'Giving Something Back': higher education students and educational interventions

Author(s):

Tina Byrom(presenting / submitting)Anne Ogrady(presenting)

Conference:

ECER 2016

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 03 A, Drop-outs and Delayed Completion

Paper Session

Time:

2016-08-23

17:15-18:45

Room:

NM-Theatre R

Chair:

Päivi Vuorinen-Lampila

Contribution

The link between a higher education degree and graduate level employability has received much attention amongst higher education institutions and policy makers (see for example, Robbins, 1963, Dearing, 1996, Yorke, 2006). This focus on employability has resulted in many institutions incorporating volunteering and placement opportunities within their degree courses to enable students to develop transferable graduate level skills, and gain valuable work experience. As an outcome, students should develop a range of transferable skills appropriate to graduate level employability. A focus on employability aligns closely with principles of human capital (Becker 1975), and many are critical of it (see Atkins, 1999; Morley, 2001), however, employability is now firmly embedded within a high number of higher education courses.

The main focus of attention on exploring employability skills has detracted from the broader learning and role that takes place during placement opportunities, particularly how students build on the learning in subsequent stages of their degree course (Little and Harvey, 2006). HE participation and attainment rates of marginalised groups have been identified as problematic (Archer, et al, 2003; DBIS, 2014). Despite numerous interventions to support the higher educational experiences of non-traditional groups (see, for example, Byrom 2009), there is limited evidence to demonstrate how targeted interventions can support BME communities in particular to engage with higher education.

This study sought to explore the experiences of higher education students undertaking a placement in an educational setting that supported BME young people, aged 5-16. Utilising a Bourdieuian approach (1990) it focused specifically on how higher education students engaged in their placement as part of their HE course, and how they supported BME young people to enhance their engagement with education. The following research question was developed to support the research: To what extent can higher education students contribute to an intervention programme that seeks to support BME young people in their education?

Students undertaking education-related undergraduate courses at our post 1992 University, based in the East Midlands, are required to complete a placement during the second year of their course for a minimum of 30 days. A number of students identified a charity they wished to undertake their placement with that provides targeted intervention programmes to support Black and Minority Ethnic (BME) young people with an education and health related focus. Its ambition is to develop the confidence and competence in education practices of the target population, and to aid the development of better understandings of different cultural communities. The charity actively recruits and encourages HE students to volunteer at their intervention activities by acting as role models and mentors, providing small group and one-to-one support for the BME young people. The sessions take place every Saturday and Sunday during term time.

Method

The project, in line with other projects involving disadvantaged groups, utilised a qualitative methodological approach. Using focus groups, discussions were undertaken with a range of research participants, including BME young people; higher education students; parents of BME young people; and teachers involved in supporting BME pupils. In addition, pupils were invited to represent their experiences of the interventions visually. Data was then analysed thematically. All research participants were fully briefed by the research team on the topic, purpose and focus of the research; and asked to complete an ethical consent form. The project was designed based on the ethical guidelines of BERA (2011) and our University code of practice.

Expected Outcomes

Findings - HE students identified a sense of ‘giving back’, stating they were able to share their experiences of education with the BME young people. - HE students recognised the contribution of education to their personal achievement in relation to undertaking a HE course. - Many of the HE students decided to continue to volunteer at the placement, offering one-to-one support, and small group support for the BME young people beyond the requirements of the HE course, demonstrating recognition of social responsibility, and social justice. - HE students found that the intervention provided a space for them to ‘fill a gap’ for BME young people in terms of opportunities to talk about HE courses, pathways, application process, and challenges. - BME young people identified the value of having the HE volunteers in their classroom and their ‘relatability’ which they linked to their own career ambitions. Conclusions: Placement activity which is incorporated into higher education courses as part of a drive to support students in developing and acquiring the necessary graduate attributes attractive to employers has a reach beyond an economic one. For the HE students involved in this small scale study the evidence demonstrates there are opportunities for them to develop strong insights and understanding of social justice, and social responsibility. Furthermore, the involvement of HE students into such interventions can have a positive influence on BME young people who may be thinking of applying for HE courses, or indeed, may not have considered HE as an option for them.

References

Archer, L. (2003). Social Class and Higher Education. Higher Education and Social Class: Issues of exclusion and inclusion. L. Archer, M. Hutchings and A. Ross. London, RoutledgeFalmer: 5 - 20. Atkins, M (1999) Oven-ready and self-basting: taking stock of employability skills. Teaching in Higher Education 4 (2) 267-280. Becker, G S (1975 Human Capital, Chicago: Chicago University Press. BERA (2011) Ethical Guidelines for Educational Research 2011, Available from: https://www.bera.ac.uk/researchers-resources/publications/ethical-guidelines-for-educational-research-2011 Accessed June 2015. Bourdieu, P (1990). The Logic of Practice. Cambridge, Polity Press. Byrom, T (2009): ‘I don’t want to go to a crummy little university’: Social class, higher education choice and the paradox of widening participation. Improving Schools, 12 (3). DBIS (2014) Widening Participation in Higher Education. London: DBIS. Dearing, R (1996) Review of Qualifications for 16-19 year olds [Full Report], London: School Curriculum and Assessment Authority. The Robbins Report (1963) Higher Education Report of the Committee appointed by the Prime Minister under the Chairmanship of Lord Robbins, London: Her Majesty’s Stationery Office. Little, B. and Harvey, L (2006) Learning through work placements and beyond, York: Higher Education Academy. Morley, L. (2001) Producing new workers: quality, equality and employability in higher education. Quality in Higher Education, 7 (2), 131-138. Yorke, M. (2006) Employability in higher education: what it is – what it is not, York: Higher Education Academy.

Author Information

Tina Byrom (presenting / submitting)

Nottingham Trent University

Nottingham

Anne Ogrady (presenting)

Nottiham trent university

School of education