The document discusses expectations and experiences of university students based on interviews with students. It finds that students had varying expectations prior to arriving, with some worried about skills or the transition after a long time away from education. Students reported learning best through practical and interactive methods rather than just listening. The experiences of university were generally positive, with making friends being a highlight. The document discusses how the university student population has changed with more diverse and non-traditional students and explores ways universities can better support student transition and engagement through activities like orientation, community building and listening to the student voice.

1. Supporting a different learning experience Understanding student expectations and experiencesBecka Currant Dean of StudentsUniversity of Bradford

2. Listening to the narrativesWhat do our students think about their experiences?How do they feel about being at university?

3. Expectations prior to arrival“I hope I can become more confident as well as stretch myself in lots of new ways, push my boundaries. I hope University can support me in this and help me when I flounder”“I didn't really know what to expect...”I didn’t have any idea how it was going to be because…it is just different than in my country, and the way of teaching and everything

4. Concerns/Worries“I was concerned about having the skills because I hadn't studied for a long time”“I had not done anything like it for 13 odd years, so that adds another level of toughness to it”“I was expecting it to be tough and harder than it was”“I think anyone coming to Uni with an expectation of it being easy is fooling themselves”

5. How do students think they learn best?“I prefer practical learning as I like to do things and get bored when just listening to someone talking. I do quite well when working in a group as well as it gives me more ideas and opinions” “Through repetition. I like to study independently initially but then to consolidate the learning I like to discuss it and have feedback on it. I have a low attention span and so find a lot of reading and quiet time very hard work. I like to interact with people and so the discussion and debate of ideas appeals to me greatly” “I learn best from doing things or thinking through a problem with other people or by writing something down, drawing it. I don't learn much by just reading something”

6. Feelings About the Course“It’s challenging but its good fun I really enjoy it, the content I really, really like”“I am really enjoying it”“I like, love it! ...the content and just I am really enjoying learning... taking all the information in… although it is a lot of work I just really enjoy that part of it, sort of doing the research going to the library and finding out the stuff”

7. What is their best experience?“I think the best part for me was meeting so many new people. I didn't know anyone else before I came here, and I was worried about not making friends, not fitting in etc. But on my very first day (the welcome talk), I already got talking to a few people, and that really worked wonders for my confidence” “The tutorials were very helpful to guide the students during the year. Also seminars and other supporting classes. I felt that the lecturers were people who we can speak with and this is necessary for a non English student”

8. Stating The Obvious But…Higher Education is changing…“The university system is in need of ‘radical change’ to provide a better deal for taxpayers and students” (Willetts, 10 June 2010)How is the sector going to respond?

9. The Impact of ‘massification’Over last 20 years Higher education has undergone radical and unprecedented change (Education Act, 1992; Dearing Report, 1997; Roberts Report, 2003; Leitch Report, 2006)Learners are entering with different expectations and assumptions about their experiencesThe student body has become dramatically more heterogeneous and has fragmented in some cases

10. Students 2.0?Who/what are modern students? A vision of students todayWesch (2007)Engaging Students at Bradford (Currant, 2009)What issues do they face? What challenges does this pose for us?How do we respond to differences from the ‘norm’?

11. What about Universities 2.0?Diversity of entry routesIssues of dealing with developing autonomyOlder – with additional responsibilities/issues?More local, many with existing established peer groupsEarning whilst learningDisengaged learners seeking qualification whilst unsure what University life is aboutReduction in places: increased competition

12. Possible Policy Changes?Reduce burden on tax payerStrengthen finances of universitiesImprove the quality of the student experienceExample?“Students should be able to study for a degree at any university in England, but attend lectures at their local further education college.” (Willetts, 10 June 2010)

13. NecessaryAn Acrostic Activity (sort of…!)NeverEatCherriesEatSlicedSausagesAndRaspberryYogurt

14. Acrostic ActivitySTUDENTEX PERIENCE

15. What Will This Mean For Us?Significant changes to how we do what we doIncrease in part time students?More flexibility?How will we engage diverse learners and support a different learning experience?

16. Why Do Students Leave University?Because they are not engagedNot engaged academically“I am not clever enough”“The course is not what I thought it would be”Not engaged socially“I feel lonely”“I am homesick”“The other students are not friendly”

17. Do we know…What ‘transition’ means to different individuals?What does ‘transition’ mean to you?What have you done to address issues of student transition, expectations and engagement?What impact has this had?

18. TransitionTransition is a key issue with regard to the First Year Experience (Tinto, 1987, 1993; Pitkethly & Prosser, 2001; Longden and Yorke, 2008; the STAR project, 2008)Transition starts before students arrive – from the moment they think about applyingTransition continues throughout their University lives – between semesters, modules, concepts, years/stages and upon exit

19. Student successBetter preparationFair admissionsFlexible progressionFirst steps in HEStudent Life Cycle ModelLayer et al, 2002

20. Student successClear expectationsFlexible assessment, regular feedbackExplicit requirementsSupport during first yearTransitions Life Cycle ModelCurrant, 2009

21. Why Come to University?Balance of power between intrinsic and extrinsic motivation Why have they decided to come to University at all?What do they expect… of University itself?to do once they leave?

22. Why Are You Here?Because “I have nothing else to do”Because “my parents/siblings told me to come”Because “I don’t want to get a job”Because “I want to study the subject”What impact will this have on engagement? How do we support a different learning experience?

23. Why Do Students Stay?

24. Why Have I Stayed?

25. What does all this mean?Challenges with engaging students in their studiesConflicting pressures and concerns taking focus away from UniversityLack of ‘academic maturity’ and poor decision making in some casesFocus on positives; making time to listen and hear…

26. What Can We Do?Identify student expectations of University Make explicit institutional requirementsDemystify the complex, codified structuresProvide holistic induction experienceSupportive assessment processProvide early formative assessmentEngage with curriculum to inspire learnersDefine curriculum engagementAcademic and Social integration

27. Some areas of focus…Induction, transition and initial engagementEngaging students in University life - building a real, sustainable and workable University communityResearch into the student experience – listening to the student voice and making changes

28. Develop Me!Skills trackingMeet and chat, pre-entry activitiesOnline resourcesMobile guidesdevelopme.ning.comStudent voiceExpectations survey

29. First Year Experience questionnaire

30. Student experience researchwww.bradford.ac.uk/developmewww.braduni.mobiMeet and chat online