Friday 23 November 2012

Book Review: Helping Doctoral Students Write – pedagogies for supervision


Helping Doctoral Students Write – pedagogies for supervision

Nick Sutcliffe

Abstract


A review of the book: "Helping Doctoral Students Write: Pedagogies for Supervision" written by Barbara Kamler and Pat Thompson (2006, Routledge).

Keywords


Doctoral students; doctoral supervision
Full Text: PDF


The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Coping with the first fail: a strategic approach to student retention


Coping with the first fail: a strategic approach to student retention

Simon Smith, Andrea Lee

Abstract


This short report presents the findings of a pilot study conducted to tackle student attrition within year 1 undergraduate business school programmes. The approach tracks across a year of study 13 Accounting and Finance students (the business programmes with distinctly the worst attrition statistics) from a cohort of 92 who failed their very first assessment in higher education. A variety of interventions were used within an action research approach, including interviews, coaching and general academic skills support classes. 12 of these 13 ‘at risk’ students successfully passed their year of study and continued their studies within the institution. Ultimately, the study presents an alternative and strategic micro-level approach that could prove useful in the continuous efforts towards improving student retention.

Keywords


Student Retention; Undergraduate Learning; Coaching
Full Text: PDF
The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Editorial - 2012


Editorial

Rachel Maunder, Scott Turner, Simon Sneddon, Anna Crouch

Abstract


An introduction to this re-launch edition of the journal by the new members of the editorial team
Full Text: PDF


The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Using culturally relevant case studies to enhance students’ learning: a reflective analysis of the benefits and challenges for social work students and academics


Using culturally relevant case studies to enhance students’ learning: a reflective analysis of the benefits and challenges for social work students and academics

Prospera Sorviel Tedam

Abstract


‘Internationalising the curriculum’, ‘multi-cultural education’, ‘culturally sensitive’ education, and ‘culturally competent teaching’ are terms often used to describe teaching and learning which provides opportunities for learning about multiple and diverse contexts in which specific aspects of knowledge can be applied. In social work education, there is a growing call for an international outlook in teaching and practice learning to enhance the experiences of learners and also to prepare graduates for working in a global context. Using a case study approach, this article will explore the particular experiences of a student of Zimbabwean origin and the adoption of an African focussed example used to facilitate the particular student’s learning. In particular, Bandura’s Social Learning Theory (1977) will be discussed drawing upon themes and ideas from Africa with the aim of demystifying and making accessible social work theory to a diverse student group. The paper concludes that the use of culturally relevant case studies is an effective and beneficial strategy to engage a diverse student group and calls academics to make creative and innovative use of their skills, knowledge and expertise in the area of social work pedagogy.

Keywords


African students; international social work; cross-cultural education; social work education; social work theory
Full Text: PDF

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

An exploration of the motivations of service users and carers involved in student social work education and the challenges that such involvement brings


An exploration of the motivations of service users and carers involved in student social work education and the challenges that such involvement brings

Valerie Gant

Abstract


Since the inception in 2003 of the degree-based route for social work qualification, the General Social Care Council (GSCC) requires people who use social work services and carers to become involved in all aspects of a learners experience on qualifying social work programmes. This article reports on a qualitative study designed to explore the motivations and challenges such involvement brings. The aim was to incorporate the voices of those involved and add to the discourse on user and carer involvement in higher education. A series of focus groups occurred to investigate differing perspectives. Views from all parties regarding the learner experience were explored. Findings suggest that students had much to gain in terms of confidence and skills by involvement by users and carers from theoretical and practical perspectives. Service users and carers reported they enjoyed the experience and for some this also lead to an increase in confidence and abilities. Academic staff reported how the involvement of service users and carers brought value and ‘reality’ to classroom based learning. In conclusion, moving beyond the boundaries of ‘traditional’ classroom based learning, towards the myriad of possibilities user and carer involvement in the curriculum brings, enhances the experience of learners, academics, users and carers alike.

Keywords


Service user and carer involvement; higher education; social work
Full Text: PDF

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

An action research project to explore the effect of a pre-assessment intervention with undergraduate occupational therapy students


An action research project to explore the effect of a pre-assessment intervention with undergraduate occupational therapy students

Anita Volkert

Abstract


This action research study was conducted with 40 undergraduate occupational therapy students completing a Level 6 module. Following identification of the issue of student performance in the module assessment, an emancipatory action research cycle was implemented (Atwal, 2002), consisting of a pre-assessment intervention (Rust et al., 2003) to enhance student understanding of the assessment criteria being used. Results were gathered via reviewing student performance and comments from student module evaluations. Reflection and wider implementation of the action was then completed. The project resulted in an indication of improvement in student performance in the module assessment and a reported increase in student engagement. Findings suggest the need to include some form of formative feedback or pre-assessment intervention in all undergraduate modules in health and social care education. Recommendations for further research are discussed.

Keywords


Action research; assessment; formative feedback
Full Text: PDF


The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Assessing the impact of students facilitating workshops within the context of a collaborative cross institution project


Assessing the impact of students facilitating workshops within the context of a collaborative cross institution project

Grant Petrey

Abstract


This research was conducted to evaluate the impact that situated collaborative learning projects can have on the experience of students who lead workshops as student facilitators. Following the ‘Communities of Practice’ work of Lave and Wenger (1991), this cross institution project was developed in conjunction with the University for the Creative Arts (UCA) in Kent, and Turner Contemporary, Margate, and Charles Dickens School. Secondary school, further education and higher education students produced animation work from source materials obtained from the Margate Community in a series of short workshops. These workshops were facilitated by mixed stage student volunteers from the BA (Hons) Animation Arts course, School of Fine Arts at UCA. The impact of this project on the student experience as a strategy for enhancing critical skills and improving self-efficacy is considered via qualitative research yielded from student feedback. The results revealed the approaches used by the student facilitators in managing the learning of others and a range of cognitive and meta-cognitive strategies which they deployed, including evidence of scaffolding.

Keywords


Peer Assisted Learning; scaffolding; student facilitation
Full Text: PDF

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Students’ views on higher education learning environments for professional teacher education


Students’ views on higher education learning environments for professional teacher education

Diane Stoncel, Ann Shelton-Mayes

Abstract


There is a national debate about the connection between the physical environment and learning (McGregor, 2004), and the importance of designing the physical space to enhance the quality of learning (DfES, 2004a, 2006, 2007; JISC, 2006; SMG 2006a). This two year research project considers the views of 174 higher education students, who have undertaken professional initial teacher education programmes, on what makes an effective higher education learning environment for professional development and their evaluation of their current experience. Results confirmed the importance of high quality higher education environments to support a range of learning and teaching approaches, presenting challenges to HE in designing flexible, appropriate spaces for professional programmes.

Keywords


Learning spaces; buildings; initial teacher training
Full Text: PDF


The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index