Most of us—students pursued a postgraduate degree rather than the conversion course, purely by ‘default’ of not obtaining membership. I quickly learned that deadlines were confined and students were obligated to comply with having applied early to programmes or wait for another intake which could be six months to a year later. So, this became my motivator for doing another degree. I must say, that I was told that a qualification in England could be used all over the world and that it’s valued could have greater significance than most European countries. Funny, after researching it, I realized that not all universities were measured on the same level. Honestly, I worked much harder completing my first graduate qualification opposed to this new one. The only difference is that I did a qualitative study and wrote an in depth paper.
I could compare and contrast the curriculum and the content of both programmes but my opinion wouldn’t be objective due to not have attended other UK institutions. One difference in this system is that certifications and diplomas in the counselling field are nationally recognized and not internationally. As it would not be useful for me to start over in the field due to the requirements of my home country where a certificate or a diploma is meaningless and a graduate/postgraduate degree is recognizable. In addition to having to take an examination to gain a license as a counsellor/therapist, I would have to work under a licensed professional for a specific time period. As you know, I am almost there and only need a few courses and other things which I plan to later pursue in the future.
Most of my friends completed their degrees at Luton and returned home to obtain employment and this related to a combination of reasons. I on the other hand, have been offer two positions that were professional and in the field of social work. However, I wasn’t able to do it due to immigrations policies on employment during that time (I was attending the university and taking classes). So, work wasn’t a significant factor or hardship for me and I was fortune to not have experienced problems until after completing my programme. As for studying at the University of Luton, one thing is essential—writing papers. Tests were not often utilised as a measurement to assess students. The university certainly provided me with an opportunity to meet individuals from other countries, however, when assignments were distributed and students were obligated to complete it, I noticed that writing was a problem with many students.
Some of my Chinese/Asian-Indian/African/Greek friends had problems or weaknesses in writing/structure. I assisted a few and became tired and couldn’t do it as it was too difficult and time-consuming. I provided assistance as much as I could and even passed out a draft to a few English students. I was a bit surprised and assumed that British students were accustomed to the system. I often received telephone calls or emails regarding most of the class projects. I will say that in the U.S. no international student [at least to my knowledge] would have had an opportunity to do a graduate qualification if their writing style were confusing or perceived as not being on that level—I was much surprised by the standard.
As for receiving help, my research method tutors were the most useful and unbiased—treated students fairly. Both made students worked hard and offer assistance. I was able to receive all of the help that I needed and earned a 'C' not because of my writing but because of a ‘careless error’ in using the wrong parametric test (at least that is what I’ve been told by both tutors). My organizational behaviour tutor had over thirty students in her class and she too was the most unbiased/experienced tutor. We were all most impressed with her. Often her teaching style reminded me of some of my past professors where students were able to contribute to the process of learning through group/individual processes e.g. conversation/expression.
In the beginning of first semester, I enjoyed my lifestyle factor course. I had a male tutor. I was interested in working with him on my dissertation project. I decided to ask him and he agreed to assist me. One day, while attending another lecturer’s class, I and other students were asked about our interested in a research project--dissertation subject area. When this tutor asked me my interests, I told her and she offered to assist me. I was kind of embarrassed and didn’t want to tell her that I have already asked another tutor. Truthfully, I was uncomfortable with her and she gave me as other students the impression that she only cared or were interested in nurses. During a class meeting, I was contributing to a group discussion and provided feedback and she quickly ‘blew me off’ and allowed both nurse students to talk in great depth. From that, I got the impression that she was disinterested in my response related to the topic. So, I was taken back when she offered and told me that she would talk to the other tutor about working with me. Because and she stated, "It’s nice to work with someone who shares your interests." I didn’t know how to tell her that I wasn’t interested at all. I didn’t want to exclude myself from my peers by being the ‘brown noser’ (teacher's pet) ,so I smiled at her and thought to myself how did I get myself into this situation. Eventually, when I had my first meeting with this tutor, I received a student’s dissertation (used to model my dissertation paper after) . In addition to receiving it, she also gave me her assessment Likert scale. I didn’t desire to plagiarized nor model my dissertation after that one. I was trying to figure out how to tell her that I didn’t desire to work with her without hurting her feelings. I preferred the first lecturer who I had already asked to supervise me and assumed that he would make the better supervisor.
Basically, I did in time and of course talked to my course manager. From that, everything was taken personal. The second tutor that offered to assist me with my dissertation, talked to me after class one day about a job. This incident occurred when she asked me about my plans for the summer. Suddenly, I remembered that I still had her items and knew I would have to return them or give up and work with her. Prior to our discussion after class, she also told me during class how valuable the dissertation would be for the university in addition to, all students were told that their grades could change and this was probably related to the evaluation/grade not being finalized. This project was the portfolio assignment where many of us didn’t do well. I assumed it wasn’t due to ability but a lack of interest that was perceived as 'favouritism'. Some students didn't focus or became disinterested in learning or didn't show up for class at all. Also, she would talked in-depth about herself and her work or about other students such as PhD candidates that she was working with. She even acknowledged having lunch with other students--the two nurses that were in the class. I truly believe that she was incapable of being neutral due to her 'special relationship' with a few students.
I held on to the dissertation and her scale and later I decided to return the items given to me. I went back to the first tutor that I originally asked and asked him would he still supervise me. He reviewed another research proposal paper that I wrote and told me to talk to another advisor who has experience in qualitative research. This is how I came to work with a culture psychologist in another psychology department. I don’t plan on explaining every detail about my experience—as other students experienced similar situations which resulted in their departure. The decline in student population or drop out rate is related to the quality/content of the programme and of course the attitude/motivation of the lecturers. This doesn't involved purely my programme but others as well. This was the first time I tried to fit in with my peers and not take sides or judge anyone. I felt that it wouldn’t be appropriate for me to communicate this with any of the staff at the university as you are aware their rank in psychology speaks for itself. More appropriately due to my having another experience there with another tutor, I didn't want to be accused of being an 'instigator'. I decided to not feature any letters from anyone. The content of the letters are written very objectively and others were written very emotively. Perhaps, it will be more useful if the BPS considered allowing students to complete postgraduate degrees under certain stipulations--such as under the condition that the first year is a conversion courses and the second year could be the start of the programme itself. It could be a kind of ‘capstone’ entry which suggests that any student will be afforded an opportunity to gain GBR but first have to do this conversion at the university (and this is under a strict condition). It could always be time limited as well. Hey, it's a great idea don't you think? This could generate money.
Sample of programme: Health psychology
Route 1: for those with GBR, experience in the field.. bla. bla. bla.
Route 2: could be allowed entry under condition that conversion course is first completed and will have to provide confirmation of application rejection to course manager. A list of courses/course will be identified where student is obligated to complete before initial entry into health psychology route/ time duration is expected bla. bla. Year one: bla, bla, course is required to be completed within bla. bla.
Year two: outline course plan of action to start health psychology route bla. bla.--condition of acceptance is uplifted pending evaluation.
I managed to develop friendships and still communicate with my friends. Some have returned home and others are completing their programme as of now.