I write here about an example of higher education research that has been gamified to enhance inclusive practices at the University of Kent. The original game of Snakes and Ladders had its origins in a ritual Indian game of knowledge, evolving to entertainment, and now again to education.
Student Success Snakes and Ladders is a University of Kent staff development game I created with research associate Dr Yetunde Kolajo in 2024, to support colleagues to understand student barriers and identify appropriate solutions. It takes the classic Snakes and Ladders board game and adds cards explaining the reason for a student downfall or advancement. These scenarios were derived from longitudinal research by Hensby, Adewumi and Kolajo (2024) that tracked the higher education journey of 25 students in receipt of the Academic Excellence Scholarship (AES) at Kent. The AES research reveals factors influencing student retention, continuation and attainment along with associated institutional supports.
We adapted Snakes and Ladders to gamify the AES research findings in a way that develops inclusive student support practices. Our version of the game rests on principles of “serious play” (Rieber et al, 1998), in the way that it supports players to understand and respond to the real lives of students with care, respect and a sense of collective responsibility. The classic Snakes and Ladders game we’ve adapted has a rich history in both entertainment and educational contexts, and this encouraged us to adapt it for our purposes.
We have run Student Success Snakes and Ladders with over 200 colleagues now. When we ask who’s played Snakes and Ladders before, nearly everyone says yes, whatever their background, due to the game’s international popularity. And like many popular traditions in British culture, the game made its way to the UK via British colonialism. As a half-Indian Brit, it was a pleasure but no surprise to learn from Wikipedia that Snakes and Ladders originated in ancient India as Moksha Patam and came over to the UK in the 1890s.
The image is a Jain version of Snakes and Ladders called Jnana Bazi or Gyan Bazi from India, 19th century, Gouache on cloth (Wikicommons).
Mehta (cited in Aitken, 2015) explains: “Just as the board game of chess was designed to teach the strategies of war, so Snakes and Ladders was played ritually as Gyanbaji, the Game of Knowledge, a meditation on humanity’s progress toward liberation.” Topsfield (2006) explains how variants have been found across Jain, Hindu and Sufi Muslim sects in India and describes how: “… pilgrim-like, each player progresses fitfully from states of vice, illusion, karmic impediment, or inferior birth at the base of the playing area to ever higher states of virtue, spiritual advancement, the heavenly realms, and (in the ultimate, winning square) liberation (mokṣa) or union with the supreme deity.”
This paints quite a different picture to the fun game of chance most of us played as children. Topsfield outlines how the game developed from its Indian spiritual origins into a more moralistic English children’s game in the late 1800s and then into the modern simplified derivatives familiar to us now.
While the game is still played mainly for fun, it has continued to serve educational purposes across the globe. Snakes and Ladders is used to teach Jawai script in Malaysian primary schools (Shitiq and Mahmud, 2010); to promote moral education learning systems in Nigeria (Ibam et al, 2018); for Covid awareness training (Ariessanti et al, 2020), sex education (Ahmad et al, 2021) and to promote healthy eating in Indonesia (Thaha et al, 2022). An article on Snakes and Ladders being used for anatomy training in Iran concludes that the method “can excite the students, create landmarks for remembering memorizing methods and can improve their team work” (Golchai et al, 2012). In the UK, Snakes and Ladders has been used to facilitate Dignity in Care training by Caerphilly Council (2024).
Inspired by these other examples of ‘serious play’ (Rieber et al, 1998), Yetunde and I adapted the game to develop inclusive student support practices at Kent. We bought existing copies of the board game and added bespoke snake and ladder cards, each with different scenarios from the AES research. When players fall on a snake or ladder, they read a corresponding card to understand the scenario leading to that advance or decline.
Before sliding down any snakes, players can use a blank “Catch” card to propose an intervention to mitigate the snake and allow the student to stay put. This element prompts colleagues to collaborate to enhance inclusive and equitable practices, reinforcing values inscribed in the Advance HE Professional Standards (2023). If players fall on a yellow square, they can pick up a “Campus” card to reveal and discuss an aspect of campus life in relation to student success.
Student Success Snakes and Ladders has been well received by Kent staff, including academics, and has proved to be an effective way of using institutional research to enhance student support practices. Our next step is to embed the game within mandatory training for academic and support staff across the university, to ensure that more students are supported to avoid slippery snakes along their higher education journey.
Dr Lucy Panesar is a UK-based educator and educational developer focused on the development of inclusive and equitable higher education practices. Her first teaching role was at the University for the Creative Arts and her first educational development role was at the University of the Arts London, where she led various projects promoting curriculum decolonization. Since 2022, she has been a Lecturer in Higher Education at the University of Kent, supporting academic and curriculum development across the disciplines.
After the pandemic students are facing difficulties linked to health, wellbeing, finances and employment prospects; increased rents, housing shortages, zero hours contracts, the cost-of-living crisis and foodbank usage all of which can affect mental health and wellbeing. This prompted our systematic review article1, which examines topics of student engagement, belonging, alienation and resilience, and specifically identifies pressures on current HE students related to these domains. The aim of the review was to understand better the tensions faced by HE students following their experiences of educational interruptions due to Covid-19.
Students report higher costs of living, impacting their wellbeing and ability to focus on their studies, with increased stress and a greater need to work to sustain themselves (Sutton Trust, 2023). For example, the Office for National Statistics (2023) reports some students having to skip meals due to the current UK financial crisis, and data from the Student Loans Company found that withdrawals from undergraduate courses in the two years post pandemic are increasing, averaging about 18,300 withdrawals compared to about 15,600 for the preceding three years (HM Government, 2023). While Covid-19 is not the sole cause of the cost of living crisis, it has exacerbated the pressure on students post-Covid. Many HE institutions report the effects of empty classrooms on student learning as they consider new ways of working to bring students back on campus after the pandemic (Dunbar-Morris, 2023). About 1 in 4 students are at risk of dropping out of their university courses (Jones and Bell, 2024).
Our review found that despite the importance of HE to the development of an educated workforce (Brabner and Hillman, 2023; UPP Foundation and HEPI, 2022) and social mobility (Sutton Trust, 2021), there is a feeling that UK HEIs are moving in the wrong direction, with a sense that HE is decreasingly relevant to economic development (UPP Foundation and HEPI, 2022). We argue that institutions must develop resources and processes to help alleviate the burdens students face; the essential first step is understanding what those burdens are.
In our literature search both empirical and non-empirical data were screened for inclusion/exclusion from open and closed databases focusing on key search terms and dates. We also explored the literature relating to the personal, professional, academic, and societal pressures experienced by UK HE students. In total 59 publications were examined covering the period of the pandemic up to 2023.
The key findings were:
The effects of Covid-19 have increased pressure on HE students in multifaceted and interconnecting ways covering personal, professional, academic, and societal aspects of daily life. This directly influences student mental health and wellbeing and thus student engagement.
Post-pandemic, students’ mental health and wellbeing are significantly affecting levels of resilience and coping strategies in personal, professional, academic, and societal aspects of daily life, with a direct impact on student retention.
Issues facing the cohort of students currently at school, such as increased stress and anxiety, are likely to affect future HE attendance, engagement, sense of belonging, alienation and resilience.
The findings led to the following recommendations:
Government and HEIs need to do more to address the macro, meso and micro effects of the Covid-19 pandemic on the student population, identifying areas of increased pressure for HE students related to the personal, professional, academic, and societal aspects of students’ daily life, which directly influence student mental health and wellbeing and thus student engagement.
Further focussed research is needed into post-pandemic institutional support systems and pedagogical strategies to recognise the support that has been implemented to improve students’ mental health and wellbeing.
HEIs could examine the effects of stress and anxiety resulting from the Covid-19 pandemic for future students and consider strategic plans to continue to support a sense of belonging, and resilience practices to reduce alienation and increase student engagement and retention.
HEIs could develop or use new conceptual tools and theories (for example: Jones, 2021; Jones, 2023), to better assess support needs for current and future students.
Strategies to increase students’ resilience and coping skills post-pandemic aligned to personal, professional, academic, and societal aspects of daily life would significantly benefit mental health and wellbeing long term and thus student retention.
The results and recommendations from this systematic literature review are the scaffold for further qualitative research currently being undertaken into the pressures that HE students are experiencing in the wake of Covid-19. Staff and students are taking part in interviews and focus groups to explore the wider contextual issues associated with feelings of pressure relating to personal, professional, academic and societal influences in the post pandemic context. Many universities have invested in and extended their health, wellbeing and student services to support students, demonstrating the sector’s recognition of many of the challenges post Covid-19 students are facing. Our research will look at existing and improving support practices, systems and plans that HEIs are already implementing to support students in recognition of the many disruptions and challenges from the fall out of Covid-19.
Caroline Jonesis an applied social sciences teaching professional with extensive experience working in and across the education sector, including lecturing/programme leading in HE. Currently employed as a Tutor based within the Health and Education Faculty at Manchester Metropolitan University. Experience of External Examining and Peer Reviewing. Research interests include Leadership and management, risk, resilience and mental health, social mobility and social policy, widening participation and disadvantage. Originator of the Psychosocial and Academic Trust Alienation (PATA) theory. Twitter: @caroline_JonesSFHEA. LinkedIn: https://www.linkedin.com/in/caroline-jones-1bab40b3/
Dr Huw Bell is Reader in Teaching and Learning at Manchester Metropolitan University. Research focuses on teaching and learning L1 grammar in schools and universities in the UK, teachers’ attitudes to and beliefs about grammar and their impact on teaching, teachers’ enactment of the National Curriculum, and student life post-Covid. Email: h.bell@mmu.ac.uk.
SRHE members can access the full article by logging in to www.srhe.ac.uk > My Account > Access to HE Journals > Taylor & Francis online > Perspectives↩︎
From left to right: Lauren Young, Lauren McAllister, and Luke Ward
As three lecturers who have taught on a postgraduate course for several years that covers topics around race, gender, identities, parenting, development, disabilities, mental health, wellbeing, and the associated experiences of managing these oppressive and regulatory discourses – we began to question how we can keep ourselves, and our students ‘safe’. We had reflected that we were not talking about a physical sense of safety here, but rather a felt sense of feeling understood, or perhaps even contained.
Having spoken to colleagues and other lecturers who similarly teach some topics that may be deemed ‘challenging’ or ‘sensitive’, we found that there was very little agreement with regards to how to approach some of these topics and discussions.
What does it mean to feel ‘safe’ within the higher education classroom?
Historically, this idea of a feeling of being ‘safe’ derived from feminist movements where a physical space was created for like-minded individuals to meet and explore their experiences (Flesner and Von Der Lippe, 2019). Within UK universities, safe space is also explored in the context of addressing sexual violence, harassment and discrimination (see: Anker and Von der Lippe, 2018; Uksaysnomore.org, 2022). Research which did explore safety in the context of a relational sense in the classroom, either positioned the achievement of safety as unrealistic (Du Preez, 2012) or as necessary to ensure both educators and students feel comfortable unpacking difficult dialogues (Nolan and Roberts, 2021). Despite this discrepancy, there was a general agreement that lecturers felt anxious and ill-equipped when teaching sensitive/contested/difficult topics – often leading to them avoiding or minimising engagement in the teaching of such topics (Sue et al, 2010; Warde et al, 2022). We also noted that there was not a clear sense of agreement with regards to what is considered ‘sensitive’ in teaching. In fact, some pedagogical researchers argue that students experience topics differently, and assuming students homogenously feel safe fails to consider this diversity (Barrett, 2010).
As a result, we felt we had several core unanswered questions which drove our research, including: how then as educators do we manage the complexity of experiences, when topics are differently experienced? How do we balance our own anxieties around teaching topics that are differently experienced, and morally/ethically ensuring are students are feeling ‘safe’? And finally, are we as educators responsible for this management of the classroom space?
Our research: What did we do and what did we find?
Our research used collaborative methods to explore both students’ and lecturers’ experiences of ‘safety’ within the HE classroom. We conducted our project in four clear stages to ensure that lived experience was at the heart of any recommendations we established.
Firstly, we conducted five focus groups with students, unpacking the notion of safety and jointly creating a vignette which would be used to scaffold the lecturers’ focus group discussions. We then conducted four lecturer focus groups in which we similarly explored this notion of safety, before using the collaboratively created vignette. This vignette was presented in four stages, with discussion encouraged at each stage. The vignette anchored discussions and enabled lecturers to explore how they prepared for difficult topics; the management of an in-class disclosure; the impact of a dominant voice; and finally, how they end their sessions. Following the focus groups, both groups were thematically analysed separately, before themes were established across the groups, with the support of two students from the student focus groups. The final stage of the project was then to establish some useable recommendations in the form of a workbook/resource for lecturers, which was similarly created with the support of students.
Within the focus groups we found that both the students and the lecturers focused less on whether a topic was deemed ‘sensitive’ or not, and more so on the space ‘between’. Students for example talked about the need to feel heard, the trust between the group and the worry about how their contributions could be perceived. Lecturers noted the impossibility of being able to prepare students for challenging discussions, and many explored the need for students to feel uncomfortable and uncontained, as part of their learning.
Our findings raised two core areas of focus which we used as basis for the development of our workbook: the development of the foundation of relational trust, and the scaffolding of discussions. Building on scholars who positioned relationality as core to teaching and learning (Hobson and Morrison-Saunders, 2013), we developed the concept of ‘relational trust’. We conceptualised relational trust as this shared or mutual understanding between all members of the group (students and lecturers), of an expectation of disagreement, misunderstanding and challenge. We also recognised that this foundation was not a set or established entity, rather it was relationally created and needing to be continually nurtured through considered teaching and learning activities/experiences. In the implementation of our findings, we therefore began to focus less on the framing of a particular topic (ie as inherently safe, or not), and more so on ways through which conversations could be scaffolded within our teaching.
Ok, but what can I ‘take away’ from this and use within my teaching?
Based on the discussions with the students and staff, we can make several usable recommendations to support educators:
Development of a classroom agreement: Firstly, we explored the importance of this foundation of relational trust, whilst also acknowledging that this foundation is never truly ‘set’ or done – rather it is something that needs to be continually nurtured (and revisited). Lecturers and students explored the benefits of a ‘class contract’ during the induction of a new group, whilst also acknowledging some key barriers to the effectiveness of this contract. We explored the importance of needing to revisit this class contract, acknowledging that this relational trust changes with the introduction of new members to the group, changes in topic, general changes in dynamic etc.
Clear expectations of roles: Both lecturers and students lacked clarity with regards to the role of the lecturer – and in turn, the student – in the classroom space. In particular, there was a clear blurring of expectation of what was expected of the lecturer when engaging in discussions that may be considered challenging. Lecturers generally have multiple roles within higher education, but our findings suggest there is an expectation for lecturers always to fulfil all these roles within the classroom, and that lecturer roles are not neatly compartmentalised into ‘teaching’, ‘module coordination’, ‘office hours’, ‘dissertation supervision’, ‘personal academic tutor sessions’ etc. Therefore, we explored the importance of having a discussion/activity where you actively engage with your students, considering the different expectations of the student, lecturer, and other facilities – to ensure that there is a mutual and shared understanding of roles.
Scaffolding of discussions: Using ecological systems theory (Bronfenbrenner, 1992) and trauma-informed pedagogical practices (Carello and Butler, 2013; Dana, 2018; Perry and Hambrick, 2008), as a basis, we recognised the multiple layers of comfort and safety and how these could be scaffolded within classroom discussions (see Figure 1). We have therefore provided a framework below through which lecturers can frame their discussions, enabling students to contribute and be heard in spaces that gradually feel more comfortable, negotiating possible language and elements of disclosure. For this activity, it is useful to consider an element of teaching, eg a core topic, an activity, discussion, skills practice, and reflect on/plan out how this might look, starting at the ‘individually’ zone and working your way towards ‘wider group/class’. For example, the activity might be a discussion point on ‘what childhood means to you’, which you may then ask students to (1) reflect on individually for a few minutes, and note this down on a post-it, before then (2) discussing this with the person next to them, noting areas of similarity and difference. Later, the students are then tasked with (3) forming small groups and assigning a particular developmental stage, asking them to mind-map the main themes of childhood for particular developmental stages. Before then (4) bringing the class together, asking each group, in turn, to share their discussions, starting with the group who was assigned the youngest developmental stage, working up to early adulthood, to produce a co-constructed developmental trajectory.
Figure 1: Zones of Comfort
Four circles all within each other showing how a task can gradually include more people (individual, pairs, small groups, and wider group)
Beyond these useable recommendations, we also argue that there needs to be more of a systemic shift within the university culture where work that involves caring for students needs is often undervalued or unseen (Baker et al, 2021). For example, some universities do not provide hours for staff to prepare and undertake course inductions which promote this relational trust, nor are they given time throughout the course delivery to consider activities that purposefully consider inter-class relationships.
Want to hear more? You can find us on Twitter: @Lauren8McA, @Lukewrd, @Laurenyoungcbt
Dr Lauren McAllister is a senior lecturer and programme lead for the MSc Child and Adolescent Mental Health course at the University of Northampton.
Dr Luke Ward is a lecturer in child and adolescent mental health and a registered therapist working with children, young people, and families who have experienced trauma.
Lauren Young is a lecturer in child and adolescent mental health, a registered cognitive behavioural therapist, and a registered children’s nurse.
References
Anker, T and Von der Lippe, M (2018) ‘Controversial issues in religious education: How teachers deal with terrorism in their teaching’ in Schweitzer, F and Boschki, R (eds) Researching religious education: classroom processes and outcomes Waxmann Verlag GmbH
Bronfenbrenner, U (1992) Ecological systems theory Jessica Kingsley Publishers.
Dana, D (2018) The Polyvagal theory in therapy: Engaging the rhythm of regulation WW Norton & Company
Perry, BD and Hambrick, EP (2008) ‘The neurosequential model of therapeutics’ Reclaiming children and youth 17(3): 38-43
by Jenna Mittelmeier, Sylvie Lomer, and Kalyani Unkule
We were pleased to lead a symposium of international authors at the 2022 SRHE conference, focusing on Research with International Students: Conceptual and Methodological Considerations. This was an early session linked for our upcoming open access book of the same name, which we aim to publish in late 2023. This book, as well as our research resource website which led to it, focuses on developing critical considerations for researchers who focus their work on international students and their experiences in higher education.
Research with international students is a significant and growing area of research about higher education. This coincides with and derives from the exponential growth in international student numbers worldwide, making more visible an interest in their lived academic and social experiences. This is also an area that continues to attract newer researchers, particularly doctoral and student researchers who may have a vested interest in this topic as current or former international students themselves, and practitioner researchers who teach and support international students in their professional roles. Research on this topic is interdisciplinary (as with most other higher education research topics), attracting researchers from disciplines including education, sociology, psychology, human geography, business, and beyond.
Despite this growing interest, we note that there have been limited conversations about developing research with international students as a distinct interdisciplinary subfield. Similarly, there have been limited methodological guidance and considerations for how research might critically approach the wide-ranging topics that are being researched in this area. We have written previously about how these omissions perpetuate problems for this subfield and, ultimately, diminish the potential impact of research.
The most significant problem with research in this area is that it tends to frame international students through a deficit lens, depicting them as lower quality students who ‘lack’ skills necessary for success. This is seen through the large numbers of studies which attempt to ‘fix’ or ‘integrate’ international students into expected norms of study in their host institutions, making assumptions about their perceived lack of skills in areas such as critical thinking, language, or writing. International students are also often depicted through research as only experiencing challenges or problems, frequently described as vulnerable rather than capable, managing, or coping. At the same time, research tends to homogenise international students as a collective group or deduce their diversity only to nationality and macro-level cultures. These are among other conceptual concerns we have previously highlighted, which are rooted in limited criticality and nuance through research.
With these issues in mind, our aim in the symposium, as well as through our website and book, was to start a conversation about how research with international students might be designed better, more critically, and more ethically. In particular, we considered the nexus between conceptual criticality and practical methodological designs which can reposition and encourage new discourses about international students. Each of the four presentations highlighted how, within the book, we encourage researchers to develop stronger research designs in the future.
The first paper in the symposium was by Kalyani Unkule, whose presentation represented chapters in our upcoming book where authors re-conceptualise an idea or term that is often taken for granted in research with international students. Here, we argue for the ways that certain ideas within this research topic are often assumed to have a shared, collective meaning, which actually might be more nuanced or complex. Kalyani reflected on the meaning of the word ‘global’ and the tendency for binaries of local and global to limit our thinking in research and practice about international higher education. This is an important critique about the ways that ‘home’ and ‘international’ are seen as opposing binaries in research with international students, ultimately limiting the conceptual nuance of where students’ experiences and histories might intersect these two areas and be more ‘glocal’ in nature.
The second paper was by Tang Heng, whose presentation represented chapters which highlight problematic discourses that shape and frame research with international students. Her chapter focuses on stereotyping and how stereotypes about international students, often through methodological nationalism, are endemic in the ways that research is developed and designed. Tang focused particularly on how theoretical frameworks can perpetuate or relate to stereotyping, but in the book we also focus on other problematic threads through research on this topic: othering, dehumanisation, coloniality, and deficit narratives, among others. This highlights the issues that hold the research subfield back and represent areas for more critical development and reflection in future research.
This was followed by a paper from Vijay Ramjattan, whose presentation represented chapters in the book which show how common stereotypes and discourses about international students might be shifted away from individual deficiencies towards recognition of structural inequalities. Vijay’s presentation focused on deficit framings of language, where international students are often positioned as ‘lacking’ linguistic skills. However, this might be shifted instead to focus on structural oppression of multilingualism and multiple Englishes within institutions. This gives us one example of how researchers can conceptually move away from issues like biases, stereotyping, and deficit narratives by centring the structural roots that cause them.
Finally, the presentation by Samridhi Gupta and Thuy-Anh Nguyen shifted the focus towards practical research designs, demonstrating the section in our book which focuses on how research design choices can purposefully resist existing problems in knowledge creation with (rather than on or about) international students. Their presentation focused on co-designing research with international students, giving practical examples of two research methods which can be designed with students as partners. This demonstrates the ways that methodological choices are fundamentally intertwined with conceptual criticality, highlighting how the method we choose can resist and deconstruct the existing problems set out by previous presenters.
Together, our symposium aimed to open up new reflections and considerations for the historical trajectory of research with international students, considering new ways forward for the research subfield. Both the symposium and our upcoming book aims not to give answers for how to move that path forward, though, but rather to open up questions for individual researchers and the research community more broadly about where we might like to go from here. We ask, then: what should the epistemic space of research with international students look like?
More research resources on this topic can be found at https://researchintlstudents.com/. ‘Research with international students: Critical conceptual and methodological considerations’ will be published open access by Routledge, aiming for late 2023.
Jenna Mittelmeier is Senior Lecturer in International Education at the University of Manchester, in the Manchester Institute of Education (MIE). Her research expertise focuses on the experiences and treatment of international students within the broader internationalisation of higher education.
Sylvie Lomer is Senior Lecturer in Policy and Practice at the University of Manchester, in the Manchester Institute of Education (MIE). Her previous research focused on policies on international students in the UK, and now focuses more broadly on internationalisation in policy and practice in higher education, with a critical approach to pedagogy and policy enactment.
Kalyani Unkule is Associate Professor at OP Jindal Global University in India. Her research complements her practice in intercultural dialogue and impact-driven projects in higher education internationalisation and spiritual learning.
If navigating higher education in recent times has taught us anything, it is that digital technology for teaching and learning is no longer an ‘option’ but imperative for an accessible and inclusive learning environment. With the sudden response to Covid-19 leading to remote online approaches overnight, some professionals in higher education have been thrust into a new digital world, and in survival mode, this has naturally prioritised its potential for pedagogy. Unsurprisingly, research has investigated digital technology and pedagogy thoroughly (Williams, 2012), but outside of the remit of formal counselling (Situmorang, 2020) and distance learning (Hilliam and Williams, 2019), the potential for digital tools for pastoral support has yet to be thoroughly explored. This gap in research prompted us to see how digital tools can benefit personal tutors, and more importantly, how these tools can aid relationships, in a climate where students and academic staff find themselves more disconnected than ever before.
Working in the capacity as senior lecturers, predominantly for undergraduate Childhood Studies programmes, the ‘digital awakening’ brought about by Covid-19 has been a welcome development in our practice. For us, it has paved the way for new approaches, new thinking and ultimately innovations in all areas to support students. Even before the unexpected impacts of Covid-19, we had identified a gap in our personal tutor practice at level 4, a crucial time for students to feel supported as they settle into the first year of their undergraduate degrees. For context, within a study skills module, students are allocated a designated academic ‘personal tutor’ to address academic and personal matters. Whilst this module design has historically allowed for a holistic approach to study skills and pastoral support, it has relied on students being confident enough to approach their personal tutors to articulate needs, something that many were often reluctant to do independently.
The nature of the personal tutor and tutee relationship within higher education is one conducted in a climate which is growing ever more ‘consumerist’ in nature; with inflated expectations for ‘value for money,’ and rhetoric defining students as customers (Modell, 2005). With increasing student numbers (Yale, 2019), it is notable that more and more students are demonstrating wellbeing issues (Universities UK, 2020). The personal tutor is the first point of contact for students to discuss concerns, and with a focus on emotional wellbeing through individualised support, the personal tutor role can be increasingly compared to that of a counsellor (Jorda, 2013). A supportive relationship with a personal tutor in the first year of a degree can prepare students for more challenging times (Brinkworth et al, 2009), and in managing transitions, provides a familiar face and a door to knock on. Giving ownership to the student to share information with their tutor is needed, especially where personal or sensitive issues need to be discussed, and the student signposted to necessary services is required.
Despite this, it has been found that students can struggle to understand the role of their personal tutor (Ghenghesh, 2018, p 571), and with diverse student needs, tutors are pressured to help at all costs, with support not appropriately suited to the confinement of ‘office hours’ (Jorda, 2013, p 2595). Other challenges span a general lack of effective tutor training or the ability to meet increasingly complex student needs (Lochtie et al, 2018). With growing workloads, academics already have a plethora of ‘hats’ to wear (Knight, 2002), with competing demands in other areas, causing a conflict for a role that cannot necessarily be time bound.
Within this consumerist culture, and with a focus on the personal tutor role (and its challenges), we decided to do something different. A Google form asking pastoral questions was forwarded to first year students at the start of the academic year, giving them the opportunity to provide a written background about themselves. Without knowing this would prompt a research project and prove to be valuable, the form aimed to ‘break the ice’ between tutor and student, to remedy reports that some students struggled to open up. Without an opportunity for students to discuss their needs, the correct support is difficult to provide. The form’s questions included; How are you currently feeling about enrolling at the university? What are your hopes and fears regarding university life, and the course?What do you expect from the tutors? And importantly (and most effectively) the request to ‘Finish this sentence… I wish my tutor knew…’ (Schwartz, 2016). All answers were collated in a spreadsheet, and tutors were able to find their tutees’ answers through a search function. The aim of the forms was to give personal tutors an insight into the student’s world without requiring them to initiate conversations in a ‘cold’ meeting with a stranger, ‘fast-tracking’ a relationship between personal tutors and their tutees. The form was completely optional and formed the basis of the first tutorial meeting between tutors and students, giving some background, but ultimately allowing students to outline issues that they may struggle to articulate in the first instance.
Following the success of this approach, a second form was issued at the end of the year, with questions about the effectiveness of using the initial form. Both ethical clearance and student consent were sought to publish the findings. All responses from the students who agreed to participate were collated in one single document, and with rich findings two papers emerged, one focusing on the role of the tutor, and the other on the impact of Covid-19, but with threads of student wellbeing and a sense of belonging running through both.
It’s safe to say that the findings have made a real impact on our practice. Firstly, the value of the forms for relationship development were clear, with snapshots illustrating that it allowed students to reflect on how they are feeling and to raise any concerns they had. Linked to wellbeing, the approach meant that students could discuss mental health issues and their home life situations, without needing to ‘physically disclose something to a stranger.’ Linked to expectations surrounding the personal tutor role, it was clear that students saw their tutors as the first person they felt ‘comfortable’ with, and they expected them to learn about their names and backgrounds. Qualities of a tutor were clearly identified as ‘respect,’ ‘empathy’ and ‘trustworthiness,’ and at level 4, this was largely characterised by the transitions associated with first year study. Anxiety, relief, wellbeing and the impact of Covid-19 were threaded through these findings, leading back to the role of the tutor primarily for support.
So, what’s next? For practice, the continued use of the digital forms will remain an integral part of our pastoral strategy but rolled out across other year groups also. The value of the personal tutor role needs to be reiterated across the team and plans are afoot to provide in-house training. This is not just a useful step to take within our establishment but should be the case for higher education in general as it is imperative for successfully supporting students as a first point of contact. Further research is needed in the area of digital tools for pastoral care and their potential for fast-tracking relationship development and ‘breaking the ice.’ Working towards the goal of creating an inclusive learning environment starts with relationships, and with the rise in remote working, we can rely on digital tools to help, harnessing their perceived unlimited potential to enhance the student experience.
Jodie Pinnell is a Senior Lecturer, Course Leader and Senior Tutor in the School of Education and Sociology at the University of Portsmouth. She is a Senior Fellow of the Higher Education Academy UK. Follow Jodie on Twitter @jodieEdu
Dr Sukhbinder Hamilton is a Senior Lecturer in the School of Education and Sociology at the University of Portsmouth. She is a Co-Convenor for ‘The Women’s Workshop Sociological Collective,’ and a Fellow of the Higher Education Academy UK. Follow Sukh on Twitter @sukhhamilton1
References
Brinkworth, R, McCann, B, Matthews, C and Nordström, K (2009) ‘First-Year Expectations and Experiences: Student and Teacher Perspectives’, Higher Education 58 (2) 157–173. https://DOI:10.1007/s10734-008-9188-3
Ghenghesh, P (2018) ‘Personal Tutoring From the Perspectives of Tutors and Tutees’, Journal of Further and Higher Education, 42 (4), 570-584. DOI: https://10.1080/0309877X.2017.1301409
Hilliam, R and Williams, G (2019) ‘Academic and pastoral teams working in partnership to support distance learning students according to curriculum area’, Higher Education Pedagogies, 4 (1) 32-40 https://doi.org/10.1080/23752696.2019.1606674
Jorda, JM (2013) ‘The Academic Tutoring at University Level: Development and Promotion Methodology Through Project Work’, Social and Behavioral Sciences 106 (1) 2594- 2601
Knight, P (2002) Being a Teacher in Higher Education Buckingham: SRHE Open University Press
Lochtie, D, McIntosh, E, Stork, A, and Walker, BW (2018) Effective Personal Tutoring in Higher Education. Critical Publishing
Modell, S (2005) ‘Students as Consumers? An Institutional Field‐Level Analysis of the Construction of Performance Measurement Practices’ Accounting, Auditing & Accountability Journal 18 (4) 537-563 https://doi.org/10.1108/09513570510609351
Schwartz, K (2016) I Wish My Teacher Knew: How One Question Can Change Everything for Our Kids Da Capo Lifelong
Situmorang, D (2020) ‘Online/Cyber Counseling Services in the COVID-19 Outbreak: Are They Really New?’ Journal of Pastoral Care and Counseling 74(3) 166–174
Williams, J (2012) Technology Education for Teachers BRILL
Yale, AT (2019) ‘The Personal Tutor-Student Relationship: Student Expectations and Experiences of Personal Tutoring in Higher Education’, Journal of Further and Higher Education, 43 (4), 533-544, https://doi.org/10.1080/0309877X.2017.1377164
Social mobility target setting and progression data collection have long been on the agenda for UK HE policy makers and are widely documented, debated and researched (Connell-Smith and Hubble, 2018; Donnelly and Evans, 2018; Social Mobility Commission 2017, 2019; Phoenix, 2021). Widening Participation (WP) policy underpins much Government target setting, dressed up as a key factor in improving the nation’s social mobility issues. Much of the work undertaken in this field focuses upon the recruitment of students from the WP demographic onto Higher Education (HE) programmes, with data tracking at key points of the student’s journey as a measuring tool (Vignoles and Murray, 2016; Robinson and Salvestrini, 2020; Phoenix, 2021). However, there appears to be a distinct lack of focus on the student as an individual human being, who arrives into the HE world with prior lived experience, and a lack of consideration of the impact of future life experiences aligned to the student’s individual psychological status.
This omission can have a profound effect on a student’s ability to engage in their programme of study, thus affecting their ability to progress and succeed, contributing to barriers to engagement (Jones and Nangah, 2020). On-entry assessment currently does not capture the presence of traumatic histories, and students may not feel able to fully disclose their experiences until they have established a tutorial connection. Furthermore, HE systems may not have access to information, either on-entry or during studies, that enables appropriate tutorial support and adequate referral, due to GDPR (2018) restrictions and confidentiality principles. Therefore, academic tutorial expertise and understanding how to support students from a psychological perspective might need to be considered using specific relational elements in a humanistic manner. At system level, internal and external support for students focusing on their holistic needs might also improve access and progression.
These ideas led us to conduct a deeper investigation into the psychological needs of students, to seek out methods, practices and potential policy changes which might reduce barriers to student engagement. This new knowledge could enable policy makers, HEIs, HE staff and departments to improve their current practice and strengthen progress in terms of the national social mobility agenda (Augar, 2019). Examining barriers to student engagement for the WP demographic and specifically focusing on the links between psychological alienation theory (Mann, 2001), trauma and trust (Jones, 2017) in the HE context, led us to this new angle on the conundrum of meeting social mobility targets. Furthermore, recent neurological research, such as brain and amygdala responses to threat within specific groups (Fanti et al, 2020), could be explored further within HE student populations. Students who are affected by trauma could be better supported by using research-informed practices that can then be embedded in HE, focused on individual requirements.
To making a difference to current social mobility rates and targets we need to explore new concepts to inform and drive change in the sector. Our systematic literature review (Jones and Nangah, 2020) focused on the analysis of links between alienation theory (Mann, 2001; Jones, 2017), experiences of prior, existing or present traumatic experiences and the student’s ability to trust in the academic systems within which they are placed. The presence of traumatic emotional experiences in WP student populations connected to psychosocial and academic trust alienation theory contributes to understanding engagement barriers in HE. Using PRISMA guidelines, 43 publications were screened based on inclusion/exclusion criteria. Our review identified students’ experiences of trauma and how this had affected their HE educational engagement. It documented support strategies for student success and improvements in HEIs’ commitment to meeting WP agendas. This underlined the need for HEIs to commit to the social mobility agenda in a way which is aligned with barriers to student engagement. Current tracking and support systems may need to be augmented by tutorial systems and training for academic staff in relational tutorial systems, emphasising the presence of a consistent tutor. Jenkins (2020) suggests a single-session approach for addressing student needs within a short-term counselling model, but recognises this may not be suitable for students with more complex requirements. Thus, longer-term interventions and individualised counselling support approaches are arguably needed to support this demographic.
To decrease barriers to student engagement we need to focus on psychological well-being and collaborative HEI strategies to improve recruitment, retention and ultimate success. Our systematic review argued that deeper understanding of the complexities of student needs should be embedded within HE teacher training programmes and curriculum delivery. Extending teaching skills to embed psychological understanding and practice delivery skills would not only work to meet Government targets but also raise aspirations: ‘ …with the right approach, the transmission of disadvantagefrom one generation to the next can be broken’ (Social Mobility Commission, 2017: 8). Fulfilling the moral and corporate responsibility of HEIs to support the success of WP students might need new insights. Focusing on student engagement in HE with a better understanding of psychological alienation theory, trauma and trust could be used by multiple HE audiences and across countries to improve practice and drive both political and educational change for the most disadvantaged individuals. It is time to view HE students from WP backgrounds as individuals, to respect their aspirational aims and value their experiences in a way that best suits their subjective requirements, so that they may progress and succeed, helping to improve social mobility.
SRHE member Caroline S Jones is an applied social sciences professional with extensive experience in the children and young people field and HE programme leadership. She is a Tutor in the Education Faculty at Manchester Metropolitan University and was previously a Lecturer at the University Campus Oldham and at Stockport University Centre. Twitter: @caroline_JonesSFHEA. LinkedIn: https://www.linkedin.com/in/caroline-jones-1bab40b3/
SRHE member Zoe Nangah has been a Lecturer/Senior Lecturer in HE for 16 years across Psychology, Social Sciences, Counselling and Childhood Studies disciplines. She is currently a Senior Lecturer and Course Leader at the University of Chester for the MA Clinical Counselling course. Zoe is a qualified counsellor and supervisor and has conducted research into emotional experiences within student populations and explored perceptions of the support services. Twitter @zoenangah
References
Fanti, KA, Konikou, K, Cohn, M, Popma, A and Brazil, IA (2020) ‘Amygdala functioning during threat acquisition and extinction differentiates antisocial subtypes’ Journal of Neuropsychology, Volume 14, Part 2. (June 2020) 226-241, British Psychological Society
Jenkins, P (2020) ‘Single session formulation : an alternative to the waiting list’ University and College Counselling Volume 8, issue 4, November 2020
Mann, SJ (2001) ‘Alternative Perspectives on the Student Experience: Alienation and Engagement’ Studies in Higher Education 26 (1): 7–19
Robinson, D and Salvestrini, V (2020) The Impact of Interventions for Widening Access to Higher Education London: Education Policy Institute: TASO
Social Mobility Commission (2017) State of the Nation 2017: Social Mobility in Great Britain London: Social Mobility Commission
Social Mobility Commission (2019) State of the Nation 2018-2019: Social Mobility in Great Britain London: Social Mobility Commission
by Justyna Maciąg, Mateusz Lewandowski, Tammi Sinha, and Tetiana Prykhodko
This is one of a series of position statements developed following a conference on ‘Building the Post-Pandemic University’, organised on 15 September 2020 by SRHE member Mark Carrigan (Cambridge) and colleagues. The position statements are being posted as blogs by SRHE but can also be found on The Post-Pandemic University’s excellent and ever-expanding website.The original statement can be found here.
Higher Education Institutions (HEIs) have had to change their delivery and ways of working at incredible speed. The disruptive innovation caused by the COVID-19 pandemic is having profound impacts on all stakeholders of HEIs. This study reports on the results of the project which has brought together 3 perspectives from Poland, the United Kingdom and the Ukraine. The purpose was to evaluate and compare the performance of Universities during this period. Performance is understood as assessment of support given by a University to its stakeholders in the following spheres: organisational, technical, technological, competency and social. This study will contribute to better understanding the context of value creation by Universities during the pandemic and post-pandemic period.
We took the perspective of HEI stakeholders into consideration (students, academics and administrative staff). Their opinions and comments were collected by interviews in the form of an online questionnaire with some open questions. We intended to give them a space to share their perspectives, emotions and feelings caused by the lockdown. The questions carried out thematic analysis around the following issues: 1) organisational (planning and communication); 2) technical, (platforms available, teaching methods); 3) technological, (bandwidth, equipment); 4) competency (your own learning and comfort with online learning); 5) social conditions (your environment for study) of higher education experience within the current COVID-19 pandemic and follow up research post-pandemic. The surveys started in the middle of June 2020 and continued till October 2020. Sampling followed the snowball method. Participants were self-selecting with links shared for the online Microsoft forms and Google questionnaires.
We collected 396 questionnaires, 296 students, 100 university staff and academics (240 in Poland, 133 in Ukraine, 24 in UK). We would like to thank all of our participants for their contribution and candour.
First we would like to start with some qualitative analysis of students and staff responses in the questionnaire. The open questions were used to diagnose their experiences related to measures taken by Universities during lockdown. They were also asked to highlight the most and the least effective solutions offered. We decided to use an Ishikawa Diagram to analyse the possible causes for their most and least solutions identified. We analysed the factors around the COVI19 problem in order to provide insights and possible solutions for an effective and thriving ‘post-pandemic University’.
We grouped responses under headings showing below in the Ishikawa Diagram.
Chart 1 Ishikawa Diagram
There are some obvious similarities between these countries and some differences. We draw a conclusion that in each country the situation was similar, the teaching-learning process was transferred into our Virtual Learning Environments (VLE), and staff started remote or hybrid work (both academics and admin staff). The difference was notably the mechanism of this change: in the UK it was deemed more incremental change, in Ukraine and Poland the change was more radical. The proof of this is that in the responses in Poland and Ukraine respondents indicated several solutions which aren’t coordinated and supported by the Universities (i.e. using a social media for teaching-learning process, lack of integration of different e-learning platforms). Whereas in the UK many Universities used VLEs as ‘business as usual’.
The common themes identified for research in investigated countries were the expectation of support in different areas, not only in a teaching-learning process, but also in equipment (provision, repairs), financial aid, mental sphere, and competence development etc. The findings implied that the expectations of the students and staff support needs were not fully met at this time. Universities were in survival mode and the change management process was lacking in many areas.
Next, we analysed the background given by quantitative analysis of University performance in the technical, competence and organisational sphere (evaluation was carried out using a 5-point Likert scale). The results of research in each country are shown on Chart 2.
Chart 2 Evaluation of the support given by university during lockdown (Poland, Ukraine, UK)
We also investigated the need of support and help provided during the pandemic period studied. The results are presented in Chart 3.
Chart 3 Percentage of respondents who declare that they need support or help
The results of research showed that ‘University’ is mentioned the most, as the expected supporter for students and staff, both academics and administrators. The importance of social support also has appeared in our results. People are looking for assistance among colleagues, thus creating a proper, strong internal social relationship is valuable for them.
Table 1 The frequently mentioned sources of support
Our key conclusion from this work, at this time, is the importance of support and setting expectations of what support is available in HEIs. We draw a key finding that the understanding of value delivered by ‘the University’ has to change, and leave behind the neoliberal concept of value for money. We need to expand the understanding of value, taking into account the necessity of tolerance perceived inefficiencies within the university. University staff and students have had to adapt very quickly, and use all of their skills and tenacity to deal with this situation. Creating and co-creating value within universities has always been challenging, however the creativity of staff and students has pulled this sector through it. We have all had to become disruptive innovators.
Justyna Maciąg, PhD, and Mateusz Lewandowski, PhD, are lecturers and researches in the Institute of Public Affairs at Jagiellonian University in Cracow, Poland.
Tammi Sinha, PhD, is Senior Lecturer in Operations and Project Management, Director of the Centre for Climate Action, University of Winchester UK. Tetiana Prykhodko is Head of the Program of Analysis and Research, City Institute at Lviv, and a PhD student at Ivan Franko National University of Lviv, Ukraine.
“…problems arise when language goes on holiday. And here we may indeed fancy naming to be some remarkable act of mind, as it were a baptism of an object.”
Ludwig Wittgenstein, Philosophical
Investigations, para 38 (original emphasis)
The paradigm shift of students to customers at the heart of higher
education has changed strategies, psychological self-images, business models
and much else. But are the claims for and against students as customers (SAC)
and the related research as useful, insightful and angst ridden as we may at
first think? There are alarms about
changing student behaviours and approaches to learning and the relationship
towards academic staff but does the naming ‘customers’ reveal what were already
underlying, long standing problems? Does the concentrated focus on SAC obscure rather
than reveal?
One aspect of SAC is the observation that academic performance
declines, and learning becomes more surface and instrumental (Bunce, 2017).
Another is that SAC inclines students to be narcissist and aggressive, with HEI
management pandering to the demands of both students and their feedback on the
NSS, with other strategies to create iconic campus buildings, to maintain or
improve league table position (Nixon, 2018).
This raises some methodological questions on (a) the research on
academic performance and the degree of narcissism/aggression prior to SAC (ie around 1997 with the Dearing Report); (b) the scope and range of
the research given the scale of student numbers, participation rates, the
variety of student motivations, the nature of disciplines and their own
learning strategies, and the hierarchy of institutions; and (c) the combination
of (a) and (b) in the further question whether SAC changed the outlook of students to their education – or is it that
we are paying more attention and making different interpretations?
Some argue that the mass system created in some way marketisation of
HE and the SAC with all its attendant problems of changing the pedagogic
relationship and cognitive approaches. Given Martin Trow’s definitions of
elite, mass and universal systems of HE*, the UK achieved a mass system by the
late 1980s to early 1990s with the rapid expansion of the polytechnics;
universities were slower to expand student numbers. This expansion was before
the introduction of the £1,000 top up fees of the Major government and the
£3,000 introduced by David Blunkett (Secretary of State for Education in the
new Blair government) immediately after the Dearing Report. It was after the
1997 election that the aspiration was for a universal
HE system with a 50% participation rate.
If a mass system of HE came about (in a ‘fit of forgetfulness’ ) by
1991 when did marketisation begin? Marketisation may be a name we give to a
practice or context which had existed previously but was tacit and culturally and
historically deeper, hidden from view. The unnamed hierarchy of institutions of
Oxbridge, Russell, polytechnics, HE colleges, FE colleges had powerful cultural
and socio-political foundations and was a market of sorts (high to low value
goods, access limited by social/cultural capital and price, etc). That hierarchy was not, however,
necessarily top-down: the impact of social benefit of the ‘lower orders’ in
that hierarchy would be significant in widening participation. The ‘higher
order’ existed (and exists) in an ossified form. And as entry was restricted,
the competition within the sector did not exist or did not present existential
threats. Such is the longue durée when trying to analyse marketisation and the
SAC.
The focus on marketisation should help us realise that over the long
term the unit of resource was drastically reduced; state funding was slowly and
then rapidly withdrawn to the point where the level of student enrolment was
critical to long term strategy. That meant not maintaining but increasing
student numbers when the potential pool of students would fluctuate – with the present demographic trough ending in 2021
or 2022. Marketisation can thus be separated to some extent from the cognitive
dissonance or other anxieties of the SAC. HEIs (with exceptions in the
long-established hierarchy) were driven by the external forces of the funding
regime to develop marketing strategies, branding and gaming feedback systems in
response to the competition for students and the creation of interest groups – Alliance,
Modern, et al. The enrolled students
were not the customers in the marketisation but the product or outcome of
successful management. The students change to customers as the focus is then on
results, employment and further study rates. Such is the split personality of institutional
management here.
Research on SAC in STEM courses has a noted inclination to surface
learning and the instrumentalism of ‘getting a good grade in order to get a
good job’, but this prompts further questions. I am not sure that this is an
increased inclination to surface learning, nor whether surface and deep are
uncritical norms we can readily employ. The HEAC definition of deep learning
has an element of ‘employability’ in the application of knowledge across
differing contexts and disciplines (Howie and Bagnall, 2012). A student in 2019
may face the imperative to get a ‘degree level’ job in order to pay back
student loans. This is rational related to the student loans regime and widening participation, meaning this
imperative is not universally applied given the differing socio-economic
backgrounds of all students.
(Note that the current loan system is highly regressive as a form of
‘graduate tax’.)
And were STEM students more inclined toward deep or surface learning
before they became SAC? Teaching and
assessment in STEM may have been poorand
may have encouraged surface level learning (eg
through weekly phase tests which were tardily assessed).
What is deep learning in civil engineering when faced with stress
testing concrete girders or in solving quarternion equations in mathematics: is
much of STEM actually knowing and processing algorithms? How is such learnable
content in STEM equivalent in some cognitive way to the deep learning in modern
languages, history, psychology et al?
This is not to suggest a hierarchy of disciplines but differences, deep
differences, between rules-based disciplines and the humanities.
Learning is complex and individualised, and responsive to, without
entirely determining, the curriculum and the forms of its delivery. In the
research on SAC the assumptions are that teaching and assessment delivery is both
relatively unproblematic and designed to encourage deep, non-instrumental
learning. Expectations of the curriculum delivery and assessment will vary
amongst students depending on personal background of schooling and parents, the
discipline and personal motivations and the expectations will often be
unrealistic. Consider why they are unrealistic – more than the narcissism of
being a customer. (There is a very wide range of varieties of customer: as a
customer of Network Rail I am more a supplicant than a narcissist.)
The alarm over the changes (?) to the students’ view of their learning
as SAC in STEM should be put in the context of the previously high drop-out
rate of STEM students (relatively higher than non-STEM) which could reach 30%
of a cohort. The causes of drop out were thoroughly examined by Mantz Yorke(Yorke and Longden, 2004), but as
regards the SAC issue here, STEM drop outs were explained by tutors as lack of the
right mathematical preparation. There is comparatively little research on the
motivations for students entering STEM courses before they became SAC; such research is not over the long term or longitudinal.
However, research on the typology of students with differing motivations for
learning (the academic, the social, the questioning student etc) ranged across
all courses, does exist (a 20 year survey by Liz Beatty, 2005). Is it possible that after widening
participation to the point of a universal system, motivations towards the
instrumental or utilitarian will become more prominent? And is there an
implication that an elite HE system pre-SAC was less instrumentalist, less
surface learning? The creation of PPE (first Oxford in 1921 then spreading
across the sector) was an attempt to produce a mandarin class, where career
ambition was designed into the academic disciplines. That is, ‘to get a good
job’ applies here too but it will be expressed in different, indirect and
elevated ways of public service.**
There are some anachronisms in the research on SAC. The acceptance of
SAC by management, by producing student charters and providing students places
on boards, committees and senior management meetings is not a direct result of students or management
considering students as customers. Indeed, it predates SAC by many years and
has its origins in the 1960s and 70s.
I am unlikely to get onto the board of Morrisons, but I could for the
Co-op – a discussion point on partnerships, co-producers, membership of a community
of learners. The struggle by students to get representation in management has taken
fifty years from the Wilson government Blue Paper Student Protest (1970) to today. It may have been a concession, but
student representation changed the nature of HEIs in the process, prior to SAC.
Student Charters appear to be mostly a coherent, user-friendly reduction of
lengthy academic and other regulations that no party can comprehend without
extensive lawyerly study. A number of HEIs produced charters before the SAC era
(late 1990s). And iconic university buildings have been significantly
attractive in the architectural profession a long time before SAC –
Birmingham’s aspiration to be an independent city state with its Venetian
architecture recalling St Mark’s Square under the supervision of Joseph
Chamberlain (1890s) or Jim Stirling’s post-modern Engineering faculty building
at Leicester (1963) etc (Cannandine 2002).
Students have complex legal identities and are a complex and often fissiparous
body. They are customers of catering, they are members of a guild or union, learners,
activists and campaigners, clients, tenants, volunteers, sometimes disciplined
as the accused, or the appellant, they adopt and create new identities
psychologically, culturally and sexually. The language of students as customers
creates a language game that excludes other concerns: the withdrawal of state
funding, the creation of an academic precariat, the purpose of HE for learning
and skills supply, an alienation from a community by the persuasive self-image
as atomised customer, how deep learning is a creature of disciplines and the changing job market, that
student-academic relations were problematic and now become formalised ‘complaints’.
Students are not the ‘other’ and they are much more than customers.
Phil Pilkington
is Chair of Middlesex University Students’ Union Board of Trustees, a former
CEO of Coventry University Students’ Union, an Honorary Teaching Fellow of
Coventry University and a contributor to WonkHE.
*Martin Trow
defined an elite, mass and universal systems of HE by participation rates of
10-20%, 20-30% and 40-50% respectively.
** Trevor
Pateman, The Poverty of PPE, Oxford, 1968; a pamphlet criticising the course by
a graduate; it is acknowledged that the curriculum, ‘designed to run the Raj in
1936’, has changed little since that critique. This document is a fragment of
another history of higher education worthy of recovery: of complaint and
dissatisfaction with teaching and there were others who developed the
‘alternative prospectus’ movement in the 1970s and 80s.
References
Beatty L,
Gibbs G, and Morgan A (2005) ‘Learning orientations and study contracts’, in Marton, F, Hounsell, D and
Entwistle, N, (eds) (2005) The Experience
of Learning: Implications for teaching and studying in higher education, 3rd
(Internet) edition. Edinburgh: University of Edinburgh, Centre for Teaching,
Learning and Assessment.
Bunce,
Louise (2017) ‘The student-as-consumer approach in HE and its effects on
academic performance’, Studies in Higher Education,
42(11): 1958-1978
Howie P and Bagnall R (2012) ‘A critique of
the deep and surface learning model’, Teaching
in Higher Education 18(4); they state the distinction of learning is
“imprecise conceptualisation, ambiguous language, circularity and a lack
of definition…”
Nixon, E, Scullion, R and Hearn, R (2018) ‘Her majesty the student:
marketised higher education and the narcissistic (dis)satisfaction of the
student consumer’, Studies in Higher
Education 43(6): 927-943
Cannandine, David (2004), The ‘Chamberlain Tradition’, in In Churchill’s Shadow, Oxford: Oxford
University Press; his biographical sketch of Joe Chamberlain shows his vision
of Birmingham as an alternative power base to London.
Yorke M and Longden B (2004) Retention
and student success in higher education, Maidenhead: SRHE/Open University
Press
A national election looms in Australia and while no-one is under any illusion about the likelihood of higher education being a key issue for the Australian public when they are considering for whom to vote, those in the sector are hopeful that, at the very least, higher education policy common sense will prevail. Depending on your particular higher education interests, the focus of such policy common sense will differ. For me, at least partly, the focus will be on equity policy.
I recently led to
completion a national study that looked in part at the costs of supporting
students from low socioeconomic status (SES) backgrounds in Australian universities. We used a mixed methods
approach, incorporating quantitative analysis of national higher education data
and qualitative exploration and validation.
The complexity of university finances, the opaque nature of
equity funding and the generally low level of understanding of the precise
costs of supporting low SES students in the sector provided challenges to
meeting the project brief. That said, we used data from 37 universities over
ten years and a sophisticated quantitative methodology and detailed
consultation with senior executives at four universities on the quantitative
findings to test their validity. The results were, as one Vice-Chancellor
described them, “stunning”.
We
found that the average costs of supporting low SES undergraduate students are
around six times higher than the
costs of supporting medium and high SES students. This was for a university
with an average number of undergraduate low SES enrolments. At the postgraduate
level, the average support costs for low SES students are around four times higher than those for medium
and high SES students for a university with an average number of postgraduate
low SES students.
These are, indeed, stunning
findings.
We
found that the kind of additional support needed by students from low SES
backgrounds includes: outreach support to
raise aspiration and relevant individual capital prior to enrolment; academic, personal and financial support while at university; and in some cases,
support to care for students with highly
complex needs.
We
found that the additional cost incurred in supporting a low SES student
compared to other students include those inherent on the support listed above
and additionally, the costs inherent in
the interventions required to address disadvantage throughout school and
university. We found that the costs of
establishing, maintaining and appropriately staffing multiple and/or regional campuses, particularly but not
only those located in highly disadvantaged communities, also contributed to the
cost differentials.
In
simple terms, we found that universities that are strongly prioritising or enacting missions to address disadvantage
have higher costs than universities with other missions.
Because
low SES students are not a homogeneous group, we found that additional support
costs are not the same for all low SES students. As will be unsurprising to
those working with equity group students, depending on their particular
background and circumstances, low SES students may experience different levels
of disadvantage and/or multiple
disadvantage. In the four universities consulted, there were different costs
in, and different approaches to, supporting low SES students. This was partly because of the differences in
the universities’ missions, the number and geographic locations of campuses,
whether the student was undergraduate or postgraduate and the characteristics
of the particular low SES students for whom support was being provided.
There are a number of policy implications
that an incoming Australian government might like to consider:
Given universities that are enacting missions
to address disadvantage have higher costs than universities with other missions, moving from activity-based to mission-directed
costing may be a fruitful area for further exploration.
Given that the costs of supporting low SES
students are four to six times higher than those of supporting medium and high
SES students, consideration could be given
to applying the principles of ‘cost compensation’ in university funding for low
SES numbers. In rudimentary terms, this
would mean that each low SES student would attract four times (postgraduate
level) to six times (undergraduate level)
more funding than otherwise like students.
Given the lack of
homogeneity of low SES students and the differential costs for different
universities in supporting low SES students, consideration could be given to
the distribution of funding to support low SES students according to the
investment/cost need of a university/campus/area in which a campus is located,
rather than according to the number of students at each university who meet the
technical definition of ‘low SES’. This
would also help reduce perverse incentives to seek only the least costly low
SES candidates.
I’m not overly optimistic about these findings being immediately embraced and celebrated by either side of politics. I am hopeful, however, that a government genuinely interested in equity might recognise that properly funding universities to enact their missions might be purposefully conceived as an investment that lowers social disadvantage and ultimately improve economic outcomes for both graduates and communities. In other words, I’m hoping policy common sense will prevail.
SRHE Fellow Professor Marcia Devlin is Deputy Vice-Chancellor and Senior Vice-President at Victoria University in Melbourne, Australia. The study referred to above was funded by the Australian government through the National Priorities Pool
This report is based on research by Yvette Taylor (Strathclyde) and Cristina Costa (West of England) as part of an SRHE funded project ‘Exploring ‘Estrangement’ in Higher Education: Standing Alone or Settling In?’
“Estrangement feels very taboo… it’s almost like having to out myself a lot of the time to people… people are more familiar with the idea that your parents are divorced or have died or whatever“ (Jennifer, 31)
“It’s like a rope round you pulling you back as you’re going forward, but I don’t think it’s a barrier that stops, I think it’s a barrier that’s just there and to be aware of.” (Robert, 29)
Estranged students can be defined as a group of young adults who have unstable, minimal or no contact with their parents and/or their wider family networks. In the context of Scotland estrangement status among students was only recognised in 2016 through campaigning initiatives supported by Stand Alone and ButtleUK. To date, only seven Scottish universities and colleges have explicit policies in place to support this group as signatories to the Stand Alone Pledge.
Little is known about the
experiences of estranged students either in the UK or internationally: based on
interviews (n=23), this study represents the first of its kind in Scotland,
exploring how estranged students navigate education structures and the
institutional and interpersonal resources available. It examines estranged
students’ further and higher education experiences, identities and expectations,
how these are supported and managed and what educational and employment
aspirations are fostered and developed. While
it is clear that steps have been made in helping education institutions
identify and support estranged students, often estranged students do not fit
pre-existing widening participation policies or funding categories (eg Bland,
2018; UCAS, 2017); discretion, care and flexibility are needed.
Students become estranged from
their families for a number of reasons, including emotional and physical abuse,
clash of values and mismatched expectations around family roles. In addition,
estrangement can also relate to ‘divorce, honour-based violence, forced
marriage, and family rejection of LGBTQI+ students’ (Blake, 2015).
Research Findings
Definitions of estrangement are
restrictive and inflexible, offering little understanding or appreciation of the
complexity of estrangement experiences and practices and hardships: the Office for Students
limits the status of estrangement in higher education to students between 18
and 24 years old and stipulates that estrangement means no communicative
relationship with either living biological parent (2018), a definition also
shared by the Student Loans Company (2016). It
can be very difficult to ‘prove’ the status of estrangement under such
restrictive conditions.
Definitions
of estrangement shape the identities and realities of those who are formally
associated with it and who can become, or fear becoming, victims of
scrutinisation and unfair surveillance strategies, justified in the
name of anti-fraud detection. Often monitoring approaches do not take into
account the specificities, vulnerabilities or characteristics of estranged
students (Bland, 2018).
Estrangement
does not cease or become irrelevant when a student reaches the age of 25. Even
when young people leave the family home it ‘continues to be the site through
which many of their individual biographies and expectations are routed’ beyond
the tidy age of 25 (Valentine et al,
2003: 481). This signals the complexity
in defining ‘youth’ and the significance of this (expanding) point in the
life-course of an individual, especially when they may lack the social and
economic support that they are assumed to receive via family.
Although
well intentioned, supporting structures only cater partially for the needs of
estranged students who are often considered from the perspective and experience
of traditional students, with ‘add-on’ support recognising additional financial
hardships. The intersection of financial, social and emotional needs still has to be taken into account.
There are
enduring similarities in the experiences of estranged students, with many reporting,
for example, experiences of homelessness, severe financial hardship, mental
health issues, disrupted study, etc. Experiences of
estrangement can lead to a strong sense of difference and exclusion within
further and higher education contexts. As colleges and universities claim
readiness to welcome a diverse student body, there is a need to acknowledge the
complexity of students’ lives, encompassing an approach inclusive of those do
not fit within a regular or expected pattern of what it means to be a student.
While there
are group commonalities, little is known about the differences in estranged
students’ experiences, in terms of such issues as race, class, gender and
sexuality, a knowledge gap that requires research attention. Students’
struggles need to be accounted for intersectionally rather than through a tick
box exercise of widening participation/diversity agendas to which institutions
sign up. The Stand Alone Pledge has to be agreed, actively implemented and
monitored.
Inclusion
of estranged students in academia does not stop at entry point; to measure
entry as success would be to ignore the challenges students bring and carry
with them throughout their studies, and indeed beyond. Positioning
students as ‘non-traditional’ can encourage a deficit perspective (and
labelling students as ‘disadvantaged’ may strengthen stereotypes rather than
contest them). This ‘othering’ of students from non-traditional backgrounds may
well foster a sense of difference, with institutional variations in student
integration.
It is important to consider
students’ own definitions, as well as resistances and personal strength evident
in all interviews. Often students face isolation, uncertainty, financial
instability and experience or fear of homelessness, and yet have still secured
a place at college or university using whatever limited resources, personal and
practical, they have to navigate barriers to their academic success.
Family estrangement is often
regarded as a form of deviance and interference in relation to both
unquestioned assumptions and the cultural imagination that ‘a family is
forever’ (Sharp, 2017). This is problematic in that such an approach casts
estrangement as an anomaly that requires fixing, whereas family estrangement is
becoming a more prevalent reality in modern society (Conti, 2015).
“It [estrangement] seems negative that you’re either cut off or cut yourself off from your family, and normally that comes with the attachment of ‘what have they done wrong for that to happen?’ (Robert, 29)
“[estrangement comes with] a degree of further responsibility and further pressures that not everybody has to experience.” (Dylan, 28)
“So I think financially it is a big difference [from peers who are not estranged]. As well as like focusing on my studies I need to focus on an income.” (Ingrid, 22)
“Maybe they [students who are not estranged] can have worries about other things, but they will never lack food, they will never have to worry about rent or stuff like this.” (Martin, 22)
Blake, L (2017) ‘Parents and children who are estranged in adulthood:
a review and discussion of the literature’ Journal of Family Theory &
Review 9 (4): 521–36 https://doi.org/10.1111/jftr.12216
Bland, B (2018) ‘It’s all about the money: the influence of family
estrangement, accommodation struggles and homelessness on student success in UK
higher education’ Text. July 2018. https://doi.org/info:doi/10.5456/WPLL.20.3.68.
Conti, RP (2015) ‘Family estrangement:
establishing a prevalence rate’ Journal of Psychology and Behavioral Science
3 (2): 28–35 https://doi.org/10.15640/jpbs.v3n2a4
