Formative evaluation of the transition to postgraduate study for counselling and psychotherapy training: Students' perceptions of assignments and academic writing

Abstract

Background: Transition to postgraduate study has received little attention and it is often assumed that little adjustment is needed. Focus: This article focuses on the academic writing aspect of the transition to postgraduate study for counselling and psychotherapy students on a British Association for Counselling and Psychotherapy (BACP)‐accredited course. Method: A two‐year formative evaluation was used to elicit students' views on how they experienced the transition to postgraduate study, and to identify what was most and least helpful to students in managing this transition. Results: The findings showed that there was a significant transition, which 63% of students found difficult. Timetabled and integrated, subject specific, academic support is recommended to assist students with their learning needs.

Multiwave Formative Evaluation of a Retention Program for Minority Nursing Students: Intended Effects, Unintended Consequences, and Remedial Actions

“…Formative evaluation typically uses qualitative methods such as face-to-face interviews, focus groups, or observations to gather information on program implementation (Chen, 2015). It is usually conducted one time, in the early implementation stage, when the program may not yet be stabilized (Ozogul & Sullivan, 2009; West, 2012).…”

Visualising the experiences of working part time postgraduates: A meteoric juggling of worlds

“…A survey of further education, undergraduate and postgraduate students found PGT students were the most likely to feel unprepared for their studies (Higher Education Academy/National Union of Students, (HEA/NUS)., 2013). Contrary to popular belief, there appears to be little difference between the factors influencing undergraduate and postgraduate transition in the first year of study (Crane et al, 2016;Stagg & Kimmins, 2014;West, 2012). Furthermore, the study by Lillyman, Saxon and Rawstorne (2008) indicates that prior undergraduate study can be a barrier to transition as students try to differentiate the expectations and academic standards at degree and postgraduate level study.…”

“…To date, research with postgraduate learners has tended to utilise, semi structured interviews (Evans, C., Gbadamosi, & Richardson, 2014;Shanley & Dalley-Hewer, 2017), focus groups (Charlton, 2016;Heussi, 2012;West, 2012) and questionnaire (Bamber, Choudhary, Hislop, & Lane, 2017;Pollard, 2016). Mixed or multi-method designs are the most popular (examples include, Crisan, Geraniou, Townsend, Seriani, & De Oliveira Filho, 2018;Matheson & Sutcliffe, 2017b;McPherson et al, 2017;Mellors-Bourne, Mountford-Zimdars, Wakeling, Rattray, & Land, 2016;Tobbell, O'Donnell, & Zammit, 2008).…”

“…The studies undertaken with PG learners have tended to focus on doctoral students (Larcombe & McCosker, 2005) and international students (James, 2018;Matheson & Sutcliffe, 2017a). With a few exceptions such as Heussi (2012), the needs of postgraduate home students undertaking a taught masters course have been largely ignored by researchers (McPherson et al, 2017;West, 2012). The scarcity of studies which have specifically considered the transition of home students embarking on PGT Masters courses whilst concurrently working is apparent in the literature.…”

“…O'Donnell et al (2009) refute the assumption that postgraduate study is primarily the ability to engage with learning at a higher level and not the mastery of new practices. Few postgraduates report difficulty with higher level learning materials but, for the majority, the challenges of academic writing, doing assignments, using libraries and time management, prove more difficult to deal with (Higher Education Academy/National Union of Students, (HEA/NUS)., O'Donnell et al, 2009;West, 2012). Hence universities and academics are challenged to acknowledge through the introduction of widespread pedagogy, practices and policy that PGT are not experts continuing their education but have similar transitional needs to undergraduate students which require specific support and pedagogies that articulate what PGT study is and how the learner can achieve this.…”