Student experience experts group meeting

• Sarah Knight, head of learning and teaching transformation, Jisc

Sector examples of improved practice in supporting the digital experience of international students, we are delighted to hear from three universities who have been using Jisc’s research:

For students, by students: building belonging and community for international students at De Montfort University

• Sumeya Loonat, senior international student lecturer, De Montfort University

Keeping international student voice and student need at the forefront of design decisions at the University of Plymouth

• Hannah Miles, senior digital learning designer, University of Plymouth
• Dr Helen Bowstead, in-sessional academic manager and EFL Lecturer, University of Plymouth

Supporting international students with their arrival at University of Northampton

• Dr Patrice Seuwou, deputy head of subject business systems and operations, Faculty of Business and Law, University of Northampton,

• Sarah Knight, head of learning and teaching transformation, Jisc and Simon Birkett, senior sector specialist, digital transformation, Jisc

Digital transformation at University of Chester

• Laura Milne, head of digital education, Centre for Academic Innovation and Development (CAID), University of Chester

Digital transformation at Sheffield Hallam University

• Dr Alison Purvis, associate dean, Teaching and Learning, Sheffield Hallam University

Findings from Jisc’s 2023-2024 digital experience insights survey of higher education students and what we have learnt about international and transnational students’ digital experiences

• Clare Killen, senior consultant, data analytics and Dominic Walker, business intelligence and surveys consultant, data analytics, Jisc

In this session where you’ll be having small group discussions, we want to hear how the start of the academic year has been for you, and the students you support and teach.  What are the key strategic areas of focus at your institution? What new student experience initiatives have been implemented? What’s been impacted by the current strain on budgets? Ultimately, we want to hear how Jisc can support your student experience plans in 2024/25

Session 1: Harnessing the student voice to address underrepresentation in doctoral study

During 2023-24, the Bloomsbury Learning Exchange completed development and launched a course aimed at dispelling the myth behind doctoral study in the UK. The objective was to help potential students, domestic and international, understand whether this level of study is appropriate for them. We presented information directly from existing students and academics from a diverse range of backgrounds and experiences. In parallel, the course supports institutional widening participation agendas, recruitment and student retention. Using a range of ways to generate discussion, reflection and ideas, the course authors uncovered unexpected barriers that doctoral students, particularly international students, face through their journey from application to completion. These revelations fed back into the design of the course and enriched the authoring process.

In this session Sarah Sherman will describe the collaborative and iterative approach the team took to develop the course and where they are up to with its roll-out.

• Sarah Sherman, director, Bloomsbury Learning Exchange (BLE)

Session 2: International Student Pedagogy

The number of international students attending UK universities has risen steadily over the last few years and many universities have made significant investment across their services to support this growth and uphold a high-quality student experience. This is not without its challenges, as international students’ academic background and cultural shock when arriving to the UK (amongst other socio-economic factors), coupled with traditional HE structures, can impact their inclusion and successful academic performance.

Despite the availability of a wealth of information regarding numbers, demographics and motivations of international students, less consideration has been given to the environmental and structural factors surrounding the delivery of their courses. The Academic Development team at Staffordshire University is leading a 2- year project to explore and minimise the structural inequalities confronting international students, through the development of pedagogies with a specific focus on international student inclusivity. As the diversity of the University’s international population grows, this project looks at the impact this may have on the nature and extent of the support required to reduce the number of withdrawals, raise student satisfaction levels, and maximise equitable learning outcomes. This requires a suite of training and interventions to support staff in identifying and responding to students’ needs, leading to the development and dissemination of good practices, across our institution (and potentially wider networks in future).

This session will discuss the background, context and aims of the project, as well as focus on the findings of the first phase (interrogation of current pedagogical practices with international students - through focus groups with academic staff and international students).

• Simona Golshetti, academic developer, Staffordshire University
• Juan Raman Mullor, evaluation officer, University of Staffordshire

Session 3: Exploring Digital Assumptions and Experiences of International Students from Social and Historical Sciences

As part of a Digital Access project based in Social and Historical Sciences at UCL, the EDI team and the Faculty Learning Technology worked with international students from across the faculty to identify and share their digital experiences. The initial group worked on a project proposal which was successful in receiving a small amount of funding from the faculty and the team worked together to build confidence for the students involved to provide honest accounts of their experiences. The final part of the project involved the development of an Assumptions Workshop and a Digital Mentor Scheme with a long term aim of filling in the gaps from the hidden digital curriculum. Throughout the year long project the Jisc ISDX series of reports were used as a prompts and guides to focus the direction of the project. The outputs have the potential to support all students in the Faculty.

In this session, Fiona Harvey, Faculty learning technology lead for social and historical sciences at UCL will share successes and the challenges of the project including future directions.

• Fiona Harvey, faculty learning technology lead for social and historical sciences, UCL

To find out more about the student experience experts group and how to become a member, visit our website.