A comparative study of the perceptions of professional staff on their contribution to student outcomes
AffiliationUniversity of Chester
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AbstractThis journal articles examines the perceptions of professional staff on their contribution to student outcomes.
CitationJournal of Higher Education Policy and Management, 2014, 36(5), pp. 533-545
PublisherTaylor & Francis
DescriptionThis is an Accepted Manuscript of an article published by Taylor & Francis Group in Journal of Higher Education Policy and Management on 14/8/2014, available online: http://www.tandfonline.com/10.1080/1360080X.2014.936093
CollectionsLearning and Teaching Institute
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The BME student experience at a small northern university: An examination of the experiences of minority ethnic students undertaking undergraduate study within a small northern universityDavies, Chantal; Garrett, Matt; University of Chester (University of Greenwich, 2012-06)This article discusses a small-scale study exploring BME student experiences at a small northern England university using focus groups and interview data. The findings were based on the themes of belonging and segregation, academic and social experiences, differential treatment and equal opportunities, and early education and employability.
What are University of Chester staff perceptions of the role of Chester Students’ Union in relation to the student experience at Chester?Webb, Paul; Hodkinson, Ruth (University of Chester, 2013-06)Research suggests that Students’ Unions (SU) role has changed over the years. Historically, SUs were viewed as political and debating organisations and then moving far more towards extracurricular and commercial areas. This attracted negative press and has resulted in the work of SUs not always being portrayed as positive or professional. Research suggests there has recently been a shift by SUs to re-establish their core role of representation. This is due to a number of factors including, National Students Survey (NSS) and National Union of Students (NUS)/Quality Assurance Agency (QAA) initiatives encouraging far more emphasis on student experience whilst working in partnership with their Universities to ensure the student voice is heard through their SUs. This research has undertaken a qualitative approach, using semi structured interviews with 8 University of Chester staff (UoC) staff to gauge university staff perceptions of the role of Chester Students’ Union (CSU) and how this contributes to student experience. Findings from these interviews suggested staff were aware of the role of a SU and the core role of representation. However when questioned about the existing working partnership with CSU their knowledge was fragmented and relied on professional/personal experiences rather than overall awareness. Commercial and social aspects of the role of CSU were far more apparent. The role of representation was noted as being ineffective. If SUs are only being observed by their universities for their social activities rather than a professional partner within student experience this could have negative results for funding and functions of SUs in future. Recommendations have been made to address issues of effective engagement of students, representation and partnership working with the university. This will be addressed with an implementation plan presented at strategic planning meetings.
Every Student use of iPads: A Vade Mecum for Students' Active LearningWhalley, W. Brian; France, Derek; Mauchline, Alice; Welsh, Katharine E.; Park, Julian R.; University of Sheffield, University of Chester, University of Reading (Cambridge Scholars, 2017-01-01)The iPad has evolved into a very capable computer with high processor power, enhanced screen resolution, and good battery life. However, this capability is still largely untapped in higher education by students or staff where there is still reliance on a Victorian higher educational system; that is, content delivery by lectures and assessment by examination. Massive Open Online Courses (MOOCs) are, mostly, a modernisation of such content delivery. However, active learning , coupled with increased availability of cloud services and iPads/smartphones, provides opportunities for students to use practical mobile devices anywhere. Such ubiquity allows tutors to promote active learning in any location, even in the lecture theatre. We examine some of the practicalities and pedagogy behind this trend and suggest ways in which students’ educational experiences are enhanced via active learning with iPads, whether cloud linked or not. Involved, active learning promotes digital information and literacy skills into the curriculum as well as integrates knowledge bases via an Internet of Everything. Moreover, employability skills can be incorporated into the learning experiences and the personalisation of iPads can accommodate the needs of students with mobility and specific difficulties. Tutors seem reluctant to use iPads in educational environments. We expect this to diminish as students become empowered to use smart-cloud technologies to promote their educational needs. The iPad and its kin can be thought of as a vade mecum, enhancing everyone’s learning in a fourth dimension and can fit into modern pedagogies.