White Working Class Males in British HE 2016 - 2017 | Page 84

White Working Class Males in British Higher Education
Appendix C : Pre-Entry Focus Group Plan
Pre-Entry Research : Focus Group Plan
We aim to :
• Explore perceptions of HE , in comparison to other education and training opportunities
• Identify barriers and enablers to HE
• Identify action to help white working class males make more informed choices about HE
Time Aim Task
0 Clarify purpose of the group / create positive atmosphere conducive to sharing views
Welcome each participant , ask name and create name badge . Thank for participation , introductions & explain aims of group Assure of confidentiality and explain that we expect participants to have a range of views and experiences ; we welcome different views and invite everyone to respect different views
10 mins
25 mins
35 mins
Explore perceptions of HE , in comparison to other education and training opportunities
Identify benefits / disadvantages of HE
Identify perceptions of ‘ the fit ’ with university
- Give out post-its and invite everyone to jot down the first thing that occurs to them in response to ‘ university ’ ( Depending on feeling , ask for quick feedback or move into next task ) - Split into 2 groups , give a piece of flipchart and ask them to jot down any thoughts or views on university ( both positive and negative ). Ask a volunteer from each group to feedback . Clarify / explore themes in group . - Ask full group : What are the alternatives to university ? Jot on flipchart and in the same groups ask them to jot down thoughts / views on these e . g . apprenticeships , work , self-employment . Note HE is delivered through colleges as well as universities , this may need to be addressed during discussion ( for example locally Southampton City College provide HE level courses ) Give out post-its and in pairs ask them to jot on yellow post-it ’ s the benefits of university for them and on green post-it notes the disadvantages for them as an individual . Feedback by each pair adding ideas to flipchart ; theme pros and cons and number them . Discuss and clarify . Ask participants to individually rank top 3 pros and cons for them ; on post-its . Invite everyone to imagine a line along the room , one end is ' strongly agree ', one is ' strongly disagree '. Ask them to place themselves along the line in response to a statement and draw out different views e . g . I think I ’ d fit in at university ; Boys are more likely than girls to want to go to university ; The views of my family matter a lot when deciding whether to go to university ; The views of my friends matter a lot when deciding whether to go to university ; My friends would encourage me to go to university ; My family would encourage me to go to university . Select statements depending on discussions so far .
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