Evaluation of the SSERC Primary Cluster Programme in Science and Technology: Final Report

No abstract available

Student projects: investigating the psychological factors of students and supervisors that impact on student success and development

A key aspect of the student learning experience in higher education takes place through student research projects. Existing research suggests that the supervisor plays a central role in the success of these projects (e.g. Devos, 2007). Current literature concentrates on the qualities of an effective supervisor and much focus is given to setting out guidance on what academics should do in order to become good supervisors (e.g. Lovitts, 2001). Independently, research suggests that students’ characteristics and approaches to learning can have an impact on success (e.g. Busato et al, 2000). Conventionally, the qualities of a “good” supervisor and the qualities of a “good” student are studied separately. No research bridges the gap between these aspects. However, it is proposed that the qualities of the supervisory relationship, and hence the student’s learning experience and the outcomes of the dissertation, depends on a complex interaction between the characteristics, personalities and expectations of both the student and the supervisor. This concept of a ‘match’/‘mismatch’ in terms of psychological factors is novel but has significant implications for higher education. With reference to the central importance of student projects for learning and development the research reported in this thesis concentrates firstly on the student, then on the supervisor and finally on the relationship between them. The thesis is divided into 4 research themes, with the aim of investigating if any psychological factors, of both the student and the supervisor, can predict student success and development during a final year and masters project. The first theme looks at the difference between undergraduate and masters students; the second addresses the characteristics of a “good” student; the third “good” supervision; and finally the 4th theme looks at the interaction between the student and supervisor and investigates the significance of “match” or “mismatch” of psychological factors in supervisor-student partnerships. This final theme considers the qualities of students and supervisors together. Utilising a mixed-methods approach, combining questionnaires and semi-structured interviews, this research investigated pairs of students and supervisors. Data collection occurred in two phases: Student data pre-project and student and supervisor data post project. A total of 580 students and 60 supervisors were surveyed. This was complemented by interviews with 20 students and 10 supervisors. On the basis of the findings it is concluded that there are qualitative differences between undergraduate and masters students in their approaches and attitudes to doing a project; in line with the findings of other research there are characteristics of students which are important for success; and there are some core characteristics of good supervisor; and finally, uniquely this research found that match and mismatch between student and supervisor is important in terms of students’ perceptions of their success and development. It was clear that both the magnitude of difference and direction of the difference, between students and supervisors, had an impact and it seems that certain types of mismatch result in the highest perceptions of success for students. The implications for this research are discussed with a particular focus on higher education

Evaluation of the SSERC Primary Cluster Programme in Science and Technology: Final Report

No abstract available

The School Improvement Partnership Programme: Sustaining Collaboration and Enquiry to Tackle Educational Inequity

No abstract available

The SPECTRUM Consortium : A new UK Prevention Research Partnership consortium focussed on the commercial determinants of health, the prevention of non-communicable diseases, and the reduction of health inequalities

The main causes of non-communicable diseases (NCDs), health inequalities and health inequity include consumption of unhealthy commodities such as tobacco, alcohol and/or foods high in fat, salt and/or sugar. These exposures are preventable, but the commodities involved are highly profitable. The economic interests of 'Unhealthy Commodity Producers' (UCPs) often conflict with health goals but their role in determining health has received insufficient attention. In order to address this gap, a new research consortium has been established. This open letter introduces the SPECTRUM ( S haping Public h Ealth poli Cies To Reduce ineq Ualities and har M) Consortium: a multi-disciplinary group comprising researchers from 10 United Kingdom (UK) universities and overseas, and partner organisations including three national public health agencies in Great Britain (GB), five multi-agency alliances and two companies providing data and analytic support. Through eight integrated work packages, the Consortium seeks to provide an understanding of the nature of the complex systems underlying the consumption of unhealthy commodities, the role of UCPs in shaping these systems and influencing health and policy, the role of systems-level interventions, and the effectiveness of existing and emerging policies. Co-production is central to the Consortium's approach to advance research and achieve meaningful impact and we will involve the public in the design and delivery of our research. We will also establish and sustain mutually beneficial relationships with policy makers, alongside our partners, to increase the visibility, credibility and impact of our evidence. The Consortium's ultimate aim is to achieve meaningful health benefits for the UK population by reducing harm and inequalities from the consumption of unhealthy commodities over the next five years and beyond

It Broke the Work Down and Made it Less Stressful: Remote Project Supervision

In recent years the need for flexibility in delivery, larger class sizes, and the rise of the VLE has led to increased use of a blended approach in tutor/student interaction. The aims of the present project were: 1) use a blended learning approach to support the transition to independent project work ahead of final year projects/dissertations. 2) Deliver project supervision remotely to undergraduate students studying abroad. Undergraduate psychology students worked in small groups on a qualitative research project over a 10-week period. Blended delivery consisted of a weekly online digest of tasks and resources, three face to face teaching sessions, and communication with supervisors via synchronous and asynchronous discussion boards. Study abroad students worked remotely in small groups, collecting data using online focus groups (Stewart & Williams, 2005). Evaluation of the students’ experience suggested that online materials and discussion boards were effective in supporting students. However, high levels of traffic on discussion boards highlighted students’ reliance on staff (rather than student) replies to forum posts. Study abroad students faced challenges in balancing the project with the workload of the host university. Implications of these findings for supporting the transition to independent project work and study abroad will be discussed

It Broke the Work Down and Made it Less Stressful: Remote Project Supervision

In recent years the need for flexibility in delivery, larger class sizes, and the rise of the VLE has led to increased use of a blended approach in tutor/student interaction. The aims of the present project were: 1) use a blended learning approach to support the transition to independent project work ahead of final year projects/dissertations. 2) Deliver project supervision remotely to undergraduate students studying abroad. Undergraduate psychology students worked in small groups on a qualitative research project over a 10-week period. Blended delivery consisted of a weekly online digest of tasks and resources, three face to face teaching sessions, and communication with supervisors via synchronous and asynchronous discussion boards. Study abroad students worked remotely in small groups, collecting data using online focus groups (Stewart & Williams, 2005). Evaluation of the students’ experience suggested that online materials and discussion boards were effective in supporting students. However, high levels of traffic on discussion boards highlighted students’ reliance on staff (rather than student) replies to forum posts. Study abroad students faced challenges in balancing the project with the workload of the host university. Implications of these findings for supporting the transition to independent project work and study abroad will be discussed

Embedding information literacy skills in the psychology curriculum: supporting students in their transition to independent researchers

Here we report on a new initiative which supported first-year psychology undergraduates in developing their information literacy skills. These skills were taught in a small-group tutorial setting with tutor guidance and peer-support activities. We measured student’s Autonomous Learning and Academic Self-Efficacy before and after the teaching activities, and found a significant increase over time. Focus group responses appeared to attribute these changes directly to the learning activities. Results support the conclusion that students readily develop autonomous learning skills and increased self-efficacy that are transferable to other assignments if skills development are embedded with subject learning activities