Student Experience Proceedings (LJMU)
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Case Study: Blending Asynchronous and Synchronous
No full textMany staff have had different responses to working online but Simone has “enjoyed online teaching and learning and found it did not impact on the quality of my interactions.” Her approach was to swap the lecture time (1 hour) with an online live chat in Canvas, which she later delivered via Zoom with its in-built screen share option so she could show PowerPoint slides. For the remaining 2 hours contact time, she had prepared a pre-recorded Panopto lecture of around 20 minutes, which delivered the lecture materials in summary. She uploaded this in the weekly session along with additional study materials, including embedded documentaries (on YouTube) and reading materials.
Simone explained that “I asked them at the end of the first hour to spend the next 60 to 90 minutes engaging with these materials, after which I met with students again in the online live chat or (later) Zoom to summarise the session and let them ask questions about the materials.” This way, she kept to the timetabled delivery time, which was good for students who liked the formal timetabled structure, as it allowed them to maintain their usual learning and stay in touch with Simone and other students.
“So, in short, I found that this blended approach to teaching (including live chat/zoom, pre-recorded short lectures, and additional material available in each week in Canvas) during the actual timetabled session worked very effectively. I appreciate we are not a remote university, however this came pretty close to physical contact delivery.”
Student engagement
Simone found the student engagement “excellent”. See believes this was connected to staying within the normal 3 hour slot. However, there was one student who was classed as shielded (even within his own home) and emailed to say he suffered from extreme anxiety and stress, and as a result did not take part in the live online learning, but read up all the materials and achieved very good results in the assessment. Simone acknowledged that a key issue for online learning is mental health caused by the pandemic, plus technical equipment requirements, as some students found it tricky to access the different technology
Supporting neurodivergent learners in practice placements: what resources are available?
No full textSession overview:
Neurodivergent learners - such as those with autism, ADHD, or dyslexia - face distinct challenges in clinical practice. While placement environments provide essential professional development, they can also create barriers to effective learning. This poster explores how inclusive placement practices and research-driven strategies can ensure neurodivergent students thrive in clinical education.
Drawing from research and knowledge exchange (RKE) priorities, this project aligns with LJMU’s commitment to delivering education inspired by research and engaging in impactful, connected partnerships. Key themes include:
The availability and accessibility of support resources for neurodivergent learners in clinical placements.
Best practice approaches for embedding inclusive learning environments within professional education.
This work contributes to LJMU’s wider research priorities, particularly in diversity, inclusion, and student wellbeing. By fostering knowledge exchange between academic institutions and clinical providers, we can drive improvements that benefit both students and the healthcare sector.
This research supports LJMU’s strategic focus on postgraduate research and research-led teaching by addressing real-world challenges and ensuring evidence-based educational improvements.
Key learning points from this session:
Attendees will gain insights into the challenges neurodivergent learners face in practice placements and the resources available to support them. The session will highlight best practices for inclusive placement environments, identify gaps in current provision, and explore strategies for improving collaboration between universities and healthcare providers to enhance student success.
Supporting neurodivergent learners in practice placements: what resources are available? poster, only LJMU staff and students have access to this resource.
Session 3: Transforming JMSU: A 3 year journey and what’s coming next?
No full textSession overview:
This session will explore the impact of the 3-year block grant investment in JMSU highlighting key achievements, ongoing developments, and future direction. We will begin by reflecting on the progress made so far—how this investment has enhanced the student experience, improved services, and expanded opportunities for students. From infrastructure improvements to new initiatives that directly benefit students, we’ll showcase tangible outcomes that have strengthened the student experience at LJMU. We’ll also look ahead to what’s next. What are the priorities for the next three years? How can we build on this momentum to ensure a strong and sustainable Students’ Union? We’ll discuss upcoming strategic goals that align with student needs. Finally, we’ll explore how LJMU staff, students, and key stakeholders can play a role in shaping the next phase. Whether through collaboration, advocacy, or direct involvement, we’ll highlight ways for the LJMU community to contribute to the continued success of JMSU.
Key learning points from this session:
This session is ideal for students, staff, and partners who are keen to understand how investment in the Students\u27 Union drives positive change and how they can be part of the journey ahead.
Transforming JMSU: A 3 year journey and what’s coming next? PowerPoint. Only LJMU staff and students have access to this resource
Session 7 Lightning talk: Exploring climate change through student participation in a mock world climate summit
No full textSession overview:
Incorporating sustainability and climate action into all teaching programmes is an important part of the LJMU strategy. This session will showcase classes that I have been running with undergraduate and postgraduate students, to help them better understand how global policies can tackle climate change. These sessions involve running a mock World Climate Summit (COP), where students are asked to role-play different stakeholder groups e.g. less developed countries, oil and gas producers, protest groups etc. Groups propose policy options (e.g. subsidising renewable energy, taxing fossil fuels etc) and the impact of these policies are modelled live in the summit using a very intuative, web based online tool - EnRoads. This allows us to see the impact on different fuel use, CO2 emissions, and predicted global temperature rise, of the groups\u27 proposed policies. Each group gets to nominate a policy - or revise another group\u27s policy, in a series of policy rounds. It allows us to see not only which policies are more effective, but brings out the vested interests, inequalities and politics that make tackling climate change globally so challenging. Events are lively, fun and a great way to embed better understanding of both the science and wider issues. They are something I am keen to run in other programmes and there are other options for using the EnRoads tool for teaching that I will highlight.
Key learning points from this session:
If you attend this lightning session you will get to see a fun and engaging way to discuss climate change actions with student groups.
I am keen to run these events for other programmes and can also share my experience of other ways of using the EnRoads tool.
Exploring climate change through student participation in a mock world climate summit PowerPoint. Only LJMU staff and students have access to this resource
Session 13: Enhancing team effectiveness in university professional services: a case study of a ‘third space’ collaborative approach with Business School academics’
No full textSession overview:
Within UK universities there are 51,000 ‘professional’, ‘support’ and ‘administrative’ staff (Kings College London, 2021) and they play a pivotal role in higher education institutions day-to-day running and long-term success (Vere, Verney, and Webster-Deakin, 2024). Despite this, there remains a paucity of literature examining relationships and knowledge sharing between professional services and academics (Veles, Graham and Ovaska, 2023). This research seeks to advance scholarship on the impact and lessons learned from collaboration between professional services staff and LBS academics.
We share outcomes of collaboration between academics from Executive Education and the LBS professional services team, whereby academics and senior professional service management created their own ‘third space’ (Whitchurch, 2008; Whitchurch, 2015) within LJMU, to focus on knowledge sharing expertise (de Wit-de Vries et al., 2019) to enhance team effectiveness and talent maximisation within the LBS professional services team. In doing so acting as ‘complex collaboration champions’ (Veles, 2022; Veles et al., 2019).
Based on the principles of organisational learning theory (Senge, 1990), emphasis was placed on employee voice and feedback to leverage collective insights in order to prioritise areas of development, coupled with a strengths-based approach of appreciative inquiry (Cooperrider and Srivastva, 2017) to determine existing effective practices. Further underpinning utilising Boundary Spanning theory (Aldrich and Herker, 1977; Williams 2002; Martin and Ibbotson, 2021) was employed to focus on the enablers of knowledge transfer between academics and professional services. A co-constructive qualitative approach was adopted via ongoing learning conversations to achieve a shared goal and clarity of purpose.
Key learning points from this session:
Outcomes of the knowledge transfer and exchange were guided by Social Capital theory (Bourdieu 1986), to highlight the value of collaboration and skills enhancement to support cross-functional interactions for team effectiveness. We aim to extend current understanding of the importance of ‘third space’ collaboration, to better support students, academic colleagues, and the mission of LJMU.
Enhancing team effectiveness in university professional services: a case study of a ‘third space’ collaborative approach with Business School academics’ PowerPoint. Only LJMU staff and students have access to this resource
Session 14: Grade journey
No full textSession overview:
The Grade Journey project aims to automate the transfer of grades from Canvas into the Student Information System (SIS), is set to span several years in its implementation, and transform how two of the largest university systems operate and integrate with one another. Eliminating the need for manual grade entry will save time and significantly increase the accuracy of data for Boards of Examiners. It will also help to manage the digital learning experience of students who have had to take deferrals or have trailing credit. The success of Grade Journey is dependent on effective collaboration between a range of key players across LJMU including, academic colleagues, Faculty-based support staff, Academic Registry, IT Services and the Teaching & Learning Academy. It will see further integration of key university systems: SIS and Canvas.
Key learning points from this session:
This session will outline the key benefits associated with Grade Journey. There will be an explanation of work undertaken to date that has involved consultation with multiple stakeholders to evaluate requirements, the development of prototype solutions and a complete upgrade to the SIS and Canvas integration. The session will also identify next steps in this important development, with opportunities for staff to questions of members of the Grade Journey project team.
Grade journey PowerPoint. Only LJMU staff and students have access to this resource
Session 18: Exploring doctoral supervision: perspectives in teaching and pedagogy
No full textSession overview:
This presentation explores the pedagogical practices employed in supervising law PhD students within law schools. The study adopts an auto-ethnographic approach to investigate the beliefs of both supervisors and students regarding teaching, learning, research and supervision.
An overarching auto-ethnographic method was used to examine the perspectives of students and supervisors on teaching, learning, research and supervision. Data collection spanned eight months and followed a multi-step process. The first set of data was obtained through a focus group comprising five supervisors from the Business and Law Faculty. The second set of data involved naturalistic observations of three supervisory meetings per supervisor and their respective students. The final set of data was collected through the observation of five student annual progression panel proceedings, focusing on the same five students whose supervisory sessions were previously observed.
The observations revealed five distinct pedagogical approaches to teaching within the supervisory context. Additionally, participants’ beliefs were found to be interconnected, allowing for the identification of orientations. Participants aligned with a particular orientation exhibited a unique set of beliefs. It was noted that a supervisor’s choice of orientation influences the overall pedagogical approach adopted during supervision. Each orientation incorporated an element of teaching, highlighting the integral role of teaching within supervisory practices.
Key learning points from this session:
The findings have significant implications for faculty professional development, particularly for staff involved in doctoral supervision. They provide insights into the dynamics of student learning during interactions between staff and students throughout the doctoral journey. These insights can inform future supervision training programmes, offering valuable guidance to novice supervisors and enhancing the overall doctoral supervision experience.
Exploring doctoral supervision: perspectives in teaching and pedagogy PowerPoint. Only LJMU staff and students have access to this resource
Session 21: Stories from the heart: the value of storytelling to teach complex concepts from the lecturer’s perspective
No full textSession overview:
I am currently completing an EdD using interpretive phenomenological analysis looking at the role of the nurse lecturer and the use of personal stories from practice (clinical healthcare settings) in the university classroom. Nurses using stories in the clinical environment to teach student nurses is commonplace and has been recognised as an informal teaching tool for over a hundred years. Current research indicates that storytelling is powerful and has the potential to be influential to shaping student values and ethical behaviours, essential to excellence in nursing education and care delivery. What is not understood fully is the transferability to the university classroom in terms of being a pedagogical tool in the curriculum, whether the stories used underpin our teaching ie are they evidence based, do they bring diverse perspectives, and whether stories are tailored to suit the situation. A particular focus is on the usefulness of using storytelling to reach hard to teach concepts such as professionalism, compassion and emotional intelligence. Lecturers from three fields of nursing have been interviewed to provide a voice and to hear their insights and views into the potential for using stories. The session will cover a broad overview of storytelling, links to nursing, incorporating storytelling into the curriculum, potential for reaching hard to teach concepts and the impact of using storytelling for lecturers – raising personal credibility, incorporating diverse perspectives and enhancing student learning. With a vested interest in producing nurses ready for contemporary healthcare this is an exciting and relevant topic to investigate.
Key learning points from this session:
The audience will learn:
power and influence of storytelling
nursing and storytelling – what does this look like?
using stories as a pedagogical tool / incorporating diverse perspectives
potential for using stories to reach hard to teach concepts
impact on lecturer credibility and enhancing student learning
Stories from the heart: the value of storytelling to teach complex concepts from the lecturer’s perspective PowerPoint. Only LJMU staff and students have access to this resource
Session 41 Workshop: Mentoring
No full textSession overview:
Peer mentoring is increasingly recognised in Higher Education (HE) as an effective approach to enhance both the student experience and outcomes. Following the rise in tuition fees and the introduction of the Teaching Excellence Framework, students in the UK have placed greater emphasis on the quality of their teaching and learning experience. In response, institutions have prioritised peer mentoring as a support mechanism, which offers immediate and long-term benefits by promoting social integration, academic support and improving well-being. Many universities have implemented peer-to-peer programmes to support both new and continuing students in navigating academic and social challenges. The Department for Education’s appointment of a Student Support Champion reflects a growing national commitment to improving undergraduate outcomes through mentoring. Evidence suggests that peer mentoring benefits students, staff, and institutions alike, making it a key element of student support strategies. However, the full extent of its impact across the student lifecycle remains unclear.
Key learning points from this session:
This session aims to share effective practices, explore existing models, and encourage professional dialogue. It will provide support for those interested in integrating peer mentoring into their programmes by providing practical guidance, and offering tools to design, implement, and evaluate initiatives that enhance student engagement, academic success, and well-being, fostering sustainable mentoring practices. The ultimate goal is to develop a coherent, evidence-informed framework for peer mentoring practice and research at Liverpool John Moores University (LJMU).
Mentoring PowerPoint. Only LJMU staff and students have access to this resource
Session 42: Research Informed Teaching case studies
No full textSession overview:
LJMU has a proud history of high quality research and knowledge exchange with a significant body of world-leading research in all areas of the university, as evidenced in the REF2021 results. This work continues to be generated by academic staff, research staff and postgraduate research students. The short- and long-term impacts of this work will be felt both outside and inside the institution.
We have been collecting "case studies" related to research informed teaching from across LJMU for several years and have asked staff to identify the research work and research students whose new knowledge and stories they have incorporated into curriculum content and development. In addition, we are also interested where non-LJMU research is incorporated into our curriculum to drive innovation in student experience, learning and development. This session focuses on four of these case studies to explore how research can enhance the curriculum and student experience. The very different exemplars, will consider the impact on course design and overall curriculum offer as well as more focused innovative teaching approaches. The case studies will reflect on the students’ evaluation of their experiences and skills development and how this might play into greater or broader employment/career opportunities.
Key learning points from this session:
Attendees will have the opportunity to hear about examples of research informed teaching from across LJMU. They will be encouraged to consider how the lessons learned from these case studies may support innovative “Research Informed Teaching” in their own curricula.
Mutual benefits for research, practice, policy and teaching in conservation translocations PowerPoint. Only LJMU staff and students have access to this resource.
Research Informed Teaching in English PowerPoint. Only LJMU staff and students have access to this resource.
Research Informed Teaching: History Case Study PowerPoint. Only LJMU staff and students have access to this resource.
Research Informed Teaching Case Study: Developing critical knowledge of marine asset management through innovative risk-based integrity management, Life-cycle assessment, and decision-making techniques in industrial applications PowerPoint. Only LJMU staff and students have access to this resource.
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