Research Design & Process: A Research Cycle

Anna Maxim axm683@bham.ac.uk

Background & Rationale: Policy Arguments Questionnaires: The Breadth STEM for economic competitiveness Aim: Investigate 1st Year STEM Used in the field for an overall picture Pressure on universities to improve with a large sample (n=332) Undergraduate Experiences Question consistency; no alterations due graduate supply to STEM fields
Non-traditional students should be encouraged into STEM fields Widening Participation through Access rather than HE experiences or outcomes / success
(Science Technology Engineering Maths)

What do new students expect? What experiences do they have? Do expectations & perceptions of experiences influence attitudes & motivations over time? Considering differences according to background or course type

to time/ space / place Anonymous; no individual interactions

Quick completion in lecture breaks; no annoyed lecturers! & Recognised by scientists more than qualitative methods

Observations

Focus Groups: The Depth

Compare observed experiences with interpretations of perceived reality Researcher positioned in the middle: Important to explore miscommunication/misunderstanding
Builds relationships with participants for more data collection opportunities & gives examples to use as interview prompts

Interpretive method; experiences as understood by the students themselves Effect is personal & individual; not easy/suitable to only apply an objective measure
Informal; gives opportunities for unexpected results & for students to stimulate each other in conversations

In this study, using multiple data collection tools not only led to detailed & broad results; but to the continual improvement and development of the research design and methods
Supervisors: Professor Emma Smith & Professor Stephen Gorard Key Policy References: HEFCE (2005), The Strategically Important & Vulnerable Subjects, Higher Education Funding Council for England; HEFCE (2009), Strategic Plan 2006-11, Higher Education Funding Council for England; NAO (2008), Widening Participation in Higher Education, London: The Stationary Office, (see also UCAS and HESA Statistics websites & reports)