AffiliationUniversity of Derby
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AbstractInitial findings from a replication of the the Krause and Coates (2008) study to examine the seven scales of student engagement. Recruitment to undergraduate youth work programmes are at risk, with programmes closing and many of those left struggling with unsustainably low numbers. However, numbers of younger applicants is growing. They are acquiring suitable experience from a range of sources, including the NCS model of recruiting from within, leaves school and college leavers with sufficient youth work experience to start a programme, albeit with limited life experience. Furthermore, there has been a spike of under graduate students who want to purse a career in youth work, after positive experiences of receiving youth work interventions, compounded by increasing numbers of applicants with support needs, including learning difficulties and a wide spectrum of mental health needs. Mature applicants still apply wihtout formal qualifications, and all students have to unlearn their experiences of schooling to maximise the transformational potential of undergraduate yoth work study. This session will explore the seven scales of engagement, loosely transition; peer to peer support; academic engagement; on line engagement; student to staff relationships and beyond class / social engagement. These were explored through the constant comparative method of qualitative analysis to explore the difference between the experience of the first year students , comparing those who identify as with support needs and those who do not after the first half of their first year of study. There are implications for living the values of the National Occupational Standard in the delivery of undergraduate programmes. There are implications for designing induction activities across the year, and qualitative feedback on a first year residential. Crucially there are implications for sustainable workloads of academics with significant time pressure to deliver teaching and learning and generating REF-able research. Join this session and hear the initial findings from this small-scale qualitative study, and work through the challenges nationally navigating the socially just commitment to social mobility, the range of support needs presenting at HEIs nationwide and propose how to generate best practice while remaining value driven and committed gatekeepers to the professional qualification. Is it acceptable to recruit students with limited resilience yet potential and maintain standards? How do we effectively promote engagement for first years? What are the implications for recruitment, programme delivery and workload planning?
CitationHowell, T.J. (2018) 'Youth Working Youth workers - Filling the Student Support Void'. Training Agency Group The Professional Association of Lecturers’ [PowerPoint presentation] Emerging Landscapes: Constructing and Re-constructing Spaces for Youth and Community Work, 27-29 June, Wrexham Glyndwr University. Available at: http://www.tagpalycw.org/conference-archive.
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Student mentoring: An exploration of the benefits of student mentors for year 1 students on an undergraduate programme.Jinks, Gavin; University of Derby (International Academy of Technology, Education and Development (IATED), 2017-11)In 2015 I introduced the idea of student mentors for year 1 students on the BA Applied Social Work at the University of Derby. This was a small and low key idea. I recruited 5 students from the 2nd and 3rd years to run a short session during induction week and to be contactable so that new year 1s could raise questions and queries which they preferred not to raise with tutors. Discussions with all involved indicated that year 1 students wanted to have a significantly developed student mentoring scheme. So this year 19 further mentors have been recruited from current year 1 in order to develop the scheme. For 2017-18 the mentors are taking responsibility for 2 full days of student induction. They are taking responsibility for setting up and managing a Facebook group for the new year 1 students. This group will allow information to be given to new students as well as providing an opportunity for them to raise questions. Student mentors will also be involved in providing assignment guidance to year 1 students for subjects in which those mentors have been very successful. A key finding thus far has been the enthusiasm with which those invited to take on the student mentor role have responded. Keywords:
Do student nurses experience Imposter Phenomenon? An international comparison of Final Year Undergraduate Nursing Students readiness for registrationChristensen, Martin; Aubeeluck, Aimee; Fergusson, Diana; Craft, Judy; Knight, Jessica; Wirihana, Lisa; Stupple, Edward J. N.; University of Derby; School of Nursing; Queensland University of Technology; Caboolture Campus, Tallon Street Caboolture Queensland 4510 Australia; Faculty of Medicine & Health Sciences; University of Nottingham, Royal Derby Hospital; Uttoxeter Road Derby DE22 3DT UK; et al. (2016-06)Background The transition shock sometimes associated with moving from student to registered nurse can lead to feelings of self-doubt and insecurity especially with the increased expectations and responsibilities that registration brings. Known as Imposter Phenomena, individuals often express a lack of self-confidence, uncertainty in their abilities or that others have an over inflated opinion of them. Aim The aim of this study is to examine the extent at which imposter phenomenon is evident in four final year nursing student cohorts in Australia, New Zealand and the United Kingdom. Design A survey design. Settings The study took place at 4 higher education institutes – two metropolitan campuses and two regional campuses between October 2014 and February 2015 in Australia, New Zealand and the United Kingdom. A sample of 223 final year nursing students undertaking nationally accredited nursing programmes were approached. Results Each cohort exhibited mild to moderate feelings of Imposter Phenomena. A positive weak correlation between imposter phenomena and preparedness for practice was found. The New Zealand cohort scored higher than both the Australian and United Kingdom cohorts on both feelings of imposterism and preparedness for practice. Conclusions Nursing students possess internalised feelings which suggest their performance and competence once qualified could be compromised. There is some speculation that the respective curriculums may have some bearing on preparing students for registration and beyond. It is recommended that educational programmes designed for this student cohort should be mindful of this internal conflict and potential external hostility.
Double-edged sword: How international students on an intensive programme cope with a new national and academic culture where few host culture students existSweeney Bradley, Irene; University of Derby (2017-08-18)The Work-Based Project (WBP) set out to explore how international students in a Swiss hospitality institution manage to cope with two quite different cultures to where they came from i.e. the Swiss national culture and the British academic culture. Previous research on international students have been in locations where the host culture student is in plentiful supply which is a way to help the international student adjust socioculturally. Within this WBP, the student body is made up of mainly international students and very few Swiss students. Concepts that were used to assist the exploration of this topic include: what influenced the choice of Switzerland and the institution as a place to study, along with how the information was searched for (Mazzarol and Soutar’s, 2002 Push-Pull Model; The Model of International Students’ Preferences by Cubillo, Sánchez and Cerviño, 2006). Hyde’s (2012) adaptation of Oberg’s 1960 stages of adaptation explored culture shock as a concept followed by Berry’s (1997) acculturation and coping strategies. It investigated the use of friendship networks as a way to help students cope in this new environment (Bochner, McLeod and Lin, 1977; Schartner, 2015). These models were used to provide a framework for the questioning used in the gathering of the primary research. The study is applied in nature and using a case study allowed for the exploration of the rich detail that was needed to understand how the international student feels in this environment and how they cope with it in an effort to instigate change as a result of the findings. Focus groups were used as a scoping tool to identify the key themes which were then developed into a questionnaire for distribution among the wider student body. The key findings indicate that reputation of Swiss hospitality education is influential in the decision making of the student. Word of mouth through previous students is a key way for the students to find out the information they believe they need. The findings revealed that the student views both the Swiss and academic culture of the institution as one and the same. The issue of culture shock is difficult to plot as there was such a mix of feelings identified when the decision to come to Switzerland is made and when the student arrives. The friendships that are generated have evolved since the creation of the Bochner et al (1977) Model and Schartner (2015) identified a newer group which could be added to this model i.e. friends back home as a way to help with psychological adjustment. The key conclusions drawn from the research indicate that the students use word-of-mouth to a great extent in preparation for their study abroad however, the information received is informal in nature. Those that used more sources of information felt they arrived more prepared. Friends were referred to throughout the study for many reasons however, the addition of the 4th group of friends i.e. friends back home, were used as a form of escape to cope with the challenges experienced (whether national or academic culture) due to both cultures being viewed as one and the same. Implications of this relate to how information is provided to the potential student Dissemination of the findings to those that prepare the students for their venture e.g. agents and those that have to help the student adjust upon their arrival e.g. institution members so that the student can adapt more quickly in the 18 weeks that they have to feel comfortable in their new environment.