Can a slump in performance at Regression of demographic variables Year 2 be predicted from key predictor variables? Can a proxy for a longitudinal Cross-sectional proxy methodology slump in performance be developed? Which programmes show slump Programme-level mean mark profiles and in Year 2 performance? How ‘Good degree classification’ profiles consistent is this? To what extent does a slump in Sample analysis of borderline cases to Year 2 performance impact on a establish impact of second year mark on student’s final degree exit mark classification? Psychological Are student characteristics Measurement using established scales: Goal data implicated in the Year 2 slump? Orientation, Stress, Self-Efficacy, Motivational goals, Metacognition, Academic What psychological profile Locus of Control, Autonomous learning, characterises ‘at-risk’ students? data from WACE project, Procrastination, Goal Orientation Synthesis of profile data Do interactions occur amongst Inter-correlation analysis psychological and demographic variables? Secondary Does student participation change Descriptive statistical analysis of class data sets across levels? attendance data (Pharmacy case study) Are students at different Descriptive statistical analysis of Records for academic levels more likely to welfare and personal support: Student require pastoral support? Union advice statistics. Anecdotal quotes from LJMU welfare How do students experience Descriptive statistical data and multinomial personal development support? logistic regression of Student satisfaction survey data (NSS and LJMU Survey score profiles). Analysis of data from case study TES:PD surveys Are there differences in student Descriptive statistical data and multinomial satisfaction by level? logistic regression of Student satisfaction survey data (NSS and LJMU Survey score profiles). Analysis of data from case study TES:PD surveys Are there specific experiences Descriptive statistical analysis of satisfaction related to assessment and scores on assessment-related items in feedback identified in Year 2? student experience surveys (NSS, LJMU Survey, TESTA case studies). Do students who undertake Descriptive and inferential statistical analysis significant part-time of Employment experience survey data work/sandwich placements fare (WACE, Business and Law data). better in Year 2? Qualitative What are staff perceptions of the Staff focus groups (x3) data second year and second year cohort? Do academic staff perceive there to be a slump in performance in Year 2 How is the second year perceived Student focus groups (x5) by current students? What factors are perceived to influence Semantic and content analysis of free-text academic performance and comments from student experience survey
Can a slump in performance at Year 2 be predicted from key predictor variables? Regression of demographic variables Can a proxy for a longitudinal slump in performance be developed? Cross-sectional proxy methodology Which programmes show slump in Year 2 performance? How consistent is this? Programme-level mean mark profiles and ‘Good degree classification’ profiles To what extent does a slump in Year 2 performance impact on a student’s final degree classification? Sample analysis of borderline cases to establish impact of second year mark on exit mark Psychological data Are student characteristics implicated in the Year 2 slump? What psychological profile characterises ‘at-risk’ students? Measurement using established scales: Goal Orientation, Stress, Self-Efficacy, Motivational goals, Metacognition, Academic Locus of Control, Autonomous learning, data from WACE project, Procrastination, Goal Orientation Synthesis of profile data Do interactions occur amongst psychological and demographic variables? Inter-correlation analysis Secondary data sets Does student participation change across levels? Descriptive statistical analysis of class attendance data (Pharmacy case study) Are students at different academic levels more likely to require pastoral support? Descriptive statistical analysis of Records for welfare and personal support: Student Union advice statistics. Anecdotal quotes from LJMU welfare How do students experience personal development support? Descriptive statistical data and multinomial logistic regression of Student satisfaction survey data (NSS and LJMU Survey score profiles). Analysis of data from case study TES:PD surveys Are there differences in student satisfaction by level? Descriptive statistical data and multinomial logistic regression of Student satisfaction survey data (NSS and LJMU Survey score profiles). Analysis of data from case study TES:PD surveys Are there specific experiences related to assessment and feedback identified in Year 2? Descriptive statistical analysis of satisfaction scores on assessment-related items in student experience surveys (NSS, LJMU Survey, TESTA case studies). Do students who undertake significant part-time work/sandwich placements fare better in Year 2? Descriptive and inferential statistical analysis of Employment experience survey data (WACE, Business and Law data). Qualitative data What are staff perceptions of the second year and second year cohort? Do academic staff perceive there to be a slump in performance in Year 2 Staff focus groups (x3) How is the second year perceived by current students? What factors are perceived to influence academic performance and Student focus groups (x5) Semantic and content analysis of free-text comments from student experience survey