Real models, not role models: using case studies in Master’s recruitment

Introduction

As part of a pilot project for HEFCE aimed at widening access to postgraduate study, the University of Manchester held a series of focus groups with incoming Master’s scholarship students, to explore what additional information, advice and guidance they would have found useful when considering Master’s level study. Contact with current Master’s students emerged as valuable. Further research was undertaken to evaluate the effectiveness of using online case studies to meet this need.

Methodology

  • A directed focus group was held at the beginning of semester two. They were reminded of focus group outputs from the semester one, asked to reflect on their Master’s experience to date, and discuss the ideal content of a case study.
  • The group evaluated examples of case studies drawn from a variety of sources, and then developed guidance for the institution on the content and format of online case studies aimed at prospective Master’s students.
  • The group developed a data collection questionnaire, which was emailed to 60 Master’s scholarship students.

Feedback from focus group

  • Capture personal details and use a variety of backgrounds, so that readers can find somebody who is “like me”: “Can somebody like me do a Master’s?” Hover functionality with pop-up summaries would help identify those with similar circumstances or backgrounds
  • Include worries or concerns ahead of the course (academic or personal), and how this compared to reality. Comments about the workload on the course would be useful
  • Avoid being glib in describing barriers, backgrounds and concerns
  • Profiles of high flyers can be off-putting, rather than inspiring
  • Details of undergraduate study are not relevant
  • The anticipated benefits of studying a Master’s are not relevant
  • Career paths from the Master’s would be better in course information than a personal profile

“One of my concerns was coming to a different town and a place I didn’t know very well. I didn’t know what to expect really”

Bushra Farooq, MSc Clinical & Health Psychology

Learning

  • Much of the content in the case studies evaluated was considered by the focus group to be irrelevant in decision-making about Master’s study. Many case studies were of high achieving students, and therefore did not speak to “normal” prospective students
  • Concerns that the focus group felt especially important to include (such as combining study with part-time work or family responsibilities) will be shared by many prospective Master’s students
  • Students are happy to share their personal stories. The return rate to the questionnaire collecting data for case studies was 88%. A clear concern ahead of beginning the course was around the intensity of this level of study.

Conclusions

  • More inclusive case studies may help to address barriers to Master’s study around lack of confidence, and issues around social and cultural capital. But a shift in content to focus on personal circumstances will also address concerns that are shared by many prospective students
  • Case studies present an opportunity to offer peer communication that is difficult to facilitate for a one year programme, but we need to shift the emphasis from traditional “recruitment” messages to one of “ordinary” people speaking to the real concerns of prospective Master’s students.

“The work has been tough, not only because it is the next level from undergraduate study, but also because it is at a more prestigious University. However, you soon get used to the workload and expectations”

Shaun Haywood, MEd Psychology of Education

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