Project reports

Project reports

Aspects of Students’ Identity Formation and Learning Needs on Entry to Higher Education (Phase One)

The Project explored aspects of students’ identity formation as they move from non-academic backgrounds into higher education and thereafter into the teaching profession.

Bridges2HE

The Bridges2HE Project pilot explored the provision of pre-induction information to students in two departments using linked admissions data from the SITS system together with content hosted on the BREO VLE. The outcome of the Project showed that there were problems with the accuracy and currency of the data held on SITS.  Students had mixed views about the value of the materials.

Challenges Facing Mature Returners to Education and Strategies Undertaken by the Applied Education Studies Team to Address These

This report covers phases two and three of a Research Project begun in 2006 by the Applied Education Studies team, to research the issues faced by the mature, part-time students on this course, and adds to the report of Phase One of the research, as completed on behalf of the team by Olivia Sagan.

CISST - Confidence in Study Skills Test

This Project reports on a pilot study of the development of a questionnaire designed to assess students’ confidence in study skills and its trialling in two subject areas.

(Re) creating the University of Bedfordshire’s First Year Business Curriculum: Rationale, Planning and Implementation

This Project supported the introduction of a new and more engaging first year undergraduate business and marketing curriculum. The new curriculum and associated new learning environment was developed to reflect the needs of an increasingly diverse student population by providing the cohort with an integrated, relevant and engaging curriculum.

Student Attendance Tracking and a SMS Based Intervention System

This Project was based on the premise that retention, particularly amongst level one students still forming study habits and attitudes, could be improved if the identification of non-engagement and subsequent interventions could be speeded up. It explored the processes for the identification of non-engagement and the use of a SMS texting base intervention.

Using KEEpad to Design Interactivity into Information Skills Training for Business, English and Performing Arts Students

The central aim of this Project was to use an Audience Response System (ARS) to make information literacy teaching more interactive and to improve the teaching and learning of information skills. To this end, the investigators conducted a literature search to identify good practice at other HE institutions and designed a series of interactive sessions using the TurningPoint Audience Response System / KEEpad Interactive PowerPoint. Developing more fully interactive information skills session through this technology enhanced the effectiveness of library training sessions and encouraged students to reflect on the development of their own information competencies.

Concept mapping and culture

This Project investigated the use of concept mapping to explore personal development – firstly as a research tool and secondly as a reflective tool supporting PDP. You can read the following reports in this area:

• Maja Jankowska, Mark Atlay and Alfredo Gaitan (2010) - Who are you and what is your destination? - evaluation of an entry point and the role of cultural differences in Personal Development Planning, Problemy Profesjologii, Vol 2, Zielona Gora (PDF in Polish with an abstract in English);
• Maja Jankowska (2010) - Central East Europeans fit in easily - a reflection on factors influencing students’ adaptability and achievement (PDF forthcoming July 2010).