Don’t let the ‘knowledge gap’ worry you
Concerned you’re not up to speed? Emma Reed looks at the ways universities are helping
‘Universities aren’t just interested in what someone has achieved, they are also interested in their potential’
A‘ well-educated mind will always have more questions than answers,” said activist Helen Keller. Following two severely disrupted academic years, students starting university this year are likely to have more questions than ever. The leap from sixth form to university has always been a significant one, but for some this year it could feel like a yawning chasm. Many have not even seen the institutions that will play a major part in their lives for the next three years and some may feel that they have not absorbed their A-level subjects as fully as they might have done because of the many Covid-related disruptions to their studies, giving them a sense that they are less prepared than previous cohorts for the step up to higher education. So, how significant is this “knowledge gap” and are this year’s new students prepared for the rigours of a degree?
A recent report, “Where Next?”, published by admissions service Ucas, was the result of a survey of current first and second year UK university and college students. It highlights the need for better information and advice in schools about subject and degree choices much earlier on to ensure students are adequately prepared. Two in five students felt they would have made better choices had this been available.
However, for both parents and students concerned about the nature of the transition this year, there is reassurance. Prof Julia Buckingham, president of Universities UK, says: “We understand the Covid pandemic has been a confusing and uncertain time for all those entering higher education in September, and we are keen to ensure that the transition is as smooth as possible.
“My advice to Year 13s and their parents is to take advantage of all the support universities are offering over the summer, and to reach out to their university for answers to any questions they may have. We recognise that some students may require longer-term support that extends well into their time at university.
“Students and parents should not be worried about lost learning as universities aren’t just interested in what someone has achieved, they are also interested in their potential,” Prof Buckingham adds. “Universities are very conscious that Year 13 students have had a very challenging year. We are well prepared to support students over the summer with subject-specific content or more general support for boosting study skills, building confidence, supporting well-being and to help students settle into university.”
Some universities, particularly those in the Russell Group, do not see the “knowledge gap” as an issue. A spokesman at UCL said that it was not something they had seen with their recent intake, nor was it something they were particularly concerned about for their future intake, given their higher grade requirements. Universities are being proactive, though, in preparation to receive their new cohort and to address concerns about any academic disruption caused by the pandemic. Cambridge University, for example, has developed a STEM Start online course providing GCSE and A-level revision materials to support confidence building in preparation for higher education.
The University of Leicester has been supporting its new intake since February via online sessions with its Headstart campaign. Elliot Newstead, the head of UK student recruitment and outreach, outlines how they have worked as a university to address any anxieties and concerns: “It’s a holistic project from across the whole institution rather than just being an academic-led project.” Through the phased sessions, Newstead noted something quite interesting. They had anticipated higher attendance at the academic activities that were run, giving students an opportunity to engage with the departments they would be joining. Instead, attendance was higher at more niche sessions, such as how to avoid plagiarism or how to do referencing. Moreover, students’ main concerns were practical rather than academic, such as getting lost on a campus they hadn’t yet visited.
Newstead found there was more of a confidence issue with prospective students rather than any concerns over a “knowledge gap”. “From our perspective, it’s not been a huge part of the conversation. It’s not that they think they’re not good enough to study a subject because they don’t know things, but that they’re not quite confident in their ability.”
He adds that a lot of work is undertaken by universities to level the knowledge playing field. Leicester has been putting together transitionbased resources to help new students, including access to IT systems to enable digital readiness. The message is reassuring: “Academic departments understand the type of cohort they are getting.”
The University of Sheffield is also being proactive in its support. Craig Best, interim director of student support services, says: “Due to the disruption to education caused by the pandemic, we recognise that new students may be facing additional challenges. Prior to their arrival, our Level Up Your Skills web-based series gives new undergraduates a valuable insight into the skills they are likely to need as they progress through their first semester.”
Abigail Chadd, founder of A-level Revision UK, says that for some subjects there will inevitably be gaps in knowledge, especially in sciencebased courses where many practical experiments have not been able to take place or work experience for future medical students, but this is something universities have now had the chance to plan for. Her concern is not so much lost learning in an academic sense but that students “will have lost out on developing the more practical and soft skills required by many courses”.
However, universities are more prepared to help their new intake negotiate the big leap to higher education and, with support in place and some proactive steps, they should make that leap successfully.