Blackpool and The Fylde College Scholarship Review 2020 BLACKPOOL AND THE FYLDE COLLEGE SCHOLARSHIP REVIEW 2020 BLACKPOOL AND THE FYLDE COLLEGE SCHOLARSHIP REVIEW 2020
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Contents
Welcome to the Scholarship Review 2020 Helen Fogg - Director of Higher Education page 6 The Editorial Team page 9
P A P E R S ‘Solving issues by myself’: An exploration of student resilience, self-efficacy and perceptions of independence. Hannah Emery page 12 Talking tough: Rethinking and redefining resilience in a college-based higher education environment Rachael Leitch page 18 Exploring the language of higher education: A project overview Dr Jennifer Hillman and Joanne Scott page 34 Interim findings of measuring a bespoke progress meeting plan for level 4 study Françoise Peill and Parvonay Amirkhani page 44 The extent to which education prepares students of the 21st century to become self-regulated, future proofed students, using networked, technological environments Colette Mazzola-Randles page 52 Social mobility: Opportunities and success in one of the most deprived areas of the UK Colette Mazzola-Randles page 62 Sex and sensibility: An exploration of the attitudes and beliefs young people hold about intimate relationships Sophie Anderson page 70 Reclaim the Name Aaron Tonks page 78 Creating creative communities of practice: Research and scholarship in Blackpool School of Arts Dr Jill Fernie-Clarke page 84 Counting on success: The maths pilot scheme in Blackpool School of Arts Mark Johnstone page 90 Building houses on sand: A reflective consideration of the student-as-customer metaphor in light of the COVID-19 pandemic Lisa Kelly page 98 Research serendipity: A case study Alan Harding page 106
F E A T U R E S Focus on Scholars: The People behind the Papers page 112 Validation Showcase page 118 The Scholarship and Research Development Scheme (SRDS) page 122 Writing for the Scholarship Review page 126
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Welcome to the Scholarship Review 2020
Helen Fogg Director of Higher Education
Welcome to the 2020 edition of the Scholarship Review. This publication is one of the mechanisms through which staff at Blackpool and The Fylde College (B&FC) are able to disseminate their research and scholarship outcomes and to share these with the cohesive, self-critical academic community.
The Review opens with Hannah Emery’s paper, ‘‘Solving issues by myself’: an exploration of student resilience, self-efficacy and perceptions of independence’. This piece draws upon literature and primary research within the curriculum areas of Computing, Engineering and Leadership, Management and Lifestyle in considering student approaches to support services such as the Higher Education Learning Mentor team at B&FC. It identifies that levels of confidence, awareness of ability and a desire to display what students see as independence may be linked to habits in seeking or accepting support.
The theme of resilience is continued with Rachael Leitch’s paper, ‘Talking tough: Rethinking and redefining resilience in a college-based higher education environment’. The text examines the evolving definitions of resilience in order to ascertain how it should be understood as a concept within education, particularly at B&FC. Critical discourse analysis frameworks are used to uncover what resilience truly means to higher education students studying within a widening participation, socially and economically challenging demographic.
The paper ‘Exploring the language of higher education: a project overview’ outlines a joint study by Dr Jennifer Hillman (B&FC) and Joanne Scott (University of Cumbria). The project responds to the call for scholars to consider the impact of the dominant cultural codes of HE institutions on student experiences. It scrutinizes the language of HE and its impacts and suggests that in order to promote social mobility and encourage students to feel the belonging that is recognised as key to a positive experience, universities should work towards creating truly inclusive communities of practice.
Françoise Peill and Parvonay Amirkhani offer a critical evaluation of progress meetings in their paper ‘Interim findings of measuring a bespoke progress meeting plan for level 4 study’. They draw upon current research which evidences that a personalised approach to higher education learning should be provided through tailor-made tutorials that provide academic support and recognise the importance of a diverse range of holistic support services. It explores student responses to a scheme of bespoke progress meetings during their year of level 4 study and establishes that the new approach resulted in developed rapport between staff and students, improved confidence and a key focus on self-improvement.
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Colette Mazzola-Randles includes two papers in this Review. The first, ‘The extent to which education prepares students of the 21st century to become self-regulated, future-proofed students, using networked, technological environments’ considers how the development of students’ self-regulated learning behaviours can prepare them for lifelong learning and employment. This approach is supported by a discussion on how students can achieve such behaviours through reflection and the use of technological platforms.
Colette’s second paper, ‘Social mobility: opportunities and success in one of the most deprived areas of the UK’ takes a local perspective by exploring the challenges that students in Blackpool face in terms of social mobility. Perspectives on local and national careers within computing industries are discussed in terms of the support that is available for students competing for employment. It concludes that the use of Microsoft Teams could be the technological driver to support students and improve the accessibility of services in order to help them succeed.
Sophie Anderson’s paper, ‘Sex and sensibility: an exploration of the attitudes and beliefs young people hold about intimate relationships’ examines the expectations and understanding of young people relating to consent, coercion and healthy relationships. It makes interesting comparisons between the attitudes of males and females and considers the significance of pressure as a factor that can shape beliefs and behaviour.
Aaron Tonks’ piece ‘Reclaim the name’ offers an exciting opportunity to view the images from the Blackpool School of Arts exhibition held in January 2020. The exhibition drew upon the 2019 reclaiming of the Blackpool School of Arts brand that was used by the institution in the 1930s, and highlighted the evolving creative industry and its significance for future prosperity. The work of alumni students in this collection celebrates, inspires and demonstrates how freelancers may constantly adapt and develop their practice over time to meet what markets demand.
Dr Jill Fernie-Clarke’s paper ‘Creating creative communities of practice: research and scholarship in Blackpool School of Arts’ reflects upon collaborative scholarly research within creative arts. The piece expands upon previous research by the author that focused on the application of scholarship to teaching and the development of HE research cultures within art, design and media. It highlights the potential practice- based research and scholarship to reinvigorate the curriculum within Blackpool School of Arts; acting to galvanise staff behind a tangible ‘brand’ based on an ethos and an identity that serves students and ensures that teaching and content is current and dynamic.
Mark Johnstone’s paper ‘Counting on success: the maths pilot scheme in Blackpool School of Arts’ explains that Smith’s 2017 review of post-16 mathematics was a catalyst for the maths pilot which took place within Blackpool School of Arts in 2019/20. The pilot saw all level 2 students, who would typically have been entered for Functional Skills, given the opportunity to study and sit GCSE Maths. The paper emphasises the valuable teaching strategies that were adopted, including an emphasis on Dweck’s growth mindset and the key concerns of the pilot such as the use of technology and teaching assistants. The paper ends with relevant and useful conclusions relating to how post-16 maths qualifications might be approached in the future.
Lisa Kelly’s paper, ‘Building houses on sand: a reflective consideration of the student-as-customer metaphor in the light of the COVID-19 pandemic’ discusses how the emerging narratives of events such as the COVID-19 pandemic can impact on educational discourses. The piece considers the student-as- customer metaphorical ideology and focuses the need for a discursive shift to a framework that respects and encourages effective learning practices and creates an engaged student identity as an aspirational target: one that is robust yet flexible enough to withstand future change.
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In our final piece, Alan Harding reflects upon the shifting nature of his PhD research in his paper ‘Research serendipity: a case study’. Research initially planned as a step towards a fuel cell recycling process highlighted some neglected aspects of reported studies, which led to a shift in focus. This prompted an emphasis on new areas of potential research and a useful evaluation of the materials initially considered for the recycling. A useful and interesting analogy to summarise the paper is that the research it outlines aimed to develop ‘a better mouse trap’ and ended by looking at the genome of the mouse.
We hope you engage with and enjoy this 2020 edition and that it motivates you to consider writing for the Scholarship Review in the future.
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The Editorial Team
What we do
The Editorial Team oversees and approves the content of each annual edition of the Scholarship Review. This entails reviewing, checking, editing, amending and refining papers submitted for publication each year. We meet to discuss papers, articles, features and think pieces and case studies and feedback to authors on how to enhance their papers.
Our remit also extends to the promotion of scholarship and research within the B&FC academic community, and encouraging and supporting staff to publish the outcomes of their research activities. In the forthcoming year we will be working more closely alongside the Senior Tutors Scholarship and Research.
Who we are
The Editorial Team is chaired by Helen Fogg, HE Director who is delighted to be working with: Hannah Emery, HE Learning Mentor: Co-ordinator, Student Support and Wellbeing and Gillian Smith, Progress Tutor and Academic and Digital Literacy Lecturer.
Left to right: Helen Fogg, Hannah Emery and Gillian Smith
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‘Solving issues by myself’: An exploration of student resilience, self-efficacy and perceptions of independence.
Hannah Emery
Background to Research
Over the last three years, analysis has taken place regarding Personal Mitigating Circumstances (PMC) and the engagement of students with Student Support and Wellbeing, in particular the Higher Education Learning Mentor (HELM) team. The number of those who access the service around the time of, or following, their PMC application is repeatedly low (typically around 40%). This raises questions not only related to how the service can engage more students, but also why there is such consistent reluctance in accessing support when personal issues impact study.
Commonly cited (and evidenced) reasons on PMC forms for failing to submit work are mental health issues and / or difficulties attending College or focusing on assignments following relationship breakdowns, family problems and financial or work issues. Many of these situations are ‘intertwined with the social structure’ (Meighan and Harber, 2007, p.7) and difficult to avoid. They will therefore take place regardless of a student completing a higher education course: the course, in fact, could perhaps induce an exaggerated response to the situation as students respond to additional academic and social pressures (Eggens, van der Werf and Bosker, 2007). It is therefore crucial that the response to external difficulties is closely considered as the factor that could be changed (Brooker, Brooker and Lawrence, 2017).
Resilience and self-efficacy
Resilience within education is often discussed in terms of a student’s self-efficacy as an important predictor of performance, particularly when students are faced with challenges (Schwarzer and Warner, 2013; Cassidy, 2015; Robbins, Kaye and Catling, 2018). Li, Eschenauer and Persaud (2018, p.133) define self-efficacy as ‘people’s beliefs about their ability to perform well and achieve goals successfully’ and explain that individuals with high self-efficacy may perceive challenges in a more positive way and also have higher levels of resilience. This approach to the link between how students see themselves and how they respond to challenges is reinforced by Chester et al.’s (2011) view that students with high self-efficacy are more likely to contact staff and be aware of / confidently use technology designed to support and compliment learning. In studies relating to fields other than education, findings also consistently show that high self-efficacy results in more productive approaches to overcoming challenges. Luszczynska, Scholz and Schwarzer (2005, p.452) focus on the impact of self-efficacy in medical terms and emphasise that patients with low self-efficacy are more inclined to ‘behavioural disengagement’ and a passive approach to treatment; Markman, Balkin and Baron’s (2002) research on entrepreneurship shows that those with higher self-efficacy are more likely to start up a business. The implication of these studies is that those who are perhaps more confident in their own abilities and likely to succeed are those who are positive about overcoming challenges and subsequently more active in accessing support in order to achieve specific goals.
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Expectations
When considering student approaches to support in terms of individual perceptions and responses to overcoming challenges, Boyle (2015) highlights the significance of student expectations. When expectations are unrealistic or too high, there is a possibility of students withdrawing from projects which leads to a sense of failure (cited in Boyle and Mackinnon, p.63). Baxter (2012, p.116) also points out that if expectations of students are not met upon starting a course, their level of confidence is likely to be negatively impacted. If students have low levels of confidence, then they may be passive in terms of accessing support (Chester et al, 2011). In addition, Cotton, Nash and Kneale (2017, p.73) explain that some students feel that they are ‘expecting too much in seeking help’ from their institutions. However, Baxter (2012, p.117) views a lack of engagement with curriculum and support not necessarily as a result of students feeling they are not entitled, but more as a product of the students’ desire to succeed independently. A motivation for this is an expectation to form an identity as a student, which requires reaching a sense of autonomy through completing tasks alone. Schwarzer and Warner (2013) support this idea further by suggesting that those with low self-efficacy can actually perceive support negatively as it represents, for them, a lack of ability to achieve independently.
The negative perception of working with others in order to achieve can be understood further through Cotton, Nash and Kneale’s (2017) focus on the broader ideas of Honneth (1995). They argue that ‘wider social structures’ such as strong relations with others and having good support networks have significant impacts on the individual experiences of students. Such social support, which has helped the students to form a clear sense of self-recognition and identity, works as a ‘protective factor’ when students face challenges relating to or impacting on study (Cotton, Nash and Kneale, 2017, p.60). If the ideas of Schwarzer and Warner (2013) are taken into account, groups of students who do not have such networks will not be familiar with using the support of others in order to reach their goals. Students who lack such social or familial support outside of education may therefore be at risk of not achieving, yet because of low levels of confidence in their abilities may also be those who are the most motivated to transform ‘notions of previous identity’ by dealing with things alone (Baxter, 2012, p.118). This is further significant when combined with Tinto’s (1975) enduring argument that students who are less well integrated into academic and social settings are more likely to withdraw.
The idea that students with high resilience and self-efficacy are the ones who are more likely to engage with support can be supported by some observations made about the students who accessed the HELM service most frequently in 19/20. 81% of students accessing HELM support in February 2020 had attendance of 85% or above at that point. Although there are of course factors other than attendance to predict outcomes for students, the pattern of those with high attendance seeking support combined with that of PMC applicants choosing not to engage with the team highlights the possibility that those who would benefit the most from the HELM service may not be using it. Although some students do visit the HELMs regularly and state their reason for seeking support as lack of confidence, the literature suggests that there is a further group of students whose confidence in their abilities is lower still. This group’s inclination to seek and use the support available may be particularly low and it is therefore important to identify why, for B&FC students specifically, that may be.
Research at Blackpool and The Fylde College
The study began by inviting students from the curriculum area of Leadership, Management and Lifestyle (LML) as part of a joint study on resilience. The short questionnaire asked students to answer a combination of open and closed questions on their approaches to support when faced with external challenges that might
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impact on their assignments. Once it became clear that the questionnaires were beginning to yield interesting results, students from Computing and Engineering (the areas with typically lower engagement with the HELMs) were also invited to take part.
In total, 73 participants across levels 4, 5 and 6 in the three curriculum areas responded to questionnaires during the first part of the spring term. The spread across curriculum areas was not completely even (see Figure 1), however, it was noted that there were no significant differences in responses between areas or levels.
Figure 1: curriculum area split
The most interesting finding was in relation to the question:If you felt you were struggling with your course due to personal circumstances, would you try to access support from the College: at the first point of struggling; when things were reaching crisis point (at or after missed deadlines); I wouldn’t access support.
• 27% of respondents stated that they would access support at the first point of struggling • 56% of respondents stated that they would only access support when things were reaching ‘crisis point’ (at or after missed deadlines) • 14% respondents stated that they would not access support at any point • 3% did not answer
These responses reflect the challenge identified during analysis of PMC applications outlined in the introduction, and the emerging theme from the literature; that many students, even when they would benefit from support, do not engage with the appropriate services. Although the analysis of PMC applications and support that followed showed an engagement level of around 40%, it should be noted that this figure includes students who only engaged after their application and missed deadlines. These figures, as expected, show a clear need for development in encouraging more students to access the HELM service at the first point of struggling
The further implication of why this need exists becomes evident when the please give reasons for your answer responses are analysed. Of the 40 students who stated that they would access support when things were reaching crisis point (on or after missed deadlines), 21 (52%) used the terms ‘independent’ ‘myself’ or ‘on my own’ when describing the reasons for their responses. As the comment box allowed for an open answer, and no examples were given, the similarities in language used across different levels and cohorts of students is interesting. Schwarzer and Warner’s (2013) view that students may perceive help as detrimental to their own success is also emphasised: ‘I think it’s important to solve problems by myself’. As Baxter (2012, p.117) points out, students may perceive displays of independence as necessary to form their identities. However, for some students, support should be accessed in order to reach the necessary levels of confidence, autonomy and independent working. The possibility raised by Cotton, Nash and Kneale (2017, p.73) of students needing to be encouraged to expect help from the College is also clearly supported by some statements, such as: ‘I do not like to bother others’. This leads to a potential recommendation of further study around student expectations and perceptions of independence: like resilience, this term is used frequently and is perhaps in
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danger of becoming misunderstood. The HELM team could therefore aim to overcome misconceptions of independence by promoting a meaning of proactively seeking support where it is necessary in order to then move on and complete a goal autonomously.
The construct of self-efficacy was also apparent within the open responses of students who responded that they would seek help only at crisis point. Students referred unprompted to their belief in their own abilities: ‘I try to solve issues myself, only seeking help when I feel it is outside my ability to accomplish this’; ‘I believe I can cope’. Students who stated that they would seek help at the first point of struggling used language that represented positive views and proactive behaviour: ‘help would change things’; ‘I’m passionate about the course so would ask for help at the first sign of struggling’. Initially, this appears to be simple, supporting the view that students generally fall into the categories of high self-efficacy students willing to seek help and low self-efficacy students reluctant to seek help (Chesteret al., 2011; Schwarzer and Warner, 2013; Cassidy, 2015; Robbins, Kaye and Catling, 2018; Li, Eschenauer and Persaud, 2018, p.133). Of course, some students who gave responses may have an accurate perception of their own ability, seek help when appropriate and complete their course with few real difficulties. However, further statements implied inaccurate perceptions of ability to cope and, more significantly, an awareness of the inaccuracy: ‘I struggle to accept that I need help’; ‘I try to convince myself things are okay until they aren’t’. These responses themselves support the above discussion on self-efficacy and the notion that some students who feel, on some level, they cannot cope, are reluctant to behave in a way that is constructive (Chester et al., 2011). However, student awareness of this is interesting and adds a further dynamic, because it raises the question about when students make such discoveries about their own perceptions and what they are typically likely to ‘tell themselves’. This relates back to the literature on student expectations and the likelihood of students who have unrealistic impressions of what higher education study will be, or how they will deal with it, withdrawing or having poor experiences (Schwarzer and Warner, 2013).
Conclusion
It is clear that reasons for student reluctance to access the service can be complex, relating to identity, social support networks, self-efficacy and resulting resilience. In future, the research would benefit from being rolled out across all curriculum areas and a wider range of responses analysed in more detail so that patterns in seeking support could be better predicted and students targeted more effectively. As the inspiration for the research was the engagement of PMC students, it would appear sensible to question the students who make applications, however, it is possible that the students to respond would be those who also respond to offers of support. Using tutorial slots to target whole groups within curriculum is therefore, potentially, the most effective way to gather valid data. The results of this project have been timely, as the HELM service has been ‘refreshed’ for 20/21, Flying Start has been redesigned and a new HELM area on the student SharePoint has been created to reflect a more holistic approach than previously undertaken, with more emphasis on reflecting on individual performance in order to move forward. Further recommendations established through the research are to potentially explore the concept of independence and how students perceive this and implement it, and to offer consistent support through one dedicated HELM in order to help students without an external social network to construct a clear sense of identity, security and autonomy at B&FC. A useful point to conclude with is the evolving nature of student approaches to support. This can be seen as a real opportunity. The attitudes identified in this research may present challenges in encouraging the students who need support most to access it. However, it is also clear that students who do not have high self-efficacy or resilience sometimes are, or become with time, aware of their misconceptions about their own ability and habits. The key for the HELM team is to help the students reach this significant point of awareness and be available to support them in a way that helps them progress to becoming independent, confident learners and ultimately, employees in their chosen sectors.
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References
Baxter, J. (2012) ‘ ‘Who am I and what keeps me going?’ Profiling the distance learning student in higher education’, The International Review of Research in Open and Distance Learning, 13(4), pp.107-129. Boyle, S-L. and MacKinnon, S. L. (2016) ‘Speed bumps or road blocks? Students’ perceptions of barriers to learning and developing academic resilience’, Proceedings of the 2016 Atlantic Universities’ Teaching Showcase, 20, pp.58-67. Brooker, A., Brooker, S. and Lawrence, J. (2017) ‘First year students’ perceptions of their difficulties’, Student Success, 8(1), pp.49-62. Cassidy, S. (2015) ‘Resilience building in students: the role of academic self-efficacy’,Frontiers in Psychology, 6(1781), pp.1-14. Chester, A., Buntine, A., Hammond, K., and Atkinson, L. (2011) ‘Podcasting in education: student attitudes, behaviour and self-efficacy’,Journal of Educational Technology and Society, 14(2), pp.236-247. Cotton, D., Nash, T. and Kneale, P. (2017) ‘Supporting the retention of non-traditional students in higher education using a resilience framework’, European Educational Research Journal, 16(1), pp.62-79. Eggens, L., van der Werf, M. P. C. and Bosker, R. J. (2007) ‘The influence of personal networks and social support on study attainment of students in university education’, Higher Education, 55(5), pp.553-573. Honneth, A. (1996) The struggle for recognition: the moral grammar of social constructs. Cambrigde: Polity. Li, M., Eschenauer, R. and Persaud, V. (2018) ‘Between avoidance and problem solving: resilience, self-efficacy and social support seeking’, Journal of Counseling and Development, 96(2), pp.132-143. Luszczynska, A., Scholz, U. and Schwarzer, R. (2005) ‘The general self-efficacy scale: multicultural validation studies’, The Journal of Psychology, 139(5), pp.439-457. Markman, G. D., Balkin, D. B. and Baron, R. (2002) ‘Inventors and new venture formation: the effects of general self-efficacy and regretful thinking’,Entrepreneurship Theory and Practice, pp.149-165. Robbins, A., Kaye, E. and Catling, J. C. (2018) Predictors of student resilience in higher education, Psychology Teaching Review, 24(1), pp.44-52. Schwarzer, R. and Warner, L. (2013) ‘Perceived self-efficacy and its relationship to resilience’ in Prince- Embury, S. and Saklofske, D. H. (eds.) Resilience in children, adolescents, and adults: translating research into practice. London: Springer, pp.139-150. Tinto, V. (1975) ‘Dropout from higher education: a theoretical synthesis of recent research’, Review of Educational Research, 45(1), pp.89-125.
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Talking tough: Rethinking and redefining resilience in a college-based higher education environment
Rachael Leitch
Abstract
The issue of and need for improved individual and societal resilience, widely regarded as the ability to maintain positive adaptation, is rapidly emerging as a contemporary issue which concerns a number of settings and disciplines, for example, community and social work, mental health and well-being, sport, public services and education.
In attempting to redefine resilience, we first need to understand the etymology of the term and how its meaning has both evolved and expanded from its origins within material science into fields such as psychology, health and social care and beyond. Currently, there are over six hundred definitions of resilience available online, such as those developed by Masten et al. (1990), Luthar et al. (2000) Connor and Davidson (2003) Rutter (2006), Ungar (2008), Zolkoski and Bullock (2012) and Hart et al (2013, 2016). This said, significant gaps in research highlight a substantial need to examine which definitions are appropriate within educational environments, as supported by Brewer et al, (2019) and more specifically, which are most appropriate within a college-based higher education environment in the North West of England.
In rethinking resilience, it is necessary to understand how resilience is currently being used in context and to uncover its situational meaning. Key to this knowledge and understanding, is the investigation of the socio- economic factors affecting individual’s lives and the demographic challenges students are experiencing.
Based on the responses to a series of ethnographic interviews involving twenty undergraduate students studying across three disciplines, this study aims to remove the layers of superficiality surrounding the use of the concept of resilience in higher education, uncovering what resilience truly means to higher education students studying within a widening participation, socially and economically challenging demographic.
The findings challenge the implementation of prescriptive or generalised approaches, which further disadvantage and marginalise students and suggests more individualised reflective models which allow for personal growth at a rate determined by the student.
Introduction
Brewer et al. (2019, p.1105) propose that: The health, well-being and employability of students are key considerations within higher education. In response, interest in student resilience is on the rise. Reviews of contemporary resilience literature highlight both conceptual and methodological weaknesses, issues which hamper attempts to design effective resilience interventions.
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By using critical discourse analysis frameworks, this study investigates the language of resilience currently in use at Blackpool and The Fylde College (B&FC). Key themes will be examined to provide a deeper understanding of what resilience really means to our students. In turn, the study seeks to challenge the many dominant definitions of resilience currently in use and to further understand how students from a challenging demographic understand and experience adversity and the development of resilience. It theorises if and how colleges and universities can “train” students to become resilient from either an academic or educational perspective.
In a linguistic sense, the study seeks to ascertain helpful and unhelpful ways in which we can use language to communicate with individuals experiencing adversity, in order to potentially assist in building their resilience and self-efficacy. Concepts of story-telling and narrative practice will be discussed, to assess if and how these types of practice can support students by way of improving their own understanding of resilience, with the possibility of introducing these methods into current practices.
A proposed framework developed to help adults build their resilience will be critiqued and feedback will aid the adaptation of this and further resources to assist students, educators and support staff to enhance the existing suite of resources. Finally, conclusions will be drawn as to how effective current definitions of resilience are in aiding students’ understanding of the concept and if and how students need to develop this skill for their academic journey and beyond.
Literature Review
Forsythe (2017, p.3) suggests that resilience is regarded as a key measure of employability, suggesting ‘resilient individuals are more likely to have success in gaining employment, as they are confident about their abilities, optimistic about the future and can handle challenges effectively’. Carver and Scheier’s (2004) study of optimism, believed to be a key aspect of resilience, found that optimistic individuals are more likely to seek out progression opportunities and personal challenges in the workplace, therefore leading to greater career success. However, Brewer et al. (2019, p.1115) reveal the gap in adequate research within a higher education context. They suggest a lack of clear and relevant definitions for students amongst a myriad of social care and psychology related interpretations, concluding that ‘a shared definition of resilience within the higher education context and quality research into resilience intervention would significantly add to the higher education agenda’. Holdsworth et al. (2018, p.1837) suggest that the contemporary higher education setting has an important role in addressing the issue of ‘resilience building’. Their study aimed to demonstrate how undergraduate and post- graduate students in higher education understand the concept of resilience, which ‘is central to a successful participatory learning experience, and therefore, to the collective human and social capital of an individual’.
When conducting research with socially-oriented aims, critical discourse analysis (CDA) frameworks offer a method for analysis of language. Fairclough’s (1992) contemporary approaches to CDA have been fundamental in the transition from traditional approaches towards a more contemporary style of CDA.
By using Halliday’s (1978, 1994) Systemic Functional Linguistics (SFL) as the central point of reference and drawing on the works of Gramsci (1971), Althusser (1971) Foucault (1971,1972) and Habermas (1984), Fairclough (1992) provides a much needed approach to analytical linguistic practices which can be applied as to address the issues surrounding discourse, power, ideology and social practice.
Gee’s (2011) approach to discourse analysis is broader than that of mainstream linguistics, seeing ‘discourse analysis as tied closely to the details of language structure (grammar), but that deals with meaning in social, cultural, and political terms’. De Fina (2006) highlights the relevance and importance of narrative analysis
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within this domain and foregrounds concepts of the identity of the self within a contemporary narrative analysis framework. These approaches will be employed to investigate student interview responses, dominant definitions, and the common language within the context of resilience within higher education.
Research Context/Local Demographic
According to the most recent publication of Blackpool’s Local Authority Health Profile (2019), Blackpool is one of the 20% most deprived areas in the country and is experiencing multi-factorial issues relating to poverty, social issues and ill-health. Those living in the most deprived areas in Blackpool have a poor life expectancy (12.3 years lower than the national average for males and 10.1 years lower for females). Life expectancy, mortality and suicide rates have become significantly worse since the previous profile in 2018. Alcohol-related and self-harm hospital admissions are higher than England’s average, in addition to estimated levels of adult smokers, rates of statutory homelessness and violent crime including sexual violence.
Employment is yet another key concern in Blackpool; only 71% of adults aged 16-64 years old are currently employed, compared to a regional average of 73.8% and a national average of 75.6%. It could be argued that this is largely due to a high prevalence of seasonal work, temporary or zero hour contracts and high population, which are all common themes in English seaside towns.
These commonalities were outlined in the 2019 UK Government response to the 2017-19 House of Lords’ regenerating seaside towns and communities Select Committee report. The report focused on the socio- economic downturn of once thriving seaside towns in the UK including Blackpool, Fleetwood, Scarborough, Brighton and Hove, Great Yarmouth and Dorset.
The report recognised the progress made and acknowledged that ongoing investment would be required to address the full scale of the underlying causes of deprivation stating “Blackpool has been working hard to turn around its fortunes, with a revamped seafront, investment in the trams (shortly to be linked to the rail network), a newly electrified direct rail link to London and investment in hotels. The last set of data shows Blackpool at the top of the seaside destination leader board, as measured by visitor overnight stays, and by quite a margin with nearly 19 million, followed by Brighton at 11 million and Bournemouth at 10 million. Nevertheless, serious deprivation persists in Blackpool and it may be that a focus on tourism development has not always helped and may even have hindered regeneration efforts”
It is clear that alongside others residing in many other UK seaside towns, Blackpool residents continue to struggle to maintain their physical and economic well-being, which in turn is having a significant impact on the population’s mental health.
The 2020 Joint Strategic Needs Assessment Report for Blackpool highlights the seriousness of the current situation surrounding mental health. The estimated number of residents in Blackpool aged 18-64 suffering from mental health disorders in 2020 is 15,374. This includes an estimated 1,953 predicted to have a borderline personality disorder, 2,741 to be experiencing anti-social personality disorders, 371 with psychotic disorders and 5,866 predicted diagnoses of two or more psychiatric disorders.
Overall, the report demonstrates that GPs and patients are reporting much higher levels of depression and anxiety than in other parts of the country. 18.5% of the population self-reported symptoms of moderate or extreme anxiety or depression compared to a national average of 13.7%. GP diagnoses of depression, in particular, is the second highest in the country at 15.5% compared to the national average of 9.9%. The rate of
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anti-depressant medication prescription is amongst the highest in the country. Add to the pressure of living in these conditions and the demands surrounding entering higher education, for many, the challenge becomes insurmountable.
A number of emerging strategies are being employed to tackle Blackpool’s socio-economic challenges. One of these is the BoingBoing project, a collaboration between Brighton University, the Centre of Resilience for Social Justice, the Community-University Partnership Programme, Blackpool Council and Headstart, Blackpool. BoingBoing is a collaborative co-productive community of practice, which was established in 2005 by Professor Angie Hart (Brighton University), alongside a number of fellow academics, parents, young people, practitioners and service users working predominately within the south-east coast of England. The work centres around a common interest in the concept of resilience, with the intention of bridging the gap between research and practical applications in a wide variety of settings. In 2007 Hart, Blincow and Thomas developed the concept of Resilient Therapy, ‘a new methodology designed for children and young people to find ways to keep positive when living amidst persistent disadvantage’.
Supported by the local council and funded by a National Lottery grant, BoingBoing and Headstart joined forces in Blackpool in 2016 with the aim of: facilitating aspects of the HeadStart programme to support the mental health of children and young people in Blackpool using a community development approach to embed Resilient Therapy across the town […] drawing on both resilience and systems theory to work alongside practitioners, parents and young people to build a more resilience-based way of working using a common language (BoingBoing, 2020).
At present, the work being undertaken by the combined strategy, focuses on the primary and secondary sectors, with some preliminary introductions into further and higher education settings.
Research Questions
In light of the gaps in current research surrounding student resilience in college-based higher education environments, particularly in the more challenging and most socio-economically deprived areas of the North West, it is vital that practitioners and educators gain an understanding of how students view the concept of resilience.
There is a need to understand if and how students view this as a skill they need to develop and in which ways educators and associated support staff can best assist in helping students to develop the skills to ‘be resilient’. This study therefore seeks to answer five primary questions:
1. How do higher education students in Blackpool define and conceptualise resilience?
2. What strategies are students already using to build their personal and academic resilience?
3. What is the common language of resilience for adults studying on higher education programmes in Blackpool?
4. Does narrative practice have a part to play in building personal and academic resilience?
5. How can higher education establishments help students to build both their personal and academic resilience?
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The findings of this study will be used to enhance the knowledge, understanding and application of both written and spoken communication surrounding the concept of resilience at B&FC and potentially in the wider community.
Results, Analysis and Discussion of Findings
Initial Interpretations & findings, following manual transcriptions of interviews. Figure 1: shows an initial interpretation of the findings highlighting the prevalence of difference types of terminology surrounding resilience in response to Question 1. How would you define resilience?
Theme Frequency Examples ‘it’s about building yourself back up’ Direction: up/over 10 ‘resilience to me means overcoming things’ ‘knocked down get back up again’ ‘come out of it the other side’ ‘get through this day or get through this Direction: getting ‘through’ 8 little thing’ ‘they have come out of it the other side’ ‘rather than letting it get me down’ ‘ability to bounce back from knock downs’ Direction: down/under 7 ‘the way that I deal with pressure the way deal with things under pressure’ ‘the ability to bounce back’
‘being able to bounce back, kind of bring Movement: bouncing 4 yourself forward’ ‘it’s like yer bounce back ability’ ‘whatever makes you feel strong’ Fight or struggle requiring 8 ‘being able to stand up and fight back’ physical strength ‘knowing how you can feel strong’ ‘just on how you able to deal with everything’ ‘it’s like you just deal with stuff’ ‘Dealing’ with something 8 ‘how I deal with something, if you are able to deal with things’ ‘get through it no matter what’ ‘keep on going no matter what’ Endurance and durability 3 ‘the ability to carry on through difficulty and trauma’ ‘you can change like adapt the way you Flexibility 1 deal with that’
Figure 1: table of themes and frequency in B&FC student definitions of resilience
Direction was important in terms of defining resilience, as were expressions relating to getting ‘through’ barriers and challenges. Reference to movement was evident within the responses, as was the action of ‘bouncing’. This may be due to exposure to the Blackpool Boing Boing’s definition of resilience ‘bouncing forwards’, however, it was not used frequently enough to conclude that this definition is memorable for students. The examples of
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directional statements correlate with Lakoff and Johnson’s (1980, p.14) ‘orientational metaphors’, whereby a system of concepts exists with direct relation to the other. Lakoff and Johnson explain ’these spatial orientations […] give a concept a spatial orientation; for example HAPPY IS UP, SAD IS DOWN.
Fairclough (2008) addresses these types of relationships via his relational approaches to textual analysis. The relationships within the responses can be described as internal and incorporate both semantic (meaning) and lexical (words or expressions) as in the up / down directional terminology and that of fighting and physical strength and stamina. An example of external relationships to other texts or ‘intertextuality’ can be assumed by way of the phraseology surrounding bouncing forward/bouncing back and the current representations of resilience in the Blackpool area via the work currently being undertaken by BoingBoing & Brighton University.
A computer-aided analysis revealed similar general themes. In a broad, semantic sense, the term ‘tough’ was commonly used across responses. This echoes some of the findings during the manual transcription, which related to endurance / struggles and fight. ‘Tough’ is generally understood to mean ‘of close tenacious substance or texture; strongly cohesive, so as to be pliable or ductile; not easily broken, divided, or disintegrated; not fragile, brittle, or tender; of food, difficult to masticate. When relating to physical ‘toughness’ the following Oxford Dictionary (2020) definition might be used: ‘capable of great physical endurance; strongly resisting force, injury fatigue, etc.; not easily overcome, tired, or impaired; hardy, stout, sturdy’.
Mental ‘toughness’ is defined as ‘having great intellectual or moral endurance; difficult to influence, affect, or impress; steadfast, firm, persistent; also, stubborn, obstinate, hardened’ (Oxford Dictionary, 2020). It is useful to consider how its meaning might be attached to not only people but also to circumstances as in ‘tough times’, which might relate to external pressures such as financial issues, challenging family circumstances and so on.
According to the Oxford Dictionary Online (2020), the definitions of ‘tough’ resemble some of the literal meanings of the term resilience which include: ‘the action or an act of rebounding or springing back; rebound, recoil’; ‘elasticity; the power of resuming an original shape or position after compression, bending’; ‘the energy per unit volume absorbed by a material when it is subjected to strain; the value of this at the elastic limit.’ A large proportion of these examples relate to the domain of engineering, mechanics and resistant materials related discourse rather than that of social issues. However, more colloquial examples tend to relate to the personal ability to overcome adverse or challenging conditions for example: to tough it (out), to withstand (to the end) difficult conditions or to tackle adverse circumstances without flinching.
Dominant Definitions
The term ‘it’ in reference to resilience was used on 126 occasions throughout the responses, confirming that a lack of clarity regarding the definition of resilience remains. Participant 6 alluded to this within their response: ‘first ‘it’ (resilience) needs to know what it is and what it wants to achieve’. Definitions of resilience have evolved steadily over the past four decades. Masten et al. (1990) defined resilience as ‘the process of, capacity for or outcome of successful adaptation despite challenging or threatening circumstances’. Luthar et al. (2000) echoed this a decade later, describing the concept as ‘a dynamic process encompassing positive adaptation within the context of significant adversity’. By 2002 criticisms regarding the portrayal of the concept were emerging. Roisman et al. (2002) asserted resilience as ‘an emergent property of a hierarchically organised set of protective systems that cumulatively buffer the effects of adversity and can therefore rarely, if ever, be regarded as an intrinsic property of individuals’.
More recently, attempts to simplify definitions have surfaced: ‘achieving positive outcomes despite challenging
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or threatening circumstances, coping successfully with traumatic experiences, and avoiding negative paths linked with risks’ (Zolkoski and Bullock, 2012). Further to this, Hart and Blincow’s (2016) ‘Blackpool’ definition of ‘overcoming adversity, whilst also potentially changing, or even dramatically transforming, (aspects of) that adversity’ provides a more contextualised meaning. This definition was included in a series of 16 definitions which students were asked to categorise in terms of helpfulness. Interestingly, an equal percentage of participants (25%) found the definition the least helpful and the most helpful.
Participants were presented with a copy of the Resilience Framework (Adults) developed by Hart, Blincow & Cameron (2007). Participants may or may not have been exposed to the framework prior to the interview and a proportion may have had resilience training via the Headstart / Boing Boing projects, either internally within the setting as part of their job role. It was explained to participants how the framework had been developed and that B&FC were considering the use of the framework with students within the setting. Students were then asked to feedback their initial impressions. 8 out of 20 participants reported a positive response towards the Resilience Framework. In general, many students found the framework easy to follow and felt that a good variety of suggestions for building resilience had been provided. 6 out of 20 reported negative responses to the framework, expressing concerns regarding its realistic application. 6 out of 20 reported neutral responses or were unsure about the rationale behind the framework and required further information.
It is important to recognise how prior exposure to the Framework may have affected student perceptions and judgements of its content and value, evident in the response from participant 19: ‘Did we see this at one of them lectures? Yeah its got all the key things on it hasn’t it….you can mix em all up can’t you?’. However, in the main, students chose to define resilience in alternative ways. This implies that students either reject the previous definitions or wanted to evolve these definitions to provide a more specific, context-based meaning.
Student responses to questions around strategies for resilience were diverse, although most students could provide specific examples of the strategies they personally employ to ‘be resilient’. Thinking through problems was most frequently suggested as an effective strategy for dealing with adversity and barriers. Participant 14 suggested ‘thinking through things thoroughly before writing things down, airing concerns’, using multiple methods of communicating concerns to oneself and to others as part of the process of developing strategies around problem solving.
Being organised was deemed to be a useful skill to develop for students, particularly when faced with balancing multiple responsibilities. Talking about issues / problems was seen as priority for two participants. Breaking issues down was also seen as useful, with two respondents stating that they felt it made things easier to tackle if they were approached one at a time to prevent becoming overwhelmed.
Drawing on lived experiences / the experiences of others was thought to be helpful by participants, with participant 16 stating: ‘I draw on experiences of where something similar has happened or where I have overcome something […] if they are not something that I can draw on myself I think it’s almost looking for people that have been through something similar and drawing on their experiences how they may be how they tell the story of how they have overcome it and what it felt like’.
16 out of 20 participants agreed that telling their own stories of resilience would help them better understand the concept of resilience. 3 out of 20 did not agree that story-telling would help them to better understand the concept of resilience and 1 respondent stated maybe. Participant 20 stated that telling their own story of resilience would help them to feel that they were able to express themselves in a positive way.
18 out of 20 participants agreed that hearing other people’s stories would help them to better understand the concept of resilience. 1out of 20 commented that they did not think this would be of value and 1 out of 20
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thought that it may be useful. Participant 20 added that listening to other peoples stories of resilience might help them to feel ‘comforted’ and ‘accepted’ and that it was good to laugh about difficult times by telling / hearing stories. Significantly, three students indicated that they would be more likely to record their story of resilience if they felt that it would help others. This demonstrates a willingness amongst students to assist each other in developing their strategies in building resilience.
Thornborrow (2014, p.51) affirms ’storytelling is integral to the way we structure, account for and display our understanding of our human condition and experience’. Often, the personal stories relayed during the interviews followed a specific format. The most frequently used format relates to the diamond-structured model developed by Labov (1972). This progressive picture of an oral narrative acts as a guide to how a story can coherently be ‘told’.
Storytelling is an important aspect of the participant responses, which highlight the need for both individual and shared values as part of an individual’s formation of identity within a context community. De Fina (2006) asserts that identities emerge through the narrators’ manipulation of linguistic choices that construct specific relationships with aspects of the story worlds depicted, of the interactional world in which the stories are told, and of the social context that frames the more local context.
In expressing their personal opinions around the concept of resilience, students are taking part in a self- exploratory activity. Whilst discussing how they approach barriers and challenges, they are building an understanding of their own identity, an understanding of the ‘self’. Furthermore, this understanding of the ‘self’ can extend into a further, deeper understanding of the social groups or communities individuals belong to. By demonstrating a willingness to share their narratives and personal stories of adversity and resilience, students are opening themselves up to being aligned with other like-minded individuals.
‘Being’ or ‘Becoming’ Resilient
In relation to the representation of social events, we can view the ‘event’ in this particular context as ‘being’ or ‘becoming’ resilient. Fairclough’s (2008, p.125, 136) theories of exclusion, inclusion and prominence demand that before we can fully understand representations or meanings within social contexts we must understand the forms of activity that social actors are engaging in. One way of approaching this, in relation to the concept of resilience, is to consider what individuals who are ‘being’ or ‘becoming’ are doing or are not doing.
By identifying the most common activities discussed in association with resilience or non-resilience we can make a comparison with the strategies that students are saying they use to find correlations within these.
What social actors who are resilient are ‘being’ or ‘doing’ • Sticking to a routine (doing what you have to do) • Planning and organising (time management) • Thinking through possible issues • Taking time out to think about things (e.g. sitting down and having a cup of tea) • Drawing on their own or other peoples experiences (narratives) • Talking to others – sharing thoughts and experiences • Doing something you enjoy (e.g. listening to music) • Experiencing things • Achieving things • Shaping their own definition of resilience
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• Remembering what is important to them • Being flexible and creative in ways of thinking about and doing things • Focusing on desired outcomes
What social actors who are resilient are not ‘being’ or ‘doing’ • Living your life in a way that does not fit with your own personal values • Having resilience defined for them • Having a fixed mind-set about how things should be done • Ignoring problems
Conclusion
Rethinking and Redefining Resilience ‘In a climate where students are making ever-greater economic and emotional sacrifices to enter and succeed in higher education, arguably we need a more sophisticated analysis of resilience, one that is clearly lacking’ (Walker et al. 2006).
In attempting to redefine the concept of resilience from the unclear ‘it’ to something meaningful, it is important to realise that definitions and the conceptualisation of resilience are likely to be highly individualised. Gee (2011, p.153) implies that different meaning of terms and concepts will take different forms depending on the person and on the context, suggesting ‘to know what it means to you, you will have to think about what meaning you would give it in the context and your own life’.
We may therefore, need to consider the possibility that resilience is a ‘contested’ word, whereby a word takes on different meanings according to the speaker’s values and opinions. Education providers are constantly seeking out new ways to advise, inform or ‘train’ students to become more resilient, therefore improving their chances of success. This idea, Walker (2006 p.253) believes, ‘comes from Rutter (1990) who suggested that resilience can be predicted if an adequate risk algorithm is developed’. However, this could lead to an assumption that the meaning of resilience should be something that is important to an organisation rather than an understanding of what is useful and important to an individual.
When we examine some of the similarities between how the etymological meaning of resilience has been adapted from a material science or industrial environment and applied to the study of human behaviour, education and social issues, it is easy to see where some of the meaning may have been lost. This is evident in the overuse of terms like ‘bouncing back / forward’ and ‘resisting’ and ‘enduring’. In addition, some of the ways that we are communicating with students regarding resilience and well-being may be outdated and ineffective, or do not truly reflect students’ conceptualisation of resilience.
However, it seems the semantic properties of words and phrases can be adapted to assist the development of personal and academic resilience. This, along with the implementation of initiatives such as BoingBoing, will shape student-led proposed strategies for practical application and discover if indeed, the development of these skills is something that students value as a part of their academic journey.
Within the responses, students strongly suggested that story-telling, verbalising their own narratives and listening or reading those of others could be key to understanding their own strategies for resilience. They also expressed a willingness to share their stories with others, demonstrating a strong sense of social responsibility towards their peers and reflecting their own values in terms of moral, social and well-being support. There is therefore, a
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potential for a collection of written / recorded student stories of overcoming adversity (within a Blackpool context). This could be developed across disciplines such as arts, humanities and social sciences. This could then be made available for students to access to allow them to draw on others’ experiences.
‘Narratives are fundamental to our lives. We dream, plan, complain, endorse, entertain, teach, learn, and reminisce by telling stories. They provide hopes, enhance or mitigate disappointments, challenge or support moral order, and test out theories of the world at both personal and communal levels’ (Schriffinet al., 2010, p.1).
Student Well-Being, Resilience and the Coronavirus Pandemic As we begin to understand the impact of the 2020 coronavirus pandemic on student well-being and mental health, evolving strategies are likely to become ever more important.
In July 2020 the Association of Colleges (AOC) developed an approach to cope with the rapidly changing demands of student expectations, a new and constantly changing landscape of online learning and a growing pressure for educators and students.
Due to substantial changes to student’s lives, many are likely to be facing situations they have no previous experience of and have been presented with barriers and challenges that may require the building of a new skillset in order to manage multiple aspects of their lives.
The AOC (2020) suggest that digital deprivation - i.e. lack of devices available to students and the ability to use them may pose issues for students. There may be limited opportunities for educators and support services to assess mental health and well-being as many move into online learning. Strategies to assist in alleviating the stress surrounding these concerns, are suggested below:
• Pace with students when introducing new technology and new ways of learning, consider a gradual introduction to prevent students becoming overwhelmed. • Provide an online chat provision for well-being support for students. • Emphasise the importance of online face-to-face contact with students to discuss well-being to prevent this impacting on learning and teaching sessions and provide a safe space for these conversations to happen. • Give clear and consistent messages about what is certain and what is not. This will help students to formulate coping mechanisms around situations prior to the event.
What is also evident is that support networks and communities will be key, as we share our experiences of the unprecedented.
To ensure more appropriate definitions of resilience are arrived at, collaborative work needs to be encouraged to involve both staff and students. Ensuring all members of the community have a common understanding of the purpose of the concept and what it is useful for.
It may be beneficial to allow students to formulate definitions and resilient strategies by discovering what ‘works for them’ rather than being prescriptive or ‘training’ students to be able to cope with barriers and challenges.
It is clear that the redefining and rethinking of the concept of resilience in a college- based Higher Education environment requires revisiting, with a willingness from educational organisations to co-produce literature with students. If organisations are open to fostering the spirit of collaboration and co-production, there may be an opportunity to counteract the “us and them” culture that may have developed.
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Etienne Wenger’s social theories of learning provide an insight to the benefits of working collaboratively within organisations. Wenger (1998, p.3) postulates “Our institutions, to the extent that they address issues of learning explicitly, are largely based on the assumption that learning is an individual process…So, what if we adopted a different perspective, one that placed learning in the context of our lived experience of participation in the world?”.
The Communities of Practice (CoP) model offers an opportunity for students and staff to generate useful and valuable ideas and associated literature to address topics such as student resilience. By involving members of the learning and wider community we can create meaningful connections and provide a much needed space for peer discussion. In recent years, the concept of Community-University Partnerships (CUPs) has emerged. This partnership, based on the CoP model and incorporating activities such as KE (Knowledge Exchange) and KM (Knowledge Mobilisation) can provide a neutral ground, which challenges power hierarchies. Hart (2013) posits that once rapport and trust has been created and motivations and agendas discussed, these collectives can be effective in tackling key social issues within communities. Hart (2013, p.9 ) states “ One of the key attractions for adopting a CoP approach is its promise for bringing different perspectives together to consider a common problem, with the aim of finding solutions”.
We are reminded of the importance of Foucauldian approaches to the collective creation of ‘archaeologies of knowledge’s’ and the sometimes disconcerting power-relations that can dominate social practices. Foucault (1969 p.28 ) proposes “The manifest discourse, therefore, is really no more than the repressive presence of what it does not say; and this ‘not-said’ is a hollow that undermines from within all that is said”.
Recommendations
• When communicating with students use everyday language relating to both negative and positive emotions such as ‘worrying’, ‘suffering’, ‘upset’, ‘enjoying’, ‘relaxing’, ‘upbeat’ to reflect that these emotions are expected aspects of an academic journey. • As educators, investigate how we can help students develop strategies based on the findings of this research by, for example, discussing how to: organise a study / work schedule, prioritise tasks and consider study environments. • Employ an appropriate model to assist students in breaking down and thinking through issues. • Ensure that tutors and support staff have allocated time in their working day to talk to students about their concerns and to discuss hobbies and things they enjoy doing, such as listening to music or playing sport as a way of relaxing. • Expand the potential for students to talk to each other and to relay experiences as a way of expression and to discuss what strategies they have used to overcome challenges. • Investigate further the impact of narratives and storytelling within the context and with a multi- disciplinary approach. It may be beneficial to allow students to formulate definitions and resilient strategies by discovering what ‘works for them’ rather than being prescriptive or ‘training’ students to be able to cope with barriers and challenges.
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Appendices
Appendix 1 – Interview Questions
1. How would you define resilience?
2. Do you view the following definitions as helpful or unhelpful (flash cards will be used for this question)
Definitions of Resilience taken from Aranda & Hart (2015) (see Appendix 2) How do you know if you are resilient?
3. What strategies have you previously used or do you currently use to be resilient?
4. Do you think telling your story of resilience would help you to better understand the concept of resilience?
5. Do you think hearing other people’s stories of resilience would help you to better understand the concept of resilience?
6. Would you like the opportunity to meet again to discuss and record your story of resilience?
7. Would you be prepared to share your story of resilience with others?
8. What do you think about the Resilience Framework we are starting to use in HE practices at B&FC?
9. Is there anything else you would like to say about the concept of resilience?
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Appendix 2 - Sources of Dominant Definitions
Definitions - 1, 2,3,4,5 6,7,8, 9,10,12,13 and 14 - original source
Additional Definitions (11,15,16) were taken from Hart and Gagnon (2013) Uniting resilience research and practice development with activism to challenge social adversity
Appendix 3 - Hart and Blincow (2007) Resilience Framework (Adults)
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Exploring the language of higher education: A project overview
Dr Jennifer Hillman and Joanne Scott
Introduction
‘You look at the language sent out on the information and think, oh ***, I can’t do a University degree’ (Anonymous Student, 2020).
Over the last three decades, research into educational inequality in higher education (HE) has borrowed heavily from the theoretical frameworks of Pierre Bourdieu (1977; 1984; 1998; 1999). In both European and Anglo-American pedagogic scholarship, Bourdieu’s concepts of ‘habitus,’ ‘capital,’ and ‘field’ have become a familiar shorthand for scholars seeking to highlight the socio-economic and class-based barriers to student success in HE (Webb et al., 2017; Byrd, 2019). Put simply, Bourdieu’s philosophy of education saw universities as a mechanism for maintaining social inequality and the dominance of the white middle classes.
‘Exploring the Language of Higher Education’ is a project led by Joanne Scott (University of Cumbria) and Jennifer Hillman (B&FC) which responds to the call for scholars to consider the impact of the dominant cultural codes of HE institutions on student experiences (Byrd, 2019). This marks a departure from a student- deficit approach to student transitions to university. This traditional approach assumed the student to be “deficient” in the skills and experiences implicitly expected (though never explicitly asked) of them. The project is premised on a critical study of the discourse of HE and its potentially exclusionary effects. Going beyond the study of student literacy levels and the acquisition of subject-specific, specialist terminology (Northedge, 2003), the project scrutinises the language of HE itself. Holding up a mirror to institutional language in this way, the project aims to establish how this might contribute to the sense of ‘unbelonging’ among students traditionally “underrepresented” in HE (‘non-traditional’ students) in particular (Dunn, 2019, p.30). This paper seeks to provide an overview of the project premise and background, as well as some initial empirical findings.
Premise and Project Background
As we have noted, scholars studying the power and class dynamics of the university are indebted to the work of Bourdieu – most notably, his conceptual Holy Trinity: habitus (1977), capital (1984) and field (1966). Bourdieu used these terms to propose what is essentially a model theorising the relationship between the social class and upbringing of a student, with the educational institution they attend. In this model, habitus denotes the “dispositions” that a student has due to their upbringing, or home socialisation. Capital refers to the social and cultural ‘assets’ relevant to the field or context they are in. For students, the field is the HE institution itself and the social and cultural capital is what is needed to ‘fit in’ – usually tastes, skills or contacts.
The application of this to empirical studies of the experiences of ‘non-traditional’ students in HE has revealed that student home socialisation and familial habitus can impede the sense of ‘belonging’ that is needed to thrive at university. As noted above, ‘non-traditional’ is a label used to signify students often underrepresented in HE – such as mature, disabled and first-generation students, as well as students from Black and Minority Ethnic backgrounds (Dunn, 2019). The term ‘non-traditional’ is not unproblematic and we would like to avoid infering
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that the experiences of those students who fall into the category are in any way homogenous. Nevertheless, there is now a wealth of research which attests to the way that students who have been recruited as part of the HE widening participation agenda, both within and beyond the UK, are disadvantaged (Thomas, 2002; Quinn, 2004; Reay et al., 2009; Reay et al., 2010; Leese, 2010; Crozier & Reay, 2011; O’Shea, 2016; Hannon et al., 2017; Jin & Ball, 2019).
Importantly, Bourdieu’s idea of habitus was later extended to consider institutional culture in HE, as well as secondary education. The notion of ‘institutional habitus’ grew out of McDonough’s (1997) research and was developed in the study of HE in the UK by Diane Reay. One working definition of institutional habitus is that it comprises ‘aspects of institutional practice such as curriculum offer, organisational practices and less tangible but equally important cultural and expressive characteristics’ (Reay, David & Ball, 2001, para, 1.4, n.p). The starting point for this project is that the discourse - that is, the socially and culturally specific language - of the university is one of these ‘less tangible’ aspects of institutional habitus. It seems intangible because it is bound up with social practice and is ‘power-laden’ (Smith, 2008, pp.397-98). As Fairclough noted, the relationship between ‘discursive practices’, power and ideology is ‘opaque’ because it ‘may well be unclear to those involved’ (Fairclough, 1993, p.135).
The project thus speaks to existing pedagogic research, which has used Critical Discourse Analysis (CDA) to analyse discursive practices in HE and which has largely grown out of the work of Norman Fairclough (1995). Much of the CDA in HE research has focused on institutional policy, and learning and teaching strategies (Ball, 1990; Edwards & Nicholl, 2001; Smith, 2008; Smith, 2013). In focusing on the language which students encounter directly in the classroom and in teaching and learning resources produced for them, we are aiming to extend this awareness of institutional discourse. Furthermore, it has been acknowledged that ‘each student, as they enter university, embodies their own socio-cultural, academic/linguistic and economic capital and these may not be in tune with mainstream university discourses’ (Lawrence, 2005, p.248). In response to this apparent conflict between university discourse(s) and student ‘linguistic capital’, scholars such as Lawrence have proposed models for student reflective practice, which underscore the value of ‘critical self-awareness’ and ‘critical discourse awareness’ (Lawrence, 2005, p. 249). Following this model, the recommendation for practice is that teaching staff help students to ‘become enculturated into the educational and cultural ‘modus operandi’ of the university’ (Lawrence, 2005, p.251).
What form, then, might this ‘enculturation’ take for students in UK HE? It is widely acknowledged across the sector, that students transitioning to HE will be confronted with a unique and esoteric vocabulary variously referred to as jargon, Uni lingo, and in one case, HE’s ‘own language’ (Grimsby University Centre, 2020). Most universities attempt their own critical discourse awareness via the publication of HE jargon busters. These glossaries are now common practice in HE and typically sent out to prospective students as part of their transition packs or published on an institutional website for students to discover independently. In our initial research, we reviewed 30 institutional glossaries publicly available online - from across Russell Group Universities, Post-1992 Universities and University Centres (Appendix A). Surveying a sample of these, it quickly becomes clear that the onus is placed on the student to learn and become conversant in this jargon. In some cases, the implication is that universities simply need to furnish students with a glossary and this language acquisition will take place before teaching and learning begins.
‘Coming to university can feel like visiting another country. Not only do people do things differently, but they also use language differently - sometimes using completely new words that you haven’t heard before, sometimes using words you’re used to but giving them a different meaning! It can feel as if we’re deliberately making things difficult for you, but actually it’s just that we’re all used to using these words and forget that you might not know them yet’ (University of Reading, 2020).
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‘Struggling to get your head around all the Uni lingo? Find out what some common confusing words really mean’ (University of Birmingham, 2020).
‘Higher Education has it’s [sic] own language and you may not understand every term’ (GrimsbyUniversity Centre, 2020).
‘In the world of higher education, you will come across a lot of new terminology and phrases which is why we have compiled a ‘University Jargon Buster’ full of words you will see during your time at university. We hope this will familiarise you with university-language and know what some of these mean before you arrive in September’ (University of Chester, 2020).
As these examples demonstrate, many HE institutions recognise that their language can seem jargonistic to students. There is a subtext to the very term ‘jargon-buster’ which implies a collective disapproval of the vocabulary we habitually use since the word itself (jargon) is value-laden. Yet, whilst HE institutions are acknowledging this, there is also an implicit sense of estrangement between ‘us’ (who speak the ‘language’) and ‘you’ (the student, who does not). The message seems flippant: ‘we’ use words that ‘you’ will think you understand, but you do not; ‘we’re all used to using these words and forget that you might not know them yet’ (University of Reading, 2020). Glossaries and jargon busters offer students glimpses of University culture, but through a glass darkly. The implication that students are on the outside looking ‘in’ is also present in other, external material: ‘University can be a daunting place […] there may be phrases that seem so obvious you’re afraid to ask’ (Guardian, 2012). The message here, again, is that universities sympathise with the challenge but that the culture is entrenched and unshifting.
Certainly, it is worth noting that students who overcome these challenges and become proficient in this language – perhaps because they were not afraid to ask - may experience a greater sense of belonging. It is evident, for example, that student identity is bound up with the idiosyncrasies and quirks of their chosen university. There are examples of this in ‘fresher guides’ (University of Durham, 2007; University of Southampton, 2017). This is arguably also the case for Oxford and Cambridge colleges – who often celebrate and encourage new undergraduates to learn their unique ‘slang’ and other (usually Latin) terminology (Queen’s College, University of Cambridge, 2020).
What our project sets out to discover, however, is what resources or ‘capital’ students need to possess in order to decode this obtuse language. We question how students go about learning it and whether it impacts their sense of ‘belonging’ - which, as the research already shows, is challenging enough for ‘non-traditional’ students. Further, we ask whether or not glossaries and ‘jargon busters’ are good practice, or if HE providers should be working harder to contextualise this language. Discourse, we argue, is one aspect of institutional habitus which requires further empirical study. Our project aims to contribute to the study of inequality in HE by confronting this and to offer recommendations for practitioners working in FE/HE transition.
Methodology
The project is a qualitative study of student experiences, using semi-structured interviews. This approach was selected on the basis that it permitted set interview tasks and questions to be completed and addressed, whilst also permitting interviewees to respond to open questions about their experiences. This research corresponds with the social constructivist paradigm, which recognises that knowledge is constructed collectively through dialogue (Brown & Danaher, 2019).
A review of the secondary materials on institutional habitus revealed a gap in the literature on the language of
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HE as an expression of institutional culture and this informed the project design. Firstly, we used other university jargon-busters (see Appendix A) and institutional language at the University of Cumbria to identify vocabulary for a phrase bank to use in the interviews. Our focus in the first phase of interviews has been the ‘language’ of HE – from the vocabulary surrounding assessments, degree awards and course programmes to the administrative terms. This is, to borrow a term from CDA, the “little d” in HE discourse:
“Little d” discourse refers to the linguistic elements—the language bits—that connect with such Discourses. Of course, the language bits (little d, discourse) and the social and cultural models (big D, Discourse) are constitutive and work together to construct, maintain, and transform interactions. The important thing to keep in mind about Discourse (both big and little d) is that they are social and political and have histories of participation that are saturated by power relations (Rogers et al., 2005, p.370).
As the project develops, the evidence base may be widened to incorporate a closer examination of university Discourse (‘big D’) – through an analysis of institutional policy and common practice – as the most recent theoretical literature on institutional habitus suggests (Byrd, 2019).
The interview questions were structured to ensure we could capture the process of learning. Students were asked to review the phrase bank and highlight, firstly, those words they knew before university. Secondly, they were asked to highlight the terms they had learned since then and those they were still unsure of. The interview questions focused on unpicking how the students had learned the terminology, what it was like for them and if they felt there was anything the institution could do to ease this process.
To-date, interviews have been conducted with a small cohort of Foundation-Year students at the University of Cumbria during the 2019-20 academic year. Interviews were carried out in a face-to-face format but were suspended in March 2020 due to the COVID-19 pandemic. They will resume in the 2020-21 academic year as e-interviews - to allow required social distancing on campuses. The students interviewed thus far were all studying on an Integrated Foundation Year programme across Sport, Business, Law, Criminology and Science programmes.
In these early stages of research, the project methodology has thus focused on student experience and the effects of language as institutional habitus on those experiences. The project objectives for the forthcoming year include conducting interviews with students from other north-west universities and HE institutions.
Interview Snapshots
Clearly, at this early phase of the research, the project findings to-date are tentative, and it would be unwise to begin to draw any premature conclusions from the small sample analysed. However, there are some patterns starting to emerge in the interview analysis. Firstly, there is a high response rate indicating that students learn this language only when they arrive at university and that this is ‘through the lecturer’. This raises some early questions about the utility of glossaries provided to students by professional services and admissions. As the students interviewed were all studying on level 3 programmes, they noted feeling more thoroughly prepared by foundation-year staff, with classes targeting these issues. It will be interesting to compare these observations to the experiences of other, non-traditional students entering at level 4.
The second palpable pattern was from a notable minority who stated that there was an expectation from some lecturers that they just ‘should know’. In these cases, students felt they were forced to acquire the language from contextual clues and from other students. Others proactively emailed tutors for explanations.
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‘Some lecturers speak to you like you already understand.’
‘It’s weird… you normally understand what people are saying so it makes you feel strange. It makes you want to learn it quickly, so you don’t have to ask again’.
‘University language is posh isn’t it, you don’t talk to your family like that’ (Anonymous Student, 2020).
Thirdly, and perhaps most crucially, whilst many of the participants were first-generation students in HE, a number of students felt that having some family background of HE had better prepared them for this aspect of university culture. In some cases, this was through parents and, in others, via siblings.
‘It would be even scarier...I probably wouldn’t have applied if it wasn’t for having my sister explain some of this stuff to me’ (Anonymous Student, 2020).
The expectation that parents would either know, or be responsible for helping prospective students to learn this language, was present in some of the university jargon busters we surveyed. A number of them were aimed at, and addressed parents (Birmingham City University; Oxford Brookes University; University of Central Lancashire; University of Hertfordshire; University of Kent; University of Derby).This betrays the expectation in HE that students will have the home socialisation they need to transition well to university life; it also rests on a series of problematic assumptions regarding student age, status and relationship with parents.
More broadly in the interviews, there was an overwhelming sense that students felt alienation from university culture because of the unfamiliarity of the language. It was noticeable, for example, that some students were tempted to see their own personal circumstances – in this case being a mature student, returning to education – as the reason for their inability to learn this language:
‘You feel there is too much to learn, it’s too different, you start to think maybe you have been out of education too long’ (Anonymous Student, 2020).
What begins to emerge from this picture, is that many of the non-traditional students interviewed cited (and dwelt on) the ‘deficiencies’ in their socialisation that they felt explained their lack of preparedness for HE. This is something that our project seeks to further elucidate in the analysis of forthcoming interviews. From this, it is anticipated that one of the project recommendations will be enhanced work before university with FE providers and thus greater staff understanding about how language impacts student belonging.
Reflections
In the framing of our project, we have continued to use the Bourdieusian terms which have predominated in studies of educational inequality. Bourdieu’s model is, of course, not the only relevant theoretical framework. After the recent growth of the Black Lives Matter campaign into a global movement, it seems a timely moment to note the problematic nature of Bourdieu’s model for exploring the experiences of black students. Whilst there are recent examples of work analysing the intersections between Critical Race Theory and Bourdieu, it is clear that other frameworks can help us to better understand other ‘non-traditional’ groups (Tichavakunda, 2019). It will also be valuable to know how the BLM movement shapes university campus culture once institutions reopen sites after the COVID-19 closures. This is beyond the scope of our present project but something which future studies may uncover.
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Ultimately, we recognise in presenting this project that it would require a fairly major culture shift in HE before universities start to confront their own habitus, challenge the traditions and show a critical awareness about the discourse that is, in some cases, rooted in an exclusively middle-class heritage. However, if universities are to contribute to social mobility (and economic recovery in the aftermath of the COVID-19 pandemic and UK exit from the EU) then they will need to move beyond simply recruiting non-traditional students in North-West England and towards creating a truly inclusive community of practice.
Appendix A: University “Jargon Busters”
Birmingham City University https://www.bcu.ac.uk/parents-and-guardians/practical-information/jargon-buster
Bishop Grosseteste University https://2019.bishopg.ac.uk/wp-content/uploads/2019/04/BGU-University-Jargon-Buster.pdf
City University of London https://www.city.ac.uk/accessibility/glossary
Coventry University https://www.coventry.ac.uk/study-at-coventry/apply-now/jargon-buster/
De Montfort University https://www.dmu.ac.uk/information-for-teachers/higher-education-jargon-buster.aspx
Oxford Brookes University https://www.brookes.ac.uk/studying-at-brookes/parents/jargon-buster/
St Mary’s University Twickenham https://www.stmarys.ac.uk/application-process/information/glossary.aspx
Scarborough TEC https://scarboroughtec.ac.uk/higher-education/jargon-buster/
Staffordshire University https://www.staffs.ac.uk/courses/undergraduate/how-to-apply/higher-education-glossary
University Centre, Grimsby https://grimsby.ac.uk/jargon-buster/
University of Birmingham https://www.birmingham.ac.uk/undergraduate/preparing-for-university/Prospective- Student-Hub/jargonbuster.aspx
University of Cambridge https://www.cam.ac.uk/about-the-university/how-the-university-and-colleges-work/glossary-of-cambridge-terminology
University of Central Lancashire https://www.uclan.ac.uk/study_here/undergraduate/parents_information.php
University of Chester http://www.chester.ac.uk/ssc/pre-arrival-hub/development/jargon-buster
University of Derby https://www.derby.ac.uk/undergraduate/parents-guardians/jargon-buster/
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University of Exeter https://www.exeter.ac.uk/media/universityofexeter/admissionsandukstudentrecruitment/sro/HE_Jargon_Buster _A5_final_version.pdf
University of Greenwich https://www.gre.ac.uk/student-services/glossary University of Hertfordshire https://www.herts.ac.uk/study/how-to-apply/information-for-parents-and-guardians/glossary-of-university-terms
University of Huddersfield https://students.hud.ac.uk/grad/graduate-school/jargon-buster/ University of Kent https://www.kent.ac.uk/parents/jargon-buster University of Lincoln https://learning.lincoln.ac.uk/learning-lincoln-your/university-jargon-buster/
University of Nottingham https://www.nottingham.ac.uk/studentservices/support/financialsupport/studentfunding/jargonunravelled.aspx University of Oxford https://www.ox.ac.uk/about/organisation/history/oxford-glossary
University of Reading https://www.reading.ac.uk/closed/Welcome/before-you-arrive/fr-university-jargonbuster.aspx
University of Reading https://libguides.reading.ac.uk/freshers/glossary University of Suffolk https://www.uos.ac.uk/content/jargon-buster
University of Teeside https://blogs.tees.ac.uk/students/2020/07/16/university-jargon-buster/
University of Worcester https://worcesterstudentlife.com/2016/06/27/university-jargon-buster/
University of York https://www.york.ac.uk/schools-and-colleges/pre-16/pre-16-hub/programme/#d.en.720031 Wakefield College https://www.wakefield.ac.uk/study-with-us/how-to-apply/jargon-buster
References
Anonymous Student (2020) Interview with Scott, J., University of Cumbria, 30 January.
Anonymous Student. (2020) Interview with Hillman, J., University of Cumbria, 30 January.
Ball, S. J. (1990) Politics and policy making in education. London: Routledge.
Bourdieu, P (1966). « Champ intellectuel et projet créateur », Les Temps modernes, no 246, novembre 1966, pp.865-906.
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Bourdieu, P. and Passeron, J. C. (1977) Reproduction in education, society and culture. London: Sage.
Bourdieu, P. (1977) Outline of a theory of practice. Cambridge: Cambridge University Press.
Bourdieu, P. (1984) Distinction: a social critique of the judgment of taste. Translated by Richard Nice. Cambridge, MA: Harvard University Press.
Bourdieu, P. (1998) The state nobility: elite schools in the field of power. Stanford, CA: Stanford University Press.
Bourdieu, P. (1999) Acts of resistance: against the tyranny of the market. Translated by Richard Nice. New York: New Press.
Brown, A. and Danaher, P. (2019) ‘CHE Principles: facilitating authentic and dialogical semi-structured interviews in educational research’, International Journal of Research & Method in Education, 42(1), pp.76-90.
Byrd, D. (2019) ‘Uncovering hegemony in higher education: a critical appraisal of the use of ‘institutional habitus’,’ Empirical Scholarship Review of Educational Research, 89(2), pp.171-210.
Dunn, R. L. (2019). ‘Challenging the use of a deficit model: reflections on taking an asset model approach with mature foundation archaeology students,’ Journal of the Foundation Year Network, 2, pp.29-40.
Edwards, R. and Nicoll, K. (2001) ‘Researching the rhetoric of lifelong learning,’ Journal of Education Policy,16 (2).
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Hannon, C., Faasb, D. and O’Sullivan, K. (2017). ‘Widening the educational capabilities of socio-economically disadvantaged students through a model of social and cultural capital development’, British Educational Research Journal, 43(6), pp. 1225–1245.
Jin, J. and Ball, S. J. (2019) ‘Precarious success and the conspiracy of reflexivity: questioning the ‘habitus transformation’ of working-class students at elite universities’, Critical Studies in Education.
Lawrence, J. (2005) Addressing diversity in higher education: Two models for facilitating student engagement and mastery, in Higher education in a changing world, Proceedings of the 28th HERDSA Annual Conference, Sydney, 3-6 July 2005: pp 243.
Leese, M. (2010) ‘Bridging the gap: supporting student transitions into higher education’, Journal of Further and Higher Education, 34(2), pp.239–251.
McDonough, P. (1996) Choosing Colleges: how social class and schools structure opportunity. New York: State University of New York Press.
Northedge, A. (2003). ‘Enabling participation in academic discourse’, Teaching in Higher Education, 8(2), pp.169-180.
O’Shea, S. (2016) ‘Avoiding the manufacture of ‘sameness’: first-in-family students, cultural capital and the higher education environment’, Higher Education, 72, pp.59–78.
Quinn, J. (2004) ‘Understanding working-class ‘drop-out’ from higher education through a sociocultural lens: Cultural narratives and local contexts’, International Studies in Sociology of Education, 14(1), pp.57-74.
Reay, D., Miriam, D. and Ball, S. (2001). ‘Making a difference? Institutional habituses and higher education choice’, Sociological Research Online, 5(4).
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Reay, D., Crozier, G. and Clayton, J. (2009) ‘“Strangers in Paradise”? Working-class students in elite universities’, Sociology, 43(6), pp.1103–1121.
Reay, D., Crozier, G. and Clayton, J. (2010) ‘Fitting in’ or ‘standing out’: working-class students in UK higher education’, British Educational Research Journal, 36(1), pp.107-124.
Smith, K. (2008) ‘Who do you think you’re talking to?—the discourse of learning and teaching strategies’, Higher Education, 56, pp.395–406.
Smith, K. (2013) ‘Critical discourse analysis and higher education research,’ in Huisman, J. and Tight, M. (eds.) Theory and method in Higher Education research, London: Emerald, pp.61-80.
Thomas, L. (2002) ‘Student retention in higher education: the role of institutional habitus’, Journal of Education Policy, 17(4), pp.423-442.
Tichavakunda, A. A. (2019) ‘An overdue theoretical discourse: Pierre Bourdieu’s theory of practice and critical race theory in education’, Educational Studies, 55(6), pp.651-666.
University of Reading (2020) New to University? Available at: https://libguides.reading.ac.uk/freshers/glossary (Accessed: 12 January 2020).
University of Birmingham (2019) Jargon Buster. Available at: https://www.birmingham.ac.uk/undergraduate/ preparing-for-university/Prospective-Student-Hub/jargonbuster.aspx (Accessed: 06 December 2019).
Grimsby University Centre (2020) Higher Education Jargon Buster. Available at: https://grimsby.ac.uk/jargon- buster/ (Accessed: 02 February 2020).
The Guardian Newspaper (2012) University Lingo Explained. Available at: https://www.theguardian.com/educa- tion/2012/oct/01/common-university-phrases-lingo-explained (Accessed: 18 August 2020).
University of Chester (2020) University Jargon Buster. Available at: https://www.chester.ac.uk/ssc/pre-arrival-hub/ development/jargon-buster (Accessed: 21 March 2020).
University of Durham (2007) Durham Student Slang Dictionary. Available at: https://www.durhamstudent.co.uk/ resources/dictionary/ (Accessed 21 September 2020).
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University of Southampton (2017) A Fresher’s Guide to Southampton Slang. Available at: https://www.southampton.ac.uk/blog/life-at-southampton/2017/09/18/a-freshers-guide-to-southampton-slang/ (Accessed: 21 September 2020).
Webb, S., Burke, P. J., Nichols, S., Roberts, S., Stahl, G., Threadgold, S. and Wilkinson, J. (2017). ‘Thinking with and beyond Bourdieu in widening higher education participation’, Studies in Continuing Education, 39(2), pp.138-160.
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Interim findings of measuring a bespoke progress meeting plan for level 4 study
Françoise Peill and Parvonay Amirkhani
Introduction
The Office for Students (2020) recommends that higher education (HE) students need to be supported throughout their academic journey, by providing a diverse range of support strategies and services to ensure every individual reaches their full potential (Thomas, et al., 2017; Devis-Rozental, Eccles, and Mayer, 2017; Higher Education Statistic Agency (HESA) 2017). Current research evidences that a personalised approach to HE learning should be provided through tailor-made tutorials that provide academic support and recognise the importance of a diverse range of holistic support services (Tight, 2020; Stapleford, Caldwell and Tinker, 2017; Pulford and Sohal, 2006).
These interim findings of an SRDS Project have critically evaluated the impact of a bespoke progress meeting plan for level 4 study, which provided staff with a comprehensive package of sessions to be delivered. It was anticipated that students would be better equipped and supported to remain on their chosen programme of study and successfully achieve. The bespoke sessions were delivered within the curriculum area of Society, Health and Childhood (SHaC) to level four students studying on Foundation Degree in Early Years, Foundation Degree Family Support and Wellbeing, Foundation Degree Teaching and Learning Support, Foundation Degree Health and Social Care and the Foundation Degree in Youth Studies.
Literature review
The Office for Students (2019) advocates that the diversity and complexity of each student needs to be supported throughout their study, with tailor-made services to ensure they succeed. Evidence highlights that 120,000 students from an array of socio- economic backgrounds are now studying higher education in further education colleges. Current focus in the UK Quality Code for Higher Education (2018) affirms that to enable student achievement, a holistic approach to support must be available throughout the entire student journey. Further expectation specifies that experiences outside the formal curriculum should include information on academic skills, finance, housing, welfare and employability. The development of transferable skills, including critical thinking and creativity, which will enhance the students’ general employability and graduate skills, is also emphasised. Tutors should encourage students to be involved in recording and discussing their academic progress using a variety of approaches so they can actively engage (Tight, 2020). Hirsch (2013) states the necessity for positive experiences for all students and the need to be supported through different issues, due to the diverse range of matters that may occur whether they are academic, financial or personal the provider should offer a diverse range of amenities. Additionally, the Higher Education Statistic Agency (HESA, 2017) suggests that a more holistic approach, working in cohesion with learner’s wellbeing is effective and is fundamental for student success.
HESA’s (2016) ‘Supporting the advancement of UK education through data and analysis impact report’ highlights the importance of further development of holistic and integrated approaches within the sector, evaluating the importance of early intervention of student need. This reiterates the views of Patel (2003),
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‘who values the need for students to adopt the holistic approach, which develops students to be critical, confident and independent’. This approach aims to make learning a progression of self-improvement for each student’s individual needs, which identifies the social context of learning and teaching. Pulford and Sohal (2006) replicate these views within their study and believe that students’ confidence in their academic abilities is key to success. Their study measured students utilising an Individual Learning Profile (ILP) scale, which examined their personality traits and the influence this has on their academic success.
In addition, illustrated in the ‘Student mental wellbeing in higher education: good practice guide’ (Universities (U.K), 2015) is the necessity for HE institutes to recognise students’ needs in relation to mental health, by providing holistic support in order for students to reach their full academic potential and succeed in the wider society. Establishments should provide services that allow students to build resilience and independence in an inclusive academic community. Furthermore, contemporary research highlights a current study by Spear, Morey and Van Steen (2020), which exemplifies the increase in mental health problems (MHPs) amongst university students and the impact this has on their academic studies. Their findings identify that all UK universities indicate an increase on learners’ mental health and accentuates that HE academic staff ‘should be an integral part of any institution’s strategy for enhancing student mental health’ (Spear, Morey and Van Steen 2020).
Research from Gersten (2013) promotes a personalised one-to-one meeting, that will support the student’s individual challenges and work to personalised targets within the HE environment. Similar views are highlighted in the work of Peters (2016), which stipulates academic support should be in place to incorporate the setting of bespoke goals set by the student with tutor guidance. ‘Student engagement through partnership is important because it enables and empowers students to engage deeply in their learning and enhancement’ (Trowler and Trowler, 2010). This highlights the need to offer each student a relationship with the institutions and a sense of belonging, making the process as inclusive as possible. This approach promotes the development of a new conceptual model, which considers the ways learners are included as partners in their teaching and learning. There is also a focus on the need for a bespoke tutorial that enhances the students’ socio-emotional intelligence and furthermore, has a positive impact on their overall academic and personal development (Devis-Rozental, Eccles, and Mayer, 2017). Through tutorials, the academic journey must be enriched with experiences and opportunities that enhance the student experience, through the supporting of academic conventions and the nurturing of additional skills that will support the development of the student’s graduate attributes (Stapleford, Caldwell and Tinker, 2017).
The collaborative work of Thomas, et al. (2017) draws together evidence from 13 institutions, 43 discipline areas over a three-year period. The programme evidences that students value the staff–student relationships and are more confident knowing staff and being able to ask for help. By promoting more collaborative learning encouraging students to engage with staff, peers and the subject, this student-centred approach allows the individual to build their confidence and graduate skills. In addition, the learning should incorporate the development of skills and capacities to be an effective learner in the field chosen and be relevant to the current interests and future aspirations of students. The personal tutor should work to develop a close relationship with their students to oversee individual progress and take action if necessary, including directing students to suitable academic progress and pastoral support services. The one to one meeting should be utilised to set clear goals for each HE student, placing significance on the purpose and the value of engaging and belonging. Strong emphasis should be on interventions designed and expectations of higher education, to help students be effective learners by developing their confidence and academic ability (Thomas et al., 2017).
Methodology
As indicated within the literature review, there is a need to provide students with a holistic offer of support to enhance the likelihood of retention and achievement. A package of support was developed for group progress
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meetings, with a central theme of developing academic writing conventions and fostering an understanding of academic regulations during the first year of study in the curriculum area of Society, Health and Childhood. By creating a series of resources, delivered across all undergraduate programmes, the aim was for staff to deliver consistent key messages to students to assist with building their confidence and knowledge of higher education requirements.
This action research study has sought to explore the views and perceptions of students and staff utilising an interpretivist paradigm (Swain, 2017), with the intention of constructing understanding to enhance future cross-curricular delivery. An online questionnaire sent by email to all first-year undergraduate students and posted to the VLE, gathered student feedback. The questionnaire required students to rank their group progress meetings from Semester 1 and then Semester 2, to produce a picture of which sessions were most beneficial. The decision to design the questionnaire using both a ranking format and open ended questions aimed to create an opportunity to analyse the viewpoints of students and understand the reasoning behind their selections (Robson and McCartan, 2016). In addition, a focus group of student representatives with both researchers considered anecdotal information and further examined potential enhancements to group progress meetings (Gray, 2018). In order to test the validity and reliability of the group progress meeting feedback (Bryman, 2012), the curriculum area of Computing utilised the same package of resources on the proviso of sharing feedback from staff. Staff feedback from both curriculum areas was gathered in focus groups to allow for the exploration of rich and detailed data. Lastly, a comparison of achievement and retention data from this year and last year will triangulate the data mentioned so far (Mason, 2018). Students and staff were notified of participant consent during each method of data collection.
Although the literature review supports the use of bespoke packages of support, there is a lack of detail in terms of what this entails. Therefore, this research will build on the existing knowledge base, with an aim to improve practice and provision for staff and students within a Higher Education Institute (HEI).
Of the 118 students studying at level 4 at the end of the academic year, 60 students opted to participate in the electronic questionnaires, equating to a response rate of 50.84%.
Results and discussion
Due to the temporary closure of the College, it was necessary to conduct the focus groups using MS Teams, which created an added advantage of recording the focus groups. The researchers conducted thematic analysis individually, followed by an academic discussion to confirm the selection of themes taken from the qualitative data (Bazeley, 2013). The responses were largely positive and supported the use of a bespoke progress meeting programme. Students and staff provided anecdotal information, which supported the information that students found the resources supportive and informative.
Ranking of group progress meetings
The sessions, which students selected as most beneficial, were as follows:
The grading system and feedback (Semester 2) = 46/ 60 1:1 Tutorial meetings (Semester 1) = 45/ 60 Academic writing conventions (Semester 1) = 44/ 60 Draft work (Semester 1) = 39/ 60 Academic malpractice (Semester 2) = 35/ 60 HELMs recap (Semester 2) = 33/ 60
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Thematic analysis of qualitative data
Following on the coding of qualitative data, the researchers agreed upon 5 themes as follows:
1. Confidence
Students stated that the progress meetings gave them more confidence in HE learning and that the sessions supported them to build their skills and ability with a variety of appropriate topics. They found the structured bespoke sessions supportive, which allowed them to interact with their progress tutor and ask questions to reassure them about their concerns. Students stated that the sessions gave them clear guidance on a diverse range of topics academic, personal and professional, supporting research by Thomas, et al, (2017); Devis- Rozental, Eccles and Mayer, (2017) and HESA (2017). Furthermore, students were able to talk to one another about their academic journey and support each other through peer support.
Staff themes replicated the findings, which further indicated that the sessions allowed the students to take time to focus on their learning and ways they can improve their academic skills. This timetabled session each week further allowed emphasis on Partners for Success (Blackpool and The Fylde College, 2020) and the graduate outcomes.
2. Knowledge
Students highlighted that they became more knowledgeable throughout level four with their learning and academic conventions. In addition, through specific sessions they were able to focus on referencing skills, structure of an essay, research techniques and critical analyses, which they stated gave them understanding and self- assurance, which has similarities with the research of Patel (2003) and Stapleford, Caldwell & Tinker (2017). Likewise, it allowed the expectations of HE learning to be emphasised, allowing students to have clear intentions and aspirations for their foundation degree experience, highlighted in the work of Trowler & Trowler (2010) and Gersten (2013). Students recognised the resources used throughout progress meetings and welcomed the fact that they could revisit the tools used for delivery throughout the year and refresh themselves with the PowerPoints to help their learning.
3. Structure
Students have embraced the bespoke progress meetings and affirmed that these focused sessions supported them to stay on track with their learning. In particular, it reinforced their B&FC and HE experience with topics that were relevant to their studies. Themes emerged that suggested they enjoyed the sessions and found them informative and relevant to HE learning. Scheduling the session at the start of the day set the scene for their learning and supported them to develop their time management skills as evidenced in the work of Tight (2020).
The SHaC team welcomed the bespoke progress meetings, as they allowed for standardised practice across the curriculum; this structured approach ensured all sessions were delivered in a uniform manner, ensuring that the information was consistent in every curriculum programme, as advised by UK Quality Code for Higher Education (2018).
4. Access
The personalised approach to the sessions further supported the engagement with Partners for Success and the wider B&FC community (Gersten, 2013). Student feedback highlighted that the refresher approach to promoting the Partners and their services were welcomed, in particular to the HELM team. They commented that there was so much information to retain at induction that this approach rejuvenated the information.
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Furthermore, after the Covid-19 pandemic commenced and students stated they were anxious and nervous about remote learning, the sessions continued through Microsoft Teams allowing any concerns to be reduced. This standardised approach allowed for a smooth transition to remote studying for the students, which they stated supported them and diminished any concerns.
5. Improvement
The final theme was of improvement from staff who felt that the group progress meetings allowed an opportunity to build a rapport with students, whilst feeling that there was “improved academic writing in submissions”. This may be due to the refresher sessions as one staff stated, “Inductions cover a lot but things get forgotten, so the recap sessions are helpful”. Staff were positive that it balanced their teaching time, as they could focus on their teaching of modules, whilst comfortable in knowing that there was a ready-made, consistent package of support available to be delivered to students. Another staff member stated, “It felt like the sessions were tailored to the needs of the students”. Whilst this information is largely anecdotal, it was hoped that the use of quantitative data would support these findings. The quantitative data has been analysed however, the impact that the on-going pandemic could have had on student achievement and retention cannot go unmentioned.
Comparison of retention and achievement data
Data analysed from the academic year 2018-19 with 2019-20 showed that the mean average grade profile held consistent at 14. Despite there being no discernible increase, it could be argued this is still a positive outcome, when considering that many students from the curriculum area are frontline practitioners who faced immense pressure during the pandemic whilst completing their first year of higher education study. Further analysis will be required, post pandemic, to determine the true impact of the bespoke progress meeting implementation. As with any action research, constant evaluation and reflection is essential to ensure improved practice.
The retention data suggests that Interruption of Study applications remained the same, whereas there were 2 fewer withdrawals across the 5 programmes. A more detailed analysis of the timing and reasoning of the student withdrawals is needed to enhance the understanding of this data.
Conclusion and recommendations
In addition to the analysis of quantitative and qualitative data, students identified areas for further development within their questionnaire responses. This information supports the following recommendations:
Mental health and resilience:
Students commented that there was a lack of information on this topic and, therefore, there is a need to consider how this can be better implemented by all staff and not simply a reliance on support services to cover this area, as suggested by Spear, Morey and Van Steen (2020). Suggested improvements could include:
• Peer mentoring: this could be implemented using second and third year students to act as peer mentors supporting first year students. Training would be a vital component so that peer mentors understood the remit of their role and would not compromise academic integrity.
• Buddy system: Students who are more confident may become ‘study buddies’ with those who
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are identified as at risk, whilst being supported by College services such as Student Support and Wellbeing, although consideration must be given to the potential impact this could have on students. Research does suggest that students who have a strong support network are at a decreased likelihood of withdrawing from their studies (Thomas, 2012).
Engaging resources:
Some students commented that the PowerPoints could be made more interesting, which is highly relevant when considering the current move towards greater online and blended delivery. Suggested improvements could include:
• Technologies: Programmes such as Kahoot, Padlet and Breakout rooms on MS Teams can create greater interactivity with students.
• In addition, using formative assessment through the activities linked to these programmes can be highly beneficial to students’ retention of information from the sessions.
DegreePlus information:
Some students told us that they could not see the relevance of DegreePlus, suggesting that insufficient importance is placed on the value of this programme. Suggested improvements could include:
• Tutor-delivered GradIntelligence sessions, which link to the e-CVs and DegreePlus awards, with greater emphasis placed on this subject during group progress meetings and individual progress meetings.
• It could also be beneficial to link the GradIntelligence and DegreePlus programme to a module of learning, such as one which is centred around professional development, however, this would be dependent on the existing modules for each programme of study.
Time:
This is split into two sections; firstly, some students felt that the time should be specified more clearly in the marketing of the progress meeting session times, which is something that can be easily rectified. Students also felt that the timing of some PowerPoints were not beneficial to their learning journey. The Progress meeting scheme of work is indicative and should be amended to meet the students’ needs. Some students cited the delivery of a session on presentation skills after their summative presentation assessment as unhelpful, so it is vital that the timing of each session is carefully considered.
References
Bazeley, P. (2013) Qualitative data analysis: practical strategies. London: Sage Publications Ltd. Blackpool and The Fylde College (2020) Partners 4 Success. available at https://www.studentsunionblackpool. co.uk/partners-4-success (Accessed: 4th October 2020). Brunsden, V., Davies, M., Shevlin, M. and Bracken, M. (2000) ‘Why do HE students drop out? A test of Tinto’s model’, Journal of further and Higher Education, 24(3), pp.301-310. Bryman, A. (2012) Social research methods. Oxford: Oxford University Press.
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Campbell, E. (2018) ‘Reconstructing my identity: an autoethnographic exploration of depression and anxiety in academia’, Journal of Organizational Ethnography, 7(3), pp. 235-246. Coates, H. (2007) ‘A model of online and general campus-based student engagement’, Assessment and Evaluation in Higher Education, 32(2), pp. 121–141. Devis-Rozental, C., Eccles, S. and Mayer, M. (2017) ‘Developing socio-emotional intelligence in first year HE students through one-to-one learning development tutorials’, Journal of Learning Development in Higher Education, 12. Gersaten, R. (2013) ‘The two cultures of educational research? The Elementary School Journal, 114, pp.139 -141 Gray, D. E. (2018) Doing research in the real world. London: Sage Publications Ltd. Hirsch, G (2013) Helping college students succeed: a model for effective intervention. London: .Routledge. Mason, J. (2018) Qualitative researching. London: Sage Publications Ltd. Milburn, A. (2012) University challenge: how higher education can advance social mobility. London: cabinet office. Patton, L. D., Renn, K. A., Guido, F. M., Quaye, S. J. and Forney, D.S. (2016) Student development in college: theory, research, and practice. John Wiley & Sons: London Peters, B. (2016) Teacher Education for Inclusion International Literature Review. London. European Agency for Development in Special Needs Education Pulford, B. D. and Sohal, H. (2006) ‘The influence of personality on HE students’ confidence in their academic abilities’, Personality and Individual Differences, 41(8), pp.1409-1419. Robson, C. and McCartan, K. (2016) Real world research. West Sussex: John Wiley and Sons Ltd Spear, S., Morey, Y. and Van Steen, T. (2020) ‘Academics’ perceptions and experiences of working with students with mental health problems: insights from across the UK higher education sector’, Higher Education Research & Development, pp.1-14. Stapleford, K., Caldwell, E.F. and Tinker, A. (2017) ‘Talking academic writing: A conversation analysis of one-to-one writing tutorials with students from vocational backgrounds’.
Swain, J (2017) Designing research in education: concepts and methodologies. London: Sage Publications Ltd. Thomas, L. and Hixenbaugh, P. (2006) Personal tutoring in higher education. London: Trentham Books Thomas, L. (2012) Building student engagement and belonging in higher education at a time of change: final report from the What works student retention and success programme Thomas, L., Hill, M., O’Mahony, J. and Yorke, M. (2017) Supporting student success: strategies for institutional change. What works student retention and success final report
Tight, M. (2020) ‘Student retention and engagement in higher education’, Journal of Further and Higher Education, 44(5), pp.689-704. Universities, U.K (2015) Student mental wellbeing in higher education: good practice guide. London: Universities UK.
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The extent to which education prepares students of the 21st century to become self-regulated, future proofed students, using networked, technological environments
Colette Mazzola-Randles FHEA, MSc
Abstract
Students are graduating with the specific technical skills to complete a job role. However, research suggests there is a lack of focus on students developing self-regulated learning behaviours to prepare them for lifelong learning. The concept of self-regulated networked learning behaviours is convoluted. This paper therefore brings together a wide range of literature and primary research to provide potential recommendations for ensuring students learn how to improve their self-regulated behaviours using reflection. In addition, it is concluded that the use of a technological platform clearly supports students teaching themselves and their peers, with the use of directed reflection.
This study outlines research that took place with participants from a level 4 cohort learning “Scripting Fundamentals” as part of their second semester module. The module delivery was changed to incorporate a student-led collaborative problem-based learning approach, using Microsoft Teams as a communication platform and structured reflection. Technology-enhanced learning is not a one-size-fits-all approach and needs to be contextualised to each curriculum.
The results of this study indicate that students felt more confident, positive, and developed their learning, noting that they were building 21st century skills. Based on this research, a framework was created to include the 5C’s - collaboration, creativity, critical thinking, communication and connectedness.
Keywords: Self-Regulated Behaviours, 21st Century Skills, Microsoft Teams, Networked learning.
Introduction
Technology has the power to transform education and the 21st century student has the ability to learn anywhere and anytime. One area that needs consideration is how we develop students’ self-regulatory behaviours (SRB). To prosper in the 21st century, students need more than knowledge; they also need the ability to collaborate, communicate and problem-solve (World Economic Forum, 2016, p.4). Furthermore, self-regulation is noted as a high impact, low cost approach to improving attainment (Garcia and Pintrich, 1994). Self-regulation is about the extent to which students are aware of their strengths and weaknesses, and the strategies they use to learn (Zimmerman and Schunk 1989; Bandura, 1986; Ecccles, 1983). The problem is a lack of focus on students developing self-regulated learning behaviours to prepare them for lifelong learning (Chadha 2020; Zheng, Ward and Stanulis, 2019). Self-regulation is key not only for education but for industry, as it involves controlling behaviour, emotions and thoughts. A framework to embed into the curriculum could be a way to ensure that the skills being developed in education are future-proofed and that
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students will be able to take advantage of new opportunities through continuous retraining and upskilling (World Economic Forum, 2018; Zimmerman and Schunk 1989; Bandura, 1986).
There are opportunities for using networked learning in a problem-based learning environment to enhance self-regulatory behaviours needed to prepare students for industry. Technology has the capability to support staff and students to develop the essential skills needed for the Fourth Industrial Revolution (Keengwe and Onchwari, 2019 p.229). This raises a clear call to action, as ‘research in this area would perhaps not only allow us to more clearly examine individual phenomena in SRL [self-regulated learning] but also provide clues as to how good SRL behaviours might be taught’ (Green and Azevedo, 2007, p. 364).
Research Question RQ1: To what extent does education prepare students of the 21st century to become self-regulated, future proofed students, using networked, technological environments?
The Focus of the Research (Literature)
Self-regulated Learning Behaviours The body of research suggests that self- regulated learning (SRL) could be broken down into many components, however, this paper is limited to two; cognition and metacognition. Cognition is not a singular concept, it has many complex domains which are responsible for regulating specific behaviours and helps us to understand, distil information and process the essential parts. Cognitive learning is broken down into many components, examples of which include implicit, explicit, associative, habituation, discovery, rote and metacognitive. It is important to note that each student learns in a different and unique way, therefore an array of cognitive strategies must be used in order to support students to reach their academic potential and build their SRBs (Zimmerman and Schunk 1989). Metacognition refers to the process used to plan, monitor and assess understanding and performance in a task. This monitoring and self-assessment relates to the recommendation for students to improve their own learning and adapt their learning to new tasks and contexts, thus improving their SRBs (Bransford, Brown, and Cocking, 2000, p.12; Palincsar and Brown, 1984; Scardamalia et al., 1984).
Self-regulation is noted as a high impact, low cost approach to improving attainment. However, learning how to learn cannot be left to students; it must be taught (Garcia, and Pintrich, 1994). Scholars and teachers therefore need to apply SRBs to enhance their students’ skills (Garcia, and Pintrich, 1994; Beed, Hawkins and Roller, 1991; Johnson, 2009). Whilst there are several SRL Models, Zimmerman’s (2001) cyclical phases model appears to be the most popular (Google Trends, 2020). The model uses three phases: forethought, performance and self-reflection. In the forethought phase, the students analyse the task, set goals and plan how to reach them. In the performance phase, the students complete the task while monitoring their progress, keeping themselves cognitively engaged and motivated to finish the task. Finally, in the self-reflection phase, students assess how they have performed the task, making attributions about their success or failure (Boekaerts and Corno, 2005; Panadero, Klug and Jarvela, 2016; Beed, Hawkins and Roller, 1991; Johnson, 2009).
21st Century Skills Knowledge, skills and behaviours (KSBs) have been documented in the apprenticeship standards against competency and are considered essential for the successful migration into employment. These three components are often used interchangeably and link with SRBs. Individuals need to be fully competent in their chosen occupation and demonstrate a deep theoretical understanding, practical experiences that make up the duties required in the occupation and a mind-set and attitude that is resilient and flexible (ESFA, 2019). These areas could be developed through social and emotional learning (SEL) supported by positive
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cultures and climates within educational institutions (Chadha, 2020; Zheng, Ward and Stanulis, 2019). ‘Coupled with mastery of traditional skills, social and emotional proficiency will equip students to succeed in the swiftly evolving digital economy’ (World Economic Forum, 2016 p.4). The 21st century professional will also need to demonstrate competency and character qualities, such as leadership, adaptability, grit, initiative, problem solving, collaboration, communication and creativity. Interestingly the World Economic Forum, (2016 p.4) suggest that 65% of children entering high school will ultimately work in jobs that do not exist today, therefore putting creativity, initiative and adaptability at the forefront of the future workplace (Levy, 2010; World Economic Forum, 2018; Seale, 2004; Kerno, 2008). The World Economic Forum (2016 p.4) also indicates strategies for learning and teaching that could enhance the development of these crucial skills needed for the 21st century, some include creating a safe environment for learning, providing appropriate challenges and fostering reflective practice.
This research focuses on three concurrent papers to define and outline 21st century skills from Voogt and Roblin (2012), Scott (2015) and Chalkiadaki (2018), as these researchers provide a systematic and periodic review of this literature based around 21st Century skills. The research defines 21st century skill in many ways including, ‘soft skills’, ‘life skills’, ‘transitional skills’ and ‘graduate skills’. However, there are four consistent variables in the research, these include collaboration, critical thinking, creativity, and communication. (Rothwell, 2020; Voogt and Roblin, 2012; Scott, 2015 and Chalkiadaki, 2018).
Figure 1: The 4Cs 21st century skills - graphic developed by C. Mazzola-Randles (2020)
Collaboration and communication are defined as team-working especially in heterogeneous environments, open-mindedness, conflict management, self-motivation, initiative taking, entrepreneurship and leading by influence (Voogt and Roblin, 2012; Scott, 2015 and Chalkadaki, 2018). Creativity is having the space to think outside the box and challenge one’s own skills and abilities, being curious, using one’s imagination, playfulness, production, co-creativity and innovation (Voogt and Roblin, 2012; Scott, 2015 and Chalkiadaki, 2018). Thinking critically should improve self-development and autonomy. In addition, it should allow for analytical thinking, problem solving and higher order thinking (Voogt and Roblin, 2012; Scott, 2015 and Chalkiadaki, 2018).
There is a call to action in the research to state that these skills should be taught and developed inside and outside the classroom, and studies suggests that technology could assist in supporting and developing the 21st century skills outlined as necessary (Voogt and Roblin, 2012; Scott, 2015 and Chalkiadaki, 2018).
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Technology Enhanced Experiences As Prensky argues, ‘technology’s role – and its only role – should be to support students teaching themselves (with, of course, their teachers’ guidance) “student-centered”, “problem-based”, “personalisable” learning environments’ (cited in Dettori and Persico, 2011). Digital competencies, skills and abilities are somewhat ambiguous; however, they are an essential quality needed by people entering the Fourth Industrial Revolution. Education should equip students with the fundamentals in order for them to become collaborative producers, innovators and creative digital creators (World Economic Forum, 2016 p.4, Levy, 2010; World Economic Forum, 2018 Seale, 2004; Kerno, 2008). Education also needs to equip students with the skills to become active, responsible, and engaged citizens (World Economic Forum, 2016 p.4).
Students will need to apply their knowledge in unknown and evolving circumstances. For this, they will need a broad range of skills, including cognitive and meta-cognitive skills (e.g. critical thinking, creative thinking, learning to learn and self-regulation); social and emotional skills (e.g. empathy, self-efficacy and collaboration) and practical and physical skills (e.g. using new information and communication technology devices) (OECD 2018 p.5).
Technology has the capability to support students to become more self-regulated, however, the design and delivery of the online communication is key. An analysis of several communication platforms was conducted in relation to self-regulated learning and a common theme was the recommendations were made by Delfino, Dettori and Persico (2008):
1. Easy and intuitive interface can support a focused user experience and reduce cognitive overload. 2. Personalisation of the workspace allows students to take ownership of the learning environment. 3. Motivating others, commenting, or liking could positively influence performance. 4. Space for reflection is key to support students’ conscious use of meta-cognition. 5. Collaboration exchanges (text, media, document sharing) could also have a positive influence. 6. Different modes of communication (public and private) support a fully inclusive environment.
The research does provide a caveat that all activities must be planned and well-structured using the full potential of the platform and encourage student participation and collaboration (Delfino, Dettori and Persico, 2008).
When considering how technology can enhance self-regulation, it is useful to consider the concept of networked learning. Jenkins et al. (2009, p.72) believed that networked learning is essential for students to flourish, as ‘everyone knows something, nobody knows everything’. Networked Learning has variations in its definition and it has evolved over time. Goodyear (2004, p.1) defines networked learning as ‘learning in which information and communications technology (ICT) is used to promote connections: between one student and other students; between students and tutors; between a learning community and its learning resources’. However for de Laat and Ryberg (cited in Bonderup et al., 2018), networked learning is first and foremost described as a collaborative context where learning takes place and is supported through the use of technology, though there are instances where networked learning has occurred through face to face interactions or blended learning. Several technological devices have been documented to support networked learning e.g. laptops, tablets and smartphones, and have made it possible to participate in networked learning 24/7 from almost any location (Goodyear et al., 2016a; Goodyear, Carvalho and de Laat, 2016a; Jones, 2015, Wenger, 2004).
Methodology
This research is situated in an action research paradigm, since it will enable practitioners to investigate and evaluate a specific event. Action research is derived from work in social science in the late 1940’s, historically linked with social theory and solving immediate problems and issues (McNiff and Whitehead, 2012 p.7;
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Denscombe, 2017, p.125). It could enable practitioners to become saboteurs, in that if they perceive omething as changeable, they will have a desire to act and challenge the equilibrium, with the explicit intention to improve future practice. This paradigm supports the orchestration of new collaborative learning, as it could make knowledge claims whilst enabling practitioners to evaluate and change their own practice (McNiff and Whitehead, 2012 p.7; Denscombe, 2017, p.125: Cohen, Manion, and Morrison, 2013).
This research was participatory-based action research, as it studied a specific event that could liberate not only the researcher but the student and change their future. Microsoft Teams supports all of the recommendations set out by Delfino, Dettori and Persico (2008) and has the functionality that is suitable to support self- regulated behaviours, and was therefore used for communication and collaboration during this action research (Delfino, Dettori and Persico, 2008).
Data collection In action research, two evidence sources are recommended for validity purposes. This research used reflective statements from the students and photographs. Using these forms of data, collection methods and triangulation ensured validity (Cohen, Manion, and Morrison, 2013, p.179). The project involved level 4 Web Technology and Digital Media students in their second semester. The cohort consisted of twelve students in total: eleven male students and one female. The students were set a specific task as part of their assessment for the module; to design and host a completely responsive website that uses media queries to detect and adjust the users display (Mobile and Desktop) over four weeks (see Figure 2).
Figure 2: assessment task
One student was named as project lead and had to communicate the team’s progress back to the tutor on a weekly basis. The tutor handed the project over to the students and observed, facilitated and supported as and when required within the sessions.
Sample A purposive sample was used in this research, as it allowed for a specific set of participants to be handpicked based on the knowledge the researcher had. Level 4 students studying towards a foundation degree in Web Technologies and Digital Media was the most suitable sample as they were easily accessible. Using a purposive
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sample could be deemed as a negative due to researcher bias, however, this study combated such bias by using multiple people to code the data. The findings were also reviewed with peers to ensure valid and robust data (Denscombe, 2017; Cohen, Manion and Morrison, 2013, p.143).
Data Analysis and Validity Once the data was collected, an inductive analysis of the qualitative data was performed (Mertler, 2018). Inductive analysis enabled the data to be organised systematically. A three-step process was conducted with the data collected: organisation, description, and interpretation (Parsons and Brown, 2002). A coding system was devised, as this was noted as a useful mechanism to categorise and identify patterns. The data was coded in NVivo manually to ensure the validity of the themes identified, in addition some researchers used colour coding on their manuscripts to support the researcher’s own analysis (Schwalbach, 2003).
Findings
An in-depth analysis of the results was completed to provide a greater understanding of the phenomenon and this revealed some insights into students enhanced self-regulated behaviours. The results indicate that students perceived the learning experience as relevant for their lifelong learning and professional success.
Self-regulated behaviours As alluded to previously, self-regulated behaviours relate to how aware students are of their own learning strengths and weaknesses and how they will learn; cognitively or metacognitively (Zimmerman and Schunk 1989; Bandura, 1986; Ecccles, 1983). The reflective statements from the students coherently detail that using a problem-based networked learning environment successfully enhanced their SRBs. Students were prompted with reflective questions and this ensured that they actively evaluated their own learning, participation and their improvements for the next week’s session, linking with Garcia and Pintrich’s (1994) findings that ‘learning how to learn cannot be left to students, it must be taught’. Providing students with the ability to be reflective is evidently a positive method to teach students how to enhance their self-regulated behaviours.
This data links with Zimmerman’s model (2001), which is defined as: forethought, where students typically analyse the task, set goals and plan how to reach them; performance, where students complete the task while monitoring their progress, keeping themselves cognitively engaged and motivated to finish the task and self-reflection, where students assess how they have performed the task, making attributions about their success or failure (Boekaerts and Corno, 2005; Panadero, Klug, Jarvela, 2016; Beed, Hawkins and Roller, 1991; Johnson, 2009). It could be said that students began to take responsibility for their learning, as in the reflective statements there were comments that suggest if they were to do the activity again they would change their approach. There were also comments to state that students felt confident and would not change anything. Both of these scenarios indicate that the students had analysed their own working ability and evaluated upon their performance. Further to this, students began to identify areas that could be improved in a number of reflective statements. This clearly indicates that students were actively improving their self-regulated behaviours by analysing their performance and keeping themselves cognitively engaged and motivated to finish the task (Zimmerman and Schunk 1989).
21st Century Skills To recall the research, ‘21st century skills’ has no explicit definition, however embodies a broad range of skills and competencies, on occasion noted as ‘soft skills’, ‘life skills’, ‘transitional skills’ and ‘graduate skills’. These skills are essential for students entering the Fourth Industrial Revolution (Rothwell, 2020; Voogt and Roblin, 2012; Scott, 2015 and Chalkiadaki, 2018;World Economic Forum, 2016 p.4; ESFA, 2019; OFS, 2019). The development and identification of industrial experience was a recurring theme in the students’
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reflective accounts, and the participants commented on a wealth of skills that they felt they had developed, including resourcefulness, collaboration, working independently and negotiation. Based on the literature provided, it could be deemed that these skills are essential, not only for university projects but more importantly are lifelong skills that they will need in industry. Whilst these skills are incumbent in industry, many students commented that communicational skills were also developed, specifically working in collaboration using Microsoft Teams. Motivation was noted as being enhanced, which could help achieve goals and lead to greater perception of competence. ‘Social and emotional proficiency will equip students to succeed in the swiftly evolving digital economy’ (World Economic Forum, 2016 p.4).
Technology Enhanced Experiences Using reflective practice allowed the students to recognise the contributions that they made to the session and the team; it supported the student in developing their self-regulated behaviours and is therefore critical to unlocking their career-smart potential. This research used Rolf, Freshwater and Jasper’s (2001) framework for self-reflection: What? – describe a situation, then focus on achievements, consequences, responses, feelings and any problems. So What? – discuss what they have learnt about themselves, relationships, models, attitudes, cultures, actions, thoughts, understanding and any improvements. And Now What? - identify what they need to do in the future in order to improve future outcomes and develop their learning.
Feelings An unexpected but welcome finding was that a few students detailed how they felt about the session(s), noting that they felt part of a team. This could be based on the structure of the project, however, the forced team working could equally have had an alternative, negative impact. An underlying principle to this approach was to have open conversations with the students regarding the delivery mode and assessment structure. Some students stated that they enjoyed the session, and it could be deduced that this was enjoyable as it was different to the typical higher education class, allowing the students autonomy to take ownership and determine the pace of their learning.
Limitations and Future Direction The first limitation present in this study could be the use of a small sample size. Whilst the data recorded appeared positive, the use of a larger sample may have provided a more balanced view of how students improved their self-regulated behaviours. Future research should include larger, more diverse samples to improve the external validity of the findings.
Another limitation with this study was that the teacher of the module was also the researcher, and this could be deemed as biased in terms of the data analysis. Future research should include a variety of teachers, with a clear indication of experience levels, from a variety of curriculum areas, which would also improve the validity of the data collected.
The final limitation to note is that the chosen methodology used was action research. Whilst this has a plethora of benefits, its basic concept allows the educator to change the structure and dynamic of their classroom and could negatively impact the learning of students. Future research should include clear dialogue with students to ensure that they are aware of the changes and that all the learning taking place is accessible.
Discussion and Conclusions
To define self-regulated behaviours, this paper used Garcia and Pintrich’s (1994) perceptions of incorporating reflection to support students with the ability to enhance their own self-regulated behaviours, whilst using Rolfe, Freshwater and Jasper’s (2001) reflective framework (What? So What? And Now What?). This supported students to identify the activities that unlocked their feelings, establish what they had learnt
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about themselves and be aware of potential future opportunities through continuous retraining and upskilling (World Economic Forum, 2018; Zimmerman and Schunk 1989; Bandura, 1986; Ecccles, 1983).
The use of Microsoft Teams clearly supported students in teaching themselves, especially with the use of directed reflection. Technology-enhanced learning is not one-size-fits-all and needs a contextualised approach. Because of this complexity, it would be naive to assume that a simple list of ‘tips and tricks’ is of any value given the large differences between contexts, target groups, technologies and socio-cultural environments. What could be right in one context, could be a failure in another context and vice versa.
This paper concludes that using Professor Rolfe’s framework for reflection and Microsoft Teams as a technological platform to document reflection and collaboration, is an effective strategy to enhance self- regulated networked learning behaviours. Furthermore, building the 4Cs of the 21st century skills will ensure that students graduate with a framework of experiences, along with a mind-set and attitude that is resilient and flexible to flourish in the Fourth Industrial Revolution (Voogt and Roblin, 2012; Scott, 2015 and Chalkiadaki, 2018).
Figure 3: The 5cs of 21st Century Skills – Graphic Developed by (C. Mazzola-Randles, 2020)
This paper has enabled the development of a 5th C to be added to the framework. This C represents ‘connected’ which includes consideration of digital wellbeing and digital identity, contribution in a digital environment, commitment to learning, curating and supporting digital content and building communities. The research has therefore allowed the development of a clear workable framework to be incorporated into learning and teaching, and students to negotiate their learning to enhance their SRBs.
References
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Boekaerts M. and Corno, L. (2005) ‘Self-regulation in the classroom: a perspective on assessment and intervention’, Appl. Psychol, 54 pp.199–231. Bonderup, Dohn. N., Cranmer, S., Sime, J., de Laat, M. and Ryberg, T. (eds.) (2018) Networked learning: reflections and challenges. New York: Springer. Bransford, J. D., Brown A. L. and Cocking R. R. (2000) How people learn: brain, mind, experience, and school. Washington, D.C.: National Academy Press. Chadha, M. (2020) ‘Effect of self-regulated learning strategies on learning outcomes, educational anxiety and motivational beliefs of Ix Graders’, UGC Care Journal, 40(71), pp.3081 - 3112. Chalkiadaki, A. (2018) ‘A systematic literature review of 21st century skills and competencies in primary education’, International Journal of Instruction, 11(3), pp.1–16. Cohen, L., Manion, L. and Morrison, K. (2013) Research methods in education. 7th edn. Hoboken: Taylor and Francis. Delfino, M., Dettori, G. and Persico, D. (2008) Self‐regulated learning in virtual communities. Denscombe, M. (2017) The Good Research Guide: For Small-scale Social Research Projects. Berkshire: Open University Press. Dettori, G. and Persico, D. (2011) Fostering self-regulated learning through ICT. Hershey, PA: IGI Dettori, G., Giannetti, T and Persico, D (2005a) ‘Analysing SRL in an online collaborative environment: a case study in teacher education’, in Chiazzese, G., Allegra, M., Chifari, A. and Ottaviano, S. (eds.) Methods and Technologies for learning. Southampton, Boston: WIT Press, pp.67-74. Dettori, G., Giannetti, T. and Persico, D. (2005b) ‘Communities of practice, virtual learning communities and self-regulated learning’, TACONET Conference. Lisbon, 23 September. Duren: Shaker Verlag, pp.126-133. ESFA (2019) ESFA Education and Skills contracts 2019 to 2020. Available at: https://www.gov.uk/guidance/ esfa-education-and-skills-contracts-2019-to-2020 (Accessed: 15 October). Flavell, John H. (1985) Cognitive development. Englewood Cliffs, NJ: Prentice Hall. Garcia, T. and Pintrich, P. R. (1994) ‘Regulating motivation and cognition in the classroom: the role of self- schemas and self-regulatory strategies’, in D. H. Schunk and B. J. Zimmerman (eds.) Self-regulation of learning and performance: issues and educational applications. New Jersey: Lawrence Erlbaum Associates, Inc, pp.127–153. Goodyear, P. (2004) Advances in Research on Networked Learning. Boston: Springer. Goodyear, P., Carvalho, L. and de Laat, M. (eds.) (2016a) Place-based spaces for networked learning. London: Routledge. Google Trends (2020) Self-regulated learning. Available at: https://trends.google.com/trends/explore?date =all&q=%2Fm%2F07zg4x (Accessed: 15 April 2020). Green J.A. and Azevedo, R. (2007) ‘A theoretical review of Winne and Hadwin’s model of self-regulated learning: new perspectives and directions’, Review of Educational Research, 77, pp. 334-372. Jenkins, H. and Purushotma, R., Weigel, M., Clinton, K. and Robison, A.J. (2009) Confronting the challenges of participatory culture: media education for the 21st Century. Cambridge, MA: The MIT Press. Johnson, G. (2009) ‘Instructionism and constructivism: reconciling two very good ideas’, International Journal of Special Education, 24(3), pp.90-98. Jones, C. (2015) Networked learning – an educational paradigm for the age of digital networks. Berlin: Springer. Keengwe, J. and Onchwari, G. (2019) Handbook of research on literacy and digital technology integration in teacher education. Hershey, PA: IGI Global.
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Kerno, S. (2008) ‘Limitations of communities of practice’, Journal of Leadership and Organizational Studies, 15(1), pp.69-78. Levy, F. (2010) ‘How technology changes demands for human skills’, OECD Education Working Papers. OECD Publishing. McNiff, J. and Whitehead, J. (2012) Action research for teachers: a practical guide. Oxford: David Fulton Publishers. Mertler, C. (2018) Action research communities. London: Routledge. OECD (2018) The future of education and skills (Education 2030). Available at: https://www.oecd.org/ education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf (Accessed: 25 May 2020). Palincsar, A. S. and Brown, A. L. (1984) ‘Reciprocal teaching of comprehension-fostering and comprehension- monitoring activities’, Cognition and Instruction, 1(2),pp.117-175. Panadero, E., Klug, J. and Jarvela, S. (2016) ‘Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand’, Scandinavian Journal of Educational Research, 60(6), pp.723-735. Prensky, M. (2008) ‘The role of technology in teaching and the classroom’, Educational Technology, 48(6), pp. 71- 82. Rolfe, G., Freshwater, D. and Jasper, M. (2001) Critical reflection for nursing and the helping professions: a user’s guide. Basingstoke: Palgrave. Rothwell, C. (2020) Creating the next generation of digital leaders. Available at: https://www.jisc.ac.uk/blog/ creating-the-next-generation-of-digital-leaders-11-mar-2020 (Accessed 28 May 2020). Scardamalia, M., Bereiter, C. and Steinbach, R. (1984) ‘Teachability of reflective processes in written composition’, Cognitive Science, 8, pp.173-190. Schwalbach, E. M. (2003) Value and validity in action research: a guidebook for reflective practitioners. London: Scarecrow Press. Scott, C. L. S. (2015) The futures of learning 2: what kind of learning for the 21st century? (ERF Working Paper No. 14). Paris: UNESCO Education Research and Foresight. Seale, J. (2004) ‘The development of accessibility practices in e-learning: an exploration of communities of practice’. Research in Learning Technology, 12(1), pp.51-63.
Voogt, J. and Roblin, N. P. (2012) ‘A comparative analysis of international frameworks for 21st century competences: implications for national curriculum policies’, Journal of Curriculum Studies, 44(3), pp.299–321. Wenger, E. (2004) Learning for a small planet – a research agenda. Available at: http://learnin- ghistories.net/ documents/learning%20for%20a%20small%20planet.pdf (Accessed: 28 May 2020). World Economic Forum (2018) The Future of Jobs Report 2018. Switzerland: World Economic Forum. Zheng, B., Ward, A. and Stanulis, R. (2019) ‘Self-regulated learning in a competency-based and flipped learning environment: learning strategies across achievement levels and years’, Medical Education Online, 25(1). Zimmerman, B.J. (1998) ‘Developing self-fulfilling cycles of academic regulation: an analysis of exemplary instructional models’, in Schunk D.H. and Zimmerman B.J. (eds.) Self-regulated learning, from teaching to self-reflective practice. New York: The Guilford Press, pp.1-19. Zimmerman, B.J. (2001) ‘Theories of self-regulated learning and academic achievement: an overview and analysis’, in Zimmerman, B. J. and Schunk, D. H. (eds.) Self-regulated learning and academic achievement. Mahwah, NJ: Lawrence Erlbaum Associates, pp.1-37.
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Social mobility: Opportunities and success in one of the most deprived areas of the UK
Colette Mazzola-Randles FHEA, MSc.
Abstract
This paper investigates the challenges that residents from Blackpool face in terms of social mobility and outlines the mechanisms currently in place to support a person wanting to change their social status. To answer the research questions, a detailed review of secondary research is performed. This includes an exploration and interrogation of local and national career perspectives for graduating Computing students, in order to document the opportunities that are available. Finally, this paper establishes the specific mechanisms (digital and face to face) that are available to support students in successfully completing a degree. The results of a survey completed by 82 Blackpool and The Fylde College (B&FC) Computing students indicates that 18 – 27 year olds from an FY postal code are exceptionally unconfident in their own abilities and that the use of Microsoft Teams could be the technological driver to support students and improve the accessibility of the services.
Keywords: Social Mobility Widening Participation Blackpool Microsoft Teams
Introduction
This paper will attempt to outline social stature in Blackpool, the challenges that residents face in completing higher education and the opportunities that are available. The Office for Students (OfS) indicates that social mobility impacts how well a student will do at school and in employment. Blackpool is within the lowest percentage in terms of social mobility (OfS, 2019, p.11; Bathmaker, 2016 p.7). OfS also states that for individuals to unlock their potential they need not just gain access to a degree, but also have mechanisms and support to become successful (OfS, 2019). This paper will examine internal documents from Blackpool and The Fylde College (B&FC) including: the Teaching, Learning and Assessment strategy, and academic regulations. The paper will consider recommendations and published data from the OfS, UK Quality Code (UKPSF) and The British Computer Society (BCS) (UK Quality Code for Higher Education, 2018; UKPSF, 2019). It will also consider local and national perspectives regarding employment opportunities for graduating Computing students. Finally, this paper will document the specific mechanisms (digital and face to face) that are available to support students in successfully completing a degree.
Research Questions
RQ1: What are the local and national perspectives regarding opportunities for B&FC computing graduates?
RQ2: What are the specific mechanisms in place to support students at B&FC to change their social mobility?
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The Focus of the research
The current social stature in Blackpool
As the OfS (2019) points out, Among young entrants, the entry rate [into higher education] for the most disadvantaged group increased by 82% between 2006 and 2017. However, they are 2.3 times less likely to enter higher education if they are from the least advantaged group; relative to the most advantaged group and 5.5 times less likely in the higher tariff institution.
94% of students at B&FC studying a computing-related course in higher education (HE) are from Participation of Local Areas (POLAR) quintiles 1 and 2. This data from the OfS indicates that the FY postcode areas have traditionally had some of the lowest rates of HE participation in the last five years. The POLAR classification places local areas into quintiles based on participation rates of 18-year olds in education, where POLAR quintile 1 and 2 are considered as the most disadvantaged. The proportion of students from the lowest undergraduate participation area, quintile 1, has increased from 9% to 10% of the young postgraduate entrant population. This rise in young people from quintile 1 could be due to the in- creased focus B&FC has placed on widening participation for the local population (HESA, 2019; OfS, 2019; Mabughi, and Selim, 2006): the ethos of widening participation and aspiration is at the core of B&FC’S (2020) mission statement: ‘Inspirational learning creating outstanding futures’.
For many young adults there are a number of obstacles that are considered before making a choice to study. These may include: no one in their family has gone to college, they did not do well in high school so they think college will be too difficult, they do not know how to choose a college, they think they will not fit in or they think they cannot afford college (Brooks and Waters, 2010). The OfS (2019) suggests that people from a lower socioeconomic status (SES) may have less access to education and resources, which could affect a person’s decision to change their social status. A person’s past experiences could change their educational direction, however, young people from disadvantaged areas need to build their skills and access education, as well as access enhanced opportunities to upskill. Typically, people from lower socioeconomic areas do not believe that they have the ability to be successful in higher education (Wiseman et al., 2017 p.11; Brooks and Waters, 2010, Plewis and Bartley, 2014).
The issues that some students in Computing at B&FC may have encountered include poor living standards, low income, mental health issues and or learning difficulties due to poor education (Department for Education, 2019). In addition, higher tuition fees further add to the barrier to participating in higher education; people may not want to get into debt when there is not a secure job at the end of the educational pathway (Charles, 2014). Furthermore, the state of the local economy could impact a person’s choice, as there needs to be a clear understanding of employment opportunities post education, otherwise confusion could discourage a person’s educational direction and potentially lower aspirations (Wiseman et al., 2017 p.13; Radziwill, 2018). B&FC’s Computing department has been commended by the British Computer Society for its commitment to widening participation, providing aspiration to students and providing more representation in the labour market of skilled graduates from more disadvantaged backgrounds. This commitment remains a core value and aligns with the aim of raising aspirations within the local area to compete on a national level (UK Quality Code for Higher Education, 2018). It is essential to ensure that, once graduated, there are jobs accessible both locally and nationally.
Local and national perspectives for B&FC Computing graduates
The national and local picture for students progressing into employment shows there are opportunities that Computing students will be able to take advantage of. The digital and creative industries are expected to
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require 1.2 million new workers between 2012 and 2022 and have contributed £71.4 billion Gross Value Added (GVA) to the UK economy. The North West accounts for 7.4% of all UK creative industry roles: 41% of this includes Lancashire’s creative industry employment characterised by IT, software and computer services (UKCES, 2015; Department for Culture Media and Sport, 2016; Plewis and Bartley, 2014). In 2017, employment ‘by job role’ in the UK was estimated at 68,000 for graphic designers; 147,000 for software development professionals and 46,000 for web design and development professionals. This is set to continue growing following the increase in positions between 2012 and 2022 (UKCES, 2015; Tech City, 2017). As outlined at the start of the paper, the OfS express that in order for individuals to reach these careers, access to a degree is not enough, students must also have mechanisms and support to become successful (OfS, 2019; Social Mobility Commission, 2019; Brooks and Waters, 2010).
Specific mechanisms in place to support students at B&FC
In 2017 the Partners for Success framework was introduced at B&FC as an integrated and collaborative approach to supporting students in achieving positive outcomes through a supportive community of enquiry. The framework is built from five key partners, beginning with Admissions and Course Enquiries, which, from the initial point of enquiry, offer guidance and support relating to study options for students. Student Support and Wellbeing provide direct support for students in receipt of Disabled Student Allowance (DSA) to enable them to achieve on their programme of study and also provide flexible support for those without DSA. The Careers team provides accessible and clear information and guidance services for students, including advice on accommodation and finance. The Learning Resources Centre supports students’ use of books, journals and digital resources. Finally, curriculum work alongside each of the supporting services to work holistically with the goals of challenging misconceptions about ability and optimising achievement.
The Partners for Success framework was developed with reference to the guidelines provided by the Quality Assurance Agency (QAA) and UK Quality Code for Higher Education, with the explicit aim to provide an accessible, inclusive and engaging community that incorporates staff and students to facilitate a supportive environment (UK Quality Code for Higher Education, 2018). The Partners for Success framework is linked to B&FC’s “Higher Education Strategy”, which seeks to widen participation in higher education, provide an outstanding student experience and to work in partnership with students to enhance their own learning experiences. ‘Successful achievement of an individual student’s academic, personal and professional objectives builds confidence and develops potential’ (Department of Education, 2017).
In addition to the Partners for Success framework, a further support mechanism is the College’s Flying Start programme. This was launched in 2014 by the HE Learning Mentor (HELM) team, who were commended in the category of Widening Access Initiative (Retention and Progression) at the NEON Awards. Flying Start targets non-traditional entrants and widening participation cohorts (for example mature students) in response to the local demographic and the need to develop confidence and aspirations from pre-entry onwards. The programme prepares prospective students to transition into HE by covering what to expect, along with time management, research skills and academic writing. Flexible dates and times facilitate maximum attendance by accommodating childcare and other commitments.
Once pre-entry activity has ended and the students are on-programme, it is important that their aspirations continue to be raised. In order for this to be successful they require not only taught technical skills but the formulaic transferable skills, also known as soft skills, human skills or personal skills, which are required to become successful in the 4th industrial revolution. This skill set includes originality and initiative, critical thinking, emotional intelligence, persuasion, negotiation, resilience, flexibility, complex problem-solving, leadership and social influence (Schwab, 2018; Collie and Martin, 2016; Radziwill, 2018). These skills could be developed by the hidden curriculum, which is referred to as the recognition of intentional and unintended messages to students, which are not typically embedded in the taught curriculum (Ballantine and Hammack, 2015).
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As expected, there are advantages and disadvantages to the hidden curriculum, for example, one teacher may distribute challenging assignments and expect all students to do well on those assignments, while another teacher may give reasonably easy assignments and regularly award all students passing grades, even when their work quality is low. The implication for this is students may learn more and experience a greater sense of accomplishment, or they may do just enough work to get by and be comparatively uninterested in the lessons they are being taught. In addition to this, different backgrounds (e.g. students with a disability or students whose first language is not English) could unintentionally have a negative effect on their academic achievement, educational aspirations or feelings of self-worth (Department for Education, 2019). Typically, students from deprived areas are known to have issues from their previous educational experiences, therefore, it is essential that the hidden curriculum promote positive and aspirational goals (Wiseman et al., 2017 p.11; Brooks and Waters, 2010, Plewis and Bartley, 2014).
A potential driver to help the students overcome negative perceptions of education could be Microsoft Teams: a social, collaborative communication platform that provides students with opportunities to collaborate 24/7. The platform enables problem-based learning to occur and community projects to flourish. In addition, the accessibility of Microsoft Teams could support the hidden curriculum and provide a wide range of students with varying needs with the skillset required for the 21st century workforce. To date, many companies around the world use Microsoft Teams for their digital communications. Hendrick Motorsports detailed that Microsoft Teams is now their digital hub for all communications. Konica Minolta, a company in Japan, adopted Microsoft Teams in 2016 and the company employs 43,299 people, conducting business across the globe, with established sales and service systems in 150 countries. Razor Technology has also adopted Microsoft Teams, emphasising that the real-time communication is essential for productivity (Microsoft, 2019). Examples of how Microsoft Teams has been used in education varies depending on the institution. However, within many educational settings, Social and Emotional Learning (SEL) programmes could be used to encourage positive behavior and channels in Teams could be organised, for example, around the five key SEL competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making.
Methodology
Data collection and analysis
To investigate the problem regarding enhanced digital support for higher education students at B&FC, this study used a mixture of desk-based secondary research and primary data collection. The desk-based research involved the summary, collation and synthesis of existing research and data and the collection of primary data was in the form of an online questionnaire (Denscombe, 2018). Secondary research was less costly and took less time to organise than the time potentially needed to design, collect and organise data (Vartanian, 2011 p.10; Denscombe, 2018). Easy access to shared data from B&FC was useful due to the time constraints. Using secondary research provided a cohesive and detailed review and a deeper understanding in relation to the socio-economic cultures visible in the local demographics (Alasuutari, Bickman and Brannen, 2012).
Sample
McQueen and Knussen (2013, p.103) describe the population as ‘the entire set or subset of entities which make up the group we are interested in’. A purposive sample was used for this study, also known as judgment, selective or subjective sampling (Denscombe, 2010; Cohen, Manion and Morrison, 2018). This approach was suitable as the current students at B&FC have knowledge of the Partners for Success and the Flying Start programmes. To ensure validity the survey was ethically considered and consent was requested before the survey was completed.
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Online survey
The online survey was created using Microsoft Forms online (see appendix A), which was chosen for its simple user interface and accessibility. The questions used within the survey included open and closed questions to collect quantitative and qualitative data. Quantitative data analysis involved the analysis of numerical data, including scoring data (questionnaires), developing descriptive data and reflecting on patterns and differences that emerged from this early stage. Qualitative methods of data collection and analysis differed from the quantitative approach, in that the aims were to respond to questions which did not have predetermined answers. The qualitative research did not aim to be generalisable and was more concerned with identifying emerging themes to generate theory. It was predominantly useful in this case of examining participants at a local level to explore values, opinions, behaviours, relationships and emotions within a social context. It also allowed the ‘human’ side of factors such as social norms, SES, gender roles, ethnicity and religion to emerge where appropriate (Cohen, Manion and Morrison, 2018; Denscombe, 2017).
The online survey was disseminated to all computing students via the Virtual Learning Environment, 81 students completed the questionnaire and the average time it took to complete was 4 minutes. Research suggests that shorter surveys have higher completion rates, which means they have overall better data quality (Cohen, Manion and Morrison, 2018).
Findings, discussion and conclusions
This paper attempted to outline social stature in Blackpool, the challenges that residents face in completing higher education and the opportunities that are available, in the hope to evidence how to improve a student’s social mobility opportunities and allow them to successfully proceed into employment (OfS 2019, p.11). This research was important in gaining a deeper understanding of the challenges that residents face in attempting a degree and, more importantly, what key mechanisms are in place to support them in completing a degree. This is in line with the approach of the OfS, who write that for individuals to unlock their potential they need access to support systems as well as a degree (OfS, 2019).
A limitation to this data is that the sample was only a small section of the higher education population at B&FC (Computing Department) therefore it could be assumed that the results may be skewed or they do not provide a full picture. Therefore there is a scope for further research and a need for a larger sample size in order to validate the results.
The primary data collected indicates that 80 of 82 participants with an FY postcode have a long-term goal, which involves improving their social status and becoming employed. Examples of statements made regarding long-term goals include: “opportunity to have a stable career (No.80)”; “eventually I will open my own business (No.75)”; “acquire useful knowledge to further my career and allow me to solve more complex problems in the work place (No.70)”. Significantly, 79% of participants who identified a clear long-term goal stated that one or more of the Partners for Success had so far supported their journey through their degree (see Figure 1).
Figure 1 - Partners for Success
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Of the Partners for Success, the most commonly selected were the Learning Resources Center scoring 50 votes (44%) and the Higher Education Learning Mentors (HELMs) scoring 34 votes (30%). Unfortunately, qualitative data was not available to establish reasons for the selections made, however, it could be affirmed that these services are valuable for student success.
An interesting and unexpected theme that emerged from that data is that students who reside in an FY postcode and are ages between 18 – 27 years old, are exceptionally unconfident in their abilities to complete a degree. The qualitative data indicates that self-doubt appeared in 24 (41%) of the 58 comments: “I didn’t know if I was going to be good enough for the course. However, hard work will get me where I want to be (No.5)”, “Anxiety about whether or not I have the skillset and potential to do the degree (No.41)”, “I was a little bit dubious as I had been out of mainstream education for so long (No.67)”. Interestingly, all these comments were from males aged 18-27 years old from an FY postcode. The two participants aged 25-34 commented that they felt their age would be a negative factor and those in the age groups of 35-44 and 44-54 commented that they doubted their abilities. Therefore, it could be suggested from this data that there needs to be more focus on supporting student confidence across all age groups. This could potentially take place through the use of the hidden curriculum discussed earlier in the paper (Ballantine and Hammack, 2015).
The secondary research suggested that Microsoft Teams could potentially be an effective platform on which to base support with students’ skills and, ultimately, aspirations. In the primary research, where participants were asked to comment upon whether a digital platform for messaging such as Microsoft Teams would be beneficial, a resounding 72 participants (88%) noted it would be of benefit, however 9 participants (12%) did not feel it would be beneficial.
The positive responses to the potential use of Microsoft Teams combined with students use of the Partners for Success suggests that a digital intervention could support a wider range of students in accessing the full scope of Partners for Success services. Further analysis of the emerging theme of lack of confidence, particularly for specific groups, could imply that, as a widening participation provider, there is a need for B&FC to further promote the services that are available to support students. Microsoft Teams could be used as a technological driver to build in an awareness of the support mechanisms that the OfS (2019) value so highly, support the widening participation agenda and improve the accessibility of the services.
References
Alasuutari, P., Bickman, L. and Brannen, J. (2012) ‘Secondary analysis of qualitative data’, in Heaton, J., (ed.) The SAGE handbook of social research methods. London: SAGE Publications Ltd, pp.506-519.
Ballantine, J. and Hammack, F. M. (2015) The sociology of education: a systematic analysis. Oxon: Routledge.
Bathmaker, A. M., Abrahams, J., Hoare, T., Waller, R. and Bradley, H. (2016) Higher education, social class and social mobility. London: Palgrave Macmillan.
Blackpool and The Fylde College (2020) Mission and values. Available at: https://www.blackpool.ac.uk/about/ mission (Accessed: 22 September 2020).
Brooks, R., and Waters, J. (2010) ‘Social networks and educational mobility: the experiences of UK students’, Globalisation, Societies and Education, 8(1), pp.143-157.
Charles, J. (2014) ‘Students who say ‘no’ to £50,000 of debt’, The Guardian. Available at: https://www.the- guardian.com/money/2014/aug/15/students-say-no-50000-debt-uk-universities (Accessed: 22 September 2020).
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Cohen, L., Manion, L. and Morrison, K. (2018) Research methods in education. London: Routledge.
Collie, R. and Martin, A. (2016) AdapEducational Create UK: Creative Industries Strategy. Available at: http://www.thecreativeindustries.co.uk/media/243587/cic_report_final-hi-res-.pdf (Accessed: 26 October 2019).
Denscombe, M. (2018) The good research guide: for small-scale social research projects. 6th ed. Maidenhead: Open University Press.
Department for Culture Media and Sport (2016) Creative Industries: Focus on Employment. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/534305/Focus_on_ Employment_revised_040716.pdf (Accessed: 15 October 2020).
Department for Education (2017) Unlocking talent fulfilling potential. Available at: https://assets.publishing. service.gov.uk/government/uploads/system/uploads/attachment_data/file/667690/Social_Mobility_Action_ Plan_-_for_printing.pdf (Accessed: 22 September 2020).
Department of Education (2019) Opportunity Area 2017-20 A local plan to deliver opportunities for children and young people in Blackpool. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/ uploads/attachment_data/file/675034/Social_Mobility_Delivery_Plan-Blackpool.PDF (Accessed: 22 September 2020).
Higher Education Statistics Agency (2019) Widening participation summary. Available at: https://www.hesa.ac.uk/news/01-02-2018/widening-participation-summary (Accessed: 26 October 2019).
Mabughi, N. and Selim, T. (2006) ‘Poverty as social deprivation: a survey’, Review of Social Economy, 64(2), pp.181-204.
McQueen, R. and Kussen, C. (2013) Introduction to research methods and statistics in psychology. 2nd ed. London: Pearson Education Ltd.
Microsoft (2019) Microsoft Teams – group chat software. Available at: https://products.office.com/en-gb/ microsoft-teams/group-chat-software (Accessed: 17 November 2019).
Office for Students (2019)Educational disadvantage - Office for Students. Available at: https://www.officeforstudents.org.uk/data-and-analysis/the-effect-of-postgraduate-loans/educational- disadvantage/ (Accessed: 26 October 2019).
Plewis, I. and Bartley, M. (2014) ‘Intra-generational social mobility and educational qualifications’,Research in Social Stratification and Mobility, 36, pp.1-11.
QAA (2018) UK Quality Code for Higher Education 2013-18. Available at: https://www.qaa.ac.uk/quality-code/ UK-Quality-Code-for-Higher-Education-2013-18 (Accessed: 22 September 2020).
Radziwill, N. (2018) ‘The Fourth Industrial Revolution’. Quality Management Journal, 25(2), pp.108-109.
Schwab, K. (2018) The future of jobs report: Centre for the New Economy and Society. Available at: http:// www3.weforum.org/docs/WEF_Future_of_Jobs_2018.pdf (Accessed: 22 September 2020).
Social Mobility Commission. (2019) State of the nation 2018-19: social mobility in Great Britain. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/798687/ SMC_State_of_Nation_2018-19_Summary.pdf (Accessed: 22 September 2020).
Tech City (2017) Transforming UK industries. Available at: http://www.techcityuk.com/wp-content/up- loads/2016/02/Tech-Nation-2016_FINAL-ONLINE-1.pdf (Accessed: 26 October 2019).
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UK Commission for Employment and Skills (2015) UKCES Sector insights: skills and performance challenges in the digital and creative sector. Available at: https://www.gov.uk/government/uploads/system/uploads/ attachment_data/file/433755/Skills_challenges_in_the_digital_and_creative_sector.pdf (Accessed: 26 October 2019).
UK Professional Standards Framework (2019) UK Professional Standards Framework: Advance HE. Available at: https://www.advance-he.ac.uk/guidance/teaching-and-learning/ukpsf (Accessed: 12 December 2019).
Vartanian, T. (2011) Secondary data analysis. New York: Oxford University Press. Wiseman, J., Davies, E., Duggal, S., Bowes, L., Moreton, R. and Robinson, S. (2017) Understanding the changing gaps in higher education participation in different regions of England. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/604393/ Higher_education_understanding_participation_gaps.pdf (Accessed: 22 September 2020).
Appendix A – Online Survey
What is your age? • 18-27 Years old • 28-34 Years old • 35-44 Years old • 45-54 Years old • 55-64 Years old
Please select which gender best describes you? • Female • Male • Prefer not to say
What are the first two letters of your postcode?
(Before you started your degree) Did you have any difficulties or concerns about doing a degree?
What is your short-term professional goal (1-3 years?)
What is your long-term professional goal (5+ years?)
Do you think a degree from B&FC will provide better jobs in the future?
Please select which of the following partners for success facilities you have used whilst at B&FC • HELMS (Higher Education Learning Mentor) • Team B&FC (Student Enrichment) • Student Union • Loop (Library) • Flying Start Programme
Do you think the implementation of a messaging platform such as Microsoft Teams would benefit the partners for success? • Yes • No
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Sex and sensibility: An exploration of the attitudes and beliefs young people hold about intimate relationships
Sophie Anderson
Abstract
This is an extract from a piece of primary mixed methodology research which explored the attitudes and beliefs young people hold about intimate relationships. A mixture of quantitative and qualitative data collection tools were used to explore the range of expectations young people have in regards to intimate peer relationships. Findings from a total of 69 participants aged 13-24 years old evidenced a difference in understanding relating to consent, coercion and healthy relationships between genders. Young people also identified pressure as a factor which shapes their attitudes and beliefs. These issues need to be addressed by effective Sex Relationship Education (SRE) but findings from this study and wider literature indicate that current SRE provision is ineffective and, as a result, young people are exploring a wider range of avenues to inform their attitudes and beliefs.
Context
The study took place in Blackpool, which has high levels of deprivation and rates of teenage pregnancy, domestic abuse, substance misuse and mental health issues significantly higher than the national average (Public Health England, 2019). This is reinforced by a study completed by Plan International (2020) entitled ‘The State of Girls’ Rights in the UK’, which ranked the locality lowest in the United Kingdom in regards to girls’ quality of life. A section of the report focused specifically on violence and sexual health, with some key statistics in this section evidencing that ‘2 in 3 girls aged 14-21 have been sexually harassed in public, 35% in school uniform and 37% in school compared to only 6% of boys’ (Plan International, 2020, p.53). Findings from this section state that gender-based violence significantly impacts on all aspects of girls’ lives and argues that sex and relationships education is insufficient. This, coupled with easy accessibility to online pornography is leaving children and young people ill equipped to have healthy, gender equal relationships nationwide. Public Health England (2020) statistics continue to evidence disproportionate rates of domestic abuse and teenage pregnancy in comparison to the national average; this identifies that young people in the area are in need of additional support to overcome issues related to the problems identified (Public Health England, 2020).
Working with people is often complex and chaotic with no quick fix solutions (Thompson, 2015). This study explores the range of beliefs and values young people in the area hold about intimate peer relationships. It proposes that research which captures young people’s understanding of intimate relationships would be informative for youth workers, parents, educators and health practitioners within the local area in order for them to effectively support young people.
Sex and relationships are difficult topics to discuss with adolescents and some youth work practitioners feel uncomfortable delivering this subject (Whittington, 2017). It has been highlighted that current sex and relationships education (SRE) is inconsistent and ineffective (Meiksin et al., 2019; Elley 2011; Bianchi et al., 2018). However, research has affirmed that young people want to engage in discussions about sex and want
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to be able to access straightforward information on sexual health and sexual pleasure (McCarthy et al., 2012; Stanley et al., 2018; Meiksin et al., 2019; Alldred et al., 2016; Elley, 2011; Bianchi et al., 2018; Batsleer, 2012; Cameron-Lewis, 2012). This study, therefore, aims to provide information about young people’s beliefs and attitudes towards intimate peer relationships in order to provide professionals with the insight, knowledge and confidence to effectively engage and support young people in quality and effective youth work related to healthy relationships.
Discussion
A difference in the attitudes and beliefs in regards to intimate relationships between males and females emerged in the data, and this appears to be linked to understanding of consent and healthy relationship behaviours. This difference in comprehension is evidenced in the findings of both the quantitative and qualitative data collected for this study.
There were three scenarios relating to consent, coercion and pressure in the questionnaire and the data identified that there was more uncertainty from male participants as to whether the behaviour depicted in the scenarios was acceptable. Responses to questions describing potentially unhealthy relationship behaviours also suggested that a higher proportion of females were able to identify abusive and coercive behaviour; and whilst some males recognised these potentially unhealthy behaviours, a higher proportion did not in comparison to female participants. This difference in comprehension between males and females was mirrored in the focus group: verbally, female participants appeared to have good understanding relating to consent, coercion and pressure and were explicit in identifying certain behaviours which they deemed unacceptable and would result in the end of a relationship. Male participants remained quiet throughout this part of the discussion and when asked for their thoughts responded by saying they did not know. Research has identified that females emotionally mature faster than their male counterparts (Renuka and Manju, 2013) which could explain the difference in levels of understanding and interpretation between the genders.
Fanghanel (2020) claims that historically, consent has been depicted by formal SRE as something tangible and explicit; however this can be confusing for individuals as consent is complex and therefore must be contextualised in regards to an individual’s lived experience and current circumstances. This could potentially explain some of the comprehension issues relating to consent. Miscommunication theory (Hansen et al., 2010) could also provide an explanation, as it claims that both male and females interpret and misunderstand verbal cues in regards to sexual activity, and this partially explains why sexual assault takes place. However, it is important to point out that this model has been subject to academic discreditation (Fanghanel, 2020; Gurnham, 2016). Fanghanel (2020) citing Kitzinger and Frith’s (1999) analysis of sexual negotiation claims that individuals will refuse sexual activity through a variety of means and most importantly ‘people will respond ‘yes’ to a question and will mean ‘no’ and will be understood as meaning ‘no’’ (Fanghanel, 2020, pp. 271). This theory brings the miscommunication model into disrepute and is supported by a number of academic scholars (Fanghanel, 2020; Gurnham, 2016).
It also emerged in the analysis of the qualitative data that young adolescent females consider a wider range of factors in comparison to their male counterparts, when considering intimate relationships. Female participants spoke of healthy relationship factors, future and marriage; whereas male participants focussed on the present. Research has identified that females select long term male partners, who evidence a willingness to invest in their future due to evolutionary and reproductive reasons (Buss, 1989, cited in Righetti et al. 2020 and Lu, Zhu and Chang, 2015) and it could be claimed that this is a reason for the female participants’ focus on the future, whereas males have less responsibility for offspring from an evolutionary perspective.
This difference between the sexes is potentially being exacerbated by the current approach to formal SRE
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provision and the data evidenced that the Personal, Social, Health and Economic (PSHE) curriculum is ineffective in shaping young people’s attitudes and beliefs to intimate relationships, thus young people are exploring other avenues of information such as pornography to educate themselves (Barker et al., 2018; McCarthy et al., 2012). The statement ‘sex and relationship education in schools covers everything young people need to know’ was responded to by 51 questionnaire participants. A higher proportion (50%) of respondents felt formal SRE was inadequate, however, there were a number of respondents (35%) who were unsure whether provision was adequate and some (15%) who believed it was adequate. It was therefore identified that the results from this question were inconclusive. There is a multifaceted combination of factors that needs to be taken into account when analysing the participants’ responses to this question; historically SRE has been inconsistent and therefore differs dramatically between schools (Batsleer, 2012; Elley, 2010; Bianchi et al., 2018; Meiksin et al., 2019, McCarthy et al., 2012; Stanley et al., 2018). Other factors such as religion, culture, parental wishes and school absenteeism could also impact on answers, thus responses need to be considered within the context of participant’s experiences. Ideally this should have been explored further in the qualitative data collection.
Qualitative data collection took place in a mainstream secondary school in the presence of a PSHE teacher, possibly participants would have felt uncomfortable critiquing their education in front of a provider and any responses would need to be considered in regards to the influence of the presence of a staff member. Despite this, it is still possible to explore the efficacy of participants’ formal SRE through discussion. No students were aware of the law or their rights in regards to Fraser Competency and therefore it could be presumed that formal SRE has not provided this information and is at least partially ineffective. If young people are not getting effective information to inform their attitudes and beliefs in regards to intimate relationships from formal provision, then the impact of other avenues must be taken into consideration. Male focus group participants divulged that they have access to pornography and feel it is useful in regards to informing their expectations about sexual relationships, this aligns with Stanley et al.’s (2018) claim that young people are using pornography for sexual education purposes. However, all female participants disagreed with the males’ interpretation of pornography and claimed they felt it created unrealistic expectations and unhealthy, misogynistic relationships, thus reinforcing the claim that males and females have differing attitudes and beliefs in regards to intimate relationships. Pornography was explored in quantitative data collection and 95 percent of questionnaire participants identified that pornography has impacted on relationships but due to the wording of the question it was not possible to gauge whether they viewed this as a positive or negative; and further questioning to clarify whether opinion differed between the sexes would have been beneficial.
Current provision, which focusses on biological factors and diverts from pleasure, is counterproductive and does not equip young people to make informed choices (Aggleton and Campbell, 2000; Allen, 2007; Helmer, Senior, Davison, & Vodic, 2015; Hirst, 2013; Macintyre, Montero Vega, & Sagbakken, 2015 cited in Unis and Sallstrom, 2020). As technology rapidly advances, so do the ways in which people engage in intimate relationships and SRE provision needs to constantly evolve in order to keep pace with these changes (Patterson et al., 2020). It could be argued that as young people are exploring their emerging sexual identities and have little experience of what healthy intimate relationships consist of (Holford, 2019), the question of the efficacy of SRE from their perspective will always provide inconsistent results when proposed to young people, as they are still navigating the expected social norms and have little or no experience to support them to assess the efficacy of SRE. It could be claimed that this understanding would only be accessible later in life.
A strong claim to emerge from the qualitative data evidenced that young people believe there are certain ex- pectations and pressures related to intimate relationships and this informs some of their attitudes and beliefs. The written element of the focus group was dominated by physical appearance with all participants identifying pressure to look a certain way. Both sexes felt that they had to look a specific way in order to be considered attractive by the opposite sex and all participants recorded the physical features they require from a partner in their relationships. This was explored further in verbal discussion where participants concluded that an
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individual’s attractiveness was a multifaceted combination of factors and all agreed that traits such as kindness, humour and loyalty contributed to a person’s sexual appeal, which was in stark contrast to their written contribution. Calogero (2001), Fredrickson and Roberts (1997) cited in Legrand et al., (2020) explain that mainstream media dictates societal norms related to physical appearance and individuals internalise these norms as their own ideology, which could explain the initial response relating to stereotypical beauty from participants. Questionnaire participants also explored physical appearance via the statement, ‘women who wear revealing clothing should expect sexual attention’. A higher proportion of males in comparison to females claimed that women should expect sexual attention, thus reinforcing the difference between male and female interpretation and understanding of intimate relationships.
Focus group participants spoke of the pressure they received from peers about sending sexually explicit messages (hereafter referred to as sexting) but no participants could identify where this pressure came from. The female participants perceived sexting negatively, whilst boys initially claimed they wanted this type of communication in relationships but later verbally said ‘it was a thing’ that they were expected to do and ‘half the time you don’t even fancy the person sending it’. The problem of pressure was further explored in the focus group when female participants claimed that males expected sex and would only choose to be in a relationship with someone if they knew they would engage in sexual activity. Males verbally refuted the importance of this however, their written contribution had many comments related to sexual activity and reinforced the females’ claims. Male participants also explored the pressure they felt from the opposite sex in regards to intimate relationships and stated there were expectations that they should ‘know what to do’. They continued this conversation by asking questions related to sexual performance and technique. Pressure was also identified in the quantitative data when 100 percent of participants stated that young people felt pressured to lose their virginity.
It is important to understand the wider context related to pressure through considering research such as that by Andreassen et al. (2017), who completed a large national survey with over 25,000 participants and identified that adolescence and low self-esteem significantly increased an individual’s desire to be validated by others. When individuals achieve validation from a particular practice they will engage repeatedly in said practices (Oishi, Diener, Suh and Lucas, 1999, cited in Legrand et al., 2020). Adolescents with low self- esteem are more likely to engage in risky behaviour, which includes sexual activity, than their peers with high self-esteem (Tian et al., 2020), all of which could be linked to the pressure felt by young people regarding sexual activity.
Conclusion
The data collected in this study evidenced a difference in attitudes and beliefs in regards to intimate relationships between males and females. These differences can be partially explained by emotional maturity development (Renuka and Manju, 2013), ineffectual education in regards to consent (Fanghanel, 2020) and miscommunication theory (Hansen et al., 2010). However the trustworthiness of this claim is challenged by the sample size of the study, due to researcher time constraints a larger sample was not possible, and it is acknowledged that a larger pool of participants could have produced more reliable results (Kumar, 2014). Parity between the sexes within the sample is another factor to be considered when evaluating the trustworthiness of the results, as males were significantly underrepresented in comparison to their female counterparts. It would be interesting to see if equal representation between the sexes would culminate in similar results, especially when considering the results through the lens of gender norms. Allen (2004), Aggleton and Campbell (2000) and Hall (1992) (cited in Brown and McQueen, 2020) claim that in mixed SRE classes boys will often make jokes and seem immature in comparison to girls because they feel uncomfortable, this could potentially explain some of the differences in attitudes and beliefs between the sexes. However it does not address the differences identified between male and female responses in the
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questionnaire and therefore, despite the small sample size, it is important to acknowledge this difference and explore methods to address it. Efficacious SRE could potentially eradicate the knowledge gap between the sexes but it has been identified that further exploration of this issue via the use of single gendered focus groups would be beneficial to reinforce or discredit this claim.
Unfortunately due to researcher time restraints, the scope of this study only explored heterosexual relationships and it was identified that the inclusion of LGBTQ+ participants would add a more encompassing viewpoint of young people’s attitudes and beliefs in regards to intimate relationships. New SRE statutory guidance, due to be introduced to schools between September 2020 and September 2021, states that gender identity and sexual orientation should form part of the curriculum in schools (Department for Education, 2020) and this study welcomes this.
The new SRE statutory guidance also states that young people should receive information about sexual pressure. Data collected in this study identified that young people’s attitudes and beliefs in regards to intimate relationships are influenced by pressure they perceive about physical appearance and sexual behaviour. Both sexes reported that they felt their appearance must be a certain way to be considered attractive to the opposite sex and participants also reported a vast range of expectations from peers about their sexual performance and decision making. Whilst it is important to consider this claim in regards to the sample size, it is also important to note that pressures felt in adolescence are well documented (Calogero, 2011 and Fredrickson and Roberts, 1997 cited in Legrand et al., 2020). Attitudes and beliefs influenced by pressure have the potential to damage self-esteem (Oishi, Diener, Suh and Lucas, 1999 cited in Legrand et al., 2020) and create potentially unhealthy attitudes and beliefs in regards to intimate relationships. These attitudes and beliefs increase the probability of young people engaging in risky sexual behaviour (Tian et al., 2020) and minimising the impact of young people’s perception of pressure could be and should be addressed by consistent and effective SRE provision.
Whilst the data relating to the efficacy of SRE was inconclusive in some ways, it was possible to identify that current SRE provision is at least partially ineffective through the lack of SRE knowledge identified in the exploration of young people’s attitudes and beliefs in regards to intimate relationships. This claim is reinforced by the wealth of literature critiquing SRE provision (Elley, 2011; Batsleer, 2012; Gurnham and Paton, 2015). It was also evident that young people were exploring alternative sources of information to fill in knowledge gaps left by SRE in schools, which included accessing pornography, again this claim is reinforced by existing literature (Barker et al., 2018; McCarthy et al., 2012; Stanley et al., 2018). It could be argued that accessing this information exacerbates feelings related to pressure in regards to physical appearance and sexual behaviour, and can create negative attitudes and beliefs relating to intimate relationships (Stanley et al., 2018). It is therefore suggested that SRE provision needs to address this deficit. The new SRE statutory guidance states that respectful relationships, including intimate and sexual relationships, should be explored (Department for Education, 2020). However sexual pleasure is not specifically part of the guidance and therefore it could be argued that the omission of pleasure from the curriculum could see the continuation of young people exploring unmoderated and sometimes inappropriate avenues of information, which can potentially have an unhealthy influence on their attitudes and beliefs in regards to intimate relationships (Stanley et al., 2018; McCarthy et al., 2012; Cameron-Lewis and Allen, 2012).
Ultimately it is clear from existing literature and the findings in this study that young people’s attitudes and beliefs in regards to intimate relationships are shaped and informed by a multitude of factors, some of which have the potential to create long lasting damaging effects. It is paramount that young people have access to efficacious SRE that supports them to challenge societal pressures and closes the deficit left by current provision. The new statutory SRE guidance could potentially address these issues but it is too early to determine whether this will have a significant impact on current SRE inadequacies and inconsistencies (Elley, 2011; Batsleer, 2012; Gurnham and Paton, 2015). Research documenting the influence of new statutory SRE
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guidance would provide further insight into the range of attitudes and beliefs young people hold about intimate relationships and create a fluid and dynamic curriculum that adapts to changes in society ensuring efficacious SRE that meets the needs of those young people.
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Holland, J., Sharpe, S., Ramazanoglui, C. and Thomson, R. (1998) The male in the head: young people, heterosexuality and power. London: The Tufnell Press. Kumar, R. (2014) Research methodology: a step by step guide for beginners. 4th edn. London: SAGE. Legrand, F. Silete, G. and Schiffler. F. (2020) ‘Internalized media-promoted body ideals only marginally moderate the effects of exercise on self-esteem, body image satisfaction, and physical self-perceptions’, Research Quarterly for Exercise and Sport. McCarthy, M., Carswell, K., Murray, E., Free, C., Stevenson, F. and Bailey, J. (2012) ’What young people want from a sexual health website: design and development unzipped’, Journal of Medical Internet Research, 14(5). Meiksin, R., Allen, E., Critchon, J., Morgan, G., Barter, C., Elbourne, D., Hunt, K., Melendez-Torrez, G., Morris, S., Luz McNaughton Reyes, H., Sturgess, J., Taylor, B., Young, H., Campbell, R., Bonell, C. (2019) ‘Protocol for pilot cluster RCT of project respect: a school based intervention to prevent dating and relationship violence and address health inequalities amongst young people’, Pilot and Feasibility Studies, 5(13). Patterson, S., McDaid, L., Hunt, K., Hilton, S., Flowers, P., McMillan, L., Milne, D. and Lorimer, K. (2020) ‘How men and women learn about sex: multi-generational perspectives on insufficient preparedness and prevailing gender norms in Scotland’, Sex Education, 20(4), pp.441-456.
Public Health England (2020) Local Authority Health Profile. Available at: http://www.blackpooljsna.org.uk/ Documents/Blackpool-Profile/Blackpool-Health-Profile-2018.pdf (Accessed: 22 June 2019).
Renuka, J. and Manju, S. (2013) ‘Emotional intelligence among boys and girls’, Indian Journal of Health and Wellbeing, 4(2), pp. 374-375. Righetti, F., Tybur J., Lange, P., Echelmeyer, L., Van Esveld, S., Kroese, J., Van Brecht, J. and Gangestad, S. (2020) ‘How reproductive hormonal changes affect relationships dynamics for women and men: a 15 day diary study’, Biological Psychology, 149, pp.1-8. Stanley, N., Barter, C., Wood, M., Aghtaie, A., Larkins, C., Lanau, A. and Overlien, C. (2018) ‘Pornography, sexual coercion and abuse and sexting in young people’s intimate relationships: a European study’, Journal of Interpersonal Violence, 33(19), pp 2919-2944. Thompson, N. (2015) People skills. 4th edn. London: Palgrave McMillan Tian, L., Dong, X., Xia, D., Lui, L., and Wang, D. (2020) ‘Effect of peer presence on adolescents risk taking is moderated by individual self esteem: an experimental study’, Journal of Psychology, 55(3) pp.373 - 379. Unis, B. and Sällström, C. (2020) ‘Adolescents’ conceptions of learning and education about sex and relationships’, American Journal of Sexuality Education, 15(1), pp.25-52. Whittington, E. (2017) Consent education: undoing the binary and embracing ambiguity. Available at: https:// www.bera.ac.uk/blog/consent-education-undoing-the-binary-and-embracing-ambiguity (Accessed: 18 August 2019).
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Reclaim the Name
Aaron Tonks
In September 2019 the subject areas of Art, Design, Performing Arts and English at B&FC were branded under the title of Blackpool School of Arts. This was a reclaiming of a name previously held by the institution originating in the 1930s. The current Blackpool School of Arts is housed in the original building which its ancestor shared with the Technical College. Arts and technical education were part of an early twentieth century national strategy to train people for jobs in industrial manufacture, production and entertainment. In the early twenty first century the motives are similar however, the context in which creatives work is radically different. The World Economic Forum recently cited creativity as one of the most important skills for future prosperity (Whiting, 2019).
The Creative Industries is the fastest growing part of the UK economy and collectively covers a very broad range of skills. Unlike the trainees of the past century, graduates from the Blackpool School of Arts can expect to work freelance, constantly adapting and developing their practice over time to meet what markets demand. The careers of the exhibitors in the Reclaim the Name exhibition demonstrate how this can be done and as such, this was an important and inspirational show for current students to witness and many of the alumni featured also visited to give talks.
The exhibition Private View was held on Wednesday 22nd January
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Re-embracing our previous identity as an Art School is both forward looking and nostalgic. It gives us the chance to consider the reasons why art schools were established and also why, and indeed if, they should continue. Similarly, an exhibition of the work of our alumni is both retrospective and future facing. It celebrates the success of past students and demonstrates the diversity and high quality of those achievements.
Our Creative Community of Practice celebrates the past, while it looks to address the needs of the twenty first century, focusing on the Blackpool context with its attendant challenges. Nurturing the aspirations of students from a range of ages and backgrounds, we are united in a belief in creativity and in the arts, in its broadest sense, as a positive force. The work in this exhibition demonstrates divergent practice and alternative thinking, essential skills that we want to instil in our students. It also inspires discussion about the role of alumni in the education of the next generation of creatives and the prospect of future shows that showcase differing ways of looking at and representing the world.
CHEVVY by Derek Johnson
Derek Johnson CHEVVY
Derek attended Blackpool School of Arts from 1958 to 1963. He went on to become a senior lecturer in Visual Studies and then Course Director for Graphics, Illustration and Photography. He has exhibited at a wide variety of Municipal and commercial Galleries, including The Royal Academy Summer Exhibition and The John Moores Liverpool Exhibition. He was a prize winner in 1976 and the successful painting was purchased by The Walker Art gallery for their permanent collection.
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Richard Weston Portrait of My Son, Candy Fierce
Richard studied at Blackpool School of Arts for a BA (Hons) Photography degree, PQE and BIPP in 1985. He runs Weston Digital Imaging & Media; a commercial photography business based near Manchester and has won several awards for his fine art photography practice, including National Open Art competition (2016) and the Manchester Arts Prize (2018).
Portrait of My Son, Candy Fierce by Richard Weston (left) and Ticket to Ride and Shellfish Jeans, Evolution Revolution by Jeffrey Hammond (right)
Jeffrey Hammond Ticket to Ride and Shellfish Jeans, Evolution Revolution
Jeffrey attended Blackpool School of Arts between 1965 and 1967. He completed his A levels and a Pre-Diploma in Art before continuing his arts education at the Central School of Art in London (now part of St Martins School of Art, University of the Arts London). Jeffrey went on to become the bass player for prog rock band Jethro Tull, before returning to painting full time in 1976 and has been doing so ever since.
(Left to right) Blackpool School of Arts timeline, Amongst the Pebbles by Robert Cook and Under the Bridge by Sam Hobson
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Robert Cook Amongst the Pebbles
Robert studied BTEC, HND Technical & Scientific Illustration at Blackpool School of Arts between 1982 and 1985. On graduating he worked as a freelance illustrator and was a lecturer in scientific & natural history illustration. He now lives and works in Lancashire creating wildlife art. He has exhibited widely both here and the USA, winning several awards for his work and is a signature member of the Society of Animal Artists, America.
Sam Hobson Under the Bridge
Sam attended Blackpool School of Arts to study BA (Hons) Wildlife between 2004 and 2007. He is now a professional wildlife photographer, based in Bristol and is published regularly in international magazines, books and newspapers such as National Geographic and BBC Wildlife Magazine and his pictures have received awards in many competitions, including the prestigious Wildlife Photographer of the Year in 2014 and 2016.
(Left to right) Chalk Board and Student Voice, The Cunning of Unreason by Dominic Rouse and Blue Pegasi 2020 by Adrian Pritchard
Dominic Rouse The Cunning of Unreason
After an early career as a press photographer, Dominic went back to college and attended Blackpool School of Arts between 1982 and 1985, where he completed a HND and PQE in Photography. He now works full time as an exhibiting artist and his work has appeared in Black & White Magazine, British Journal of Photography and Phot’Art. He has been critically acclaimed for his exhibition - Haunted by a Painter’s Ghost, Photography and Symbolism in the Digital Age.
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Adrian Pritchard Blue Pegasi 2020
Adrian studied at Blackpool School of Arts between 1992 and 1995, completing a National Diploma in Design & Illustration and BTEC Foundation Studies in Art & Design before moving to Falmouth to study at degree level. His work has been exhibited nationally and internationally in both solo and group exhibitions. He began his professional career as an artist in Cornwall in 1998. He was short-listed for the John Ruskin Art Prize (2012); awarded the visitors choice award at the Neo Art Prize (2013). Adrian was awarded a Solo Exhibition at the Grundy Gallery Blackpool in 2018.
Hannah Farrell Close Your Eyes and Think of England
Hannah studied at Blackpool School of Arts for a BA (Hons) Photography degree between 2011 and 2014. She went on to work full time as an artist in her own studio, represented by Paper Gallery. In 2017, she won the De’Longhi Art Projects Artist Award. She is currently undertaking postgraduate study at the prestigious Royal Academy Schools in London.
Close Your Eyes and Think of England by Hannah Farrell (left) and Burji Tunnel by Sean Conboy (right)
Sean Conboy Burji Tunnel
Sean studied at Blackpool School of Arts for a HND in Photography between 1981 and 1985. Since graduating, he has gained an international reputation for his very high quality and beautifully lit architectural and interior photography. He regularly speaks and gives workshops for companies like Hasselblad, Linhof and Broncolor and is involved in judging for the Hasselblad masters and many photographic organisations.
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The Private View was well attended
References
Reclaim the Name (2020) [Exhibition] Blackpool School of Arts, Blackpool. 10 January - 29 January 2020.
Whiting, K. (2019) World Economic Forum: Five things you need to know about creativity. Available at: The World Economic Forum recently cited creativity as one of the most important skills for future prosperity. (Accessed: 13 October 2020).
Photography
Aaron Tonks and Paul Birtwell.
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Creating creative communities of practice: Research and scholarship in Blackpool School of Arts
Dr Jill Fernie-Clarke
This is a reflection upon, and development of, two previous pieces of work published by myself and Barbara Thomas. The first in February 2011 in the online journalEducation Futures (Vol 3), titled ‘Developing and Maintaining Collaborative Communities of Practice in Art, Design & Media: The North West Network Experience’, looked at the findings of a multi-institutional research project funded by the Higher Education Academy subject centre. This was further developed in a second article published in 2015 titled ‘Exploring evidence-based practice with external partners: Research development and the ADMHEA northwest network’ published in Art, Design and Communication in Higher Education (Vol 14 No 2) in which we sought to develop a model for collaborative research. At that time, the idea of research in the creative arts was still relatively new and the status of pedagogical research, previously excluded from the former Research Assessment Exercise: the precursor to the Research Assessment Framework, was developing more kudos.
The following excerpt from the first article describes the way in which scholarship was used to inform the project. This chimes with our current context at B&FC, where the HE in FE ‘brand’ of scholarly activity and research is encouraged and where the practical application of findings to teaching is a priority.
The literature review contextualised the project and linked it to other evidence-informed projects and, along with the links to the Art, Design and Media (ADM) subject centre and the Higher Education Academy (HEA), gave the members of the network a credible academic framework within which to position their findings for dissemination. This framework was particularly pertinent for the members of the group who delivered HE in FE contexts and where the opportunities for involvement in externally funded research projects and contact with the HEA were more limited, but where engagement in scholarly activity and the creation and maintenance of an HE ethos were desirable.
The differences between HE and FE cultures, and the issues arising from these distinctions, are the subject of several articles published between 2008-10 in The Journal of Further and Higher Education Griffiths and Lloyd (2009) discuss the need for provision for scholarly activity in FE contexts. Bathmaker and Thomas (2009) discuss the stratification and distinctions between FE and HE within one specific institution and Turner et al (2009) discuss the emergence of HE cultures within FE colleges. In an earlier paper, Widdowson (2003) offers a general review of the recent position of, and challenges faced by, staff in FE colleges who are delivering HE programmes.
With regard to the development of HE cultures specifically within Art, Design and Media, Barker (2005) provides useful insights into research in HE in FE and looks at how research cultures could be developed within specialist FE institutions. Barker raises issues around the importance of scholarly activity aligned to ambitions of colleges to move into MA and post-graduate work and the perceived barriers, the lack of financial support for research activity and accounts for these in terms of the lack of evidence for a link between research and teaching quality. Barker concludes that the scholarships of ‘implementation, application and teaching’ are most appropriate for HE in FE (Thomas and Fernie-Clark, 2011, pp 68-69).
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In the arts, the practical model described by Barker and cited above ‘implementation, application and teaching’ is particularly apt for research and scholarship that comes out of ‘making’ where the act of making an artefact or piece of visual work involves the implementation of ideas and techniques; the application of materials and methods; followed by the teaching of the knowledge and understandings gleaned through these activities. In recent years, great strides have been made in practice-based research in the arts with research degrees now being awarded on the basis of arts practice. The much-cited book by Tom Barone and Elliot W. Eisner Arts Based Research (2012) explores some of the differences between traditional ideas of research and that undertaken in the arts. To summarise, simplify and paraphrase, the former focuses on data; the latter on people. A brief survey of the sources mentioned above suggests that a person-orientated approach focused on ‘making’ that involves ‘implementation, application and teaching’ is suitable in a HE in FE arts context.
In Blackpool School of Arts, students are currently enrolled on nine distinct three-year, practically-orientated, honours degrees. These are taught by members of staff who, with very few exceptions, teach across FE and HE. In order to deliver a curriculum that is current and credible, practice-based research and scholarly activity are essential. As stated in the excerpt above, the creation of an ‘HE ethos is desirable’ in order to enhance the student experience. This inference is now articulated in one of the Guiding Principles for Learning and Teaching within the QAA UK Quality Code, i.e. ‘3. Effective learning and teaching provides students with an equivalent high-quality learning experience irrespective of where, how or by whom it is delivered’ (QAA, 2018).
The research question implicit in our recent School-wide SRDS project was therefore: How, given the features of the HE in FE context, can we develop and sustain research and scholarly activity in Blackpool School of Arts in a way that would benefit both staff and students and address current QAA expectations?
The model suggested in the flow chart, illustrated in our article on collaborative research development in the arts (Thomas and Fernie-Clarke, 2015), offered a potential starting point (see Fig 1).
Although, unlike the projects explored in the aforementioned articles, this was not a multi institutional project; the task was similar in that it spanned nine different subject disciplines and distinct subject teams. The initial step in the flowchart model (call for contributions) came in the form of two internal staff development events at which all members of staff were invited to talk in turn, in small groups of no more than five, about their practice. The first, in the spring of 2018 was for all HE staff. It was interesting that some were enthusiastic and keen to discuss their activities and others more reticent and unsure of their own identities as practitioners. The second event in the summer of 2018 was a ‘Research Symposium’ for which there was a ‘call for contributions’ and at which the more confident practitioners presented in more detail on their practice. This was accompanied by the opportunity for staff and students to exhibit work under the umbrella title of ‘Re: Connect’ which invited contributors to connect with their practice and one another. This event and the associated exhibitions included contributions from both staff and students.
Simultaneously the identity of the entire department was being developed through discussion, with an invitation to all staff to contribute to thinking about an academic strategy that could be used to unite the diverse subject areas (Fashion; Film making; Graphic Design; Fine Art; Photography; Musical Theatre; Acting; English and Scriptwriting). After consultation three ‘pillars’ were decided upon.
The first ‘Process’ refers to the act of making and the relationship with materials; methods and techniques acknowledging a tacit knowledge on the part of the practitioner.
The second ‘Community’ refers to the internal; local; national and international communities of arts practitioners that we belong to, as well as a concern for our immediate Blackpool community.
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The third ‘Connectivity’ acknowledges the need to connect in order to make work meaningful; connection with the making, academic and industrial context we are working in.
The consultation and the writing of the academic strategy around these themes, constituted the second and third steps on the flowchart (Fig 1) and a further staff development event was held in order that members of staff could consider the relationship of their own practice in relation to one of these pillars. This gave a framework within which those members of staff, who perhaps were not so confident with the idea of practice-based research, could share ideas. In the summer of 2019, there was a staff-initiated group exhibition of visual work in the Gallery.
Following these developments in the autumn of 2019, the idea for a School-Wide Scholarship and Research Development Scheme (SRDS) funded project, to further develop research and scholarly activity, was mooted. As a ‘Community of Practice’, it is important to be inclusive and not to exclude the less confident members of staff; speaking from first-hand experience cliques are detrimental to the spirit of exchange necessary to grow a genuine research culture. Therefore, all members of staff regardless of the level they teach at or their position within the organisation were to be given the opportunity to join in and the SRDS project bid was formulated. Prior to the overarching project being submitted, several other bids were put forward by individuals within the School and these were rejected by the panel; more work was done and these smaller bids were brought into the fold of an overarching collaborative bid, which was submitted and accepted in December of that year. Thus, steps four to seven of the model (Fig 1) were accomplished.
In terms of step four, the literature review, the previous work done for the articles referred to in the first paragraph here were used as a resource to frame the academic context for this new research project. The proposal was to look at the way in which practice-based research and scholarship can energise and reinvigorate the curriculum; acting to galvanise staff behind a tangible ‘brand’ based on an ethos and an identity that serves students and ensures that the curriculum is current and dynamic. This approach can be seen to have been successful at Plymouth College of Art, where the Principal Andrew Brewerton has strategically used the notion of ‘Thinking Making’. In December 2017, an internal staff development event was held to look at this notion and to introduce the idea of an overarching academic strategy (Packer, 2017).
The explicit question for us at Blackpool School of Arts was, therefore, ‘How can a Creative Community of Practice be developed through practice-based research and scholarly activity and how can this lead to growth and increased student success?’. Following the success of the bid, in the spring of 2020, all individual members of staff, regardless of level and inclusive of fractional post holders, were asked to provide proposals for their own research and or scholarship. A framework of questions was posed to help with the writing of the proposals and ‘tutorials’ were offered to assist with thinking and drafting. The team were also encouraged to think strategically about how the five days in industry opportunity, offered by the College and open to teaching staff, could link with their practice-based research activity and to the curriculum. The majority of staff submitted proposals and a selection of the emergent themes, all of which relate to teaching or to arts practice, are listed below:
Tipping points VR gallery alternatives Occupational therapy/ sustainability Inspiring entrepreneurial practice Neuro Linguistic Programming Nature; classification and ideology Living well Inspirational historic design Naturalism and pedagogy(ies) Traditional and Digital Print Messages and affiliations
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The VR Gallery listed above, which has been an ongoing SRDS project by Aaron Tonks, was used during the COVID lockdown to show the graduating students’ work. Over four thousand people have visited it.
A Zine Library has been established and this is now an evolving staff, student and teaching resource, offering primary source material to those interested in this contemporary visual art form.
In January, as the Blackpool School of Arts celebrated reclaiming its former name with a group exhibition of work by alumni, an archive was established. This was a result of responses to a call on social media and a space has been dedicated to housing the documentation, newspaper cuttings and artefacts that tell the story of the School’s history. Alumni continue to donate to this evolving resource, a rich source of primary reference material on arts education in Blackpool, upon which further staff or student work could be based.
In addition to this, there has been a staff-initiated seminar; a collaboration between Blackpool School of Arts and other arts organisations in the town, for which SRDS funding was used. A reflective piece on the government funded Maths and English pilot scheme has also been written by staff teaching FE.
Supported by the project, the Senior Tutor for Teaching and Learning has also attended some external seminars that are informing the development of innovative approaches to personal tutoring. The Senior Tutor for Progress, whose own practice is linked to the promotion of well-being, has organised a one-day Wellbeing event for students that has had tangible impacts on some individuals. The Senior Tutor for research and Scholarship organised the recent seminar with external partners and, with the Blackpool context in mind, has also held an informal event to engage staff in a research cluster around socially engaged practice.
The COVID-19 lockdown happened three months into the twelve-month project. This was not in any way detrimental to the continued development of research and scholarly activity, with the daily whole team meetings being a site for engaging exchange about the development of scholarship in the form of new online learning materials; discovery of new resources; software and techniques. The staff-initiated seminar took place online, as did the end of year show, which, as mentioned above, was the direct result of SRDS supported activity.
Six months into the project, it appears that the idea of scholarship and research has been more tightly woven into the fabric of our activity as an integral part of who we are and what we do. A member of staff has now been supported with the SRDS funding to produce a visual and written record of the overarching project in the form of a self-published book that can be used in pdf form for marketing purposes.
In a relatively short time (26 months), we have reached the eighth step on the proposed model illustrated in the flowchart (Fig 1). More members of staff appear to be comfortable and enthusiastic about discussing and engaging in their own practice and we have some tangible physical and written outputs as described above. In terms of the stated aim to look at how this activity can lead to growth and increased student success, early indicators are positive in terms of retention, survey results and recruitment figures, however, it is too early to draw conclusions and these factors vary from programme to programme.
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Theme/call for contributions
Ideas invited around theme - discussed in meetings/email
Collation of ideas and writing of bid/proposal
Initial literature review developed
Draft distributed and comments invited
Proposal submitted with clearly outlined roles for partners and budget breakdown Bid sent for amendment and Bid rejected further work
Proposal successfully accepted
Evidence collected and partners write draft findings based on evidence
Further literature review related to findings
Further and final drafting
Dissemination and publication
Figure 1: Indicative flow chart.
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References
Barker, G. (2005) The Development of a Research Culture in a Specialist Art and Design College, ADM-HEA http://www.adm.heacademy.(Accessed: 25 May 2010).
Barone, T. and Eisner, E.W. (2012) Arts based research. London: Sage. Bathmaker, A. and Thomas, W. (2009) ‘Positioning themselves: an exploration of the nature and meaning of transitions in the context of dual sector FE/HE institutions in England’, Journal of Further and Higher Education, 33(2), pp.119-130. Griffiths, C. and Lloyd, M. (2009) ‘Degree of success? A review of delivering BSc Honours degrees in an FE college’, Journal of Further and Higher Education, 33(4), pp.483-492. Packer, S. (2017) ‘Thinking making’, Plymouth College of Art, 12 May. Available at: https://www.plymouthart.ac.uk/blog/thinking-making (Accessed: 30 July 2020).
QAA (2018) UK Quality Code for Higher Education: advice and guidance. Available at: https://www.qaa.ac.uk/quality-code/advice-and-guidance/learning-and-teaching (Accessed: 13 August 2020). Thomas, B. E. and Fernie-Clarke, J. (2011) ‘Developing and maintaining collaborative communities of practice in art, design & media: the North West work experience’, Educational futures, 3(1), pp.66-79. Thomas, B. and Fernie-Clarke J. (2015) ‘Exploring evidence-based practice with external partners: research development and the ADM- HEA Northwest Network’, Art, Design & Communication in Higher Education, 14(2), pp.189-198. Turner, R., McKenzie, L.M., McDermott, A.P. and Stone, M. (2009) ‘Emerging HE cultures: perspectives from CETL award holders in a partner college network’, Journal of Further and Higher Education, 33(3), pp.255-263.
Widdowson, J. (2003) HE in FE and scholarly activity – a discussion paper. HEFCE 2003/15 Supporting HE in FECs: HE in FE and scholarly activity, pp.1-5.
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Counting on success: The maths pilot scheme in Blackpool School of Arts
Mark Johnstone
Introduction
Smith’s 2017 review of post-16 mathematics identified a strong demand and ‘consistent under-supply’ for mathematical and quantitative skills ‘at all levels in the labour market’, and identified achievement in mathematics in England as underperforming in relation to other developed countries (Smith, 2017, p.6). It was also observed that:
Adults with basic numeracy skills earn higher wages and are more likely to be employed than those who fail to master basic quantitative skills […] Poor basic skills hinder employees’ ability to perform everyday tasks, including being able to work through calculations and make sense of numerical data (Smith, 2017, pp. 6-31).
Investment in technology for the teaching of maths was a recommendation from the review. It stated that technology has a wide variety of applications, ranging from classroom tools, provision of professional development and access to teaching online and indicated that all of these aspects have potential, where designed well, to support teaching.
The national aims of the maths pilot were to:
• Assess which funding approach is most effective at improving outcomes for students with prior attainment of a grade 3 or below in GCSE maths.
• Identify how the additional funding was used by institutions, and build evidence of activities that lead to improvements in teaching and learning.
• Support some of the most disadvantaged areas of the country with additional funding.
Smith (2017, p.2) also stated that there was a ‘need to pay close attention to local variations in provision and attainments, and to develop appropriate interventions’. Blackpool School of Art’s (BSoA) approach to the scheme was, therefore, designed locally in consultation with members of staff across levels and in response to recent achievement and success rates.
The provision within BSoA before the pilot
All BSoA students were enrolled on a maths programme, for example developmental maths, for those who had achieved a grade C/4 at GCSE, or GCSE and Functional Skills (FS) for those who were still working towards this aim. Historically, the GCSE cohort was between 40 and 50 students, however, during 18/19 there were 75 students due to the pilot scheme. These maths courses were taught as part of a study programme that included a ‘main programme’ in either photography; art and design; graphic design or performing arts.
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Prior to the pilot, students had to attain a grade 3 at GCSE or a Level 2 at FS level to enrol to GCSE maths. Students not meeting either of these criteria would enrol to FS, either at Level 1 or Level 2. BSoA had previously struggled to support students in achieving a pass at L2 FS. Teaching staff identified that students perceived the FS route as ‘less than’ the GCSE and this was thought to impact upon student morale, and subsequently attendance and attainment. In discussions with Quality and Standards, there was speculation around the potential positive impacts of a full move to GCSE in order to avoid perceived hierarchies setting one qualification above another. Under the pilot, it was planned that all students, who under the previous system would usually have been entered for L2 FS, would be given the opportunity to sit GCSE. The project ran over two academic years and saw one year group pass through a two year cycle, with the aim of raising their GCSE level to a 4 by the end of the second year.
Prior attainment
The decision was made to enter all students who had at least a level 1 FS (and would usually be enrolled to level 2 FS) on to GCSE. These students would not have usually met the entry requirements for the maths GCSE at BSoA. They were integrated with the students not in the pilot, who had reached the usual level for entry of a L2 FS or grade D/3 in a previous GCSE.
Table 1: achievement rates
Reference to the Pilot Scheme
The basic maths premium pilot aimed to test the impact of £500 of additional funds per student for post-16 providers through three funding approaches:
1. 100% of the additional funding to be paid upfront per each eligible student
2. 50% of the additional funding to be paid upfront per each eligible student, and 50% of the additional funding to be paid per student who achieves in maths by summer 2020
3. 100% of the additional funding to be paid per student who achieves in maths by summer 2020
The definition of achievement for the purpose of the pilot closely aligned with the condition of funding policy:
• students with prior attainment of a grade 3 in GCSE maths need to achieve a grade 4 or above in GCSE maths
• students with prior attainment of a grade 2 or below in GCSE maths need to achieve a grade 4 or above in GCSE maths, or a Functional Skills Level 2 in maths
(Department for Education and Education and Skills Funding Agency, 2018)
Teaching approaches
Prior to the pilot, the sessions were delivered by a single teacher using a mixture of traditional techniques and
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online VLEs. Students were prepared for exams and entered when staff members felt they were ready. The provision was managed by a Curriculum Leader (CL), who oversaw and supported the delivery. Students were regularly assessed and progress was tracked and reported to the CL on a weekly basis
GCSE students were placed into one of four groups, each having 3 x 1.25 hour sessions per week. This was supplemented by booster sessions, where students could complete extra maths or catch up on missed work. There was no TA or consistent use of technology and the delivery was quite ‘traditional’ in the pedagogical styles used (Luther, 2000).
Growth Mindset
Dweck’s research shows that praising a student’s effort, even in the case of perceived failure, is a stronger motivator than praising achievement (Stanford, 2015). Those who are ‘good’ at things are used to hearing praise for their ability and can become reluctant to try things they might fail at. Those who see themselves as not being ‘good’ at things are reluctant to try because they never get the praise that success brings. Dweck highlights that praising effort, even in the event of ‘failure’, will motivate students to try again and build a ‘not achieved yet’ atmosphere in the classroom. This approach was implemented across the maths delivery in BSoA throughout the pilot.
Key growth mindset strategies
• Intelligence can be developed through effort.
• Embrace challenge as an opportunity to learn.
• Persist despite obstacles; praise the process, not just the final outcome and savour the eventual achievement.
• Effort as a path to mastery; constant praise of effort, not necessarily achievement.
• Learn from mistakes and constructive criticism, developing resilience.
• Inspire others’ success; share the success across the group.
• Fun, stretch and challenge through online learning, games and quizzes.
During February 2018, staff also attended training on the implementation of Singapore maths, the power of fundamental maths skills and the core number skills that underpin the ability to progress in maths (Maths - No Problem! 2020). This influenced some of the ideas around the ‘groups within groups’ strategy and the focus on the core skills within all sessions, particularly in the early weeks of the course.
Planning of the project
The design of the project was developed by the CL and maths tutor, after identifying that a range of ability levels presented a difficult landscape for the tutor when delivering, particularly when keeping all students engaged across a range of subjects. The proposal put forward by the BSoA GCSE maths team involved using the funding provided by the scheme to employ a TA and a suite of laptops. It was felt that breaking groups down into smaller groups, with the use of a TA and extra technology, would help to improve engagement by keeping students on tasks related to skills they needed to develop. The more differentiated the sessions could be, the more attention could be paid to the gaps in ability.
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All students who had passed FS L1 were streamed to GCSE maths rather than to FS L2. This resulted in a larger cohort for GCSE and the need for an extra group. Each of the 5 groups consisted of students from the original cohort and from the pilot. The students were then split into smaller groups within the main group to enable them to work together on topics that formative assessment had identified as areas for development.
All the students completed a standardised Basic and Key Skills Builder diagnostic assessment at the start of their course, which gave the teaching staff a baseline from which to work and develop a learning plan for each student. During the first few weeks of term, the students also completed a number of formative assessments, which further helped to illustrate the needs of each student and the wider cohort.
Implementation
The pilot was arranged at very short notice. The team had been planning for a much smaller cohort of students to be included in the scheme but adapted effectively.
Many of the students struggled with GCSE material and became disengaged. During the course of the pilot, the CL and team therefore implemented a number of initiatives around positive engagement, such as the growth mindset approach and a focus on building resilience through reward and praise of positive engagement (Stanford, 2015). This approach was taken as it was established through observation and informal assessment, that confidence and self-esteem were key barriers to the development of the students’ maths skills.
The funding for the TA and laptops arrived much later than expected, which hindered the project greatly. When these became available from Easter 2019 onwards, there was an instant positive impact on the learning.
Student feedback
Following the difficult start to the pilot year and lower than expected attendance and engagement, all students who had been enrolled to GCSE from FS were surveyed.
The survey asked them whether they would prefer to remain on the pilot scheme, or return to FS at L2. All but four of the 41 students chose to remain on the GCSE pilot scheme and, therefore, the decision was taken to continue with the pilot as originally planned. Following the survey, it was clear that, although the students were struggling with the level at GCSE, they valued sitting the GCSE over the FS.
How was progress monitored?
During the course of the two-year pilot, three key elements were monitored; ability, effort and attendance. These were RAG rated at regular intervals. Ability was measured through formative assessments on a fortnightly basis. Attendance was monitored using the EBS register system and data was used to generate absence lists, which were used to plan interventions. The effort monitor was based on the combination of these two elements and on the opinions of the teaching staff, which was a more subjective indicator. These indicators were then used to plan differentiated learning for all groups, alongside formative assessments.
There was a marked difference in the attitude of the students during year two, which was much more positive. Some of this was due to some of the less capable learners not returning but teachers also believe it to be an impact of the plan being implemented as conceived in Sept 2018.
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Year one summary
Table 2 shows the outcomes for the 41 students included in the pilot. The aim for these learners was to achieve a minimum of a grade 3 by this point in the pilot. Six students reached the planned level of a grade 3 by the midpoint of the pilot. This meant that seven of the remaining 38 students (18%) had reached or surpassed the planned level for this point in the scheme.
Table 2: 2018/19 results for ‘boosted’ learners
The 31 students who were below the planned level had been assessed and worked with closely during the course of the year. Despite the hard work of the delivery team and students, they were unable to achieve the levels hoped for. Many students struggled throughout the year to rise to the level of the GCSE, partly due to the delayed introduction of the planned TA and technology that affected the implementation of the planned scheme.
These students were identified as being below the usual ability level for inclusion in the GCSE in September 2018, but it was felt that the pilot planning would have been able to facilitate their learning sufficiently for them to reach a grade 3, had it been in place from September.
Following these results, planning was put in place to build on the progress made during the 2018/19 academic year and reach the planned grade 4 by the conclusion of the scheme in June 2020.
The last six weeks of the 2018/19 academic year saw the plan working as intended, despite having 38 extra students of a low ability level added to the cohort. The TA, technology and ‘groups within groups’ differentiated approach began to show the merits in the planning.
Year two summary
A good example of the impact of the TA in year two was the November resit students. Students worked in a small group with either the TA or the tutor on specific tasks relating to their individual targets. The additional laptops were also used effectively in sessions, allowing students to work on exam questions relating to their individual targets. The result of this was that of 16 students who were entered for the November re-sit, nine passed at grade 4 or above. It should be pointed out that these were the higher performing students; nevertheless, the pass rate was 56.3%.
Although the academic year is not yet over at the time of writing, the Covid-19 outbreak has meant that all grades for GCSEs in 2019/20 will be predicted using the assessments taken during the year to calculate a score, which will determine the grade achieved.
At the beginning of the 2019/20 academic year, there were 16 of the 38 pilot students remaining. This was due to students completing their course of study and leaving the College. There were also four students who were withdrawn from their course of study during the academic year. Table 3 shows the grades proposed at the May exam board, which at the time of writing are yet to be validated.
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Table 3: Proposed grades for 2019/20 for ‘boosted learners’
Across the two-year pilot, 4 students have reached the required grade of a 4. This is a 9.75% pass rate against the 41 students that were originally moved from L2 FS to GCSE. This is to be compared with a predicted overall grade 4 pass rate for 2019/20 of 46.7% and shows that, although some students were successful in reaching the target, the majority were not and the rate was 37% lower than those entering with a grade 3.
Overall conclusions
The pilot in BSoA set out to explore the possibilities of widening the grade profile for entry to GCSE maths as part of the Maths Premium Pilot Scheme. The planning to differentiate within groups and use formative assessment to guide learning proved successful as a concept. Students benefitted from this approach, despite the majority of year one being completed without the planned TA and technological support.
This being said, the impact of placing a large number of students who were far below the College’s usual level for entry to GCSE, put extra strain on the teaching staff and impacted the learning of the students. There was a clear impact on the confidence of the boosted learners early on in the project. Despite the students being surveyed and unanimously requesting to remain on the GCSE, attendance and attitude amongst the boosted learners was variable, which in turn further impacted their learning.
During the second year of the pilot, many students had completed their course of study or did not continue onto further study with BSoA. This saw a reduction of 25 students from year one to year two. This did reduce the breadth of ability levels in the cohorts and, in turn, reduced the pressure on staff across all groups. However, it did mean that some of the students who could have reached a grade 4 were also lost from the pilot, although this cannot be shown through any data.
Table 4 shows the number of students who achieved a grade 3 or 2 at the end of 18/19 (students considered to be on target, or close to it), how many continued and then how many of them reached the target grade of 4 in 2019/20. The results go some way to showing that there was potential for the overall percentage of boosted learners who passed, to be higher, should they have had the full 2 year cycle and not left following year 1.
Table 4: 18/19 vs 19/20 pilot results
Year two of the project was much more effective in engaging the students and developing their skills. This was partially down to smaller numbers of boosted learners and students generally, but was mainly attributed to the
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plan being implemented as intended and lessons having been learned from year one.
The introduction of a TA has been a very welcome and successful addition to the provision. This has had a very positive impact on the overall performance of the students across the cohorts and has seen all students studying GCSE maths benefit from the project. This is supported by the 30% increase in grade 4 passes (currently based on 18/19 16% vs 19/20 46% pass rate – subject to final board) for 19/20. The technology that is now available to the team has also proved very effective.
The pilot at BSoA has achieved some of the government’s goals: 9% of lower ability students were able to achieve a grade 4, which they may never otherwise have been able to achieve. Looking at the impact of the funding more holistically and at the impact on the students in all groups, irrespective of their entry grade, we can see that this has been a success. However, it has also been established that a full inclusion of students from L2 FS has a generally detrimental impact on the GCSE maths groups. A more differentiated approach at entry could see some students being able to make the jump from lower levels of ability, should they be thoroughly diagnostically tested on entry. However, the inclusion of any students who have not previously reached a grade 3 would need to be part of a carefully planned approach that uses a very structured framework of formative assessment, coupled with differentiation and support provided by a TA and technology.
It is the conclusion of the BSoA Team that the introduction of TAs across GCSE maths delivery would have a profoundly positive impact on the success of all students in those groups, not just across B&FC but on a national scale. The extra support and differentiation within groups allowed for the specific needs of the students to be met. This highlights the importance of national support following the pilot’s completion in June 2020, to put action plans and potential funding in place based upon successful schemes such as this.
References
Department for Education and Education and Skills Funding Agency (2018) Post-16: basic maths premium pilot. Available at: https://www.gov.uk/guidance/post-16-basic-maths-premium-pilot (Accessed: 18 August 2020).
Luther, A. (2000) ‘The ‘old’ method of teaching vs. the ‘new’ method of teaching’, Journal of Thought, 35(2), pp.59-69. Maths – No Problem! (2020) What is Singapore Maths? Available at: https://mathsnoproblem.com/en/ mastery/what-is-singapore-maths/ (Accessed: 25 September 2020).
Smith, A. (2017) Report of Professor Sir Adrain Smith’s review of post-16 mathematics. Available at: https://www.gov.uk/government/publications/smith-review-of-post-16-maths-report-and-government-response (Accessed: 18 August 2020).
Stanford (2015) Teaching a growth mindset. Available at: https://www.youtube.com/watch?v=isHM1rEd3GE (Accessed: 25 September 2020).
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Building houses on sand: A reflective consideration of the student-as-customer metaphor in light of the COVID-19 pandemic.
Lisa Kelly
Abstract
A system’s processes and structures can only ever be fully tested for durability in the most strenuous of circumstances. In 2020, COVID-19 became one of the most dramatic testing grounds for the UK in terms of education, politics and business. As universities and colleges fought to endure in unpredictable scenarios, emerging narratives created a landscape that would have very real impacts on educational discourses at every level, ultimately impacting upon teachers and lecturers in their personal lives and professional practice. This article considers the weaknesses in the student-as-customer metaphorical ideology present in the sector, foregrounded in the wake of COVID-19. It focuses the need for a discursive shift to a framework that respects and encourages effective learning practices and creates an engaged student identity as an aspirational target, one that is robust, yet flexible enough to withstand future change. The following discussion is neither meant to reflect a perfect or complete concept. It is instead intended to prompt cross-disciplinary discussion and research. The discussion is also not intended to be a comment on the political sphere of the UK, only how it has impacted upon the higher education sector.
Introduction
Our best built certainties are but sand-houses and subject to damage from any wind of doubt that blow. Mark Twain (2005)
In December 2019, a novel coronavirus (now called SARS-CoV-2) was identified in three patients initially presenting with pneumonia. These cases were connected to the rise in acute respiratory illness cases from Wuhan, China (European Centre for Disease Prevention and Control, 2020). On Wednesday 22 January 2020, Britain’s health-risk rating was moved from being “very low” to “low”, in response to the announcement that there had been a significant outbreak of COVID-19 in Wuhan. On Thursday 5 March, the first UK death attributed to the virus was recorded (2020). On Friday 20 March, the Government ordered a nationwide lockdown, which saw the closure of schools, colleges and all but essential businesses across the country (Embury-Dennis, 2020). Full lockdown then ensued for seven weeks and full-time education across all age-groups didn’t return until September. At the time of writing, the first few weeks of Blackpool and The Fylde College’s (B&FC) blended delivery are underway.
The impact on the education system is palpable. With some claiming that government guidelines on how to proceed have not been clear enough (Hughes, 2020), school and institution responses in how they continue to educate students have been varied. Years of development in digital teaching methods occurred within months, and whilst colleges and universities moved quickly to collect data regarding the opinions and wellbeing of their staff and students, the true impacts will not be known until the current crisis is over. This
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paper focuses on the higher education environment and discusses the potential for the Higher Education (HE) sector to innovate and push forwards in the wake of COVID-19, towards building a more robust student identity
Contextualising Impact
Pan (2020) used a small-scale data set derived from students she was able to contact, in order to test their reaction to the Government measures put in place in China in response to the ongoing pandemic. She discovered that students were positive about focusing on family time, cleanliness and their contribution to the fight against COVID-19. Obviously, data relating to the handling of the virus in China must be considered with some caution, due to the sudden and swift withdrawal of any online studies that negatively portrayed the response of the Chinese authorities (Kirschgaessner, Graham-Harrison and Kuo, 2020). It has been suggested that the culture of education and service present in a Chinese upbringing may be responsible for some of this response, along with an increased level of trust in their government services. With the pandemic seemingly under control in their native country, Chinese university attendance is now bolstered by the significant number of students currently planning on cancelling their plans for international study (Adams and Carrell, 2020).
In the UK, the general public response has been different to that of the Chinese response, showing that after the initial lockdown period, the public do not necessarily trust the government guidance, as posited in Williams, Armitage, Tampe and Dienes (2020). Key findings in their study indicated that it is social conscience which drives adherence to social distancing and isolation measures but that there are negative social and psychological impacts within a short time of policy implementation. They also claim that uncertainty surrounding how long life will remain restricted can take away from an ability to cope with longer term measures against the virus. The report also notes that those most significantly impacted include those in low paid or precarious employment. Typically, many students fall into these categories, and therefore student bodies are potentially at risk of social or psychological difficulties in the wake of COVID-19. This has led to a degree of uncertainty in UK student communities, with residential and non-residential students responding according to their immediate priorities.
The student body has seemingly experienced uncertainty in their decision making, with reports indicating that initially, 1 in 5 students planned to defer university attendance as a result of the COVID-19 pandemic (Adams, 2020). However, given results-day uncertainty and subsequent institutional discussions of withdrawing deferral options that appeared in the media (Stafford, 2020), it seems that deferral rates have not significantly increased this year. In fact, more students who had hitherto planned to defer for a gap year have actually ‘undeferred’ in comparison to previous years (DfE, 2020) potentially as a result of the reduction in travel options, a dip in employment opportunities or the fear of being away from families in uncertain times. At this point, the impact for college-based HE in the face of a changing landscape and the availability of so many university places is still unclear. As the outcomes of studies regarding the ongoing impacts of the novel coronavirus are awaited, certain narratives amongst students appear to be emerging that are possibly not positive towards the changes that have been implemented out of necessity rather than choice. This is unsurprising given the societal upheaval and ongoing negative discourses surrounding the handling of the pandemic. It does however, expose weaknesses in student identity that are of particular interest and, in the wake of the ‘new normal’, potentially gives the HE sector an opportunity to redevelop the student identity in a way that aligns more with learning and enquiry than with ‘customer’ traits.
The transdiscursive nature of the student experience is a phenomenon that we, as educators, spend much time deliberating over (Davis & Sumara, 2009). We negotiate conflicts between systems and aspirations, walking fine lines to deliberate over which approaches suit our disciplines and subjects best. Yet it is undeniable that one of the overwhelming influences in the recent HE experience is the discourse founded on
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the “Student as Customer” (SAC) metaphor. It is omnipresent in the press, NUS strategic aims, sector approaches, our pedagogies and in the minds of those we are working to support. In addition, since the introduction of fee-paying within the UK, alongside the removal of the student number cap, it has been adopted with vigour at many institutions across the sector and was formalised when students and universities were included for the first time in the Consumer Rights Act (2015).
It is becoming increasingly evident, however, that the SAC metaphor is problematic. In their research, Bunce, Baird and Jones (2017) discovered that when students identify as customers, they identify less as part of the student community – the correlation also occurs in the reverse instance. As part of The Student Engagement Project (2014), Jarnecki also posited that students being treated as customers was a barrier to colleges being able to successfully meet the requirements of Chapter B5 of the former Quality Code (QAA, 2018). Even in contradictory research that claims to dispute the potential negative impact of the consumerisation of the student body, there are concerning trends to be found. In Saunders (2014), it is disputed that students do not identify with consumer behaviours and yet 42.5% (1136 respondents) agreed that, to some extent, as long as they completed all of their assignments, they deserved a good grade on the course. This is not reflective of the academic rigour or standards expected within higher education, where the objective is deeper level learning (Craik & Lockhart 1972). According to Smyth et al. (2015), personal, contextual and social factors are effective predictors of how students might engage with this deeper level of knowledge acquisition. Student identity is one element seen as fundamental to success and is often used to measure the quality of provision. Indeed, questions on the National Student Survey (NSS) set identity as one of the markers for consideration, which ultimately contributes to grading by the Teaching Excellence Framework (TEF), but if the frameworks themselves describe students as being of the consumer identity that can negatively impact progress, is it possible that the sector is ultimately developing a harmful paradox that requires immediate mitigation?
The unusual dynamic presented by COVID-19 does not change the sector, the stresses and strains caused by its emergence demonstrate fatigued dynamics in the most well established fields. The researcher believes that this is an opportunity to develop more resilient practices and structures within HE. This article explores the need for a more partner-based student/institution interactional framework that holds the potential for withstanding the impacts of political change and global change on the HE environment. This aligns with the strategic objectives of the Partners for Success (PfS) framework at B&FC and considers PfS an exceptional starting point but recognises that it is potentially not enough to change the current conceptual discourses that are ever-present in society. An overhaul of policy, infrastructure and practice at all levels is needed to truly create long-lasting change, ensuring the foundations of our frameworks are solid and not built on sand. To start, on an individual basis, we can accrue anecdotal data, which teaching staff believe demonstrates a shift in the identity of students to that of a direct consumer.
Student Expectations
Student expectations sometimes exceed those of feasible provision. There are many anecdotal accounts of staff coming into conflict with the perceptions of those that they teach, often struggling in their reflective practice, due to the seemingly unconquerable issue of student entitlement in the face of the essential quality cycle (Bunce & Jones, 2017). These have often been the source of accusations of neo-liberalist agendas in lecturer responses to the consumer dynamic (Saunders, 2014). However, removed from a more political arena, the actual vulnerabilities of the SAC metaphor are truly evident through valid criticisms of an institution.
During an NSS survey that coincided with the initial COVID-19 lockdown period, a student explained their scoring choices with the statement “…if education is a business and we are a customer, most of us are feel- ing a bit short changed.” This was a surprising and yet extremely vivid portrayal of a student who identified strongly with a consumer identity. Naming their college as a ‘business’ and discussing the feeling of being
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‘short-changed’ was an honest reflection of their experience, from their perspective. To clarify, this is not a criticism of the student’s response at all – this is a valid expression of their perception of the initial experience of education during COVID-19. It is evidence of how little can be done to impact upon a consumer mindset, once it is embedded within the student identity. Indeed, the response has been repeated, in a variety of forums, leaving teaching staff struggling to respond to a situation whilst trying to adapt to the new dynamic.
Other elements of the system are also being challenged. With 16,000 applicants receiving grades for their first-choice places, following the algorithm scandal, higher education institutions (HEIs) are facing the need to plan socially distanced and blended learning in rooms that cannot be used at full capacity, for overladen new student cohorts that can potentially be resistant to the change in expected learning methodologies. (Uzunboylu & Tuncay, 2010) This is then compounded by representations of the student experience on social media.
Figure 1 Images shared on various TAB instagram accounts
The Tab and other student-led influencer, news and social media accounts are regularly sharing memes and tweets that feed into a negative student perception of the value and quality of blended learning. They have the ability to foreground perspectives, events and topics that build common ground amongst an online social group (Enverger, 2019). These graphic seeds of ideology that become part of wider conversations in our student communities cannot be underestimated, as they give ideas visibility and strength of transmission. Memetic culture has become a significant marker of student identity and, despite the absence of a clear and credible source, can be influential in student behaviours. In America, the Mic (Lorenz, 2017) reported that some students were making choices on which universities to attend, dependent upon the quality of memes associated with their institution. In the UK, student news organisation, The Tab, communicates with its social media following on Instagram almost exclusively in memes and Twitter screengrabs (recent examples shared in figure 1). It is possible to dismiss such a culture as a passing trend, or fad, but when they align with complaints that students are making regarding their education, it might also be prudent to consider these as an essential and viral way for the weaknesses within the sector to be communicated.
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Conceptual Metaphor Theory and Blending Theory
Blending theory refers to the idea that humans draw from pre-existing knowledge frameworks and map these onto less understood frameworks, to help understand and process a diverse range of scenarios. Developed by Fauconnier and Turner (2002), this theory has parallels with the conceptual metaphor theories of Lakoff and Johnson (1980), who discuss how we borrow from a source domain or concept to help us understand the target. Lakoff and Johnson proposed that our conceptual systems were founded on a metaphorical framework of more concretive experiences and that every experience occurs within a dense surrounding of ‘cultural presuppositions’. It could be argued that due to the complexity and variety of the student experience, this is the more cultural and abstract concept and that due to the commonality of the transactional, consumer relationship, that this would be seen as more concretive – despite still being somewhat abstract in nature.
Fauconnier and Turner (2002) posit that the blending of meaning gives context and a compressed level of conceptual understanding that supports our recall processes and our dissemination of meaning every day, in art, science and in our understanding of human behaviours. They outline how this occurs, stating “the essence of the operation is to construct a partial match between two input mental spaces, to project selectively from those inputs into a novel ‘blended’ mental space, which then dynamically develops emergent structure.” To illustrate this further, a conceptual integration network can demonstrate how the target and source domains are linked and become an emergent structure.
Figure 2: Conceptual integration network for SAC
Figure 2 shows a simplified conceptual integration network. The generic space details commonalities between the two interactions. Input space 1 is representative of the source domain. As policies relating to quality seek to identify students as customers, not metaphorically but in actuality, it is significant that the source domain is represented first. Input space 2 is representative of the target domain, the student experience. The blended space is where the effect of the blending is explored. In this instance, the blended space demonstrates that the output or goal of the interaction is that learning is achieved through means of purchase. The metaphor simplifies the student experience and creates a transactional dynamic that is not truly representative of the relationship.
Instinctively, the impact of conceptual integration is recognisable. Despite not being explicitly referred to as such, ‘public misunderstanding’ (Augar, 2019) has been discussed in recent reviews of post-18 funding discussions, which demonstrates a positive progression towards the recognition of a more accurate representation of the student dynamic.
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Significance in college based Higher Education
HE students believe themselves to be in a direct customer relationship with HEIs due to the receipt of student loans but this is not truly reflective of the relationship. Given the levels of payments made alongside the current 30-year payment limit, the payment is more reflective of a limited term graduate tax. The recent independent panel report submitted to the government (Augar, 2019) noted the nature of the student loan misnomer, stating ‘public misunderstanding is high and better communication is required, including a new name, the Student Contribution System’. The report also recommended reductions in fee caps and an extended period of repayment for future students, which would support a ‘contribution’ based ideology.
A shift in perception, started by the proposed renaming is prudent and feasible. It allows for the public perception of HE funding to recognise the huge subsiding process that the government participate in. This would support the recognition that investment colleges with HE provisions make into their students in terms of time and focused care, the availability of smaller classes and individualised attention, which are not typical of larger HEIs. If student expectations can be changed to consider the value and significance of these differences in creating transformational opportunities for those who may have been engulfed or lost in a larger university system, then a more engaged and positive approach to the learning experience can potentially be developed.
Proposal
It is my intention to research and test discursive strategies that could contribute towards more productive discussions in the Higher Education sector and ultimately at a pedagogical level, supporting those changes and recommendations that already exist within the sector. Suggestions have been made that flagging keywords and changing language strategies around students could support this, but I would suggest institutions need to commit to further changes. Many of our institutions already have made excellent headway into effective partnership with all stakeholders in learner futures but the necessary corporate infrastructures that support these activities still maintain a consumer-focused identity in the eyes of the ‘student customer’. In a world of increased sales resistance and self-awareness, it is not possible to maintain a dual identity in the public and operational faces of an institution. Partnership and investment need to be at the fore of every communication, job title and structure within an educational organisation, widening the concept of education from a purchased product, to a return on an investment that requires consistent effort and can in turn, pay dividends that are not always defined at the outset. Returns on investments are less easily predicted, much like the outcome of educating a truly inquisitive mind.
COVID-19 brought the winds of doubt to shake our sand-grown houses; the uncertainty and stress that is evident within both our staff and student communities give us an opportunity to re-examine how we present our roles, teaching practices and the HE sector as a whole. There are many great practices that need unifying under one central, cohesive aim. I would ask that should anyone wishing to collaborate or discuss the issue further, please email [email protected].
References
Adams, R. (2020) ‘UK universities facing £760M hit as one in five students plan to defer’,The Guardian. Available at: https://www.theguardian.com/education/2020/may/20/uk-universities-facing-760m-hit-one-in- five-students-plan-defer (Accessed: 1 August 2020).
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Adams, R. and Carrell, S. (2020) ‘UK universities fear huge budget holes as Chinese students stay home’, The Guardian. Available at: https://www.theguardian.com/education/2020/apr/10/uk-universities-fear-huge- budget-holes-as-chinese-students-stay-home (Accessed: 16 September 2020).
Augar, P. (2019) Independent Panel Report To The Review Of Post-18 Education And Funding. Available at:
Bunce, L., Baird, A. and Jones, S. E. (2017) ‘The student-as-consumer approach in higher education and its effects on academic performance’, Studies in Higher Education, 42:11, pp.1958-1978.
Craik, F.I.M., & Lockhart, R.S. (1972) Levels of processing: A framework for memory research, Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
Davis, B. & Sumara, D. (2009) Complexity as a theory of education. Transactional Curriculum Inquiry, 5(2), pp. 33-44.
Department for Education (2020) ‘Student deferral rates’, Education In The Media, 12 June. Available at: https://dfemedia.blog.gov.uk/2020/06/12/student-deferral-rates/ (Accessed: 20 September 2020).
European Centre for Disease Prevention and Control (2020) Outbreak of novel coronavirus disease 2019 (COVID-19): increased transmission globally – fifth update, 2 March 2020. Stockholm: ECDC.
Embury-Dennis, T. (2020) ‘How Britain went from ‘low risk’ to an unprecedented national shutdown - a timeline’, The Independent. Available at: https://www.independent.co.uk/news/uk/home-news/coronavirus- uk-timeline-deaths-cases-covid-19-nhs-social-distancing-a9416331.html (Accessed 5 September 2020).
NHS England (2020) Statistics: COVID-19 daily deaths. [online] Available at:
Enverga, M.R. (2019) ‘Meme-ing Europe: examining the Europeanization of humorous discourse in an online meme community’, Journal of Contemporary European Studies, 27(3), pp.317-342.
Hillman, N., Dickinson, J., Rubbra, A. and Klamann, Z. (2018) Where do student fees really go? Following the pound: Higher Education Policy Institute Report 113. Available at: https://www.hepi.ac.uk/wp-content/ uploads/2018/11/Following-the-pound-1.pdf (Accessed: 2 September 2020).
Hughes, D. (2020) ‘Association of Colleges writes second letter to education secretary calling for clarification during COVID-19 crisis for colleges’, FE News. Available at: https://www.fenews.co.uk/fevoices/44423- association-of-colleges-writes-second-letter-to-education-secretary-calling-for-clarification-during-covid-19- crisis-for-colleges (Accessed: 3 September 2020).
Jarnecki, L. (2014) The student engagement partnership [PowerPoint presentation]. College Higher Education Project Introductory Event, 7th March 2014, Birmingham Guild: University of Birmingham.
Kirschgaessner, S., Graham-Harrison, E. and Kuo, L. (2020) ’China clamping down on coronavirus research, deleted pages suggest’, The Guardian. Available at: https://www.theguardian.com/world/2020/apr/11/ china-clamping-down-on-coronavirus-research-deleted-pages-suggest (Accessed: 03 September 2020).
Lorenz, T. (2017) ‘Inside the elite meme wars of America’s most exclusive colleges’, Mic. Available at: https:// www.mic.com/articles/175420/ivy-league-college-meme-wars (Accessed: 5 September 2020).
Pan, H. (2020) ‘A glimpse of university students’ family life amidst the COVID-19 virus’, Journal of Loss and Trauma, 25(6-7), pp.594-597.
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QAA (2018) The UK Quality Code - Developed by QAA In Consultation With The HE Sector. Available at: https://www.qaa.ac.uk/quality-code (Accessed 2 October 2020). Saunders, D. (2014) ‘They do not buy it: exploring the extent to which entering first-year students view themselves as customers’, Journal of Marketing for Higher Education, 25(1), pp.5-28. Smyth, L., Mavor, K., Platow, M., Grace, D. and Reynolds, K. (2015) ‘Discipline social identification, study norms and learning approach in university students’, Educational Psychology, 35(1), pp.53–72. Twain, M. (2005) The devil’s race-track: Mark Twain’s ‘great dark’ writings: the best from which was the dream? and fables of man. California: University of California Press. Uzunboylu, H. & Tuncay, N. (2010) ‘Anxiety and Resistance in Distance Learning’, Cypriot Journal of Educational Sciences, 5, pp. 142-150. Williams S. N., Armitage C. J., Tampe T. and Dienes, K. (2020) ‘Public perceptions and experiences of social distancing and social isolation during the COVID-19 pandemic: a UK-based focus group study’, BMJ Open. Available at: https://bmjopen.bmj.com/content/10/7/e039334 (Last accessed: 23 September 2020).
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Research serendipity: A case study
Alan Harding
Research can take one down unexpected paths and introduce you to new areas of study. To explore new approaches to research funding policy, in 2018 the European Commission set up a programme called Serendipity in Research and Innovation led by Sussex University (SIRI). My part-time PhD research programme seemed to me chaotic but now I can see it as more serendipitous as I can attach a taxonomy to my approach to a study of fuel cell recycling.
Concerns over global warming have heightened interest in moving towards a ‘hydrogen economy’. Fuel Cells and electrolysers are a cornerstone of this. Fuel cells have advantages compared with batteries which are the current first step to reducing greenhouse gas emissions from vehicles (Bernhartet al., 2014). My research programme was planned as a step towards a fuel cell recycling process.
Fuel Cells react to hydrogen and oxygen to produce water and in the process electricity. Electrolysers reverse the process. The core of the fuel cells are the electrode assemblies. These consist of a polymer film coated with ultrafine carbon particles and catalyst particles, consisting mostly of platinum with some ruthenium, and in electrolysers, iridium oxide. (Litster and McLean, 2004).
Platinum is costly; the mined ore contains only 5-10 grams per tonne. The processing is environmentally damaging and, therefore, because manufactured components, even with low amounts of platinum, have more content than an ore, recycling is economically and environmentally worthwhile. Moreover, in the future, as the more easily accessible ores deplete, recycling will be essential. (Sverdrup and Ragnarsdottir, 2016).
Platinum is used in vehicle catalytic converters. Recycling is by smelting followed by chemical and electrochemical treatment using, for example, cyanides, nitric acid and hydrochloric acid. Smelters are both costly to build and to run (Saternus and Fornalczyk, 2013). This has led to searches for more environmentally acceptable approaches. One route explored was the use of iodine chemistry, as iodine is relatively benign (Kelly, 2009). Whilst this has not been pursued commercially, it led to it being considered as a possibility for fuel cell recycling. This became the basis of my research programme at Lancaster University to build on some previous work at Imperial College on catalytic converter recycling (Dawson and Kelsall, 2016).
The initial step in a research programme is a literature search to explore what has been done in the field. This showed that there was abundant work on catalytic converters and electrolytic processing, but very little on either iodine based approaches or fuel cell recycling.
If iodine is added to potassium iodide or if the potassium iodide undergoes electrolysis a triiodide ion is formed. This is very reactive and will dissolve platinum which normally requires strong acids for dissolution. Platinum is dissolved with triiodide to form an iodine/platinum complex salt (Patel, Harding and Dawson, 2014). Using electrolysis, the platinum can be recovered from the platinum complex salt. The fact that this process can be achieved without strong acids that produce noxious gases and that iodine and potassium iodide are not hazardous makes the approach of interest.
The initial approach to the research can be summarised in Figure 1, where the heavy lines show the main thrust of the work and the lighter lines areas of less interest.
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Figure 1: Research Themes
The first task pursued was to develop a more efficient electrolytic cell building on the Imperial work. A prototype tumbling bed was built using Meccano and a hamster exercise wheel. The idea was based on a barrel plating electrolytic cell (Zhou and Chin, 1993). Figure 2 shows a schematic of the design and Figure 3 the Heath Robinson execution. The performance was both disappointing and erratic. The electrode particles tended to lose contact when they avalanched as the wheel rotated and the current fluctuated wildly.
Figure 2: Tumbling Bed Design
Figure 3: Tumbling Bed Execution
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However, it soon became clear that the development of fuel cells was progressing rapidly despite their uptake being slow. Therefore, any new recycling process needed to focus not on todays fuel cell, but tomorrows. Future fuel cells will have less platinum and include copper, cobalt, nickel and iron (Ayers et al., 2016). Also, the platinum migrates into the polymer over time and the degraded electrode differs slightly from new. The migrated platinum, albeit a small amount, is still more concentrated than within an ore. Therefore, there was a need to consider how to extract it in a manner that could be scaled up from the laboratory.
Many of the reported studies focus on only one or two aspects of a complete end to end recovery process. However, it is the more mundane aspects that can result in a failure to transition from the laboratory to an industrial scale. For example, separation of catalyst particles from a solution is difficult. They are too small for most filtration media and a centrifuge is necessary. A centrifuge is fine in a laboratory but is not practical to scale. Thus, the project began to focus more on these often-neglected aspects. This can be summarised in Figure 4 that shows where the focus shifted.
Figure 4: Later Research Focus
This opened new areas of study including, for example, ion exchange, where combining ion exchange and electrolysis could be beneficial for processing dilute solutions and assist in separating out the different catalyst metals (Nikoloski and Ang, 2014). Overall, it prompted a move away from cell design towards evaluating the likely utility of the iodine based approach for a future fuel cell market where, given the life of a fuel cell and the market penetration, recycling would not pick up until, maybe, 2045.
In summary, a research programme that started developing, in the supposed words of Ralph Waldo Emerson, ‘a better mouse trap’, ended up looking at the genome of the mouse. My research has been a case of ‘Stephanian’ serendipity (Yaqub, 2018). The problem with, or the pleasure of, a serendipitous approach is it may never end.
References
Ayers, K. E. et al. (2016) ‘Pathways to ultra-low platinum group metal catalyst loading in proton exchange membrane electrolyzers’, Catalysis Today. Elsevier B.V., 262, pp. 121–132. doi: 10.1016/j.cattod.2015.10.019. Bernhart, W. et al. (2014) ‘Fuel Cells — A Realistic Alternative for Zero Emission?’, Auto Tech Review, 3(2), pp. 20–23. doi: 10.1365/s40112-014-0541-x. Dawson, R. J. and Kelsall, G. H. (2016) ‘Recovery of platinum from secondary materials: electrochemical reactor for platinum deposition from aqueous iodide solutions’, Journal of Applied Electrochemistry. Springer Netherlands, 46(12), pp. 1221–1236. doi: 10.1007/s10800-016-1004-7.
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Kelly, R. S. (2009) ‘Analytical electrochemistry: the basic concepts’, Analytical Sciences Digital Library, pp. 1–3. Litster, S. and McLean, G. (2004) ‘PEM fuel cell electrodes’, Journal of Power Sources, 130(1–2), pp. 61–76. doi: 10.1016/j.jpowsour.2003.12.055. Nikoloski, A. N. and Ang, K.-L. (2014) ‘Review of the Application of Ion Exchange Resins for the Recovery of Platinum-Group Metals From Hydrochloric Acid Solutions’, Mineral Processing and Extractive Metallurgy Review, 35(6), pp. 369–389. doi: 10.1080/08827508.2013.764875. Patel, A., Harding, A. and Dawson, R. (2014) ‘Recovery of Platinum Group Metals from End of Life PEMFC’, CHEMICAL ENGINEERING TRANSACTIONS, 41. doi: 10.3303/CET1441008. Saternus, M. and Fornalczyk, A. (2013) ‘Platinum recovery from used auto catalytic converters in electrorefining process’,Metalurgija , 52(2), pp. 219–222. Sverdrup, H. U. and Ragnarsdottir, K. V. (2016) ‘A system dynamics model for platinum group metal supply, market price, depletion of extractable amounts, ore grade, recycling and stocks-in-use’, Resources, Conservation and Recycling. Elsevier B.V., 114, pp. 130–152. doi: 10.1016/j.resconrec.2016.07.011. Yaqub, O. (2018) ‘Serendipity: Towards a taxonomy and a theory’, Research Policy, 47(1), pp. 169–179. doi: 10.1016/j.respol.2017.10.007. Zhou, C. D. and Chin, D. T. (1993) ‘Copper Recovery and Cyanide Destruction With a Plating Barrel Cathode and a Packed-Bed Anode’, Plating and Surface Finishing, 80(6), pp. 69–78.
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Focus on Scholars The People Behind the Papers
This feature of the Scholarship Review showcases the individuals who have contributed to this year’s edition through their projects funded by SRDS, research papers, case studies, features and reflective think pieces. A big thank you to all contributors.
Scholarship Profile: Hannah Emery
Biography
Hannah Emery graduated with a BA (Hons) in English Literature from the University of Chester in 2004, and since then has also completed her PGCE at Blackpool and The Fylde College. Hannah began working as a Higher Education Learning Mentor (HELM) at the College in 2007, and is now the Coordinator for the team. Hannah has a particular interest in writing: in addition to contributing to various academic writing projects at the College, she is a women’s fiction author with One More Chapter, an imprint of HarperCollins. She is currently working on her fourth novel and is also studying an MA in Creative Writing at Manchester Metropolitan University.
Scholarship Profile: Rachael Leitch
Biography
Rachael Leitch - Senior Tutor Scholarship & Research-Leadership, Management and Lifestyle. Rachael has extensive experience in working with young people and adults in a wide range of educational and community settings. Rachael is passionate about widening participation and providing equal opportunities for all those entering and engaging with education. Rachael’s research interests include Sociolinguistics, Critical Discourse Analysis, Stylistics, Narrative Practice and Student & Staff Wellbeing. Rachael has recently completed an MA in English Language with Linguistics at Lancaster University.
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Scholarship Profile: Dr Jennifer Hillman Biography
Jennifer Hillman joined the HELM team at University Centre in April 2020, having previously worked in Student Services at the University of Cumbria. Prior to that, she was Lecturer in Early Modern History at the University of Chester and a British Academy Postdoctoral Fellow at QMUL. Jennifer has a PhD in French History (2012) from the University of York and continues to publish research in her field. Jennifer has a particular interest in supporting student transitions into HE and her research focuses on the experiences of first-generation, working-class students in HE.
Scholarship Profile: Françoise Peill Biography
Françoise Peill is the Senior Tutor Scholarship and Research for Society, Health and Childhood. Prior to working at B&FC she gained 25 years’ experience working in the sector with Early Years children and Young People. Later in her career she specialised in supporting the inclusion of Special Education Needs into mainstream provision as she took the role of Chief Executive of a successful local Charity supporting children and young people with disabilities and additional needs. Françoise has a First Class Hons in Early Childhood Studies and is currently studying in her final year at the University of Aberdeen for her MA in Education (Early Years). She is a Fellow of Advance HEA and also attends external meetings as a Network Member of the RAISE (Researching, Advancing & Inspiring Student Engagement) the worldwide network of staff and students in Higher Education and also the Lancaster University Partnership Group (Sharing & developing teaching confidence through collaboration & partnership). She is passionate about inclusive education and equality and her current research critically evaluates the impact of poverty on child health and wellbeing within the Blackpool area.
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Scholarship Profile: Parvonay Amirkhani Biography
Parvonay Amirkhani is the Senior Tutor for Student Progress in HE Society, Health and Childhood since August 2019 and Programme Leader for the Fd and BA (Hons) in Youth Studies since September 2018. She graduated from Blackpool and The Fylde College with a first class honours in Health and Social Care following a 12 year career working with adults with learning disabilities. Parvonay subsequently completed her PGCE before undertaking an MA in Higher Education at Oxford Brookes University. She is a Fellow of the Higher Education Academy, holding research interests in student wellbeing and exploring the learning journey for mature students in higher education.
Scholarship Profile: Colette Mazzola-Randles Biography
Colette Mazzola-Randles is a Senior Tutor and a PhD student at Lancaster University (Technology Enhanced Learning). Beginning her teaching career in 2013, Colette teaches a diverse range of subjects including: Web programming, Cyber-psychology, Graphics and Design, Motion Graphics and Digital Animation. In 2015, Colette achieved the status of Higher Education Fellow with the HEA. In her role she is constantly researching recent technologies, developing, and refining prototypes and breaking them down to create scaffolded resources for her students. She actively presents research at conferences, and has already presented at three national conferences, Higher Education Academy STEM Conference (Creativity in Teaching, Learning and Student Engagement (2018), Achieving Excellence in Teaching and Learning (2017)) and The Association for Learning Technology Annual Conference (Beyond islands of innovation and how Learning Technology has become the new norm(al). In 2019 Colette presented at the Association of Colleges (AOC) HE Research and Scholarship Conference at Newcastle University on 10 and at EDULEARN19, 11th annual International Conference on Education and New Learning Technologies which was held in Palma de Mallorca (Spain) in July, 2019. Her current research is situated in the realms of enhancing students 21st century skills in an online environment and analysing emotional connections in an online learning environment.
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Scholarship Profile: Sophie Anderson Biography
Sophie joined Blackpool and the Fylde College in 2018 and works within the school of Society, Health and Childhood. Before this she spent the last 15 years working as a frontline practitioner in the youth and community sector in and around Blackpool. Sophie began her career working in Children’s residential homes specialising in supporting children and young people with emotional issues. From this she moved into education and worked with young people struggling in mainstream schools. The role focused on their interests and aspirations and supported them in education, training or employment. After this she was employed by the local authority as a vulnerable young women’s worker. This involved supporting victims of CSE, relationship abuse as well as providing sexual health support. She then moved away from frontline practice and delivered training to the children and young people’s workforce around emotional well-being and related issues. Sophie has completed a Post Graduate Diploma Youth and Community Work and has just achieved her MA Youth Work and Community Development at the University Of Cumbria and also has a position as a bank youth worker as well as being on the board of governors at a local primary school.
Scholarship Profile: Aaron Tonks Biography
Aaron Tonks is a Specialist Practitioner for BA (Hons) Photography and is the coordinator for the school gallery. He graduated from the Arts Institute at Bournemouth with a BA (Hons) in Photography, and has an MA in Visual Design as Creative Practice from (B&FC) Lancaster University, specialising in gallery ideology. Aaron has played an active role in the development of the school gallery since its inception in 2009. In September 2015 he was given the honour of coordinating and curating the gallery and is committed to promoting the venue as an established platform for diverse and exciting exhibitions. More recently he has been engaged in practical research and development of VR art gallery environments.
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Scholarship Profile: Dr Jill Fernie-Clarke Biography
Dr Jill Fernie-Clarke is the former Head of Blackpool School of Arts (B&FC), leaving the organisation in late 2020. She was educated in Newcastle, Manchester and Leeds. Her career has been focused in specialist arts education institutions and departments. Previous roles include Head of Research at Leeds Arts University (formerly Leeds College of Art); Vice Principal and Head of Creative Research Development at The Northern School of Art (formerly Cleveland College of Art and Design) and member of the Executive Board at the Council for Higher Education in Art and Design (CHEAD). Jill’s research interests include representations of the low-Other and collaborative practice in arts education. When working as a Curriculum Manager at B&FC in 2006, following her PhD which looked at representations of ‘low life’ in popular prints, she initiated the Blackpool Vistas project which used images of the town, made by staff and students, to re-present it in a positive light.
Scholarship Profile: Mark Johnstone Biography
Mark graduated from B&FC in 2007, with a degree in Technical & Information Illustration and completed a PGCE two years later. In a creative capacity he identifies as a designer illustrator, working both digitally and traditionally. He has a passion for the design process and taking design ideas and concepts through the process of development to a final outcome. During 2018/19, he has been fortunate enough to work with a student who won a coveted Yellow Pencil at the D&AD New Blood Awards, for her work promoting John Lewis; also receiving a Yellow Pencil Award as the supporting tutor. As Curriculum Manager for Media, Design and Performance, he has been a key member of the team that has driven the rebrand of Blackpool School of Arts. In his role he leads and works alongside a fantastic team of creative practitioners, who strive to provide outstanding courses and outcomes for all students at Blackpool School of Arts. His role also includes the management and development of maths and English provision for Blackpool School of Arts and he has overseen the conception and implementation of a number of initiatives and has seen engagement and results improve year on year, since 2016/17. Receiving an Excellence in Business Innovation Award in 2019.
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Scholarship Profile: Lisa Kelly Biography
Lisa Kelly is lecturer of English Language for the BA (Hons) English: Language, Literature and Writing degree. She is also a doctoral candidate at Liverpool John Moores University focusing on student engagement in the Higher Education sector. Her specialist area of practice is critical discourse analysis (CDA), and her research involves considering challenges in the education system through CDA frameworks in order to ultimately drive positive and effective change within the sector. Lisa writes up most of her research at the side of a pitch, watching her son play Sunday morning rugby, whilst a large chocolate Labrador sits on her feet.
Scholarship Profile: Alan Harding Biography
Having spent over 30 years in aerospace roles in the UK and US, Alan was looking for a challenge in retirement and teaching at Fleetwood fitted the bill. The maritime industry offered a new area of interest and teaching enabled him to explore new subjects. He has worked on RAF squadrons, at MoD, on the design of various aeroengine systems, the F35 in the US and on the Typhoon for Saudi Arabia. Leading the F35 fuel system development in the US from concept to first flight was the high point of his career. He has been a STEM ambassador as he strongly believes a career in engineering offers so many possibilities of excitement, travel and interesting challenges.
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Validation Showcase
Congratulations to all the staff involved in curriculum design who have researched, analysed, designed and progressed their curriculum through very successful validation and revalidation this academic year.
Through this process, the integration of market research and pedagogic design principles are distilled and synthesised to create curriculum which meets the needs of students, employers and communities.
This has been another successful year with many of the programmes validated having no or few conditions reflecting our maturity and excellent academic curriculum design practice.
FdEng, BEng (Hons) top-up and BEng (Hons) 3 year Aerospace Engineering Lancaster University
GOOD/INNOVATIVE/COMMENDABLE PRACTICE
• The team’s positive relationship with the industry that is beneficial to both parties. • The team’s relationship with the students. • The team’s supportive and flexible approach with the students.
FdEng & BEng (Hons) top-up Automotive and Motorsport Engineering Technology Lancaster University
GOOD/INNOVATIVE/COMMENDABLE PRACTICE
• The extent of staff awareness of the regional and national context, e.g. the Industrial Advisors panel. • The quality of support provided to the students. • The quality of the revalidation paperwork. • The excellent physical resources.
BEng (Hons) Engineering - Electrical and Electronic / Industrial Lancaster University
GOOD/INNOVATIVE/COMMENDABLE PRACTICE
• The team’s responsiveness to employer needs and clear commercial awareness, particularly regarding changing technologies. • The excellent facilities and physical resources allowing a holistic programme of learning for all engineering students.
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BEng (Hons) Manufacturing Engineering Lancaster University
GOOD/INNOVATIVE/COMMENDABLE PRACTICE
• The close working relationship with industry and Lancaster University. • The incorporation of ‘Lean’ and ‘Green’ processes into the programme. • The new Employer Liaison Board
BA (Hons) Musical Theatre Lancaster University
GOOD/INNOVATIVE/COMMENDABLE PRACTICE
• The sense of community between staff and students and the co-operation across levels. • The passionate engagement of the staff and students. • The breadth of provision of the programme and its philosophical depth and underpinning. • The recruitment strategy to foster widening participation. • The synthesis of the quasi conservatoire model with the regionally based vocational training. • The provision of the new support specialist role.
BA (Hons) Professional Policing (Pre-join) Lancaster University
GOOD/INNOVATIVE/COMMENDABLE PRACTICE
• The strength of the relationship with Lancashire Constabulary. • The extraordinary student support available within the holistic Partners for Success framework. • The innovation in thinking around authentic assessment. • The broad range of curriculum including other disciplines, such as Criminology, Sociology and Psychology. • The presentation of the documentation.
Construction Site Supervisor (level 4) higher apprenticeship
GOOD / INNOVATIVE / COMMENDABLE PRACTICE
• The demonstrable understanding of employer needs and the team’s wider engagement. • The support mechanisms for students, in terms of the wider College and apprenticeship support. • The expertise and experience of the team; their enthusiasm, commitment and recognition of growth potential.
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Engineering Manufacturing Technician (level 4) higher apprenticeship
GOOD / INNOVATIVE / COMMENDABLE PRACTICE
• The level of industry engagement. • The understanding of the apprenticeship role in the local sector. • The overarching general support for students.
Manufacturing Engineer (level 6) degree apprenticeship
GOOD / INNOVATIVE / COMMENDABLE PRACTICE
• A well-considered and structured programme, appealing to a broad market. • The team’s clear and highly effective engagement with employers. • The confidence and maturity of the team regarding both the degree apprenticeship development and delivery.
Aerospace Engineer (level 6) degree apprenticeship
GOOD / INNOVATIVE / COMMENDABLE PRACTICE
• The extremely helpful and comprehensive documentation. • The timeliness and responsiveness in producing additional requested information. • The team’s very mature and successful approach that is highly responsive to employers.
Retail Manager (level 4) higher apprenticeship
GOOD / INNOVATIVE / COMMENDABLE PRACTICE
• The extensive work that the team had undertaken in preparing the comprehensive documentation • The clarity of the framework for learning which has clear links to the external benchmarks • The demanding timescales in which the team had developed the apprenticeship to meet the needs of employers
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The Scholarship and Research Development Scheme (SRDS)
Blackpool and The Fylde College has established a fund to support the scholarly activity of members of academic and support staff who wish to enhance their scholarship and develop their role in the College. The Scholarship and Research Development Scheme (SRDS) was developed and piloted as part of the Teaching Quality Enhancement Project during 2007. Since its inception the scheme has supported a wide variety of projects centered in and around the development of subject expertise and the scholarship of teaching and learning.
What is Scholarship?
There have been various debates about what actually constitutes scholarly activity and in particular how scholarship is actually relevant to vocationally based higher education. Blackpool and The Fylde College has developed a hierarchical model of scholarship (see Fig 1) which can be used as a framework upon which to organise scholarly development and to inform teaching and learning quality enhancement.
Fig 1: The Blackpool and The Fylde Hierarchical Model of Scholarship
New Knowledge (Discovery & Conception)
Action Research (Integration, Application & Communication) Reflective Teaching Reading Practice and Research (Integration & (Informed Teacher) Application of Knowledge)
Scholarship is the driving force that influences and informs the development of curriculum which is not only about what we teach and who we teach, but also how we teach.
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What Kind of Activities Can Be Classed as Scholarship?
Scholarship can be informed and generated by participation in a variety of different activities including:
• Attendance at scholarly events, exhibitions and conferences. • Organising or speaking at a scholarly event, exhibition or conference. • Consultancy relevant to subject expertise. • The writing of conference papers, poster presentations, refereed articles for academic journals, chapters for academic texts, or contributions to professional or academic publications or exhibitions. • Professional and industrial updating, workshop attendance or employer engagement. • Field research, including visits to centres of academic excellence, good practice or with specialist facilities. • Action research relevant to teaching and learning in HE. • Authoring appropriately challenging, well referenced and contemporary course materials to support flexible learning.
These activities might in themselves be scholarly, but it is in the reflection, dissemination and incorporation of what has been learned into curriculum which defines scholarship. That is the fundamental difference between staff development and scholarship.
What is the Difference between Staff Development and Scholarship?
The hallmark of true scholarship is in the production of scholarly artefacts or outputs, some examples of which are listed below:
• High quality appropriately referenced teaching and learning materials to support flexible modes of study in HE. • Published work (paper, journal article, academic poster or book). • Published conference/exhibition papers or posters. • Dissemination workshops.
• The development of materials for the purpose of sharing good practice. • A report detailing quantitative and qualitative evidence to inform College strategy and operation. • A report detailing quantitative and qualitative evidence to support improved learner experience. • A detailed action research report to inform Curriculum Area strategy and operation.
How Do I Apply for Funding?
Applications are welcome from full time and part time staff involved in teaching and the support of learning. Applications for funding must be made on the Scholarship and Research Development Application form obtained from the HE Directorate.
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What Type of Projects Does the College Provide Funding For?
• Pedagogic research linked to the professional standards and Curriculum Area / College professional and Quality Improvement Plans (QIP). • Subject updating through industrial placement and industry led development, conference attendance and presentation. • The development of lecturer skills to support flexible modes of study, work-based and placement learning, online learning and the development of quality teaching and learning materials of appropriate challenge, differentiated and available for asynchronous access. • Good practice sharing activities. • Collaborative research with Lancaster University or other external partners. • Collaborative research and development projects with industry. • The production of scholarly resources such as text books, e-books and journals. • Curriculum Area / College centred entrepreneurial activities. • The development of new curriculum from concept phase through to validation/revalidation.
When is Funding Available?
Applications for funding can be submitted at any time during the academic year, but these must be supported by a clear timetable of activities and with the endorsement of the Head of Curriculum Area.
In order to facilitate forward planning and timetabling it is highly recommended that project proposals and applications for funding are made well in advance of the start of the academic year.
The SRDS panel meets four times per year to consider applications. The panel dates are available via the HE Directorate.
Project Support
The HE Directorate can help you to formulate your project objectives, proposal, application for funding and subsequent project planning, implementation and evaluation. Bespoke one-to-one coaching and mentoring is provided.
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Writing for The Scholarship Review
Instuctions for Authors
Authors are invited to submit original work for publication in the next edition of the College’s Scholarship Review Journal.
Contributions are invited from members of staff who are currently engaged in action research and scholarship.
We would be delighted to receive:
• Full academic papers
• Short abstracts
• Case studies
• Reflective accounts
• Action research projects
We would also be pleased to hear about any experiences you have had:
• Writing journal articles, textbooks or chapters in textbooks
• Presenting a paper or poster at a conference
• Engaging in professional practice
• Curating or exhibiting artwork
• Script writing and directing
• Broadcasting via local or national TV and radio stations
• Consultancy work with local and national employers
• Consultancy work with voluntary sector organisations
We would like to support you in producing a scholarship showcase in the journal. Whatever you are doing, if you are doing it well, this is an excellent opportunity for you to showcase your work, share good practice and motivate your colleagues and students.
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How do I go about contributing?
For further details and to submit an abstract, idea or full paper, contact the HE Directorate ([email protected]).
Producing an Academic Paper for the Scholarship Review
Your paper should be between 1,000 and 3,000 words.
You need to include a short abstract summarising your paper in no more than 300 words.
• Use conservative British, not US spelling, for example programme not program; centre not center; analyse not analyze, etc.
• Use single ‘quotes’ for quotations rather than double “quotes”, unless the ‘quote is “within” another quote’.
• Only use the upper case for the first word in paper titles and all subheadings.
• All acronyms should be spelled out the first time they are introduced in text or references. Thereafter the acronym can be used if appropriate for example: College Higher Education (CHE).
• The preferred local (national) usage for ethnic and other minorities should be used in all papers.
• Material to be emphasised should be italicised, please use such emphasis sparingly.
• When referring to numbers in a study the abbreviation (n) should be used similarly % for percent should be used.
• When referring to decimals the form 0.05 (not .05) should be used.
Referencing
Please use the Harvard system of referencing.
The name of the author and the date of publication provide a key to the full bibliographical details, which are set out in the list of references.
For example: Schön (1983) cited in the main text, appears in the references as follows:
Schön, D. (1983) The Reflective Practitioner. How professionals think in action, London: Temple Smith.
References should be indicated in the typescript by giving the author’s name, with the year of publication in parentheses. The references should be listed in full at the end of the paper.
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Tables and figures should be referred to in text as follows: figure 1, table 12. Each table and/or figure must have a title that explains its purpose without reference to the text.
Criteria for acceptance of articles
The abstract must provide a clear and complete summary of the aims and scope of the paper.
The subject of the study should be exciting and innovating.
The issues/questions/problems that led to the study must be clear.
The relevant research literature the study relates to and builds on must be discussed and analysed.
The methodological and/or theoretical approaches that informed the study should be made clear.
The paper should discuss how the findings have been, or can be, used in improving learning and teaching.
Producing an Abstract
Abstracts are written to provide a brief summary of your research. The research you present may be taken from your dissertation thesis, some action research that you have completed as part of your job role at the College (lecturing, management or administration) or your own contemporary review or analysis of developments in a specific subject area or discipline. A good abstract should provide sufficient information so as to allow the reader to quickly ascertain the paper’s purpose and usefulness.
Abstracts are normally submitted to the editorial boards of academic journals or conference organisers; they are used as the basis for selecting for publishing or presentation. Abstract length varies by discipline and publisher requirements, but typically ranges from 100 to 500 words (one page).
A well written abstract should convey the overall theme or ‘flavour’ of the research and should include details regarding the background, relevance, introduction, objectives, methods, results and conclusions of the study.
Producing Case Studies and Reflective Accounts
Case studies can be a way of sharing the results of small scale action research or reflective activity with peers. They are particularly useful for showcasing innovative practice and can be used as a means of capturing experiences or critical learning incidents such as for example, your management of an unusual occurrence or circumstance, a story of individual student success or the impact of your scholarly activities on the student learning experience.
Each case study should be between 500 and 1000 words and should be organised as follows:
• The Title
• Author’s name, department and email contact
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The Case Study outlining:
• The context
• The initial prompt/problem
• Strategies and interventions employed and rationale behind them
• The impact of the intervention
• An analysis of costs/benefits
• An evaluation
• Recommendations
• References
Producing Action Research Reports
Action research reports should be between 1,000 and 3,000 words and should be organised as follows:
• The Title
• Author’s name, department and email contact
The Action Research Report outlining:
• The context
• The initial prompt/problem
• Literature review
• Strategies and interventions employed and rationale behind them
• The impact of the intervention
• An analysis of costs/benefits
• An evaluation
• Recommendations
• References
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Notes
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Notes
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