Research Proposal Specification

Research Title: 

Can a specific two week induction process improve retention, attendance and cohesion of tutorial groups in a further education college?

Straight away I am torn by the realization that this could lead to an area of research, that may be unmanageable, due to the scope of methods required to triangulate what is effectively three areas of research:

1. retention levels
2. attendance levels
3. cohesion of tutorial groups

Furthermore, levels will greatly be affected by the societal, demographical background and age of individual learners,  as well as chosen area of study. Therefore, to avoid bias, a cross section of data collection across the college population would be desirable. This would add to the amount of data needed to show impartiality.

Lastly, intended research assumes that there is a problem, where upon research there may in fact be none. 

Investigation Aims:

To discover if levels of retention, attendance and learner outcomes of NEETs on the January Starts programme was linked to the type, length and content of induction programme delivered.

Investigation Objectives:

1. To compare statistical data of student retention amongst the different fast-track courses 
2. To evaluate retention and attendance levels amongst the different fast-track courses
3. To establish whether this was prevalent to particular fast-track courses or whether it was due to the type of learner enrolled
4. To compare the type of induction programme delivered by the different fast-track courses
5. To establish if learner outcomes can be increased by following a bespoke induction programme
6. To categorize and compare learners on different fast-track courses to support or counter a link between the type of induction programme delivered and improvement of retention, attendance and learner outcome

Initial Hypothesis

If  the improvement of retention, attendance and learner cohesion is dependent upon the induction process, then following a specific two week induction programme will increase learner achievement and place a college comfortably within the desired 75th percentile.

 

or

Does following a specific two week induction programme, increase learner achievement and place a college comfortably within the 75th percentile?

Rational:

The motivation for this research emanates from the seeing the benefits of following a specific two week induction process, for both learners and lecturers involved in the delivery of an e2e programme. Although the success of which is very much dependent upon the tutor taking a holistic approach to teaching, as well as having a depth of understanding of the character of a NEET learner. 

The learner characteristics are that all learners are on an e2e programme due to their complex multiple needs. Some needs arise from a variety of negative stimuli throughout their early years. Stimuli caused by dysfunctional family backgrounds, the demography of their local environment or involvement with gangs etc. Bad prior learning experiences or educational gaps due to exclusion, teenage pregnancy or time at a pupil referral unit. Although needs differ, the affect of this for each often manifests as a confrontational conduct within the classroom. They can not be viewed as your typical learner. The overall aim for them is, learning to learn again.

Because of the successes generated within the programme, it was poses the question of whether this accomplishment can be repeated within other departments.

Another rational consideration is in relation to preparing for he implementation of Progression Pathways within the Foundation Learning Tier. It is the intention of the Learning Skills Council that 'Progression Pathways will be fully implemented across publicly funded entry level and level 1 provision by 2010' (QCA, 2008:3). The implementation is to be phased in through pilots across different educational institutes. One of which is to be Croydon College, who intends to pilot a progression pathway in two teaching areas, Students with Learning Difficulties and Disabilities (SLDD) and to replace an Entry to Employment (e2e) route. 

The QCA advocate that induction should be over a period of weeks rather than days. Therefore by researching the effects and benefits of a more comprehensive induction process, could prove essential in preparation of a coherent programme of induction, with realistic solutions and possible training needs identified for those involved delivering an induction programme, in readiness of a broader post-pilot delivery of the new curriculum across college, in line with the LSC and LSIS guidelines.

Conceptual Themes:

This proposed research aims to highlight four themes which focus upon the current induction process within a further education college and the subsequent levels of retention, attendance and cohesion of learners. 

1. The first theme will examine the context and content of existing induction programmes within a cross section of faculties, compared with that provided by the e2e team.
2. The second theme will look at variables which affect attitude towards learning and cohesion of tutorial groups, and the possible limitations of current approaches to induction provision. 
3. The third theme would be a critical analysis of the dissemination and utilization of a specific induction pack and the issues around ownership, participation and equity. 
4. Lastly, theme four would propose that following a specific two week induction programme, will increase retention and participation of learners  and place the college comfortable within the 75th percentile.
   

Description of Settings:

Research will take place at a South East further education college, which comprises of three separate colleges, Sixth Form, Skills and Enterprise and Higher Education. It is one of the largest providers of further and higher education in the South East. Providing learners with a comprehensive range of qualifications. The equilibrium of gender for 16-18 year olds is balanced, but amongst adult learners the ratio is 3:2. As for the demography of the local community being reflected in the profile of the learner group, the Croydon College's 2008 Equality and Diversity Report states:

'Learners from minority ethnic groups are well represented at the College. The College is particularly successful in attracting Black learners. However, white British learners are declining and are not under-represented. This profile has changed by over 5% for 2007/08 with white male students seeing the largest decline.' (2008:p.1).

However this under-representation is not evident amongst the profile of e2e learners where one Progression Pathway is to be piloted. It is the successes of this department which will be used as a bench of comparison against other faculties.

For the purpose of the research proposal, data would be collected from faculties across the Skills for Life College.

Proposed Compilation of Evidence: 

Also see 'McNiff: Proposed Stages of Action'  stages 1 - 4  on Blog below

Literature review of theories pertaining to:

1. NEETs - research areas - Japan - America - Australia - Scotland & England
   
2. Disengaged youths - area of research - demographical and social influences on childhood

Research evidence:

1. statistics on retention and attendance - in particular that pertinent to the 'January Starts' initiative
2. comparison of induction programmes across faculties, evidence to be generated from questionnaires or interviews completed by tutors
3. insight into cohesion of different tutorial groups in different faculties, evidence to be generated from questionnaires or interviews completed by tutors
4. possible historical evidence pertaining to engagement of youths and various induction programmes in other countries or colleges
5. evaluation of both strengths and limitations of evidence collected

Summary:

1. interviews
2. questionnaires
3. statistics

Ethical Considerations: to ensure

1. research is not in opposition to any college guideline or directive
2. collection of research does not cause undue harm to participants
3. informed consent is obtained from participants, making certain that participants are not deceived about the purpose of the research
4. that anonymity of participants be ensured unless otherwise directed by them
5. that any personal data collected from participants will be held in complience with the requirements of the Data Protection Act

Proposed Methods of Analysis:

1. content analysis - comparison of current induction provision
2. discourse analysis - content of interviews with regard to level of group cohesion after induction. This would naturally be subjective as tutors will be talking about their own tutor groups or learner groups
3. statistical analysis - retention and attendance
4. semiotic analysis and statistical analysis - any relationship between different pieces of evidence, the 'signifier' and what has been 'signified'

Proposed Timetable:

1. create relevant consent forms
2. outline proposal to managers and obtain permission from them to carryout research
3. create questionnaires and interview questions for dissemination 
4. obtain and view statistical data to establish basis of hypothesis
5. make initial enquiries to department to ascertain willingness to participate
6. send out first set of questionnaires
7. develop further 'STAGE FOUR' of McNiff: Proposed Stages of Action on Blog

Literature Review:

References:

Croydon College. (2008) Equality and Diversity Report. Croydon: Croydon College

LSIS, (2008) Getting Started: A guide for colleges and providers preparing for implementation. Learning Skills Network on behalf of LSIS

QCA, (2008) Prospectus for Progression Pathways. Coventry: LSC, (LSC-P-NAT-080131)