Abstract:

This study asks recently graduated sports students to reflect on the extent to which they realized their academic potential during their undergraduate studies. The work is set in the context of what is now widely understood in the HE sector to be a ‘good degree’ (i.e. a first or upper second class degree). It should be noted that the Institute of Sport and Exercise Science (ISES), at the University of Worcester (UK) generally records lower levels of student achievement (as measured by the percentage of ‘good degrees’) than most other Institutes in the University.

A series of interventions, based on the concept of academic tutorials, were implemented during 2009/10 designed to bring about an increase in the number of good degrees. Statistical evidence indicated that there was an initial spike in improvement in the number of ‘good degrees’, with 1 in 2 students achieving a first or upper second classification in 2010, compared to only 1 in 3 students in 2009. This percentage has generally remained at this level ever since, with 50% of students achieving a ‘good degree’.

The intention is to conduct a series of individual student interviews which require them to reflect on aspirations and achievements during their course. Students will be contacted by telephone in the months following completion of their studies and asked a series of open ended questions to identify the factors they felt either supported or inhibited their progress during their programme of study. The study also seeks to make use of a range of pre-existing data (entry level qualifications and annual evaluation statistics) in order to compare this with students’ perceptions of their academic achievement. The aim of the study is to use the findings to support the development of future quality enhancement strategies.

Keywords:

Student progression, achievement, student experience, degree classification, fulfilling potential, undergraduate.