Beyond the ‘Physical Campus’

1. Virtual spaces where staff/and or students interact outside of formal ‘working hours’

All SHOOC Up
David Eddy – Sheffield Hallam University

A SHOOC® is a Sheffield Hallam Open Online Course. An initiative which has its origins in the Allied Health Professions Department and enshrines the following principles:

– free, open access, online course;
– open content (available to recycle and re-purpose) providing the spark for learning conversations;
– an active, engaging, professionally facilitated learning experience;
– authentic online tasks within an integrated reward and recognition pathway;
– wherever possible, maps a route into achievement of credit.

The underlying philosophy for these courses ‘It’s all about the conversation.’
SHOOCs are the first examples of SHU offering open, online courses at scale and provide a degree of reciprocity in terms of re-packaging and re-deploying learning resources to enhance campus based F2F and blended learning provision. They also provide a fertile testing ground for application of new technologies, different learning philosophies and approaches to learning design, enhancing the skillset of staff and providing a rich source of CPD.

Within the SHOOCs we operate as facilitators of learning, in the ‘borderlands’ or at the porous edges of what might previously have been regarded as the rigid confines of the university. Working in and with global, connected communities of practice, generating, co-creating, sharing and disseminating knowledge through learning conversations.1
Drawing upon aspects of literature from the open education movement and published work about Massive Open Online Courses, this presentation will illustrate how the use of SHOOC’s is ‘shaking up’ traditional delivery models at SHU and how we engage with learning communities.
References
1.
Middleton, AM, Barnes, L, & Eddy, D.(In Press) Pushing at an apparently closed door: A case study of the EPCC MOOC and institutional agility in the open.
Open Education: International Perspectives in Higher Education.

Can mobile technology enhance the placement learning experience for nurse educators, mentors and students by offering effective support at a distance?
Sarah Burns and Nikki West – Sheffield Hallam University
Rebecca Sanderson – St Andrew

In this paper we will explore the use of Google hangouts as an alternative to direct contact with students on long distance placements. The paper will consider the viewpoints of all involved within the placement experience and explore collaboratively if Google hangouts can be used as a suitable alternative to facilitate and increase interaction between the three parties (link lecturers, mentors and nursing students) during placement experiences.
Placement experiences by their very nature offer learners and educators the opportunity to engage in an experiential learning process (Kolb 1967) key to this is the use of reflective discussions to support the transition of theory into practice; of which the three way learning experience between link lecturer, student and mentor is essential. Key literature will be explored surrounding the link role with mentors and students, which suggests students value the influence of link lecturers on practice placement experience will be explored, with Andrew et al (2008) highlighting the need to recognise the impact of stress on learning styles and learning capacity whilst students are on placement. This offers an insight into to role of the link lecturer to support mentors and students to engage in active learning whilst on placement rather than simply being present, suggesting contact is essential to the learning and teaching process.
There is also a suggestion that learners lack of contact with academics whilst on placement is often due time constraints (Andrews et al, 2006). This may be of interest as the placement landscape within Learning Disability Practice is ever changing and placement provisions are becoming more diverse. The drive for those with Learning Disabilities to be better supported within communities, close to family and loved ones, under the “homes not hospitals” agenda (2015), is likely to increase the range of placements students’ access and will a cover a wider geographical area.
Google hangouts is a web based communication tool which can be accessed via a Gmail account, it enables remote communication between up to ten participants at any one time, all of whom can be in separate locations. The tool can be downloaded to a range of devices as an App, and has no cost implications for students or mentors in practice. Google hangouts offers the opportunity to use video calling with multiple participant, this could be more beneficial than voice calling as it gives an opportunity for interaction face-to-face despite distance.
The paper will be based on a pilot study conducted by the presenters (Link lecturer, Mentor, and student) and will explore the efficiency, advantages and disadvantages of using Google hangouts as a mode to support students whilst on placement. 
Key terms
link lecturer- academic nurse educator assigned to support placement area
Mentor- Nurse who has completed NMC recognised mentorship training, supports and assess student nurses in practice.

Developing a digital campus: implications for cultural change
Dr Phil Gravestock, Paul Towers and Jon Rhodes – University of Wolverhampton

The University of Wolverhampton has set out a vision, to create a ‘digital campus’ which will enable students, staff and stakeholders to use relevant data and information, including provision of tools that will allow staff and/or students to interact flexibly in terms of time and location. The creation of a digital campus marks a step change in how technology is perceived and governed. It also provides a rich and exciting platform that ensures that all students at the University of Wolverhampton, no matter what their background, are provided with the opportunities and support necessary for them to achieve within the higher education environment. The aim of this transformation programme is to create a virtual campus without boundaries, to connect people, to have impact on the physical campus and enable more effective learning and teaching. The Foundation Projects include: Student Portal, Apps Anywhere, and a new Virtual Learning Environment (VLE). The VLE project is transformative in that the University has had its own home-grown VLE (WOLF: Wolverhampton Online Learning Framework) for many years. A huge cultural change is therefore required in the way that members of staff perceive the use of the VLE and how students can interact with this system.
This short paper will discuss the way in which the introduction of the new VLE will provide an opportunity to evaluate pedagogic practices in different disciplines, and enable discussion about how technology may be able to support and enhance some of these practices and support the development of students with skills appropriate for the digital age (e.g. Kukulska-Hulme, 2012; Lai, 2011; Zhu, 2015). This approach is similar to the ‘Pedagogy First’ methodology used at Sheffield Hallam University (Glover et al., 2016), and participants will be able to evaluate the relevance of this approach in different institutional contexts.
References
Glover, I., Hepplestone, S., Parking, H.J., Rodger, H. & Irwin, B. (2016) Pedagogy first: realising technology enhanced learning by focusing on teaching practice, British Journal of Educational Technology, doi: 10.1111/bjet.12425.

Kukulska-Hulme, A. (2012) How should the higher education workforce adapt to advancements in technology for teaching and learning? The Internet and Higher Education, 15(4), pp.247-254.
Lai, K.-W. (2011) Digital technology and the culture of teaching and learning in higher education, Australasian Journal of Educational Technology, 27(8), pp.1263-1275.
Zhu, C. (2015) Organisational culture and technology-enhanced innovation in higher education, Technology, Pedagogy and Education, 24(1), pp.65-79.

Education without walls: accessible education for work-based professional practice
Ciaran Hurley and Sara Morris-Docker – Sheffield Hallam University

Our work based learning module used a range of collaborative teaching and learning strategies. We liaised with library staff to digitise papers and ensure texts are available as ebooks so that distance learning students has easy access to materials. We used Blackboard Collaborate for real-time conversations with students who live far from Sheffield. We overlapped selected content from the classroom with Collaborate sessions. We used message boards to engage those who weren’t able to use Collaborate and we presented learning materials in a range of media including screencasts, audio files, slideshows and documents.
We will talk about the design of a module delivered in taught and distance learning modalities. Learning materials and environments for taught contact come with their challenges and DL has others. Research and literature highlights a number of relevant issues. When off-campus, work based learning students reported virtual learning environments as enhancing experiential learning, some used a virtual learning environment to access information but not to interact, engagement was comforting during early periods of WBL but diminished as confidence grew, engagement with virtual learning environments was a low priority compared to work placements & writing assessments (Hramiak 2007). Distance learning students valued flexibility and independence (which we feel are prerequisites for success in distance learning), experienced a small range of teaching styles & would have valued more and would have liked more organisation and “reasonableness” from teaching staff supporting them (Schrader et al 2004).
Participatory design, including target audience and commissioners, and significant critical review of technical details before launch are ideals for the design stages of distance learning materials (Lockee et al 2002)
When the so-called “free market” is idealised to the point of rarefaction, all UK university leaders and employees must work with the reality that courses designed in isolation from commissioners and students will lead indirectly to poor student satisfaction. This university is offering a growing number of distance learning opportunities and we hope to share our experience of one, for better and worse, and follow this with a collegial and open discussion.
References
HRAMIAK, A. (2007). Initial evaluation and analysis of post graduate trainees use of a virtual learning environment in initial teacher training. Electronic Journal Of Elearning, 5 (2), 103 -112.
LOCKEE, B.; MOORE, M.; BURTON, J. (2002) Measuring Success: evaluation strategies for distance education Educause Quarterly 1: 20-26
SCHRADER, M. A.; GOULD, R. A.; LOHSE, B. A.; SHANKLIN, C. W. (2004) Evaluation of learning style and cognitive behaviors of students enrolled in a distance dietetic program Journal of the American Dietetic Association 104 (8) (supplement) 40

Inclusivity – Flexible Learning to integrate distance learning and face to face students on a technical module
Paul Crowther – Sheffield Hallam University

One of the issues raised by distance learning students is that they feel ‘forgotten’ and are not treated like ‘real’ students often being left to work through material with relatively little interaction with academic tutors. The situation is exasperated when it is a technical module involving the use of specialist software packages. On the other hand, face to face students have traditionally been subject to an instructor led and designed classes (McGarry et al, 2015). In this paper I will demonstrate the integration of students studying by distance learning with those studying face to face on Logical Database Development, a level 7 module on MSc Information Technology Management.
I will call into question the term ‘distance learning’ as being an anachronism. Courses should be called ‘flexible’ as this gives distance learners a feeling of belonging while allowing flipped classroom approaches to be used with the face to face students. Delivery is via screencasts of lectures for the theoretical component and ‘how to’ sessions for the technical aspects. Traditional tutorials are used for the face to face students while Collaborate is used to provide an equivalent experience for the ‘distance learning’ students. One important aspect is to have downloadable versions of software to allow students to complete the practical components.
This design and delivery method incorporates the six pedagogical ideas are identified by Ryan and Tilbury (2013): learner empowerment, future-facing education, decolonising education, transformative capabilities, crossing boundaries and social learning. The flexible delivery of the module promotes experimentation, collaboration and inclusion.
The techniques and tools used to build an integrated flexible learning environment for a technical postgraduate computing module will be demonstrated. The reaction of both distance learning and face to face students obtained from the module questionnaire and a qualitative review will be presented.
References
McGarry, B.J., Theobald, K. Lewis, P. A. and Coyer, F. (2015). ‘Flexible learning design in curriculum delivery promotes student engagement and develops metacognitive learners: An integrated review’, Nurse Education Today, Vol 35, pp 966-973.
Ryan, A., & Tilbury, D. (2013). Flexible pedagogies: New pedagogical ideas. UK: The Higher Education Academy. Available at https://www.heacademy.ac.uk/sites/default/files/resources/TEL_report_0.pdf Accessed 19/02/2016

Re-thinking Learning Communities: Using Google+ to invigorate the curriculum and engage learners.
Natasha Taylor – Sheffield Hallam University and Will Roberts – Oxford Brookes

This paper details an explorative and experimental project based in the Faculty of Health and Life Sciences at Oxford Brookes University. It is an example of how a virtual space can be used to support and develop a strong and dynamic learning community in which staff and students work alongside to co-produce learning resources to enhance campus-based learning activities. It is likely to be of interest to colleagues who have experienced difficulties with student engagement in virtual learning environments, and those who are interested in developing more dynamic lecture programmes.
The aim of the initiative was to explore how the connective, democratic, interactive and constant accessible qualities of Web 2.0 can be better utilised to engage students in their learning and contribute to their development as digital citizens. Drawing on the well established theories of communities of practice and situated learning (Wenger 1998, Wenger et al 2002, Lave 1991), a new teaching model was introduced for students on the Global and Cultural Studies module on the Sport, Coaching and Physical Education degree. The module is a 12 week module using face to face and online learning to engage students in the critical and discursive debates located in Sport and Physical Culture in a globalised, neoliberal society. Google+ was used as the main teaching and learning environment, requiring students to engage as active participants and co-producers of the learning resources, rather than passive consumers of content. They were encouraged to find and share relevant resources and use them to debate and explore key questions with their peers; face to face sessions were then designed to respond to and exploit the student-generated content. Much of the online activity took place outside of formal timetabled hours.

The initiative was evaluated via discourse analysis of the Google+ environment and in-depth interviews with students. We will present the themes which emerged from the analysis and share the barriers, enablers and impact stories with delegates. Ultimately, we conclude that the Web 2.0 tools can be used to manage and facilitate a vibrant and dynamic flow of people and information in a way that linear discussion boards and chat rooms cannot; we suggest that this reorients pedagogic practice around the emergent idea of ‘chaordic’ communities of practice that serve to develop digital citizens.
References
Wenger, E., 1998. Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
Wenger, E., McDermott, R. and Synder, M. W., 2002. Cultivating communities of practice: A guide to managing knowledge. Harvard: Harvard Business School Publishing.
Lave, J., 1991. Situating learning in communities of practice. In: L. B. Resnick, J. M. Levine and S. D. Teasley, eds. Perspectives on socially shared cognition. Washington, D.C: American Psychological Association.

Using the virtual classroom to increase networking and collaboration between students and professionals
Sarah Stables – Sheffield Hallam University

Wardbook is an award winning innovation which uses social media as a platform to enable professional communication and collaboration between practicing midwives and students (RCM 2015). By harnessing the powerhouse of social media within higher education and a local NHS Trust traditional methods of face to face teaching and interacting at routine times have been challenged. Wardbook opposes traditional methods of collaboration between professionals and students in two ways; firstly, by offering a virtual space for students to cultivate professional networks, thus increasing employability opportunities. Networking by students is facilitated by having the ability to directly and easily communicate with all levels of the senior midwifery team within the Trust at any time. Secondly by giving senior students a virtual classroom to facilitate and take ownership of monthly online web-chats between professionals and students. This process involves the student posting a pre-selected research paper onto the site for hour long peer to peer discussions during evening hours.
There is increasing evidence that social media is an effective pedagogy tool which helps students develop a better understanding of communication, professionalism and ethics (Scmitt et al 2012, Peak 2014). With this in mind social media within higher education has given way to the enormous potential for innovation whilst improving links between student placements and the university.
This model of learning has given qualified midwives and students a safe virtual environment for collaborating on complex problems as a team, whilst not within the traditional hierarchy. Evaluation of Wardbook has been performed by using anecdotal discussion and descriptive statistics of the numbers and types of participants.
This project is easily transferable and will be of interest to anyone who wishes to have better integration between professionals and students.
References
Peak J (2014)
Social Media in Nursing Education: Responsible Integration for Meaningful Use. Journal of Nursing Education • Vol. 53, No. 3
Scmitt T.L, Sims-Giddens S, Booth R.G (2012) Social media use in nursing education. The Online Journal of Issues in Nursing, 17(3).  Available at: http://nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-17-2012/No3-Sept-2012/Social-Media-in-Nursing-Education.html
Sheffield Hallam University (2015) Hallam University Midwife Wins Top National Award. Available at: http://www.shu.ac.uk/mediacentre/hallam-midwife-wins-top-national-award?filter=Health


2. Places of work (work-based learning, placements, part-time study, employers on campus)

A flipped learning model for TESOL pre-service teacher education students
Helen Thompson and Marion Engin – Sheffield Hallam University

ESOL teachers need to have a high level of language awareness and an understanding of language teaching methodology. This can be a challenging prospect for undergraduate students at the beginning of a pre-service teaching course who have limited or no observation or teaching experience. Classroom time is inadequate to prepare students for both the theory and the practice. To overcome this challenge, the teaching team decided to develop a flipped learning model.
The aim of this session is to share our experiences of incorporating the flipped learning model in a cross-departmental undergraduate TESOL module. A flipped learning model allows students more control over “time, place, path and/or pace” (Staker & Horn, 2012, p.3) and is “a pedagogical approach to blended learning in which the typical activities of classroom lectures followed by homework in traditional teaching procedures are reversed in order, and often supplemented or integrated with instructional videos” (Hung, 2015, p. 81).
In the Foundations in TESOL module students were expected to watch videos, do on-line quizzes, complete guided reading tasks, and participate in virtual discussions out of class. In-class time was spent on exploratory and experiential learning tasks with time for discussions and feedback. Student evaluation was mostly positive and highlighted the effectiveness of screencasts, videos and on-line quizzes.  However, teachers identified a need for more explicit initial orientation to the approach, as well as regular reminders and a more direct link between flipped learning tasks and in-class activities.
This session will be of interest to all staff who are looking for ways to maximise classroom time for interactive and experiential activities
References
Hung, H.T., 2015
. Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning28(1), pp.81-96.

Staker, H. and Horn, M.B., 2012. Classifying K-12 Blended Learning .Innosight Institute.

Cultural studies to sport coaching in Spain – students co-present to share the development of their intercultural employability skills
Rachel Bower, Peter Jones and Rhys Simmonite – Sheffield Hallam University

This paper is of interest to colleagues seeking creative and innovative collaboration to open up international opportunities in their course specialism.
This paper explores students’ unique experience of combining their course specialism with cultural awareness and language skills development to transform in just 20 weeks from complete beginner in Spanish to employment as a sport coach in a Spanish school, enabled through a cross-faculty collaboration between the Languages & Cultures subject group in Sheffield Business School and the Academy of Sport and Physical Activity in the faculty of Health and Well-being.
Current BSc (Hons) Sport Development with Coaching students will explain how their learning and experience in the Languages and Specialist Cultural Studies module developed their academic research skills in other languages, their cultural awareness, and their motivation and confidence to gain professional experience not only outside of the classroom, but outside of the UK.
This paper presents a theoretical understanding of these students’ cultural intelligence development to widen their future opportunities.
Drawing upon Earley and Ang’s (2003) Cultural Intelligence theory, this paper analyses these students’ metacognitive, cognitive, motivational and behavioural Cultural Intelligence capabilities (Van Dyne, Ang & Koh, 2008: 17) to apply their course specialism knowledge and skills in an international environment or in multicultural teams in the UK or abroad.
Gundykunst (2004) identifies subjective constructs (cross-cultural communication apprehension, anxiety, uncertainty, participation in cultural activities) which may hinder an individual’s cultural intelligence development.
Studies by Black, Mendenhall & Oddou (1991); Caliguiri, Hyland, Joshi & Bross (1998); Kraimer, Wayne & Jaworski (2001); Ones & Viswesvaran (1997); Takeuchi, Yun & Tesluk (2002) suggest that Cultural Intelligence can lead to outcomes in terms of performance (including communication, task performance, and team-working) and cultural adaptation (well-being, work and interactional adjustments) (Ang & Van Dyne, 2008: p10-11).
References
ANG, S., & VAN DYNE, L., (2008),
Conceptualization of Cultural Intelligence: Definition, Distinctiveness and Nomological Network. In: Ang, S., & VAN DYNE, L., (2008), (eds.). Handbook of Cultural Intelligence, Theory, Measurement and Applications
, New York: M E Sharpe Inc., 3-15.
BLACK, J. S., MENDENHALL, M. E., & ODDOU, G., (1991), Toward a comprehensive model of international adjustment: An integration of multiple theoretical perspectives. Academy of Management Review, 16, 291-317.
CALIGUIRI, P. M., HYLAND, M. A. M., JOSHI, A., & BROSS, A. S., (1998), Testing a theoretical model for examining the relationship of family adjustment and expatriate’s work adjustment, Journal of Applied Psychology, 85, 835-847.
EARLEY, P.C., & ANG, S., (2003), Cultural Intelligence: Individual interactions across cultures, Palo Alto, CA: Stanford University Press.
GUNDYKUNST, W. B., (2004), Bridging Differences, Thousand Oaks, CA: Sage
KRAIMER, M. L., WAYNE, S. J., & JAWORSKI, R. A., (2001), Sources of support and expatriate performance: The mediating role of expatriate adjustment, Personnel Psychology, 54, 71-99.
ONES, D. S. & VISWESVARAN, (1997), Personality determinants in the prediction of aspects of expatriate job success. In Z. Aycan (Ed.), New approaches to employee management (pp. 63-92), Greenwich, CT: JAI Press.
TAKEUCHI, R., YUN, S., & TESLUK, P.E., (2002), An examination of crossover and spillover effects of spouse and expatriate adjustment on expatriate outcomes, Journal of Applied Psychology, 87, 655-666.
VAN DYNE, L., ANG, S., & KHO, C., (2008), Development and Validation of the CQS The Cultural Intelligence Scale. In ANG, S., & VAN DYNE, L., (eds.). Handbook of Cultural Intelligence: Theory, Measurement and Applications, New York: M E Sharpe Inc, 16-38.


Making laboratory experiments remotely accessible
Alexander Kalashnikov, Hongwei Zhang, Jo Jennings and Misko Adramriuk
Sheffield Hallam University

Conducting laboratory experiments is an essential part of the educational process in engineering, scientific and technological fields. Existing space, costs and staffing constraints usually result in students conducting the experiment in groups rather than on their own, sometimes before the underlying theory was presented at the lectures, and quite limited lab access time and difficulty rescheduling replacement or catch up sessions. Many laboratory experiments require preliminary safety inspection of the setup and sometimes even supervision which may impact throughout by qualified staff due to the associated dangers. These experiments are commonly “lightened” in order to ensure that the equipment stays well within its safe operating limits, but also reducing the scope for free hand exploration.

On the other hand, software simulators are safe, accessible from almost any computer at any time, and run unattended. Unfortunately, they cannot provide real hands on experience.

Our goal is to combine the safety and accessibility of software simulators with real laboratory equipment by providing online video feed of lab equipment controlled remotely over the Internet. This development is based on the previously completed project (http://ak2015.uk/b/) and is supported by the teaching enhancement fund (funding will be used to build the setup using newer components and reward the student volunteers with vouchers for testing the system and commenting on their experience).

The project employs single board computer (SBC) Raspberry Pi 3 acting as the Internet web server which supplies the video feed and provides the remote user with the interface to control the relevant lab equipment. When the user alters any controls, the SBC adjust settings for the laboratory equipment accordingly so that the user can observe the effects of the change in real time. As the setup is pre-assembled and unsafe values are blocked by the SBC, the setup can run safely unattended.

Meeting the needs of the local workforce beyond the physical campus – a visionary idea that became a reality
Theresa Baxter and Myles Butler – Sheffield Hallam University

This paper will discuss a unique delivery of pre registration Occupational Therapy and Physiotherapy programmes which has taken place in partnership with NHS Trusts, Local Authorities and commissioners of health education. These programmes are located within the practice setting, embrace widening participation and provide an accelerated route into professional practice. The students are recruited from a pool of support workers, the classroom delivery is provided by practitioner lecturers employed by the local NHS organisations and the courses are managed by course leads from SHU. The students attend full time but remain employees of their organisations throughout their training. Concurrent learning takes place with the students attending class two days a week and going out into placement in clinical settings on the remaining three days. These courses reflect the key elements of deep learning; intrinsic motivation, active learning, interaction with others and a structured knowledge base (Gibbs, 1992). Therefore, the design of the courses focuses on the learning needs of the students and this creates an active learning environment where the physical space becomes a secondary factor to the deep learning experience taking place within the space. NSS ratings remain constant at 100% with students feeling well supported; valuing the opportunity to study locally and to be taught by expert clinicians. Most of the graduates remaining in their original county localities proving continuity of care. A true ‘grow your own’ concept.
The benefits to the local health and social care organisations are significant in maintaining a qualified and loyal workforce, who continue to support the programme. Risks are acknowledged in terms of utilising clinical practitioners to deliver modules in so much as their priority is to deliver a service to patients.
However, the belief in the programme in producing future practitioners to join the local workforce is seen as an investment worth making in time and resources.

‘There’s nothing you won’t know, but you can’t know until you get there’
Judy Redman and Heidi Cheung – Sheffield Hallam University

Learning ‘beyond the physical campus’ is an established requirement for students of professional qualifications in health and social care; the more recent drive to enhance graduate ’employability’ has expanded the range of courses offering placement experiences.
Students’ perceptions of placement learning can be central to their satisfaction with the university experience (Hamshire et al, 2012).  Appropriate preparation for placement is crucial to student’s ability to make best use of such opportunities (Rindflesch et al, 2013).
The Placement Learning Experience and Student Expectations (PLEASE) project was prompted by student evaluations and the 2014 NSS. These indicated that efforts across the Faculty of Health and Wellbeing to provide tailored placement preparation had not consistently resulted in students reporting feeling fully prepared for placement learning.

The PLEASE study has followed two linked phases. In phase one, exploratory discussions with uni-disciplinary focus groups comprising, 110 students from 16 subject groups across the Faculty were conducted during 2015. Phase two involves a questionnaire survey of students enrolled on programmes containing a placement learning experience. Taking place in stages to avoid coinciding with the 2016 NSS, this will be complete by the end of May 2016.
Analysis of Phase 1 data revealed broad satisfaction with placement learning experiences. Two themes – timing of placement information and responsibility for placement preparation – suggested diverse factors impacting on students’ ability to prepare and feel emotionally ready for placement.  These themes were evident across student groups, whatever the course of study on which they were enrolled.  Emerging data from Phase 2 mirrors findings from Phase 1.
Awareness of factors influencing students’ perceptions of what makes them ready to learn ‘beyond the physical campus’ will be critical to continual enhancement of student satisfaction with the university experience.
We anticipate that colleagues will be able to take away the following reflection points:

  • how to manage student expectations and experiences of preparation for placement
  • what guidance to offer students that can reduce their anxieties
  • how to anticipate potential placement challenges by involving  supervisors and visiting tutors

(Key Words: Andragogy; Timing of Information; Responsibility)
Rindflesch, A. Hoversten, K. Patterson, B. Thomas, L. Dunfee, H. (2013)
Students’ description of factors contributing to a meaningful clinical experience in entry-level physical therapist professional education. Work (Reading, Mass.) 44(3) 265-274
Hamshire, C. Willgoss, T. G. Wibberley, C. (2012) ‘The placement was probably the tipping point’–The narratives of recently discontinued students. Nurse Education in Practice, 12(4) 182-186.


3. ‘Satellite’ and partner campuses, both in the UK and abroad

 Which ID Number? SHU is 6000 miles away
Rebecca Peake and Melissa Jacobi – Sheffield Hallam University
Michael Lam – SHAPE

Recent growth in the export of UK Higher Education often termed ‘transnational education’ (TNE) provides an option for students wishing to remain within their own countries but desire programmes accredited or provided from abroad. ‘The value of TNE to national economies has been emphasised more often than its value to individual student participants’ (O’Mahony, 2012). It is therefore important to explore the benefits as perceived by students and examine identity and belonging to determine the benefits of studying with a UK Higher Education Institution (HEI). Is the institution capital lost? Do Sheffield Hallam University (SHU) TNE students feel they belong?

The paper explores the ability of students to cultivate institutional and other forms of social capital. According to Leung & Water (2013) the fundamental logic of TNE programmes is a one-to-one transfer of institutional capital across space and an unimportance of place. The Higher Education Academy (HEA) argues that the potential of TNE can only be realised, if attention is paid to the learning outcomes, pedagogical practices, and the challenges that are often specific to teaching in an offshore context.

Exploring the theme of ‘beyond the physical campus’ empirically, students’ experiences of studying at a collaborative partner campus; (SHAPE, Hong Kong) have been investigated using focus groups. The research explores the notion of student experience when studying with SHU, through the medium of a collaborative partner, in this case 6000 miles away from Sheffield. In line with the theme of the conference, this paper examines the assumption that we can achieve a SHU student experience for TNE students and debates that space and place play an important role and impact student identity and belonging. The researchers have experience of UK and HK course leadership, the research has arisen as a result of discussing if a concomitant experience can be achieved, agreeing that firstly the current student experience must be explored.

This research reviews current student identity and sense of belonging by SHU/SHAPE students and will identify the risks associated with opening up the ‘campus borders’ making recommendations for improvement of student experience.