Revitalising the flexible learning offer:A typology to support portfolio design, recruitment, out-reach, transition and enhancement of the student experience

Presented by:

Debi Hayes: Deputy Provost GSM London

Are part-time, flexible learners a

missed opportunity for universities?

Yes, but they require a greater

understanding and a tailored approach!

Objectives: Identify the structure of the HE flexible learning market and the dynamics and drivers shaping its development

Construct a typographical framework (ex-post methodology), combining learner attributes (attitudes, motivations, perceived barriers), study requirements and aspirations

Maximise participation for each identified group by developing routes to market providing a flexible portfolio offer, together with a differentiated marketing and outreach strategy

Propose engagement and support arrangements for each identified typology through the learner life-cycle to maximise professional development and engagement

Part time, flexible learning = ‘Cinderella Operation’

the Individual: characteristics & needs

- Learner Attributes- Flexible Learning Offer

- Style of Learning- Brand Proposition

the Institution:learner journey

- WP Intensity/Outreach- Engagement

- Transition Needs- On-course Support

- Destination

Conceptual Framework: Typology & the Learner Journey

Defining Flexible Part-time Learning

The HEA (2011), defines the dimensions of flexible learning as:

Pace:Volume of credit

APEL & APCLCreative use of credit

frameworks

Place:Work-based versus

Home versusInstitution

Mode:Learning technology

as a driverDistance & blended &

attendanceSynchronous/Asynchronous

One third of all undergraduates study part-time. This equals over half a million learners

61% are over 29 when they commence UG studies with 10% under 21

Vocational programmes account for 63% of students

Approximately 300,000 part-time learners are on taught and research postgraduate qualifications

Much more heterogeneous & diverse with respect to entry qualifications than full-time learners

More unequally distributed – remain concentrated in a number of HEI’s in certain regions

The Market for Part-Time Flexible Learners Identifying learners: who are they?

Background & Trends Dramatic national decline in part-time learner recruitment – 40 % since 2010 The 2012/13 reforms of part-time higher education funding in England have not been clearly communicated Decline in employer support since 2008 Mature learners are loan risk averse Demise of LLNs and WP rarely focuses on mature learners University complacency, PT = ‘Cinderella Operation’ and lack of buy in at top Funding Administration and pricing systems lack flexibility

Impact: Failure to deliver on the England skills agenda/targets Disproportionate impact on learner's with a widening participation profile

Learner Attributes

(LA)

Flexible Learning Offer

(FLO)

Style of Learning

(SL)

Brand Proposition

(BP)

Towards Developing a Typology of Part-time Flexible Learners

Towards Developing a Typology- Research Sources: Author Date Title Publisher

Callender, C., Mason, G., & Jamieson, A.

2010 The supply of part‐time higher education in the UK

London: Universities UK,

Callender, C., Wilkinson, D.

2012 Futuretrack: part-time higher education students – the benefits of higher education after three years of study

HECSU Manchester

Chilvers, D. 2008 Segmentation of adults by attitudes towards learning and barriers to learning

London: DIUS

HEFCE 2013 Higher Education in England Impact of the 2012 reforms

HEFCE,

Higher Education Academy

Evidence Net 2009

Mature students in higher education and issues for widening participation

The Higher Education Academy

Maguire, D. 2013 Flexible Learning: Wrapping higher education around the needs of part-time students

HEPI

OU 2011 Monitor Segmentation Study OU

Tallantyre, F. 2012 Flexible Learning Summit The Higher Education Academy

Typology of Flexible Learners

1. Returners to HE

2. Career Builders

3. Second Chancers

4. Re-Trainers

5. Earners & Learners

6. Personal Developers

7. Trailists

8. Decelerators

9. Employer work-force

development

Typology: Characteristics &

Needs

Nine typologies have been identified according to a number of learner attributes

Discussion Document: Table 1

Outreach Engagement Transition Support Destination

Managing the Learner Journey: Through a WP Lens

A large proportion of learners seeking flexibility are mature, but the terminology is ill defined (HEA)

Limitations of statistics from UCAS make it difficult to compare WP data with that of school leavers (HESA, 2008)

Lack of Institutional focus on WP for mature learners (Bowl, 2003)

Mature students cite geographically accessible institution; structure of course; APEL arrangements as the three considerations (Davies, 2002)

Limited opportunities for IAG and mature learners do not usually access careers fairs (Conner, 1999)

Managing the Learner Journey: WP Intensity/Outreach

Discussion Document: Table 2

Managing the Learner Journey: Engagement

Participation projections suggest an increase among 22- 30 year olds, but diminishing over 30 (Bekhardnia, 2007)

Institutional change is required to deal with older learners who are often more demanding and discerning (Rammell, 2008)

Barriers to access for mature learners are best described as dispositional, situational and institutional (Fuller and Pattern, 2007)

Discussion Document: Table 2

Managing the Learner Journey: Transition Needs

Bridging programmes are important for successful transition (Buckler, 2006)

Lack of research on the needs of older learners in relation to curriculum structure or pedagogical approach

Discussion Document: Table 2

Managing the Learner Journey: On-course Support

Lack of research on the needs of older learners in relation to curriculum structure or pedagogical approach

Mature learners are critical of HE when support is inadequate (May, 2001)

Mature learners are less likely than younger learners to withdraw because of problems of social integration (Yorke and Longden, 2008)

Discussion Document: Table 2

Managing the Learner Journey: Destination

Mature students perform at least as well as younger students. Younger matures (21-24) are most likely to experience difficulties (Baxter & Hatt,1999)

Older mature graduates (over 30) are most likely to experience difficulty in accessing graduate employment (Brennan and Shah, 2003)

Impacts:Institutional Perspective: Understand characteristics of potential learners Assess suitability of portfolio by classification and identify gaps in provision Develop compelling brand propositions that resonate with each classification

Learner perspective: Search process could be simplified and uniform More focussed and targeted offer with appropriate levels of support

Societal: Regional/national skills agenda Business improvement impacts Health and well being

Institutional

LearnerSocietal

Enablers:Gather robust evidence base and case studies of impactCalculate the value of each segment Develop relationships with intermediaries to

connect with identified learnersDevelop a strategic overview and institutional commitmentConsider amending administrative systems, funding mechanisms and pricingEstablish coherence with mission strategyIdentify the need for cultural changeDifferentiate support for mature/flexible learners and manage expectationsReview curriculum and with an emphasis on agility and the creative use of credit frameworks