“It’s just a Derry/ Londonderry Month” ......critical reflections of the Social

Work Transition Project.

CHEP Conference 27th January 2013.Mary Mc Colgan and Susannah Mc Call.

Content of presentation An outline of the conceptual framework underpinning student

engagement, drawing on the key lessons from international literature.

A critical review of the transition project including its implementation, and identification of good practice initiatives

An exploration of the student perspectives, identifying their concerns about the transition and noting the “good, the bad and the ugly” about the process from their point of view.

Identification of the learning from this experience and lessons for implementation for future groups of students.

The Sum of the Parts.

Student Engagement: conceptual framework

Contextual Considerations Degree in Social Work introduced in 2004

established Collaborative Partnerships with four Further Education Institutes

Aim to offer geographic accessibility to professional Social Work Education

Revalidation in 2009 led to review of Collaborative Partnerships : reduction to two partners

Contextual Considerations Final year of Degree only offered at Magee Resulted in transfer of 63 students from Belfast

Metropolitan College and South West Regional College

Final year student cohort combining fast track route and three year route with total of 163 students

Additional responsibility for “off streamers”.

Critical review of Transition Project

Implementation phase Practical considerations –addressing Maslow’s

hierarchy of needs e.g accommodation, timetabling, transport, integration with existing cohort of students,

Challenges : large class sizes, staffing resources, geographic infrastructure (no trains from Belfast)

Student Perspectives Concerns about travelling to Magee on a daily

basis. Concerns about achieving standards of

academic competence “feeding forward” from assessment to learning.

Concerns about accommodation and orientation to final year.

Student Perspectives Concerned about moving from small group to

large group Concerned about being lost in big group and

losing peer support Concerned about allocation of placements.

How did we prepare Established Transition Group with senior staff, course directors,

students union, student services, Faculty administration, Subject Partnership Manager.

Initial meetings did not involve students.

Students were negative about first orientation visit

Successful engagement with student representatives to plan second visit and address concerns

Orientation preparationAs part of orientation, in situ visit by Student Support to explain student support process at Ulster.

Visit by Subject Partnership Manager to explain placement allocation process.

Allocated students in their existing tutorial groups to experienced tutors to sustain group cohesion.

Delivery of specialist lecture by subject expert to illustrate teaching standards. (double edged sword).

What did we do on the visits Two visits to Magee.....one for orientation, introduction to

other students Organised around group activities :ice breakers, campus

orientation. Critical feedback highlighted difference in expectations,

focus needed to include academic input Second visit organised around specialist lecture on current

topic related to child protection

The perfect storm

Confluence of Factors

Internal Factors

External Factors

The Glenshane Pass

Strategic FactorsCollaborative arrangements in place for delivery of Degree across two sites.

Allocation of resources predicated on existing provision.

Accountability to Regulatory Body (Northern Ireland Social Care Council)

Regional Process for Allocation of Practice Learning involved completion of Practice Learning Profiles prior to students transfer.

Lessons for the future.

Lessons for the future. Ongoing review and evaluation of the Transitions

Project. Introduce “buddy” opportunities. Establish earlier process for identification of

student support needs and assessment of educational support required.

Context determines capacity in spite of planning processes, factor in the “unexpected”.

And in the final analysis?

Area Review

Student engagement in individual student learning

The jury’s still out as the progress board has not been held. Initial results suggest comparable outcomes with established student cohort.

Student engagement with structure and process

Transition project has established role for student reps during the planning and implementation phase. Student reps also engaged in course committees

Student engagement with identity Achieved to some extent.

References:Trowler,V. 2010 Student Engagement Literature Review. York. The Higher Education Academy

Trowler, V and Trowler, P. 2010 Student EngagementEvidence Summary. Lancaster. The Higher Education Academy