Tag: Barriers (page 1 of 2)

Enhancing personal tutor effectiveness to increase student engagement and attainment

Sheffield Business School (SBS)

Department of Management

The department ‘repurposed’ and developed their APA (personal tutor) approach to one which fosters a relationship with the student that engenders belonging, identity, aspiration and visualisation, and a sense of community. From this, joint APA/student case studies will be developed. More specifically these case studies will demonstrate how they have overcome and are continuing to overcome barriers to BAME attainment and help to develop role models from BAME students and alumni. Anecdotal evidence in conjunction with course-specific data analysis also suggests that where a student-centric, individualised approach to support is taken by the course team, there are higher levels of attainment and completion. This supports the next outcome below. The department’s activity this year has spurred the development of initiatives for the new academic year.

A number of the 2018/19 initiatives are potentially transferable and scalable but they are currently still in the pilot stage.

For further information contact the project lead Ann Norton, p.a.norton@shu.ac.uk

Status: completed

The Nursing and Midwifery Minoritised Ethnic (NAMME) group

Faculty of Health and Wellbeing (HWB)

Department of Nursing and Midwifery 

Within the Nursing and Midwifery department, Gary Souter established support groups for students. This included a Mature students group, a BAME students group and a Men in Nursing Together (MINT) group. Ifrah Salih took over the BAME student support group and actively recruited students for the group. This group aims to provide students with an opportunity to talk about issues they’ve had on placement or around campus so that the department is able to gain more of an awareness of what is going on. Initial evaluations highlighted that the same students come each week and that these students are mostly postgraduate or mature students.

Within the new academic year, Ifrah has already lead workshops for the NAMME group and is currently organising a conference for students in January 2020. The organisers and attendees of the group hope this will be a long term support system for BAME students within the department.

For further information contact the project lead Ifrah Salih, hwbis@exchange.shu.ac.uk

Status: ongoing

Placements Revealed: Phase 2

Faculty of Health and Wellbeing (HWB)

Health and Social Care Departments

The Hallam Guild / BME project funding supported our Phase 2 ‘Placements Revealed’ project which enabled further analysis of the findings and supported the preparation of a literature review to enable comparison of our findings to previous work. While there is a lot of literature related to BAME student experience and attainment, placement experiences have been neglected in the literature. However the few studies identified (mainly from the social work field) showed many parallels with our findings, suggesting that our institutional experiences are not unique and are part of a wider issue that needs to be addressed.

The project facilitated three events which provided an opportunity to review the ‘Placements Uncovered’ findings and recommend and prioritise a series of recommendations that we can implement:

1. Two workshops in June 2019 with Social Work Practice Educators (approx 40 delegates) introduced the Phase 1 findings, and then explored the relative merits of potential solutions including role models, role champions, support groups and information resources.

2. A BAME Stakeholder Group was brought together to explore both the literature review preliminary findings and the potential solutions. This invited group attempted to be inclusive of a range of views, including:
academic link lecturers, a BME support group leader, a student union advisor, a service user representative, an equalities champion, a research assistant, a BAME PhD student and a student researcher (also university BAME PhD representative). A nominal group technique was used to enable the group to prioritise their recommendations.

3. A BAME Student Stakeholder group will be held in autumn 2019 to enable the student perspectives to be captured. This will also include nominal group technique to encourage all voices to be heard and all options to be considered and prioritised.

For further information contact the project lead Jackie Parkin, j.parkin@shu.ac.uk and Julie Nightingale, j.nightingale@shu.ac.uk

Status: ongoing

Placement Practitioner Conference

Faculty of Health and Wellbeing (HWB)

Within the Health and Social Care departments, a Placement Practitioner conference was held in October 2018 to explore a number of issues relating to BAME students’ experience in practice placements and the relationship to their fitness to practice. The purpose of this conference was to educate practice educators and academic staff on the challenges faced by BAME students in placement. It is intended that the conference will lead to better-informed practice educators and academic staff on issues surrounding fitness to practise and placement experience. To date, the structure for the Placements Practitioners Conference has been agreed and internal and external speakers secured. Student involvement helped to develop several workshops whilst three case studies (from the fitness to practice data) was used to inform these workshops.

The HWB faculty aim to prepare an article for publication which will be of interest to other Higher Education Institutions’ faculties delivering healthcare education.

For further information contact the project lead Jackie Parkin, j.parkin@shu.ac.uk and Julie Nightingale, j.nightingale@shu.ac.uk

Status: completed

Exploring BAME students’ experiences with placements

Sheffield Business School (SBS)

This project aimed to explore BME engagement and experiences with the placement system from level 3-6. It aimed to identify the challenges students may face before and during placement and highlight what support/help can be provided to encourage students to apply for placements. The initiative strived to listen to the students and to put the students at the heart of the project.

The completed evaluation report for the project can be found here.

For further information contact the project lead Sabiyah Rafiq, sr8051@exchange.shu.ac.uk

Status: completed

Case studies from APA discussion

Sheffield Business School (SBS)

Department of Management

As a pilot in 2017/18, for Business Studies and other courses in the Languages with International Business or TESOL suite, the department repurposed and developed their APA (personal tutor) approach. This included the development of joint APA/student case studies (of a cross-section of students) to tell the story of the student experience and to engender a greater degree of trust and buy-in to the APA process, particularly by BME students. More specifically, these case studies demonstrate how we have overcome barriers to BAME attainment and help to develop role models from BAME students and alumni (ambassadors).

For further information contact the project lead Michelle Blackburn, m.blackburn@shu.ac.uk

Status: completed

Barriers to applying for taking up placements

Sheffield Business School (SBS)

Department of Finance, Accounting and Business Systems

In 2018/19 a research study was undertaken looking at students from BME backgrounds and their engagement and experience with placements and the placement system in SBS. Semi structured focus groups held and an open ended questionnaire was used. The objectives of the project are:

-Increase the number of BME students going on placement, as this ‘creates a better student’ and one who is more likely to narrowingthegaps good honours.
-Intervention to involve PETS (placement employability tutors) and possibly Personal Tutors.
-Exploring (through data and with PETS/tutors and BME students) the barriers to seeking/securing placements and impact on final degree (see below).
-Identify possible solutions to barriers – e.g. internships, summer placements or by generally increasing and tailoring support for BME students.

Given the number of projects being undertaken within the placement area, it is extremely replicable, transferable and scalable.

For further information contact the project lead Diane Jamieson, d.jamieson@shu.ac.uk

Status: ongoing

Levelling the placement advantage

Faculty of Social Sciences and Humanities (SSH)

Department of the Natural and Built Environment (NBE)

The aim of this project was to increase BAME attainment and employability by supporting the uptake of the placement year. To do this the department aimed to identify: the barriers for BAME students going on placement; what support we can put in place to encourage BAME student uptake of placements; if we need to put in place any additional placement support for these students.  An infographic  was produced that highlights the benefits of placements, which students can share with family members and others. In addition, there were a number of support and access issues that were raised in our survey: accessibility to employer jobs; lack of confidence; lack of support; time constraints.

The infographic uses institutional level data and can therefore be used by any department. In addition to this, each department could also add their own student comments to make it more relevant to their courses.

For further information contact the project lead Dave Gubbins, d.gubbins@shu.ac.uk

Status: completed

Embedding student leaders in steering group to impact the BAME

Faculty of Social Sciences and Humanities (SSH)

Department of Law and Criminology (DLC)

This student led steering group completed a number of initiatives which gives students the opportunity to voice their experiences and to work collaboratively with stakeholders across the university in order to keep student experience at the centre of any work that was carried out. Some of the initiatives included; the interactive map; peer mentoring; an inspirational week; some decolonising the curriculum work. The students were paid as student leaders to network across their courses and discuss possibilities with their peers.

The faculty believe that it should be relatively straightforward for other departments to implement this project. All that is required is a steering group with students, and for student leaders to network and share ideas with their peers in order to establish projects.

For further information contact the project lead Tanya Miles-Berry, t.miles-berry@shu.ac.uk

Status: ongoing

Can Feedback Support Greater Attainment

Faculty of Social Sciences and Humanities (SSH)

Department of Law and Criminology (DLC)

This was an action research project that focused on improving grades through meaningful feedback. It originated out of a LEAD  projects that Amy Musgrove worked on 2017/18. Other staff members were working on similar projects and these fed back to each other in order to assess how the feedback supported improvements in students work. The aim was to see what characteristics of feedback supported students to have a greater increase in their mark between T1 and T2. This is to be researched in three ways:

1: Assess the different characteristics of the feedback given in an early assessment.

2: Categories of feedback developed to be tested further.

3: Analyse the GPA between T1 and T2 to see what patterns are identifiable.

A pilot was conducted and the team are committed to further testing their findings in 2019/20. The pilot found that certain types of feedback enhanced performance of the students.

For further information contact the project lead Amy Musgrove, a.musgrove@shu.ac.uk 

Status: ongoing

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