Transcript PREPARATORY AND SKILLS’ COURSES IN HIGHER EDUCATION Aleksandra Kovač, Lina Vidic,

PREPARATORY AND SKILLS’ COURSES IN
HIGHER EDUCATION
Aleksandra Kovač, Lina Vidic,
Suzana Košir, Nada Trunk-Širca
3rd Annual EFYE Conference,
University of Wolverhampton, Telford Campus,
7 to 9 May 2008
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Focus
HEIs offer preparatory and skills courses to prepare students for
more effective and successful study.
Research questions:
• What kinds of courses do higher education institutions
across the globe offer their students to enhance their
learning skills for successful study?
• What training provisions for students are currently
offered at the Faculty of Management and the
International School for Social and Business Studies in
Slovenia?
• What are the preliminary outcomes of these workshops?
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Types of courses
• Extensive support in all aspects of students’
life (academic, personal, welfare) – different
groups of students
• Courses that focus on a smooth entry or
transition into regular study programs for
students who are coming from slightly
different disciplinary backgrounds or have
lower level of academic credentials than the
official admission requirements
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International experiences (1)
HEIs in the Netherlands
•preparatory, “transfer” courses (pre-bachelor, premaster courses)
HEIs in New Zealand
•“bridging programs” (to refresh skills, fulfil entry
requirements)
•For international students (how to study in NZ)
•Study skills
•For women
•Foundation courses
•English language courses (certificate)
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International experiences (2)
HEIs in UK
• For international students
• To encourage students with non-standard qualifications
• Learn to learn, academic writing, speaking skills
• Help in personal and practical problems
Non-course type of approaches (supervision):
• “supervision” – small group teaching
• “Directors of studies” – individualized academic
support
• “College tutors” – individual pastoral support
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Slovenian experiences
• The approaches to support students’ study skills mostly
depend on internal institutional policy (differences)
• Example of a good practice Economic Faculty,
University Ljubljana (variety of courses, workshops
consultancies in all aspects of students life and career
development)
• Various forms of tutors at universities
• Education developmental centre Univerzum Minerva
(established by students` organization)
• Initiatives at some HEIs within the framework of QA
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2 Cases
1. Faculty of management Koper, University of Primorska (FM)
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Established 1995
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3000 students enrolled (undergraduate / graduate)
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Study areas offered: social, business and administrative
studies
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Research and development, consultancy
•
Publishing and library services
2. International School for Social and Business Studies (ISSBS)
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Free-standing HEI, established in 2006
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189 students
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Study areas offered: social science, economics, business,
management
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Research and development
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Introductory courses
in study skills (FM)
10 years experiences
2 fields of courses offered:
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Information and computer skills: Word, Excel, Access,
e-learning, tools for making presentations, use of
Visio, autoCAD and Picassa programs;
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Skills of learning, working and living in the community:
Successful learning methods, writing skills for seminar
papers/assignments, forthcoming employment,
business etiquette and others.
Some courses are obligatory, some optional
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Introductory courses
in study skills (ISSBS)
First year students were obliged to attend the introductory and
training courses in the first three weeks of the academic year
(October 2007):
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Introduction to study which provided students with
information on the ISSBS, library, study programmes, study
process, examination regulations and student organization.
•
Successful study methods: Students learned methods and
approaches for effective study.
•
Computer skills 1 and 2: Word, Excel and PowerPoint.
•
Freakonomics: amusing introduction into the field of
economics.
•
Academic writing: Instructions for preparing written
assignments.
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Some data analysis (FM-1)
Demographic data:
284 students responded the questionnaire
168 full-time students, 80 part-time
Average age 21
Background education:
49% economics
21% general education (gymnasium)
20% other specialized second. education
Motivation/expectation for study:
• Location (25%), employment opportunities (18%), interest for
the topic (16%)
• Expectation: finish study, gain knowledge, interesting lectures
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Some data analysis (FM-2)
Quantity and quality of received information
300
250
200
150
100
50
0
1
2
Quality
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Quantity
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Some data analysis (FM-2)
Students observations and appreciations about
their first week:
• Most of them appreciated it (209)
• Appreciation of kindness, accessibility of
lecturers and stuff, atmosphere and content.
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Some data analysis
(ISSBS-1)
Demographic data:
36 students responded the questionnaire
75% female, 25% male
Most students were 19-21 years old
Background education:
50% economics
47% general education (gymnasium)
3% other specialized second. education
Motivation/expectation for study:
• Location (66%), interesting study (56%)
• Expectation: gain knowledge (92%), new contacts (67%)
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Some data analysis
(ISSBS-2)
Introductory skills` workshops assessment
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Some data analysis
(ISSBS-3)
Bar Chart
Usefulness of received information by previous education
Usefulness of
received information
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None
Partially
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Extreme
Count
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6
4
2
0
general secondary
school
economic secondary
school
other
Education
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Conclusions
• Wide variety of courses, programs, workshops, consultancies
around the world
• Tutoring system
• Both observed Slovenian institutions (MF, ISSBS) offer to all
students introductory skills` workshops for effective study.
• Students at both institutions evaluated them positively.
• Some workshops might not be necessary for better students
(those with gymnasium).
• Rethinking the content of courses for different groups
• Measure the impact of these workshops on students’
performances during their studies and to monitor the
potential effects on their future employability
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Thank you for your attention!
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