Preparing sixth-form students for the transition into higher education: developing key research skills through the EPQ

Abstract

The Extended Project Qualification (EPQ) is a Level 3 qualification which allows students to develop an independent research project on a topic outside of their A-Level studies, culminating in either a dissertation or artefact final product (both research-based, with a written component) (AQA, 2023). The University of Southampton Learn with US Transition Programme provides free interactive workshops and guidance to sixth-form students in state schools undertaking the EPQ, particularly targeting schools that meet our widening participation (WP) criteria (The Learn with US Transition Programme, 2023).

The persistence of long-standing awarding gaps at university, especially for WP and minoritised students, demonstrates the importance of improving equality, diversity, and inclusion at all stages of the student lifecycle, including the transition into higher education (Harrison and Waller, 2018; Matheson, 2018). Research from the University of Southampton observes that higher proportions of students with an EPQ achieve first class and 2:1 degree awards compared to the proportion of students that don’t have an EPQ. In addition, an exploratory analysis of our most recent research (as yet unpublished) indicates that the EPQ may also contribute to reduced awarding gaps for students from underrepresented backgrounds in HE.

Our approach to developing interventions targeted to address specific milestones of the EPQ project can be used to inform practice for other Learning Developer practitioners, including:

• Embedding interactive activities into workshops to maintain interest and build confidence.
• Emphasising the transferability of research skills in a range of contexts.
• Encouraging students to direct their own learning through developing dialogue and asking questions, instead of providing a ‘right’ answer.
• Linking up to post-entry academic skills support to enable a smooth transition to university (Stoten, 2014; Cripps et al., 2018; Gill, 2018; Stephenson and Isaacs, 2019).

Feedback from students and teachers consistently demonstrates that this approach develops key research skills, and student confidence in viewing themselves as potential members of a university community (Cripps et al., 2018).