Search

Both challenges and opportunities are inherent with a growth in Chinese international students in UK Higher Education. However, teachers from the West may not understand the differences in Chinese educational practices, which can lead to negative stereotyping of these students as passive and problematic. This paper rejects this deficit perspective, focusing on the views of Chinese students as to what might need to change about the UK teaching and campus environment to improve their learning experience. Two focus groups were held with Chinese social science Masters' students in a UK university. Some of their key requests included to reduce class sizes; to provide more guidance around study skills; to offer more timely and accessible information; to provide a more flexible range of services and learning support; and to create more social time with staff and other students. The discussions particularly brought out the importance of 'relational pedagogy'. These requirements will need more staff time and institutional flexibility which will necessitate adequate funding. The authors conclude that, despite Chinese students' significant contribution to the local economy and to University finances, there does not seem to be a commensurate investment in protecting their wellbeing and ensuring they receive a quality education. We consider it is important to listen to and act on the students' suggestions outlined here if UK Higher Education is to remain the destination of choice for many Chinese and other international students.

Single-parent families represent a significant proportion of all UK families, but literature suggests that they face challenges in accessing, participating in, and completing Higher Education (HE). This article draws on data obtained from three months of mixed-methods research in 2021 with single-parent students to explore the meanings of being a single parent studying at university in the UK in the context of the COVID-19 pandemic. In doing so it considers the personal demands that the pandemic placed on single-parent students, and the avenues of support available for single-parent students in the context of the UK HE system. These issues are then analysed within a theoretical framework to argue that single-parent students occupied a simultaneous position of agency and mastery in the context of HE. The article concludes with three key recommendations for change: (1) Universities should collect data on student parents and use this data to enable tailored support via student support services; (2) Universities should work with Student Unions to ensure parent-friendly freshers activities and ongoing social/support groups for student parents; and (3) Universities should make concrete changes to campus space, including the introduction of accessible, flexible, discounted childcare on campus, parent and baby rooms, and baby-changing facilities. These three changes would significantly improve the experiences of single-parent students studying at university in the UK. [This paper was presented at Aberystwyth University School of Education Research Seminar in November, 2021.]

This paper examines the PhD by publication in the humanities and social sciences in US, UK, Canadian and Australian universities. A set of PhDs by publication from each of these countries were collected for the study. The theses were analysed to see to what extent they fitted, or not, with discussions of thesis types described in previous research into the PhD by publication. Interviews with students and supervisors were carried out to investigate the choices that students made in their writing. University rules for the submission of PhDs by publication and related policy documents are also examined. The study found that there seems to be a preference for different types of PhD by publication in each of the countries. In the US they were all prospective PhDs with the work being especially written for the thesis. In the UK, by contrast, retrospective PhDs, the PhD by published work, largely dominate. Canada was similar to the US, at least in the area of study where the data were collected for the paper, Education. In Australia, both prospective and retrospective PhDs were found, although it was the former, the prospective PhD, which dominated.

Despite the viva being an essential component of all PhD and other doctoral qualifications in UK universities, there is little research into their accessibility for autistic students, or the process of adjusting them to individual students' needs. Autistic student voices about the viva are almost completely absent from the literature. This paper is the first to employ a collaborative, ethnographical case study to explore the doctoral viva voce experience of an autistic student, directly from their perspective and from the perspectives of non-autistic academics central to the process. The experiences we share highlight the limitations of 'reasonable accommodation' plans, if they offer only generic support based on a diagnostic label, rather than taking account of the individual needs, and the importance of recognising the unique role that the viva voce holds within doctoral studies. We present a 'reasonable accommodations' discussion document, to facilitate autistic student-centred discussions and ensure the viva process is fair and accessible. We further assert that accommodations should be formally noted within the examination report as to their use and impact.

A key purpose of the Foundation Year provision is to prepare students, often from a widening participation background, for their undergraduate study. Research has established that access to academic discourse and disciplinary knowledge is, to a large extent, dependent on students' academic language and literacy skills, including oracy skills. However, little attention is paid to oracy skills in the higher education literature, and less so in the context of a Foundation Year. In this paper, we explore Foundation Year students' and teachers' perceptions of the importance of oracy skills in preparing for undergraduate study. We also investigate Foundation Year students' confidence in these skills at the start of their university programme. Initial findings suggest that whilst teachers and students report oracy skills are important for undergraduate study, they disagree on which subdomains of skills are the most important. Quantitative data suggests students report confidence in their oracy skills upon entering higher education, however, qualitative data suggest a more nuanced picture, with students reporting a desire for more small group practice. Drawing on these insights, we make suggestions for explicitly teaching oracy skills in Foundation Year. This would not only raise the status of oracy skills as a key part of the Foundation Year curriculum but also emphasise the relationship between widening participation, oracy skills and academic achievement.

Against the backdrop of a diverse and challenging Higher Education (HE) environment within the United Kingdom (UK), this paper extends existing debates around extracurricular activities (ECAs) and considers students' engagement in ECAs within this context. Adopting a case study approach, and involving a team of student researchers, students' perceptions of ECA-programmes at a post-1992 Higher Education Institution (HEI) are explored. A total of 38 students took part in a series of six focus groups. The data collected was thematically analysed and two key themes emerged, namely: perceptions that there is a hierarchy of ECAs, and an enhanced awareness of the barriers to students' participation in ECAs, including the potential for harm. This paper examines the prospective impact of these findings and makes recommendations for the future development of ECA-programmes within HEIs.

The appointment of student governors to the governing board is mandatory in further education (FE) colleges across the UK. There is, however, confusion and lack of clarity over the role of the student governor, and little empirical research, especially involving direct observation, has been undertaken which sheds light on this. This paper examines how the role of the student governor is understood by governing boards and how it is enacted in practice. Over one calendar year, we observed and video/audio-recorded governing board meetings in eight FE colleges across the UK, two in each UK country (England, Northern Ireland, Scotland, Wales). In addition, we interviewed key actors and spoke to student governors. Our findings reveal a lack of understanding about the role of the student governor which creates a tension between student governors acting in an advisory capacity as part of the governing body, and student governors representing learner voice. We conclude with recommendations for boards aimed at facilitating meaningful engagement of the student governor in governing processes.

Despite ever-strengthening political rhetoric to the contrary, there can be little doubt that the holistic value of an undergraduate degree is far greater than merely its potential for employability enhancement. However, what is less clear is the extent to which fee-paying students perceive broader aspects of value, and how such value perceptions are formed. This paper outlines findings from an exploratory case study comprising six life history interviews in which past and present law students from a post-92 university in the UK were asked to explore how they perceive the value of their degree, specifically focusing on how and when such value perceptions might have been shaped by their life experiences. Through analysis of the resultant data, a wide range of possible 'generative mechanisms' were identified which may influence student value perceptions in this context. Generative mechanisms are not direct causes but things which have the potential to have a real-world impact given the right conditions. By understanding such mechanisms, legal education providers -- and to a lesser extent also providers from other disciplines -- can more effectively design and market their programmes to ensure that they deliver maximum value that is perceived within their markets.

In UK higher education, minority ethnic students are less likely to graduate with a good degree than their White British counterparts, even when prior attainment is considered. Until recently, concerns about this ethnicity degree awarding gap have not received the research attention it deserves. In this paper, we contribute to this gap in knowledge with a focus on how students make sense of the difference in degree outcomes by ethnicity. Informed by 69 in-depth interviews with minority and majority ethnic students at a UK university, we explore their views towards the ethnicity degree awarding gap, why it exists and what would be their solution to reduce this difference. Although some students perceived the awarding gap as a reflection of individual aptitude, others have attributed social barriers for degree outcome differences. We present five recommendations as suggested by students for policy and practice. Firstly, the provision of greater economic support for minority ethnic students, which will improve access and a more diverse student population. Secondly, to establish an institutional commitment to challenge and eradicate all forms of racism on campus, including microaggressions. Thirdly, to increase representation of minority ethnic staff and students in higher education to improve students' sense of belongings and aspirations, with the emphasis on greater staff diversity. Fourthly, to diversify the curriculum with a wider range of values and perspectives incorporated into teaching. Finally, universities need to be proactive and reflective to ensure structural barriers are reduced or eliminated through additional support or alternative provisions.

Attempts to personalise mass higher education systems have received increasing attention as universities compete to attract students. In the United Kingdom (UK), most higher education institutions have a system of personalised supported learning, usually called personal tutoring. Personal tutors are typically academic members of staff who support students to integrate into the university academic community. Institutions assume that a system of personal tutoring enables student satisfaction, progression and attainment -- key performance indicators in competitive higher education landscapes. Personal tutors support their tutees in achieving their personal, academic or professional goals. Systems of personal tutoring are often designed around what role the personal tutor should perform, rather than what purpose the role should serve. This paper uses thematic analysis of students' perceptions of personalised support for university learning, to elucidate improvements to its' design and contributes to theorising effective personalised student support mechanisms. Insights from this analysis showed students could detect design that lacked sincerity, particularly in relation to adequate resourcing. A central contradiction may therefore exist in resourcing personalised support within a mass higher education experience. A design tool using the dimensions to be considered in the approach to creating systems of personalised supported learning is presented and discussed.

TESOL postgraduate students come to the UK from China seeking an authentic environment in which to develop their English language skills and learn about their host culture. This paper provides a substantive review of the historical context of higher education in China, including its Confucian cultural heritage, and shows its evolution from a system of rote learning to one increasingly embracing critical thinking and active classrooms. Significant previous studies on the Chinese international student experience in Western academic contexts are then presented. Applying this, we present a needs analysis conducted at a British university to elucidate perceived missing adaptation support and the resulting programme, demonstrating what was successful and providing best practice recommendations for other universities looking to enhance sociocultural support for this changing student population. Our goal is to assert the need for Western higher education to acknowledge the changing profile Chinese international students, specifically postgraduates, will have upon matriculation.

Universities are paying increased attention to how they might support the ethical development of their students as one of a range of graduate attributes that will enable them to negotiate increasingly complex professional, civic and personal futures. Scenario-based learning is a long-standing strategy used in ethical teaching, and this paper describes and evaluates a version of this approach as applied to a second year undergraduate tutorials module. A quantitative assessment of the development of students' ethical sensitivity over the course of two deliveries of the module shows an uneven impact but also some encouraging trends. A detailed qualitative analysis of how students responded to each scenario identifies five factors that appear to precipitate more in-depth reflection on ethical problems, and these are presented as useful points of guidance for teachers writing ethical scenarios for the first time or for those aiming to hone their existing practice. These factors include the challenge of devising circumstances which appear realistic and plausible to contemporary undergraduate students, constructing scenarios which encourage readers to reflect on and test their personal values, and portraying events which push students to intervene proactively and so take individual responsibility for their decisions and actions.

How can universities build ongoing, committed relationships with students, able to withstand the financial and emotional challenges of studying in higher education? The research proposes that students' ongoing attachment to their university, based on positive feelings towards the university, is an important aspect of the student experience. This ongoing attachment is conceptualised here as students' affective commitment towards their institution. Using an online survey-method and a research sample comprising undergraduate students studying in the UK, this research identifies three factors which drive students' affective commitment towards their institution. These factors include students' affective commitment towards academics and students' calculative commitment towards the institution; factors which draw from the relational literature. A third factor, commitment balance, was developed within this research. Commitment balance occurs when a student's commitment to their university is perceived to be reciprocated by the university's commitment to the student. The study found that commitment balance was the most important driver of students' ongoing attachment to their institution. The paper proposes that commitment balance is a key idea to consider within relational studies generally, but has a particular relevance in the higher education context for understanding the student experience. Commitment balance reflects the pulse of reciprocity which energises relational exchanges between students and institution. The findings of this research reinforce how critically important it is for universities and academics to build relationships with students. The desired outcome is to enhance the student experience, create positive attachment between students and university and ultimately improve student retention.

This study explores whether randomly assigning group membership enhances the student learning experience. The paper starts with a critical analysis of the approaches to student learning within higher education and how these approaches conflict with findings from applied psychology on group behaviour. The study adopts a serendipitous qualitative methodology to explore how changes to assessment requirements can result in a more holistic learning experience. The findings suggest that students perceive the adoption of randomly allocated groups as an unnecessary risk to their performance within assessment as opposed to an opportunity to enhance their learning. This raises questions regarding the conflict that can exist within education between assessment and learning. The results suggest students operate in a "comfort zone", which can be detrimental to their overall learning experience. Getting students to leave the comfort zone is a particularly stressful situation for both student and educator. Once students leave the comfort zone, competencies that have been dormant surface and they are able to utilise and acquire a wider range of skills. Leaving the comfort zone also results in the creation of a critical incident, which can assist the student in developing their reflective capabilities. The results suggest that randomly allocated groups enhance both an individual's task capabilities and their teamwork capabilities. The paper concludes that the findings have significant implications for those involved in the design of assessment. The paper also provides an interesting commentary on the issues educators face when undertaking education research within a higher educational context. (Contains 1 note.)

In 2008 there were 87,339 people enrolled on foundation degrees (FDs) in the UK (Foundation Degree Forward, 2009), and educational institutions in the UK offered 1700 different foundation degrees in over 25 subjects, with nearly 900 more in development (Action on Access, 2010). In addition, student views are seen to be of importance, as demonstrated by the National Student Survey and the notion of the student as consumer. This paper reports on a study of the views of students undertaking FDs in one university. A mixed-methods evaluation approach was used. Data were collected from students through questionnaires, interviews and focus groups. This was an ambitious project that yielded a vast amount and range of qualitative and quantitative data across multiple cohorts of seven different foundation degrees. Overall, students' perceptions are positive, although some findings vary from one foundation degree to another. Across all subjects, students were agreed on their positive rating on five of the key elements of FDs. There was also agreement that employers did not, on the whole, value the foundation degree qualification. This paper presents the findings of this study and conclusions are drawn that add to the literature about FDs that will be of relevance to those involved in the development and delivery of FDs. (Contains 9 tables.)

This paper reports on the findings of a recent small scale study into the experiences of mature students of a foundation degree (FD) in health and social care. This was an exploratory study that evaluated one particular FD health and social care programme in order to gain an insight into some of the issues involved in delivering higher education through further education settings, and how mature students "make sense" of themselves as learners on FD programmes. This paper examines the responses of the student interviews which depict them as making sense of themselves as "second chance learners" on an educational programme that is "not quite higher education". Discussion of these themes in terms of Bourdieu's notions of habitus, field and capital will be offered alongside Weick's model of sensemaking. (Contains 1 table.)

This paper reports the results of a telephone survey of 151 undergraduates who withdrew in their first year of study at a post-1992 institution. It focuses on the negative experiences which they reported during their time at the university and the ultimate reasons for leaving, exploring in particular issues around choice of course, academic experience, socialization and financial support. From these data and from demographic information held by the university, distinct groupings of similar cases emerge, going some way to illuminating which students leave, when and why. The paper concludes with a discussion around the relationship between dissatisfaction, attachment and student retention, proposing that negative stimuli only go part of the way to explaining withdrawal decisions. (Contains 2 tables.)

A clear understanding of how students view plagiarism is needed if the extensive efforts devoted to helping them engage in high-quality scholarship are to be worthwhile. There are a variety of views on this topic, but theoretical models to integrate the literature, take account of international differences and guide practitioners are limited. Using a large, international student sample, this paper presents just such a model. More than 2500 university students in the UK and Australia completed a questionnaire rating the perceived "seriousness" of various plagiarism-related actions in an individual assignment. Factor analysis identified three underlying themes: dishonest acts, poor referencing, and group work. Group comparisons indicated statistically significant differences in student understanding dependent on previous region of study, current faculty/school and level of study, with the former two emerging as more influential than the latter. This three-factor model provides practitioners with a methodology for integrating the many different studies in the area and gaining a broader overview of student understanding of plagiarism. In particular, it highlights how students consider plagiarism related to group work to be far less serious than other types. Given the increasing emphasis on group work in higher education, the implications of this for policy and practice are discussed. Importantly, the study also notes that effect sizes were small, suggesting that findings in this study, as in other studies, may not represent substantive differences in student perceptions. A single, universal approach to educating students about plagiarism may be as effective as approaches tailored to the individual's background.

Non-traditional students entering Higher Education (HE) via university-based foundation courses often encounter significant personal risk upon their return to study, and this can be exacerbated by a lack of understanding of the academic demands of HE at the point of entry. As part of a wider qualitative, grounded theory study of the effect of diversity on the student experience on a university-based foundation course, which identified themes related to social interaction theory -- competition, camaraderie and self-preservation -- this research paper considers the theme of self-preservation and discusses Beck's "individualisation" theory and the different "risks" evident among foundation course students upon their return to study. The risks highlighted in the narratives related to poverty of time, changing identity and relationships and failure. The effect that these risks had on the learning experience is then considered. University-based foundation courses provide a successful route of entry for a diverse group of students returning to education, yet these courses are currently at risk due to the changing climate of HE. Based upon the findings in this study, recommendations are suggested to help encourage student interaction, reduce student fear of failure and increase their confidence, in order to assist non-traditional students with their transition to university-based foundation courses and their successful progression to degree course programmes.

The Sutton Trust Summer School offers to S5/Year 12 pupils the opportunity to sample student life for a week at one of five selecting universities in the UK. Most of the participants on the Sutton Trust Summer School will be the first generation in their family to attend university and have come from schools which traditionally send low numbers to university, especially the most highly selective universities. This paper examines the impact of the Sutton Trust Summer School on its young participants' aspirations towards university and to the University of St Andrews in particular. We find some unanticipated perceptions of such pupils regarding entry to higher education. A quarter of them, for example, are not in fact aware of any barriers to attending university. However, we show that Summer School attendance provides a significant confidence boost, especially for those who were initially worried about participating. For young males, friendship networks are an important source of information about the Summer School. (Contains 2 tables and 4 notes.)

This paper takes as its focus the initial impressions of education and the role of the educator among those entering the "profession" of "FE educator". The research is carried out with those currently working as educators undertaking recognised teaching qualifications through part-time, in-service training at either C&G Stage 1 & 2 Combined or PGCE/Cert. Ed. level, at a large college of FE. The conflicting notions of the role of the educator in FE held by researchers in the sector are initially discussed and later compared with the views of the new learner-educators. The research itself, which is the initial part of a larger study, focuses on the identification of preconceptions of the role of the educator held by educators new to the FE environment and their emotional responses to being in the position of educator. It is carried out through the construction of image-based rebuses by individual learner-educators responding to a series of statements and a subsequent oral deconstruction of the rebus during recorded semi-structured discussions focusing on their views of their specific role(s) and their more general impressions of the educators' role in FE. The investigation identifies a number of key common strands among the opinions expressed by those involved in the study and looks at the impact that the role has on new educators at both a personal and professional level and the potential effect that this may have on the future development of the profession itself.

This paper explores the decision-making of students entering full time UK taught masters degree courses. The findings come from an ongoing research project, "Career progression and employability for full time UK resident masters students". Little previous work has focused on these students and their process of transition (however long) from undergraduate studies. Analysis of the data from in-depth interviews with 24 students from six masters courses across two universities has led to the development of a threefold classification to summarize students' circumstances on entry to their courses. Alongside this, Bourdieu's notions of field, social, cultural and economic capital and habitus have proved valuable in making sense of the data. I argue that students' decisions to pursue full time higher level study are related to their circumstances on application, their dispositions and the resources they have available to them that are relevant to their masters level study. Key differences in the students' circumstances are cross cut by key common themes, suggesting that they bring their prior dispositions to their decision-making, which is firmly located within the opportunity structures they perceive as relevant to themselves. The complexities of the students' decision-making appear to be a far cry from the narrow policy notion of students as rational actors seeking economic gain.