University College Cork Access Programme EXTERNAL EVALUATION

University College Cork Access Programme

EXTERNAL EVALUATION University College Cork

Access Programme Evaluation report

Cynthia Deane Options Consulting May 2003 Contents

Executive summary

1. Introduction p09 1.1 Aims of evaluation p09 1.2 Evaluation methodology p11

2. Outline description of Access programme p13 2.1 Schools programme p14 2.2 Special admissions procedure p29 2.3 Post entry support time p34 2.4 Promotional literature and web site p43 2.5 Staff development p45

3. Feedback from programme participants p50 3.1 Focus group of current Access p50 Programme students 3.2 Questionnaire to current Access students p54 3.3 Interview with group of prospective Access p59 students attending Easter school 3.4 Focus group of principals and teachers p61 from programme linked schools 3.5 Interview with UCC Admissions Officer p68

4. Conclusions and recommendations p72 4.1 Main strengths of the UCC Access Programme p72 4.2 Recommendations for the future p77 Appendices

Appendix 1

Schools involved with the Access programme, and the years in which they joined

Appendix 2

Special admissions procedure

Appendix 3

Questionnaire for students March 2003 Executive Summary

This independent evaluation aimed to assess the effectiveness, impact, and sustainability of the UCC Access Programme, which has been in operation since 1996. The evaluation focused on the implementation of the project over a three- year period from 1999 to 2002. It is essentially qualitative in nature, including a description of programme activities and feedback from participants. The key outcomes of the Access Programme are described, and issues and options for the future are identified.

The UCC Access Programme works with targeted schools together with the wider community to break the cycle of disadvantage and marginalisation that can persist in families and communities for generations. The Programme seeks to support able students within the participating schools to enhance their ability to compete for places in higher education. Since 1996, the programme has expanded significantly from the original nine schools in the Cork City area. It now includes a total of twenty-five schools and further education colleges in Cork city and County, and in Co. Kerry.

In summary, the evaluation study found that the programme was very effective in achieving its aims. The main elements of the UCC Access Programme are the schools programme, the special admissions procedure, and post-entry support. Schools programme

The wide range of activities within the schools programme are seen as being very successful in making students aware of the opportunities that are available to progress to courses in higher education. The number of participants in all of the activities has greatly increased over the past three years. The feedback from participants is extremely positive. The schools programme is also very effective in promoting an ethos of achievement within participating schools and communities.

Special admissions procedure

The number of students admitted to UCC under the special admissions procedure has grown from two in 1998 to seventy- eight in 2002. In the two years from 2000 to 2002 alone, the number of admissions doubled. It is significant that students are admitted under this procedure to all faculties in UCC and that the number of available places has been increased each year. In 2002, a total of 172 students were registered under the Access Programme. Post-entry supports

The growth in the number of students admitted was accompanied by an expansion in the range and scope of post-entry supports for Access students, which focused on improving the level of retention by ensuring that students were able to progress in their courses. This element of the programme has also been very successful, and feedback from participants is very positive.

Conclusions and recommendations

The evaluation study concludes that the UCC Access Programme has a number of important key strengths on which it can con- tinue to build for the future.

• The report comments in particular on the excellent leadership and management of the programme, which has contributed significantly to the high regard in which it is generally held.

• The programme has achieved considerable success in expanding the numbers of students from the designated schools admitted to courses in UCC. • There is a high level of support for the programme among principals and teachers in participating schools.

• Participation in the programme has made a significant impact on the lives of students and their families.

• Positive relationships have been built with all stakeholders, and the programme has the support of key university personnel.

• Access has been mainstreamed as a policy priority in UCC.

• The programme has developed good models of practice in student support.

For the future, the evaluation study recommends that the UCC Access Programme should

• reflect on and consolidate the programme’s success, seeking to ascertain which programme elements are most effective in achieving stated goals

• continue to provide the schools programme and post entry support, and to maintain the special admissions procedure • carry out a focused strategic planning exercise to clarify directions and goals for the future

• expand activities to include primary schools, by linking closely with the UCC Bridging the Gap project

• disseminate and publicise the good practice emerging from the programme

• recruit project officers as required to undertake new programme developments. 1. Introduction

In 2001-2002 University College Cork completed the fifth year of its Access Programme for School Leavers from Socio- Economic Disadvantaged Backgrounds. The programme was started in 1996 to improve access to, and participation in, higher education relative to socio-economic background, following the recommendations in the HEA Report of the Steering Committee on the Future Development of Higher Education.

In 2002, the UCC Access Programme received funding from the Higher Education Authority under the Targeted Initiatives scheme to carry out an external evaluation in the year 2002-2003. The programme team led by Michèle Power, Access Officer comm- issioned the evaluation because it was felt that there was a need to take stock of the progress made by the project to date, and to indicate possible directions for future development. Cynthia Deane, Learning and Development Consultant was engaged by the programme team to undertake the evaluation study.

1.1 Aims of the evaluation

The aims of the evaluation were

• to assess the effectiveness of the UCC Access Programme

• to measure the impact of the programme in terms of its stated goals

09 • to determine the sustainability of the programme, with particular reference to future policy, funding and mainstreaming, both within UCC and at national level.

In addition, it was intended that the evaluation of the UCC Access Programme would:

• Make explicit the programme goals and evaluate achievement against these goals

• Encourage participants to reflect on the process and product aspects of the programme

• Facilitate the documentation and analysis of programme outcomes

• Provide good examples of practice for dissemination, both within the UCC programme and further afield

• Enable the programme to be fully accountable to all of the relevant stakeholders, including the HEA, the University and participants

• Serve as a basis for developing the work of the programme in the future.

10 1.2 Evaluation methodology

The evaluation focussed on the implementation of the project over a three-year period, from 1999-2002. It incorporated elements of the following qualitative and quantitative methodologies:

• desk research

• participant observation, using a range of approaches

• data collection and analysis.

In undertaking the evaluation, the consultant analysed document- ation relating to the programme’s activities in the period from 1999-2002. She obtained feedback from programme participants, including students, teachers, and university staff. In addition, she conducted first-hand observation to complement data gathered: for example, she attended programme events, interviewed participants, and met with focus groups of teachers and students.

The evaluation is essentially qualitative in nature, and it was originally intended that it would complement the research project that has been undertaken in parallel with the evaluation study in the current year. The research was initially conceived in largely quantitative terms, whereby it would provide a basis for evaluating the effectiveness of the Access programme.

11 However, it was subsequently amended to render it entirely qualitative. The report of the research will be published together with this evaluation, but it should be noted that this evaluation report does not include any comment on the findings of the research.

The evaluation is focused entirely on the Access programme as it operates within UCC. There is no attempt to include comparison with similar programmes in other institutions. Such a comparison would undoubtedly be of great interest and relevance in assessing the relative performance of the UCC programme, however it was beyond the scope of the current report to undertake it.

This report focuses mainly on describing the key outcomes of the Access programme and on identifying issues and options for the future. Initially, there is an outline of the programme, its processes and its outcomes. There is a summary of the feedback from a range of stakeholder groups: current and prospective students, teachers and UCC personnel. Finally, there are recommendations for the future development of the programme.

12 2. Outline description of Access programme

The UCC Access Programme works with a total of twenty-five schools: twenty-two designated disadvantaged secondary schools in Cork city and county and Kerry and the three Cork city colleges of further education. A list of the schools, showing the years in which they joined the programme is included in appendix 1. All schools are organised into geographical clusters, which meet on average twice per term where all activities are continuously monitored and evaluated, experiences are shared and future activities or new developments are collaboratively planned.

The UCC Access programme seeks to target able students within the designated schools and to provide motivational, educational and financial assistance to them through their secondary schooling to enhance their ability to compete for places in higher education. The programme also recognises the need to influence the educational aspirations and achieve- ments of a wider circle of students in the schools, and also to influence the educational ethos of the whole school. The overall aim is to work with the school and its staff, parents, community organisations, the Cork City Partnership, students and staff of UCC, to break the cycle of disadvantage and marginalisation which can persist in families and communities for generations.

13 A central emphasis is the principle of subsidiarity - using the energies and good will of all agencies and existing resources (schools, area based partnerships, community organisations, home-school liaison officers, guidance counsellors, the staff, students and graduates of the University and voluntary groups). The aim is to supplement rather than replace existing activities.

The main elements of the UCC Access programme are:

1. Schools programme 2. Special admissions procedure 3. Post entry support 4. Promotional literature and website 5. Staff development.

2.1 Schools programme

The schools programme includes the following activities:

1. University visits for Transition Year 2. Summer computer courses 3. Drama workshops and festival 4. Easter school

14 5. Special awards programme 6. Programme for parents 7. School visits 8. Chemistry Summer Camp and festival 9. Supplementary Teaching/Supervised Study.

An account of the aims of each activity, together with the number of participating schools and pupils for the years 1999- 2002, is shown in the following tables. An outline of outcomes is also included, together with a brief comment on each activity, based on feedback received from participants.

15 2.1.1 University visits for Transition Year

Aim

To make Transition Year students fully aware of the implications of their subject choices for the Leaving Certificate.

Participation 1999-2000 2000-2001 2001-2002

Number of schools 9 17 19

Percentage of schools 100 100 100

Number of pupils N/a 600 750

Outcomes

Workshops are provided on the scope of degree programmes on offer, interaction with school past pupils, campus tours etc.

The visits provide students with the opportunity to be fully aware of the consequences of their Leaving Certificate subject choices in terms of progression to third level, as the visits are concentrated in first and second terms.

Comment

As the choice of Leaving Certificate subjects is so critical for later study opportunities, intervention at this point in students’ careers is worthwhile. Close links with schools, and especially guidance counsellors, are also important at this stage.

16 2.1.2 Summer computer courses

Aim

• Develop first and second year students’ awareness of the potential use of computers

• Encourage them to pursue that interest at third level, if possible

• Provide practical exposure to an area with good career opportunities

• Encourage the use of multiple intelligences.

Participation 1999-2000 2000-2001 2001-2002

Number of schools 9 17 19

Percentage of schools 100 100 100

Number of pupils 200 240 270

Outcomes

These courses have proved very popular with first and second year pupils. They are provided by staff of the Learning Technologies Unit in UCC, using high-standard equipment and learning methodologies.

Comment

There has been very positive feedback from students who attended these courses. For some of them it was the first time that they began to consider University as a possible option for their future.

17 2.1.3 Drama workshops and festival

Aim

• Provide the students with some basic drama processes which will improve their creative, social and intellectual skills

• Sponsor an inter-schools drama festival.

Participation 1999-2000 2000-2001 2001-2002

Number of schools 7 17 19

Percentage of schools 78 100 100

Number of pupils 193 480 1000

Outcomes

The drama programme is regarded as targeting and rewarding some of the multiple intelligences not adequately provided for within the standard school curriculum, thereby providing some students with an opportunity to succeed in new ways. It is hoped that this may motivate them by enhancing self-esteem.

Comment

The sessions are popular with students, and teachers have commented that the impact is positive.

18 2.1.4 Easter school

Aim

• Provide pupils entering fifth year with an insight into University life, with training in study skills, realistic goal setting etc.

• Enable pupils to participate in sporting, social and cultural events.

Participation 1999-2000 2000-2001 2001-2002

Number of schools 8 17 19

Percentage of schools 89 100 100

Number of pupils 71 170* 185

Outcomes

Feedback from the schools and students regarding the Easter school was extremely positive.

(* 2001 Easter school cancelled because of foot and mouth disease precautions)

Comment

This is a very popular event with participants, and it would be useful to carry out some follow-up with the 2003 group, for example, to monitor impact in terms of motivation and future course choice.

19 2.1.5 Special awards

Aim

Directed at pupils in all years except Junior and Leaving Certificate.

• To reward endeavour and achievement

• Allow a broad spectrum of ability to be targeted and rewarded.

Participation 1999-2000 2000-2001 2001-2002

Number of schools 9 17 19

Percentage of schools 100 100 100

Number of pupils 300 2000 2000

Outcomes

In the Awards Programme, schools can enter projects across all the school subjects, thereby allowing a broad spectrum of ability to be targeted and rewarded. It also provides an incentive for students to engage in supplementary research and work which complements their examination syllabus.

Comment

Teachers have commented that this is a very important element of the programme, especially in the early years of secondary school.

20 2.1.6 Programme for parents

Aim

To introduce parents to the possible opportunities available in higher education.

Participation 1999-2000 2000-2001 2001-2002

Number of schools N/a 17 5

Percentage of schools N/a 100 26

Number of parents N/a 130 40

Outcomes

In 2001, a collaborative parent information morning was organised jointly with CIT in order to provide an understanding of all the third level choices available in the city. The parent information session was extremely well received by participants, many of whom commented that they now saw higher education as a real option for their children.

Comment

This event should target parents at primary school level, as parents are critically important in influencing children’s aspirations and motivation at this stage. It may be useful to collaborate with the UCC Bridging the Gap project in this regard, as it works with the thirty designated disadvantaged primary schools in the Cork City area.

21 2.1.7 School visits

Aim

• To provide information on UCC courses, facilities, careers etc. to both Leaving Certificate and Transition Year students; provide information regarding Direct Entry procedure

• To become part of the school community through ongoing contact with staff and students at all levels.

Participation 1999-2000 2000-2001 2001-2002

Number of schools 9 17 20*

Percentage of schools 100 100 100

Number of pupils sixth years sixth years sixth years

Outcomes

While the planned programme of activities is driven by the Access Office, there is also the scope to respond to requests from individual schools. Schools regularly request smaller group visits and talks from individual departments or programmes as and when the need or interest arises. The nature and range of invitations from schools is indicative that the UCC Access Programme is becoming part of school communities.

Staff from the Access Programme regularly attend school awards ceremonies, drama festivals, Christmas concerts, careers exhibitions

22 Outcomes and parent information sessions. Contact between the University and the pupils, parents and staff of the programme schools is frequent and increasing.

(* The additional school visited was one which was joining the programme in the following year.)

Comment

The contact with schools is a key factor in the building of positive relationships and gaining “buy-in” to the programme’s objectives.

23 2.1.8 Chemistry camp

Aim

To promote Chemistry as a Leaving Certificate subject and to encourage its choice as a third level study option. The target group is first and second year pupils

Participation 2000-2001 2001-2002

Number of schools 3 invited (pilot) 18 invited

Percentage of schools 100 (of invited) 100 (of invited)

Number of pupils 44 146 + 15 teachers

Outcomes

The science teachers are extremely enthusiastic about the Chemistry initiative, which allows Chemistry in particular to be promoted in designated disadvantaged schools.

Comment

This activity appears to be very effective, with teachers noting that some students are now deciding to choose Science subjects for Leaving Certificate on the basis of having attended the Chemistry camp. The initiative was taken by the Chemistry department in UCC, and it is noted that this has produced good outcomes within the Department itself, by raising awareness among lecturers of the target group for the Access Programme.

24 2.1.9 Supplementary teaching

Aim

To overcome lack of access to “grinds” for disadvantaged students

Participation 1999-2000 2000-2001 2001-2002

Number of schools 9 17 20

Percentage of schools 100 100 100

Number of parents N/a 600 800

Outcomes

Large numbers of pupils are involved in this activity. Schools have prioritised supplementary teaching to help overcome the lack of access to "grinds" for disadvantaged students. Students from the Higher Diploma in Education and other post-graduate programmes as well as part-time teachers from the schools deliver the programme.

The strength of the supplementary teaching programme lies in the fact that there is collaboration between the school subject teacher and the teacher providing the extra tuition so that the student gains the maximum value from the extra hours. The fact that the sessions are held on school premises just after regular school hours means also that attendance is maximised. In some schools, supervised study is part of the programme.

25 Comment

This is the most costly activity in the schools programme. There has been no systematic follow-up of the impact of the supplementary teaching on the examination performance, motivation, or aspirations of the participants. However, both students and teachers in the participating schools have expressed high levels of satisfaction with the availability of the support. One concern which was raised by a principal related to the rate of payment for tutors, which was stated to be lower than the standard part-time teaching rate, making it difficult in some cases to recruit tutors.

26 2.1.10 General comment on schools programme

The schools programme takes up a large proportion of the resources that are devoted to the total Access Programme. It appears from the evidence of this evaluation that the schools programme has had a very positive impact in the schools concerned. Both teachers and students have commented extremely favourably on the activities provided through the Access Programme. Principals and teachers stated that the pupils who were involved in Access programme activities were supported in making decisions about advancing to higher education. Students themselves have said that attendance at programme activities has had a very important influence on their decision. A particularly noteworthy development is the initiative of the Chemistry department in UCC to run a Chemistry camp. This model, of collaboration between the Access Programme and specific university depart- ments is worth developing further, as it has the capacity to produce “wins” all round: for the students, the teachers, the department, the Access Programme and the university.

It is difficult to separate the impact of different elements of the programme, however it is clear that the schools programme has been very effective in raising the level of aspirations in the participating schools. This applies equally to teachers and to pupils and their parents. The programme has generated very

27 positive goodwill towards UCC in the schools. While the numbers of pupils progressing to higher education through the programme is increasing steadily over the past number of years, there are other outcomes that are more difficult to measure and may only be fully visible over the longer term.

One specific element of the schools programme might perhaps be looked at in more detail in the context of future development. While there is undoubtedly an inequity in the system whereby large numbers of Leaving Certificate students obtain supple- mentary teaching outside normal school hours paid for by their parents, it might be argued that providing funds for the students in the Access programme schools to do the same is at best a partial solution. It does little to change the culture of the schools, and it may actually reinforce the idea that it is impossible for students from these schools to attain sufficiently high grades based on “normal” teaching alone. Such a perception does not do justice to the excellent and committed teachers in many of the schools, nor to the potential of many of their students. Other models of providing support for teaching and learning might be explored in the future.

28 2.2 Special admissions procedure

Socio-economically eligible students in schools linked to the UCC Access Programme may complete for one of 62 ex-quota places in UCC. The process of assessment by UCC involves consideration of the applicant’s CAO application and Leaving Certificate results as well as overall school record and other supportive information provided by the school principal. The student and the school principal may be interviewed if necessary or desirable. A decision on the acceptance of a student is made by an Access Admissions Board consisting of the Registrar, the Vice President and Professor of Education, and the Professor of Applied Social Studies and is subject to the agreement of the dean of the relevant faculty. The ex-quota places in UCC are distributed by faculty as follows:

Arts 25

Commerce 8

Law 3

Science 10

Food Science & Technology 6

Engineering 8

Medicine & Dentistry 2

Total 62

29 Students are not required to apply for a place through the CAO but are advised to do so. Under the special admissions procedure: a) Students must satisfy the minimum entry requirements for the relevant degree programme but need not meet the points cut-off level b) FETAC Level 2 qualifications may be accepted as an alternative to matriculation through the Leaving Certificate c) The school principal must nominate the student as having the motivation and ability to complete the chosen degree programme d) The Admissions Board decides on applications with decisions subject to the agreement of the Dean of the relevant faculty e) Students offered a lower preference through the CAO may be considered for a higher preference under the Access Programme

Table 1 below shows the number of students admitted to each faculty in the years from 1999 to 2002. A more detailed breakdown of the admissions by course is included in appendix 2.

30 In addition to students offered ex-quota places, some Access students are admitted to courses having met the relevant points requirement, but they are still entitled to avail of all of the post- entry supports provided by the programme. The number of admissions has more than doubled in a period of three years. Table 2 shows the number of students registered in 2002-2003 in each faculty for each year of study, and indicates the level of retention within the programme from year to year. Of the thirty- one students admitted in 1999, nine graduated in 2002, with a further eight progressing to fourth year in 2002. The retention rates for those admitted in 2000 and 2001 have improved, but further study of this aspect of the programme is necessary over a longer period to ascertain the effectiveness of support measures.

In 2001-2002, UCC, UCD, DCU, TCD, UL, NUI Maynooth and DIT initiated a joint Direct Application Scheme on a collaborative and voluntary basis. This scheme facilitates students from schools linked to any of these institutions’ Access Programmes to apply for places in any of the other six institutions. A system has been agreed by the participating institutions to process these applications in a uniform way and a single database allows for the collection and compiling of national data and trends. The move towards an inter-institutional approach to direct entry applications ensures a more equitable and transparent system for applicants. It also offers applicants a broader range of choices across the various institutions. This replaces the previous ad hoc system for transferring application forms between institutions, and it facilitates the analysis of data at a national level.

31 Table 1

Number of Students admitted to UCC under the Access Programme 1999-2002

Faculty 1998 1999 2000 2001 2002

Arts 2 15 20 27 37

Commerce 7 11 10 17

Law 2 - 4 5

Science 6 5 8 13

Food Science, 1 - 5 2 Food Technology and Nutrition

Engineering - 3 2 2

Medicine - - 1 2

Total Admitted 2 31 39 57 78

32 Table 2

Number of students registered in faculties in 2002-2003

Faculty First Second Third Fourth Undergraduate Year Year Year Year Total

Entry year 2002 2001 2000 1999

Arts 37 25 17 79

Commerce 17 9 9 5 40

Law 5 4 1 10

Science 13 8 3 2 26

Food Science, 2 5 1 8 Food Technology and Nutrition

Engineering 2 2 2 6

Medicine 2 1 3

Total 78 54 32 8 172

33 2.2.1 Comment on special admissions procedure

From the above tables it is clear that the numbers of students admitted to UCC under the special admissions procedure is increasing dramatically year-on-year. It would be useful to compare the retention rates for students admitted under the Access Programme with the retention rates for the university in general. This longitudinal study would need to be carried out over a number of years.

2.3 Post entry support

All students admitted under the Access Programme may avail of the following post-entry supports for the duration of their university career

1. Five-day orientation programme prior to registration covering introduction to student services, study, writing and research skills, campus familiarisation, library workshops, parent morning and lunch

2. One-to-one mentoring provided by the Access Programme on a formal basis, as well as contact requested by students on a needs basis, on issues such as finance, part-time work, academic assignments

3. Supplementary Academic Tuition

34 4. Study methods/Revision workshop prior to the Easter Study period

5. Career development modules tailored according to degree area and year

6. Financial bursaries

7. Allowances towards book costs

8. Social activities and events

2.3.1 Orientation programme

The Orientation programme is attended by all Access Programme students and runs each year in late September before term starts. It aims to provide a structured programme of induction, introducing students to all of the key aspects of university life and facilities, and preparing them to undertake their chosen courses. In addition to the activities for students, parents and friends attend the parent element of the programme on the last day. Students have commented that this was a very significant support and gave them a very good start to their college career. As well as reducing their anxiety about settling into the unfamiliar surroundings, it gave them a strong social network and a set of programme supports on which they were able to draw throughout the year.

35 2.3.2 One to one support and mentoring sessions

Aim

• To monitor students’ progress • To provide advice and assistance with specific student problems where required

Participation 1999-2000 2000-2001 2001-2002

Number of access 33 68 115 students

Percentage of 100 94 90 access students

Outcomes

Students are invited to attend a one-to-one session with the Access Programme staff on three occasions between the months of November - April. The take up rate for sessions is between 90-95%. Outside of these formal meetings there are a considerable number of follow- up requests from students to meet programme staff based on their immediate needs at the time.

Comment

Students have commented that the level of support they receive at a personal and group level is a very important feature of the Access Programme. It helps them to make the transition to university life, and it addresses any issues or concerns that they encounter in their studies. It appears to be a key element in the success of the programme. See further students’ comments below.

36 2.3.3 Extra academic tuition

Aim

• To provide extra one-to-one / small group tuition • To reduce student concerns regarding certain course areas in which difficulties may be experienced

Participation 1999-2000 2000-2001 2001-2002

Number of access 6 30 45 students

Percentage of 18 77 79 access students

Outcomes

As a result of the one-to one-sessions, a number of students expressed concerns about certain modules and subject areas within which they were experiencing difficulties. Subsequently, extra academic support, either individual or within a small group, was organised by the Programme. Some students may attend only one session, for instance before an examination, while others attend sessions every week for a term or throughout the year. The organisation of the tuition is very flexible. Approximately 300 extra hours extra tuition was provided across all disciplines in 2001-2002.

Comment

Students have commented that the availability of extra tuition has been extremely important in helping them to make progress in their courses. Some have identified it as the key factor in their successful performance, stating that without this support, they feel that they may not have been able to continue their course.

A noteworthy aspect of this part of the programme is the involvement of Access students in second year as tutors to first year students. This is seen as having important benefits for both the older and younger students, and is a development worth continuing where possible and appropriate.

37 2.3.4 Study methods/revision workshop

Aim

• To advise students on study and exam skills

• To provide study skills workshop prior to the Easter study period as a preparatory tool for students

Participation 1999-2000 2000-2001 2001-2002

Number of access N/a 31 27 students

Percentage of N/a 43 21 access students

Outcomes

Students who attended have said that they found the sessions helpful.

Comment

Low level of uptake seems to suggest that the provision of these sessions needs to be considered carefully. Some students have suggested that the issue may be one of wrong timing, with students finding that there are too many competing demands on their time at the busiest period of the academic year.

38 2.3.5 Career development modules

Aim

• To provide elective modules tailored according to degree and year

• To improve the following areas: Career Planning, making the most of the college experience, Team-Building skills, time management and projects, CV preparation, Interview Techniques

Participation 1999-2000 2000-2001 2001-2002

Number of access 36 53 students

Percentage of 50 42 access students

Outcomes

Seven elective career modules were offered in 2001-2002 to all students supported by the Access Programme and about half of the targetn group attended. Modules were delivered in the months of October and November.

Comment

Students who attended found the sessions very helping, especially those on project planning and time management.

39 2.3.6 Financial bursaries

Aim

To reduce dependence on part-time work as far as possible

Participation 1999-2000 2000-2001 2001-2002

Number of access 33 72 127 students

Percentage of 100 100 100 access students

Outcomes

In 2001-2002 all Access Programme students received a financial bursary of £1,200 (€1523) in order to eliminate dependence on part- time work as much as possible. They also received book vouchers towards the cost of course materials.

Comment

In many cases, the availability of the bursary makes the critical difference for students and their families between being able to take up the college place and not. For students living away from home in particular, the bursary reduces the pressure on families to pay for a reasonable standard of accommodation.

40 2.3.7 Book allowances

Aim

To decrease the costs of buying course reading material

Participation 1999-2000 2000-2001 2001-2002

Number of access 33 72 127 students

Percentage of 100 100 100 access students

Outcomes

Students receive book vouchers.

Comment

Because of the high cost of course materials, students and families find this financial help to be of significant benefit. Otherwise, students would have to rely on borrowing from the library, and this is unsatisfactory in the case of core texts.

41 2.3.8 Social activities and events

Aims

To meet the students informally, and to enable them to meet and get to know each other

Participation 1999-2000 2000-2001 2001-2002

Number of access 33 72 127 students

Percentage of 100 100 100 access students

Outcomes

Social events have been well attended by students. For example, a Christmas reception in December 2001 was attended by 160 students (Access participants and others) and fourteen teachers from the schools linked to the programme

Comment

For many students, the social aspects of the programme are very helpful in integrating them into the life of the university, making friends among their peers and becoming part of a collegial support network.

42 2.3.9 General comment on post-entry supports

The frequency of the unsolicited contact with students and the attendance at the pre-planned and organised activities seem to indicate that the programme is providing a worthwhile and relevant range of services, which, in the main, are preventing students from becoming overwhelmed by the system. Students’ comments about the activities are included in the feedback section below, and are overwhelmingly positive.

Retention figures have also progressively increased in line with the programme investment and expansion in activities within the post entry support category (see Table 2 above). This is a very positive outcome, and justifies the attention paid to this aspect of the programme in recent years.

2.4 Promotional literature and website

In 2001-2002, three major pieces of work were completed under this heading:

• The production and design of a new Access Programme website - www.ucc.ie/access

43 • The production, design and printing of two full colour Access Programme brochures, one targeting school, communities, families and other stakeholders and the other targeting the corporate sector for fundraising purposes

• The design and production of two portable promotional stands for use in School presentations, career days and University visits

2.4.1 Comment

The promotional material produced by the Access programme is of a high standard and shows a good awareness of the purpose of the intended communication and of the range of potential audiences. The printed material is complemented by extensive use of personal contacts, with the Access Officer in particular maintaining close links with all key stakeholder groups, including current students, schools, community agencies, University staff and the national network of Access Officers. Teachers suggested that perhaps a video might be produced to promote the work of the project, and this might be considered as a way of reducing the need for continual personal appearances by the Access Officer.

44 2.5 Staff development

The development of Access programmes is a relatively recent development within the university sector in Ireland, so there had not previously been an extensive cohort of trained staff within the university sector to deal with Access issues. Consequently, the development and training of staff is now seen as a vital component for the success of these programmes. In UCC, it has been regarded as important that the academic and administrative sectors of the University embrace access issues as a mainstream activity. For this reason, a major focus of staff development has been to enable Access Programme staff to present access initiatives to colleagues at a professional level in a way that supports the credibility and acceptability of the programme.

The staff complement for the UCC Access Programme now comprises one full-time Access Officer and one whole-time equivalent (currently two job-sharing) administrative support staff. Staff members have availed of training in the areas of office procedures, records management, and computer applications including databases, PhotoShop, and managing a computer- based mobile classroom. In the area of continuing professional development, the staff have undertaken programmes in change management and presentation skills. They have also developed skills in dealing with students under stress.

45 All opportunities for professional networking are maximised, while still maintaining a high level of service in the core programme areas. The Access Officer attends the regular meetings of the national network of University and IT Access Officers - Access Made Accessible (AMA), the CHIU AccessOfficers group and the Higher Education Direct Application Scheme Group and a network supported by the Higher Education Equality Unit (HEEU). The Access Officer has also attended national and international conferences on the theme of progression of disadvantaged young people to higher education, and she is a member of a focus group convened by the National Educational Disadvantage Committee.

Within UCC, staff of the Access Programme have made pre- sentations to Faculty and Department meetings. This has result- ed in the increased participation of staff members in on-campus Access activities as well as receiving feedback as to how the programme could be enhanced and expanded to include part- icipation from individual departments. The Access Programme has made links with the Bridging the Gap project promoted by UCC, which aims to improve the educational experiences of pupils from disadvantaged primary and post-primary schools in Cork city. The Access Officer has been nominated to the steering group of this project. The Access Programme has sponsored two of the principals from Access linked schools to attend the Harvard Project Zero summer school in Boston in July 2002 as part of a group led by Prof. Aine Hyland, Vice President, UCC and Director of the Bridging the Gap project.

46 2.5.1 Outcomes

The funding of the staff budget from core University funding has allowed the programme greater flexibility in terms of programme content and scope. The training availed of has facilitated the updating of administrative procedures as well as the design of more student friendly and interactive school presentations. Attendance at all of the Access Officer network meetings has enabled the enrichment of the programme's activities through the ongoing exchange of programme ideas and the discussion of research findings amongst peers. The professional development opportunities provided by such occasions have helped the programme staff to investigate new areas and methods of work. Attendance at national networks has also facilitated the sharing of regional experiences across a range of education providers and funders.

Within UCC, presentations to faculties and departments have directly resulted in an increased awareness of access issues amongst university staff and a greater ownership of the principles and ethos of the programme. The sponsorship of the two school principals to attend the Harvard Summer School has generated significant goodwill in the schools concerned and will provide opportunities for the increased professional development of principals in disadvantaged schools.

47 2.5.2 Comment

The expansion of the programme's school base over the past two years has resulted in the growth of student numbers through the direct entry system. Therefore, the demands on staff are ever increasing. In order to maintain and enhance the level of service offered to registered Access Programme students, to expand Programme activity and to extend the programme to new geographical areas, it has been necessary to increase staffing from a half-time to a whole-time equivalent administrative support staff. The extent and diversity of the programme’s activity is far greater than the very small staff would suggest is possible. This is a tribute to excellent management and operational practices within the programme.

The Access programme in UCC is served by exceptional staff, and their professionalism, commitment, empathy and excellent interpersonal skills are universally praised. The programme provides an extraordinarily high quality of service to all of its clients, and is recognised as performing its role efficiently and effectively. The Access Officer in particular is singled out by students, teachers and colleagues as a remarkable individual, whose energetic leadership and high level of competence in all aspects of her role are seen as central to the success of the programme. Within the university, evidence of the high regard for the Access programme and its staff is provided by

48 • invitations to address Faculty meetings

• approaches from departments about collaborative initiatives

• requests from staff for the support of the Access Officer in meeting the needs of individual students

• the co-option of the Access Officer to key university committees.

The funding of the Access Officer’s salary from the core university budget and the decision to make the post of Access Officer permanent are further indicators of the success the programme has achieved in mainstreaming access as a core university activity.

49 3. Feedback from programme participants

Feedback on the programme was obtained from the following participant groups: current students, prospective students, principals and teachers from participating schools, and the Admissions Officer in UCC. A summary of the points made is given here, to provide a general overview of the key strengths and weaknesses of the programme as perceived by those involved.

3.1 Focus group of current Access Programme students

A focus group of current Access Programme students was held on 3 March 2003. The consultant facilitated the discussion and put a number of questions about the programme to the group. For each question, a summary of responses is included.

3.1.1 How has the UCC access programme helped you?

Most students mentioned in particular the direct access scheme; they got their first choice of course without having reached the points cut-off level. Otherwise, they would not have been able to gain admission to this course.

3.1.2 What is the most significant difference it has made to your life as a student?

•“I would not be here without it!”

• Provides social support and a network of peer contacts

50 • Orientation week was very valuable: good skills gained. Essay and report writing particularly good

• Library and career seminars helpful

•“Everyone should be able to have this opportunity” (orientation programme)

• Access Programme helped with social integration, as student originally felt isolated.

3.1.3 What was the most important factor in your decision to study at UCC?

• Career guidance in school

• Choice of LC subjects very important, especially language.

3.1.4 What was the most important influence? (E.g. family, school, peers, media)?

• Own ambition, career and life aspirations

• Family support, most had older siblings already in higher education

• Desire to “Make family and school proud”.

51 3.1.5 What aspects of the programme do you consider most helpful? (Before entry, after entry)

• Initial meeting with Access Officer in school very influential

• Amazing level of support provided by Access Office. Great service, personal attention

• Extra tuition helpful, based on own needs, also able to change easily if not suitable

• Orientation programme highly regarded

• Finance: made it possible to get good accommodation

• Group support: met people on orientation week and stayed in contact

• 2nd yr. Access students got opportunity to tutor 1st yr. students: very positive experience, helped to build own confidence

• The programme is built on trusting relationship and confidence. Students want to prove that they are worthy of this trust!

52 3.1.6 Are there any ways in which you think that the programme could be improved?

• Ensure that financial assistance will be there from year to year, so that they can plan ahead

• Spread the word about the programme, but “do not fall into the trap of offering places only to the students with the highest points”

• More transparency in criteria for acceptance: not clear why students with same points are treated differently

• Provide an emergency contact number or helpline, especially early in the year

• Some events are not well attended, but this does not indicate a lack of commitment, just that people are busy and have many demands on their time. Try to find out when people are free (e.g. focus group meeting was held on Monday, and many students have a heavy timetable that day.)

• The Access Officer is considered the “driving force” behind the programme. One student said that he would “fear for future of the programme without her”.

53 3.1.7 Is there any advice about going to college that you would offer to students studying for Leaving Certificate in your old school?

• “Look for as much funding as possible, from local projects or other sources, to top up your grants”

• “Do not consider that university is out of your league, set your sights high”

• “Keep your options open when choosing Leaving Certificate subjects”.

3.2 Questionnaire to current Access students

A written questionnaire was distributed to a random selection of current students when they came to a review meeting with the programme staff in March 2003. Responses were received from 14 students. While this does not represent a large sample, the level of consistency in the responses suggests that there is a high level of satisfaction with the programme among participants. Responses were received from students in the faculties of Arts, Science, Social Science, Law, and Commerce, and from first, second and third year students. The majority of respondents had gained entry to their course through the direct access scheme. A summary of responses is included below. A copy of the questionnaire is included in appendix 3.

54 3.2.1 What was the most important influence on your decision to study at UCC? (E.g. own ambitions, family, school, peers, media)?

Own ambitions and career aspirations were the most commonly stated influence. One student said that he/she “had always planned to go to university, and never imagined not going.” Other factors that were mentioned as having influenced the decision to come to UCC included:

• It had the most suitable courses

• An interest in a specific subject or course

• A talk from the Access officer given in the school

• “Cork is a student friendly city and my friends are here”

• “UCC offers good courses, has good facilities, is close to home and therefore cheaper”.

3.2.2 How has the UCC access programme helped you? (What is the most significant difference it has made to your life as a student?)

55 The responses mentioned three main types of help that the programme provided: social/personal; academic, and financial. Social/personal: the orientation week, the ongoing advice and support from the programme team, and the fact that the programme enabled students to be on an “equal footing” with others were seen as particularly important.

Academic: extra tuition was the main aspect mentioned here, especially by Science students.

Financial: the bursaries provided by the programme were seen by the students as being extremely important, in that they were freed from much of the pressure and anxiety of having to fund their studies by part-time work and Summer jobs.

3.2.3 What aspects of the programme do you consider most helpful? (Before entry, after entry)

The orientation programme, the personal and social support offer- ed by the programme throughout the year, and the extra tuition were mentioned as being the most helpful aspects by the major- ity of respondents. Financial support was also cited by a number of students, one of whom went so far as to say that “ultimately, the money will probably result in a higher quality degree”.

56 3.2.4 Are there any ways in which you think that the programme could be improved?

A number of respondents said that they thought the programme could not be improved, as it was already “doing a good job”. Others left this question blank, which seems to indicate that they had no suggestions to make for improving it. However, a number of points were made by other respondents, who suggested that the following improvements might be made:

• Match the orientation week to the specific courses

• Give financial assistance earlier in the year, or in small instalments at intervals during the year

• Organise extra tuition in smaller groups, to allow for greater participation by students (refers to a programme of tutorials provided by one department in Science faculty, not under the auspices of Access programme)

• Organise more events to encourage increased camaraderie between students and programme staff

• Promote the programme in more schools.

57 3.2.5 Is there any advice about going to college that you would offer to students studying for Leaving Certificate in your old school?

• Find out about courses you are interested in as early as you can

• Find affordable accommodation with people you enjoy living with

• Apply for the Access programme if you have financial worries

• Learn to manage your time responsibly

• Make as many friends as you can and be confident in meeting new people, because you need as much moral support as you can get

• Talk to somebody who has done the course you are interested in. Visit the college when you get the opportunity

• Research your course well

• Apply for courses and give college life a chance: it is very different from school

58 • Do not listen to people who say that UCC is “snobby and stuck up”. You will make friends if you try. Enjoy it as much as you can, get involved

• Make sure not to forget about studying: do not be afraid to ask questions. College is about asking questions and figuring it out for yourself

• Balance social life and study time

• Follow your own path.

3.3 Interview with group of prospective Access students attending Easter school

On the last day of the Easter school, a random group of ten participants were interviewed and asked for their responses to their experiences during the week.

3.3.1 How did the week go?

“Brilliant. A week is too short. We do not want to leave. Can’t wait to come back”

59 3.3.2 What was the best part?

Seeing and using campus facilities, sample lectures, making new friends

3.3.3 Did it help you to make any decisions about the future?

Yes, definitely. All of those interviewed had decided to apply to UCC.

3.3.4 What did you think of UCC before you came to the Easter school?

“Big, intimidating, not for me, I would be lost and could not cope.” “Very snobby people”.

3.3.5 What do you think of it now?

“Great place. Love to come here. Feel at home now.”

3.3.6 How do you think the Access programme might help you?

Money, direct access, information.

60 3.3.7 Will it make any difference to you

Yes, it will make it possible to get in here.

3.3.8 What does your family think of you going to college?

All supportive, many had older siblings already in higher education.

3.3.9 Any way the programme can be improved?

• Field trip was considered “not very interesting”

• Make it two weeks

• Have a reunion later to follow up what people have decided to do, and see how many come to UCC.

3.4 Focus group of principals and teachers from programme linked schools

A focus group of teachers and principals was held on 5 March 2003. Representatives from fifteen of the participating schools attended. The following is a brief summary of the discussion on a range of questions put to the group by the consultant.

61 3.4.1 How has the UCC access programme helped students in your school?

What is the most significant difference it has made to your students?

• It was unanimously agreed that it is “a wonderful programme”

• It makes students comfortable with idea of higher education

• It is hugely beneficial and motivates them. There are hidden benefits as well as explicit: there is a positive impact on parents’ and family aspirations

• Principals and teachers were very anxious to ensure that the programme continues: tremendous loyalty was demonstrated, especially by schools that have been involved for a number of years

• Positive climate change in the schools does not always translate immediately into numbers, but longer-term impact should be monitored. “Impact begins to be seen after about four years of exposure to range of activities”

• Some students are beginning to use the “Progression ladder” e.g. start at College of Commerce and advance later through the links scheme. “Good opportunities presented by UCC”

62 • The programme encourages a whole school approach which brings about positive outcomes, attitudes in whole school community

• Targeting the right students is critical: bring about a change in mindset about education and opportunities

• Although UCC is local, it was not common to have students from city schools in certain areas progressing to study there, but now that is beginning to change. Some areas had what was described as an “insular mentality”, and the project is helping to break down barriers. In more remote areas, the difficulty with access to transport can discourage some students from participation.

3.4.2 What aspects of the programme do you consider most helpful? (Before entry, after entry)

• Newer schools said that it was hard to assess the effectiveness of the programme at the early stages of participation, but the activities are very popular

• Pre-entry and post-entry aspects are both regarded as very good, as is the direct entry scheme

• The orientation programme is considered very helpful and it is suggested that it should be available to all students

63 • School projects, Easter school and Summer school, supplementary teaching, summer courses are all very well regarded. Some schools offering supervised study have a waiting list

• Awards presentation evening for non-exam years is a very good idea

• “The most positive thing is the team: the programme staff are extremely caring and supportive.” All members of the team show a great capacity to discuss, consult, listen, and improve the process. They have a good awareness of issues faced in schools

• The project has clear goals, and achieves them

• There is evidence of commitment from the top of UCC. The visible involvement of the Registrar and Vice-President for Academic Affairs is seen as very important. It shows that UCC is prepared to “walk the talk of inclusivity”. The programme presents a “very positive face of UCC, sensitivity, caring, reassurance”

• Students realise “this is a place I can go”: it is a very ordinary place, and the programme helps to break down “taboos” and make UCC more welcoming than it used to be

64 • Parents can be informed and encouraged, see possibilities, their children’s entitlement to higher education. University is not an alien concept

• Financial support is important for those living away from home, but it is not really enough to cover the real costs in most cases.

3.4.3 What in your view is the most important factor in students’ decision to study at UCC? What is the most import- ant influence? (E.g. own ambition, family, school, peers, media)?

• Peers and families exert a very important influence

• The school can also have an important influence on individuals, building self-esteem. It is a ‘whole school attitude” and all aspects are interelated

3.4.4 What are the concerns about college that are most often expressed by students, parents, teachers?

• The biggest concerns of parents, according to teachers, are loss of earnings, distance, difficulty of travel, “snob element”, “not for us”. Many prefer the option of going to a smaller college e.g. there is a tradition in one Cork City area of students going to the IT in Tralee

65 • Parents whose children benefit from the programme are very grateful, and have come to thank the schools for giving them the opportunity

• The students’ concerns are: can they do it, cope with the challenges of university life; deal with making new friends and social issues; handle part time jobs (or manage without them)?

• There were few issues for schools, and although it was felt that there was a certain amount of extra work in managing the programme, it was very worthwhile

3.4.5 Are there any ways in which you think that the programme could be improved?

• Be aware of individual needs, and be careful of labelling students; manage the image and message of the programme carefully

• There is a danger that as the programme grows bigger, the personal touch will be lost

• Tutor payments are not realistic and need to be improved

• Make a video to promote programme and show all activities

66 • Include primary teacher education in national access programme

• Make closer contact with Home School Community Liaison workers to improve links with families

• Build on the existing strong links between UCC/CIT/Schools

• Suggest working at an even earlier stage to change students’ and parents’ aspirations. Work with primary schools: results are not always immediate

• In the current economic climate, there is a fear that the project may be discontinued, and this would be considered a serious mistake in national policy terms

• The project should seek to influence the mainstream in providing better levels of support for all students entering university, to improve retention and success rates.

3.4.6 Based on your experience of the Access Programme, what advice about going to college do you offer to students studying for Leaving Certificate in your school?

• Students need academic challenge from early stages; the first and second year projects help

67 • Schools need to “set challenging targets, help students to achieve them, and celebrate success regularly”

• Advise students and parents that part time work has an impact, it negatively affects outcomes at Leaving Certificate.

3.5 Interview with UCC Admissions Officer

An interview was held with the UCC Admissions Officer on 11 April 2003. The main areas addressed in the interview were the level of support for the Access programme in mainstream UCC policy, the distinguishing features of the UCC programme, and the plans for the future development of the programme.

3.5.1 Support for the Access Programme in UCC policy

Firstly, the Admissions Officer pointed out that UCC initiatives to attract under-represented groups to attend the university began before the Access Programme was formalised at national level. For example, UCC has actively encouraged mature student entry since 1991, and the number has increased annually to almost nine hundred registered mature students in degree programmes in 2003. There is a strong commitment in UCC to the Access Programme, and to the principle of enhanced access in general. This commitment is evident at the most senior levels of university management, with the current Registrar

68 having been a particularly influential champion of the programme since its inception. Improved access to the university for under- represented groups is an explicit goal in the strategic plan. There has been buy in from all key players in the university, which has been built over five years as a result of the hard work of those involved in the programme. The development of Further Education links is seen as an important follow on to the Access Programme. The Access Programme has also acted informally as a “test case” or pilot project for the inclusion of a more diverse range of learners in the university. While the range of specific actions undertaken in the programme within a particular year depends on the availability of funding under the targeted initiatives, a number of specific policy decisions indicate the level of support for the programme, notably

• Formal quotas have been approved for all faculties

• The Access Officer post is now permanent

• The Administrative post has also been given increased status and security of tenure

• Location of the Access Programme in the admissions office is a unique approach, resulting in the mainstreaming of access in policy terms. There is also an important symbolic significance in the physical location of the Access office at the core of the university, and not in some distant part of the campus.

69 3.5.2 Distinguishing features of the UCC Access Programme

The Admissions Officer sees the UCC Access Programme as having a number of important distinguishing features, including

• Good links with schools and FE colleges

• Students in every faculty

• A lot of energy going into post-entry support of students

• Good links with all faculties, shared ownership of programme.

3.5.3 Future development of the UCC Access Programme

Looking to the future, the Admissions Officer suggests that the focus will move from access to support to successful participation and outcomes for a wide diversity of learners, including more marginalised groups such as travellers, for example. She also argues that there will be increasing expectations of success as cohorts of access students move through their university courses. She is confident that the positive approach towards inclusion that has been fostered in UCC largely as a result of the Access programme and other initiatives will continue to flourish, since it is now firmly integrated with university policy and practice. The Access programme

70 has begun to influence mainstream practice in number of ways, because it is now recognised that best practice for access students is also good for the university. A number of faculties and departments are now working more with students in small groups to provide support, and an induction programme is to be provided by faculties for all students in the coming year.

71 4. Conclusions and recommendations

In conclusion, it is clear that the Access Programme in UCC has been highly effective in meeting its goals. It has produced significant impact in terms of enabling 172 students in the period from 1999-2002 to gain access to UCC who would almost certainly otherwise not have been able to do so. The programme has also been instrumental in changing attitudes and raising aspirations among pupils and teachers in the schools to which it is linked. At the level of the university, the programme has begun to influence policy in a very significant way, so that access issues are incorporated into the University's strategic plan for the future. The programme is extremely well managed by skilled and dedicated staff, who have won the confidence of all key stakeholders, especially students, parents, school principals and teachers, and university personnel. In terms of resources, financial, physical and personnel, the programme has provided very good value for money.

4.1 Main strengths of the UCC Access Programme

The programme has many key strengths, which have contributed to its success to date and which will continue to be important as it develops in the future.

• Increasing number of students admitted and successful There has been an increase in the number of students admitted, retained and successful in their courses.

72 This is attributable to the supports given through the schools programme and the post-entry support programme. The growth in numbers of students on the programme has not compromised the quality of the service provided. Rather, the range and scope of activities has expanded and developed to cater for more students and a wider geographical area.

• Extensive programme of activities, well managed and delivered The range of activities provided by the programme is extensive and impressive. There is a very positive level of feedback from all participants in programme activities. While it is difficult to assess the direct impact of specific programme elements, it appears that the rising numbers of students admitted are linked to the quality of the programme provision. It seems clear that participation in the programme has a very positive effect on the ambitions and aspirations of pupils in the participating schools, and on the mindset of the school community in general including teachers and parents.

• Schools supportive Schools are extremely supportive of the programme and they see it as contributing very positively to the life of the school and to the opportunities that are available for their students. Principals and teachers express a very strong loyalty to the programme and have a strong commitment to continuing to work with it for the benefit of their students.

73 • Very positive relationships with all stakeholders The programme staff have built very positive relationships with all key stakeholders, notably students, school personnel, university staff and those involved in the Access programmes of other higher education institutions. These positive linkages have contributed greatly to the success of the programme and to the high regard in which it is held by all involved.

• Integration with UCC policy The location of the Access Programme in the admissions office has led to the mainstreaming of access within UCC policy. Access is also named as one of the key priorities in the university’s strategic plan, and it has been included as a fundraising priority by the UCC development office. These are clear indications that “access is here to stay” in the words of one participant.

• Support of key university personnel The support of key university personnel is a critical factor in the success of the programme. Both the President and the Registrar and Vice President for Academic Affairs have been closely associated with the development of the programme and have given it their full support. The Access Officer has built very strong linkages with faculties, departments and student service units in the university. These links have produced benefits on two levels: firstly the profile of the programme has been successfully raised,

74 and secondly the students participating in the programme are well supported by the relevant university staff.

• Links with access programmes in other institutions While the programme in UCC is unique, it holds certain features in common with access programmes in other higher education institutions. Being part of a network with other access programmes enables synergy to be developed and good practice to be disseminated across institutions. The arrangements developed for the higher education direct entry scheme are a good example of collaborative working by the group of access officers on their own initiative. The peer support network has been very helpful in the early developmental stage of the programme.

• Good models of practice developed The Access Programme has developed good models of practice in relation to supporting students in their studies with a view to improving retention rates. The model of the orientation programme provided for Access students is to be considered for implementation throughout UCC for students in all faculties. In addition, some faculties have begun to provide small group teaching in certain subjects to first year students as a supplement to the normal courses of lectures. This model is influenced by the success of similar approaches in the Access Programme.

75 4.2 Recommendations for the future

The programme has been running for six years, and has come through a very rapid development and expansion phase. There is now an opportunity to reflect on the progress to date and to plan for the future. Based on the findings of this evaluation study, there is clear case for continuing and consolidating the programme, integrating it closely with mainstream UCC policy on the inclusion of all learners. The programme can contribute significantly to the development and implementation of future strategies related to educational inclusion and diversity. However, a key concern in this regard is the availability of continued funding. The current funding arrangements at national level re subject to annual budgetary constraints. This leads to uncertainty about the continuation of funding, which makes strategic planning for the future very difficult.

Arising from this evaluation study, there are some specific recommendations for the future development of the programme.

• Reflect on and consolidate success While it is clear that the programme has been very suc- cessful in achieving its aims, it is not possible from the available evidence to judge which of the interventions are the most effective. Further more detailed analysis is necessary, and this may be helped by the findings of the research study, which was carried out in parallel with this evaluation. It would be helpful in particular to ascertain

76 where possible the direct impact of certain programme activities, such as the supplementary teaching in the schools programme and the extra academic tuition provided within the post entry support programme. These particular activities would be amenable to the setting and monitoring of specific attainment targets for students, so that outcomes would be clearly visible in terms of improved results. A specific model of focused target setting and monitoring would enhance the programme and help to make achievements more immediately visible. It would also help to identify where further intervention would be warranted and cost-effective.

• Continue to provide schools programme & post-entry support “The most important thing about this programme is that it should continue.” These are the words of a principal from one of the participating schools, and they aptly summarise the views of everyone who participated in this evaluation study. It is absolutely clear from the study that the programme should continue into the future. The current range of provision within the schools programme and the post entry support programme seems to offer a good balance of activities that meet the needs of students and prospective students. However, as stated above, some monitoring should be undertaken to assess the relative effectiveness of different interventions. Based on this monitoring, some existing elements may be revised and new activities may be included. There may also be benefit in carrying out comparative research in collaboration with other access programmes.

77 • Undertake a focused strategic planning exercise At this point, the programme has built up a strong record of success in relation to its goals. However, there is now an opportunity to build on that success and to make the programme’s vision for the future more explicit, in the context of the University’s strategic plan. It is recommend- ed that a focused strategic planning exercise be under- taken by the programme team in collaboration with university colleagues, to help clarify the longer-term mission, vision, values and strategy for the programme. Strategic goals can then be established, and a clear action plan for the future can be put in place. Within this plan, a number of key projects may be identified, each with a specific goals, and this will serve as the basis for future resource planning and allocation.

• Expand activities to Primary schools It has been noted by many participants, especially teachers, that early intervention is most effective in terms of changing family attitudes and aspirations about higher education. Some people hold a view that for many students it is already too late by the time they reach secondary school. For this reason, the Access Programme should look for increased opportunities to work with primary schools. In UCC, the Bridging the Gap project offers a possible strategic partner for the Access Programme in expanding its activities towards primary schools. Working together, the Access Programme and the Bridging the Gap project can potentially

78 add value to each other’s activities, share resources, provide an improved level of service for a wider number of schools, and achieve successful outcomes.

• Disseminate good practice and publicise project Many participants in the evaluation study mentioned the need to publicise the work of the Access Programme further. It was suggested that a video might be produced showing the work of the programme and its achievements. This suggestion should be considered for a number of reasons. Firstly, it would help to disseminate the good practice from the programme to a wider audience. Secondly, it would act as a “celebration of success”, recording important milestones in the history of the programme. Finally, it would help to take some of the pressure off the programme staff in responding to requests for personal appearances.

• Additional resources needed If the programme is to continue on the basis outlined above, and to undertake further development based on the analysis emerging from the strategic plan, it is clear that there will be a need for additional resources to be made available. It is recommended that project officers be recruited to undertake specific programme development tasks identified through the strategic planning process. It is likely that projects will be short term and therefore that project officers would be contract staff.

79 Appendix 1

Schools Involved with the Access Programme, and the years in which they joined

Year Schools Joining the Programme Cluster Name

1996/ Deerpark CBS, Ballyphehane Cork City Cluster 1997 Mayfield Community School, Mayfield Nagle Community College, Mahon North Monastery Secondary School, Cathedral Rd. North Presentation Secondary School, Farranree Presentation Secondary School, Ballyphehane St. Vincent’s Secondary School, St. Mary’s Rd Terence McSwiney Community College, Knocknaheeny Ursuline Convent, Blackrock

1999 St. John’s Central College, Cork PLC Colleges 2000/ Colaiste Stiofain Naofa, Cork

2000/ Colaiste Treasa, Kanturk North Cork Cluster 2001 Boherbue Comprehensive School, Mallow Mannix College, Charleville

Cobh Community College East Cork Cluster St. Coleman’s College, Midleton

Kinsale Community School West Cork Cluster Mount St. Michael, Rosscarbery Scoil Phobail Bheara, Castletownbere

College of Commerce, Cork PLC Colleges

2001/ Causeway Comprehensive School, Tralee, Kerry Kerry Cluster 2002 Scoil Phobail Sliabh Luachra, Rathmore, Kerry Presentation Convent, Bandon West Cork Cluster

2002/ Mercy Mounthawk, Tralee, Co. Kerry Kerry Cluster 2003 Listowel Community College

80 Appendix 2

Special Admissions Procedure Number of Students Admitted to UCC under the Access Programme

Course/Faculty 1998 1999 2000 2001 2002

Faculty of Arts

CK101 1 9 13 16 28 CK102 1 1 3 3 5 CK104 - - 3 - CK105 1 - - - CK106 1 1 - 3 CK107 - 1 - - CK108 1 - - - CK109 - 1 - - CK110 1 - - - CK111 1 1 5 1

Total 2 15 20 27 37

Faculty of Commerce

CK201 3 4 3 7 CK202 2 2 - - CK203 1 1 2 1 CK204 1 - 3 CK208 1 - - CK209 - - 1 CK210 1 2 5 5

Total 7 11 10 17

Faculty of Law

CK301 2 - 3 4 CK302 - - 1 - CK303 - - - 1

Total 2 - 4 5

81 Special Admissions Procedure Number of Students Admitted to UCC under the Access Programme

Course/Faculty 1998 1999 2000 2001 2002

Faculty of Science

CK401 2 - 2 1 CK402 2 5 5 7 CK403 1 - 3 - CK404 1 - - 1 CK406 - - - 1 1 CK407 - - - - 2 CK408 - - - - 1

Total 6 5 8 13

Faculty of Food Science, Food Technology and Nutrition

CK501 - - 1 1 CK502 1 - 3 CK504 - - 1 CK505 - - - - 1

Total 1 - 5 2

Faculty of Engineering

CK601 - - 1 - CK602 - 1 1 1 CK603 - 2 - 1

Total - 3 2 2

Faculty of Medicine

CK701 - - 1 1 CK702 - - - 1

Total - - 1 2

Total Admitted 2 31 39 57 78

82 Appendix 3

Questionnaire for students March 2003

Introduction

The UCC Access Programme has received funding from the Higher Education Authority to carry out an external evaluation of the programme in the year 2002-2003. My name is Cynthia Deane, and I am the consultant undertaking the evaluation project. Michele Power, Access Officer, is the project director.

As part of the project, I am seeking the views of students on the Access Programme. I hope you will take a few minutes to answer the questions below, and to return the completed questionnaire to the Access Office post box. Your comments will be very helpful to me in completing my report. You do not have to sign the form, and all information will be reated confidentially. If you need any further information, my contact details are included at the end of the form.

1. About yourself

What course are you following?

What year are you in?

Were you admitted to the course as part of the direct entry scheme?

83 2. What was the most important influence on your decision to study at UCC? (E.g. own ambitions, family, school, peers, media)?

3. How has the UCC access programme helped you? (What is the most significant difference it has made to your life as a student?)

4. What aspects of the programme do you consider most helpful? (Before entry, after entry)

5. Are there any ways in which you think that the programme could be improved?

84 University College Cork Access Programme EXTERNAL EVALUATION

University College Cork Access Programme

EXTERNAL EVALUATION 6. Is there any advice about going to college that you would offer to students studying for Leaving Certificate in your old school?

7. Any other comments, suggestions, observations you would like to make?

Please feel free to contact me by telephone, post or email if you wish.

Cynthia Deane Options Consulting Carrigard, Kilcoolishal Glounthaune, Cork

Tel 021 4351049 [email protected]

Many thanks for your participation! Your contribution will help to shape the Access programme for the future.

Please return the completed questionnaire to the Access Office post box by 31 March 2003.

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