Factors of success for formal mentoring in Higher Education: Exploration through autoethnography

An auto-ethnographical methodology was used to collect field notes and reflective data over a three year period, which focused on the implementation of a formal staff mentoring scheme within a Higher Education setting. Through the analysis of collected data, observations about the implementation, process and outcomes have been made. Suggestions about the interactional nature of time invested into a mentoring relationship, the nature of the mentoring relationship, personal and organisational investment and the benefits of mentoring have also been proposed

Student monitoring

The CETL initiatives addressed in the SAS CETL have been centred primarily on several of the issues around supporting and enabling the development and achievement of students. The main themes have been tracking and monitoring to promote retention and progression, PDP, ePortfolios and study skills to support student development and accessibility to ensure equality of access and support diversity. In the first years of the CETL, work was done to develop and promote effective strategies around these themes, but it was always recognised within the SAS group, that they would be best addressed through an accessible integrated approach which is embedded into School operational systems and practices.HEFC

Development and assessment of digital interfaces for performance

This project focuses on evaluation of current digital interfaces for performance. To identify the issues that make these not fit for purpose and to design, production and evaluate new digital interface methods for musical performance. This research also focuses on the use of these as formative assessment tools for this area.HEFC

Student mentoring

Student to student mentoring was introduced into the University of Wolverhampton in 2006 to aid the retention and progression of the student groups that are most at risk. These are international students, students with disability and mature students. It aims to provide a stand alone service that would also link to existing support systems within the institution.HEFC

First year undergraduate perceptions of achievement

This is initiative considers students’ perceptions of First Year Undergraduate Achievement. To date research has not considered achievement in the first year of University study from the students’ perspective. Specifically this work considers: What does ‘Achievement’ mean to the First Year undergraduates? What is the process that First Year undergraduates’ make achievement by? How do First Year undergraduates make achievement? What are the influential factors that affect the First Year undergraduates’ achievement and how they make effect?HEFC

Minding the gap - From disparity to beyond

The sector wide differences in the attainment of students categorised as Black Minority Ethnic (BME) and as white increases, despite the good degrees gained by students categorised as BME rising year on year (ECU, 2012). In this research staff and student perceptions of the attainment gap are explored and initiatives to reduce the gap are implemented. The research identified four areas that are crucial to student success and contribute to gap: the quality of learning relationships pedagogic factors: i.e. the clarity of assignment briefs psychosocial barriers: i.e. student expectation, belongingness, aspiration raising and fear of stereotype threats social capital: i.e. understanding the HE rules of engagement and degree classifications On conclusion of the programme the University saw a 2% decrease in its attainment gap. This work continues through the What Works Change Programme and considers how assessment practices can impact of student retention, progression, success and sense of belongingness

Writing matters

For the last three years a team of researchers based in Wolverhampton University’s School of Education have been working on a research project which focuses on developing secure writing identities in first year Early Years students. The Early Childhood Studies degree is vocationally based and underpinned with relevant academic theory. Many of the students are qualified, experienced practitioners who entered higher education because workforce development initiatives in early years’ educare have encouraged them to study for a degree. Others have worked with children either in a voluntary capacity or in placement or as employment. Many continue to work in early childhood settings whilst completing their degrees. For this reason their entry into higher education often represents a shift from the utilisation of largely practical knowledge in the workplace to a primarily theoretical knowledge base operating in academia. This shift may account for the fact that many students report experiencing anxiety and difficulty around academic writing, especially in their first year.HEFC

Imposter phenomenon and the early career researcher

This is a paper published in The lives of early career researchers published by HEPI, ISBN 9781915744180. The report is available on the publisher's website: https://www.hepi.ac.uk/2024/02/29/the-lives-of-early-career-researchers/British Academy

Great Expectations: Gaps in Students’ Pre-expectations of Higher Education

What Works? Case StudyPaul Hamlyn Foundation and Higher Education Academ