{"id":61298,"date":"2022-02-01T03:15:23","date_gmt":"2022-02-01T08:15:23","guid":{"rendered":"https:\/\/world.edu\/?p=61298"},"modified":"2022-02-04T20:53:39","modified_gmt":"2022-02-05T01:53:39","slug":"universities-need-to-focus-on-students-not-teach-to-targets-to-help-them-succeed","status":"publish","type":"post","link":"https:\/\/world.edu\/universities-need-to-focus-on-students-not-teach-to-targets-to-help-them-succeed\/","title":{"rendered":"Universities need to focus on students \u2013 not teach to targets \u2013 to help them succeed"},"content":{"rendered":"

\"\"
\nThe Office for Students, England\u2019s higher education regulator, has\u00a0outlined new proposals<\/a>\u00a0to ensure university students reach \u201cacceptable outcomes\u201d from their studies.<\/p>\n

The proposals, released as consultation documents, include numerical targets. For full-time students, 80% of those studying for their first degree should continue in their study after the first year, 75% should complete their course, and 60% should go on to managerial or professional employment or further study. Universities that do not meet these targets could face investigation and sanctions.<\/p>\n

There\u2019s a danger that these measures could encourage universities to teach students to an adequate level to pass each successive year of their course. But higher education is about learning, not just teaching. And research shows how important the preparedness and attitude of students is to their success with the independent learning style of university. A better way to ensure that students make the most of their higher education may be to focus on their readiness for university.<\/p>\n

If students do not engage with what is provided and get to grips with self-directed and independent learning, then there is not much chance of getting them to these proposed targets.\u00a0Research into student engagement<\/a>\u00a0recognises the link between the amount of time and effort students put into their studies and the desired outcomes of education.<\/p>\n

The University of Portsmouth, along with Nottingham, Solent and Manchester Metropolitan universities, ran a project to investigate\u00a0students\u2019 experiences<\/a>\u00a0of blended learning \u2013 the combination of traditional and online learning methods \u2013 during the pandemic.<\/p>\n

A comment from one participant in a focus group shows how some students have fully embraced the need to engage with their studies.<\/p>\n

You\u2019re supposed to be more independent \u2026 A lot of people won\u2019t understand that and maybe it won\u2019t be till it\u2019s maybe too late and they\u2019ll think oh, I actually had to put in the work myself as well. That\u2019s not really the responsibility of the university staff and more like an individual decision you have to make yourself in terms of your relationship with your learning.<\/p><\/blockquote>\n

Another said:
\nIndependent learning is meant to be preparing us for after uni, where we\u2019re actually working on our own \u2026 but the point is that you\u2019re meant to understand the content yourself and be able to do it.<\/em>
\nOf course, good learning does not all come from the student. Our project showed that engaging and motivating teaching, and interaction with staff were all seen as essential parts of quality teaching.<\/p>\n

Ready for university<\/strong><\/h4>\n

At the University of Portsmouth, we are involved in measures to improve the student experience. As part of this, we are\u00a0piloting an initiative<\/a>\u00a0to help students understand how prepared they are for studying at a higher education level.<\/p>\n

Students complete a questionnaire to help them identify where they might like to focus their attention and seek support from university student services, in discussion with their personal tutor. It covers academic skills, cognitive strategies, and transition skills.<\/p>\n

In an ideal world, activities like this should happen at school or college before young people leave for university. They would then have a sound understanding of what to expect from university \u2013 what skills and competencies they already possess, and how their university can support them to gain more and enhance what they already have.<\/p>\n

A successful education sees the development of the whole person. In higher education, with most undergraduate students transitioning between teenage years to adulthood, university provides a rite of passage and journey from dependence to independence.<\/p>\n

Research shows<\/a>\u00a0that giving students the space to develop as a person within a community of peers allows them to\u00a0reach their potential<\/a>.<\/p>\n

Getting a job and contributing to society and the economy are indicators of success, but some students need more time than others to get there. The metrics proposed by the Office for Students do not take into account the varied starting points of students and that the three years of undergraduate study are not an equal experience for all students.<\/p>\n

Higher education has traditionally been a place for fostering and promoting independent thinking and working. Universities provide students with transferable skills and graduate attributes that will serve them well in their future lives, whatever direction they take.<\/p>\n

Author Bios: <\/strong>Catherine Carroll-Meehan is Head of School of Education and Sociology (EDSOC) and Harriet Dunbar-Morris is Dean of Learning and Teaching and Reader in Higher Education both at the University of Portsmouth<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

The Office for Students, England\u2019s higher education regulator, has\u00a0outlined new proposals\u00a0to ensure university students reach \u201cacceptable outcomes\u201d from their studies. The proposals, released as consultation documents, include numerical targets. For full-time students, 80% of those studying for their first degree should continue in their study after the first year, 75% should complete their course, and […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[428885],"coauthors":[11733],"class_list":["post-61298","post","type-post","status-publish","format-standard","hentry","category-higher-education","tag-acceptable-outcomes"],"acf":[],"yoast_head":"\nUniversities need to focus on students \u2013 not teach to targets \u2013 to help them succeed - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/universities-need-to-focus-on-students-not-teach-to-targets-to-help-them-succeed\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Universities need to focus on students \u2013 not teach to targets \u2013 to help them succeed - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"The Office for Students, England\u2019s higher education regulator, has\u00a0outlined new proposals\u00a0to ensure university students reach \u201cacceptable outcomes\u201d from their studies. 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