Using creative methods to explore transitions to HE

The study explores concepts of transition and identity for students moving from ‘post-16’ to HE institutions. This poster is an opportunity to share the initial findings from the pilot study, reflecting on students’ expectations and educational experiences. Interest in this area came from the researcher’s involvement with recruitment and retention of undergraduate students, and as a mother of young people experiencing these transitions.

A novel method of ‘creative rhizomatic narratives’ (O’Grady 2018) will be introduced, demonstrating new ways to engage with stakeholders in HE. The rhizomatic nature of the methodology concurs with Taylor and Harris-Evans (2018) reconceptualising transitions in HE as ‘Becoming’, Gale and Parker's (2012) typology of transition and the philosophy of Deleuze and Guattari (1987). The study design utilises mind-mapping and concept mapping (Wheeldon and Ahlberg, 2012) and thus has felt rhizomatic in its approach. Creative methods also give the participants space for thinking, reflexivity and defamiliarization, seeing their own lives in new ways (Kara et al, 2021).

As a result of the pilot, the researcher has evaluated the final data collection methods, making adaptations to the way artefact elicitation can be further incorporated into the interview process with staff participants. The researcher hopes to deploy this methodology to gain deep and detailed perspectives of all stakeholders, enabling their voice to contribute to induction and retention activities in line with university strategy. Delegates will also be able to consider applying creative methodology such as artefact and visual elicitation to their own qualitative studies.