Peter Mitchell
University of Ulster
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INTRODUCTION
The Student Progression and Transfer (SPAT) project highlights
the importance of timely information and skills’ development in
the preparation of top-up students for entry to university where the curricula
places more emphasis on student-centred and independently achieved learning
outcomes (Carter, 2002). Whilst UK government policy on Higher Education
widening participation speaks to this constituent, it is important to
also recognize the needs of an increasing number of international Further
Education students progressing to UK universities. Drawing on the international
student exchange literature, Thomas and McMahon (1998) refer to the varied
cultural, political and social experiences at institutions in different
parts of the world, however, less is known about the transition of international
students to award bearing Higher Education qualifications in the UK.
INSTITUTIONAL CONTEXT
BSc Hons Food Technology Management at the University
of Ulster ran from 1988/89 to 1995/96 as a four year, sandwich placement
programme, with a typical annual intake of 20 students. The course was
first accredited by the Institute of Food Science and Technology (UK)
in 1993 and still is, based on a re-appraisal in October 1999. In 1996,
a top-up pathway, comprising a summer bridging course and the normal final
year programme, was introduced. This pathway has helped build a truly
international degree with students from the island of Ireland (local)
and Hong Kong. The course was included in the Organismal Biosciences QAA
Subject Review in November 1999, which was awarded 21 out of 24. In 2001,
it was decided to only offer the programme as a top-up degree for students
with a BTEC Higher National Diploma or equivalent qualification in a food
related discipline. Today this top-up degree lies within a “Food,
Nutrition and Dietetics” subject area, run by the School of Biomedical
Sciences.
Between 1996/97 and 2002/03, 135 students (51 local and
84 Hong Kong) successfully bridged and graduated on the BSc Hons Food
Technology Management top-up degree. In addition, 6 students successfully
bridged over this period but either withdrew early on health grounds (1
local and 1 Hong Kong) or failed final year (4 local). This represents
a 100% success rate on the bridging course, a 100% success rate in final
year for Hong Kong students and a 92% success rate in final year for local
students. Approximately 50% of these students can be classified as mature
(22 years or above) and the gender balance for all students (141) favours
female (88% local and 61% Hong Kong).
INTENDED OUTCOMES OF PRACTICE
The intended outcomes of the bridging course are to:
1. provide students with confidence in their new learning environment
and a knowledge of the standard of work expected of a BSc Hons Food Technology
Management graduate; and
2. enable them to start final year as well prepared as peers returning
from a placement year.
In addition, the bridging course addresses the cultural adjustment of
Hong Kong students to life at Ulster
OUTLINE OF PRACTICE
The focus of this case study is practice within a Transfer
Module (credit level 2). This module requires 100 hours of student effort
within the bridging course, and is considered effective in meeting the
two above-mentioned intended outcomes. The Transfer Module builds on a
number of pre-requisites, which are now outlined.
An analysis of the curricula for the feeder courses at
the four Further Education Institutions (3 local and 1 Hong Kong) highlighted
a close fit with the curriculum of the degree thereby allowing the bridging
course to emphasise the development of transferable and graduate skills
over subject specific knowledge. Good working relationships between the
BSc Hons Food Technology Management Course Director and the leaders of
all the feeder courses were established. A small team of academic and
support staff who were committed to the delivery, evaluation and continuous
improvement of the summer bridging course, and the ongoing support and
pastoral care of students throughout final year of the degree, was formed.
Finally, a cultural experience was designed to involve Hong Kong students
in sight seeing, factory visits, events with local and other international
students and an introduction to the University’s host family programme.
The Transfer Module accounts for 90% of the bridging
course efforts hours, with the remainder spent on the social induction
programme. The module provides students with the opportunities to further
develop their study, transferable and practical skills within the context
of food technology management. A successful student will be able to show
that he/she can:
Knowledge and Understanding
K1 Draw on knowledge from prior learning in food
technology management; and
K2 Identify, obtain and analyse relevant literature
on a topic in food technology management.
Intellectual qualities
I1 Analyze, synthesize and summarize information
critically, including published research;
I2 Prepare a written scientific report, citing and
referencing work in an appropriate manner; and
I3 Analyze practice within a food company, against
(technical standard/innovation) benchmarks.
Professional/practical skills
P1 Record observations on technical standards and
innovation in a food company;
P2 Analyze a data set in food technology management
using appropriate computer packages;
P3 Present a scientific report in a format that complies
with accepted conventions;
P4 Present findings of an investigation in a essay
format under examinations conditions; and
P5 Use the internet critically as a source of information.
Transferable skills
S1 Communicate effectively in writing.
The module is delivered intensively over three weeks by lectures, tutorials,
computer practicals and factory visits. Lectures cover study and transferable
skills, and the subject background for the assessed written scientific
report and an investigation of technical standards and innovation within
a food company, which is assessed under examination conditions. Group
and individual tutorials provide students with guidance in searching the
literature, carrying out an investigation in a food company, presenting
and interpreting data, writing scientific reports and standards of marking
for examination questions. Each student meets twice with his or her assigned
tutor. Practicals require students to use Excel and SPSS to present and
analyse relevant data.
EVALUATION OF PRACTICE
Since the introduction of the Transfer Module in summer
1998, 117 students (44 local and 73 Hong Kong) have successfully completed
it and gone onto graduate with BSc Hons in Food Technology Management.
There is a highly significant correlation between the
overall performance of local students in final year and their Transfer
Module performance (p=0.000; R-sq (adjusted) = 56.1%) whereas there is
no correlation in the performance of Hong Kong students. Based on student-staff
consultations and the results of diagnostic tests (basic mathematics and
chemistry concepts), a number of important factors have come to light,
which help interpret the results. All Hong Kong students and not just
some as in the case of local students have strong basic numeracy and scientific
abilities, and furthermore, a strong motivation and commitment to their
studies and to supporting their peers. As expected, many (local and Hong
Kong) students possess weaknesses in the use of scientific literature,
referencing and scientific writing and a number of Hong Kong students
(academically weaker and stronger) are limited in their use of English
and industry experience which present barriers to good performance in
final year examinations. The good fit between previous course and degree,
students’ motivation and the time the Transfer Module affords for
adjustment and confidence building, lead to good performance in the degree
by Hong Kong students but the above mentioned barriers and strong peer
support also produce a narrower range of final year performances. Although
local students also highlight that they know what is expected of them
in final year upon completion of the Transfer Module, it appears the follow
up early in semester 1, final year by weaker students to address identified
knowledge and skills gaps, with the support of their peers, is not happening.
FURTHER DEVELOPMENTS
A better training in scientific report writing should
be provided in the Transfer Module by selecting a simpler, yet interesting
and realistic data set within the food technology management context,
and ensuring the students follow-up the feedback given by tutors. More
basic mathematics and chemistry tutorial support and use of English workshops,
early in the final year should be provided for local and Hong Kong bridging
students, respectively.
CONCLUSION
The success of the Transfer Module (level 2, 100 effort
hours) for top-up students entering BSc Hons Food Technology Management
at the University of Ulster is built on a knowledge of the entry qualifications,
a working relationship with transfer course leaders, staff commitment
to student support and an additional cultural experience for Hong Kong
students. The assessed Transfer Module, which emphasises study, investigative
and transferable skills within the subject context, is most valued by
top-up students for the time allowed to adjust to the new learning environment
and confidence gained to commence final year degree studies “running”.
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REFERENCES
Carter, C. (2002) SPAT - Student Progression and Transfer
FDTL3 48/99. LTSN Bioscience Bulletin. Summer: 11.
Thomas, S. L. and McMahon, M. E. (1998). Americans abroad:
student characteristics, pre-departure qualifications and performance
abroad. International Journal of Educational Management. 12 (2): 57-64.
CORRESPONDENCE
Dr Peter Mitchell, Senior Lecturer, University of Ulster,
Cromore Road, Coleraine, N. Ireland, BT52 1SA
email: pc.mitchell@ulster.ac.uk
