About introducing High school students to higher education
Tanja Miller, ph.d. docent
Trine Lolk Haslam, cand.scient.soc.
Research programme: Inequality and disadvantaged people
”Welcome to my world”
Background for the study
Limited to the Northern part of Denmark – Region Nordjylland The center for education in Region Nordjylland provided a
quantitative investigation of how many, and to what degree of satisfaction, the potential new students had participated in
”Studiepraktik” – a recurring week every autumn where
institutions of higher education welcome potential students and present their programs in different ways
The results showed that this intervention is a big success – but it also showed a big difference among the institutions and the outcome for the students
Therefore - we were asked to provided a qualitative
Research Question
What must a program for “Studiepraktik “ contain and how should it be presented if you want to
reach youths from homes with a poor tradition for education?
Target group: Young people, who’s parents have no more than the minimum mandatory level of schooling, and who are currently attending high school
Methodology
A case study with to cases – two different educational institutions – Aalborg University and University College Nordjylland - these were picked due to high
satisfaction scores among the current students
The target groups were found in to prossesses – the first a questionnaire on the webpage for
“Studiepraktik” – students volunteered to answer one more questionnaire and be interviewed
The ethical challenge was to avoid stigmatising the
target group; the questionnaire was designed so as not
Methodology
Theory of change and hypothesising on
correlation mechanisms between a certain way of processing an introduction program and the
output for the participating student in the target group
Interviews with professionals and student
Theory driven analysis – learning theory and Social Actions theory
Empirical analysis
Theory of change – 3
1. The initial presumption is that the quality of the students program are crucial for the outcome
2. The initial presumption is that possibilities for gaining insight into, and experiences with, the present
educational culture is crucial for the outcome
3. The initial presumption is that the proximity of the program to professional praxis on the labour market is crucial for the outcome
Each theory of change is investigated independently with different datasets
Data
12 interviews with students in the target group distributed on various educational institutions 6 interviews in a focus group
Document analysis – programs and intentions Interviews with professionals
Questionnaire for the students State of the art
Wengers situated learning
Theory driven analysis
Webers social action theory is used to understand how each type requires different things from
Studiepraktik, and why Studiepraktik programmes must be broadly designed to include them all
We perceive Studiepraktikken as learning. In Wengers thinking, this means that the
composition of Studiepraktikken is crucial for the possibilities for learning, hence learning
possibilities are different in lectures, tours, talks with older students, information sessions etc.
Learning
Meaning: the programme challenges the student in a way where schemata of the student is enriched by new
experiences – this creates a deeper understanding of the purpose of the education.
Community: learning by belonging to a community appears in relation with other “Studiepraktik” students, and in
relation to the students and employees at the education.
Identity: the students belief about their future – how does the programme fit into this picture and how does it change the belief? Result – a more realistic view of themselves
Max Webers Social Action
Traditional Social Action: actions controlled by traditions, “the way it has always been done”
Affective Social Action: actions determined by one’s
specific affections and emotional state, you do not think about the consequences
Value Rational Social Action: actions that are
determined by a conscious belief in the inherent value of a type of behavior
Instrumental-Rational Social Action: actions that are carried out to achieve a certain goal, you do something because it leads to a result
Results
The biggest challenge for this target group is the poor knowledge of, and insight into, the educational system due to the parents lack of education
Getting an education is important for parents in this group – preferably a higher education with good job expectations
However, the parents do not engage in much
discussion on which specific education the young people choose.
“They hope I will get a higher education – a good
Results
Facts about the education program are important – How are they structured, what types of training do they receive and which job options are
available afterwards.
But, it is important that they experience what it is like, and not just hear or read about it.
That is why “Studiepaktik “is so important for this target group.
Need to engage in different learning arenas – as participant, spectator, observer, dialogue partner
Examples of Social Action
Traditional Social Action: none of them hence these families are non-educated
Affective Social Action: Here exemplified by a girl, who is overwhelmed by the good experiences in Studiepraktikken.
She likes the atmosphere, the teachers, the students and education itself. She feels welcome and warmly met and
speaks with other participants during the stay. This is crucial for her choice of education.
“I always felt welcome. They were accommodating. They have
Examples of Social Action
Value Rational Social Action: Here exemplified by a girl who is interested in music and therapy. Her value is to make a difference in peoples lives and Studiepraktikken gives her a sense that the education she has chosen to follow, will give her these possibilities in her working life afterwards.
Instrumental-Rational Social Action: Here exemplified by a girl who dreams of becoming a writer and therefore has chosen a linguistic education in Studiepraktik. She is
confirmed in her choice by Studiepraktik, that this study will be a means to her goal.
The quality of Studiepraktikken is connected to a well structured program with variation,
progression and internal coordination.
“We think we should create a good program that is varied and reflects our everyday lives , but it must also be compressed so that there is something for
them to come and look at.”
Conclusions
Conclusions
The program must provide possibilities to engage participants in different ways during the Studiepraktik, eg. as a listener, observer and participant
The program must provide possibilities to get insight into, and experiences with, different aspects of the study programme and study place.
“In my view the programme was put together in a very good way” (Interview, Studiepraktikant)
The variation was good. At some times we had collaboration- exercises like building a LEGO car, and at other times we played
board games. Is was varied” (Interview, Studiepraktikant)
Conclusions
The program must provide possibilities for interaction with both students and teachers through different
interaction forms.
“What really worked well was the exercises we did and especially being able to talk to the students.” (Interview
studiepraktikant)
“It was really good (..) a class we participated in. It was serious, but still with a lot of humor. So that was very
Conclusions
The program must show a relation to the workplace. It is
important that the Studiepraktikanter gain insight into the job possibilities and job content either by visiting potential
workplaces, or by inviting representatives to come and talk about their work experiences.
“The single best experience for me was going to a real workplace.
Here you see what it is really all about and I think it is cool that they allow us to do this. This way you see what a (…) does in real life.
Now we have seen all of the
educational institution, but we were also able to experience working life. That was quite cool. I’m so happy we were able to do that”
(Interview Studiepraktikant)
Discussion
Droupouts are a huge problem in higher education
Can these results be applied in introduction programmes specifically towards this target group?
Are we stigmatising this target group by performing studies like these?
References
Bruun, Hans Henrik (2013): Max Weber. Jurist og økonomforbundet.
Dahler- Larsen, Peter og Hanne Kathrine Krogstrup (2003): Nye veje i Evaluering. Systime.
Munk, Martin (2014): Evaluering af studiepraktikken i Region Nordjylland. Region Nordjylland.
Ramian, Knud (2012): Casestudier i praksis. Hans Reitzels Forlag.
Wenger, Etienne (2004): Praksisfælleskaber: læring, mening og identitet. Hans Reitzels Forlag.
