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This article explores the development of the LEAP (Learning Excellence Achievement Pathway) framework at the University of Bolton, UK. It describes the nature of the project and focuses on the methodology involved in conducting an... more
This article explores the development of the LEAP (Learning Excellence Achievement Pathway) framework at the University of Bolton, UK. It describes the nature of the project and focuses on the methodology involved in conducting an institution-wide audit of student learning development (LD) provision and producing a visual framework to stimulate a culture of LD within the organisation. Whilst most UK universities offer a student LD programme at undergraduate level, little work has been undertaken to develop and define a visual framework which underpins these programmes and assists students to conceptualise their progress. This paper explores the context for creating an LD framework and outlines how LD provision is mapped to align curricular LD opportunities with co-curricular student engagement initiatives. The article then considers the implementation of the LEAP framework. A mixed-methods evaluation activity was conducted, involving both staff and students, using a variety of data. Evaluation methods were used to assess the impact of the framework on student LD, revealing a number of positive changes to their LD behaviour and habits, their assessment of LD, the accessibility of help and support and their awareness of the context in which LD takes place. Finally, we identify future developments to the framework to embed it further within the institution.
In this perspectives piece, we argue that technology can be used to create and facilitate "Third Space" advising, via a model of "flipped advising" which focuses on the development of quality staff-student partnerships. "Third Space"... more
In this perspectives piece, we argue that technology can be used to create and facilitate "Third Space" advising, via a model of "flipped advising" which focuses on the development of quality staff-student partnerships. "Third Space" advising, using technology, encourages students and staff to work together to create and validate knowledge, connect experiences, and improve the learning culture of the organization. It also aligns with Hockings' (2010) definition of inclusive practice in learning and teaching. While so much focus has been on the development of the advisor, the concept of Students as Partners (SaP) and "The Third Space" offer important lenses within which to shift the focus of advising practice away from the development of advisors and toward the development of staff-student partnerships, with a view to improving the impact and outcomes on students themselves.
Resilience is a word that is increasingly being used alongside student welfare, but what is meant by resilience? This paper takes a closer look at the subject of student resilience and I hope will encourage greater debate, exploration and... more
Resilience is a word that is increasingly being used alongside student welfare, but what is meant by resilience?
This paper takes a closer look at the subject of student resilience and I hope will encourage greater debate, exploration and fresh perspectives. As the paper outlines, while the study of student resilience is still very much in its infancy in the UK, there is recognition that student mental wellbeing is a growing challenge, and one which needs greater consideration.
While overall student satisfaction at UK universities is rightly high, it has become clear that not all students find the transition to university life a straightforward one. Unite Students provides a home to around 50,000 students across the UK and our own research findings from the past few years demonstrate that some students can and do face difficulties. This is what prompted us to dedicate a significant portion of our annual Unite Students Insight Report in 2016 to finding out more about students’ own views on resilience by trying to identify some of the challenges surrounding student mental health, isolation and stress. These research insights support the detailed operational data from which we and our partner universities have seen an increase in welfare-related incidents over the last two years, and which encourage us to continually review and improve our operational processes and support services.
This paper takes a closer look at the subject of student resilience and I hope will encourage greater debate, exploration and fresh perspectives. As the paper outlines, while the study of student resilience is still very much in its infancy in the UK, there is recognition that student mental wellbeing is a growing challenge, and one which needs greater consideration.
While overall student satisfaction at UK universities is rightly high, it has become clear that not all students find the transition to university life a straightforward one. Unite Students provides a home to around 50,000 students across the UK and our own research findings from the past few years demonstrate that some students can and do face difficulties. This is what prompted us to dedicate a significant portion of our annual Unite Students Insight Report in 2016 to finding out more about students’ own views on resilience by trying to identify some of the challenges surrounding student mental health, isolation and stress. These research insights support the detailed operational data from which we and our partner universities have seen an increase in welfare-related incidents over the last two years, and which encourage us to continually review and improve our operational processes and support services.
Research Interests:
This article argues that peer learning, specifically Peer Assisted Study Sessions, supported by academic tutors, is a valuable part of the agenda to emphasise the social mission of higher education. This study draws on data collected at... more
This article argues that peer learning, specifically Peer Assisted Study Sessions, supported by academic tutors, is a valuable part of the agenda to emphasise the social mission of higher education. This study draws on data collected at two time points from respondents who were trained as Peer Assisted Study Sessions leaders. The data reveal that peer learning interventions nurture specific proficiencies and attributes of the Citizen Scholar, particularly creativity and innovation, design thinking and resilience. This study focuses on how Peer Assisted Study Sessions leader respondents conceptualise and articulate their own learning, relating it to the development of these specific proficiencies and attributes. It also offers insight into how Peer Assisted Study Sessions leaders foster the skills of citizen scholarship for those participating in their sessions.
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This paper examines preliminary findings from a research project designed to employ a " whole of institution " (Kift, 2015) approach to mapping the student journey at the University of Bolton, UK. The institution is diverse: a significant... more
This paper examines preliminary findings from a research project designed to employ a " whole of institution " (Kift, 2015) approach to mapping the student journey at the University of Bolton, UK. The institution is diverse: a significant proportion of students are mature, first-generation, part-time, from state schools and colleges and from low socioeconomic backgrounds (NS-SEC 4-7). The journey mapping project applies the ICE Model (ideas, concerns, expectations) to understand the factors (perceived and real) that affect engagement and transition to university. The data is being used to design student experience interventions to facilitate adjustment to university and to inform an early intervention and transitional support model. Participants' responses from questionnaires, focus groups and semi-structured interviews are analysed to determine perceptions of their adjustment to university, their expectations and their experience. The following discussion addresses how the data informs the application of transition pedagogy (Kift, 2009) in our own context.
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The rise in UK university fees has prompted significant investment in the student experience, with increased emphasis on an agenda that promotes student engagement and partnership. Who sets this agenda and who are the stakeholders? This... more
The rise in UK university fees has prompted significant investment in the student experience, with increased emphasis on an agenda that promotes student engagement and partnership. Who sets this agenda and who are the stakeholders? This paper introduces emerging research on the topic of agenda setting in higher education, using a case study from a UK institution which is extremely diverse in its student profile and has several off-campus partnerships, both within the UK and internationally. Preliminary research focusses on how both on and off-campus students identify with the institution, it assesses their involvement in setting the student experience and engagement agenda and how they transition into higher education. This paper considers the impact of the terminology used in the UK higher education sector to describe the role of students. It presents a new perspective on partnership by raising important questions about the potential of higher education professionals to empower students to be at the heart of setting their own learning agenda.