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Using HE units


		11-16 schools

		6th form schools

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Using material prepared for students already in HE is seen as providing an extra dimension of challenge. While most of the students offered the opportunity to take these units would qualify as ‘more able’, other qualities and skills such as independence, capacity for work, time management and persistence are also important

The 2005 survey asked respondents for their views on whether taking HE modules would enhance the progression of able students. Just under half agreed; around 40 per cent were neutral on the issue, while 11 per cent disagreed.

When asked if they agreed that there was time in the curriculum for a substantial number of students to do this, nearly three-quarters disagreed, with fewer than 10 per cent agreeing. This suggests that, unless the units replace an existing aspect of the curriculum, they will continue to be pursued by a small minority of committed students.

The costs and benefits of provision

Where activities took place at HE institutions, as most did, the costs to pre-HE institutions are low in terms of staff time, though higher in terms of student time.

Where financial cost was incurred, Aimhigher or organisations such as the Sutton Trust often provided it. OU units have a direct cost, usually paid by the school/college. This can now be met from LSC funding, offset against other potential aspects of the students’ programme, for example, an AS level course.

The benefits of this type of provision were seen as high and as achieving most of the aims above, for both staff and students. Experiences giving a realistic idea of university life and inspiring enthusiasm for a specific course were seen as particularly valuable. Other benefits identified were improved links between pre-HE and HE institutions and enhanced knowledge of the curriculum in each sector.

Views of students

An online survey of the Student Opinion Panel elicited the views of 127 first-year undergraduates who had taken part in some HE-linked experience at school or college. The most common were work experience / vocational courses and residentials; unsurprisingly these were also seen as the most useful activities in preparation for HE.

The effects of the range of activities undertaken by these students were described as:

reinforcing their desire to achieve grades needed for chosen course
extending their learning in a specific area
adding a practical aspect to learning
giving a wider understanding of a subject and the links between subjects
providing useful subject knowledge
differentiating their HE application from others’
showing how to apply their learning in a work environment
confidence building.

The main benefit, cited by nearly two-thirds of respondents, was that the activity(ies) made them realise the importance of independence and self-motivation. Other significant benefits related to enhanced enthusiasm for future courses and careers, as well as showing students what was involved in HE and in their potential HE course.

In terms of preparation for HE study, half of the students reported that, by undertaking these activities, they had been made aware of the need to ‘read around a topic, conduct their own research, seek out articles’. They had also learnt to expect a mixture of teaching methods (lectures, tutorials, independent research tasks) and that, unlike school, they would not be chased for work not submitted. Conversely, some students comment on being unprepared for the teaching methods at university – though it is a moot point where this responsibility lies.

HE students were generally quite satisfied with their preparation for HE study. When asked what single activity had proved most helpful in ensuring success in HE learning, the highest proportion of undergraduates answered that it was ‘study preparation (essay writing/notes/reading)’.