Mind the gap! Students’ expectations and early experiences of higher education

This paper presents outcomes of a research project which explored the correlation between Level 4 (first year) students’ expectations of what higher education might be like, and their early experiences of it.  A focus group of students enrolled on different programmes in the School of Art and Design at LJMU revealed that there was generally close alignment between their expectations and experiences appertaining to the subject matter of their programme; however, disparities existed in several other areas.  Some of these related to their course, such as pace of learning and personal tutoring, but most were associated with the wider higher education experience.  The paper discusses these in the context of wider research on retention, and concludes with recommendations for addressing the disparities

Measuring student learning gain: a review of transatlantic measurements of assessments in higher education

Learning gain is a valuable lens on student development.  Its importance has was highlighted by discussions framing the teaching excellence framework (TEF), which considered the ‘distance travelled’ by a learner as a potential metric.  Learning gain in England is at its early stages whilst the United States have had a much more established \u27measurement of learning gain\u27 culture.  This paper examines the already existing measures being used within the US including the three standardised measures of the Voluntary System of Accountability, including the Collegiate Learning Assessment (CLA), and one self-report measure

Do A-level results in biology and chemistry inform 1st year pass rate for biomolecular science students?

With the constant pressure of performance in league tables and the current economic climate universities have to be more stringent in their choices of who they admit on their courses. This study investigates the correlation between entrance grades and 1st year pass results for biomolecular science students. The aim is to use this study to inform future admissions policy. Approximately 50% of 2009 student enrolments technically faild level 1. However students with A-level biology, chemistry or both did not fail. This paper discusses the reasons for failure and impact of widening participation on programme performance

An aGENDER for developing professional practice in teaching and learning

The Professional Standards Framework within Higher Education has provided academics with a benchmark, one that acknowledges their professionalsim by providing "the best possible learning experience for their students" (HEA 2007). The application process to acquire professional recognition requires academics to reflect upon the domains of their activity through which they evidence core knowledge and professional values. Evidencing practice through reflection is a useful process, for it offers an opportunity to pause, and explore the space for deep engagement in what it means to be professional. This paper addresses itself to the space \u27in between us\u27 and asks what of the \u27personal\u27 infiltrates the \u27professional\u27. In other words how do academics locate their sense of self within the learning envionrment in which they work? A question that is explored in this paper is what impact does personal embodied experience have upon the way in which we present ourselves professionally, and how does acknowledgement of personal epistemology inform the ways in which we engage with students in their own learning. In order to unravel these questions it is fruitful to acknowledge theory that explores the experience of being embodied as \u27ground of our being\u27 and \u27our first home\u27 (Halprin, 2003

The sorrow of the struggle or joy of the journey? Seven lessons from an education research writing group

Writing for scholarly higher education journals can be difficult to accomplish for many staff.  Academic writing groups have been acknowledged as a successful method to increasing both the quality and output of research publications.  In this Viewpoint paper, the authors share their experiences and insights, which are distilled into seven key lessons

Reach for the stars! Realising the value of creative arts internships

There is an increasing emphasis on students to improve their own employability.  Entering any workplace is competitive and to the student a complex and unknown environment.  In recognition of this, there is an influx of ideas to support the transition to employment.  In an attempt to demystify the workplace, students are encouraged to gain experience to help reach their potential and reach their career aspiration.  This paper reflects on the Career Accelerated Internship Programme as an enrichment of the student experience.  It provides an overview of creative arts internships and, in particular, the experiences of dance interns as they engage with LJMU cultural partners

Falling between the gaps: appraising the past and future of widening participation at Liverpool John Moores University

Of the many challenges facing Higher Education in the United Kingdom, widening participation is one of the most critical. Despite the support for enhancing access to Higher Education for excluded groups, such as ethnic minorities, forthcoming cuts in funding mean it will be harder for many insitutions to meet their commitments to Widening Participation. This paper reviews the history of Widening Participation in higher education in the United Kingdom, focussing on the potential impact of current policy initiatives and the economic environment on Widening Participation at Liverpool John Moores University. The paper recognises the macro-level impact of increasing marketization of Higher Education on Widening Participation initiatives. It also explores micro-level issues, such a staff awareness and commitment to widening participation policy