An evaluation of the use and impact of Network Mapping to support the transition to university of Engineering and Design & Innovation students from the 20% most deprived areas in the UK

Project leader(s): Andrea PatelChris Corcoran
Theme: Access, Participation and Success
Faculty: STEM
Status: Archived
Dates: May 2023 to March 2025

The overall project aim was to demonstrate the use of Support Network Mapping as a student-centred approach to support transition to university for undergraduate Engineering and undergraduate Design and Innovation students who reside in areas of the UK associated with higher level of socioeconomic deprivation. Support Network Mapping has historically been used by Social Care practitioners to map patient support networks provided through informal networks such as family and friends who can provide emotional and practical assistance. A student’s support network may include family, friends, community support and support gained via the university (e.g. peers, tutors, careers advisors, student services, disability or financial support). Our project supports students to map their Social Support Networks; empowering students to visualise and strengthen their individual networks as they go through their learning journey.

Transition to university is a complex process of development, change and identity shift, with research showing that a smooth transition is associated with high levels of retention, progression, and achievement. Students from low socioeconomic status (SES) backgrounds may experience more pronounced transition challenges (e.g. environmental, social, academic, financial) because they generally possess lower cultural and social capital and are often viewed negatively. The project reframed the complexities of transition for SES students by providing them with agency to increase their social and cultural capital by expanding their support networks (e.g. by identifying and accessing new social groups and networks, information, and resources), supporting their transition to university and improving their academic outcomes.

Students at the beginning of their studies were invited to participate in Support Network Mapping workshops that enabled them to identify and map their individual support networks. Suggestions for additional sources of support were derived from surveys and focus groups with level 2 and 3 students. The workshops were useful to the students who attended, who reflected that the workshops raised their awareness of the breadth of support available to them.

Whilst the project focussed specifically on Support Network Mapping workshops for level 1 engineering and design & innovation students at the beginning of their OU studies who resided in areas of higher socioeconomic deprivation, the workshops would benefit all students, regardless of study stage and demographics.