Abstract
Anyone dealing regularly with advising students is aware of the conflict between academic and non-academic pursuits, in particular paid employment, that can lead to under-performance and absence frequently followed by withdrawal from the course. Work has been perceived as conflicting with study rather than enhancing the learning experience, unless it is part of a sandwich course.
Current progression rates indicate that some of those withdrawing at first and second year are working part-time and not combining work and study effectively. In order to address this issue it was necessary to devise a structured approach that gave credit to students whilst at work that also enhanced the learning experience. To that end, the Advisor of Studies devised a module to help students structure their personal development for work and study.
The purposes of introducing the module were to:
• Improve students’ performance in examinations and coursework.
• Minimise “drop-out” rates. The design of the programme integrates the skills required for academic study with those developed as a result of employment, voluntary work or vocational training that is not otherwise recognised as a part of the course undertaken.
The module aims to counteract this cause of poor progression by acknowledging and directing the skills and knowledge attained in a non-academic environment. Students who leave with the Diploma in Higher Education and utilised this option are expected to be more likely to return to their studies at a later date.
In conjunction with the assessment strategy adopted it is envisaged that the module will, to a certain extent, address one cause of poor progression.
Current progression rates indicate that some of those withdrawing at first and second year are working part-time and not combining work and study effectively. In order to address this issue it was necessary to devise a structured approach that gave credit to students whilst at work that also enhanced the learning experience. To that end, the Advisor of Studies devised a module to help students structure their personal development for work and study.
The purposes of introducing the module were to:
• Improve students’ performance in examinations and coursework.
• Minimise “drop-out” rates. The design of the programme integrates the skills required for academic study with those developed as a result of employment, voluntary work or vocational training that is not otherwise recognised as a part of the course undertaken.
The module aims to counteract this cause of poor progression by acknowledging and directing the skills and knowledge attained in a non-academic environment. Students who leave with the Diploma in Higher Education and utilised this option are expected to be more likely to return to their studies at a later date.
In conjunction with the assessment strategy adopted it is envisaged that the module will, to a certain extent, address one cause of poor progression.
| Original language | English |
|---|---|
| Title of host publication | PROGRESS 1 |
| Subtitle of host publication | Student progression and retention in engineering: proceedings |
| Editors | G. Cutler, S. Pulko |
| Place of Publication | Hull |
| Publisher | University of Hull |
| Pages | 166-172 |
| Number of pages | 6 |
| Publication status | Published - 2001 |
| Event | Progress 1 - University of Hull, Hull, United Kingdom Duration: 18 Oct 2001 → 20 Oct 2001 |
Conference
| Conference | Progress 1 |
|---|---|
| Country | United Kingdom |
| City | Hull |
| Period | 18/10/01 → 20/10/01 |
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Cite this
Simpson, E. (2001). Combining work and study: a solution? In G. Cutler, & S. Pulko (Eds.), PROGRESS 1: Student progression and retention in engineering: proceedings (pp. 166-172). University of Hull.