University of Greenwich Journals and Working Papers
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Staff and Postgraduate Research Student Training Needs in Quantitative Methods: The Coventry Perspective
No full textThis paper explores the quantitative training needs of Postgraduate Researchers (PGRs) and university academic staff. An online survey was conducted by sigma, Coventry University’s Mathematics and Statistics Support Service, to capture the perceptions and preferences of Coventry University PGRs and research staff around the quantitative training needed to support their research. Key topics of interest include the perceived need for training in specific statistical techniques, understanding statistical outputs and statistical software. The review suggests differences in the needs of PGRs and staff, with PGRs seeking foundational skills and staff requesting more advanced training. Additionally, staff with supervisory responsibilities emphasised the importance of PGRs developing skills in experimental design, data organisation, coding, analysis interpretation and presentation of findings - areas not mentioned by the PGRs. The findings also indicate that January and February are the most favoured months for training, with a significant preference for online delivery across participants. Furthermore, the review highlights the need for tailored workshops to address the diverse requirements of early stage researchers and experienced staff. Recommendations are provided, along with a description of changes implemented at Coventry University to better equip PGRs and staff with essential quantitative skills for their academic and professional careers
Transformative Workshops Empowering International Postgraduate Students
No full textThis is a report on a series of workshops organised by the Centre for Mathematics & Statistics Teaching and Learning (CeMaSTeL) in 2024 at Middlesex University Mauritius. Workshop series form an integral part of CeMaSTeL activities and have evolved to include opportunities for interdisciplinary collaboration among Middlesex University campuses (UK and Mauritius). The four principles of the university’s strategy 2031 are exemplified by carefully designing the workshop themes and delivery
Implementing Active Learning in Undergraduate Mathematics Using Tarsia Puzzles
No full textActive learning is a pedagogical approach that emphasizes student engagement and participation in the learning process. One innovative tool that has shown promise in facilitating active learning in mathematics is Tarsia, a software for creating jigsaw-style puzzles. This paper describes the design and implementation of Tarsia puzzles used in a tutorial for a first-year calculus course for engineering students, where participation was optional. It also highlights their potential to enhance conceptual understanding, foster collaboration, and increase student motivation
Students’ self-reported barriers to success: an Interpretative Phenomenological Analysis of students on an undergraduate Primary Education Studies degree in London
No full textSupporting adults on their learning journey through further education (FE) and higher education (HE) involves understanding that each learner may come with complex needs and external factors that may hinder their educational success; however, sometimes the barriers may come from within the learners themselves. Impostor syndrome – especially for students who are first generation into university or for ‘non-traditional’ students returning to education after a career break or raising a family – can be one such barrier to education.
This small-scale study, intended to improve understanding of their perceived barriers to learning, interviewed eleven students who were ‘first-generation’ and/or ‘non-traditional’ students on an undergraduate Primary Education Studies degree at a university in London, England. Individual interviews were conducted face to face on campus. Interpretative phenomenological analysis (IPA) aimed to offer insight into the lived experiences of the participants. This case study considers strategies and interventions that may be employed in both FE and HE settings to help increase student engagement, retention and success, while also nurturing student wellbeing. The author suggests that, although data were gathered from HE students, the findings and interventions are applicable and transferable to FE students
A Navigating the Praxis of Case Discussion Groups: A Critical Perspective on Experiential Learning in Counselling Training
No full textThis opinion piece discusses some challenges inherent in facilitating case discussion groups for MSc counselling students (the University of Greenwich), where Experiential Learning is the predominant learning theory employed. This primarily being used to help foster self-awareness in tandem with developing skills. I, however, posit it may lead to cognitive overload for students, who are simultaneously processing complex emotional experiences, various theoretical frameworks, and their own developing identities as counsellors. This piece, inspired by the praxis model within pedagogy, investigates this challenge by considering the utilisation of theoretical instruction when scaffold learning, and how to best use critical reflection, dialogue and tempo to mitigate the potential cognitive and emotional overload to further enhance student learning
Balancing the Scales: A Reflection on Technical and Meta-Skills in Marketing Education
No full textThis paper explores the balance between technical and meta-skills in marketing education, emphasizing the need for both tool proficiency and critical thinking. While technical skills like data analytics and digital tools are essential, meta-skills such as creativity, adaptability, and problem-solving remain crucial in a rapidly evolving industry. Through experiential learning, project-based assessments, and technology-enhanced classrooms, we advocate for a holistic approach that integrates both skill sets. By fostering meta-skill development alongside technical expertise, marketing education can better prepare students for sustainable, impactful careers. The paper highlights curriculum innovations that bridge this gap, ensuring graduates are both job-ready and future-ready
Can a Compositional Effect Explain (at Least Some of) the Degree Awarding Gap? Insights from Commuting Students and Implications for Practice
No full textA recent blog published by the Higher Education Policy Institute (HEPI), authored by Sean Brophy and entitled ‘Hiding in plain sight?’, poses a paradoxical question: what if the remarkable success in widening access helps explain one of the most persistent United Kingdom (UK) higher education (HE) challenges - the degree awarding gap? This article explores that question and its implications for educational practice by examining whether the changing composition of the student population, particularly the rise in non-traditional students who are more likely to commute, may be unintentionally contributing to the persistence of this gap. I consider the possibility of a general ‘commuting premium’, whereby the structural disadvantages associated with commuting intersect with widening participation efforts to influence degree outcomes. The argument advanced here underscores the importance of recognising potential compositional effects when evaluating the effects of inclusive learning and teaching interventions and interpreting awarding-gap metrics, as these effects may mask or exaggerate disparities between groups
Towards Improving the Accessibility of the Mathematical Sciences for Visually Impaired People
No full textDigital accessibility, inclusion and diversity are increasingly becoming a priority in Higher Education (HE), however mathematical accessibility for visually impaired people remains an area in need of improvement. Gaps in accessibility for visually impaired students can deter them from pursuing Mathematical Sciences at HE level, put them at a disadvantage in traditional assessments and mask a student’s mathematical ability. Administration, culture and curricula are among the highest-rated obstacles for visually impaired students studying maths implying that alternative pedagogical approaches and technology are needed to address barriers and educators need to understand the challenges faced by visually impaired students to provide appropriate support. The project undertaken at the University of Glasgow started with a consultation with a variety of institutions, professionals, academics and students. This was followed up with a series of discussion groups and culminated with a hybrid workshop. In this paper we will give an overview of the workshop, our findings and discuss the provision of a consistent support system across programmes which can be adapted around individual needs
Building mathematics students\u27 careers knowledge and confidence through an extra-curricular industrial challenge
No full textThe Department of Mathematical Sciences at the University of Liverpool has a well-stablished strand of embedded employability activity in the mathematics curriculum spanning every year of undergraduate study. To supplement this curricular offer, an extra-curricular activity was offered to students in 2024. This article will provide details on the development of the extra-curricular activity set by a major employer based in the Liverpool region. The activity challenged students to work together in groups to consider the wider societal and cultural issues in working with mathematics for a major international business. A study was conducted with the participating students which aimed to investigate whether the activity had enhanced their knowledge and confidence about opportunities for mathematics graduates. The survey results demonstrate that participants were more knowledgeable about opportunities for mathematics graduates and developed confidence in their skills development through participation in the activity
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