Student Experience Proceedings (LJMU)
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Collaborating with our Women’s Academic Network to develop the new maternity policy: influence and impact upon future staff policy development
No full textThis session is focused on celebrating the collaborative approach that was taken by Human Resources and the Women\u27s Academic Network to develop staff policy and the support provided to staff members before, during and after maternity leave. This inclusive approach represented a change as to how, as a University, we have adapted our policies to reflect the feedback from our staff community.
This approach was successful due to the courage and honesty shown by our staff in sharing their maternity experience at the university. The network came together as a community to share, inform and support the recommendations for change. As an institution it was recognised that by committing to enhancing pay and leave and providing clearer, concise advice to staff, it would enable them to spend quality time with their family whilst also ensuring that they felt supported by, and connected to, the university. This approach also supports the University’s journey to become an employer of choice and therefore attract and retain the best talent for the institution.
As our staff feel supported and we attract and retain the best talent this also provides an enhanced student experience. The outcome has been well received and the approach has led to further work on a breastfeeding initiative, which is being developed for our students and staff, and in further development work on sabbatical leave provoked by post maternity considerations. This inclusive approach of involving the staff community through our Networks in the development of policies that impact upon them is one that we will be looking to embrace within Human Resources
Understanding the average international student experience journey
No full textThe international recruitment team will be running a session that highlights the many challenges international students face when applying to universities in the UK and how best the LJMU community can help meet the expectations of international students and signpost appropriately. Translated documents, exchange rate, language barriers, visas are amongst the few hurdles that exist for students looking to study in the UK. To help colleagues better understand the various challenges faced when choosing to study abroad, current international students will present their own journeys during this session with the support of the recruitment team.
This session will not only highlight the current lengthy procedures and obstacles but also help you understand what you can do in the future to help support international students at LJMU
Achieving cultural change in mental health support: a work in progress
No full textThe session will focus on the cross-institutional change in approaches that may be needed to ensure appropriate and effective support for students with mental health concerns within LJMU. The Government has recently announced that it wants all HEIs to have achieved the Student Minds Mental Health Charter mark within the next 5 years. We will review internal data on disclosures, progress to date with the Office for Students Improving Student Pathways project, and the work needed to ensure that LJMU achieves the Student Minds Mental Health Charter mark. Moving to a whole institution approach will entail change at every level. We will explore what has been achieved to date, what change will be required over the interim period and where we hope to be in supporting students with mental health concerns. The session will update colleagues on the requirements of the Student Minds Charter and how this will impact on academic delivery as well as professional service delivery. It will also be a fact-finding exercise using the experiences of colleagues attending this session to inform the development of strategy and practice.
In terms of university values, this session relates to all 4 values in that the work is student focused, ensuring inclusivity for those with mental health concerns, building community that supports all, and courageous as we will need to change the way we think about supporting students with mental health concerns
Doing business: students adding real business value in the Liverpool City Region via consultancy projects
No full textThis presentation explores how students are adding real business value to organisations in the Liverpool City Region through their Level 6 business consultancy module. Based on a learning and teaching strategy of developing students knowing by apprehension a focus of doing business has been developed that puts students at the heart of the doing (Kolb 2015). By students working on real life projects that are unique to each student team or individual, students are provided with a supported opportunity to make the connection between the body of knowledge they have acquired through their undergraduate studies to concrete real life business problems (Schilpp 1949).
As part of the strategy of the Liverpool Business School to develop business practice, this module has been developed and evolved over the past three years. In the academic year 2021/22 198 Level 6 students undertook 54 unique live projects from organisations in the Liverpool City Region and were supported by 1 of 10 bespoke business consultants who met with the student teams on a weekly basis. These projects were sourced by the LJMU Business Clinic and weekly progress was monitored to ensure adequate support was provided. A number of initiatives have been developed alongside Level 6 to develop and support students as they learn to do business.
The key learning points are that using ecosystem thinking (Barile et al. 2016) has helped develop this module, many stakeholders have been included with the student voice being key to success. It is proposed that this type of thinking could be used to develop similar modules at LJMU. Reflections will also be provided on progress to date and details given of an emerging programme of research that is being developed to ensure that an appreciative inquiry approach to doing business is undertaken (Cooperrider & Srivastva 1987, 2017)
Courageous conversation in equality, diversity and inclusion: where do we start?
No full text"Courageous Conversation in Equality, Diversity and Inclusion: Where do we start?" aims at encouraging teams and individuals to be active change makers within their areas. We know some of us may be scared of saying the wrong thing and offending, and we want to turn that around and bring everyone together to create strong allyship across LJMU and turn that allyship into advocacy.
How are we going to do that? Where do we start? And how do we engage everyone? This session will explore aspects of various protected characteristics, intersectionality, racial literacy, and intercultural competence. We will provide practical tools for academics, professional services staff and students to take away and implement in their own areas.
Courageous Conversations can serve as a major tool for promoting a sense of belonging for marginalised communities; this learning can assist with devising improved ways of attracting and retaining diverse talents to the workforce and breaking down barriers to progression into senior leadership roles
The circus comes of age: engaging staff in engaging students
No full textPre-pandemic, an experiment in bringing all staff together for development days, sharing good teaching practice and increasing digital literacy was developed. Already embedded when the pandemic hit, a trusted space in which to work with the challenges of online delivery was tested. Participation from Faculty, on a peer-to-peer basis, as well as much appreciated support from professional services teams provided the content for drop-in sessions over a 3–5-day period. During summer sessions in 2020 and 2021 over 500 engagements were made as staff dropped into the sessions they prioritised. The sessions included basic digital advice and space for practice as well as more advanced offerings. The student experience was the driving force and staff shared their module developments in areas of delivery, Canvas use and assessment practice as well as programme-related communication areas, such as Town Halls.
Student experience expectations merged with staff needs and opportunities to share experience and expertise. Staff were reminded of and engaged in changes to systems and about how to use changes in shaping their communication with students. Courage was seen through the peer-to-peer support where staff who were not experts, eg in the use of Vevox or tools within teams, came forward and offered their experience and support to others. Authentic partnership between academic and professional teams helped to bond and inform all staff in an inclusive setting. The presentation will look at what has been achieved, what we have learned and how we plan to keep the initiative current.
In developing the circus approach over time, we have learned more about scheduling and duration and participants will see how we have structured the sessions to meet institutional changes within a Faculty context. This structure would be transferable to any Faculty or School and the session provides practical guidance about organisation of events and setting expectations. We have learned much about the creation of safe spaces to practice and question the use of IT tools, games and practice-related assessment over time and the session will share our learning in this respect
Building respectful environments through enhanced understanding
No full textHow can we embed respect into all that we do in support of the student experience? Having greater knowledge of the roles that others play in the student experience can help our ability to understand their role (and by association our own). Through this round table session, colleagues should come prepared to talk about their role in the university for a couple of minutes and be prepared to listen to others. Participants should expect to come away at the end of the session with refreshed knowledge and (hopefully) increased respect for the work that our colleagues across the institution carry out
Why girls pick STEM degrees?
No full textThis talk is centred around what supports girls to pick STEM subjects, we are interested to see if the schools they attend or parents influence in their selection of subject areas and careers. Hopefully this will promote some interesting discussions and will lead onto further research work to allow us how to support or raise awareness of STEM subjects with girls
Tackling exclusion and encouraging inclusion
No full textLJMU are continuing to create an inclusive culture where diversity is celebrated. As part of this strategy, during the summer of 2021 a small team of undergraduate interns from LSAD were tasked with the challenge to analyse and compare their University (LJMU) with others in response to the themes of Equality, Diversity and Inclusion.
Conducted as a student led activity, with limited guidance from staff in order to provide them with the freedom to express authentic and honest opinions, these interns went about researching the visual identity and culture. Initially captured in the form of a visual audit, the interns went on to produce a series of research mood boards, and finally concluded with recommendations for future visual communication strategies in terms of EDI.
The nature and importance that LJMU placed on the project made the interns feel valued and part of something significant. Indeed, there was an emphasis that the work would shape and influence the future.
This presentation will feedback on the stages of the projects and the mood boards created by students that show how they would like to be portrayed by LJMU.
 
Applying social psychological research to inform teaching and student engagement
No full textI am a social psychologist, having researched intergroup relations - that is the relationship between different groups of people - since many years. Indeed, a summary of my work is published in my book "The Social Neuroscience of Intergroup relations". Specifically, we are looking at stereotypes and prejudice and how they can affect individuals behaviour towards others. Most researched is racial prejudice and xenophobia, where it was found that explicit and implicit biases might lead to differential treatment. We found that though unconscious bias training for students and staff needs to be evidence based and involve certain key features in order to help to reduce such biases.
More recently, we have also investigated gender biases, looking in particular at the effect of stereotypes, which might make it harder for women to take on leadership positions. Indeed, biases might be overcome in teaching by making it more explicit when past theories and studies were conducted by female authors, as it might often be assumed that significant research findings from the past were done by men.
Besides race, age and gender, however, prejudice and biases also exist within other areas – some of them less well studied. For example, biases based on sexual orientation, religion, disability, etc. One key area which will be addressed in this talk, is socioeconomic status. Prejudice based on social class is less well researched in social psychology but studies do indeed indicate that biases exist and can often also lead to a self-fulfilling prophecy. That is, someone who is facing such prejudice might have reduced self-confidence to present themselves in a positive manner, leading them to achieve less than they are able to.
I will look at the LJMU access and participation plan in order to see how social psychological research might contribute to reduce biases
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