A Passion for Learning the Student Experience at Russell Group Universities [email protected] @Russellgroup 020 7969 5288

A passion for learning The student experience at Russell Group universities www.russellgroup.ac.uk [email protected] @russellgroup 020 7969 5288 A company limited by guarantee, registered in England and Wales under company number 06086902 © The material contained in this publication is copyright of The Russell Group of Universities 2014, unless otherwise indicated. Acknowledgements The Director General of the Russell Group, Dr Wendy Piatt, would like to thank Alex Thompson, Hannah MacLachlan and David Manning at the Russell Group for their work on this publication. The Russell Group would also like to thank: Ruth Arnold, University of Sheffield Suzanne Cholerton, Newcastle University Jennifer Cooke, Imperial College London Frank Coton, University of Glasgow Ellen Douglas-Cowie, Queen’s University Belfast Corony Edwards, University of Exeter David Gibson, University of Oxford Debra Humphris, Imperial College London Janice Kay, University of Exeter Alex Neill, University of Southampton Karen O’Brien, University of Birmingham Tim Quine, University of Exeter John Robinson, University of York Jane Weir, University of Glasgow Paul White, University of Sheffield Contents Summary 02 Section 1 Creating the ideal learning environment for students to flourish 07 The chance to learn from some of the world’s most respected academics 07 Supporting our academic staff to deliver excellence in teaching and learning 08 Supporting our students to get the most from the university experience 12 Section 2 Supporting students to get the most from the education on offer 21 Common characteristics of the Russell Group learning experience 22 Smoothing the transition to a new way of learning 23 Stimulating and challenging students to become independent learners 24 Quality and quantity of contact time 27 The experience of learning within a high-achieving peer group 28 The experience of learning in a research-intensive environment 29 An overall learning experience that develops the ideal mix of graduate attributes and skills 34 The Russell Group learning experience … in our students’ own words 37 Section 3 Giving graduates the best chance of success in the wider world 41 Achieving academic success 41 Going on to rewarding careers and further study 41 What employers think of our graduates 43 Developing rounded individuals and confident citizens 46 References 50 Summary Learning in a Russell Group from learning at school, how we learning experiences on offer for university is a distinctive care passionately about education, students; and finally the benefits and special experience. It how research can enhance and students gain from studying at a provides undergraduate and not detract from teaching, and Russell Group university. Although postgraduate students with how students are taught how to many of the issues discussed outstanding opportunities problem-solve, communicate are relevant at all levels of study, to learn, develop, and realise clearly, learn independently our focus is on the experience their full potential – helping and think creatively, analytically of undergraduates. In a future them to make the most of their and logically. publication we will be focusing university experience and more closely on the ideal learning gain the skills, confidence and It is now more important than ever environment for postgraduate understanding to realise their to explain what we are providing researchers. ambitions and to contribute fully for our students and to scotch to our society and economy. the myths. The way universities are funded has undergone a real Our universities have always change over the last few years. enjoyed a reputation as being At most of our universities, there Section 1 world-class for the quality of our has been a shift away from direct Creating the ideal research. From the hologram Government funding and towards learning environment to graphene, academics at students themselves making for students to flourish Russell Group universities have increased contributions to the made discoveries and broken cost of their education – albeit We are continually investing new intellectual ground that has with substantial support from in our staff, services, facilities changed and enhanced the way Government in terms of loans and systems to create supportive we live. In fact we have become and grants. So it would not be learning environments that help victims of our own success at surprising if students started students get the most from research because what has asking more questions about what their time at Russell Group received far less attention – they are investing in. But it is also universities. although it is equally important timely to release this publication to us – is the outstanding now to celebrate all the additional Expert academic staff teaching education we give our students. investment our universities have with enthusiasm and authority This publication attempts to made in student experience over Our staff are at the very heart of demonstrate the ways in which a recent years – partly as a result of the world-class education we compelling educational experience changes to the funding system. are aiming to provide. Whether matters to our students, our staff, they are leading professors with and our graduates. It grapples The publication is in three dozens of papers and books to with myths and misconceptions sections: first, the learning their name or young PhD students that have arisen and explains why environment we create at Russell breaking new ground in their own what we are offering is different Group universities; second, the research they are united by one 02 A passion for learning: The student experience at Russell Group universities thing: they are all experts in their and teaching experiences on their we touch on these activities only field and ideally placed to engage programmes. But we cannot stand briefly – but the contribution they students in up-to-date learning. still. To remain world leaders in make to the rounded experience That is why we focus on and higher education and continue of students at Russell Group invest in: attracting the world’s most universities should not be talented students, we know we underestimated. • employing outstanding must strive to achieve ever-higher academics who relish the standards. challenge of being great teachers Excellent facilities that enhance the student learning Section 2 • listening to, and acting on, environment Supporting students the feedback of students in Universities have changed. We to get the most from the our universities. We want to know that where and how students education on offer know what they think about the learn are integral to their university quality of teaching, which were experience. So we have been A Russell Group education asks their favourite modules, and investing in the very best facilities. a lot of its students, but delivers how well they feel supported Russell Group universities now a lot in return. The distinctive and by staff have 24/7 libraries with areas high-quality learning experiences where students can work in teams, provided by our universities equip • supporting the professional use high-tech equipment, and our graduates with a rich mix development of teaching staff take a break. The buildings are of detailed subject knowledge, in ways tailored to the different often stunning – not just in their as well as the attributes and stages of an academic’s aesthetics but in how space can broader skills that employers and career be used imaginatively and how graduates themselves value. they actively promote problem- • using specialist university solving and entrepreneurialism How can we help students centres and development in their design. We have also make the transition to the funding to encourage and taken great strides in harnessing university learning experience? support innovation in teaching technological developments, Learning at university is likely to and learning from learning aids such as be a very different experience online access to lectures, to the from learning at school or • having robust processes to more advanced virtual learning college. So in recent years our ensure the quality of education environments where students universities have put more work our universities provide and and lecturers can interact. into supporting students as they searching out improvements make this transition. Staff now A learning environment that aim to explain right from the start • celebrating the achievements goes far beyond individual what students can expect in terms of outstanding staff through courses of course content and styles of teaching awards, including But learning is not just about learning. Our universities also schemes led by students an academic course. So our give extra support to students at themselves. universities offer a whole raft of the start of their courses, through support services to give students workshops, mentoring, toolkits All of these activities, and more, individualised advice. We fund or online resources. Many have demonstrate the commitment of and encourage a diverse range of developed student charters which our universities to maintaining co-curricular activities, including describe the student–university academic standards and sports and societies for all kinds relationship, and in some cases enhancing the quality of learning of interests. In this publication foundation years also provide a Summary 03 route for students needing more Personal development planning What statistics and students

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