Student Experience Proceedings (LJMU)
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Money matters, let’s make it count!
No full textIn the immortal words of The Beatles, we know money can’t buy us love but can it buy us wellbeing?
For a long time now discussion of money has been something of a taboo subject, children not knowing what parents\u27 earnings are etc… Times are moving on now, but we still see money being discussed in isolation. However, research shows us that is not a true picture, in fact there is an inextricable link between money and wellbeing.
Staff in the Money Advice Team based in Student Advice and Wellbeing Services are dealing with issues of limited financial resource, poor financial choices, pay day loans and other money lenders and gambling is on the increase. We saw the impact that the pandemic had on students with jobs being in short supply and we are preparing for the next crisis now with the cost of living increase and fuel prices on the rise as well as money scams.
Financial wellbeing will mean different things to different people, perhaps economic strength or prosperity. Students are certainly not going to be wealthy based on the current Government funding schemes, but they certainly make their money work harder for them than the other way around. Staff within the Money Advice Team work with students to enhance their financial literacy/capability and the benefits are real: research showing that students who can control a budget are more likely to have better degree outcomes.
The challenge for us is participation: to get the message across about the work we do and the broader support we can offer - not just the monetary support available through University hardship funds.
By the end of the session, colleagues will be clearer about the financial pressures that face students and how they can best support them through effective referral and greater collaborative work across their own programmes
Lessons from a pandemic: how can we make online learning more inclusive?
No full textIn the academic year 2018/19, 16.2% of home students declared a disability of some kind. This is an increase of 36% on the number of students who declared a disability in the academic year 2014/15 (Hubble and Bolton, 2020a). A survey conducted in 2018 also found that 21.5% of students had a current mental health diagnosis (Hubble and Bolton, 2020b). As many students with a disability do not feel able to disclose it due to the perceived stigma of doing so and because of difficulties in proving their disability (Toutain, 2016), the true number of students with a disability, particularly a hidden disability, studying at UK universities may be significantly higher.
In this talk, we discuss the outcome of a curriculum enhancement project that sought to investigate students with hidden disabilities’ experience of online learning during the ongoing pandemic. Many research papers in the current literature point to the benefits and barriers that online learning can bring, and the project represented a first step in determining best practice in teaching and facilitating online learning. As many students with hidden disabilities, and indeed many students in general, find it hard to attend classes on a regular basis for a variety of reasons, this project also can inform how best to utilise VLEs, such as Canvas, to ensure that studying from a distance is a viable option for students when the need arises.
In sharing this student-focused research, we will outline insights on what disabled students consider to be the key aspects of inclusive teaching and learning, to enable them to succeed and achieve their potential at this university
\u27Learning is experience. Everything else is just information\u27 (Albert Einstein): a closer look at LJMU\u27s work-based learning experience objectives
No full textWork Based and Placement Learning is important (WBPL). It provides opportunities to bring academic theory and workplace practices together, resulting in increased student employability and sustainable development goals (ASET, 2013; Wall & Hindley, 2018).
The importance of this learning experience should be considered in the same manner as other forms of learning, teaching, and assessment. To do it right, this learning needs to be delivered through meaningful partnerships between students, employers, and the university (QAA, 2018).
Knowing that this experience will be transformational for our students, we have taken on the challenge of embedding an assessed work-based learning experience as a core feature of every undergraduate programme. Therefore, programmes will blend with, and offer, real-world experiences to students. Experiences that are authentic and structured, complementing learning journeys and enhancing skills and knowledge needed to succeed in the graduate workforce.
Not all students are able to access the traditional ‘placement’ which is why adopting the work-based learning experience approach is important. This approach allows for alternative experiences to occur in curriculum that are inclusive and embrace our student community.
Some of the questions you may have include:
What does this mean in relation to the traditional placement? What might this work-based learning experience look like? How do we achieve this with large cohorts of students? How do we on-board external stakeholders/ employers to support this? We would like to help answer these questions and pose some additional ones!
Student Futures are here to support, collaborate and co-create with our colleagues in faculties. This is a bold and courageous move we are making, committing to this. It will be our courage to act on this together that will give our students the courage and power they need to chase after the things that are important to them. 
Student placements within LJMU IT Services: a win-win situation
No full textIT Services have regularly employed student interns for several years. This presentation sets out primarily to highlight the benefits to the students, but also the benefits to IT Services in what we see as a win-win situation.
From the initial placement interview, students are supported throughout their placement working closely with their allocated team. During their placement, they are mentored by staff, which results in the students becoming integral members of their respective teams; additionally, staff develop coaching and mentoring skills.
In recent years, the contribution from students has included:
New Occupational Health system
New Power BI reports showing Computer usage across the university and analysis of the Postgraduate Taught Survey results
New See My Tutor booking system
New Support Fund website
Designed, procured, configured, and managed the networks in the Student Life and Education buildings and the proposed Law Practice Clinic
These real-world examples from the students themselves (past and present) demonstrates the experience that they have gained, how that complements their academic studies and enhances their employability in the future. As a result, IT Services have now employed four recent graduates, plus other previous placement students have secured employment with employers such as Very, and the University of Liverpool.
This session would be valuable to any staff or departments who are thinking of employing an LJMU student
A blended integrated-learning approach for career-oriented student success
No full textThe pharmacy degree programme has for the past 6 years run with a 120 credit ‘module’ structure. More recently, in partnership with our students, we chose to permanently convert most of what used to be didactic lecture content into asynchronous structured “study packs” to allow students greater flexibility and autonomy in learning underpinning course content. And in return we are focusing our on-campus teaching and learning activities almost exclusively on the application of knowledge and skills, rather than knowledge acquisition, in small group teaching. Aside from professional obligations, our reasons stem from a desire to offer student-centred learning and skills development by allowing students to take greater responsibility for and ownership of their education, and to better integrate the curriculum content across the science and practice spectrum so that students understand how all aspects of their learning interconnect and relate to professional practice. This has proved to be a success in changing how students learn and prepare themselves for their professional careers, but it hasn’t been without its challenges. In this talk, we want to share our honest experiences of challenging the norms to develop a student-centred approach to teaching and learning that allows greater student freedom, autonomy and inclusivity, with the goal of delivering a rewarding, community-oriented and professionally focused student experience. Others may find our experiences of interest when thinking about the design of programme structures when aiming to provide a tailored career-oriented student experience
Believe, report, support: responding to reports of sexual violence
No full textAfter the publication of the Universities UK report \u27Changing the Culture\u27 in October 2016, and in response to the increasing numbers of students disclosing incidences of sexual violence, LJMU has developed an online reporting mechanism for students: Believe, Report, Support.
This presentation will look at what we have achieved so far and what initiatives we aim to develop over the next 18 months to ensure a safe and supportive environment for students and staff at the University.
We will focus on the work of the Sexual Violence Liaison Officers (SVLO) working within the Student Advice and Wellbeing Service who provide a trauma-informed response and support service to students following a disclosure of sexual violence. We will outline what this support may include and how to best access it.
We will look at how working together with specialist external agencies has allowed us to develop best practice in providing a timely and appropriate service to ensure our students safety.
We will outline cross institutional initiatives on the provision of training for students on current and emerging issues in the field of sexual violence and the development of guidance for staff on managing disclosures of sexual violence
Period positivity: the next step in gender equality
No full textThis session will explore the need for a period positive insurgence at LJMU as the next step towards a gender-equal campus. The free period products scheme, a flagship in the English HE sector, has taken the issues of period poverty, and the subsequent impact on attainment, head-on and has shown a commitment to students and staff that menstruate. But period poverty is not entirely a result of financial difficulties, it is an issue largely perpetuated by stigma and shame enforced by patriarchal communities.
In order to truly tackle period poverty’s hindrance of our push to a gender-equal campus, we have to be period positive and ask:
How can periods be inclusive to all genders?
How can non-menstruators become allies and well-informed?
Why do we feel so uncomfortable talking about periods and gynaecological health? And how is this sustaining period shame?
This session champions community for it builds support, safety and encouragement for students who menstruate. The calls to action in this session are courageous, leading to a powerful change in our community and empowering students’ confidence in themselves and supporting one another. Our session is inclusive to all students, breaking away from the stereotypes of who menstruates and championing students of all identities and genders to celebrate them and their needs. Our work is wholly student-focused, with students at the centre of what we are pushing for, and will inevitably lead to a trailblazing transformation of how LJMU engages with period positivity and delivers a truly gender-equal student experience.
Staff of all disciplines and services will gain awareness of period positivity and how best to enact it when engaging with students. It will embolden the support offered to students as there will be a greater understanding of these issues and how they can affect wellbeing, health, and attainment.  
Changing the face of HE with OfS and the Student Loan Company
No full textLiverpool Screen School (LSS) successfully bid to The Office for Students (OfS) short course challenge. The call invited providers to bid for funding to develop short courses at Levels 4-6 in government priority areas; courses that would help people to gain entry level knowledge, reskill or upskill as well as providing opportunities to progress to full qualifications. The project is part of the government’s pilot exploring a new student finance model designed for learners studying shorter, flexible courses in support of the development of the Lifelong Loan Entitlement. Student Loans Company are also key players in the challenge.
LSS worked with Agent Academy (an industry partner) and a recent LSS graduate to develop a suite of short courses in the priority area of Creative and Digital. Extensive research was carried out, engaging both employers (with knowledge of skills shortages) and potential students (with knowledge of the challenges / barriers to accessing HE outside of the traditional full-time three-year model).
Following analysis of the two data sets (employer data and target learner data), the project team followed industry design practices and agile methods to develop personas, identify the problems, frustrations, challenges and solutions to co-create the short courses. The courses will run as standalone or can be used as credit towards our BA (Hons) Media Production. Other disciplines in LJMU run short courses and Continuing Professional Development courses, however these will be funded by employers or by individuals rather than drawing on government funding schemes. This pilot will therefore inform other disciplines in the HE sector.
This work is courageous in piloting new models of HE and funding. Through the co-creation model, working with employers and potential learners it demonstrates community. The courses developed are student focused, taking potential students’ views into the design. Finally, inclusivity is at the very heart of this project championing an alternative university experience. This work will change lives
Access, supporting and thriving in HE: Roma students learning journey
No full textThis session will bring together academics and professional service staff from Student Recruitment and Outreach along with two Roma students who have recently completed their study with LJMU. Using students\u27 voices at the heart, the session will take participants on a journey to discover how students from the most disadvantaged BAME group, Gypsy, Traveller, Roma, Showman and Boaters (GTRSB), decided to come to university. The session will span their initial experiences at the recruitment stage, such as what helped and hindered, through to their study experience, again exploring what interventions supported their study, what they could have benefited more from and what, if anything, acted as a barrier.
Through an exposé of their highs and lows at each stage of their learning journey we hope to encourage debate and action to enable more students from marginalised communities to select university as a first and important choice for them. We hope to also encourage participants to look at support that is both innovative and inclusive, driven by current students\u27 feedback. We will share how building relationships in the Roma communities in Liverpool has been key to collaborations that are sustainable and long lasting with the community on our doorstep.
The session will draw on the expertise from Outreach and Recruitment who will share lessons that are transferable to other groups who, like Roma, might benefit from experience of HE. While speaking directly to two LJMU values: inclusive and community, engaging the students as co-presenters also speaks to having a student focus and being courageous. This reflects our key tenet to put our research participants\u27 own lived experience, Roma, at the heart of the presentation
Resource Booker – Adding value for Staff / Students & Managing the chaos of Big Events
No full textThis session will detail how the University developed Resource Booker into a popular and useful booking tool and plans for future usage. This includes some snappy lean process work (involving wide representation from staff across LJMU) to manage big events and work out the University’s strategic event calendar
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