Accelerated and Intensive Routes to Higher Education
Third Annual Report of the Research and Evaluation Project
The employability of graduates and the perceptions of professional bodies
Leah Sims
Maggie Woodrow
Reference M 8/96
April 1996
The electronic version of this document contains the Contents and Executive Summary only. The complete printed document is available from the HEFCE, price £5.00.
Contents
Executive Summary
E1 Conclusions
E2 Recommendations
I. About the Project
1.1 Objectives and Rationale
1.2 Research Methodology
2. Student Performance, Retention and Transfer (Second Cohort Students)
2.1 Pass Rates
2.2 Failure Rates
2.3 Withdrawal Rates
2.4 Transfer Rates
3. The Student View: End of Course Reflections (Three Year Pilot Programmes)
4. AIRs Graduate First Destinations
5. Professional Body Perceptions
Appendices
Appendix I Key Information on Institutions Offering AIRs Programmes
Appendix II A Summary of Pilot Course Models (Three Year Programmes)
Appendix III List of Identified Respondents to the Survey of Professional Bodies
Appendix IV Time Schedule of Work (November 1995 March 1996)
E1 Conclusions
This Third Annual Report of the Research and Evaluation Project monitors and evaluates the following:
(i) the performance, retention and transfer rates of second cohort pilot and parent course students at the end of their first year;
(ii) the end of course perceptions of students on the three year pilot courses;
(iii) the first employment destinations of AIRs graduates from the two year programmes;
(iv) the attitudes of the professional bodies to Accelerated and Intensive Routes.
Throughout the report, the accelerated programmes are often referred to as 'pilot' courses, and their standard length equivalents as 'parent' courses.
E1.1 Student Performance
Pass Rates. Pass rates of first year AIRs students remain consistently high and comparable to those of parent course students. There is, however, greater variation in results from one institution to another than with the first cohort. On the majority of pilot courses, all those entered for their end of first year assessments passed their examinations. Completion rates were however lower on most Engineering programmes, and on Science and Technology pilot courses and this may indicate a need for more rigorous selection procedures in these disciplines.
Withdrawal and Transfer Rates. The withdrawal rate of AIRs students remains low at 10.9%, but again this year the numbers are slightly higher than those withdrawing from parent programmes. Also slightly higher are the transfer figures at 8.8% of pilot course students, of whom 5.6% transferred to parent courses. Withdrawal and transfer rates go hand in hand on most AIRs courses. Very few institutions were able to provide reasons for student withdrawal.
E1.2 Student Perceptions
Satisfaction with AIRs Courses. Most (68%) of pilot students continue to express satisfaction with their choice of an accelerated course, particularly as it enables them to return to work more quickly. Students feel that less time is wasted on an AIRs course and that they can study at a steady pace, without too many breaks.
Limitations of AIRs Courses. A majority of pilot course students feel that they needed more time to consolidate and reflect on their studies; they missed opportunities for interaction with other students; and would have preferred a wider choice of modules. Approximately half felt that the lack of time for completing assignments meant that they were not able to reach their highest potential.
Student Support and Resources. AIRs students were much more satisfied with the support and resources that they received than parent students were, with 91% of AIRs students expressing satisfaction, by comparison with only 41% of parent course students, some of whom felt that AIRs courses were better resourced than their own. AIRs students' views on tutorial arrangements varied some felt that they were adequate, others were concerned that there were not enough tutorials.
Summer Recess. A majority (55%) of AIRs students also felt that reasonable facilities were available in the summer recess. It seems that most institutions have improved their provision in this respect, although some students felt that there was still room for further improvement. Only 18% had experienced difficulties with domestic responsibilities, holiday or childcare arrangements during the summer period. Most students(80%) felt that the open learning aspect of their course over the summer was satisfactory and that it had extended their range of skills. Occasionally however there were comments that the computer learning process involved was problematic for mature students.
Grants for AIRs Students. Almost all (96%) of AIRs students received a grant, but more than two thirds of them felt that the increase to cover the summer recess was inadequate. There were however fewer complaints about the failure of LEAs to meet the statutory requirements for AIRs students than had been made by the first cohort.
Views on Employment Prospects for AIRs Students. AIRs students were fairly evenly divided in their opinion as to whether an accelerated course would improve or impede their employment prospects, but there was a wider concern that employers may not be adequately informed about AIRs courses. Most parent course students, by comparison, feel that employers would not be influenced in either direction.
Views on the Extension of AIRs Courses. Most pilot and parent course students feel that AIRs courses should be widely available, although over 40% of pilot course students recommend their restriction to particular disciplines and to mature students.
E 1.3 AlRs Graduates' First Destinations
Employment Status. There is little evidence that an accelerated degree is harmful to graduates' employment prospects. The percentage of 1994 AIRs graduates in employment, at 58%, is the same as the national figure of graduates in employment from conventional courses in the same year. The proportion of unemployed AIRs graduates however is greater at 19% than the national rate (10%). Almost half of the AIRs graduates currently unemployed are from Engineering programmes. Twentyseven per cent of AIRs graduates are in fulltime employment, by comparison with only 7% at the start of their course. Most of the AIRs graduates are in employment which is unrelated to their predegree employment. Only 9% of the graduates had taken a sabbatical from their employment to study for their degree and more than a quarter of these were Engineering students.
Post Graduate Study. The proportion of AIRs graduates undertaking fulltime postgraduate study at 18% is only slightly lower than the national 21% of graduates from conventional courses on postgraduate programmes a figure which includes the 'old' as well as the 'new' universities. The fasttrack degree thus provides a reasonable route to postgraduate study. Most of the AIRs graduates on fulltime postgraduate study are from Law or Engineering programmes, but the range of postgraduate courses chosen is extremely wide. Most pay their own fees, although four are in receipt of grants and three are being financed by their employers.
Careers Advice and Development. The majority of AIRs graduates speak highly of the advice received from the Careers Advisory Service in their institution, although just over a quarter found this was inadequate or poor. Most feel that undertaking an accelerated course has had a positive effect on their career development, facilitating their personal skills, building their confidence and improving their career prospects. Specific skills mentioned include the ability to prioritise and organise tasks, and time management skills. Only 13% made unfavourable comments, which included fears of employer scepticism about AIRs and lack of opportunities to gain work experience during the summer. A third however, feel that the absence of professional recognition for their course has adversely affected their career prospects.
Impact of AIRs on Personal Circumstances. Most students (79%) feel that taking the AIRs course affected their personal circumstances, mainly in respect of causing financial hardship. Stress factors were reported to be high and the course put pressure on students' partners and on other close relationships, but only 8% reported problems with childcare.
E 1.4 Professional Body Perceptions
Knowledge of AIRs. Most of the professional bodies who responded are not responsible for awarding professional recognition to AIRs graduates and have not been involved in discussions about the courses. The majority wish to reserve their judgement about the courses until the completion of the evaluation project. However some negative reactions to the accelerated routes, based on inaccurate information, are evident. In particular, several of the professional bodies are either unaware or unconvinced that the number of weeks in an AIRs course is identical to that of conventional routes, and that for AIRs courses with work experience, the work experience requirement is the same as that on parent courses.
Professional Recognition. Opinion is divided as to whether AIRs students should receive professional recognition, although very few organisations, including those responsible for primary education and for electrical engineering, feel that no AIRs course should receive recognition. More widespread is the view that recognition should be given not to AIRs courses as a qualification, but to graduates on their individual merits, and that maturity would be a prime consideration. Most organisations do not however reject the possibility of future recognition of AIRs courses.
Advantages and Limitations of AIRs. Most professional bodies (70%) feel that AIRs graduates offer experience which would be valued by employers, including timemanagement skills, work experience and the experience of working under pressure. Employers would also benefit from the greater maturity and motivation of AIRs graduates. A larger number however (85%) noted disadvantages of AIRs, including in sufficient time for reflection and the consolidation of learning, and the lack of opportunities to participate in extracurricular activities.
The European Response. The majority felt that other European countries would have a negative reaction to AIRs, as British degree programmes are already shorter (in years at least) than elsewhere in Europe, and new EU legislation could have implications for the mutual professional recognition of AIRs graduates. While some respondents felt that it was debatable how far the UK system should allow its policy and practice to be determined by European reactions, others, especially in engineering and in medicine, felt that it was important to follow European law.
E2 Recommendations
E2. 1 Institutions are recommended to:
· provide adequate advice and information about AIRs courses to all applicants, and make clear the particular situation regarding recognition.
· ensure that their monitoring systems provide them with adequate data for reviewing AIRs programmes.
· investigate the reactions of mature students to computer learning techniques and provide training where necessary.
· review their tutorial arrangements for AIRs students.
· ensure that entitlement under student charters covers students on all kinds of courses
E2.2 The Department for Education and Employment is recommended to:
· review the relative value of awards allocated to AIRs students.
· recognise the positive achievements of adequately funded accelerated routes.
E2.3 Professional bodies are recommended to:
· examine all the evidence on AIRs, including the duration (in weeks) of AIRs courses, the work experience component and the quality assurance arrangements, in order to gain a full and accurate understanding about "acceleration" before making decisions about recognition.
· ensure that all higher education institutions are aware of the professional recognition status of AIRs courses.
E2.4 The Higher Education Quality Council is recommended to:
· involve the professional bodies in discussions about the quality aspects of AIRs courses.
E2.5 The Project Steering Group is recommended to:
· produce a Guidance Document to provide information about AIRs courses to prospective students, employers, careers advisers, and professional bodies.
· ensure that the project findings are widely and appropriately disseminated, to obtain widespread recognition in particular of the following:
- the academic achievement of AIRs graduates, especially in certain disciplines.
- the particular suitability of AIRs for mature students.
- the employment prospects of AIRs graduates.
- the effective use of the summer recess.
- the effective use of openlearning techniques.