Student Experience Proceedings (LJMU)
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An engaging and pragmatic approach to embedding the LJMU values within your teams and departments
No full textThis interactive session will provide managers and staff with an approach to embedding the new LJMU Values within their team, which help to create more meaningful and richer group conversations as well as individual understanding and alignment with the Values. This approach will help to demonstrate the pragmatic and work-related value of the LJMU Values prior to having group discussions about them.
The approach uses the flipped classroom concept to make the learning about the Values more memorable, it provides staff opportunities to find their own meaning with the Values first through Constructive Alignment, the discussions become staff-led rather than manager-led, it allows managers to formatively assess the group’s understanding of the Values in a work-related context, and will encourage peer-teaching and peer-learning around the Values.
Options for using this approach digitally or face-to-face will be demonstrated to show how it can be easily adapted to suit the different hybrid working models which Teams may have.
This session aims to support the local roll-out objectives for the LJMU Values, making the task easier for managers and more engaging for staff
Small is beautiful: how graduate talent is empowering the SME in the Liverpool City Region’s post-Covid recovery
No full textThe role of universities has never been more critical or under more scrutiny. The increased demand for HEIs to respond to the post-pandemic challenges set by Covid-19 is one of the key factors driving the Liverpool City Region’s endeavours to balance education and economics, facilitating a mechanism to sustain far-reaching impact on the economy, society and ultimately through nurturing a sense of community purpose on the road to recovery. Moreover, by retaining graduate talent consideration needs to be placed on the role of universities in providing training and mentoring for businesses, from founder through to scale-up, supporting a critical mass of economic activity and ultimately positioning the Liverpool City Region as a ‘pool of talent’ in attracting new investors to the region. Across the Liverpool City Region, the positive economic impact and social value that retaining graduate talent can have on the wider economy, especially in those communities with higher-than-average levels of educational disengagement and social deprivation, is already regarded as significant. By harnessing European funding (through the European Social Fund), the LJMU Graduate Futures project has set out to provide a platform to facilitate effective dialogue between LJMU and businesses, at scale and across all sectors, fostering a network of collaboration and shared opportunity that will ultimately create positive impact in our communities. Opportunities to increase graduate retention through collaboration, joint working and knowledge transfer partnerships across the Liverpool City Region eco-system will be central to this project so that we might build a sustainable legacy that continues to champion graduate talent on the long road to economic recovery whilst encompassing all 6 Boroughs of the Liverpool City Region and those communities therein. This presentation will set out to reappraise the considerable currency and value graduate knowledge can bring to businesses as part of this recovery process which is intrinsic to the mission and purpose of LJMU Graduate Futures
Student perspectives on service user and carer involvement in professional programmes: reflections on a collaborative project
No full textService user and carer participation at all levels of the student journey in professional programmes, including admissions, curriculum development, teaching, assessment and research, can introduce students to a range of diverse voices and perspectives. It can develop an awareness of the lived experience of those they will be working with by helping students to engage with, and be part of a wider community whilst, enriching their learning and preparing them for professional practice (Newman et al, 2021). A service user and carer perspective built into student’s learning can help to shape and enhance the student learning community, support the development of the learning curriculum and support students feel more connected to their courses. This can also help create and develop a student professional identity in different ways for students as future qualified professionals. Much in the same way as service user involvement in design of services is essential to ensuring services are fit for purpose, engagement and inclusion of students in the development and delivery of their curriculum is crucial to support their leaning and help them to feel connected and to their programmes. This collaborative project within the Faculty of Health, provides the opportunity to create a cross school learning community, with students coming together across professional disciplines to engage with their peers to find out the student perspective on service user and carer involvement in their programmes of study. This student led presentation will provide a reflection on the engagement and participatory strategies taken by the project students to access other student voices, and will highlight the findings to date
Developing students as global citizens through COIL
No full textInter-cultural awareness is more important than before, given the number of recent global socio-political and health events. COIL (Collaborative Online International Learning) is an effective pedagogical method of developing university students’ inter-cultural awareness and global citizenship skills (Lenkaitis and Lorancx-Paszylk, 2021). Technology plays a crucial role in that students and staff participate in online intercultural projects with an international partner (O’Dowd, 2020).
The authors participated in several COIL projects in the Faculty of Business and Law in the academic years 2020-22. We argue that COIL completely aligns with the LJMU values because firstly, learning through COIL is student focused. They actively learn through group projects to be responsible and informed global citizens. Secondly, COIL is inclusive and embraces participants from all countries. The team has collaborated with partners in India, Malaysia, America and South Africa. Thirdly, the team chose UN Sustainable Development Goals such as SGD 8 Decent work and economic growth: SDG 11 Sustainable cities and communities and SDG 13 Climate Change as project themes.
Through these SDG goals, students discovered how they can make a difference in their local communities and understand how their contributions can create impact globally. Finally, interaction between students and groupwork provide them the opportunity to speak up and be courageous, whilst respecting others’ views. In particular, students were encouraged to express their emotions through visual arts regarding the topic of sustainability. We found that art-based teaching engaged students from diverse background; improved their empathy and communication skills. We have recorded student feedback which we will use at the conference
Students at the heart of staff interviews: lived experiences from panel member and successful candidate
No full textThis lightning talks highlights the importance of placing LJMU students at the heart of the interview process for new members of academic staff. The importance of including the student voice, as part of the decision-making process at interview, is told from the perspective of both the student panel member and the interviewee.
Megan Crockett, a September 2019 Student Midwife will start by sharing her experience of being a panel member during the interviews for the new combined post of Programme Manager and Lead Midwife for Education, in the School of Nursing and Allied Health. Megan will discuss how she felt to take part in this process.
Dr Tina South, the eventual successful candidate will then share why seeing a student named as part of the panel, in the information sent from Human Resources, and having a student actually being present for the interview, was important to her as a midwife, researcher and educator, and influential in her decision to accept the position at LJMU when offered.
Together Megan and Tina, will demonstrate how their lived experiences have developed a strong sense of pride in the student midwife community. Ensuring involvement and respecting the wishes of what students want from members of staff who will be involved in their education can be mirrored in other services/ disciplines across the LJMU community
Embedding employability narratives: collaborating with Liverpool’s cultural community to enhance Level 4 study
No full textEmployability and thinking about future careers can be daunting for some students, particularly when they join us at Level 4. In our module, Introduction to Media and Cultural Industries, we aim to embed narratives of employment from the beginning of our degree programme through creative collaboration with a range of organisations operating across the cultural sectors of Liverpool. Through this module we explicitly embed a diverse range of cultural forms, practices, and groups through the guest organisations we work with. For example, we have implemented marketing workshops with the fine-dining restaurant Panoramic 34, presentations from Liverpool Arab Arts Festival, Homotopia Festival and Culture Liverpool, and engaged with the Comedy Trust to contribute to their upcoming ‘Doddy Day’. In this paper, we will outline the development of this module and how responding to the student voice has offered valuable space to adapt our approach and offer. We will discuss some of the partnerships developing between us, our students, and the wider creative community and consider how embedding employability narratives at Level 4 benefits our students as they move through their LJMU journey
Digital capacity in education: can we use social media to enhance student learning?
No full textA surge in screen time during lockdown saw adults in the UK using their devices for more than 40% of the waking day with a typical internet user spending 7 hours per day using devices. Accordingly, the use of social media has increased. With the digital capacity growing and platforms expanding, is the use of social media feasible in enhancing student learning and the student experience?
This session aims to share the findings of two case studies where the use of social media was piloted to explore students’ appetite for using digital media platforms to help with their learning and engagement journey.
In response to the growing shift in home working and learning as a result of Covid-19 restrictions, a number of social media platforms have been used to engage with students and to enhance student learning. Despite several benefits of using social media in teaching and learning, the success is student-driven and without student engagement, the platforms are unlikely to be used to their full extent. The question thus lies with which platforms to use and understanding which challenges universities should be aware of, including General Data Protection Regulations.
The session will disclose initial findings on student engagement, the use of two different platforms, and how that may influence collaboration, comparing the use of social media whilst teaching face to face vs remote teaching and a reflection from students on the benefits encountered. The impact on the quality of education and relationship with student success will be discussed and whether social media can create a sense of community
Supporting care-experienced students: learning from the NNECL Quality Mark
No full textCare-experienced students continue to be under-represented within higher education and are designated as a target group by the Office for Students. Institutional Access and Participation Plans are required to make specific reference to support for this group of students through dedicated schemes of work to improve access, progression and success, alongside broader measures to ensure an inclusive environment across the curriculum and associated support services.
Each year, through our John Lennon Imagine Award scheme, LJMU supports in excess of 130 students who are care-experienced or estranged from their families, in parallel with targeted outreach activity in schools and colleges.
In June 2021, the National Network for the Education of Care Leavers (NNECL) launched a new Quality Mark for the inclusion and success of care-experienced learners. This sets out a rigorous, whole-student life cycle framework across seven strategic themes, encouraging institutions to review and assess their current provision for care-experienced students and develop robust plans for future developments. During the 21 / 22 academic year, a working group of academic and professional services colleagues have collaborated on LJMU\u27s submission to the Quality Mark, with the University subsequently becoming the first institution outside of the pilot phase to achieve the Quality Mark.
This session will examine the University\u27s current provision in the context of the NNECL Quality Mark framework. We\u27ll encourage participants to consider how their current practice effectively meets the needs of care-experienced learners and how individuals, departments and Schools can best support our three year action plan of future work to ensure that we continue to effectively meet the needs of care-experienced individuals across LJMU.
 
Everybody’s talking about the values: how the values have informed university achievements over the last 12 months
No full textIn this session we would like to initiate a conversation on how we are living the values at LJMU. Using examples from the Executive Leadership Team we will show how the values have shaped our discussion and informed our institutional achievements.
We would like our conference colleagues to share with us examples of how they feel the values are expressed in their work and how they feel they can use them to ensure that students are always at the heart. We want to bring the values to life to develop a university culture where the values help guide decisions and inform practice to deliver an even better student experience.
We hope that after the session you will continue the conversation within your schools, services and teams.
 
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