Innovations in Practice (LJMU)
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Sector reports review: September 2018 to January 2019
Full text linkThis paper provides a summary of selected reports and papers (‘grey literature’) published by key HE sector organisations in England (and the UK), and ‘think tanks’ between September 2018 and January 2019. These include: Advance HE; the All-Party Parliamentary Group for Assistive Technology (APPGAT); Association of Graduate Careers Advisory Services (AGCAS); Department for Education (DfE); GuildHE; High Fliers; Higher Education Policy Institute (HEPI); Higher Education Statistics Agency (HESA); House of Commons Library; Institute for Fiscal Studies (IFS); Jisc; Migration Advisory Committee (MAC); Office for Fair Access (OFFA); Office for Students (OfS); Papyrus UK (Prevention of Young Suicide); Policy Connect; The Sutton Trust; The Universities and Colleges Admissions Service (UCAS); UK Advising and Tutoring (UKAT); Universities and Colleges Information Systems Association (UCISA); UK Council for International Student Affairs (UKCISA); UK Standing Committee for Quality Assessment (UKSCQA); Universities and Colleges Union (UCU); Universities UK (UUK); Universities UK International (UUKi); Warwick Economics and Development (WECD); The 1752 Group.
The themes covered in the paper include: grade inflation; post-qualification applications; unconditional offers; access and participation plans; the multiple equality measure; outreach; targeted tuition fees; degree apprenticeships; the English Baccalaureate; the student voice; analysing qualitative data; student engagement; students’ unions; student engagement and experience surveys; part-time learners; commuter students; flexible learning; student wellbeing (suicide prevention, personal tutoring); equality and diversity; religion and belief; sexual misconduct; technology enhanced-learning (TEL); TEL accessibility; the intelligent campus; managing change; the graduate labour market; employability; first destinations of disabled students; enterprise education; graduate earnings; internships; practice-informed learning; graduate wellbeing; institutional accountability; internationalisation; student outward mobility; transnational education; and the HE workforce (academic staff)
Book Review of Samuel Stones and Jonathan Glazzard (2019) Supporting Student Mental Health in Higher Education
No full textSamuel Stones’ and Jonathan Glazzard’s, Supporting Student Mental Health In Higher Education is part of a new series, Positive Mental Health, that aims to provide a “modern and comprehensive set of evidence based strategies for promoting positive mental health”. The authors write from perspectives informed by research focused on special educational needs, disability and LGBTQ+ inclusion, and the promotion of mental health in educational contexts based on their experience as educators in compulsory and post-compulsory settings. Consequently, they impart an appreciation of the crucial contributions that educational professionals can make to student mental health, given appropriate training and practical guidance informed by contemporary research. At just 144 pages, the authors have focused on offering concise explanations, which enhances the book’s accessibility. Mental health is a complex area and can be daunting to many practitioners, new or experienced. That said, the book is commendable in its scope, covering: transitions, risk factors, common mental health needs and how to support specific groups of students
Book Review of Naomi Winstone and David Carless (2019) Designing Effective Feedback Processes in Higher Education: A Learning-focused Approach
Full text linkMany in higher education have advised of the need to move from transmission-based approaches to those in which students are active participants in their learning. Assessment and feedback, especially, have been much slower – even, seemingly reluctant, to adapt. Encouragingly though, pedagogic discourse and research on feedback is now shifting away from teachers’ actions towards those of students and, more specifically, how they engage with and use messages about their work. [Review continues
Refreshing peer observation through Walkabout Weeks: observers as voyagers, not vampires
Full text linkWhen one observes, two learn. This viewpoint piece argues that peer observation can serve an important role in facilitating profound conversations about teaching, expanding tutors’ ‘significant networks’. HE tutors are traditionally wary of inviting spectators into their classrooms, observers relying on invitations in the same way that vampires require invites before they are can enter a room. It is argued that observers are better conceptualised as voyagers, exploring new environments for personal development. It is within this context that Walkabout Weeks were born, a fortnight each year where science tutors open their classrooms to colleagues. This initiative has enhanced the visibility of casual peer observation, further normalising this practice, and has provided a rich source of diverse observation opportunities for inexperienced staff. By also welcoming non-academics into classrooms, administrative staff have gained deeper insights into the academic lives of the students that they support, a distinctive feature of the scheme
Volunteering: enhancing the student experience
Full text linkIn 2016, HEFCE commissioned a study into the relationship between public or civic engagement and the student experience. In the resulting report, it describes this engagement as connecting the work of the university to society, and lists three key components: transmitting information to inspire and educate; receiving information through actively listening to concerns, insights or views; and collaborating with communities to solve problems with co-created or co-designed solutions. At LJMU, we can point to many examples of activity within these themes, which supports our identity as a ‘pioneering modern civic university’. This paper is a reflection on civic engagement and the role of student volunteering.
Small group work: dodging potential pitfalls to reach the pedagogic possibilities
Full text linkSmall group work is a common learning format in higher education. Whilst numerous positive learning outcomes are associated with this approach, there are also pitfalls scattered along the way that can undermine the entire process. In this Viewpoint paper, I reflect on my experiences of teaching a small group work module. It discusses new strategies I have employed to nurture communication and interaction within the student groups, and considerations I took when constructing them. My challenge was to build a positive socio-cultural context for learning to take place, as the learning environment can exert considerable influence on the experiences students have whilst trying to work cooperatively with their peers
Sector reports review: September 2017 to January 2018
Full text linkThis paper provides a summary of selected reports and papers (‘grey literature’) published by key HE sector organisations and ‘think tanks’ between September 2017 and January 2018. These include: Association of Graduate Careers Advisory Services (AGCAS); Department for Business, Energy and Industrial Strategy; Department for Education (DfE); Equality Challenge Unit (ECU); Gambling Commission; Higher Education Academy (HEA); Higher Education Careers Service Unit (HECSU); Higher Education Funding Council for England (HEFCE); Higher Education Policy Institute (HEPI); Higher Education Statistics Agency (HESA); Institute for Public Policy Research (IPPR); National Audit Office (NAO); Oxford Economics; Quality Assurance Agency for Higher Education (QAA); Social Market Foundation; Society of College, National and University Libraries (SCONUL); The Sutton Trust; Universities and Colleges Admissions Service (UCAS); UK Council for International Student Affairs (UKCISA); Universities UK (UUK); and Universities UK International (UUKi).The themes covered in this paper include: the HE market; HE participation and enrolments; admissions and supporting transition; student outcomes after the first year; teaching excellence; student engagement; postgraduate experiences; peer review of teaching; assessment; peer learning and mentoring; academic integrity; degree algorithms; student transfer; mental health; supporting disabled students; supporting progress; ethnicity, equality and diversity; care leavers; transgender experiences; sexual harassment; impact of gambling; student fees; enterprise and entrepreneurship; employability; work-based learning; university-business partnerships; intentions after graduation; graduate retention; graduate wellbeing; Brexit; internationalisation; challenges in HE; arts education; university-schools partnerships; HE workforce; academic libraries; and alternate providers of higher education
It started with a KIS...
Full text linkI never thought it would come to this…- Hot ChocolateIn Robert Troschitz’s (2017) Higher Education and the Student, the universal and the particular sit side by side. In the universal sense of HE, the economic, liberal and social ideas that have structured discourse since 1945 are illuminated and, from this telescopic lens, Troschitz sends our vision plunging from huge vistas to focus on some fine detail. In this journey, one notices how the position of the student in terms of power has shifted. There are many points of departure but, for me, the KIS (Key Information Set), articulated in the 2011 White Paper Higher Education: Students at the Heart of the System, strikes me as one of those points of detail that have cast a particular shadow on us today, especially in relation to the subject-level TEF (Teaching Excellence and Student Outcomes Framework).[Editorial continues
Internationalisation: cui bono?
Full text linkMany universities are striving to internationalise, each with its own rationale. To benefit students, these efforts must go beyond the recruitment of international students and the development of transnational education, even though these bring their own fiscal and cultural rewards. Here we examine the value of the other strands of the international agenda – student and staff exchange and internationalising the curriculum – as the aspects that most directly benefit the student experience
Student mental health and wellbeing: a synopsis from recent sectoral reports
Full text linkSectoral reports, or ‘grey literature’ (reports, technical notes, guidance materials, surveys) from key higher education policy bodies and think tanks, have been summarised in the Sector Round-up section of Innovations in Practice since 2016. Ahead of a new mental health charter for UK universities, which is expected to be rolled out in 2019/20, this paper summarises some of the findings and conversations that have taken place on student mental health and wellbeing in recent months.
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