An investigation into the comparative learning gain and ‘value added’ for students from widening participation and non-widening participation groups:a case study from sports degrees

Increasingly universities are expected to demonstrate the impact of students’ higher education experiences; learning gain is one of the metrics that can evidence this. The Scottish Funding Council (SFC) agrees Widening Participation (WP) objectives with the universities with an implicit expectation that Scottish higher education institutions (HEIs) work within their communities to enable those who could benefit from a university education to enrol. The Abertay sport programmes have historically supported students from diverse backgrounds. This case study focuses specifically on the graduate outcomes of WP and non-WP students graduating from these programmes in the years 2000–2015. An e-mail survey and departmental database of graduate destinations were linked with the student record. Analysis confirmed that those from WP backgrounds were equally as likely to gain a good degree as their non-WP counterparts and to be in graduate and/or sports employment. Longitudinal graduate outcomes are considered in the context of pedagogic strategy

Living up to our students’ expectations – using student voice to influence the way academics think about their undergraduates learning and their own teaching

Understanding the student learning experience is essential if Higher Education Institutions (HEI) are to provide an education for the 21st century. This study investigated students’ perspectives on their learning experiences and offered undergraduates a chance to influence the way academics think about learning and teaching.Participants were drawn from two UK HEIs and a semi structured focus group approach was adopted. A total of nine focus groups consisting of 3-7 participants were drawn from across all Sport degree year groups in both institutions. Assessment, pedagogy and teacher characteristics emerged as primary concerns across both institutions. Assessment was appreciated by all students as key to their learning but was exposed as being overly traditional and rigid in its application. Students were unanimous in their support for small group pedagogies, rejecting traditional powerpoint dominated lecturing styles. The emphasis on the behaviour of, and delivery by, tutors was noteworthy.Students appraised the development of their academic skills and confidence, linking these to motivation, knowledge, self-awareness and critical reflection. In doing so they understood the impact of inconsistencies in tutors’ teaching practices. The onus is on every tutor to combine imaginative assessment with dynamic and relational experiences in order to provide a strong foundation for flexible, reflective and creative graduates

Tracking career destinations of sports graduates 2000-2015:a longitudinal exploration of destinations and preparedness for the workplace

The advent of the TEF means that universities will be expected to evidence the impact of curriculum interactions on graduate destinations and social mobility. Over a third of sport employees are graduates but little data charts their career journeys. Key objectives: • track all Abertay sport graduates from the programmes’ inception • compare Honours and non-Honours graduates’ destination data • examine career trajectories • explore preparedness for the workplace • utilise demographic data to contextualise findings. 452 graduates were e-mailed.123 responded to the survey, 84% being in identifiable graduate level jobs. Across time, increasing proportions of students were Honours' graduates. Social class, gender and disability did not impact on this but articulation from FE was a significant factor (χ2 =84.68, p<0.01). Very few respondents (n=13) felt that their degree had not equipped them for working life. 'Placement' and 'research methods skills' were of most benefit in preparing for the workplace

Accelerated degrees:an institutional experience – the (beyond NSS) student perspective

Accelerated degrees have existed within global higher education for many decades, but have become topical in the UK due to Government desires for more universities to offer degree study in this format (UK Government, 2017; DfE, 2019). More flexible learner models to match more diverse student populations are some of the underpinning drivers.Abertay University has piloted a suite of accelerated degree programmes since 2015 with built-in annual reviews designed to examine the staff and student experience of engagement with this study route. In 2019 a more in-depth survey was instigated to provide a broader understanding of motivators for students pursuing the accelerated pathway, as well as ascertaining (through qualitative dialogue) a description of their study experience. Responses were compared with those on the nonaccelerated forms of the same degree programmes. This session will provide Abertay context to this study route and explore the student experience from a non-NSS perspective

Accelerated degrees:an institutional experience - the staff perspective

Accelerated degrees have existed within global higher education for many decades, but have become topical in the UK as a result of a Governmental desire for more universities to offer degree study in this format (UK Government, 2017; DfE, 2019). More flexible learner models to match more diverse student populations are some of the underpinning drivers.Abertay University has piloted a suite of accelerated degree programmes since 2015 with built-in annual reviews designed to examine the staff and student experience of engagement with this study route. In 2019 a more in-depth survey was instigated to provide a broader understanding of the staff experience of delivering accelerated pathways, as well as ascertaining (through qualitative dialogue) their perceptions of the student experience. This session will provide Abertay context to the accelerated study route, examining staff responses and exploring key points of consideration for managers looking to adopt this delivery format

Sedentariness and physical inactivity in diabetes:a case for home-based exercise prescription

Increasing proportions of the global population are being diagnosed with diabetes. It is anticipated that by 2030, 10% of the adult population worldwide will be living with this condition. Lifestyle factors can impact on the development, management and progression of diabetes. Obesity and sedentary living are contributory factors to the increased volume of diabetes. Physical activity offers those living with diabetes the opportunities to keep well and attain potentially more stable blood glucose control reducing the level of medical intervention required and delaying or preventing some of the life-changing complications that can derive from a diabetes diagnosis. Exercise interventions are effective in preventing and treating type-II diabetes. However, maintaining regular exercise routines, especially home-based exercises may provide a key for sustaining the health benefits

The student journey:student as researcher and postgraduate skill development

This case study provides a reflective account of the experiences of a student researcher recruited to a project exploring the career journeys of sports graduates from 2000-2015. While a final year undergraduate sport student, the lead author was employed to collect and organise the output for a funded employability transitions project. This article considers the methodology and some of the output from the project, but more specifically focuses on personal skill development and the student’s preparedness for the transition to postgraduate study. The paper provides an overview of what motivated the student to become involved in the project and her early expectations of what being a research assistant would entail. It also charts the evolution of skills across the duration of the project and how these have transferred to her current status as a postgraduate research student. The personal account is contextualised to literature regarding the requirements of postgraduate study and work regarding students as partners, with the reader invited to consider opportunities in their own institutions for this type of development activity, with the aim being to ease transition to this level of study

Systematic review of trends in emergency department attendances : an Australian perspective

Emergency departments (EDs) in many developed countries are experiencing increasing pressure due to rising numbers of patient presentations and emergency admissions. Reported increases range up to 7% annually. Together with limited inpatient bed capacity, this contributes to prolonged lengths of stay in the ED; disrupting timely access to urgent care, posing a threat to patient safety. The aim of this review is to summarise the findings of studies that have investigated the extent of and the reasons for increasing emergency presentations. To do this, a systematic review and synthesis of published and unpublished reports describing trends and underlying drivers associated with the increase in ED presentations in developed countries was conducted. Most published studies provided evidence of increasing ED attendances within developed countries. A series of inter-related factors have been proposed to explain the increase in emergency demand. These include changes in demography and in the organisation and delivery of healthcare services, as well as improved health awareness and community expectations arising from health promotion campaigns. The factors associated with increasing ED presentations are complex and inter-related and include rising community expectations regarding access to emergency care in acute hospitals. A systematic investigation of the demographic, socioeconomic and health-related factors highlighted by this review is recommended. This would facilitate untangling the dynamics of the increase in emergency demand

Developing an evidence-base for a National Police Agency to address competition manipulation in sport

The purpose of this paper is to describe the processes undertaken in the development of an evidence-base related to competition manipulation in sport for a national police agency. The research reported underpinned the creation of a film to deter the involvement of young athletes in serious organized crime. The environmental contexts, including the police environment and the sporting environment that the film was being developed for, are presented and reflected upon. Our approach is outlined, including a research phase employing focus groups and a development phase examining how to communicate the underpinning evidence. The paper concludes with reflections on the project novelty and applications for practitioners looking to apply their professional skills in a similar or related context (e.g., tactical profession populations, including military personnel, paramedics, and firefighters) based on our experiences in working with a national policy agency. The takeaway applications focus on gaining entry, planning interventions involving role models, and helping to promote optimal organizational functioning