Direct Entrants Research Articles

Exploring language needs of college transfer students with learning analytics: towards a more equitable experience

College transfer students are those who follow a different trajectory in their higher education journeys than traditional students, completing a sub-degree before pursuing a bachelor’s degree at a university. While the possibility of transferring makes higher education accessible to these students, previous studies have found that they face various challenges, from issues with course load to language challenges. This study aims to examine (1) the critical factors contributing to the success of transfer students in a language course; and (2) how transfer students perform better or worse than those who enter university directly. This study conducted learning analytics with 700 college transfer students in Hong Kong, retrieving their demographic and learning data from the learning management system and the university academic registry. The results suggest that English exam scores, current semester GPA, graduating GPA at community college and current course load are important predictors of transfer students’ success in language courses. This study also finds that transfer students have lower levels of language proficiency than direct entrants. It concludes with specific recommendations to make higher education more accessible to transfer students and suggestions on how to use learning analytics to track students with different trajectories.

Assessment of biosafety and biorisk management practices among medical laboratory students in two institutions in Uganda

Medical laboratory workers handle clinical specimens, which are a threat of exposure to infectious agents. Notably, medical laboratory science students report for internships with only theoretical knowledge of biosafety and biorisk management practices, predisposing them to a higher risk of laboratory hazards. In this study, we assessed the influence of entry-level students' adherence to practices and attitudes towards biosafety and biorisk management during the Internship. An online survey tool was used to explore the practices and attitudes towards laboratory biosafety and risk management. Of the 96 students, 60 (62.5%) anonymous responses were received, and of these, 60.3% were direct entrants, and 32.8% were diploma entrants. Most (91.7%) of the students attended hospital internships, with 60.2% in Biosafety Level (BSL)-2 laboratories and 70.2% rotating in all the core areas of laboratory medicine. The 8.3% who did not attend any internship were under the direct entry category. Exposure to biohazards was not significantly associated with laboratory safety level and student entry category (P> 0.05). Recommended laboratory biosafety practices were not significantly associated with the safety level of the laboratory and student entry category (P> 0.05). Poor attitudes towards certain laboratory biosafety practices were not significantly associated with the biosafety level of the training laboratory (P> 0.05), whereas training (P = 0.021) and clean-up procedures (P = 0.048) were associated with laboratory safety levels, respectively. The direct entrants had no access to BSL-3 laboratories, and this category of students had a negative attitude towards internship attendance. Therefore, there is a need to create a multi-channel full range laboratory biosafety and biorisk management teaching reforms based on practical application, real case studies, and laboratory simulation to be incorporated into the curriculum to benefit the direct entrant.

Academic Adjustment in the UK University: A Case of Chinese Students’ Direct-Entry as International Students

This case study examines the academic adjustment of five direct-entry Chinese students at a UK university. Specifically, it investigates two questions: 1) What kind of academic challenges are faced by Chinese direct entrants enrolled in a banking and finance programme at a UK university? and 2) What are the external resources and personal coping strategies that participants perceive to be effective in counteracting these challenges? The findings from in-depth, semi-structured interviews fall under two broad domains: 1) the academic challenges; and 2) the coping strategies. The academic obstacles as experienced by participants include English language issues, content knowledge of the subject, course delivery pace, and time management. The perceived effective strategies that help to overcome the challenges include: making use of pre-sessional programmes, taking advantage of tutorials and professors’ weekly office hours, taking an active part in learning and figuring out the best learning approach, and seeking help proactively. This research has implications for educators and students who are involved or interested in similar programmes.

Comparing the Learning Approaches of Transfer Students and Direct Entrants in an Asian Higher Education Context

Transfer students (TSs) transitioning from community college (CC) to university have been found to experience adjustment challenges different from those experienced by direct entrants (DEs) admitted straight from high school, which in turn influences their approaches to learning. Learning can enhance the transition towards sustainability, and it is influenced by various factors. However, there have been limited studies examining the factors associated with TSs’ and DEs’ learning approaches. To fill this research gap, this current study used a cross-sectional survey with both TSs (n = 841) and DEs (n = 978) to identify the factors. Our results indicated that the TSs had a higher rate of adoption of surface approaches (SA) to learning than DEs, while TSs and DEs shared some similar predictors of their learning approaches. The results suggest that the commitment of education stakeholders is essential for sustainable learning. They should improve the transfer system by providing adequate support and reduce disparities in the allocation of resources to TSs and DEs, as these affect learning approaches.

Direct entry: Fairness, resilience and the impact on regular cops

The discourse emerging from the professionalisation agenda focuses on a drive for new and diverse knowledge. The Direct Entry (DE) scheme in England and Wales is one practice that attempts to facilitate this. Controversial debates about operational experience and an over reliance on classroom-based learning, have become routine. By drawing on qualitative data from the Police Federation Pay and Morale Survey which explored perceptions of College of Policing initiatives, this paper reviews officer views on the DE scheme. The paper discusses the negativity surrounding the scheme and the consequences on both the scheme itself and the professional identity of officers. The authors conclude that without further engagement with frontline staff and a shift in what is viewed as credible knowledge, negative perceptions will prevail. Moreover, the article argues that officers' can distance the new skills bought in through the Direct Entrants and reaffirm their own competence through processes of ‘othering’.

Factors Affecting Direct and Transfer Entrants' Active Coping and Satisfaction with the University.

Psychological wellbeing is vital to public health. University students are the future backbone of the society. Direct and transfer entrants might encounter different adjustment issues in their transition from secondary school or community college to university studies. However, worldwide, the factors affecting their active coping and satisfaction with the university are currently unknown. The purpose of this study was to address this gap. Nine-hundred-and-seventy-eight direct entrants and 841 transfer entrants, recruited by convenience sampling, completed a cross-sectional survey study in 2018. A valid and reliable Hong Kong modified Laanan-Transfer Student Questionnaire (HKML-TSQ) was used to collect data. Multiple methods of quantitative data analysis were employed, including factor analyses, test of model fit, t-tests, correlations, and linear regression. The results showed that the transfer entrants had relatively less desirable experiences in their adjusting processes than did the direct entrants. There was evidence of both common and different factors affecting the two groups’ active coping and satisfaction with the university. Different stakeholders from community colleges, universities, and student bodies should work collaboratively to improve students’ transitional experiences before, during and after admission to the university.

Embarking on a professional career: social advantage in dentistry and medicine. UK dental and medical student applications and admissions, 1996-2011.

Objectives The objectives of this research were to compare trends in applications and admissions to dentistry and medicine by sociodemographic status, country/region, academic experience and attainment, for UK domiciled students, and also to compare the odds of gaining admission to each course.Methods Secondary analysis of student data from University and College Admissions Services (UCAS) for focused, successful, UK domiciled applicants whose preferred subject was medicine or dentistry from 1996-2011. Trends for both programmes were examined using univariate and multivariate analysis including logistic regression, both with and without tariff scores.Results Admission ratios to dentistry and medicine are similar, fluctuating over this period. These professions attracted more applications from females, people of Asian ethnicity, direct entrants to university, pupils from selective schools and Londoners. Males, students of White and Black ethnicity, those from England (excluding London), and from lower social groups, were under-represented. The odds of applicants gaining admission were lowest if male, mature (>20 years), of Black ethnicity, from a lower socioeconomic classification, or domiciled in England. When tariff was included in the model, the odds of acceptance for dentistry and medicine were higher for applicants achieving high tariff scores.Discussion This analysis highlights geographic disparities and demonstrates how certain groups remained under-represented, with social inequalities clearly reflected in admissions. The complexity of the societal challenge in accessing these courses must not be underestimated. Social status, geographic region and selective schools remain important determinants of entry, emphasising the importance of educational reform.

The experiences of DMS trained GPs and direct entrants in their first 5 years post CCT: a qualitative analysis

BackgroundIn developing the Ministry of Defence (MoD) First5 network, a database of all Tri-Service doctors in their First5 years post receiving their certificate of completion of training (CCT). However, on building the database, up to 23% of doctors, trained by the MoD were no longer regular service military personal within 5 years of completing their GP training.AimTo explore the experience of Defence Medical Services (DMS) trained GPs and direct entrants in in their First5 years post CCT.MethodAn invitation was extended to all GPs currently in the DMS and all those that trained in the Defence Deanery, who gained their CCT between 2011 and 2018. An initial focus group of was conducted, the themes then contributed to the semi-structured interview questions.ResultsFive themes were identified from the focus groups and interviews: Is the apprenticeship model dead? What is my role again? ‘I just don’t think they got the best care they could’ve’. The importance of autonomy and innovation. Should I stay or should I go now?ConclusionDMS should work to establish an environment in which all military First5s have autonomy over their practice; the ability innovate; and a forum in which they can share. This must go hand-in-hand with newly qualified military GPs being supported in their management and administrative learning, while being mentored by an engaged colleague to help understand ‘what’s next’ in their portfolio career.

Entry points into a Nigerian medical school at the graduate and undergraduate levels: A three-year prospective and retrospective comparison of performances at the first MBBS professional examinations

Background: It is alleged that there is a mismatch between candidates’ performance in University Matriculation Examination (UME) and their subsequent academic achievement in medical schools in Nigeria. Aim: The present study compares the performance of medical students admitted via Direct Entry (DE) module and that of UME using their 1st professional examination. Methodology: A total of 343 undergraduate medical students of College of Medicine, Nnamdi Azikiwe University, Nnewi, Anambra state, Nigeria were used for this study. 270 of the students were admitted through UME, while 73 were admitted through DE modes of admission. The results of the 1st MBBS examinations taken in the years 2014 to 2017 were collated, analyzed and compared between the two groups of students. Results: The rate of success in 1st MBBS examination was greater in the DE students (74%) compared with the UME students (44.1%). The failure rate was higher in the UME entrants (55.9%) compared with the direct entrants (26%). The frequency of withdrawals in the group with UME (n = 28) was greater than that of the group with DE (n = 0). Chi square test of association indicated significant (p < 0.001) association between performance of students in 1st MBBS examination and the mode of admission. Logistic regression test shows that the odds of failure were against students with UME module than those with DE. Conclusion: The present study indicates that the admission module of DE with previous degree increases the chances of academic success in medical education in Nigeria. This suggests the need for a review of the mode of admission into medical schools to favour students that have a previous degree.

Medical students’ understanding of oral and maxillofacial surgery: an Irish perspective

Oral and Maxillofacial Surgery (OMFS) remains an enigmatic specialty in Irish medicine and many students are unaware of its scope and the unique career pathway involved. We completed a multicentre cross-sectional study to identify their ability to identify the requirements for entry to specialty training year 3 (ST3) in OMFS, to assess their awareness of OMFS surgeons, and their general awareness of, and exposure to, the specialty. Data were collected through an electronic questionnaire. Participants were asked to select the most suitable surgical specialty to treat a number of common conditions in the head and neck, and to choose the requirements they deemed essential for specialist training. Knowledge was measured by the number of correct responses. A total of 443 medical students participated (University College Cork (UCC) n=328, 74%; Royal College of Surgeons in Ireland (RCSI) n=113, 26%). A total of 318/374 (85%) had had no previous experience of OMFS, 38/374 (10%) had had theoretical teaching only, and 18/374 (5%) had had clinical experience. A total of 212/329 (64%) wished for greater exposure as a student, but only 34/329 (9%) would consider a career in the specialty. The median (IQR) number of correct responses for OMFS procedures was 3.0/10 (2.0), with women, direct entrants, and RCSI students scoring highest. Only 11/367 (3%) could identify the minimum entry requirements for a post of specialist registrar. This study has identified a potential gap in the undergraduate curriculum. Although medical students are rarely taught about OMFS, they show an interest in learning more.

Avoiding Dialogues of Non-discovery through Promoting Dialogues of Discovery

International students and direct entrants—those entering a higher year of a degree—often come from socio-economic or cultural backgrounds different from traditional students, and have different educational backgrounds. It is assumed such students need help with unfamiliar assessment tasks such as essays, reports, and so on, and many sources aim to help with these elements. Further assumptions are that dialogue helps, and that the words used in such dialogue will be understood similarly. Yet, if the assumed meanings of the words actually differ, then such dialogue is based on a false assumption; rather than genuine dialogue, what actually occurs is an exchange of monologic utterances. This article is a structured narrative of our ongoing research into how key assessment task words such as ‘discuss,’ ‘analyse,’ and ‘critically evaluate’ are understood differently in higher education. We describe how such differences are perpetuated through Martin Buber’s (1947) ideas of monologic utterances, and what we call ‘dialogues of non-discovery’. Here we detail a research-based approach to promote genuine and technical dialogue: what we call ‘dialogues of discovery.’ We first introduce a dialogue that led to the genesis of the study and theoretical context of our dialogues with the literature. We then detail our methods of data collection in a section of ‘dialogues of exploration’. We present our findings in the form of categorizations of the different elements underpinning people’s understandings of ‘the word.’ Our own categorizations of these elements encourage dialogue around the elements of language, culture, stakeholder, subject, weight, and development over time. This is an approach we term an ‘anti-glossary approach’ in that it is opposite to, and against, ‘fixing’ or ‘ossifying’ the language in a glossary. In the Bakhtinian tradition of ‘incompletedness,’ we conclude by encouraging readers to take and adapt our findings as an ‘anti-glossary’ approach to engage in genuine and technical dialogue with their students. In this way, we believe the quality and depth of student work can improve.

The Relationship of Higher Education to Substance Use Trajectories: Variations as a Function of Timing of Enrollment

This study examined the association between time to enrollment into postsecondary education and trajectories of heavy episodic drinking (HED) and marijuana use using a prospective longitudinal study. Participants included 391 postsecondary students (55% female) drawn from the Victoria Healthy Youth Survey, a five-wave, multi-cohort sample interviewed biennially between 2003 and 2011. Using piecewise latent growth modeling, we compared changes in the trajectories of HED and marijuana use before and after postsecondary enrollment across three groups of young adults: (a) direct entrants (enrolled directly out of high school), (b) gap entrants (took a year off), and (c) delayed entrants (took longer than a year off). Heavy drinking increased after enrollment for direct entrants and gap entrants and decreased for delayed entrants. Marijuana use increased after enrollment for direct entrants, and decreased for gap entrants and delayed entrants. Yet, overall levels of marijuana use were significantly higher among the gap and delay entrants over time compared with direct entrants. Group differences in heavy drinking appeared to reflect age-related changes in drinking patterns. However, differences in marijuana use may reflect pre-existing inequities in access to higher education across groups. The association between postsecondary education and increased substance use may be limited to students who enroll at a postsecondary institution directly out of high school. However, students who delay enrollment have higher levels of substance use before enrollment, as well as lower high school grades and socioeconomic status compared with direct entrants, and may be particularly vulnerable to long-term substance use problems and degree noncompletion.

Direct entrants in transition: becoming independent learners

This article investigates the dynamic transitions that college leavers make to university. It draws on qualitative research with a group of students who took direct entry to the second or third year of a degree programme at university, to show that successful transitions depend on the students becoming independent learners. It argues that the students who adapt best to the new learning environment are those who understand what independent learning entails, and who are good time managers. While the transitions experienced by direct entrants are comparable to those of students entering the first year of a degree more generally, the article recognises that there are differences. The difficulties experienced by many new students – including learning how the university works – may be exacerbated amongst direct entrants because they have less time in which to adapt to the new regime and their needs are often less visible at the institutional level.

The transition experiences of direct entrants from overseas higher education partners into UK universities

This two-year study was conducted to explore the experience of international direct-entry students making the transition from overseas higher education partners to a UK University. Using mainly qualitative data from forum discussion, focus-group interviews and face-to-face interviews with students and staff, we document how international direct-entry students cope with academic and social anxieties during their transition. The findings reveal that there are some similarities, such as language issues, which are experienced by most international students. However, this study has highlighted a distinguishing factor for direct-entry students which relates to the use of intra-networks to overcome their social anxieties. The exploratory analysis also indicates that international students entering directly into an academic programme at a later study stage face a steep learning curve and require additional support to adapt quickly to a UK educational system.

Motivation to study dental professions in one London Dental Institute

While past research has explored dental students' motivation to study, there is limited understanding in the reasons behind career choice for hygienists/therapists and dental nurses. The aim of this study was to investigate simultaneously the views of students of dentistry, hygiene/therapy and dental nursing in King's College London and explore similarities or differences in career choice. All first-year students were invited to the questionnaire survey, exploring motivation to study using a 23-item instrument. Data were analysed using SPSS v18; statistical analysis included one-way analyses of variance and factor analysis. The overall response rate to the study was 75% (n=209). Ten out of 23 factors were considered important by more than 80% of respondents, with 'job security' (93.8%), 'desire to work with people' (88%) and 'degree leading to recognised job' (87.5%) being top three. Analysis suggested that 52% of the total variation in motivating influences was explained by four factors: 'features of the job' (26%), 'education/skills' (11%), 'public service' (8%) and 'careers-advising' (7%); at group level 'features of the job' were significantly more important for the direct entrants to dentistry (P=0.001). The findings suggest that across groups students were motivated to study by common influences reflecting altruistic, but also pragmatic and realistic motives, while 'features of the job' were more important for the direct entrants to dentistry.

Personality profile of students entering dentistry, hygiene/therapy and dental nursing at one London dental institute

King's College London Dental Institute (KCLDI) is the largest school in the UK, training dental professionals: Dentists, Hygienists/Therapists and Dental Nurses. Although previous work has examined dental students, there is a dearth of studies on the personality profile of students of hygiene/therapy and dental nursing. To investigate the personality profile of students studying dentistry, hygiene/therapy and dental nursing at KCLDI, by programme, sex and ethnicity. All entrants into dentistry, hygiene/therapy and dental nursing at KCLDI were invited to participate in the study. A self report questionnaire including the brief version of the Five-Factor Model and personal details was administered to the 218 recruited students in groups and under supervised conditions. One-way ANOVA on data from 148 questionnaires revealed significant differences; the medical graduate entrants to dentistry appeared to have a more extraverted profile than hygiene/therapy entrants (P<0.04). The graduate entrants to dentistry were more open to experiences than the direct entrants (P<0.03) and the dental nursing trainees (P<0.03). The medical graduate entrants also appeared more open to experiences than the dental nursing trainees; the latter also appeared to have a more sensitive profile compared to the medical entry students (P<0.03). No differences were found between groups in agreeableness and conscientiousness. The findings suggest the presence of personality differences between entrants to dentistry, hygiene/therapy and dental nursing. The implications of these findings are discussed.

Moving Forward: Enhancing Progression through Partnership

This practice report presents a university-wide strategic approach to enhancing the first-year student experience and to improving transition, progression and retention, called Moving Forward. Glasgow Caledonian University is a so-called post-1992 university with a high percentage of students from non-traditional, low-participation backgrounds, often coming into university as direct entrants onto levels two and three (of a four-level Scottish undergraduate degree). Its aim is to support a transformational approach to widening participation and the development of a transition pedagogy. Partnership working stands at its centre and underpins all activities from developing a Transition and Progression Framework, establishing a large Community of Practice and six Mini Communities of Practice, to negotiating formal partnership agreements with academic schools, Learner Support and the Students’ Association. The report charts the reasons for introducing Moving Forward, its development, activities, interim evaluation outcomes, achievements, as well as the challenges of sustaining such an initiative long term.

Crossing the FE/HE divide: the transition experiences of direct entrants at Level 6

For students who have experienced higher education (HE) in the further education (FE) sector, the transfer to an HE institution (HEI) to complete an honours degree can bring many challenges. The transition for some can be difficult, as students cope with crossing both institutional and programme boundaries, whilst also negotiating a new academic culture. Direct entrants to an honours year, such as those who have completed a foundation degree in the FE sector, are often expected to present as fully autonomous learners, an expectation which can be at odds with their experiences at an FE college (FEC). This article outlines the findings of a qualitative study of the transition experiences of a small group of students directly entering the final years of honours degree programmes at a post‐1992 HEI. Findings are grouped under four key themes and resonate with those identified in the limited number of previous studies in this field. The expected expansion of foundation degrees increases the potential growth of direct entrants crossing the divide between the FE and HE sectors. This research may provide insights which have a sufficient element of universality to enable generalisation to other institutions. The article presents suggestions for improving transitions between the two sectors, and calls for HEIs with a commitment to widening participation through partnerships with FECs to regularly review the infrastructure in place to ensure that students wanting to make the transition from one institution to the other are supported to do so as painlessly as possible.

Challenges posed by diversity in Academic institutions as they implement Information Literacy: the experiences of Makerere University Library in Uganda

Over the years, academic libraries have been conducting information literacy (IL) programmes for their users. This paper shares Makerere University Library's experience in implementing IL programmes at Makerere University and other academic institutions of learning in Uganda. The findings of this paper are based on the IL sessions' evaluation forms, together with the authors' experiences as instructors. A sample of one thousand (1000) participants' evaluation feedback forms was used in assessing the IL sessions conducted by Makerere University Library in two years (2008-2009). The evaluation focused on the duration and relevancy of training, nature of content, its organization; the instructors, new skills participants gained and how they hoped to pass them to others. Initial findings indicate that IL sessions are highly regarded with repeated recommendations for increased duration and frequency of information literacy sessions in different universities. The various challenges posed by diversity are explained as follows: Difference in age groups arise because admissions to the various universities cater for direct entrants from high school and mature age entrants'. Students also come from different social backgrounds that dictate the standard of schools they attend i.e.; urban schools where education standards are high and skills such as using computers are imparted visa-a-vis the rural schools where such skills are not imparted. To the IL instructor, this implies conducting the training with patience and extending the time allocated for each session in order to impart the basic ICT skills prior to imparting the IL skills. Internationalization on the other hand is not a very big challenge because the proportion of foreign students is small and their ICT skills are moderate. Gender aspects and the diverse disciplines of research in the Ugandan universities also pose challenges when conducting IL sessions in that the groups handled at a time are normally composed of participants from different disciplines. The paper then addresses the possible strategies to these challenges and makes recommendations focused on improving the IL programmes conducted in academic institutions in Uganda.

A comparative study of the performances of direct and concessional entrants into the University of Ibadan Medical School 1956-69.

A comparative study of the performances of direct and concessional entrants into the University of Ibadan Medical School 1956-69.