Student mental health is of critical concern in higher education, with increasing numbers of students needing support. It is crucial for higher education providers to develop preventive strategies that will ensure students ' mental health and academic success not only are maintained, but improved, through university and beyond. This paper reports on a UK study that aimed to embed mental wellbeing and resilience skills within the neuroscience curriculum using a 'curriculum infusion' approach. A programme was designed that included a series of 'neurobiology of resilience' workshops and reflective activities within compulsory modules. Students were surveyed at the end of the semester using the Resilience Scale for Young Adults, as well as questions on lifestyle and growth mindset. Additionally, thematic analysis was carried out on extenuating circumstances (EC) claims placed to identify changes in the number of mental health-related concerns. It is perceived that this approach might be of particular benefit for 'non - traditional' or 'widening participation' students, and students from minorities or disadvantaged groups, as part of strengthening their internal locus of control. The study compared results from a cohort receiving the intervention (N=42) with results from a previous cohort who did not (N=28). It found that students receiving the workshops showed significantly higher mental resilience in terms of optimism, adaptability and a decrease in emotional reactivity. This was accompanied by a lower proportion of mental health-related ECs submitted.
随着越来越多的学生需要支持，学生的心理健康是高等教育的关键问题。对于高等教育提供者来说，制定预防策略是至关重要的，这将确保学生的心理健康和学业成功不仅得到维持，而且在大学及以后得到改善。本文报道了英国的一项研究，该研究旨在使用“课程注入”方法将心理健康和恢复能力嵌入神经科学课程。设计了一个方案，其中包括一系列“弹性神经生物学”讲习班和必修模块中的反思活动。学期结束时，学生们接受了年轻人弹性量表(Resilience Scale for Young Adults)以及生活方式和成长心态方面的调查。此外，还对情有可原的情况下提出的索赔进行了专题分析，以确定与心理健康有关的问题数量的变化。人们认为，这种方法可能对“非传统”或“扩大参与”的学生以及少数民族或弱势群体的学生特别有益，因为这是加强他们内部控制点的一部分。该研究比较了接受干预的队列(N=42)和之前未接受干预的队列(N=28)的结果。研究发现，接受培训的学生在乐观、适应能力和情绪反应方面表现出明显更高的心理弹性。与此同时，提交的与精神健康有关的ECs比例较低。
{"title":"Resilience in the curriculum: outcomes of a curriculum infusion intervention with neuroscience students","authors":"Maria Toledo-Rodriguez, K. Lister","doi":"10.5456/wpll.24.1.139","DOIUrl":"https://doi.org/10.5456/wpll.24.1.139","url":null,"abstract":"Student mental health is of critical concern in higher education, with increasing numbers of students needing support. It is crucial for higher education providers to develop preventive strategies that will ensure students ' mental health and academic success not only are maintained,\u0000 but improved, through university and beyond. This paper reports on a UK study that aimed to embed mental wellbeing and resilience skills within the neuroscience curriculum using a 'curriculum infusion' approach. A programme was designed that included a series of 'neurobiology of resilience'\u0000 workshops and reflective activities within compulsory modules. Students were surveyed at the end of the semester using the Resilience Scale for Young Adults, as well as questions on lifestyle and growth mindset. Additionally, thematic analysis was carried out on extenuating circumstances (EC)\u0000 claims placed to identify changes in the number of mental health-related concerns. It is perceived that this approach might be of particular benefit for 'non - traditional' or 'widening participation' students, and students from minorities or disadvantaged groups, as part of strengthening\u0000 their internal locus of control. The study compared results from a cohort receiving the intervention (N=42) with results from a previous cohort who did not (N=28). It found that students receiving the workshops showed significantly higher mental resilience in terms of optimism, adaptability\u0000 and a decrease in emotional reactivity. This was accompanied by a lower proportion of mental health-related ECs submitted.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"203 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76651319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Higher education and social inequalities: university admissions, experiences and outcomes","authors":"Richard Boffey","doi":"10.5456/wpll.24.1.209","DOIUrl":"https://doi.org/10.5456/wpll.24.1.209","url":null,"abstract":"","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73013429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial – general edition","authors":"A. Cooke","doi":"10.5456/wpll.24.1.1","DOIUrl":"https://doi.org/10.5456/wpll.24.1.1","url":null,"abstract":"","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77325873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
If an English higher education institution wishes to charge higher tuition fees it must produce an access and participation plan to indicate how it intends to recruit students from under-represented backgrounds. This article evaluates the impact that the regime for producing access and participation plans (APPs) in England has had on further education colleges [FECs] that offer higher education courses. It explores the history of the introduction of APPs and how they are produced. Comparisons are made of paired universities and further education colleges. In particular, consideration is given to the content of the plans and the work imposed on the institutions in producing plans, with questions raised over whether the same APP regime should be imposed on colleges considering the major differences in character and focus between FECs and universities. The article concludes by advocating changes to the process of completing APPs by colleges.
{"title":"Differences by degree: the access and participation plans of further education colleges and universities","authors":"J. Baldwin, Neil Raven, Robin Webber-Jones","doi":"10.5456/wpll.24.1.6","DOIUrl":"https://doi.org/10.5456/wpll.24.1.6","url":null,"abstract":"If an English higher education institution wishes to charge higher tuition fees it must produce an access and participation plan to indicate how it intends to recruit students from under-represented backgrounds. This article evaluates the impact that the regime for producing access\u0000 and participation plans (APPs) in England has had on further education colleges [FECs] that offer higher education courses. It explores the history of the introduction of APPs and how they are produced. Comparisons are made of paired universities and further education colleges. In particular,\u0000 consideration is given to the content of the plans and the work imposed on the institutions in producing plans, with questions raised over whether the same APP regime should be imposed on colleges considering the major differences in character and focus between FECs and universities. The article\u0000 concludes by advocating changes to the process of completing APPs by colleges.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78047897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Student attrition remains a serious challenge across the globe despite the extended attention it continues to draw. Given the meagre research available in the Global South, and particularly in Africa, this study was conducted to assess the status of student attrition in 15 Ethiopian public universities over the course of a decade (2007/08 – 2017). The study examined the scope, nature and causes of student attrition at the level of institutions, programmes and gender. The findings revealed that the attrition rate at Ethiopian public universities manifests a high level of wastage that goes against the national ambition of expanding higher education through wider participation and student success. Universities were found to be deficient in terms of tracking the progress of their students and developing a well-organised information system, hampering their potential for follow-up and early interventions. It is argued that closer scrutiny and robust responses are needed both at policy and institutional levels in order to bring about the improvements sought.
{"title":"The indelible challenges of student attrition in Ethiopian higher education: imperatives for a closer scrutiny","authors":"Wondwosen Tamrat","doi":"10.5456/wpll.24.1.86","DOIUrl":"https://doi.org/10.5456/wpll.24.1.86","url":null,"abstract":"Student attrition remains a serious challenge across the globe despite the extended attention it continues to draw. Given the meagre research available in the Global South, and particularly in Africa, this study was conducted to assess the status of student attrition in 15 Ethiopian\u0000 public universities over the course of a decade (2007/08 – 2017). The study examined the scope, nature and causes of student attrition at the level of institutions, programmes and gender. The findings revealed that the attrition rate at Ethiopian public universities manifests a high\u0000 level of wastage that goes against the national ambition of expanding higher education through wider participation and student success. Universities were found to be deficient in terms of tracking the progress of their students and developing a well-organised information system, hampering\u0000 their potential for follow-up and early interventions. It is argued that closer scrutiny and robust responses are needed both at policy and institutional levels in order to bring about the improvements sought.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81990834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Persistent racial equality gaps exist in HE. We argue that culturally sensitive curricula can address those racial equality gaps as well as support the development of culturally competent graduates equipped for social change. In this short piece, we briefly describe our conceptualisation of culturally sensitive curricula and the tool we have developed to support curricular enhancement. We report on emerging evidence of the impact of culturally sensitive curricula on students' engagement and suggest how such curricula could lead to impact on educational outcomes.
{"title":"Why we need to reimagine the curricula in higher education to make it more culturally sensitive","authors":"David Thomas, Kathleen M. Quinlan","doi":"10.5456/wpll.23.3.37","DOIUrl":"https://doi.org/10.5456/wpll.23.3.37","url":null,"abstract":"Persistent racial equality gaps exist in HE. We argue that culturally sensitive curricula can address those racial equality gaps as well as support the development of culturally competent graduates equipped for social change. In this short piece, we briefly describe our conceptualisation\u0000 of culturally sensitive curricula and the tool we have developed to support curricular enhancement. We report on emerging evidence of the impact of culturally sensitive curricula on students' engagement and suggest how such curricula could lead to impact on educational outcomes.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75272572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fatmata Daramy, Morag Duffin, Ibrahim Ilyas, David Taylor
This article explores the challenges of addressing inequitable outcomes and experiences for BAME Law students. It considers the specific challenges BAME students face in entering a profession that is highly competitive, and which has traditionally lacked diversity. It details the approach that The University of Law, as a specialist legal educational institution, has taken to work and co-create with its student body to reduce these inequitable outcomes and experiences, as well as to improve a wider sense of belonging between students, their educational institution and the legal sector. It takes, as a case study, The University of Law's BAME Student Advocate scheme, which was established in the spring of 2020, and spotlights a few key projects delivered by the BAME Advocates: an employer engagement project, a Ramadan project and a project on raising awareness of institutional racism through the Stephen Lawrence case.
{"title":"Co-creating with BAME students in legal education","authors":"Fatmata Daramy, Morag Duffin, Ibrahim Ilyas, David Taylor","doi":"10.5456/wpll.23.3.80","DOIUrl":"https://doi.org/10.5456/wpll.23.3.80","url":null,"abstract":"This article explores the challenges of addressing inequitable outcomes and experiences for BAME Law students. It considers the specific challenges BAME students face in entering a profession that is highly competitive, and which has traditionally lacked diversity. It details the approach\u0000 that The University of Law, as a specialist legal educational institution, has taken to work and co-create with its student body to reduce these inequitable outcomes and experiences, as well as to improve a wider sense of belonging between students, their educational institution and the legal\u0000 sector. It takes, as a case study, The University of Law's BAME Student Advocate scheme, which was established in the spring of 2020, and spotlights a few key projects delivered by the BAME Advocates: an employer engagement project, a Ramadan project and a project on raising awareness\u0000 of institutional racism through the Stephen Lawrence case.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74380371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Target Oxbridge is Rare Recruitment's programme to help students with black African and Caribbean heritage to increase their chances of getting into Cambridge or Oxford Universities. Target Oxbridge and Trinity College, University of Cambridge, launched a unique programme called the Target Oxbridge Year 10 programme to demystify the Universities of Cambridge and Oxford in order to help more 14 and 15 year olds of black heritage prepare to apply to and gain places at these leading universities. This new programme for students in Year 10 featured webinars with Trinity College academics and students, and Target Oxbridge alumni provided advice to Year 10 black British students who are considering attending university. The webinars aimed to demystify Oxford and Cambridge Universities, offer insights into what college life is really like, provide information on the application process, and offer guidance on preparing applications. Students also learned about how degree subject choice can affect their career options. This article provides an evaluation report on the Programme's effectiveness.
{"title":"Target Oxbridge Year 10 programme","authors":"Jon Datta, Naomi Kellman","doi":"10.5456/wpll.23.3.92","DOIUrl":"https://doi.org/10.5456/wpll.23.3.92","url":null,"abstract":"Target Oxbridge is Rare Recruitment's programme to help students with black African and Caribbean heritage to increase their chances of getting into Cambridge or Oxford Universities. Target Oxbridge and Trinity College, University of Cambridge, launched a unique programme called\u0000 the Target Oxbridge Year 10 programme to demystify the Universities of Cambridge and Oxford in order to help more 14 and 15 year olds of black heritage prepare to apply to and gain places at these leading universities. This new programme for students in Year 10 featured webinars with Trinity\u0000 College academics and students, and Target Oxbridge alumni provided advice to Year 10 black British students who are considering attending university. The webinars aimed to demystify Oxford and Cambridge Universities, offer insights into what college life is really like, provide information\u0000 on the application process, and offer guidance on preparing applications. Students also learned about how degree subject choice can affect their career options. This article provides an evaluation report on the Programme's effectiveness.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85503215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Open University is a large, distance-learning university, serving all four nations of the United Kingdom (UK) and provides education for most of its students through open entry, meaning that no prior qualifications are necessary. At the OU, we have a low percentage of students who come from a black, Asian or minority ethnic (BAME) background, ranging from 4% to 13% depending on their programme of study. However, due to the high student population at the Open University, that low percentage amounts to thousands of students. We were keen to hear from our BAME students, as we are aware of a challenging awarding gap between these students and white students. We ran three focus groups with a total of ten students from a BAME background, and asked about issues such as being valued, inclusion, a sense of belonging and feeling represented. This was the first time that BAME students had been asked about their views in this way. We found that although there were positive insights, students were uncomfortable engaging in forums, lacked a sense of belonging and did not feel represented in the curriculum. By encouraging these students to give voice to their concerns, we heard, for the first time, some of the issues they are dealing with that need to be addressed.
{"title":"The voice of students from a Black, Asian or minority ethnic background","authors":"J. Simons, Silice Patrice Belton","doi":"10.5456/wpll.23.3.137","DOIUrl":"https://doi.org/10.5456/wpll.23.3.137","url":null,"abstract":"The Open University is a large, distance-learning university, serving all four nations of the United Kingdom (UK) and provides education for most of its students through open entry, meaning that no prior qualifications are necessary. At the OU, we have a low percentage of students who\u0000 come from a black, Asian or minority ethnic (BAME) background, ranging from 4% to 13% depending on their programme of study. However, due to the high student population at the Open University, that low percentage amounts to thousands of students. We were keen to hear from our BAME students,\u0000 as we are aware of a challenging awarding gap between these students and white students. We ran three focus groups with a total of ten students from a BAME background, and asked about issues such as being valued, inclusion, a sense of belonging and feeling represented. This was the first time\u0000 that BAME students had been asked about their views in this way. We found that although there were positive insights, students were uncomfortable engaging in forums, lacked a sense of belonging and did not feel represented in the curriculum. By encouraging these students to give voice to their\u0000 concerns, we heard, for the first time, some of the issues they are dealing with that need to be addressed.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91224954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
#Ibelong is an Erasmus+ project delivering a suite of evidence-informed interventions to improve the belonging and success of students who are first-generation entrants, from ethnic minorities or have a ‘migrant background’. The activities operate at course or programme level and involve working with both staff and students. This article provides a rationale for the #Ibelong programme of activities by drawing on relevant research and describing the three interconnected interventions: Dialogue Days, Team Teacher Reflection and Community Mentoring. The interventions were evaluated using Programme Theory evaluation tools: theory of change and logic chains. The descriptions highlight activities that have worked well, how delivery has been adapted from in-person to online delivery, and evidence of short-term benefits and medium-term outcomes. The article concludes by reflecting on how this suite of interventions could be used by other courses, universities and sectors, to improve the belonging and success of diverse students and staff.
{"title":"#Ibelong: Towards a sense of belonging in an inclusive learning environment","authors":"L. Thomas","doi":"10.5456/wpll.23.3.68","DOIUrl":"https://doi.org/10.5456/wpll.23.3.68","url":null,"abstract":"#Ibelong is an Erasmus+ project delivering a suite of evidence-informed interventions to improve the belonging and success of students who are first-generation entrants, from ethnic minorities or have a ‘migrant background’. The activities operate at course or programme\u0000 level and involve working with both staff and students. This article provides a rationale for the #Ibelong programme of activities by drawing on relevant research and describing the three interconnected interventions: Dialogue Days, Team Teacher Reflection and Community Mentoring. The\u0000 interventions were evaluated using Programme Theory evaluation tools: theory of change and logic chains. The descriptions highlight activities that have worked well, how delivery has been adapted from in-person to online delivery, and evidence of short-term benefits and medium-term outcomes.\u0000 The article concludes by reflecting on how this suite of interventions could be used by other courses, universities and sectors, to improve the belonging and success of diverse students and staff.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90624297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：