Student Experience Proceedings (LJMU)
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Session 27: Laboratory efficiency assessment framework “LEAF”, promoting sustainable laboratory practices at LJMU
No full textThe Laboratory Efficiency Assessment Framework (LEAF) at LJMU, implemented in 2023, addresses the substantial energy consumption in laboratories, estimated to be 3-10 times higher than regular office spaces. Technical teams play a key role in advising and implementing sustainable practices, facing challenges in altering established norms. The emphasis on small changes is crucial, fostering a culture of environmental responsibility. Overcoming resistance and promoting training contribute to successful implementation. The results are expected to showcase quantitative and qualitative improvements, contributing to LJMU\u27s commitment to sustainable operations and setting an example for other faculties and the community.
Laboratory efficiency assessment framework “LEAF”, promoting sustainable laboratory practices at LJMU PowerPoint. Only LJMU staff and students have access to this resource.
 
Session 28: Developing a business clinic approach: collaborative work and value creation
No full textIn our joint session, we aim to integrate two complementary projects on the value and impact of business clinics in higher education, demonstrating their collective impact on community building, learning enhancement, and value generation. This integrated perspective underscores the role of business clinics in not only fostering academic excellence and real-world engagement but also in contributing significantly to the broader educational and community ecosystem.
Project 1 offers a comprehensive examination of Liverpool Business Clinic’s initiative in engaging students with external organisations to collaboratively deliver real-world project briefs. This approach is grounded in a holistic view of business education, emphasising the diverse types of value created through such engagements. The presentation will detail a process for conceptualising, mapping, and evaluating value from multiple stakeholder perspectives, thereby contributing to the LJMU’s strategy for place and partnership. The potential for transferring this value mapping process to other stakeholder and its implications for future collaborative research underline the broader applicability and significance of this model.
Project 2 presents a focused study on an educational intervention within the business clinic framework, highlighting the benefits of cross-level collaboration between senior and junior business students. Anchored in Vygotsky’s social constructivism, this project exemplifies the social dimensions of learning, where community building and collaborative experiences are central. By facilitating interactions that bridge the theory-practice gap and enhance consultancy skills among final-year students while broadening learning perspectives for second-year students, this initiative showcases the value of student-driven projects in creating a supportive academic community and improving learning outcomes.
Together, these projects illuminate the multifaceted benefits of business clinics in higher education, showcasing how holistic value creation strategies and targeted educational interventions can synergistically enhance student experience, community engagement, and organisational partnerships.
Developing a business clinic approach: collaborative work and value creation PowerPoint. Only LJMU staff and students have access to this resource
Session 39: Curriculum for wellbeing: year 2, growth, findings and reflections
No full textLast year, the Curriculum for Wellbeing was trialled in one module of the Education Studies and Primary programme in the School of Education with the results presented at the Students at the Heart 2023. The Curriculum for Wellbeing was created as a response to the rising number of student referrals to student advice and wellbeing (SAW) within the university and seeks to embed emotional regulation strategies into modules to increase students’ knowledge of how to adaptively manage their mental health and stress. Responses last year indicated that the approach should continue with benefits largely felt by the students taking part. As a response to this the strategy has been embedded in additional modules across a greater number of programmes including cross-faculty work with the Business school. The findings and reflections from the roll-out of this approach will be presented including both qualitative and quantitative data from questionnaires, focus groups and reflections from the students and lecturers involved in the project. Future directions and limitations will be discussed and concluding comments made.
Curriculum for wellbeing: year 2, growth, findings and reflections PowerPoint. Only LJMU staff and students have access to this resource
Session 43: Workshop: Working with survivors of sexual misconduct to improve the LJMU experience
No full textThere is an increasing regulatory focus on harassment and sexual violence on campuses across the UK, with the OfS looking to impose further conditions on universities in the coming year. Student Advice and Wellbeing have developed a professional and supportive service designed to meet the needs of our students - but the student voice is vital in ensuring that we are providing appropriately focused, trauma-informed services.
The session intends to highlight how the provision of support to students who have experienced sexual misconduct and violence can be further developed and improved by using the student voice on a number of different levels. Included in this session will be the JMSU Survivors society, the VP Community and Wellbeing, and colleagues from Student Advice and Wellbeing who specialise in this work. There will be an opportunity to hear of the many initiatives that are underway to ensure that the university and the student body work together on this agenda.
Delegates can expect to come away with increased knowledge of the work that is done to support students within LJMU, how trauma informed practise is delivered operationally and to have an increased understanding of the impact of sexual violence on our university community. The use of the new Report and Support platform will form part of the session and data will be shared around the numbers of disclosures received and resources will be available to assist colleagues awareness.
This area of work enhances the student experience across all areas. Any incident of sexual misconduct or violence can have a significant effect on the ability of a student to continue with their studies. The university must do all it can to reduce the incidence of such events and, when incidents do occur, to provide swift and effective support for those affected.
Working with survivors of sexual misconduct to improve the LJMU experience PowerPoint. Only LJMU staff and students have access to this resource
Session 54: First Year Experience Survey: understanding the experiences of various student groups when joining LJMU
No full textA successful transition into Higher Education plays a critical part in supporting students to thrive and progress within university. However, within the current climate, students from disadvantaged backgrounds are at an even greater risk of leaving Higher Education than in previous years. Consequently, understanding the nuances around how students from various backgrounds feel during their transition to LJMU could be pivotal in understanding the potential impacts on continuation rates and achievement.
LJMU designed the First Year Experience Survey (FYES) for the purpose of gaining more insight into the student cohort makeup, their experience of transition to university and their first months studying on the programme. The FYES is an institutional survey sent to all foundation and first year students during their second semester of study. First introduced in the academic year 2021/2022, we now have three years’ worth of data providing a wealth of information.
In this presentation, we will explore this rich data beyond what is covered in the annual institutional reports. We will aim to increase our understanding of the experiences of students from across a wide variety of demographic backgrounds when joining LJMU and the potential risks to continuation and achievement. The conclusion of the presentation will explore what we can do at LJMU to provide better and more targeted support, and to ultimately create an equally safe and welcoming community for all of our students.
First Year Experience Survey: understanding the experiences of various student groups when joining LJMU PowerPoint. Only LJMU staff and students have access to this resource
Session 58: Decolonising maths for a globalised world
No full text"Applying Mathematics to the things that matter to you" - with this motto, a group of students and lecturers have set out on a journey to decolonise the maths curriculum. The group has been transforming LJMU’s mathematics programme by...
1. ... researching the life of mathematicians from various backgrounds.2. ... integrating interesting applications of mathematics to important current problems such as climatechange, racial bias in machine learning algorithms, and healthcare inequalities for minority groups.3. ... exploring the different roles that mathematics plays in different cultures.
The students will showcase work carried out during a curriculum enhancement project. They will touch on topics such as mathematical modelling of climate change, assessment of credit risk in traditional Somalian culture, and the Arabic roots of algebra, as well as identifying the relationship between economic indicators and the crime rates in different suburbs of a city.
This work is student-focused and inclusive, underpinned by LJMU’s core values. It supports the LJMU strategy by a) promoting excellent Education and Student Experience for our mathematics students, b) promoting curiosity and creativity to develop impactful examples inspired by Research and Knowledge Exchange and to infuse them in the mathematics curriculum, and c) embedding views from different cultures, and increasing awareness and visibility with a wider community of students, enabling Place and Partnership.
Our students will present steps towards a curriculum that better reflects how mathematics…
1. … is practised in different cultures2. … can be applied to address the challenges of a globalised world.
After this talk, delegates will...
1. ... know how a student-centred effort for decolonisation can be implemented.2. ... be aware of topics that can be included in a curriculum towards the goal of decolonisation.
We expect that our student-led decolonisation effort can be easily transferred to other disciplines.
Decolonising maths for a globalised world PowerPoint. Only LJMU staff and students have access to this resource
Session 64: “If I only knew then what I know now”. Listening to the voices of departing students
No full textWithin the Faculty of Arts, Professional and Social Studies, the Student Experience Team has been actively listening to and engaging with the Student Voice. Two research projects, both focussing on the experiences of final year students, demonstrate how reflection can inform and enrich not only the experience of leavers but also of subsequent cohorts.48At enrolment we promote the message to new students that engagement is a pre-requisite of their success. There is no more compelling narrative with which to inform new students than through the experience of former students who previously ‘wore their shoes’. The APS Student Experience Team has commissioned final year undergraduate students to run a research project to capture the reflections of 2024 leavers on the question of what advice they would give to their ‘former selves’ about their engagement with the University. In this session we will summarise the outcomes of the research project via a discussion of prevailing themes and consider how best to use this material in scaffolding support and advice for new students.
Following this we will be showcasing the findings of a survey of LJMU graduates who experienced an international trip as part of their time at LJMU. The respondents are reflecting on how they benefitted in terms of their career journey since graduating by assessing to what extent they were able to develop ‘Graduate Skills and Attributes’ during their international experience. They are also evaluating the activities they took part in to prepare for international experience, and the Guidance and Support that they received from LJMU. The purpose of this is to help LJMU academic and professional service staff to improve the provision of preparatory activities and to tailor the support that is given to individual students.
“If I only knew then what I know now”. Listening to the voices of departing students & Developing Global Citizens Insights from LJMU Graduates PowerPoints. Only LJMU staff and students have access to this resource
Session: 67 The further education of care leavers: navigating A-levels and the care cliff
No full textThis session is based on my current PhD Research. It will outline the significant challenges care-experienced individuals face in accessing higher education, and give an overview of the poor educational outcomes of many care leavers, as well as the lifelong impacts of this.
The session will delve into the stark disparities between care experienced people and the wider population through an interactive poll-led discussion. It will highlight the positive outcomes for the few care leavers who access HE and the wider benefits this has for their socio-economic outcomes and argue that post-16 education is one of the keys to improving outcomes for care-experienced people.
This session will explore the significance of further education in the post-care, HE educational trajectory. Specifically, it plans to scrutinise the leaving care systems, policies, and practices that can cause young people in care to disengage with tertiary education between 16-18.
By amplifying the experiences of individuals in care, the session seeks to provide insights into the accessibility of further and higher education alongside care-leaving pathways and the pivotal role of professionals in supporting care leavers\u27 educational aspirations. It further wishes to highlight where universities can support the FE sector with engaging care leavers.
Ultimately, this session aims to foster a deeper understanding of the challenges faced by care leavers in navigating the transition to further and higher education alongside leaving care. By highlighting systemic issues and advocating for targeted support that can work towards a more equitable educational landscape for all care-experienced individuals.
The further education of care leavers: navigating A-levels and the care cliff PowerPoint. Only LJMU staff and students have access to this resource
Session 73: Engagement analytics to support student engagement and continuation
No full textAs the amount of data being created by universities increases Learning Analytics is, in turn, becoming more multifaceted and complex. How we define engagement and disengagement by students is complex, though important to understand if we are to help support student continuation. This presentation will outline the results of a staff consultation and survey, combined with large scale predictive analytics from several systems in order to establish which factors can most reliably predict a student is beginning to disengage from their studies and are at risk of discontinuing.
As important as using data in this manner is ensuring that any insights are actionable, and the data is made available to the most appropriate people to support students to arrest any further slippage in engagement. We will demonstrate a dashboard of the data and suggest possible interventions for staff to put in place for students to be supported to remain a member of their community of learning. In addition to this we will provide support around the data fluency for those engaging with the analytics insights.
This project is a collaboration between the LJMU academic community, Teaching and Learning Academy, Strategy Support Office, Academic Registry, and Senior Strategic Project Manager Student Experience, and reflects an institution wide approach in the use of data to support student continuation and the student experience
Session 75: Community at the heart: School Industry Advisory Boards - role, challenges & useful lessons
No full textLJMU\u27s School of Law, like other UK law schools and many business schools, created and operates a School Industry Advisory Board. The Board comprises senior judges, senior legal professionals from the City Region, alumni of the School and academics from Law and other disciplines. The Advisory Board has been useful to us to design new programmes, develop our portfolio of programmes, and identify employability skills relevant to the legal professions. Advisory boards, however, can support other initiatives, such as, networking opportunities for students and staff, recruitment of staff and students, research, external engagement with stakeholders from the City Region. Advisory boards are therefore highly relevant to all the strategic pillars of LJMU (T&L/student experience, place & partnership, research & impact). During our presentation we will discuss the experience from two law school advisory boards, at LJMU and at University of Bolton, and will reflect on lessons emerging from these advisory boards. We believe that these lessons could be useful to other schools and faculties at LJMU and that this presentation could bring useful ideas to the table for strengthening the links between LJMU and the City Region. Attendees will learn how to develop or create their own School Industry Advisory Board which will proactively support the School in fulfilling its Mission by providing advice and guidance to the School regarding its strategy, portfolio of academic programmes of study, and all aspects of its industry and external engagement.
Community at the heart: School Industry Advisory Boards - role, challenges & useful lessons PowerPoint. Only LJMU staff and students have access to this resource
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LJMU Research Online (Liverpool John Moo...PATT40 (LJMU)Biomolecular Research Reports (BRR) (LJM...Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)
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