Researching and Evaluating Widening Participation - Learning, Teaching and Curriculum

Researching and Evaluating Widening Participation - Learning, Teaching and Curriculum in Higher Education

SRHE, 73 Collier St, London N1 9BE

Programme

10.30Registration

11.00Welcome, introduction and setting the scene

Chair, Professor Jacqueline Stevenson

11.15Equity and Social Justice in Higher Education Studies

Professor Penny-Jane Burke, University of Roehampton, University of Newcastle, NSW

12.15The power of the Teacher-Student Relationship

Dr Debra Cureton, University of Wolverhampton

1.15Lunch

2.00Students as Researchersin WP Institutions: transformations and employability

Case Study: Dr Diana Pritchard and Dr Steve Kendall, University of Bedfordshire, Faith Manthenga, Undergraduate,University of Bedfordshire

2.30Teaching for Diversity

Case Study: Anna Mountford-Zimdars, King’s College London

3.00General discussion

3.30Plenary: Reflections and ways forward (Tea/Coffee)

4.00Close

Researching and Evaluating Widening Participation

Seminar 3: Learning, Teaching and Curriculum in Higher Education

Universities with Access Agreements are developing a range of initiatives to attract and retain students from social groups currently under-represented in higher education. As a result there is an increased emphasis at both national and institutional level on assessing the longer term impact of widening participation strategies.

This seminar series is designed to broaden the scope of current work in the area, drawing on the growing body of academic research to inform and develop approaches to evaluation and impact assessment.

Professor Penny-Jane Burke, University of Roehampton, University of Newcastle, NSW

Equity and Social Justice in Higher Education Studies

This session will focus on qualitative research that explores questions of equity and social justice in higher education. It will consider how qualitative methodologies might help to deepen knowledge and understanding of the working of social inequalities and exclusion in higher education spaces. Drawing on qualitative interviews and observations, Professor Burke will illustrate the ways that such approaches help to shed light on student experiences of inequality, locating this in the context of policies to widen participation in higher education.

Dr Debra Cureton, University of Wolverhampton

The Power of the Teacher-Student Relationship

It is not surprising that research proposes that the quality of learning relationships between staff and students is of utmost importance and crucial in their success (cf Cousin & Cureton, 2012, Thomas, 2012). This seminar will present work that explores student and staff perceptions of learning relationships and the impact of these on student success. In particular, attention will be paid to the differences in student and staff perceptions of learning relationships, how these differences manifest and how differing expectations of each other can lead to misunderstanding about the role each plays. In addition the characteristics that students appreciate in their learning interactions and the impact students perceive these have on their success will be discussed. This will include discussions about the interlocutor role a teacher may have in raising students' aspirations, their self-belief and self-confidence. This research was delivered through the implementation of a consensus oriented conferencing approach which has been adapted for use in research; the Consensus Oriented Research Approach (Cureton & Cousin, 2012) which aims to educate, engage and empower students in the research process to encourage their voice and provide a framework for students to work as partners. This approach will also be briefly covered within the seminar.

Case Study: Dr Diana Pritchard andDr Steve Kendall, University of Bedfordshire

Students as Researchers in WP Institutions: transformations and employability

Between June-December 2014 an initiative was piloted at the University of Bedfordshire (UoB) to support three undergraduate students from different departments to conduct research on dimensions of sustainability. The pilot involved collaborations between academics and staff from the Centre for Learning Excellence and the Centre for Academic Partnerships. This presentation outlines research the students undertook and the processes involved which included pooling expertise across subject areas, shared reflections, group discussions and collective evaluations. We here explore the outcomes and learning derived from this pilot initiative, emphasising as much the tangible research, communication and presentation skills they acquired, as the transformative nature of the experience. Participation in the scheme increased the students' self-esteem and confidence and boosted their ambitions to achieve higher academic outcomes, and post-graduation career and study options. Consistent with the collective, action research approach adopted throughout, this presentation reflects the inputs of all those involved and as such represents the co-production of learning through research for students, academics and professional services in WP institutions.

Case Study: Anna Mountford-Zimdars, King’s College London

Teaching for Diversity

It is now widely understood that students from under-represented groups experience additional challenges in their studies because of the unspoken cultural expectations of universities. University staff can play a significant role in fostering a richer, more diverse environment that supports students from a range of social groups. This session shares staff experiences of the reflexive process, their subsequent changes in practice and the impact on teaching and learning for diversity.