Identifying and addressing differential Black, Asian and Minority Ethnic student experiences at a post-1992 institution

2021 ◽  
Vol 23 (3) ◽  
pp. 9-36
Author(s):  
Joanna MacDonnell ◽  
Amandip Bisel
Keyword(s):  
Student Experience ◽  
Student Experiences ◽  
Tuition Fees ◽  
Research Focus ◽  
Group Approach ◽  
Potential Impact ◽  
The University ◽  
Uk Higher Education ◽  
Negative Factors ◽  
Minority Ethnic

The University of Brighton commissioned a university-wide study to identify some of the factors contributing to the Black, Asian and Minority Ethnic degree awarding gap at UK Higher Education Institutions from the perspective of the students that it impacts. An Action Research focus-group approach was used to inform the planning for the institutional 2020–2025 Access and Participation Plan and an application for the Advance HE Race Equality Charter. This project focused on students who were identified as British and/or qualified for home (UK-resident) tuition fees. This paper presents the positive and negative factors identified from the focus groups as having a potential impact on the Black, Asian and Minority Ethnic student experience. Findings are separated into two categories, the academic student experience and the non-academic student experience, and the paper highlights those factors which were consistent across the institution's provision. The paper also discusses the multifaceted, whole-institution approach which has been taken in response to these findings and the principles underpinning the actions and interventions. Final remarks share reflections on the learning, both at an institutional and sector-level, and next steps that the University of Brighton intends to take to improve the student experience and address degree awarding gaps.

The Impact of Transculturality on Student Experience of Higher Education

2018 ◽  
Vol 41 (1) ◽  
pp. 75-89 ◽  
Author(s):  
Heidi A. Smith ◽  
Teresa Segbers
Keyword(s):  
Higher Education ◽  
Course Design ◽  
Student Experience ◽  
Student Experiences ◽  
Cultural Learning ◽  
Teaching Staff ◽  
Outdoor Learning ◽  
Face To Face ◽  
The University ◽  
The Impact

Background: Higher education outdoor studies programs retain a critical interest in student experiences as they seek to prepare citizens in a globalized, yet simultaneously neo-nationalist, world. Purpose: This research explored the impact of transculturality on the student experience of outdoor studies in the Transcultural European Outdoor Studies (TEOS) Masters, a course hosted by three universities in three countries. Methodology/Approach: A longitudinal study of the student experience, using a conceptual framework of self, place, transculturality, and outdoor learning theory underpins the research. Semistructured online interviews and one face-to-face retrospective interview were conducted with four participants throughout the course (Semesters 1, 2, 3), plus an additional five participants prior to the end of Semester 3. Findings/Conclusions: The findings elucidate students’ transcultural self-growth and transcultural capabilities, including resilience, intelligence, and fatigue. Implications: Although challenges exist for course design, considerations of transcultural pedagogy and curricula, reflective practices, support for students and teaching staff, cultural learning experiences (including language acquisition), and a willingness to move beyond traditional models of curricula at the university level are recommended.

Effects of choral singing on salivary cortisol levels and self-reported stress in university students

2021 ◽  
Vol 13 (4) ◽  
Author(s):  
Gunnar Glauco De Cunto Carelli Taets ◽  
Ramon Werner Heringer Gutierrez ◽  
Leila Brito Bergold ◽  
Luana Silva Monteiro
Keyword(s):  
University Students ◽  
Salivary Cortisol ◽  
Health Issues ◽  
Group Approach ◽  
Choral Singing ◽  
Before And After ◽  
Quasi Experimental ◽  
Potential Impact ◽  
Cortisol Levels

Although mental disorders are common among university students, the majority of students with mental health issues do not seek out treatment during their academic life. The aim of this study was to evaluate the effects of a novel group approach- choir singing, and its potential impact on stress, via salivary cortisol levels and self-reported stress levels in university students during 4 sessions of choir singing. It was based on a quasi-experimental research conducted with 25 Brazilian university students. Each choir singing session lasted 60 minutes. A question was asked before and after the intervention: what is the level of your stress? Salivary cortisol was collected before and after the intervention. After the choir singing intervention, there was  a statistically significant reduction in self-reported stress (p<0.0001) and salivary cortisol levels (p<0.0001). This research suggests that choir singing can reduce the self-reported stress of university students after 4 weeks of follow-up with ∆= 45.83% and salivary cortisol levels in the first week with ∆= 3.57%.

Development of Industrial and Commercial Management in Central and Eastern Europe and the Former Soviet Union

1998 ◽  
Vol 12 (2) ◽  
pp. 107-114
Author(s):  
John Churcher ◽  
Patricia Worgan
Keyword(s):  
Soviet Union ◽  
Eastern Europe ◽  
Former Soviet Union ◽  
Central And Eastern Europe ◽  
Management Training ◽  
Independent States ◽  
Training Courses ◽  
Training Programmes ◽  
The University ◽  
Uk Higher Education

UK higher education, in partnership with UK industry, contributes positively to the training of managers and entrepreneurs from Central and Eastern Europe (CEE), the New Independent States and Russia. Since 1992, the University of Luton has delivered management training courses in CEE and the former Soviet Union (FSU), developing expertise to assist both UK companies and CEE/FSU managers to understand the different attitudes and experiences that will help to overcome potential partnership problems and encourage East-West industries to take full advantage of the increasing trading opportunities. This case study analyses the management training programmes, and details pre- and post-training insights.

scholarly journals Unwaged Posts in UK Universities: Controversies and Campaigns

2015 ◽  
Vol 13 (2) ◽  
pp. 533-553 ◽  
Author(s):  
Kirsten Forkert ◽  
Ana Lopes
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Trade Unions ◽  
Creative Industries ◽  
Early Career ◽  
Higher Education System ◽  
Use Of Social Media ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

This article examines unwaged posts at UK universities, using recent examples of advertised job posts. While unpaid work is common in the UK higher education system, unwaged posts are not. The posts under scrutiny in this article differ from traditional honorary titles as they target early career academics, who are unlikely to have a paid position elsewhere, rather than established scholars. The article contextualizes the appearance of these posts in a climate of increasing marketization of higher education, entrenching managerialism in higher education institutions, and the casualization of academic work. We also discuss resistance to the posts, arguing that the controversy surrounding unpaid internships in the creative industries created a receptive environment for resisting unwaged posts in academia. We analyze the campaigns that were fought against the advertisement of the posts, mostly through social media and the University and College Union. We explore the tactics used and discuss the advantages and limitations of the use of social media, as well as the role of trade unions in the campaigns against these posts, and we reflect on what future campaigns can learn from these experiences.

scholarly journals The Real-Time REF Review: A Pilot Study to Examine the Feasibility of a Longitudinal Evaluation of Perceptions and Attitudes Towards REF 2021

2019 ◽  
Author(s):  
Netta Weinstein ◽  
James Wilsdon ◽  
Jennifer Chubb ◽  
Geoff Haddock
Keyword(s):  
Pilot Study ◽  
Real Time ◽  
Research Assessment ◽  
Research Assessment Exercise ◽  
Perceptions And Attitudes ◽  
Education Community ◽  
Stern Review ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

The UK first introduced a national research assessment exercise in 1986, and methods of assessment continue to evolve. Following the 2016 Stern Review and further rounds of technical consultation, the UK higher education community is now preparing for the next Research Excellence Framework – REF 2021.Despite its importance in shaping UK research cultures, there is limited systematic and nuanced evidence about how academics across the sector view the REF, and which aspects are viewed favourably or unfavourably. The aims of this pilot study were twofold: first, it was designed to gather initial data to address this evidence gap; second, it was aimed at testing the feasibility of conducting a longitudinal study into academic and managerial attitudes towards the REF. We argue that further research to better understand the effects of the REF on research cultures, institutions, and individuals should be part of the evidence used to inform the development of future iterations of the exerciseThe Real Time REF Review Pilot Study was developed and delivered by a research team from Cardiff University and the University of Sheffield, in collaboration with Research England.

scholarly journals The university campus and a sense of belonging: what do students think?

2020 ◽  
Author(s):  
Hilda Mary Mulrooney ◽  
Alison Faith Kelly
Keyword(s):  
Student Perceptions ◽  
Ethnic Diversity ◽  
Therapeutic Potential ◽  
Emotional Experience ◽  
Academic Staff ◽  
Physical Space ◽  
Student Experiences ◽  
University Campus ◽  
The University ◽  
The Impact

The physical configuration of the university campus impacts upon student learning and experience, and can be used to signal institutional priorities. The extent to which campus, particularly in post 92 institutions, is designed as opposed to evolving as older buildings are repurposed or replaced is variable. Student experiences and perceptions of the campus physical space are also unclear. This study aimed to explore student perceptions using qualitative methods. Data were collected during 8 focus groups from 37 participants. The majority were young and female, with considerable ethnic diversity. Six major themes were identified, many of which did not directly relate to the physical space itself. Rather the impact upon students’ emotional experience and engagement with the institution was emphasised. ‘Belonging’ was the most common theme; indicating that the nature of the physical space on campus is not neutral, but can affect the extent to which students can form attachments with each other and academic staff. ‘Nature’ was the second most commonly mentioned theme. Green space has therapeutic potential in stress management, important given mental health concerns in young people including students. The ideal campus as described by participants would include green non-smoking spaces with an emphasis on health promotion. Opportunities to include nature on campus should be taken, and future proposals to design the campus should canvas student views.

Exploring the ‘unexplained’ awarding gap through understanding BAME students' experiences

2021 ◽  
Vol 23 (3) ◽  
pp. 57-67
Author(s):  
Sara de Sousa ◽  
Judy St John ◽  
Emmanuella Emovon
Keyword(s):  
Business School ◽  
Academic Staff ◽  
Professional Staff ◽  
Inclusive Curriculum ◽  
Recommendations For Action ◽  
University Experiences ◽  
Narrative Methodology ◽  
Ethnic Students ◽  
The University ◽  
Minority Ethnic

A narrative method of enquiry was used to investigate the university experiences of Black, Asian and minority ethnic (BAME) students studying in a south-eastern UK business school. Participants were self-selecting undergraduates and postgraduates and academic and professional staff. The three facilitators were all academic staff from the Business School: two who identify as Black, one who identifies as white. Using a ‘Thinking Group’ (Kline, 1999) narrative methodology, it was found that issues relating to belonging, isolation, inclusive curriculum, and employability are all impacting Black, Asian and minority ethnic students' success in the Business School currently. The research resulted in the co-creation of 30 recommendations for action in the following academic year.

A Case for Integration

Gamification ◽  
2015 ◽  
pp. 1865-1880
Author(s):  
Alex Moseley
Keyword(s):  
Game Design ◽  
Integrated Approach ◽  
Assessment Method ◽  
Assessment Practice ◽  
Full Study ◽  
Assessment Of Student Learning ◽  
The Uk ◽  
Intended Learning Outcomes ◽  
The University ◽  
Uk Higher Education

There is growing interest in assessment of student learning within education, not least because assessment practice within some sectors (the UK higher education sector for example) is stagnant: many courses designed independently to the assessment method and assessed through a small number of traditional methods. Games-based learning has shown little deviation from this pattern – games themselves often removed from assessment of the skills they are designed to teach, and in the worst cases from the intended learning outcomes: gamification being a particularly formulaic example. This chapter makes the case for an integrated approach to assessment within learning games and the wider curriculum, drawing on elements within game design that provide natural opportunity for such integration. To demonstrate and evaluate such an approach, integrated assessment case studies (including a full study from the University of Leicester) are presented and discussed.

scholarly journals Quarantined, Sequestered, Closed: Theorising Academic Bodies Under Covid-19 Lockdown

2020 ◽  
Vol 2 (3) ◽  
pp. 791-811
Author(s):  
Lesley Gourlay
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Institution ◽  
Black Death ◽  
Spatial Practices ◽  
Online Teaching And Learning ◽  
Working Practices ◽  
The University ◽  
Uk Higher Education

Abstract The term ‘quarantine’ is derived from the Italian quarantena, from quaranta, referring to the forty days of isolation traditionally imposed during the era of the Black Death in Europe. This paper examines this and related contemporary terms, in order to consider the complex and contradictory nature of enforced sites of isolation, with reference to the historical literature. The centrality of spatial practices in the current pandemic is emphasised, with a focus on the normally unobserved, micro practices of individuals under ‘lockdown’. The paper reports on an interview study conducted at a large UK Higher Education institution during the Covid-19 ‘lockdown’, and analyses the accounts of six academics, focusing particularly on their embodied and sociomaterial practices, with reference to the etymological analysis. The paper considers the extent to which their reported experiences reflect the various meanings of the term sequestrato, going on to propose that their working practices, particularly focused on screens and video calls, are characterised by a need to ‘perform the university’. I speculate on how the ontological nature of the university itself has been fundamentally altered by the closure of the campus and lockdown, proposing that the site of the university is now radically dispersed across these sequestered bodies. I conclude by calling into the question the accuracy of the term ‘online teaching and learning’, instead suggesting that in a fundamental sense, none of these practices is in fact ‘online’ or digital.

scholarly journals Analyzing Research Trends in University Student Experience Based on Topic Modeling

2020 ◽  
Vol 12 (9) ◽  
pp. 3570
Author(s):  
Seongyoun Hong ◽  
Taejung Park ◽  
Jaewon Choi
Keyword(s):  
Higher Education ◽  
Topic Modeling ◽  
Tertiary Education ◽  
Student Experience ◽  
Research Trends ◽  
University Student ◽  
Main Research ◽  
Online Technologies ◽  
Research Fields ◽  
The University

This study aims to identify research trends in student experience in higher education through analyzing the topics around which research on university students’ experiences has been conducted. Using the topic modeling technique, the Scopus database for studies published up to 2017 containing the terms “student experience” and either “higher education” or “tertiary education” in their titles, keywords, and abstracts was searched. After excluding overlapping studies, a total of 1211 studies were extracted. The articles were then classified into a total of 21 topics on university student experience, including “Learning with online technologies”, “Practice at the university”, and “Diversity in college”. The results of the current study indicate that it will be possible to offer various programs to support more valuable and better student experience at the university level. Thus, this study elucidates the ways in which research fields regarding student experience have been constructed and the ways in which the main research trends have changed.

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