Outcomes and future directions

The purpose of this study was not to compare academic outcomes (both the overall size of the sample, and the fact that participants were selected purposively but not matched in relation to relevant demographic characteristics, makes any statistical comparisons inappropriate). Nevertheless, some comparative outcomes are presented in order to provide as complete a picture of the patterns of transition to university as possible. It is also important to note that the outcomes relate only to the first semester of study and provide no indication of how well the students performed subsequently⁸.

Of the 33 students who were still in the study at the start of the first semester, 29 (18 females and 11 males) remained in the study until the end of the semester. One student completed the study but did not provide their academic results. Results for another student who withdrew late in the study were available and are included (see Table 6.1 below).

Overall, as shown in Table 6.1, 20 of the 29 students (69 percent) passed all the papers in which they had enrolled. This included nine of the ten European/Pākehā, four of the eight Māori, four of the eight Pacific, and all three of the “Other” ethnicity students. Eleven of these 20 students were female.

All five students enrolled in a Certificate or Diploma level programme passed all their papers. Three were female and two male (three Pacific, one Māori, and one of “Other”

ethnicity). As shown in Table 6.2, the outcomes for the 24 students enrolled in Bachelor level studies were more varied – only one of the five Pacific students and only three of

8All students who completed the study were invited to take part in a less intensive follow-up study until the end of their second academic year. That study is ongoing and the findings will be reported in early 2010.

the seven Māori students passed all their papers in the first semester of university study. Of the 15 students who passed all their Bachelor level papers eight were female.

Table 6.1 Participants by ethnic affiliation and semester one academic results (all programmes)

Māori* Pacific** European/Pākehā Other Total

Passed all papers 4 4 9 3 20

Passed 3 papers 2 - 1 - 3

Passed 2 papers 2 - - - 2

Passed 1 paper - 3 - - 3

Passed 0 papers - 1 - - 1

Total 8 8 10 3 29

* results for one Māori student are missing

** results for one Pacific student who withdrew from the study but made their results available are included

Table 6.2 Participants by ethnic affiliation and semester one academic results (Bachelor degree programmes only)

Māori* Pacific** European/Pākehā Other Total

Passed all papers 3 1 9 2 15

Passed 3 papers 2 - 1 - 3

Passed 2 papers 2 - - - 2

Passed 1 paper - 3 - - 3

Passed 0 papers - 1 - - 1

Total 7 5 10 2 24

* results for one Māori student are missing

** results for one Pacific student who withdrew but made results available are included

Overall, there was little difference in outcomes in relation to gender. The top three achievers included two males and one female, but more females passed all their papers. Ethnic differences were more pronounced, although it is important to note that these are likely to reflect socioeconomic as well as sociocultural differences. Most of the Pacific students came from a decile 1 school and most were first generation university

students. (As a group, they also had to deal with a disproportionate number of disruptive situations and family crises, both prior to and during the first semester of university study.) Most of the European/Pākehā and “Other” ethnicity students came from a decile 5 school and more had parents who had attended university. Most of the Māori students came from decile 1-3 schools in Northland and few had parents who had attended university.

• Nine of the ten European/Pākehā students passed all their papers and all were studying at the Bachelor degree level. On a 0 – 9 scale⁹, their grade point averages ranged from 3.25 to 8.5.

• Four of the eight Māori students passed all their papers (three of these were at the Bachelor degree level). Their grade point averages ranged from 1.76 to 6.25.

• Although half of the Pacific students passed all their papers, only one of these students was in a Bachelor degree programme. Their grade point averages ranged from 0.0 to 6.0 (with the highest GPA for Bachelor level studies being 4.0).

Regardless of the academic results they achieved by the end of the first semester, all 29 students intended to return in semester two and continue with their studies. As a group Pacific students, although they did return, were the most uncertain in their decisions to do so. One considered going overseas to care for her elderly grandmother in the Islands. Another considered moving to another university, in order to be able to leave home where family tensions made focusing on academic study difficult, as well as moving to a smaller campus that, she hoped, would prove more comfortable and welcoming than the current campus she was attending.

During the first semester a number of students talked about the possibility of changing the papers or subjects they had already enrolled in for semester two, and some contemplated changing their study majors. These intentions were based on their experiences of either enjoying, and doing well in subjects they had not expected to find as interesting, or conversely, finding that particular subjects did not live up to their expectations or were proving too difficult. Students who failed papers in particular subjects questioned whether to repeat these papers or move away from the subject into another discipline in which they had had more success. A small number of students who did well in semester one decided to increase the number of papers they were taking in semester two, feeling more confident they could carry the extra study load. Often, financial pressures played a part for students who were dependent on scholarships for

9GPA calculations are based on the following values: D (fail) = 0; C- (pass) =1; C = 2; C+ = 3; B- = 4;

B = 5; B+ = 6; A- = 7; A = 8, and A+ = 9.

their living costs, or who felt the need to complete their studies in the shortest possible time so they could get into full time employment and limit the size of the student loan they would need to repay.

Students in conjoint degrees considered changing to a single degree (and one student in a single degree planned to apply for a conjoint degree in the second year), while some considered doing more study in a subject they had initially taken largely for personal interest. Two students were more definite, deciding on a change of major as a result of their exposure to different university subjects and a clearer sense of what they wanted to do in the future.

In most cases students continued along the path they had mapped out at the beginning of the year, deciding to wait until the end of the first year before making any major changes to their study programmes. Similarly, although a number of students wanted to move away from home or out of student hostels, these plans also tended to be postponed until the end of the year.

Reflecting on their academic work and achievements, almost half of the students planned to change their study and social habits. Generally they intended to study harder, manage their time better, be more organised, resist procrastinating, and “party less”. Students who had not done well academically also tended to talk about attending all classes, including extra tutorials and workshops offered by various learning support services, and submitting their assignments on time. Although such resolutions were more common among students who had failed one or more papers, a few of those who had done well (achieving a B+ or A- average) also wanted to put more effort into their studies in order to achieve higher grades. Most of the Māori students (regardless of their achievement) and all Pacific students who had not done well expressed the intention to work harder and achieve better results in semester two. Most of the other students wanted to maintain their current levels of achievement, whether this meant simply passing or achieving the highest possible grades.

In relation to longer term plans, most students indicated that they hoped to remain at university and complete their undergraduate degrees. Two were fairly firm about going on to postgraduate study, while others saw that as just one of a number of possible options. Two Māori students did not feel confident that they would remain at university long enough to complete their degrees. One had found academic study much more difficult than she expected; the other, who had done well and was enjoying university, had a lot of entrepreneurial ideas and thought that if a “great opportunity” presented

itself he might decide to pursue it, perhaps returning to university at some point in the future.

Although a third of the students intended to follow their original study and career plans, the majority were less certain. The university experience had both opened their eyes to options they had not considered before (e.g. becoming a sociologist, a mathematician, or a research scientist), and in other cases, undermined their confidence and resolve that they could succeed in the field they had chosen initially. This was particularly evident in the area of health sciences, with both Māori and Pacific students – whether in a certificate or degree programme, and regardless of their semester one results – feeling that they were not as well prepared as other students and that they might not be able to cope in subsequent years. Although they hoped to remain in the health field they were less certain about gaining entry to, or being able to complete a degree in medicine.

Other students who were less certain about their eventual career included those who decided to focus on subjects that engaged their interests and which they enjoyed studying. For one or two students this meant keeping their options open, completing a conjoint degree or a double major, and anticipating a career in academia, politics, or civil service. For some others this involved a retreat into a subject or field of study in which they had been successful while abandoning subjects that had proved too challenging, even if these were more likely to lead to greater career opportunities.