Samuel Dent

Samuel Dent
Nottingham Trent University | NTU · Centre for Academic Development & Quality

Doctor of Philosophy

About

34
Publications
1,551
Reads
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Citations
Introduction
My passion comes from a 10-year love affair with higher education (HE); I know the difference higher education can make and have dedicated my career to driving greater equity, diversity and inclusion across the sector through my projects and research. Working in a third space as a #Pracademic, I weave together practice and scholarly activity. My specialisms and research interests include: equity, social justice, and inclusion in higher education; widening participation; education policy; lifelong learning; education research methodology; pedagogy and curriculum development; and the evaluation and impact of educational interventions.
Education
October 2014 - November 2019
Sheffield Hallam University
Field of study
  • Education

Publications

Publications (34)
Book
Featuring a Prologue by Professor Penny Jane Burke, and Epilogue by Dr Ciaran Burke The often-changing definitions of widening participation groups in UK higher education has the potential to lead to inequitable experiences for students who do not fit into traditional typologies. This book considers the experiences of students who care for childre...
Research
This report is the second of three, conducted by CADQ and funded by the Access and Participation Plan (APP), focusing on the reasons for selection/non-selection of different placement opportunities, as well as analysis of selection and non/selection by different SfA groups. This report includes findings on: 1. what types of students were most like...
Research
This report is an Access and Participation (APP) funded research project into the academic experiences of LGBT+ students at NTU. The aim of this project was to learn more about LGBT+ student academic experiences. These students (members of the LGBT+ community) were recruited and trained to undertake participatory research with other LGBT+ identify...
Research
This report represents the summary findings from the Access and Participation (APP)-funded CADQ research project into the non-continuation of mature students1. The project seeks to explore the issue of increases in non-continuation rates for mature students.
Research
This report represents the summary findings from the APP-funded research project into the experiences and outcomes of commuting students at NTU.
Conference Paper
Attainment gaps for some students, such as those from BME or lower socio-economic backgrounds have been acknowledged in UK higher education for quite some time (Brocke & Nichols, 2006; ECU, 2016). As these gaps exist despite controlling for prior attainment, we know they emerge once students enter HE. Existing research highlights how these gaps can...
Conference Paper
This paper considers the experience of students groups known to have unexplained attainment gaps in the context of personal tutoring. We seek to understand from the student’s perspective the specific nature of these roles and relationships. Considering the ways in which these roles can and do impact the factors which contribute to gaps in attainmen...
Conference Paper
Unexplained attainment gaps exist for BME students, 17.7% nationally controlling for prior attainment (ECU, 2017). Existing research suggests this is contributed to by a number of factors which staff can be change agents for (Mountford-Zimdars et al, 2015) build relationships of power-sharing with students (Stevenson, 2012). I present the initial f...
Conference Paper
Policy around credit transfer (BIS, 2016; DfE 2016) and the mobility of students, has recently increased, including a duty on the Office for Students to monitor this (Higher Education and Research Act 2017, s.38). However, research has focused technical aspects of credit transfer (UUK, 2004, 2006; Souto-Otero (2012), while mobility has also been pr...
Conference Paper
Unexplained attainment gaps exist for BME students, 17.7% nationally controlling for prior attainment (ECU, 2017). Existing research suggests this is contributed to by a number of factors which staff can be change agents for (Mountford-Zimdars et al, 2015) build relationships of power-sharing with students (Stevenson, 2012). I present the initial f...
Poster
Attainment gaps for students, such as those from BME or lower socio-economic backgrounds, have been acknowledged in UK higher education for quite some time (Brocke, Nichols, 2006; ECU, 2016). As these gaps are controlled for prior attainment, we know they emerge once students enter HE. Existing research highlights how these gaps can be the influenc...
Research
Full-text available
This report presents the findings and recommendations from a research project conducted by a consortium of seven higher education (HE) providers led by and including the University of Sheffield into what students’ perceptions about mobility and credit transfer are. The research was undertaken during the 2016/17 academic year into students’ dema...
Book
Full-text available
Higher Education providers face enormous challenges in an increasingly competitive and globalised environment. It is perhaps obvious to those engaged in teaching and research that academia is both a competitive and a collaborative endeavour. Many national systems now assume in their legal or governance frameworks competitive rather than co-operativ...
Poster
Full-text available
RARA is a Targeted Personal Tutoring Support Programme for Narrowing Gaps in Student Achievement.
Conference Paper
Full-text available
Official launch presentation of the RARA project.
Conference Paper
Researchers such as Burke (2013) have already utilised Fraser’s (1997, 2003) theories of recognition to understand the issues of ‘access’ for students from underrepresented groups in Higher Education, demonstrating the ways cultural subjectivities penetrate ‘transparent’ admissions processes. However, limited research has considered how these theor...
Conference Paper
The caring lives of students are frequently invisibles within universities, as seen particularly in the experiences of students with children (Moreau and Kerner 2015). These students experiences are suggestive of the near endemic ‘careless’ qualities which appear to be valorised in staff by universities (Lynch 2010) and yet students may place great...
Conference Paper
FACE Conference Emergeing Researcher 2016 Award Winner: Students who care for children don’t in their own right form a specific target of macro widening participation policy in the UK. Universities in the UK aren’t require to record data on these students (NUS 2009), while critics such as Brooks (2012) has highlighted the ways that in the UK HE n...
Conference Paper
The role and value placed on family life, and particularly on childcare, significantly impacts on participation in the higher education academy both for academic staff and students. In her cross-national research Rachel Brooks has highlighted how the neoliberal systems of higher education in the UK can leave student parents to adopt institutionally...
Conference Paper
Students parents form a significant group within higher education as critics such as Moreau (Moreau and Kerner 2015) have demonstrated, arguing these students are given limited consideration in policy discourses, leading them to experience feelings of deficit. This problem of recognition is also born out by studies by NUS who demonstrate the ways i...
Conference Paper
Universities provide a range of support services – from personal tutors, student support officers, mental health advisers, to careers guidance staff – which ensure that universities are preforming their duties of care, and assure students they are supported (Morgan 2012, Bunc 2005). At the same time the neoliberal reform of higher education have sh...
Conference Paper
This paper explores the conceptualisation of 'care' in Higher Education and how care connects with ideas of student support and wellbeing. As evidenced by researchers drawing on neoliberal reforms in health and disability studies, care is a complex concept which transects the public and private domains and shapes decision-making about who should re...
Conference Paper
This presentation seeks to shed light on the barriers that face students who care for children while studying in Higher Education. The study goes further than current literature by looking at the experiences of a broad range of students, opening up the barrier created by research which solely explores the experiences of ‘student parents’ (Moreau an...
Conference Paper
In this poster I argue that the ‘activation’ of texts, as seen in Institutional Ethnography, is a more meaningful and important form of analysis than purely narrative or discourse analysis of texts. Institutional Ethnography seeks to develop our understanding of a specific group's experiences, known as the ‘standpoint’, by utilising ‘texts’ to esta...
Poster
Full-text available
In this poster I argue that the ‘activation’ of texts, as seen in Institutional Ethnography, is a more meaningful and important form of analysis than purely narrative or discourse analysis of texts. Institutional Ethnography seeks to develop our understanding of a specific group’s experiences, known as the ‘standpoint’, by utilising ‘texts’ to esta...
Article
This case provides an account of conducting an institutional ethnographic study, as part of doctoral study, to explore the experiences of students in higher education, who have caring responsibilities for children under 18 years of age. Previous research into the experiences of these students had focused on a particular issue a researcher wished to...

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Projects

Projects (7)
Archived project
The aim of this project was to increase NTU’s understanding of patterns of non-continuation of mature students and investigate mature students’ experiences and to identify practices from the literature and other Higher Education Institutions that might be useful to consider at NTU.
Archived project
The aim of the project was to explore the ways in which being a commuter student affects students' experiences and outcomes. This would be completed by considering the ways in which commuter students define themselves, understand why academic outcomes are typically poorer and identify practices which may be beneficial to enhancing commuter students' experiences and outcomes.
Project
This research project looked at the impacts of placement length on student success, particularly focusing on widening participation students.