Improving the Student Experience: The practical guide for Universities and Colleges, London: Routledge.
... The binary separation between disabled students who will be in need of help and non-disabled students who might not be is a reductionist simplifica-tion. The over-emphasis on aspiring for independence is also an inaccurate reflection of non-disabled students' experiences of university (Martin et al. 2019;Morgan 2012). It is reminiscent of Rosi Braidotti's (2013) post-humanist critique of the over-emphasis humanism places upon independence and autonomy, as applied in a disability studies context by Dan Goodley and colleagues (2014). ...
... It is understood that this also likely reflects the alignment between these web pages and the exclusively academic provision the DSA will fund, although this is not explicitly stated. However, if these pages are to represent access considerations for disabled applicants, a bleak picture is painted of the potential to engage accessibly with cultural, social and other holistic elements of the student experience, which have been highlighted by many as central to student life (Brook et al. 2014;Jones 2018;Martin et al. 2019;Morgan 2012). It could be argued that these access considerations are explored elsewhere on the web pages of other departments such as Accommodation, Students' Union, Libraries and other professional services. ...
... The sample web pages primarily focus on academic support and financial considerations, with little discussion about enabling access and participation in cultural or social activities that are widely acknowledged to be central to the student experience (Brook et al. 2014;Jones 2018;Martin et al. 2019;Morgan 2012). The focus of the web pages is overwhelmingly on the classroom experience, or activities relating to it, which mirrors what DSA will fund. ...
This article explores the portrayal of disability through the Disability Service web pages of Welsh universities in order to understand their potential impression on disabled applicants. The method of Qualitative Content Analysis enables consideration of multiple dimensions including use of language, terminology and photography, as well as discussion of academic, cultural, social and logistical aspects of student life. The development of a primarily concept-driven coding frame enables consideration of the absence of certain criteria as well as the frequency and prominence of others. The ensuing discussion considers, from a Critical Disability Studies perspective, the sector’s portrayal of the construct of disability. This article proposes a call to action to challenge deficit-based interpretations of disability and advocates an affirmative stance towards disability in higher education policy and practice.
... The academic success of students, however, relies on a composite of all aspects of the student's life. These other aspects include mental welfare and support, social interactions, sports and physical health, effective life balance, all of which contribute to the experience the student has in their higher education career (Morgan, 2013). ...
... One model developed to use this framework to understand the student journey, outlining the different stages that a student transitions through during their academic career, is the Student Experience Practitioner Transitions (SEPT). The model was developed to educate and guide practitioners about the various kinds of supports students need at each stage (Morgan, 2013). ...
... In this article, using the Student Experience Practitioner Transitions (SEPT) model developed by Morgan (2013) as a basis, five potential areas in the process where artificially intelligent systems can be incorporated are analyzed (Figure 1). The functionality that these systems will perform, the tasks they would take over from the professors, teaching assistants and support staff, as well as related research, are discussed. ...
The paper outlines the potential for Artificial Intelligence (AI) to positively impact student success. This will be approached from a student life-cycle perspective, taking an integrated view of the student experience and identifying where AI can be most beneficial. Current usages of AI in education will be considered, in addition to those being experimented with and those still being considered. The paper will view the adoption of AI in education from a comprehensive perspective, considering technological, social, political, economic, cultural and ethical factors, providing a frame for understanding of the benefits and constraints of the most intelligent of information technology in the educational realm.
AI has started to emerge in educational institutions in the form of chat bots that are being used to provide student services as well as providing learning supports. Automated paper grading has started to be used, while academic advising and assessment are being trialed.
... Some studies deal with policy changes and their impact on the sector (Ball 2012;Barr 2004;Brown 2013;Brown and Carasso 2013;Collini 2011;Cribb and Gewirtz 2013;McGettigan 2011McGettigan , 2012McGettigan , and 2015; and others) some other studies focus on the institutional domain (Ahmed 2007 and; Ahmed and Swan 2006;Naidoo and Williams 2015;Stich and Reeves 2016), still others look into issues pertaining to students, mainly as a result of the changes taking place in the sector (Bowl 2001;Connor et al 2004;Crosling et al 2008;Reay et al 2009;Thomas 2008). More specifically, there are studies into "TSE"; these approach the topic through how it relates to different groups of students, and through what institutions should do to offer a better student experience (for a slew of writings about "TSE" and on how to improve it, see Morgan 2012). ...
... Gillborn (2006, p.7) found that "Black students attained 20 percentage points ahead of the local average when tested at age 5 but their relative attainments plummet with age, such that their 16 year-old counterparts attained 21 percentage points below the local average". Although this research relates to schooling, this exposé counters the misplaced, but fairly widespread view, which emanates from the work of Ramsden 2003, Morgan 2012 and others that students who have no familiarity with HE tend to be poorly prepared and require additional support. Thus blaming students' presumed academic or language deficit for difference in attainment obscures the role of education as a "powerful engine of social reproduction" (Jones 2013, p.176). ...
This thesis explores the language of Higher Education (HE) in the UK, with a particular focus on "the student experience". Whilst research on the language of HE is plentiful, most of these studies have a discourse-oriented approach, which lacks an engagement with socio-historical and material contexts. The aim of this research is to investigate what the language surrounding "the student experience" reveals and conceals about HE and society. To this end, my thesis unravels the different dimensions of this concept to understand how it is conceptualised across three domains: a diverse group of students from a university in the south of England; the policies and observed practices of this institution; and relevant policies on HE promulgated by the UK government. With these objectives in mind, the research draws on three theoretical constructs-language, (higher) education, and critical exploration-bolstered by the work of Volosinov and Bakhtin, Ambedkar and Gramsci, and Marx and Engels. A key finding of this research is that the notion of "the student experience" encapsulates differing views on the role and purpose of HE. These differing views relate to the social positions of the text creators and reveal the social and economic relations between the addressers and their intended audience.
... When developing 'orientation' and 'introduction to study' approaches for new level 4 entrants, assumptions must not be made that students will 1) know how to use virtual learning environments, 2) that they have been exposed to and have experienced different types of assessment in their prior learning, and 3) understand that feedback at university is delivered in a variety of valuable ways. Learning how to study at university must be incorporated into the delivery of the course and not be crammed into the first 2 weeks of teaching when students experience overload (Morgan, 2012;Thomas, 2012). ...
... The sooner this can be achieved the sooner a student will be engaged and feel a sense of belonging. This is pivotal in retaining students, supporting progression and enabling successful outcomes (Morgan and Brown, 2009;Crosling et al., 2012;Morgan, 2012;Hughes and Smail, 2014). Managing new entrants' expectations requires honesty and them having 'real' students as their 'role' models. ...
I have been undertaking Undergraduate (UG) and Postgraduate Taught (PGT) Pre-arrival Academic Questionnaires (PAQ) for many years. Through my transitions research and work, I understood that to improve the learning experience of students in, through and out of the student study journey, we had to understand their prior learning experiences and study expectations for university. The learning jump between school/college and HE can be quite wide especially for students with different entry qualifications and other demographic characteristics. The challenge though in such a changing environment is that cohorts can comprise different students’ year on year with different skill bases and expectations, and every institution has their own cohort dynamics. If we can get the learning base and other expectations right at the start of a course then hopefully it will not
only impact on a student’s progression and attainment in, through and out of the study journey, but also impact on national metrics that are pivotal to the success of universities.
... However, in contrast with undergraduate level (e.g. Thomas, 2002;Morgan, 2011;Stuart et al., 2008), there is still limited research about the postgraduate masters (known as PGT hereafter) student experience, students' prior learning experiences and how this might affect and impact on study at PGT level (Morgan, 2013b;Morgan & Rigby, 2014). Independent bodies such as the Higher Education Commission, have commented that 'Postgraduate education is a forgotten part of the sector' (Higher Education Commission, 2012:17). ...
... It is well known that managing study expectations at undergraduate level can promote and increase engagement, success and overall satisfaction (Morgan, 2011(Morgan, , 2013aThomas, 2012). Of the sample, 62.2% respondents had an expectation of how to study at postgraduate study compared to 37.8% who did not. ...
There is extensive knowledge of learning and teaching behaviour and practice at undergraduate level, but limited, albeit increasing, of postgraduate taught study. The Postgraduate Experience Project (PEP) was one of 20 projects funded by the Higher Education Funding Council for England to explore ways of widening participation at postgraduate master's level. It was the largest consortium comprising of 11 universities across the UK (9 English, 1 Scottish and 1 Welsh). PEP assessed STEM postgraduate masters students’ learning and teaching experiences and expectations through an online survey during Induction period (Entry to Study survey). The survey explored students’ experiences of previous learning and teaching methods, their understanding of academic feedback and their preferences, as well as their expectation of learning at postgraduate taught level (PGT). This paper presents different student's experiences and expectations by groups such as gender and mode of study. The findings suggest that a ‘one size fits all’ learning and teaching approach to PGT students is not adequate to support the student experience due to the complexity and multiplicity of postgraduate the student's profile, background, needs and expectations.
... Elliott (2019) concurs, stating that there should be a focus on the student capital which should help to remind us that learning opportunities and environments must be adapted to suit student needs, characteristics and capabilities. Morgan and Jones (2012) had earlier supported the concept of involving students as partners by commenting that all initiatives need to be developed for diversity to ensure inclusion, and further research should assess the long-term impact of a HE centre on recruitment. The literature review highlighted the necessity of creating a community of learners to improve academic performance, not simply from a location. ...
One of the hallmarks of an ever-changing educational landscape is that students are paying considerably higher fees to study higher education courses, including those offered by college-based HE providers. As such, the student experience becomes of paramount importance to ensure student needs are met. To this end, this project sought to discover the best practice(s) needed to ensure a newly built campus is prepared to deliver college-based higher education (CBHE). Using a mixed-methods research design, the project investigated the new campus' potential for further HE growth, particularly given that there is no higher education institute (HEI) presence in the location where the research took place. This research aimed to investigate how specific spaces at a new FE college campus can benefit HE students. By examining the design and utilisation of these spaces, the study seeks to understand their impact on student experience, community building, and the amplification of student voices in the decision-making process. The findings provide insights for policy-makers and CBHE providers on creating supportive and inclusive learning environments that cater to the diverse needs of their student populations. The findings revealed that the HE student experience is constantly evolving , and demands for quality learning environments are increasing. In co-collaboration with a sample of existing students, a framework was established that colleges could use to purposefully improve their overall experience of studying higher education within a further education environment. This research is of use to policymakers, CBHE providers and their staff, and all stakeholders with a responsibility in CBHE. ARTICLE HISTORY
... Durch diese Heterogenität wollen wir den aktuellen Stand eines Diskurses abbilden, der nicht nur Konzepte des Lernens und Lehrens auf den Prüfstand stellt, sondern auch die Hochschulen als Innovationstreiber anspricht und sie dazu anregt, ihre Rolle als Vermittler zwischen Gesellschaft und Technik neu zu denken.Um einen Eindruck davon zu vermitteln, wie viele verschiedene Problemfelder der Hochschulbildung durch den KI-Einsatz neu bearbeitet werden können, haben wir die nachfolgenden Beiträge anhand des Student Lifecycle gegliedert -eines Konzepts, das viele Hochschulen als Managementinstrument nutzen. Der Student Lifecycle untergliedert das Hochschulstudium in Phasen, die vom ersten Kontakt der Studieninteressent:innen mit ihrer künftigen Hochschule über Bewerbung, Immatrikulation und Studium bis hin zum Abschluss reichen(Morgan, 2013). Im Mittelpunkt jeder Phase stehen zentrale Erfahrungen, die Studierende mit hoher Wahrscheinlichkeit zum jeweiligen Zeitpunkt in ihrer Hochschulkarriere machen. ...
Der Einsatz von Künstlicher Intelligenz erfährt in hochschuldidaktischen Kontexten wachsendes Interesse. Durch individualisierte Lernwege ergeben sich für Studierende und Dozierende neue Lern-Lehr-Möglichkeiten. Der Band befasst sich jedoch auch mit den daraus resultierenden Gefahren: Es sind Demarkationslinien zu ziehen, wenn es um Datenschutz oder ethische Bedenken geht. Die Autor*innen des Bandes nehmen verschiedene Sichtweisen ein, um eine multidisziplinäre Betrachtung der neuen Problemstellungen, die die Anwendung von KI im Hochschulkontext mit sich bringt, zu ermöglichen.
... Durch diese Heterogenität wollen wir den aktuellen Stand eines Diskurses abbilden, der nicht nur Konzepte des Lernens und Lehrens auf den Prüfstand stellt, sondern auch die Hochschulen als Innovationstreiber anspricht und sie dazu anregt, ihre Rolle als Vermittler zwischen Gesellschaft und Technik neu zu denken.Um einen Eindruck davon zu vermitteln, wie viele verschiedene Problemfelder der Hochschulbildung durch den KI-Einsatz neu bearbeitet werden können, haben wir die nachfolgenden Beiträge anhand des Student Lifecycle gegliedert -eines Konzepts, das viele Hochschulen als Managementinstrument nutzen. Der Student Lifecycle untergliedert das Hochschulstudium in Phasen, die vom ersten Kontakt der Studieninteressent:innen mit ihrer künftigen Hochschule über Bewerbung, Immatrikulation und Studium bis hin zum Abschluss reichen(Morgan, 2013). Im Mittelpunkt jeder Phase stehen zentrale Erfahrungen, die Studierende mit hoher Wahrscheinlichkeit zum jeweiligen Zeitpunkt in ihrer Hochschulkarriere machen. ...
Der Einsatz von Künstlicher Intelligenz erfährt in hochschuldidaktischen Kontexten wachsendes Interesse. Durch individualisierte Lernwege ergeben sich für Studierende und Dozierende neue Lern-Lehr-Möglichkeiten. Der Band befasst sich jedoch auch mit den daraus resultierenden Gefahren: Es sind Demarkationslinien zu ziehen, wenn es um Datenschutz oder ethische Bedenken geht. Die Autor*innen des Bandes nehmen verschiedene Sichtweisen ein, um eine multidisziplinäre Betrachtung der neuen Problemstellungen, die die Anwendung von KI im Hochschulkontext mit sich bringt, zu ermöglichen.
... More recently, the student experience is perceived as a wide-ranging concept meaning different things to different students and academic staff (Gibney et al., 2011;Mujtaba, 2012), encompassing all aspects of student life (i.e. academic, social, welfare and support) with learning at the heart of it (Morgan, 2012). Mukerji and Tripathi (2014) view the student experience as the value-added component that a student anticipates receiving from their course. ...
Background:
The quality of student experience in higher education plays an increasingly important role in attracting and retaining pre-registration nurses. Identifying and understanding the students' experiences of their course is a necessary step in the move towards improving the student experience. Experience Based Co-design (EBCD) is successfully established as an effective process for improving patient experience in a health care setting. This study presents the use of EBCD outside of healthcare, specifically in a higher education setting.
Objectives:
To capture, explore and understand the experiences of students' undertaking a pre-registration (adult) nursing course, and co-design potential improvements for future experiences through the application of an EBCD approach.
Methods:
An adapted EBCD approach was utilised for gaining insight into what shapes students' experience of the nursing course and to collaboratively produce priority recommendations for course improvement. Semi-structured interviews, emotional touchpoint mapping and co-design events were conducted with undergraduate nursing students (n = 22) and staff stakeholders in a pre-registration (adult) nursing course (n = 19). Findings were analysed using the 'Six phases of thematic analysis' (Braun & Clarke, 2006).
Results:
Students had varied experiences on the nursing course, both positive and negative, particularly with student support. Three priority recommendations for course improvement were identified from the findings including: facilitating and supporting student development of independent study skills, enhancing student support in the clinical practice placement environment and clarifying and enhancing the role of the academic advisor.
Conclusions:
Findings from this study highlight areas for improvement on a pre-registration nursing course that could impact future students' experience. Furthermore, this study appears to be the first documented as using EBCD in a higher education setting with the focus on students, that enabled students and staff stakeholders in the nursing course to co-design priority recommendations for course improvement.
... Because maker education environments make it possible for learners or students key questions in doing so are "where to start?" and "how to test the technology-based skills of students" (Kriti, 2018). Because the pace of learning of any subject is not the same for each student and student diversity is always an issue for instructors, Student Experience Transitions Model (Morgan, 2013) may be implemented in teaching engineering as well. ...
On 30th of November, 2018, by the Decree of the Esteemed President of Turkmenistan Gurbanguly Berdimuhammedov, there was accepted a Conception of developing digital economy in Turkmenistan in between 2019-2025. Moreover, on 15th of September, 2017, the Conception of developing digital education in Turkmenistan was approved as well. That is why, new, innovative methodologies and digital solutions are continuously being introduced to the educational system of Turkmenistan. Teaching and training undergraduate students, studying in the field of automation and control engineering, is a tough issue. Because, nowadays, for automation engineer, knowing physics, mathematics, theory of automation and electronics is not enough, moreover, they should also know basics of smart systems, if necessary, programming a microcontroller and methods of using necessary sensors when designing smart systems. In this regards, this paper provides useful information about the steps and key points of integrating digital solutions a n d mi c r o c o n t r o l l e r - b a s e d e d u c a t i o n a l methodologies into the undergraduate educational system of Turkmenistan. Moreover, the effect of the proposed method of teaching and appropriateness of the laboratory assignments were also analysed at the end of the course. As a microcontroller board, “Ardunio UNO” was selected as it is easy-to-learn. Keywords: smart systems, engineering courses, “Arduino UNO” board, methodology of achieving course objectives, Bloom's taxonomy
... The academic success of students, however, depends on a composite of all aspects of the student's life. These other aspects include mental well-being and support, social interactions, sports and physical health, and life balance, all of which contribute to the student's higher education career experience (Morgan, 2013). At least in theory, there is no area of activity at an institution of higher education in which AI cannot potentially have a noticeable impact (Zeide, 2019). ...
The range of applications of artificial intelligence (AI) to education is increasing ceaselessly, although its generalization still seems far away. Despite the enormous opportunities that AI can offer to support teaching and learning, the development of applications for higher education carries numerous implications and also ethical risks. Against this context, this contribution aims to offer a review of AI applications in higher education, taking as a starting point the heritage of research developed in the last two decades. It explores the definitions of AI in education and the elements and methods that AI applications could bring to higher education, discussing the challenges that emerge and finally suggesting some conclusions.
... Therefore, student (i.e., customer) experience has emerged as an important competitive factor for higher education service providers, such as business schools (Bunce et al., 2017;Tan et al., 2016;Temple et al., 2014). The student experience has become a critical selling point for HEIs in attracting suitable applicants who likely have many program options (Morgan, 2013), as well as a key strategic variable in maintaining a competitive position. Long-term benefits resulting from a focus on the student experience include student loyalty, positive word-ofmouth, and an improved image of the HEI (Arambewela et al., 2006). ...
Business schools are increasingly concerned about retaining and recruiting new students. We examine interactions among marketing students to consider their consequences on student satisfaction. This article’s objective is to determine the drivers of satisfactory and dissatisfactory student-to-student interactions by employing a critical incident technique. In doing so, this study identifies three groups (group assignments, peer relations, and outcomes) and 11 categories of satisfiers and dissatisfiers. The study’s findings advance the understanding of the impact of students-to-student interactions on student satisfaction and illustrate the importance of the management of these interactions in the context of marketing education.
... The Covid-19 pandemic has deprived first-year students of all the experiences involved in an active and engaged student life, as well as the multiple opportunities for personal growth and social development that university life has to offer. The experiential aspect of university goes beyond teaching and learning and extends to a wider universe of campus-based experiences, such as accommodation, employment, career advice, mentoring, psychological support services, all of which encompass the student lifestyle (Morgan, 2012). Under the restrictions of the Covid-19 pandemic, first-year students miss out on the vibrancy and immediacy of the engagement with the totality of student experiences at university. ...
While all students are affected by the advent of the Covid‑19 pandemic, the first‑year student population remains a special category of vulnerability for higher education. This is on account of the way the Covid‑19 pandemic has disrupted their transition into university and complicated the nature of their entry into and through the formal academic cycle. This article uses the notion of a ‘double transition’ as a framework for positioning and locating the first‑year student transition within the context of the prevailing Covid‑19 pandemic. ‘Double transition’ refers to an additional transition coupled with that of the first‑year transition, with regard to the extraordinary situation of students navigating their entry into the unfamiliar terrain of academia while simultaneously navigating the Covid‑19 pandemic. The article provides a circumscribed summary of the effects of Covid‑19 on university students and looks to describe and explain the nature and shape of first‑year transitions in relation to the transition necessitated by the Covid‑19 pandemic. It concludes with four key strategies for supporting first‑year students as the pandemic continues.
... In order to put this methodological frame into context and also drawing on Morgan (2012) cited in Luescher (2018)'s template, we asked the following questions to guide this reflective study. ...
The Covid‑19 pandemic has had an unprecedented impact on faculty and student affairs practitioners which has changed the future of higher education worldwide. This reflective practitioner account looks into its impact on practitioners working in student affairs, some of which is not immediately visible, but unfortunately very significant and will surface in the medium and long term. There has been tremendous uncertainty for Student Affairs practitioners as a result of disruption from familiar routines and unexpected disengagement with their clients, the students. The change management perspective and scholarship of practice were adopted as methods of observing how a department in a university deals with unplanned change. The study concluded that the Covid‑19 pandemic impacted practitioners negatively at the case university as new skills were required, practitioners were required to adjust to new work arrangements, lost income, suffered mental health problems and faced resource constrains. Training and development, social media, employee support systems and employee incentives were catalysts in the early adoption of change.
... Studies on student transition suggest that orientation should be viewed in the context of a developmental process, beginning with an elucidation of the transitional processes involved in the student life-cycle and a critical assessment of where and how orientation is needed at different stages in the student life-cycle (Haselgrove, 1994;Cook & Rushton, 2008;Morgan, 2012). Cook and Rushton (2008) usefully build upon Haselgrove's (1994, p. 3) succinct description of the student life-cycle of "getting in, being there and moving on" by suggesting that different phases of the student experience be incorporated into a traditional orientation programme. ...
There is a great deal of variability in the practice of orientation across the country at South Africa's universities, and there is limited knowledge of what exactly constitutes good practice in orientation. Many areas of enquiry remain unexplored, and remain blind spots for South Africa's higher education sector. The article addresses this central question: What constitutes good practice for orientation programmes in South Africa? The article argues that a structured and informed orientation strategy is critical in terms of matters of student retention and, in fact, may serve as the key linchpin of students' decision to stay or exit the higher education system. Accordingly, seven strategies to improve nationalorientation practice are proposed in this article.
... This requires genuine power sharing amongst stakeholders (Carey 2013). In order to maximise potential for successful improvement programmes, Brown's Distributive Leadership Model (2013) and Morgan's (2013) Practitioner Model and a variety of others (Roche 2001;Bason 2010;Baranova 2017;Bray 2019) all highlight the necessity for staff users to also be engaged, trained and supported. The students-as-partners framework is a useful tool but is weaker for the missing element of staff engagement and can be focused on resolving complaints rather than authentic co-creation (Carey 2013). ...
This literature review discusses management approaches British higher education institutions (HEIs) have adopted in their attempt to survive the turbulence of the last 20 years. From substantial changes in regulatory and financial frameworks to changing fundamental perceptions of whether higher education is a public or private good, HEIs are under ever-increasing pressure to outperform and outlast their peers. Service design logic, or simply service design, provides an excellent array of tools for effective change in the HE sector.
... As a way of translating this conception of a purposeful scholarship of practice in student affairs into the format of a reflective practice article, case studies in Morgan's (2012) book, Improving the Student Experience, provide a worthwhile template to draw on. Building on her work, the structure and key components of a reflective practice article could respond to the following points and questions: ...
Two themes define this issue of the Journal of Student Affairs in Africa: student well‑being, and the provision of quality Student Affairs services. The themes of student well‑being in general, and mental health in particular, have become prominent in higher education in recent years, and Student Affairs is implicated in the solutions. In this issue, a more systemic approach – with less hyperbolic and reductionist notions – is put forward to illuminate not only the incidences, but also the contributing factors to student mental health and well‑being along with its correlates in academic achievement and recommendations for intervention. The articles in this group cover the topic broadly and inclusively across the fully student lifecycle and from different theoretical, methodological and empirical standpoints.
... Higher education has changed dramatically during the lifetime of the Open University (OU), resulting in the need for an increasing awareness of the entire student journey from first contact with the university through to becoming an alumnus. Morgan (2011) sets out the Student Experience Practitioner Model, which covers the six stages of the student lifecycle: first contact and admissions, pre-arrival, arrival and orientation, induction to study, re-orientation and re-induction, and outduction. She argues that there are five themes to consider for each stage of the lifecycle: curriculum and assessment, pedagogy, support, finance and employment. ...
It is crucial not only to support students at all stages of their student journey, but also to create a space where they can benefit from peer support and interact with the wider mathematics and statistics (M&S) community. In a society awash with social media, it is possible to create online spaces that complement and enhance existing communities available in traditional face-to-face courses, or to provide such an environment for students who learn at a distance. The School of Mathematics and Statistics at The Open University (OU) has recently consolidated existing resources into a website resulting in an active and vibrant community of learners. The site contains resources, which students access at appropriate points in their student journey through M&S modules and qualifications. These resources are complemented by a number of dedicated and well-used online forums. In particular, a forum providing course choice information. Discussions in the forum have ultimately led to improvements in the structure of M&S qualifications, influencing the content of new modules, more effective assessment strategies, and better ways of supporting students. It is a true community of learners, where everyone - students, academics and educational advisors - all contribute, learn from each other, and shape the student experience.
... As a way of translating this conception of a purposeful scholarship of practice in student affairs into the format of a reflective practice article, case studies in Morgan's (2012) book, Improving the Student Experience, provide a worthwhile template to draw on. Building on her work, the structure and key components of a reflective practice article could respond to the following points and questions: ...
Quality enhancement in student affairs is an integral part of professional practice, and its documentation and reflective evaluation are important in the ongoing professionalisation of student affairs in Africa. This article proposes a way of conceptualising a reflective scholarship of practice in student affairs in
Africa and method to conduct reflective practice studies to build a relevant knowledge base. Based on this methodology, it then analyses a student affairs quality enhancement review at a South African university in detail, showing its conceptualisation and implementation, and reflecting on its outcomes. The article thus provides evidence of a ‘home-grown’, ‘activist’ QE review that focuses on key issues in the South African context and the context of the case university: the professionalisation of student affairs, the co‑curriculum, and social justice models such as participatory parity, universal design for learning, and student engagement.
... Cómo futuras líneas de investigación destacamos la importancia de la formación del profesorado para apoyar la labor tutorial en este contexto (McEwan, 2011;Sáiz-Manzanares, et al. 2014;Wisker, Exley, Antoniou y Ridley, 2008). Así como, apoyar la existencia de un profesor experto o asesor, como figura de referencia para el alumnado (Amor, 2011;Cashmore, Scott y Cane, 2012;Morgan 2012) que le ayude y le aconseje en aspectos relacionados con la orientación personal y académica. En un estudio reciente, de Martínez Clarés, Martínez Juárez y Pérez Cusó (2016), el alumnado manifiesta la necesidad de la formación inicial y continua del profesorado en competencias relacionadas con la función tutorial así como, la dotación de recursos necesarios para desarrollar de forma óptima su labor. ...
Actualmente, el alumnado universitario se enfrenta a un escenario complejo con
múltiples situaciones que hacen necesario fortalecer la tutorización del profesorado, con la finalidad de ser más efectiva y acorde con la realidad en la que se encuentra. El propósito fundamental de este trabajo, es analizar las características psicométricas de un cuestionario para evaluar las necesidades planteadas por el alumnado a través de las tutorías en la formación inicial del profesorado. Asimismo, se pretende conocer cuáles son las necesidades más demandadas desde la perspectiva de los estudiantes y establecer su relación con las funciones que debe cumplir la tutoría universitaria. La muestra estuvo compuesta por 300 estudiantes de Educación Infantil y Primaria de la Universidad de Córdoba. Se realizaron análisis de tipo descriptivo y factorial exploratorio y confirmatorio (AFE y AFC) con la finalidad de corroborar la estructura de cuatro factores, de la escala sobre las necesidades del alumnado en la tutoría (Académica, Personal, Profesional y Laboral). El ajuste del modelo factorial confirmatorio resultó satisfactorio: x 2 (84) = 119,393; p < .01; NNFI =.936; CFI =.949, IFI = .950 y RMSEA =.042 y la escala presentó buena consistencia interna (α=.835). Por su parte, los estadísticos descriptivos indican que a través de la tutoría el alumnado demanda, en mayor medida, acciones relacionadas con la orientación académica y profesional. La tutoría es un indicador de calidad en la formación universitaria que pretende cubrir las necesidades del alumnado, en su formación inicial docente para ello es necesario realizar acciones que engloben la formación en todas y cada una de sus dimensiones. En este marco, resulta importante diseñar instrumentos que permitan evaluar la calidad de las tutorías en función de las necesidades del estudiante.
http://saber.ucv.ve/ojs/index.php/rev_ped/article/view/15034/144814481681
... Cómo futuras líneas de investigación destacamos la importancia de la formación del profesorado para apoyar la labor tutorial en este contexto (McEwan, 2011;Sáiz-Manzanares, et al. 2014;Wisker, Exley, Antoniou y Ridley, 2008). Así como, apoyar la existencia de un profesor experto o asesor, como figura de referencia para el alumnado (Amor, 2011;Cashmore, Scott y Cane, 2012;Morgan 2012) que le ayude y le aconseje en aspectos relacionados con la orientación personal y académica. En un estudio reciente, de Martínez Clarés, Martínez Juárez y Pérez Cusó (2016), el alumnado manifiesta la necesidad de la formación inicial y continua del profesorado en competencias relacionadas con la función tutorial así como, la dotación de recursos necesarios para desarrollar de forma óptima su labor. ...
RESUMEN En el presente artículo se desarrolla un estudio centrado en conocer la percepción del alumnado sobre el proceso de las tutorías en el contexto universitario, con el propósito de exponer su importancia en la formación del alumnado y en la calidad en la educación superior. La muestra estaba formada por 300 estudiantes de Grado de Educación Infantil y Grado de Educación Primaria de la Universidad de Córdoba. Se elaboró un cuestionario para conocer los objetivos que más se trabajan en las tutorías, en qué grado se desarrollan dichos objetivos desde la percepción de los estudiantes, y a qué área de la orientación pueden estar vinculados (personal, académica y profesional). Para ello, se realizaron análisis de corte comparativo para detectar las posibles diferencias entre las puntuaciones medias de los diferentes grupos. Los resultados obtenidos confirman que el alumnado percibe las tutorías, como un complemento de las asignaturas y seguimiento de su aprendizaje, y no como un espacio para la orientación y el asesoramiento en aspectos relacionados con el desarrollo personal y profesional. Se deduce la necesidad de proponer planes de acción que permitan mejorar la labor tutorial del profesorado en la Universidad. ABSTRACT The purpose of this paper is to know the students’ perception of tutoring in a university setting, in order to emphasize its importance in their training and also in the quality of higher education. The sample consisted of 300 students of Early Childhood Education and Primary Education of the University of Córdoba. A questionnaire was produced to know the more frequent objectives addressed in tutoring hours, to what extent these objectives are developed from the point of view of students and which area of academic advice they are related with (personal, academic or vocational advice). In order to achieve this, we have developed a comparative analysis to detect the potential differences between the average scores of different groups. The results confirm that students perceive tutoring as a complement to their subjects and as a part of their learning process, and not as a place for receiving personal or professional advice. It follows the necessity of action plans to improve the tutoring tasks in professors.
... Universities endeavor to provide high quality professional programs aimed at developing the knowledge, skills and professional attributes students will require to practice their health care profession. Students are an important stakeholder in the process of monitoring and evaluating the quality of programs, courses and teaching and learning 1 . Student perspectives can also be an integral part of quality enhancement procedures aimed at improving teaching and learning activities 2 . ...
Generation Y or Millennials are descriptors for those born between 1982 and 2000. This cohort has grown up
in the digital age and is purported to have different learning preferences from previous generations. Students
are important stakeholders in identifying their preferred teaching and learning approaches in health
professional programs. This study aimed to identify, appraise, and synthesize the best available evidence
regarding the teaching and learning preferences of Generation Y health professional students. The review
considered any objectively measured or self-reported outcomes of teaching and learning reported from
Generation Y health professional student perspectives. In accordance with a previously published Joanna
Briggs Institute Protocol, a three-step search strategy was completed. Two research articles (nursing and
dental hygiene students) and three dissertations (nursing) were critically appraised. All studies were cross-sectional
descriptive studies. A range of pedagogical approaches was reported, including lecture, group work,
and teaching clinical skills. Based on the Joanna Briggs Institute levels of evidence, reviewers deemed the
evidence as Level 3. Some generational differences were reported, but these were inconsistent across the
studies reviewed. There is, therefore, insufficient evidence to provide specific recommendations for the
preferred educational approaches of health professional students and further research is warranted.
... The reasons for their struggle can be partly attributed to the 'massification' of HE (Johnston, 2011) and the subsequent 'wide-ification' of it (Morgan, 2012). Students are arriving with a different learning experience and skill set from previous generations, having studied in a secondary educational environment where there tends to be less time devoted to reflection and encouragement to learn autonomously and more to 'spoon feeding' information to pass exams (Pokorny and Pokorny, 2005;Haggis, 2006;Greene, 2011). ...
Engaging less academically qualified Higher Education students being taught within a Further Education setting, who have weaker study skills and little experience of independent learning, is challenging. Confidence and motivation levels are often low and they feel overwhelmed. Effective assessment design is crucial and needs to capitalise on synergies within taught content and reduce the assessment burden in the first semester whilst allowing for early feedback and feedforward. Synoptic assessment which, in this instance, addresses learning outcomes from two modules, has been piloted and evaluated using both quantitative and qualitative data. Results show a number of benefits; students find it engaging and have developed independent learning skills in the areas of research and self-management; staff have seen an improvement in collaborative working, the use of appropriate sources and writing in a focussed way and have benefitted from a reduced marking load. Introduction Changes in its relationship with a local post-1992 university meant that the Higher Education (HE) Business School of a Further Education (FE) college had the opportunity to redevelop its Higher National Diploma (HND) in Business. Previously, module content and assessments were developed by the university and delivered in the college setting to students who had not achieved the requirements to enter the university programme. Following this change, the college had to develop its own programme specification and study methods and assessments could be developed that were much more suited to the needs of lower level learners, who, despite the additional support and guidance provided by smaller groups and more contact time provided within an FE setting, were struggling to transition to HE.
... 'The student experience' has become an organizing concept in higher education management in the last decade or so, bringing together the different legs of 'the student journey' -application, arrival, interactions with study, life at the university, and ending with graduation -under a single management framework, although the details differ between universities (Morgan, 2012). Recent research has shown that the changes in the English higher education landscape noted here -higher tuition fees, increased competitive pressures, uncertainties over government policies beyond the very short term, and other matters -have led to even greater emphasis being placed on managing the student experience, which has in turn affected institutional priorities and even cultures (Temple et al., 2014). ...
... It is particularly important to work with students to understand how they transition into higher education and embrace a new learning context. The emergence of models articulating the importance of student transition such as transition pedagogy (Kift & Nelson, 2005) in Australia and the UK Student Lifecycle Model and Student Experience Practitioner Model (SEPM) (Morgan, 2012) can help to clarify the roles and responsibilities of staff and students and emphasise the importance of partnership in the student experience, particularly when it comes to navigating different transition points throughout the academic year. A focus on students as partners in setting the engagement agenda can help to build resilient peer relationships and guard against unrealistic expectations, helping students to understand their learner identity and the role that they play in their learning context. ...
While much of the literature on higher education focuses on issues of teaching and learning, there is a growing interest in making sense of the everyday experiences of university students. This is what is often referred to as ‘student experience’. Student experience is broadly concerned with the lives and lived experiences of university students. The aim of this paper is to discuss Bourdieusian social capital and how it is significant concept in the literature of higher education (HE) student experience. There are many approaches used in discussing student experience, but the ones reviewed in this paper are centred around Bourdieu’s use of ‘social capital’. Teacher’s World: Journal of Education and Research, 49 (2),99-107
In recent years, the application of digital technologies for learning purposes is increasingly discussed as smartphones have become an integral part of students’ everyday life. These technologies are particularly promising in the so-called “transition-in” phase of the student lifecycle when first-year students start to develop a student identity and integrate into the university environment. At that stage, most premature dropouts are observed, presumably due to a lack of self-organization or self-responsibility. Considering this, a mobile app to tackle insufficient student experiences, support learning strategies, and foster self-organization in the “transition-in” phase was developed. The research at hand proposes a generalizable success model for mobile apps with a focus on first-year students, which is based on the IS success model (Delone and McLean in Inf Syst Res 3(1):60–95, 1992) and analyzes those factors that influence student satisfaction with such an app, the intention to reuse the app, and—foremost—students’ learning effectiveness. The results indicate that learning effectiveness is determined both by the perceived user satisfaction and users’ intention to reuse, which are particularly influenced by perceived enjoyment but also system and information quality. Finally, design principles are derived to develop similar mobile solutions.
Details a study which emerged from work Prof Mary Stuart had presented at SRHE’s 50th anniversary where she began to reflect on how students’ experience of HE had changed over the last fifty years within the two policy narratives of massification and marketization. This developed into an institutional study. It acknowledges that the phrase ‘the student experience’ is used extensively, particularly by Higher Education Institutions themselves with an assumption that we all know what that means. But do we? Are we in agreement? And what about students – what do they understand it to mean and what is it for them? This study aims to explore how students themselves understand their experience.
Over the course of the previous two decades, successive governments have attempted to attract students from diverse backgrounds as part of an overarching ambition to widen participation in Higher Education (HE). As part of those efforts, there has been a proliferation of Further Education Colleges (FECs) utilised to meet those ends. In 2021, approximately 10% of – or c.137,000 – Higher Education (HE) students were enrolled at FECs which represents an important research area under the broad umbrella of UK HE. Based on semi-structured interviews with prospective first year student-participants, this paper sought to examine the reasons behind students’ decisions to study College Based Higher Education (CBHE) so as to better-understand and inform student recruitment, retention and success in this area. Twelve participants were selected from two FECs where those students were intent on studying for their HE. The findings revealed that students place substantial value in teaching standards and in the lecturers with whom they build relationships. These features are inextricably linked with broader feelings of community, belongingness and accessibility on the part of students which attracts them to study CBHE.
Social Justice themes have dominated education discourses over the decade of the 2000s with ideas ranging from equality in terms of gender, access to resources, teacher quality and the quality of students. These debates are not easily resolved and whereas concerns from policy makers and teacher-educators were often spotlighted, the opinions of teacher-trainees themselves were more or less absent from the discourse. This research sought to find out the views of teacher-trainees about their training experiences and how their interpretations of these experiences lead them to feel and act. This exploratory study therefore was conducted by collecting data from 41 third year teacher-trainees enrolled in a four year teacher training programme in Jamaica. Data was collected through two focus group interviews which were transcribed, sorted, coded and themes identified. The study was framed in the context of Rotter’s Locus of Control (1966) and Bourdieu’s (1977) Institutional Habitus. The main findings reveal that local students feel international students are treated more favourably; adequate learning resources are not always available (for labs especially) and some students are believed to be disadvantaged by lecturers because of how they speak and how they carry themselves (physical appearance). The researchers conclude that these are social justice issues that must be resolved to ensure a system that is built on the values of enabling rather than constraining. Key words: favouritism, exclusion, trainee-teachers, social justice, teaching quality.
As learning developers, our main role is to support students in developing their academic skills throughout their time at university. We are particularly interested in students’ transition into university and have developed a programme-specific pre-entry module within Blackboard Open Education to support undergraduate students with their transition into their academic programme of study. As part of a pedagogical research project for the Postgraduate Certificate in Teaching in Higher Education (PGCTHE), we have attempted to assess the value and impact of this pre-entry module. Our project employed a mixed methods analysis of a wide range of quantitative and qualitative data, including student conversion data (Quercus Student Records System); module engagement and completion data (Blackboard Open Education); student satisfaction data (Bristol Online Survey); value and impact data from key academic staff (semi-structured interviews) and students (focus group/semi-structured interview and Bristol Online Survey); and a thorough review of associated literature. We shared our preliminary findings at the Association for Learning Developers in Higher Education conference (ALDHE) in Exeter in April 2019. Our research has shown that, although student satisfaction is high with some indication of added value and a positive impact on the students’ transitional experience, these are self-reported and we thus conclude that this research would benefit from further exploration and more extensive student, stakeholder and platform evaluation.
This chapter explores one form of mentoring in higher education, namely the mentoring of students by their personal tutor. The role of personal tutor is taken on by members of academic staff and is typically focused on providing both pastoral and academic individualised support. Through a series of qualitative studies at a post-92 university, using focus sessions and interviews, I explore the relationship first-year students have with their personal tutors and how, in a competitive context, higher education institutions might seek to develop more positive student–personal tutor relationships.
Although higher education institutions (HEIs) tend to use traditional teaching formats, such as Lectures, this teaching strategy clashed with our commitment to a studentcentred approach. Using an action research approach, we sought to promote greater student engagement via the implementation of collaborative learning activities. Previous literature has found largely positive effects of collaborative learning on student engagement and attainment, the present study therefore sought to extend on this prior research to examine whether there were positive effects of collaborative learning on the student experience. A qualitative and quantitative module evaluation was carried out using a questionnaire designed specifically for the study. The sample consisted of 30, second year, undergraduate students, enrolled on a particular psychology module. The module evaluation was administered during the last class of the module. Data were analysed through use of thematic analysis and t-tests. Results found collaborative learning to have a positive effect on the student experience, the details of this effect will be discussed further.
Research on the ‘ideal’ or ‘good’ student tends to be situated within compulsory schooling. Few recent studies have focused on lecturers’ conceptualisation and construction of the ‘ideal’ university student. Informed by 30 in-depth interviews with lecturers from two post-92 English universities within the social sciences, we explore how the notion of ‘ideal’ student is understood in contemporary higher education. We focus on lecturers’ expectations of undergraduate students, as well as their views of the ‘ideal’ student in different teaching and learning contexts. We identified specific personal and academic skillsets that are desirable of students, including preparation, engagement and commitment, as well as being critical, reflective and making progress. The ability to achieve high grades, interestingly, is rarely mentioned as important. Implications for policy and practice are discussed as we present a much-needed update on the current features of the ‘ideal’ university student, which can influence student experience, especially the lecturer-student relationship.
In this article we explore the potential for attempts to encourage student engagement to be conceptualised as behaviour change activity, and specifically whether a new framework to guide such activity has potential value for the Higher Education (HE) sector. The Behaviour Change Wheel (BCW) (Michie, Susan, Maartje M van Stralen, and Robert West. 2011. “The Behaviour Change Wheel: A New Method for Characterising and Designing Behaviour Change Interventions.” Implementation Science : IS 6 (1): 42. doi:10.1186/1748-5908-6-42) is a framework for the systematic design and development of behaviour change interventions. It has yet to be applied to the domain of student engagement. This article explores its potential, by assessing whether the BCW comprehensively aligns with the state of student engagement as currently presented in the HE literature. This work achieves two things. It firstly allows a prima facie assessment of whether student engagement activity can be readily aligned with the BCW framework. It also highlights omissions and prevalence of activity types in the HE sector, compared with other sectors where behaviour change practice is being successfully applied.
Practitioners working to widen participation to universities in England are an increasingly important and professionally diverse group but surprisingly absent from the academic literature and lacking in access to bespoke professional development pathways in HE. In England current approaches within policy and research also tend to position them as gatherers of evidence with a mission to inform change rather than developing their capacity to be(come) agents of change in their own right. Drawing on the perspectives of three widening participation practitioners who had recently completed a research-based MA, this paper explores the opportunity that this provided to illuminate the complexities encountered in routine practice, contributing to positive change. Rather than being methodologically inferior, practitioner research emerged as highly complementary and in the case of WP its transformative potential is currently hugely under-tapped.
The possible connections between the physical form of a higher education institution and its effectiveness as a site for teaching, learning, scholarship and research have only become explicit, to some extent, from the mid-twentieth century. This may be thought surprising, not least in view of the large proportion of most institutional budgets devoted to creating and maintaining physical fabric. This lack of consideration is now being rectified from both theoretical and operational perspectives. Space and place – the latter conceptualised here as what people make of space – in higher education have come under examination in recent years from philosophical, sociological, pedagogic, architectural, and other perspectives. The conceptual breadth of these perspectives makes it difficult to analyse or to theorise convincingly in a general sense about physical space in higher education – to a greater extent, arguably, than for other overarching determinants of higher education outcomes. I present here some conclusions drawing on current understandings of the meanings of space and place in higher education; how they are seen as interacting (or not) with academic work; and what directions further work in this area might usefully take.
The purpose of this paper is to know the students' perception of tutoring in a university setting, in order to emphasize its importance in their training and also in the quality of higher education. The sample consisted of 300 students of Early Childhood Education and Primary Education of the University of Córdoba. A questionnaire was produced to know the more frequent objectives addressed in tutoring hours, to what extent these objectives are developed from the point of view of students and which area of academic advice they are related with (personal, academic or vocational advice). In order to achieve this, we have developed a comparative analysis to detect the potential differences between the average scores of different groups. The results confirm that students perceive tutoring as a complement to their subjects and as a part of their learning process, and not as a place for receiving personal or professional advice. It follows the necessity of action plans to improve the tutoring tasks in professors.
As Asia focuses on becoming a global educational hub, first-year experience (FYE) is commanding center stage. Studies have indicated that success in HE lies in its curriculum being academically, socially, and emotionally engaging. Therefore, a curricular review of the American Degree Transfer Program (ADTP) was conducted focusing on FYE practices in addressing the needs of first semester, transitioning students. This paper synthesizes two governing FYE theories, Kift (The next, great first year challenge: Sustaining, coordinating and embedding coherent institution-wide approaches to enact the FYE as ‘everybody’s business’. Keynote. 11th Pacific Rim first year in higher education conference: an apple for the lecturer, 2008) and Tinto (Int J First Year High Educ 3(1):1–8, 2012) in analyzing and reviewing the curricula. The key components of transitional skills, academic, and social initiatives were analyzed in a quantitative and qualitative mode. A t test analysis indicated that the current practice was significantly different (t = −7.31, p < 0.05) from the ideal practice with a large effect size (Cohen’s d = 1.3). The qualitative evaluation of the current practice revealed that the strengths of the program were in its academic and social initiatives, however, weak in its transitional skills support. Simplified, it is imperative that efforts are continuous in refining the curriculum to meet students’ needs, engage students academically, socially, and emotionally for first-year student’s success.
This study explores the changes in Computer Science (CS) students’ self-efficacy between entering study and the end of first year of university. It aims to give course leaders insights into the everyday challenges that affect students’ academic achievement and persistence into second year. The paper begins by proposing that the way CS is taught, the gender imbalance on CS courses, and the experience of the key transitional year into university might influence CS students’ non-continuation. It adopts an academic buoyancy conceptualisation of resilience. Acknowledging the scarcity of instruments covering CS students’ transition to university, the development of a new 20-item questionnaire is described, based on CS students’ own contributions of the challenges they faced during first year. The instrument is administered twice in one session to the same cohort. Analysis of paired responses indicates a loss of confidence to overcome challenges in most aspects, particularly staying motivated to study.
This article offers a review of the DARE as it operated in University College Dublin (UCD), Ireland from 2010 to 2013. This DARE scheme allows applicants to provide details of their disability and its impact on their education, with a view to competing for specially allocated places on their programme of choice, should they not receive an offer of a place based on the merit of their Leaving Certificate Second Level examination results. This article provides an overview of the DARE scheme and a detailed analysis of the profile of students who applied and were eligible for the DARE scheme, and accepted a place in UCD, between 2010 and 2013. It details how these students have progressed and how their educational outcomes compare to that of the general student body as well as making recommendations for the improvement of the scheme.
El libro Claves innovadoras para la prevención del abandono en instituciones
de educación abierta y a distancia: experiencias internacionales,
editado al cuidado de la Universidad Abierta Para Adultos, UAPA, de
la República Dominicana, en colaboración con la Asociación Iberoamericana
de Educación a Distancia, AIESAD, constituye un marco en la
literatura que muestra las estrategias concretas adoptadas en diferentes
universidades para la prevención del abandono: UNED de España, CEDERJ
en Brasil, UAB en Portugal, UNAM de México, UNED de Costa
Rica, Anadolu de Turquía, Universidad Santo Tomás de Colombia,
UAPA de República Dominicana y la Universidad Técnológica Nacional
de Argentina.
Each One Teach One is a course where students teach each other their languages and cultures in authentic and engaging environments. The course is based on the Tandem concept, and it has been included in the course of selection of Tampere University of Applied Sciences (TAMK) since 2013. This paper describes how the course was planned, how it has been implemented, and how it could be developed in the future.
Transition to Higher Education has been the subject of an increasing number of studies in recent years due to the importance of retention rates and the impact that poor transition has on students' success. Most of the transition literature focusses on the need for students to develop a social and academic identity and acquire appropriate independent learning skills. When the student body was more homogenous in terms of educational experience, academic level and family background, and when becoming a student meant living away from home, all of these issues were more easily addressed. However, with a much more diverse student body, many of whom do not leave home but commute to campus on a daily basis whilst retaining part-time jobs, the previous models of transition are becoming harder to implement. It is vital that Higher Education Institutions develop a clearer understanding of the factors affecting transition for such commuter students in order to develop pedagogic approaches and interventions that can ease their transition into Higher Education.
This article presents a semiotic analysis of the student perception of learning outcomes in British higher education. It centres on three annotated images in Frank Furedi’s article “The Unhappiness Principles”, published in Times Higher Education in 2012. Drawing upon Peircean semiosis and iconicity, it provides a rhetoric-infused interpretation of the word–image complementarity exhibited in student participants’ written commentaries on the three images. This leads to a dialectical view of formative and summative assessment, in which process and product create each other through the same continuum of learning and teaching. In highlighting intellectualism as central to the ethnography of university life, this article argues that learner autonomy and the potential for transformation is deemed essential to the student experience in higher education.
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