Transitions: Journeys Through an Education in Psychology

Jones, Tim and Upton, Penney (2013) Transitions: Journeys Through an Education in Psychology. In: British Psychological Society Annual Conference 2013, 9-11th April 2013, Harrogate. (Unpublished)

Abstract

Ahead of policy changes likely to result from current debates around the extent to which A-levels are ‘fit for purpose’, this symposium will provide a forum for a fertile discussion around the issue of transitions within education. In co-funding a literature search on the topic of the student journey from pre-tertiary to higher education, the Division for Academics, Teachers and Researchers in Psychology (DARTP) and the Higher Education Academy (HEA) have recognised the need for a better understanding of the expectations, concerns, and aspirations faced by students continuing their educational journey in psychology. The key findings and themes from this literature review will be presented at this symposium, thereby providing the historical context of how educational transitions have been researched ahead of discussing contemporary perspectives, and importantly hearing the student voice. DARTP will fund attendance for six Level Four (first-year undergraduate) students to participate in the symposium and discuss their transitional experiences from pre-tertiary to higher education. Students from the University of Worcester, University of Huddersfield and Bournemouth University will be invited to participate in order to provide a range of lived experiences. Further, four pre-tertiary students will be invited to discuss their expectations of studying psychology at university and to help foster the discussion on transition between the two sectors. Moreover, it is envisaged that postgraduate students, teachers and academics alike will join the discussion to help fully understand the transition process and to identify current gaps in our knowledge. Students who participate in the symposium and conference will be invited to publish their experiences of working alongside the Division, their attendance at the annual conference, and how this has aided their educational journey in a special edition of Psychology Teaching Review entitled ‘Transitions: Journeys through an education in psychology’.

Symposium sections
1. Expectations of higher education.
2. Experience of higher education.
3. Support networks in higher education.
4. Aiding the transitional journey.
5. Lessons learned.

In embellishing the view that students are partners in education the Division is mindful of the potential ethical implications in involving students alongside experienced academics in such a symposium. As a requirement of student attendance, each participating University will be asked to submit an ethics proposal to their respective ethics committees outlining the purpose and scope of the symposium and how they will manage any potential conflicts of interest. The Division Executive Committee, as a precursor, will require ethical approval confirmation ahead of attendance. School involvement will be via headteacher and parental consent. Participating schools will be expected to have completed a full risk assessment and send a statement of both support for the event and signed copies of consent forms to the Division Executive.

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