Student Experience Proceedings (LJMU)
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Session 79: All aboard! Please mind the gap - the development journey for technicians
No full textIn this session we’ll explore the findings from the LJMU Technician Survey recently run in collaboration with the National Technician Development Centre (NTDC). We’ll also look at what this means for LJMU as we form a Technician Commitment action plan for 2024-26.
The NTDC Technician Survey captures information on every aspect of a technical workforce, from specialist technical skills, to future career plans and development needs. The Technician Commitment aims to ensure visibility, recognition, career development and sustainability for technicians working in higher education and research, across all disciplines. As a signatory, LJMU has pledged action to tackle the key challenges affecting out technical staff.
All aboard! Please mind the gap - the development journey for technicians PowerPoint. Only LJMU staff and students have access to this resource
Session 3: Understanding partnerships in Sport and Exercise Sciences
No full textBackground and content of the sessionPartnerships might be defined as institutional arrangements with an external organisation or intra-institutional group and can underpin teaching, research and consultancy activity. The purpose of this session is to describe data from the inaugural School of Sport and Exercise Sciences’ Partnership Survey and explore its relevance to school and institutional strategies.What did we do?School staff reported details of their partnerships that contribute to school-based activity using an online survey. Details on the sector, location, domain and nature of the partnership were recorded.
Key findingsSeventy staff identified 255 partners across the private (45.1%), public (42.0%) and charity/voluntary sectors (12.9%). Partnerships are classified as local (i.e., in the Liverpool City Region (LCR); 37.6%), national (i.e., outside LCR; 48.6%) and international (13.7%). Sports performance (n = 178) and education (n = 99) are the most typical, whereas clinical (n = 38), health (n = 40) and exercise (n = 41) the least represented domains. Most partnerships are focused on a single purpose (67%), with undergraduate placements (n = 128), postgraduate placements (n = 68) and funded staff research (n = 45) the most typically reported arrangement. Consultancy (n = 17), funded postgraduate research (n = 26) and undergraduate/taught postgraduate research (n = 29) were the lowest reported purpose of the partnership.
How will the information be used?This work identifies the school’s collaborative activity and contribution to the local, national and international community. The presentation will explore how these data inform our story for external engagement and support the school’s direction on core agendas that contribute to the strategic aims of the university. This includes the promotion of the school’s reputation to enhance our approaches to; student recruitment; student experience; research impact and to diversify and celebrate our existing relationships with placement providers.
Understanding partnerships in Sport and Exercise Sciences PowerPoint. Only LJMU staff and students have access to this resource
Session 19: Enhancement activity to support student continuation in the School of Sport and Exercise Sciences
No full textStudent continuation in higher education is a significant issue in the sector. Defined as a student still being in their studies 1 year and 15 days after they started, continuation is a key metric in OfS requirements for institutions to maintain registration. We must also not lose sight of the importance of continuation for the individual student who has made a significant commitment to continued education and personal development. Conceptually, continuation is complex and reasons for non-continuation are multifaceted. Within the School of Sport and Exercise Science continuation has been below benchmark and the subject area seems to be suppressed relative to other subject areas in the sector. This paper identifies a range of approaches that aim to increase a sense of community and belonging, alongside more targeted support for individuals that are relevant across subject areas. Three specific projects are brought together including: 1) a high-intensity peer mentor facilitated induction; 2) an enhanced personal tutor system; and 3) a system for identifying ‘at risk’ students. The impact of these strategies will be evaluated and colleagues will be asked to consider their application and implications for other academic and professional departments in the university.
Enhancement activity to support student continuation in the School of Sport and Exercise Sciences PowerPoint. Only LJMU staff and students have access to this resource
Session 21: JMSU: building communities, a mid point reflection
No full textIntroductionJMSU is halfway through a three-year growth project centred around an increase in Block Grant to build capacity within our staffing and activity programmes. Our two primary strategic goals are ‘Expert Representation’ and ‘Building Connections’ both of which underpin our approach to creating a sense of community. We feel we have made significant inroads in expanding our activity and impact within the remit of Student Experience and would like to share this withThis session will:
Re-state JMSU’s strategic intentions
Provide an overview of our journey within the three-year growth plan
Offer an insight into our work and relationship with the University
Provide current statistics and data that demonstrate our activity
Highlight future plans for 2024/25 and 2025/26
Offer an opportunity for participants to feedback and input into JMSU’s plans – in particular supporting wider Faculty and Campus engagement
Outcomes
Participants will:
Gain an understanding of the work of JMSU
Identify areas of potential collaboration with JMSU
Be able to signpost current opportunities through JMSU to students
Input thoughts and ideas into JMSU’s work
[Hopefully!] Become ambassadors of the Students’ Union
 
Session 26: Community and collaboration: co-creating resources to promote opportunities for disabled and neurodivergent students
No full textFor many years, studies of the destinations of UK graduates illustrate the disadvantage experienced by disabled and neurodivergent graduates when it comes to employment (AGCAS 2024, 2022, 2021). Employment is recognised as a way in which people find purpose, self-confidence and economic wellbeing (Pratt et al. 2014); indeed, employment is a human right (Nolan & Gleeson 2017). For several years, colleagues in Student Futures have collaborated with disabled and neurodivergent students - those we see as experts by experience - to develop resources to support the success of LJMU students in the workplace. In this fourth year of collaboration, we have been particularly concerned with ensuring that our message reaches current disabled and neurodivergent students, so that they are aware of the resources and provision available to aid their success.
In this session, three students and two careers practitioners from Student Futures will describe the latest iteration of the co-creation internship project. A range of videos, social media posts and other resources were created, which will be shown during the session. In addition, the learning gained from this collaboration will be shared. For the interns, this has included the enjoyment of being able to choose the ways to promote initiatives to fellow students which they deem to be most effective. For the careers practitioners, working with the interns has led to a deeper understanding of the concerns and perspectives of these students, with implications for future practice. This session will describe the achievements of the project, outline recommendations for other staff and highlight the benefits of a deepened understanding and a sense of empowerment for all involved.
Community and collaboration: co-creating resources to promote opportunities for disabled and neurodivergent students PowerPoint. Only LJMU staff and students have access to this resource
Session 31: Bringing communities together: The LJMU MA Short Film Festival as an educational, professional, and community-building experience
No full textLaunched in 2021, the LJMU MA Short Film Festival, in an annual international student film festival organised as part of the MA Film in the context of the academic curriculum. While formally taught and graded, the LJMU MA SFF is also a public-facing event, accessible both ‘in person’ to local communities and online to a global audience. In putting the film festival together, the students engage with different roles: programmers, editors, public relations professionals, social media content creators, Q&A hosts, presenters and more. As an educational experience, this not only gives them insights into various professional skills, but it also highlights the importance of teamwork, and the related responsibilities and rewards. The public-facing nature of the festival, and the fact that it carries the brand name of the University underline the necessity for high quality standards to be maintained in the programme and its delivery to the audience.
Film festivals aim to reach audiences, open-up debate and create positive social impact in the context of a heightened atmosphere of celebration that encourages community-building and the sense of belonging. Reflecting such communal spirit, this presentation will bring together past and current MA students who will share with their tutors/paper convenors and the conference audience their experiences in co-organising the festival and helping reach a wider public, both locally and internationally. It will highlight the importance of bringing experiential and public-facing practices in the classroom as educational tools that enhance community within and beyond it. It will provide insights into how to use the festival as a platform for courageous and innovative thinking, as well as how to use creativity and technology to embrace diversity and inclusion.
Bringing communities together: The LJMU MA Short Film Festival as an educational, professional, and community-building experience PowerPoint. Only LJMU staff and students have access to this resource
Session: 59 Supporting students from diverse communities
No full textThe Inclusion Team based in Student Advice and Wellbeing support specific groups of students and help them transition into university. These groups include members of the trans and non-binary community, those who are care leavers, care experienced or estranged and living independently. We also support members of the Gypsy, Traveller, Romani, Showmen and Boaters and Young Adult Carers and work with local charities and organisations to support them in their university transition.
In my new role as a Student Inclusion Adviser working with Phil Bakstad, I have been keen to build meaningful relationships and connections within these communities. By offering opportunities for meetups in a safe space other members of the community can come together and support one another. This paper will explore the importance of coming together and how staff can support diverse student groups, helping them to navigate their new experience and time at university – all over a cup of tea and a piece of cake.
Supporting students from diverse communities PowerPoint. Only LJMU staff and students have access to this resource
Educating the student of the future, today
No full textEducating the student of the future, today presentation. Only LJMU staff and students have access to this resource
Session 7: Supporting students with quantitative analysis
No full textIn March the Academic Achievement Team’s maths/stats/data analysis drop-ins become vey crowded. Students come in saying anything from “I’ve collected some data, what do I do now?” through “I’ve been told I need to use something called SPSS” all the way to “Can you just check my write-up in my analysis section?” Ideally students would not be facing these issues at such a critical point. In this session I discuss the common issues we see with students who come to us asking about their quantitative analysis as well as what the Academic Achievement Team offers on a year-round basis to support these students, before opening the floor to a discussion of how the Academic Achievement Team, dissertation module lecturers, and student project supervisors could work more closely to support students.
Supporting students with quantitative analysis PowerPoint. Only LJMU staff and students have access to this resource
Session 9: More than just obtaining a doctorate: how good practice can transform a student’s life
No full textContent covered - In society, we tend to categorise people into boxes based on labels like gender, disability, and more. These labels often lead to assumptions about individuals, shaping our perceptions and interactions. While some assumptions may be accurate, they can also have negative consequences when applied unfairly. This tendency to make assumptions extends to various settings, including universities, where it can significantly impact students with long-term conditions or disabilities.
LJMU\u27s strategy and values - Creating a positive culture - Rupy, our presenter, defied the assumptions imposed on her due to her cerebral palsy. Despite initial bleak predictions about her abilities, she surpassed expectations with the support of her family. Overcoming physical and psychological challenges, she pursued a career in health psychology to bridge the gap between disability and healthcare. Throughout her journey, Rupy faced imposter syndrome and dyslexia, questioning her capabilities. However, with the unwavering support of her supervisors, she persevered and completed her Professional Doctorate in Health Psychology.
Rupy\u27s supervisors played a crucial role in her success by treating her like any other student, providing support, and fostering belief in her abilities. They accommodated her access needs, showed patience, and encouraged her to confront her challenges. By acknowledging her strengths and weaknesses, Rupy learned to navigate her disabilities effectively, both personally and professionally. Her experience highlights the importance of a compassionate and inclusive approach in academic settings, where students with disabilities should be supported holistically rather than through segregated services.
Practice to other LJMU services / Takeaway - The journey of Rupy underscores the significance of approaching education with empathy, curiosity, and accountability. By creating a culture of understanding and openness, universities can empower all students to thrive and feel valued within the academic community. Moving away from assumptions and embracing integrity can lead to a positive and inclusive environment where every individual is supported based on their unique needs and strengths.
More than just obtaining a doctorate: how good practice can transform a student’s life 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)
Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)
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