Presentation to Computing Education Practice 2018 Abstract Articulation partnerships between universities and further education (FE) colleges in Scotland provide paths for students to complete degrees by studying two years at college (Higher National Diploma) and two years at university. These crucial mechanisms for widening access to university have been funded by the Scottish Funding Council since 2013. The Associate Student Project (ASP), based in Edinburgh Napier University’s School of Computing, supports the Associate Students throughout these four years of study. In 2017, the first of the scheme’s honours students graduated and the fifth cohort of college students matriculated into first year. The ASP partners agree articulation routes between specific HND courses, at college, and specific BSc/BEng courses at university, ensuring that, students entering university in third year have the skills and knowledge necessary to successfully complete the upcoming modules. Associate Students are matriculated into the university from their first year at FE college and have a guaranteed place on their university programme. Their student card gives them the same access to resources as other university students, including the libraries, fitness centres, and our 24/7 computing lab. University staff provide workshops and lectures to bridge the gap between the college and university experience, including: visits to colleges to provide academic referencing workshops and support to get paid work placements; opportunities to join lectures at the university; specific open and induction days for direct entry students. Once students are at university, ASP facilitates peer-to-peer support through buddy schemes; pizza lunches provide additional opportunities to chat with peers and staff and identify any specific problems. Throughout, quantitative and qualitative research gathers information about the students’ needs and perspectives, around transitioning into university and the usefulness of ASP interventions. This presentation shares the insights from this scheme, as universities strive to widen access, improve graduate diversity, and address ICT skills gaps.

1. Ms Debbie Meharg,
Dr Ella Taylor-Smith,
Ms Alison Varey.
@ComputingNapier
CEP, Durham, 11-12th January 2018
The Associate
Student Project
celebrates 5 years
of student
transitions from
further to higher
education

2. Background: widening access
CEP, Durham, 11-12th January 2018
Scottish 18 year olds, entry rates to uni
by SIMD* groups
(Q5 = least deprived)
(UCAS, 2016: 104).
Reproduced by permission of UCAS.
* SIMD: Scottish Index of Multiple
Deprivation.

3. Background: widening access
Proportion of Scottish-domiciled Entrants from the Most Deprived SIMD Quintile
(MD20) (Scottish Funding Council, 2017)
* 28,860 full-time Scottish-domiciled first degree entrants to universities in Scotland in
2015-16.
CEP, Durham, 11-12th January 2018
Uni First Degree (FT) College HE (FT) College FE (FT)
2015-16 14.8%* 27.7% 33.6%
2014-15 14.7% 27.4% 33.5%
2013-14 14.4% 26.5% 33.3%

4. Background: widening access
2013-14 2014-15 2015-16
Overall Retention Rate 91.7% 91.4% 91.3%
Retention for MD20 87.8% 88.2% 87.1%
CEP, Durham, 11-12th January 2018
Universities can improve their participation rates by recruiting via FE colleges.
Articulation agreements (e.g. 2+2 model) create agreed routes.
However, widening participation strategies need to address more than just
entrance. e.g. University retention rates (SFC, 2017)

5. Associate Student Scheme
Articulation route: 2 years at college (HND) + 2 years at university (honours
degree)
• No loss of time for student
• Articulation partnership between college and uni (i.e. module contents agreed
for route)
• Additional funded places scheme (SFC, 2013)
o Guaranteed articulation
o Dual identities for Associate Students
o have student cards for both college and uni and access to facilities
CEP, Durham, 11-12th January 2018

6. Challenges for Associate Students in School of Computing
AS starting to attend university in 3rd year:
• Different teaching style at uni (“spoon-fed” at
college)
• Subject challenges (gaps between uni and
college teaching)
• Academic approach –especially written work,
referencing etc.
• Entering large teaching groups –other students
know each other and lecturers know them.
• Logistical –getting to uni if still living near
college; longer uni hours.
CEP, Durham, 11-12th January 2018
A17 – so far back, I’m anonymous
Photo: AS research participant

7. E.g. Progression into honours (year 4)
School of Computing students:
2011/12 2012/13 2013/14 2014/15 2015/16
University from 1st year 77% 80 % 83% 79% 82%
Direct entrant into 2nd year 73% 76% 77% 50% 80%
Direct entrant into 3rd year 56% 63% 54% 58% 66%
CEP, Durham, 11-12th January 2018
However, direct entrants who graduated with honours (between 2011 and 2015)
had similar success in terms of award (for example getting a 1st or 2:1) to people
who had studied at university since 1st year.

8. Interventions
While at college
• University lectures at university and at college.
• Workshops (e.g. referencing or UCAS) at college.
• Access to the university computer centre, library, and other facilities.
• Access to online resources about courses (via Moodle).
• Specific Facebook groups.
• Meeting university staff and students at college (get information; ask questions)
At uni
• Buddy scheme
• Pizza lunch with other direct entry students + staff
• Internship specifically for Associate Students
CEP, Durham, 11-12th January 2018

9. Research themes
• Confidence
• Transitions
• Identity
• Space
CEP, Durham, 11-12th January 2018
Photo: AS research participant

10. Research methods
• Surveys (e.g. annual survey of all UG
Computing students + Associate
Students at college, 2014 to 2017;
survey of direct entry students yrs3 & 4,
2015)
• Photovoice and photo-elicitation
• Interviews
• Focus-groups (AS students; university
computing lecturers)
• Feedback from mentors and mentees
(via interviews and focus groups)
CEP, Durham, 11-12th January 2018
Photo: AS research participant

11. Outcomes and findings
Overall: Students were aware of/ concerned about the transition, especially in
terms of changes to teaching style and what was expected of them.
• They want detailed information (e.g. about module contents)
• and value experiences that helped them understand the uni –e.g. real lectures.
Survey 2016: Direct entry 3rd years less confident about their work than students
at uni since 1st year, but confidence picked up again by 4th year.
They are also more excited about uni.
Lecturer in focus group: “our students – by 3rd year their enthusiasm has
dipped. They are a long way from starting and a long way from finishing. But the
ones coming in have a lot of enthusiasm and are a little more fired up.”
CEP, Durham, 11-12th January 2018

12. Early Findings from Photovoice
• Research participants in the photovoice group
identified photographs around three key
themes:
– physical environment,
– identity/cultural and
– learning differences.
• These provide insights into the way in which
students develop their identity, influenced by
academic and social integration.
A new way to see, a new way to
learn
Photo: AS research participant
CEP, Durham, 11-12th January 2018

13. Conclusions / implications
• HE degrees starting at college are a good route for many students and a good
way for universities to widen participation. Important to maintain collaborations
with colleges.
• Associate Students value the scheme’s interventions, especially f2f experiences
–tasters of university life, good information, meeting people.
• How students identify themselves, the groups and associations they perceive,
and the experiences they encounter, all affect their future actions and success.
o Understanding these helps us to support them.
• Some of the challenges faced by DE students are faced by many WP students
(e.g. confidence, logistics) –could interventions be mainstreamed?
CEP, Durham, 11-12th January 2018

14. Current and further research
• Continue to follow progress of ASP cohorts through university and, ideally, after
graduation and into their early careers.
• Exploring perspectives of staff (uni and college); improving collaboration.
• Continued analysis of photovoice and photo elicitation and public display of
photographs
• Establishing which parts of the model to continue, while funding model changes.
• Sharing good practice through Edinburgh Napier and with other universities.
CEP, Durham, 11-12th January 2018

15. References
• SFC (2017). Scottish Funding Council Report on Widening Access 2015-16.
http://www.sfc.ac.uk/publications-statistics/statistical-publications/statistical-
publications-2017/SFCST082017.aspx
• UCAS. (2016). UCAS Undergraduate End of Cycle Report. UCAS Analysis and
Research. https://www.ucas.com/corporate/data-and-analysis/ucas-undergraduate-
releases/ucas-undergraduate-analysis-reports/ucasundergraduate-end-cycle-reports
• Whitchurch, C. (2008) Shifting identities and blurring boundaries: the emergence of
third space professionals in UK higher education. Higher Education Quarterly, 62(4),
377-396.
CEP, Durham, 11-12th January 2018

16. Selected project publications
• Meharg, D., Craighill, S., Varey, A., & Cairncross, S. (2017). Belonging: Blurring the Boundaries,
Scottish Educational Review, 49(1), 89-103.
http://www.scotedreview.org.uk/media/schools/social-sciences/2016_49-1_May_07_Meharg.pdf
• Meharg, D., Taylor-Smith, E., Varey, A., Mooney, C., & Dallas, S. (2017). An enhanced route from
FE to HE graduation? Journal of Perspectives in Applied Academic Practice, 5(2), 85-92.
https://jpaap.napier.ac.uk/index.php/JPAAP/article/view/269/html
• Meharg, D., Tizard, J., & Varey, A. (2015). Student Voice and Peer Support during Transition.
Paper presented at QAA Enhancement Themes, 9-11 June, Glasgow, UK.
• Meharg, D. & Tizard, J. (2015). Widening access through transition from college to university.
Presented at Social Dimension in European Higher Education, 25-27 February, Vienna, Austria.
• Meharg, D. & Fotheringham, J. (2014). Partnership and preparation: A new model of transition
from college to university. Presented at Attainment for All: Inclusivity, Diversity and Success in
LTHE, 11 April, Glasgow, Scotland.
• Meharg, D., Craighill, S. (2014). Student Beliefs as Barriers to Articulation. Proceedings of IEEE
44th Annual Frontiers in Education (FIE) Conference. Madrid. IEEE.

17. The Associate Student Project celebrates five years of
student transitions from further to higher education
Questions
Ms Debbie Meharg
Dr Ella Taylor-Smith
Ms Alison Varey
School of Computing
Edinburgh Napier University
@ComputingNapier
CEP, Durham, 11-12th January 2018