Personal Development Planning used to support HN to Degree Transition: Developing personal statements within an on-line application 2

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1 Use Case: P1v5 This has been rewritten to account for and JISC cohort experience: the first used the SWAP tool as preparation for HE, and second used of SQA HN Unit as preparation for HE. Both represent the use of PDP type information to support the on-line application to HE through UCAS and in particular the writing of effective personal statements. Currently PDP processes are paper-based, but the integration with on-line application systems could be enhanced by the development of on-line PDP systems in FE and HE 1. As with all the Scottish examples in the JISC Project, this use case is based on the HN/Degree progression route (colloquially called 2+2). Of background relevance to this scenario is the SACCA Mapping, Tracking & Bridging Project, and the recently published US/ASC/QAA (SACCA) document Facilitating Credit-Based Links to Higher Education (which makes explicit reference to PDP processes across FE and HE transition (section 6.5). Personal Development Planning used to support HN to Degree Transition: Developing personal statements within an on-line application 2 Lead Author: Paul Rodaway, University of Paisley Date: 6/01/05 Language: English Contributors: Alyson Barrie, James Watt College Subjects: Personal Development Planning, Scottish Widening Access Programme Toolkit, Scottish Qualifications Authority, Higher National Unit 3 Presentational Portfolio (eapply, UCAS) Audience: Learners, Teachers in FE & HE, Policy Makers, Technologists, Managers, Student Advisers (FE) and Admissions Tutors (HE) Coverage: Scotland 4, Schools, Colleges & Universities Link: 5 The Policy and Practice Context in which the Scenario was developed The wider evidence base of a personal development planning (PDP) process might be used to assist the learner to prepare for and present an effective application to University. Through a supported system of personal development planning the learner can be encouraged to reflect upon their skills and knowledge, identify with their FE tutor areas for further 1 The ISLE Project ( , funding by the Joint Scottish Funding Councils, and led by University of Paisley, is specifically seeking to progress the adoption of eportfolio supported PDP processes through FE and HE. 2 Here the UCAS eapply on-line application form is defined as a form of presentational portfolio. Evidence from a paper-based or electronic PDP can be used drawn on when completing the on-line HE application. 3 SWAP toolkit contains a form of PDP process and was previously used to support preparation for HE. James Watt College is currently adopting SQA Unit DE3R34 Personal Development Planning (SCQF Level 7, 8 SCQF credit points) which supports preparation for employment and further study. 4 Whilst specific exemplar is Scottish, the example is generic for PDP supported transition to HE, both those learners moving from HN to degree levels (2 + 2 model) and, potentially from A level/higher level to Degree (School to University). 5 When final version agreed scenario will be placed on this web site. 1

2 development, and prepare more effectively a successful application to University. Personal development planning can also assist in building learner confidence and raising aspirations. Currently, personal development planning process is poorly developed in many FE Colleges. However, a number of models of structured support for the preparation for applications to University exist which combine paperbased systems of learner reflection and planning, with guidance from College tutors and briefings from invited speakers from local Universities. Within the Scottish context, a number of FEIs utilise the Scottish Widening Access Programme (SWAP) toolkit to structure support and preparation for University application. More recently, the Scottish Qualifications Authority has developed more sophisticated Unit DE3R34 to explicitly support personal development planning. The use case focuses on the preparation by learners for application to University and their use of the UCAS eapply system. The PDP process develops learner reflection and planning skills, and the building of an evidence base, developing personal development planning skills, and enhances preparation for making an application to employment or further study. Where HE Entry profiles are available 6 additional guidance is made available to the learner on the expectations of HE programmes. The Scottish Wider Access Programme Reflective Log provides a learner-centred toolkit that consists of a review of skills development, develops independent learning skills through reflective tasks, and supports career planning through learning choices tasks, and guidance on the UCAS application and study at University. The recently introduced SQA HN Unit based around PDP provides a more enhanced model of PDP for reflection and planning learning (and future employment). The on-line applications (eapply through UCAS) forms an initial (presentational) eportfolio which University admissions tutors review and for successful applicants can provide the basis for on-going eportfolio development on programme within the University. Flow Diagram Summary Next page 6 These are statements provided by HEIs which describe the relevant skills, experience, values, attitudes, motivations and aptitude they will need to evidence in order to demonstrate the preparedness to study a specific programme. Many HEIs have as yet not developed such statement for all programmes, but information may be gained from programme descriptions in prospectuses, Open Days and University visits, Programme Specification documents etc. The Scottish Advisory Committee on Credit & Accumulation (SACCA) has also produced a database which maps progression routes between specific HN qualifications and named degree programmes at particular HEIs in Scotland. 2

3 Compilation Review & Select from Log Learner prepares a structured personal statement SWAP Guidelines or Toolkit or SQA HN Unit for PDP Learners are introduced to process of personal development planning - reflection, planning and the development of an archive of evidence of their learning etc. Through a structured and supported process FE Tutor Guidance in use of Toolkit Exercises Learner Reflective Log or Personal Development Plan & Portfolio Reflection Planning Tutor Guidance informed by SACCA databse Learner Chooses University Programme based on skills, knowledge & experience and aspirations and career goals Published HE Entry Profiles Learner Completes On-Line Application (eapply) with tailored Personal Statements appropriate to each programme they wish to apply to 3

4 Use Case Description Description: This primarily applies to learners who are completing Higher National Qualifications and will be seeking direct entry to year 2 (Level 2) or year 3 (level 3) of a 4-year honours degree programme 7. Students are introduced to the SWAP toolkit or SQA HN PDP framework by an FE College tutor. Over a series of weeks/months the student progresses through the exercises/tasks 8. The tutor introduces each stage separately but the student takes ownership for the task. At each stage the tutor discusses with the student their personal development plan and encourages further reflection and development of a portfolio of evidence. Students are encouraged to attend University Open Days and are given additional guidance in the completion of the UCAS application 9. The Student utilises their Portfolio to assist them in completing their on-line application through UCAS (presentational eportfolio). The student can apply to up to 6 University programmes that may be at different Universities. FE College tutors can advise students on potential progression routes from their HND to specific University programmes drawing on the SACCA Database 10. The student reviews the published HE Entry Profiles entry requirements for each programme they are considering and draws upon their Portfolio evidence to complete their Personal Statement within the on-line application. Goals Enhanced awareness of HE opportunities including choice of HE programme. 7 Where there is close curriculum mapping between the HND and the degree programme, and the requisite level of performance has been attained on the HND, entry will be at start of SCQF 9. Where the HND is more generic and/or performance is only at the threshold standard, entry will be at start of SCQF 8. In a Scottish Degree students can exit with an Ordinary degree at the end of SCQF 9 and Honours at end of SCQF 10. These HND/Degree combinations is generalised as the model. 8 The SQA HN Unit is designed to complement a candidates HN study programme and the Unit focuses on the process of PDP and encourages autonomy and self-directed learning. SQA recommend delivery over an extended period (one academic session for full time students, two academic sessions for part-time students) and unit should be assessed holistically. 9 A local University may also offer a Summer School programme of preparation for potential University entrants. At the University of Paisley this is provided as a credit rated modules Next Steps for standard entry and First Steps for mature returners. These modules may be offered at the FE College alongside courses studied there, as a Bridging module offered as part of the University Summer School, or integrated into the first year of study of the University degree programme. 10 This is an electronic database available to all FE and HE institutions across Scotland, which maps potential progression routes between HND, and Degree programmes. In time it is hoped to make this accessible to students as well as FE/HE staff.. 4

5 Improved preparedness including development of key skills, including awareness of relevant learning achievements (educational and employment) Facilitating the preparation of a presentational portfolio in the form of an on-line application including a structured and relevant Personal Statement. Assumptions Relevance of the core skills identified in the PDP Process (SWAP Toolkit or HN PDP Unit) for the target HE programme FE students can engage in independent reflection and planning using a structured set of tasks Learner has access to HE Entry Profiles or equivalent more granulated information about requirements for chosen programme of study Outstanding Issues: Existing systems are paper based so the information must be manually entered into the presentational eportfolio (eapply). Where eportfolios are used to support both PDP systems at FE and/or HE and for on-line applications, provided IMS LIP standards are maintained transfers of data can be facilitated but data protection issues need to be resolved. In line with the SACCA Facilitating Credit Based Links to HE guidelines, attention needs to be paid to the articulation between PDP processes at FE and HE levels consistency, overlaps etc. Perspectives of Different Actors Learner s Perspective Advisor s Perspective Administrative Perspective In the first year of my HND study, I am introduced to PDP activities and keeping a Reflective Log (College Tutor) I provide an introduction to the PDP activities and schedule a series of support tutorials throughout both years of the (FE Administrator) I provide all HND students with the guidance and templates for PDP My tutor provided guidance on planning my Unit choices in line with my future career/study aspirations In my second year, I discuss with my tutor potential degree programmes and visit a number of Universities I prepare my on-line application and use my Reflective Log to assist me in composing the Personal Statement programme. (College Tutor) I arrange for a number of University Lecturers to visit the College to brief students on entry requirements and modes of study at University. (College Lecturer) I utilise the SACCA database to advise students of potential degree progression routes. (Admissions Tutor) I review the on-line applications against the HE Entry Profile/admissions criteria for the programme (FE Administrator) I ensure that all potential applicants have completed the briefing/guidance on making an on-line application and aware of the deadlines (University Admissions) I make sure the processes are transparent and fair, and that Admissions Tutors make decisions in line with agreed admissions criteria and in a timely manner. (eportfolio administrator) For successful applicants I ensure that the data/text from the on-line application is transferred into the University eportfolio system and each new student access to start 5

6 I am offered on a University programme 11 Stakeholders (University Tutor) I utilise the information provided by the students in their application to initiate any further programme of support/induction building their eportfolio. Main types of Learner Full-time FE College Student who is expected to meet the minimum entry requirement for an identified University programme following completion of current studies and will be making an application through UCAS 12 Main types of Advisor: College tutor University Lecturer 13 Student Mentor 14 Administrator: University Admissions Officer University Programme Leaders Wants To successful progress on to the degree programme that is relevant to their career aspirations. Wants To enhance the preparedness and success of students in achieving progression to the degree programme of their choice To increase the proportion of students performing to a higher standard and to improve retention rates particularly from direct entry students progression from HNDs.. To help individual learners to work out for themselves whether University is the right choice for them Wants To ensure maximum transparency of the admissions process to meet legal and quality criteria, and to ensure the University will recruit people who will benefit from the learning it provides. To enhance the support for learners, and performance by all students. Other Actors The following actors are the system components and the associated technical and administrative support to operate and maintain these. SWAP toolkit or FE PDP framework & activities UCAS on-line application system (eapply) University eportfolio tool/system (where available) or HE PDP framework The on-line application is a form of eportfolio and may form the initial data for the development of an eportfolio as part of the personal development planning process within the University. 12 This could also be a part-time FE student or a mature returning student who is expected to achieve the minimum entry qualifications by the date of intended entry to study at University. 13 In practice this is the University subject specialist admissions tutor and/or programme leader. 14 Where student mentors are provided from local Universities. 15 In the Scottish context this will be informed by the SACCA/QAA Effective Learner Framework (ELF). 6

7 Definition of Terms Personal Development Planning (PDP) is a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal education and career development. 16 Further Education College is an intermediate level institution which may provide educational opportunities both for and adult learners. These deliver a wide range of secondary (e.g. Highers) and sub-degree (e.g. Higher National Diplomas) qualifications. In the context of the present scenario, attention is focussed upon HND to degree progression routes. Electronic Portfolio or eportfolio is a web-based tool that can provide an archive learners to record reflections. Plans and evidence of their learning and a tool to organise, select and present element of this record to potential audiences such as University admissions tutors or employers. The UCAS on-line application system eapply might be described as a kind of presentational eportfolio. Other acronyms: SWAP Scottish Wider Access Programme SACCA Scottish Advisory Committee on Credit & Access SCQF Scottish Credit & Qualifications Framework SQA Scottish Qualifications Authority HN Higher National qualifications: Certificate at SCQF Level 7, Diploma at Level 8 (Scottish Ordinary Degree equates to SCQF Level 9 and Honours to SCQF Level 10.) References and Bibliography to Other Sources SACCA (Quality Assurance Agency, 2004) Facilitating credit-based links in Higher Education: Guidelines to support colleges and higher education institutions H/January 05 Updated Use Cases Paisley 16 Dearing Report - National Committee of Inquiry in Higher Education,