The Affective Aspects of Student Attainment: Aspects of Love Debra - - PowerPoint PPT Presentation
The Affective Aspects of Student Attainment: Aspects of Love Debra Cureton The University of Opportunity Overview Will consider: the role that students psychological contract plays in learning relationships and student engagement
The University of Opportunity
The University of Opportunity
University
faculties
University
– 40% part time students – 40% mature students
are first in family
a 25 mile radius
from minority backgrounds
up minority groups
success of students key strategic goal
Draw on the work of three UW programmes
Attainment
Enhancement Programme Underpinned by work on student success, retention and BME student experience:
Institutional work into student success and BME student experience:
experience
success
DISA: Disparities in Student Attainment
Research Stream 1: Institutional Data
Identifying modules with no disparity – highlighting good practice
Research Stream 2: Student Data
What students say help or impede their achievement
Research Stream 4: Dissemination Good Degree Guide, Vox Pops, Postcards, Framework, Methodology Research Stream 3: Action Research with Staff
Evaluation of interventions identified by staff to eradicate the gap
Funded by
strategic change that impact on:
– Retention – Success – belongingness
in their first year of study
students consider withdrawing (HESA 2009-10)
– Clear assignment briefs – Assignment processing – Lecture Capture
– Sports – Bio Medical Science – Art and Design
Psychological Contract
to disengagement, low productivity, decreases in satisfaction, lower
(Rousseau, 1996)
to HE first year experience.
– engagement, satisfaction and retention (Bryson, et al 2011) – Student relationship with University are not passive and consumerist (O’Toole & Prince, 2014)
Definition of Psychological Contract
Psychological contract is the unconscious expectations of an individual that relates to how they anticipate they will be treated by the
with (Rousseau, 1996) in other words the unspoken, emotionally based rules of engagement (Cureton, 2015)
Belonging
compulsory education and in the US (Hoffman, et al 2002, Goodenow 1993)
– Recognises belonging on two levels: to the classroom and to the organisation
– Wenger (1998) communities of practice – investment in academic related activities (Martin & Dowson, 2009; Tinto, 2006; 2007 & Lee and Robbins, 2000) – Student success (Thomas, 2012)
Definition of belonging
‘Students’ sense of being accepted, valued, included, and encouraged by
academic classroom setting and of feeling oneself to be an important part
More than simple perceived liking or warmth, it also involves support and respect for personal autonomy and for the student as an individual. (Goodenow, 1993, p.25).
Cultural and Social Capital Psychological Processes
Relationships
– One to one – In lecture settings
approaches
Staff Inclusive, respecting student prior experience, recognizing individuality. Students Good relationships Respect Communicate recognizing individuality.
– Success – Engagement – Retention
– Pre-expectations of HE
– Managing Transitions – How to be successful in HE
– Understanding the ‘Good Degree’ DiSA Videos
www.wlv.ac.uk/DiSA
Thomas (2012)
through several factors:
– supportive peer relations, – meaningful interaction between staff and students, – developing knowledge, – confidence – identity as successful HE learners – an HE experience relevant to interests and future goals.
Cousin & Cureton (2012)
– at peer – faculty – Institutional level
– There is an interplay between developing student identity, psychological contract and developing sense of belonging.
students categorised as BME & their white counterparts
– Perceptions of their own engagement – Self reported self confidence – Perceptions of their sense of belonging
– Level 4 point of entry, – Level 4 before Christmas – Level 4 Easter
– Greater sense of belonging on smaller campuses – Greater sense of belonging where students have a ‘home building’ – Ethnicity differences in belonging are present at levels 4, 5 & 6
informative
– Product – Process – Useful examples – Marking criteria – What markers will give points for/ are looking for
– to a student audience – to the subject matter
place
contacts
University of Wolverhampton
Principle Investigator
Wolverhampton Project Lead
Action Research Cycle
Project Worker
Project Advisor Coventry University
Coventry Project Lead
Project Manager
Project Advisor
Project Advisor External Evaluator
Roehampton University
– Debra Cureton – Project Lead – Alex Hopkins – Dean of Academic Practice – Jon Elsmore – Dean of Students – Ann Gough – SU (CEO) – Hannah Cooper & Zoe Harrison, SU VPs - Academic – Kay Biscomb – Head of the Institute of Sport – Crispin Dale – PL Academic Faculty of the Arts – Chris Williams – PL Academic Faculty of Science and Engineering
– Faculty of the Arts
– Faculty of Science and Engineering
– Faculty of Education Health and Wellbeing