ESCALATE SMALL DEVELOPMENT GRANT PROJECT Developing professionally relevant research and study skills for mature students as preparation and induction for higher education.

ESCALATE SMALL DEVELOPMENT GRANT PROJECT Developing professionally relevant research and study skills for mature students as preparation and induction for higher education Final Report March 2006 Scott Buckler University of Worcester Jean Bigger Swindon & Marlborough NHS Trust Mark Townsend University of Plymouth STRUCTURE OF REPORT Section Summary of research Introduction/ Aim & Objectives Approach to the research Stage Stage Stage Stage Stage Stage Stage Conclusions Recommendations References Appendix I Page 12 16 20 22 27 28 28 29 30 SUMMARY OF RESEARCH This project aims to compare, refine and disseminate practice of developing study skills within three institutions The students on these programmes are generally mature students, mostly studying part-time alongside their employment All are engaged with study skills although through different modes of delivery A number of stages for this project have been identified which have provided a basis for the discussion and research between the institutions Predominantly the stages range from identifying the specific issues relating to mature students, assessing the impact of skills students have developed and exploring modes of delivery, a framework has been posited for developing study skills The findings from this project suggest that study skills are important and contribute to student success, that the skills need to be continually developed and that a balance of mechanical, personal and academic skills are united INTRODUCTION This project aims to compare, refine and disseminate practice of developing study skills within three institutions This provision of study skills is associated with preparation for, and induction to, HE work-related courses The Swindon and Marlborough NHS Trust course takes place as preparation for HE in a programme called Study Skills for Higher Education This is an eighteen week course with free standing units that can be delivered separately This has run for six years, initially under the aegis of Swindon FE College At the University of Plymouth, study skills are not taught within a single module but are embedded across all of the modules within their Foundation Degree (Teaching Assistants) At the University of Worcester, study skills are facilitated through a module on the Foundation Degree in Learning Support (Level HE), entitled ‘FDLS 1001 – An Introduction to Study Skills’ A module at Level (or H, HE) on the B.A in Education (Honours) In-Service progression route, develops study skills further The courses identified consist of students involved in a range of vocational areas, covering learning support, early years, police training and health care professionals The students on these programmes are generally mature, mostly studying part-time alongside their employment, for whom HE study can be a daunting prospect even though they are experienced and effective professionals These programmes aim to dispel such fears, empower and enthuse the mature student towards further study, in turn encouraging them to make rapid and successful progress The skills involved include report and essay writing, communication and presentations, library and information searches, referencing, reflective practice, and action research Aims and objectives Aim •To explore and develop study and research skills for mature students Objectives • Clarify the nature and needs of the students; • Explore literature relating to the promotion of good practice; • Assess the impact of study skills on students both professionally and academically; • Explore different models of facilitating study skills; • Identify a study skills curriculum with progression APPROACH TO THE RESEARCH This final report has been the conclusion of over a year of continued discussion between members of the three institutions in analysing different modes of study skills delivery and content It must be noted that fundamentally this report has been the culmination of the experience and views of the individuals working within the project team and is not necessarily representative of how study skills are delivered across each individual institution Although the discussions are centred around developing skills with mature students on vocationally-based programmes, issues that are raised in this report should hopefully benefit anyone involved with the facilitation of study skills The following stages represent the development process that the discussions and research have centred Stage – Reviewing relevant literature on study skills A brief review of key texts and academic literature In order to identify common strands within study skills Stage – Identifying the nature and needs of the student Student identity can contribute to the success or failure of their studies Understanding the nature of matures students entering higher education on professional courses may help reduce such failure Stage – Overview of courses within the three institutions Demonstration of the different ways that study skills are delivered at three different institutions Stage – Assessing the impact of study skills with students Are study skills worth developing? Do they contribute to student success? What students think of study skills in terms of their value and the importance of developing different skills? Stage – Exploration of the advantages/disadvantages of different modes of delivery As a result of the discussions between the institutions and through student feedback, is there a common consensus on how study skills should be delivered? Stage – Identification of a study skills framework for progression Can a model of how skills are delivered be formulated as a result of the discussion and research? Which skills ought to be introduced initially? Stage – Dissemination How can the results from this project be disseminated for practical purposes? STAGE – REVIEWING RELEVANT LITERATURE ON STUDY SKILLS Development of effective study would appear to be a crucial element of any higher education course, especially as the widening participation agenda is aimed at attracting students from perhaps standard non-academic entry routes, yet from professional settings Gettinger and Seibert (2002, p 350) note that the effective development of study skills, ‘contribute to success in both non-academic (e.g employment) and academic settings’ It cannot be assumed that students are automatically equipped with the necessary skills to meet with success in higher education As Weidel (1996, p 247) highlights, ‘many students need help learning how to study’ which is further refined by Gettinger and Seibert (2002, p 356) who suggest that, ‘lack of organisation is common among students with poor study skills’ However what actually defines ‘study skills’? Which specific skills contribute to effective study? Can these skills actually be taught or does the student develop them over their own time? As such, a number of general study skills books for students are available at this level: listed are some examples although this is not an exhaustive list, indeed further specific books could have been listed which discuss aspects of research, critical reasoning, essay writing, etc although the examples below are representative of a single volume to benefit new students: Cottrell, S (2003) The Study Skills Handbook, London: Palgrave MacMillan Northledge, A (2005) The Good Study Guide, Milton Keynes: Open University Wordlwide Ritchie, C & Thomas, P (2004) Successful Study Skills for Teaching Assistants, London: David Fulton Publishers Analysing a range of such books in terms of content, a summary of the skills generally covered consist of: •intrapersonal skills •interpersonal skills •reading and writing academically •critical reflection •research •examinations Most academic literature on study skills discuss theoretical models of studying and learning, however Hartley (2002, p 208) notes that the major areas covered in traditional study manuals include ‘reading, note-taking, writing and revising’ Rawson (2000, p.225) broadens the aspect of study skills, noting the importance of ‘Learning to learn’ which he defines as, ‘involving study skills, critical analysis, time management, planning, goal setting’ Hoover and Patton (1995) suggest different skills, those of acquiring, recording, organising, synthesising, remembering and using information In summary, although there appears to be little consensus between authors, main aspects within the literature explored appear to indicate the following as skills for effective study which tend to support the areas preciously cited from the student-based books: •Intrapersonal skills - time management, planning, goal setting, organisation •Acquiring information through reading, note-taking •Making links through organisation, analysis, and synthesis •Writing in an analytical and reflective style •Revising/examination technique •Research skills One aspect which is not addressed in sufficient detail are the development and use of ICT skills ICT is increasingly important to students, especially mature students who are studying with limited contact or from a distance Each academic subject has their own collection of databases, etc thus a generic book cannot allocate sufficient information on this particular aspect Although a number of books exist on study skills for students, are students actually aware of the importance of developing these skills? Surely the didactic role of teacher/student means a more experienced other will share their worldly knowledge of effective study skills with the passive recipient? Thus, if students who may be returning to study after a period of absence are not aware of the differences and nature of learning in higher education, can they be expected to take responsibility for their own learning? (Even students who have endured the education system recently are perhaps not equipped for the gentle step – or leap – into higher education.) Pre-higher education study, students are expected to engage with Key Skills, similarly certain undergraduate courses (i.e Foundation Degrees) utilise Key Skills, perhaps as part of a wider professional development planning portfolio Although several government-funded research projects have investigated the necessary skills to equip learners through exploring the training and development of Key Skills (DfEE, 2000; Drew, Shaw & Mowthorpe, 2000; Gillespie & Wilmut, 2004), fewer have focussed on actual pedagogy or the notion of intentional learning (Open University, 2002; Fretts, 2003; Cranmer & Kersh, 2004) Indeed, recent research findings indicate that students and tutors not rate the development of these skills as a high priority compared (MacKay, 2005) Consequently, whose responsibility is it to ensure that students are suitably equipped to engage with successful study? Study skills are not an area most tutors enter academia to teach specifically, thus there is little in terms of preparation or content on which to draw apart from their existing habits and rifling through books aimed for students A number of institutions may have support services that offer training and development with study skills, such as career’s guidance, equal opportunities, or a developed personal tutor scheme Indeed all institutions are now required to ensure that courses have an element of personal development planning embedded Yet are students aware of the nature and level of support, or indeed the usefulness of seeking such guidance? Ultimately it would appear that joint responsibility needs to account for the development of such skills, however these skills need to be contextualised by relating them to the individual student’s area of study A useful publication by Stella Cottrell demonstrates how such skills may be embedded within a course opposed to study skills being reduced to a sheet of hints and tips: Cottrell, S (2001) Teaching Study Skills and Supporting Learning, London: Palgrave MacMillan This book not only provides a theoretical basis for structuring study skills but provides detailed session plans for implementing skills with students Each section considers aspects which impact on learning and the student and ultimately is written for HE tutors involved in teaching Having implemented some of the sessions, they have worked extremely well, are logical and sequential in terms of delivery, and allow progression for students The sessions are low on terms of preparation but high in student involvement In conclusion, the importance of developing study skills are summarised by Gettinger and Seiber (2002, p 361) in that, ‘Good study skills minimise failure and enable students to take advantage of learning opportunities To be effective learners, students must (a) have a wide array of study strategies at their disposal, and (b) know where, when, and how to use these strategies’ Consequently, study skills are deemed as an important factor contributing to academic success however there appears to be a lack of consensus on what skills ought to be developed or how they should be taught STAGE – IDENTIFYING THE NATURE AND NEEDS OF THE STUDENT Student Identity The nature of higher education is one of continual change: across any campus nowadays, the ‘traditional’ late-teen/early-twenty-something student is being matched by students who may be returning to study after a period of absence When considering the term ‘mature student’, pictures of serious academic discussions across a cappuccino with greying students may spring to mind Perhaps the term ‘mature student’ is a slight misnomer Indeed, the term ‘mature’ related to students could be applied to any student who has survived into the final year of their degree – across the Atlantic, such students are called ‘seniors’ Thus using the term ‘mature’ to a student who has been away from study for an extended period (how long is extended!?) would seem to imply that they are equipped to meet the demands of higher education However, this may be far from the truth All three contributors within this report work with ‘mature’ students, predominantly female The diversity of students range in both age and academic entry level This is an important aspect of widening participation within each institution These students come with specific needs, which this project sought to illuminate Within both University of Plymouth and University of Worcester, the Foundation Degrees in education predominantly attract learning support workers in the role as teaching assistants (TAs) from the primary phase although secondary TAs as well as students from post-16 and social services are also on the programme Students range in age and practice however all students are required to be in practice with a minimum of two years experience The majority of students are ‘mature’ (as defined by being post25), women, and who may have missed formal opportunities to study after leaving compulsory education Such students thus tend to be anxious about their academic ability and lack confidence in their skills, especially in terms of ICT The combination of study, work based experience and managing their family commitments is a key component of the typical mature student The role of a TA /learning support worker is generally held by women This has been partly due to the care role formally associated with woman but also due to the career opportunities and pay structure that this sector attracts Students attracted to the foundation degrees listed in this project have a desire to study which is driven by a need to improve their practice and professional status This drive could be from work-based requirements, such as the impact of HLTA and work force reform or personal development desires The B.A.Ed (Hons.) however attracts a more equal gender balance Within this programme, students may come from a variety of professional backgrounds, for example, police and NHS trainers, further education tutors, teachers with a Certificate of Education Thus the male-to-female ratio is more balanced, however they still tend to have the same academic background and competing demands The Swindon and Marlborough NHS Trust run a course aimed at practitioners who may want to pursue a degree qualification Again the majority of participants are representative of those on the aforementioned Foundation Degrees However the question remains as to why there is an increase of such ‘mature’ students within our coffee shops? With workforce reform affecting both education and health, there are increasingly varied demands placed upon practitioners alongside possible financial gain (for example the recently implemented Higher Level Teaching Assistant status) This need to develop marketable skills to meet the demands of such reform culminates usually in an approval indicator, for example, a certificate or paper qualification Such qualifications thus act as a buffer to potential litigation Subsequently the nature of the ‘mature’ student on these courses may be summarised as: •Generally post-25 •Have few ‘formal’ qualifications beyond GCSE/O Level/CSE •Enrolled on vocationally-based programmes •Generally female (at pre-HE and FD) •Working in a professional capacity, most often, full-time •Balancing work, family and study commitments •A need to upskill/upgrade due to the changing workforce •Lack of confidence Having established the nature of the ‘mature’ student, further aspects of the courses and how they relate to the students need to be considered Due to the limited contact students have (they may be at their place of study for a whole afternoon or an evening, occasional Saturdays, or studying through open/distant or blended-learning), two categories have been identified which influence their success (as identified by Lyall and McNamara, 2000) The first category identifies factors centred around the independent nature of such learners (Figure 1), the second category identifies factors which affect the study environment (Figure 2) In conclusion, ‘mature’ students embarking on higher education courses tend not only to be highly motivated but their studies are compounded by the independence as a result of studying part-time and perhaps at a distance, combined with establishing a conducive study environment Appreciating the conflicting nature and needs of these students, an orientation to facilitate effective study would appear as a necessity to ensure such students are not daunted by their first few weeks on such courses, where issues of identifying effective learning space can be addressed while limiting the isolation of such independent work 10 Discussion of Results Study skills appear to be an important factor which contributes to the success of students, as reported by students It would appear that a blended approach to facilitating study skills would be preferred Although first years prefer a single module initially, by the third year students would prefer for this to be embedded Understandably first years are anxious in approaching studying after perhaps an extended period of absence and directly see the benefit in gaining confidence in specific skills However if this is the only input about study that they have through their course, by the time they reach the final level they feel that a revisit ought to be more frequent to keep their skills honed Whereas almost every student has reported having practiced their skills, this appeared to be the result of having to use their skills to meet assessment thus it could be argued that they were surface learning From a tutor’s perspective, ensuring that a coherent group identify is established and that the concerns of returning to study are reduced would appear to be an important factor in an initial study skills input ICT As a number of students reported that they had limited knowledge and understanding of ICT before entering study at the respective level, this has an impact on ensuring students have the confidence and skills to study throughout the duration of their course Some ICT induction ought to be offered in terms of using ICT for more specific studying This is reflected in how students rate skills – first and second year students rate specific ICT skills (i.e searching databases) higher than their need to develop general ICT skills (i.e using basic software packages) Acknowledging prior skills One often cited barrier to overcome is that of ensuring new students are aware of the skills they already have and to use this as a starting point in order to develop confidence in their own skills Time management also appears to be a key factor that needs addressing to ensure students can identify their best time for study Combined with this are aspects of understanding their learning style and preference in order to maximise their study: as such, they prefer solitude or can they work with others around, etc? Academic skills In terms of importance of academic skills, students at any level seem to place academic reading and writing as a high priority However this needs further analysis – are third year students still focussed on the mechanical structure of being able to read, critique and write? Perhaps the focus is still high in that by level three, the overall degree classification is more pressing and that written assessment is more predominant in terms of independent studies This may be in opposition to their first tentative days of study, when students were trying to understand what the initial reading and writing requirements were in order to survive Reasoning skills Although reasoning skills are rated as a low priority in the first year, by the third year this has increased significantly A reason for this may be that over 17 the duration of their studies, students engage more with analysing their practice, similarly engaging with wider academic areas and issues that may not be as ‘clear cut’ as first envisaged Consequently students may realise that there are no definite answers resulting in having to increasingly defend their position Personal skills Personal skills are generally rated as moderately important throughout the duration of their studies This may be as a result of students needing to be self-motivated and organised in order to succeed while balancing the commitments of work and family Furthermore increased demands on groupwork as part of assessment, and reflection on work-based aspects of their course may result in the importance related to this factor Specific ICT skills Whereas specific ICT skills are rated as high importance in the first couple of years of study, this reduces significantly by the third year A possible explanation for this is that students are continually practicing and refining their skills Research skills Research skills increase steadily over the three years in importance probably as a result of the increased independent nature of their course The culmination of level two and especially level three may result in an independent study or dissertation thus the greater demands on research skills Specific skills Specific skills and skills of lectures and seminars are relatively low and stable over the duration of their studies A possible explanation for this may be that lectures facilitate learning by encouraging students to reflect and share their practices due to the vocationally-based nature of foundation degrees As students on these courses are used to working with others on a professional basis, group situations within lectures are not as daunting By level three most of the course is centred around research A professional project acts as an area which may be further developed within the independent study or dissertation (which equates to three modules) Furthermore students complete a research methodology module which culminates in a research proposal Consequently the ‘traditional’ lecture (which may be content-heavy) is reduced in favour of tutorials due to the independent nature of study at this level 18 Conclusion In conclusion, from the aspects raised in this section a summary of the issues raised in this stage of the project appear to indicate the following: •Students would prefer a ‘blended’ approach to study skills: an initial input which is revisited throughout their studies •Students rate the importance of study skills highly as a factor to their success •Initially students have limited ICT knowledge •A key factor would seem to be developing confidence in students’ skills •Academic reading and writing is deemed as an aspect that needs revisiting throughout their course, as are reasoning skills and personal skills •In addition, ensuring that students not feel too isolated with their studies is an important factor 19 STAGE – EXPLORATION OF THE ADVANTAGES / DISADVENTAGES OF DIFFERENT MODES OF DELIVERY A number of issues were discussed in terms of how study skills could be delivered As previously noted, students would prefer a blended approach Effective facilitation of learning With the exception of Swindon and Marlborough NHS Trust, the other institutes work with a number of partner colleges across a wide geographical location Consequently, study skills are taught by a variety of tutors to different student cohorts The issue of maintaining quality is of concern thus devising learning and resources to aid all tutors is an area to address Impact of e-learning Students are encouraged and expected to engage with technology to assist their studies Accessing information and presenting assignments in a variety of formats (presentations, portfolios, reports, etc.) requires students to develop a range of ICT skills Students generally feel that they lack confidence in ICT Single module or embedded? An orientation to studying at HE appears to be required in order to allow students to access the electronic databases and understanding what facilities exist and how to use them Students would like to have most of the skills embedded in modules allowing skills to be developed which were module and course specific In terms of facilitating learning this could be problematic Although study skills matrixes are commonplace across courses in different institutions the onus is then on the module tutor to ensure that they address the skills effectively Needless to say most module tutors are concerned with addressing the intended learning outcomes of their module opposed to developing graduate or study skills, as these are the aspects of the course that are explicitly assessed As a result, when courses are revalidated there is a need to ensure that the intended learning outcomes also reflect the nature of specific study skills This issue may well be compounded with HE provision being widened to FE providers As such, tutors new to HE programmes initially tend to consider the theoretical aspects of their modules, the ‘taught content’, opposed to effectively facilitating learning the learning process Understanding the nature of the learner and how HE differs from previous learning needs to be addressed through staff development programmes Time restraints often limit this: FE hours are different to HE hours Consequently an FE tutor may have some HE hours to prepare a module however when weighed against their FE commitment, time is a rare commodity both in preparation and attending HE staff development training (i.e SEDA programmes) or development days Relation of skills to practice Students reported that they have continued to develop their skills through application in other modules One issue raised through the discussion is that study skills ought to be related to a practical application so students can utilise 20 their skills to their discipline Indeed all three institutes ensure that this takes place through using related examples, i.e when developing critiquing skills, an article closely related to the experience of students is used, one which is short in content but may be used as an example to facilitate discussion of bias, argument structure, etc Another example would be in developing an argument as a preliminary to academic writing based on a contentious professional issue Possible solutions From the discussion about the relative advantages and disadvantages of the how such skills are structured for student learning, the following points have been raised These areas are not conclusive but open for further discussion: •An initial module in order to orientate students to studying This mode of delivery could entail a specific ‘study skills’ module, alternately as a more ‘traditional’ subject-based module which has a high emphasis on embedding skills within the content •Specific sessions in each module where the intended learning outcomes are met through facilitating study in a specific manner This would allow aspects of study skills to be revisited However, an important aspect to consider is that mixed-messages are not inadvertently delivered by different tutors resulting in confusion for the student To reduce this, a tutor with responsibility for revisiting skills in part of a module could be used, otherwise tutors are all made aware of the skills that were originally developed and how these should progress This leads to the next point: •Staff development for all tutors on the importance and relevance of study skills •Alternately, study skills could be reviewed at the start of each new academic level and further developed in accordance with the new set of demands This model could result in one tutor with responsibility for developing skills across the course thus establishing a sense of continuity 21 STAGE – IDENTIFICATION OF A STUDY SKILLS FRAMEWORK FOR PROGRESSION Areas to cover for student study skills From the information this project sought to gather, a number of generic study skills for professional students have been identified through literature and discussion The key areas are identified (in no particular order) as: ELEMENT Personal skills Academic writing Academic reading ICT Information Support Technology General ICT skills Research skills Making the most of lectures & seminars Reasoning skills Specific skills CONTENT Identifying your own skills (learning styles/ strategies, etc.) Working with others Time & personal management Presentation skills Assignment writing Assignment planning Report writing Effective reading (skimming, deriving content, etc.) Critiquing articles Accessing electronic journals Accessing ICT (library catalogues, WebCT, discussion boards, etc.) Web-searching Using different programmes (Word, Excel, PowerPoint, etc) Literature searching Refining research proposals Reflection Note-taking Participation techniques Analytical thinking Developing an argument/line of reasoning Referencing The student questionnaire assessed the relative importance of these areas among students at different stages of their studies Upon reflection of these results and through further discussion, these skills were grouped together as specific areas: •Mechanical (i.e just being able to understand and use them) o ICT specific o ICT general o Specific skills •Personal (i.e skills based around organisation of information and self) o Note taking o Lectures o Time management o Planning •Academic (i.e skills of applying theoretical frameworks into a practical aspect) o Reasoning skills o Analysis o Synthesis o Reading/ Writing o Reflection 22 From this discussion, the following table was produced A final area has also been included that unites and utilises all of the key areas, that of research KEY AREA MECHANICAL ELEMENT General ICT skills ICT Information Support Technology Specific skills PERSONAL ACADEMIC RESEARCH Making the most of lectures & seminars Personal skills CONTENT Web-searching Using different programmes (Word, Excel, PowerPoint, etc) Accessing electronic journals Accessing ICT (library catalogues, WebCT, discussion boards, etc.) Referencing Literature searching Note-taking Participation techniques Identifying your own skills (learning styles/ strategies, etc.) Working with others Time & personal management Presentation skills Academic Assignment writing writing Assignment planning Report writing Academic Effective reading (skimming, deriving content, reading etc.) Critiquing articles Reasoning skills Analytical thinking Developing an argument/line of reasoning Research skills Literature searching Refining research proposals Reflection A unity of all of the elements in the following cycle: Acquire, Record, Organise, Analyse, Synthesis, Apply, Evaluate, Reflect 23 Although a potential framework of areas to cover for effectively facilitating study skills has been identified, how can these be structured in such a way within a blended approach? Can the skills be looked at as a sequential hierarchy where mechanical skills are introduced first, followed through developing personal skills, honing academic skills and hoping that these unite in research so that students can complete an independent study/dissertation? As noted students would prefer to revisit aspects of study skills over their course which would reflect an effective constructivist practice would of developing existing skills in a progressive manner However, this does not take into account that students may be at different starting points when they first enrol Perhaps a skills audit needs to be implemented where students select skills they may want to improve opposed to being fed the same material ought to be considered Or should the same material be offered, yet students derive meaning at their own level? These issues are further developmental stages that could be explored however as an initial preliminary focus, the following model is offered for discussion In terms of pre-higher education courses and initial higher education courses, the three key areas could be introduced individually: 24 As students progress into the second year of higher education these key areas are revisited although the parallels between the areas are starting to formalise further Ultimately the final level of a degree should hopefully fuse the three key areas effectively: the skills being used in a coordinated manner for research purposes 25 In terms of the research cycle, the eight identified stages of research would develop from a fusion of the mechanical, personal and academic skills, which would ultimately serve as praxis for the course (For clarity however, these stages of research have been places around the diagram.) This final stage of the model is perhaps the true aspiration of facilitating learners within higher education – that of equipping students to become automated, independent learners who take responsibility for their own success within a professional area as modelled below: Student independence Demands Tutor dependence Time 26 Stage - Dissemination The themes identified in this project may make interesting reading however how can they be utilised effectively? A presentation based on this project has been devised to provide a summary of the research however it must be noted that this project has raised issues for further research opposed to providing many answers A content repository of study skills materials could be a future development from this project 27 CONCLUSIONS ‘Mature’ students often enter higher education with a number of personal skills which need to be capitalised for effective study in higher education Two key areas that specifically need addressing initially are use of ICT in terms of both its use as a research and presentation tool, and also enabling the students – who may be remote to campuses – to have full access to the institutions’ managed learning environments, secondly that of student confidence Ensuring a programme which orientates the student to higher education study, while continuing to revisit and develop skills further, appears to be an effective way of promoting successful study In terms of content, students need to develop a balance of mechanical, personal and academic skills, attempting to unite these successfully through independent research RECOMMENDATIONS • • • • • Ensure provision for developing study skills are an integral part of a course o Students appreciate that being quipped with the skills contribute to successful study Ensure skills are revisited throughout the course after an initial orientation o This ensures that students can continue to hone and develop their skills Ensure a tutor with responsibility either leads such study skills sessions or has responsibility for the training and development of other members of teaching staff o This will ensure that someone take study skills forward, opposed to assuming all staff will develop these skills within their modules o Providing staff development time or utilising one tutor effectively will ensure parity in delivery Develop a study skills curricula which develops mechanical, personal and academic skills o All three areas contribute to effective study Relate skills to course content as much as possible o Ensuring that skills are related to practical examples will allow students to see how they are relevant and can be applied 28 REFERENCES Cranmer, S., Kersh, N., Evans, K., Casey, H Jupp, T & Sagan, O (2004) Putting Good Practice into Practice: Supporting successful outcomes with literacy, Numeracy and key skills in Foundation and Advanced Modern Apprenticeships http://www.dfes.gov.uk/keyskills/uploads/ACF562B.doc (Date accessed 3/1/06) DfEE (2000) National Student Learning Programme (NSLP) Key Skills Project run by the National Union of Students (NUS): Final Report – November 2000 www.dfes.gov.uk/dfee/heqe/ks_nus_final.htm (Date accessed 3/1/06) Drew, S., Shaw, M & Mowthorpe, D.J (2000) Key to Key Skill: Final Report – May 2000 http://www.shu.ac.uk/keytokey/finalrep4.pdf (Date accessed 3/1/06) Fretts, T (2003) Wider Key Skills Action Research: Project Report – March 2003 http://www.keyskillssupport.net/files/organising/research/ProjectReport_widerk eyskills.pdf (Date accessed 3/1/06) Gettinger, M & Seibert, J.K (2002) ‘Contributions of Study Skills to Academic Competence’ School Psychology Review, Vol.31:3, pp 350-365 Gillespie, J & Wilmut, J (2004) Evaluation of the Key Skills Support Programme 2001-2004: Final Report – September 2004 http://www.dfes.gov.uk/keyskills/uploads/KSSP%20Final%20Report%20Sept %2004.pdf (Date accessed 3/1/06) Hartley, J (2002) ‘Studying for the Future’ Journal of Further and Higher Education, Vol 26:3, pp 207-227 Hoover, J.J & Patton, P.R (1995) Teaching Students with Learning Problems to use Study Skills: A Teacher’s Guide, Austin: Pro-Ed MacKay, K (2005) Delivering a Foundation Degree through a Managed Learning Environment, JISC http://www2.worc.ac.uk/jisc-mle/ (Date accessed 3/1/06) Lyall, R & McNamara, S (2000) ‘Influences on the Orientations to Learning of Distance Education Students in Australia’ Open Learning, Vol 15:2, pp 107121 Open University (2002) Key Skills: Making Connections – Main Findings http://www.open.ac.uk/keyskills/connections-main.htm (Date accessed 3/1/06) Rawson, M (2000) ‘Learning to Learn: More than a Skill Set’ Studies in Higher Education, Vol 25:2, pp 225-238 Weidel, G.B (1996) ‘Study Strategy Portfolio: A Project to Enhance Study Skills and Time Management’ Teaching of Psychology, Vol 23:4, pp 246-248 29 APPENDIX I Study Skills Questionnaire Institution Course Year of study (Please circle) Please circle your response Question How highly you rate the importance of study skills? Since starting the course, how well would you say your study skills have improved? What impact you feel that study skills have made to your success as a student? (1=very high / 6=very low) Response 6 Although you may not have covered the areas listed below, how highly you rate the following in importance to your study? (Please rank the areas in order of importance with being the most important and being the least Use each number 1-9 only once) Personal skills Identifying your own skills (learning styles/ strategies, etc.) Working with others Time & personal management Presentation skills Academic writing Assignment writing Assignment planning Report writing Academic reading Effective reading (skimming, deriving content, etc.) Critiquing articles ICT Information Support Technology Accessing electronic journals Accessing ICT (library catalogues, WebCT, discussion boards, etc.) General ICT skills Web-searching Using different programmes (Word, Excel, PowerPoint, etc) Research skills Literature searching Refining research proposals Reflection Making the most of lectures & seminars Note-taking Participation techniques Reasoning skills Analytical thinking Developing an argument/line of reasoning Specific skills Referencing 30 What other study skills you feel are important to students? Why? Do you feel study skills should be delivered as a single module or embedded into all modules? Why? Have you continued to refine your study skills since starting the course (for example, through reading further literature on developing your skills, etc.)? How? What you feel is the biggest hindrance to new students in terms of academic study skills? Thank you for taking the time to complete this questionnaire 31 ... reflective practice, and action research Aims and objectives Aim •To explore and develop study and research skills for mature students Objectives • Clarify the nature and needs of the students; • Explore... OF A STUDY SKILLS FRAMEWORK FOR PROGRESSION Areas to cover for student study skills From the information this project sought to gather, a number of generic study skills for professional students. .. practice of developing study skills within three institutions This provision of study skills is associated with preparation for, and induction to, HE work-related courses The Swindon and Marlborough