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This article explores the experiences of organisations participating as Community Partners (CPs) and co-educators in a service-learning module in a Higher Education Institution (HEI) in South Wales, UK. It focuses on the opportunities and challenges faced by community organisations when working within the Service-learning (SL) model, and the relationship with the university and the students, including issues of expectation, assessment and identity. The partners provided SL placements of 30 hours or more in a range of community projects and organisations. These placements were intensely collaborative affairs. We researched the experiences of community partners to better understand the dynamics of the relationship; to better understand how to prepare community partners, HEIs and students; and to tease out how complex partnership projects like this one with multiple partners may be conducted successfully. A qualitative study was conducted. The data were collected through semi-structured interviews and analysed using Reflexive Thematic Analysis. Three main themes emerged from the data: Dynamic Tensions; For Each and Every One; and Broadening Horizons. The findings suggest that developing a transformation of the relationship is key to a strong and effective partnership. There needs to be active and dynamic collaboration between CPs and HEIs, including involvement in research projects like these, to better understand and navigate the pleasures and pains of successful cooperative relationships.

It is well established that the number of males studying psychology in the UK, both at A-level and on degree courses, is disproportionately low compared to females. There is a paucity of research, however, which discusses how psychology is viewed by this group. The present study employed focus groups with 35 pre-tertiary males (some of whom were studying psychology and some of whom were not) to discuss their perceptions of the discipline in terms of its scientific status and gendered associations with females. A thematic analysis revealed that participants positioned psychology as 'a sort' of science, with a diverse subject base, much of which was not considered appropriate or relevant for males to study. The implications of this are discussed in terms of the inherent challenges it reveals in attracting men to study psychology, debating what could be done to make the discipline more appealing to males.

The European Community Action Scheme for the Mobility of University Students (ERASMUS) supports students to pursue temporary periods of study in other European universities. During the academic year 2007/08 the UK received 15, 975 ERASMUS students. Although much research exists about the experiences of international students less attention has been given to the specific disciplines of study and the ways this might mediate the experience. With this in mind this paper is based on a piece of work currently in progress with ERASMUS students from Poland who have engaged in an exchange onto the final year of a UK Psychology degree course. Observations are made about the relative compatibility of Psychology in Poland and Britain by considering the course structure, curriculum and modes of assessment. Interview data is drawn on to explore the students' accounts of their experiences of studying Psychology in the UK. Findings indicate that that there are some contrasting pedagogical and epistemological areas within the two systems which make integrating them a challenge for students. It is suggested that flexibility is required in order to better accommodate the students prior learning experiences. (Contains 1 table.)

In this article, the authors offer an account of a free-ranging discussion highlighting common features of psychology provision and that considers the differences between two departments and two distinct programmes. The discussion took place between ERASMUS partners during a Teacher Exchange visit to the University of Wroclaw, Poland, in March 2011. ERASMUS exchange programmes have been running since 1987 and offer students opportunities to travel and learn in universities across Europe where agreements are signed between member institutions. The European Higher Education Area looks to bring comparable academic standards and quality assurance to universities and thus enable greater movement between countries. In practice this means that students can have their work in one country recognised as being equivalent to that in another through the European Credit Transfer System (ECTS). In 2010 over 22000 students visited the UK as part of an ERASMUS exchange.

Evidence indicates that non-traditional adult returners describe returning to education as a period of self-development and growth. However, lifespan psychology perspectives also show that successful growth and change involves periods of conflict. This paper will explore both the nature of self-development and conflicts experienced by a sample of first generation adult returners from an area of high deprivation. Twenty participants were interviewed at different stages of their higher education courses. A grounded theory approach identified conflicts between "fear of failure and academic success", "the home and University environment" and the "juggling of multiple roles". Educational experiences also seemed to mediate self-development, labeled "re-negotiating the self". Lifespan perspectives (e.g. Hendry & Kloep's 2002 developmental change model) are utilized to illustrate how these seemingly positive and negative aspects interact. Such an approach can enhance our understanding of the issues such students face, together with the strategies used to overcome them in order to facilitate self-growth and development.

This three-year longitudinal study explored the approach to study and academic performance of a group of male psychology undergraduates. In induction week, 112 new psychology students completed the survey. Later in the year, some of the males were interviewed in small groups. Performance was measured from marks at the end of Years 1 and 3. In Year 1, compared with their female contemporaries, male respondents had higher self-esteem (p less than 0.01), expected higher marks (p less than 0.001) and anticipated performing better than their peers (p less than 0.05). In interviews, males described themselves as being less motivated and less organised than females, but did not consider this a problem. The only difference in marks showed males doing worse in coursework at Year 1 (p less than 0.05). However, significantly more males failed to complete the course. These findings are set in the context of concerns about under achievement of males and discussed in relation to research into transition to university. (Contains 5 tables.)

Whilst chronic fatigue syndrome (CFS) has been widely researched amongst women, studies investigating how men experience a CFS diagnosis is limited. This study utilised an interpretative phenomenological approach to interview five men who have a medical diagnosis of CFS. Six themes emerged to demonstrate the participants' experiences prior to, during and after obtaining their CFS diagnosis. Findings revealed that participants were initially reluctant to accept their condition, confounded by their perception that symptoms compromised their sense of masculinity. They also felt that healthcare professionals had limited recognition of CFS leading them to seek social support and legitimisation from other sources. The struggle to come to terms with a different lifestyle and sense of masculinity prevailed. Such knowledge could be effectively utilised by researchers, practitioners and employers to facilitate an increased understanding of male accounts of the condition and more bespoke interventions where required. [ABSTRACT FROM AUTHOR]

Engaging in term-time employment appears to be becoming a common feature of contemporary UK student life. This study examined the ways in which a cohort of full-time non-traditional aged students negotiated paid employment whilst pursuing a full-time higher education course in Wales. Taking a qualitative approach to explore this further, semi-structured interviews were conducted with 14 non-traditional age students, and analysed using thematic analysis. Findings indicated that participants felt compromises had to be made in both academic and social spheres in order to accommodate conflicting time demands; there was a desire to maintain the quality of life experienced before entering university; and the impact of working and studying presented challenges for both their academic engagement and personal relationships. These findings will be discussed in relation to the extant literature, and debate around how higher educational institutions may seek to address and acknowledge these issues is considered.

Within the Criminal Justice System, using animals for therapeutic or rehabilitative purposes has garnered momentum and is extensively researched. By contrast, the evidence concerning the impact of farm animal work, either on prison farms or social farms for community sanctions, is less well understood. This review sought to explore the evidence that exists in relation to four areas: (1) farm animals and their contribution to rehabilitation from offending; (2) any indicated mechanisms of change; (3) the development of a human—food/production animal bond, and (4) the experiences of forensic service users working with dairy cattle. Fourteen articles were included in the review. Good quality research on the impact of working with farm animals and specifically dairy cattle, with adult offenders, was very limited. However, some studies suggested that the rehabilitative potential of farm animals with offenders should not be summarily dismissed but researched further to firmly establish impact. [ABSTRACT FROM AUTHOR]

Mood disorders typically materialise in young adulthood, a life-stage when many enter university. However, Padron notes that few studies have examined the experiences of students with a mood disorder. The current study offers a thematic analysis of semi-structured interviews with five university students who had personal experience of such a disorder. Participants described how symptoms affected their academic and social experiences of university based around the themes of: Social and family support, Powerful symptoms, Stigma and labelling, and Inter-professional dynamic. It was concluded that stigma and lack of information prevented students from obtaining sufficient support, whilst the addition of key staff such as a university-wide mental health trainer is identified as a potential way forward to help such students negotiate the higher education environment. (Contains 1 figure.)

A common outcome of entering post-compulsory education as a mature aged learner appears to be development and growth of the self. However, this is often only viewed as an outcome or considered an added benefit, rather than an integral part of the academic process itself. This paper explores the relationship between academic growth and personal growth, arguing that they are not mutually exclusive categories, but inter-related ones. Using a grounded theory approach it is suggested that a "re-negotiation" of the self was evident amongst a group of 31 mature students at different stages of their further and higher education courses. The reasons why this might be such a salient issue for mature aged cohorts is discussed. (Contains 2 figures.)

Many commentators have noted that mature students speak of education changing them. One of the most positive outcomes is a heightened sense of self-belief and confidence, which pervades other areas of their lives, not just the academic environment. It is argued within this paper that such research tends to offer a somewhat simplistic account of the change outcomes; rarely is space dedicated to a discourse about the processes involved in negotiating them. Drawing on concepts from life span psychology, the role of conflict or imbalance is explored. It is suggested that this is an inevitable and, indeed, necessary part of the process. Within this context, the nature of the conflicts experienced by mature students returning to education will be identified, together with a discussion of the ways in which they can be negotiated in order to facilitate development within the present academic environment

Endometriosis is associated with extensive physical and emotional difficulties, yet there is little research investigating the impact of the diagnostic journey particularly for younger women. Using semi structured on-line interviews and an interpretative phenomenological analysis, this study explored nine young women’s experiences of the diagnostic process and the significance of support during this period. Three main themes emerged: ‘the pursuit of a diagnosis’, ‘adjusting to a new normality’ and ‘the importance of effective support’. These experiences revealed clinical shortcomings and potential improvements to current guidelines and practices to facilitate a more emboldening process for patients. [ABSTRACT FROM AUTHOR]

This article explores the experiences of organisations participating as Community Partners (CPs) and coeducators in a service-learning module in a Higher Education Institution (HEI) in South Wales, UK. It focuses on the opportunities and challenges faced by community organisations when working within the Service-learning (SL) model, and the relationship with the university and the students, including issues of expectation, assessment and identity. The partners provided SL placements of 30 hours or more in a range of community projects and organisations. These placements were intensely collaborative affairs. We researched the experiences of community partners to better understand the dynamics of the relationship; to better understand how to prepare community partners, HEIs and students; and to tease out how complex partnership projects like this one with multiple partners may be conducted successfully. A qualitative study was conducted. The data were collected through semi-structured interviews and analysed using Reflexive Thematic Analysis. Three main themes emerged from the data: Dynamic Tensions; For Each and Every One; and Broadening Horizons. The findings suggest that developing a transformation of the relationship is key to a strong and effective partnership. There needs to be active and dynamic collaboration between CPs and HEIs, including involvement in research projects like these, to better understand and navigate the pleasures and pains of successful cooperative relationships. Practitioner Notes 1. Service-learning requires a high level of collaboration between different organisations which can be challenging, when trying to meet the needs of all partners. 2. Effective collaboration requires commitment, flexibility and compromise. 3. Community Partners are an essential part of a service-learning collaboration and should be recognised as co-educators and included in planning and assessment. 4. Collaborative assessment has high validity but low reliability and clear guidance and support are needed to overcome the difference in understanding and approach of different Community Partners. 5. Organisational identity has an impact on the nature of collaboration. [ABSTRACT FROM AUTHOR]