Dr. Jen Harvey:

It depends. If we consider retention rates, that is another argument for having broad-based first year programmes. One finding of a search undertaken by the National Forum for the Enhancement of Teaching and Learning shows that the turnaround time for a decision on the places offered to students is very short. One of the issues it found was poor choices in students' selection of programmes. One day you get your leaving certificate results, and only a few weeks later you are in a course that you do not know much about. If it is not the course for you, you are quite likely to drop out. There is an argument, therefore, for broad-based courses. Having said that, however, if a course is too broad-based, maths and the various other subjects tend to be brought in, and if they are taught in a way that is particularly dissociated from engineering or science, students will disengage and be more likely to drop out.

In response to Senator Healy Eames's question about how often academics meet first year students, it does vary, but there is a crucial point by which, if a new student has not met with somebody internally, the chances are they will not feel a sense of belonging, or will not feel part of the community. In the larger classes, a lot of initiatives recently have been encouraging a peer mentoring system, under which continuing students or graduates come in to associate with smaller groups of students in a structured way; they get credits of some kind for this. That programme is helping to increase the sense of belonging. Part of the first year experience and the transition from second to third level is very traumatic, and the national forum has done a lot of work on that transition because its theme last year was advancement. There is a lot of commissioned work that is really valuable. It is important to see what does not work, what interventions are most important and when they are needed. When the commitment is made to take students in, they need to be supported through that journey. It is not enough to take them in on whatever points they get; they need to be supported. If there are students at risk, they need to be provided with associated support and at least consulted.

There is an issue with regard to students' ability to change course. A person who wishes to change must withdraw and reapply. If students make the wrong choice, the current system is not the best way of supporting them because they cannot go off and do another course if they decide that medicine, for example, would be better. There are a lot of difficulties in the system. I could talk a lot about transitions but I am aware that the time is going on.