014 Study Advice – Sonia Hood & Dr Michelle Reid

Project Aim

Investigate the skills that final year students

BELIEVE they will need to develop in order to

be successful at Masters level and how Study

Advice and the library can support them in

developing such skills

Methodology

Sample:

Final year AHSS students planning to stay on (in Reading) and study a Masters degree

Method:

Focus group (x2)

Interviews (x 9)

Benefit of UROP = no preconceptions = less bias

Methodology cont….

Question frame:

Motives for further study

Perceptions academic requirements of Masters study

Advice and support they think they would like

Interviewer:

2nd year student (UROP)

No preconceptions of Masters study

Non judgemental

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Main findings

Students were aware of:• Increased need for independent study• More intense study which will have impact on

their time• More (complex) reading• That there would be some transition

BUT• Lacked any knowledge of what this meant in

reality (vague)• Wanted any/advice support to be endorsed by

department as this to them was key

Main findings cont…

Students felt:• Summer was a wasted opportunity• Would like to do some pre-reading – and advice

on this• Would welcome opportunity to speak to current

Masters students

BUT

Students had varying motives- not all were that keen

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Our concluding thoughts

• Helped us to realise that students aren’t aware of the skills they need to develop

• Strong association with school/department/subject and generic advice less appropriate

• Missed opportunities to engage with students prior to starting course

• Opportunity to capitalise on the experiences of current masters students e.g. student-led support, mentoring, peer support

ANY QUESTIONS?

Over to you….

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Key overarching theme

Perception

• Masters level will be harder but difficult to say ‘how’

• Study advice is course specific : needs to come from the department

• Missed opportunities to prepare over the summer and meet current masters students.

Reality

• Greater emphasis on scholarship & professionalism

• Value support but also something that has to be ‘lived’ and ‘experienced’

• Less time than thought to develop skills and get feedback during the course

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The perceptual gap

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Reality

Perception

How do we fill this?

When we are seen as too generic

Activity• Within your group of mixed experience, discuss

and be prepared to feedback on either:

– This perceptual gap and solutions you proposeOR– Any related issue that anyone in your group has in

supporting Masters students

The aim is to share our experiences of supporting post graduate students. Balancing the generic with the specific, and overcoming barriers to preconceptions of our role and their needs

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