Progression from remote learning to postgraduate research: what are the barriers?

Abstract

In the conventional Higher Education (HE) sector, there is often a well-established pathway for students to progress from taught courses to postgraduate research within the same institution. However, increasing numbers of students studying online courses may impact this pathway and create barriers for progression to postgraduate research. In some STEM subjects, specific barriers can also result from students having limited experience of field- and lab-based practical work. The Open University (OU) is uniquely positioned to explore this pipeline, as the taught courses are largely delivered remotely.

This project investigates the progression of OU students from taught courses to postgraduate research, focusing on their reasons for pursuing or not pursuing this pathway and the associated barriers. Quantitative data analysis has determined the current rates of progression to postgraduate research in STEM. Additionally, students on taught courses have been surveyed to provide insights into whether they considered postgraduate research, the factors influencing their decisions and any barriers they faced.

The findings highlight several potential barriers for students who aim to transition to postgraduate research, including those related to studying remotely, such as university location and lack of confidence in practical work. Based on these findings, the project aims to determine whether recommendations could be made to improve current practice and better support students to transition from remote taught courses to postgraduate research. This study offers valuable insights into the barriers for progression from remote learning to postgraduate research, which are not only relevant to the OU but also the wider HE sector.