SRHE Conference 2021: Poster Sessions

Society for Research into Higher Education

Welcome to the virtual poster exhibition sessions for SRHE's Annual International Research Conference 2021!

Our virtual poster sessions will take place on Zoom on:

- Tuesday 7 December 09:00 - 10:30 (UK time)

- Thursday 9 December 17:00 - 18:30 (UK time)

The link to join will be available both here and via e-mail the day before each session takes place. Each presenter will have their own breakout room so that conference delegates can drop in and speak with each presenter individually. In addition, conference delegates can engage with posters at any time throughout the week by using the ‘join the discussion’ function on virtualpostersession to post questions and comments.

More info: https://srhe.ac.uk/conference-2021/

Filter displayed posters (37 tags)

Show posters with Video Chat with Recorded Presentation

Mrs

Folu Ajiboye

Abstract: There is an established argument in literature that conceptions of teaching influences teaching approach which in turn affects learning approach and outcomes of students. However, despite studies showing correlation between conceptions of teaching and teaching approach, architecture as a field has only been studied alongside other related courses and not on its own terms. Therefore, this paper seeks to uncover teaching conceptions within architectural education, factors that may influence these conceptions and how it relates to the teaching approach employed. Furthermore, with a view to contextualize the research, the influence of colonialism and how it may relate to or influence teaching conceptions of the lecturers within Nigeria-a former colony of Britain will be examined. Thus, findings should contribute to the understanding of how conceptions of teaching are developed, what part they play in the teaching process and how lecturers can be trained in higher education teaching approaches and practices.
Presented by: Folu Ajiboye
Institution: Anglia Ruskin University, United Kingdom
Hashtags: #architecturaleducation #teachingconception #teachingapproaches #Nigeria

Chat with PresenterAvailable Available Tuesday 7th Dec 9:00-10:30 & Thursday 9th Dec 17:00-18:30 Join the Discussion

Advanced Entry Students’ Experiences of Transitioning to University

Dr Heather E Branigan & Dr Jacqui Hutchison

Abstract
Presented by: Heather Branigan and Jacqui Hutchison
Institution: University of Aberdeen
Hashtags: #transitions #advancedentry #wideningparticipation #resilience #qualitative

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Poster: The impact of COVID-19 and distance learning on undergraduate students’ resilience and psycho-social wellbeing: A three-stage study to explore, implement, and evaluate effective strategies to build student community

The impact of COVID-19 and distance learning on undergraduate students’ resilience and psycho-social wellbeing: A three-stage study to explore, implement, and evaluate effective strategies to build student community

Jake Hilliard, Felicity Sedgewick, Antonia Lythgoe, Charlotte Flothmann, and Trang Tran

Abstract: This poster reports on a three-stage study currently being undertaken in the University of Bristol’s School of Education (SoE). Its primary purpose is to identify, implement, and evaluate a range of supportive strategies aimed at enhancing students’ community building, and/or mental health and wellbeing during COVID-19 and the transition to online learning. In stage one, online focus groups were completed with existing undergraduate students and recent graduates to explore changes in community cohesion as well as challenges to mental health and wellbeing during the shift to remote learning. In stage two, four key strategies that were identified in the stage one focus groups were implemented into two courses in the SoE for a 12-week period. In stage three, online interviews will be undertaken to understand the positives and negatives of each strategy, as well as how they contributed students’ sense of community, social support, and wellbeing. Going forward, it is hoped that transferrable strategies can be developed and used across faculties and universities.
Presented by: Jake Hilliard
Institution: University of Bristol, School of Education
Hashtags: #wellbeing #COVID-19 #distancelearning

Chat with PresenterAvailable Thursday 9th December (17:00-18:30) Join the Discussion

Rise at Manchester Met: An Open World Landscape in Higher Education

John Lean & Mark Peace

Abstract: Students' ‘learning journeys’ often tread well-worn paths constrained and encouraged by the framing that educators and institutions put on them, even when these pathways come from a student-centred perspective. In this poster, we flip the metaphor of the learning journey to focus instead on the ‘landscape’ through which it takes place, and try to understand how students might find other ways to navigate their education. We use the extended metaphor of the open world videogame as a curated landscape in order to explore how experiential learning might be better designed for students. As a case study, within the context of Manchester Metropolitan’s innovative Rise programme, we use design principles drawn from open world videogames to guide and provoke students without providing a defined path to follow. This is turn uncovers new possibilities for researching and designing for learning in other HE contexts.
Presented by: John Lean
Institution: Manchester Metropolitan University
Hashtags: #studentjourney #landscape #openworlds #play #pedagogy #design

Chat with PresenterAvailable 7th November 09:00-10:30 Join the Discussion

Poster: Does membership of an institution-based peer led writing group with online support engender an effective community of practice for academic writing?

Does membership of an institution-based peer led writing group with online support engender an effective community of practice for academic writing?

Kate Mawson and Mairi Macintyre

Abstract: The poster demonstrates reasons for, and the stages of creating an academic writing group that quarantines time for not urgent self-determined writing activity. Building on work of Dr Kate Carruthers-Thomas (BCU, SRHE) and principles of effective writing groups established by O’Dwyer et al., (2016) and Olszewska, K. and Lock, J. (2016) ‘A Write Space’ exists as a 6 weekly cyclic initiative at the University of Warwick. The group is peer led by Kate Mawson and Mairi Macintyre hosted by Organisational development with qualitative research methods employed to speak to the participatory research questions generated across multiple iterations. The intention is to run ‘A Write Space’ for one academic year. A Participatory approach to action research will be harnessed included participant validation of findings and as such generate robust findings reporting on the benefits, challenges and best practices for hosting staff led academic writing spaces in research intensive UK Universities.
Presented by: Kate Mawson <k.mawson@warwick.ac.uk>
Institution: University of Warwick
Hashtags: #participatoryresearch #writing #community #professional development

Chat with PresenterAvailable December 7th 9.30-11.30 Join the Discussion

Teaching and learning practice and the retention of disabled students in Scottish higher education.

Patricia E. Castellano

Abstract: Despite their increased presence in higher education (HE), disabled students are graduating at lower levels than their non-disabled peers. This means that many disabled students are not enjoying the benefits of completing HE qualifications and might face difficulties linked to early withdrawal. Although the reasons leading to said discrepancy in retention rates are complex and dynamic, it is necessary to understand them better to help improve the situation. With that aim, this project explores the impact of pedagogical practice on the retention of disabled students in HE, which is an essential aspect of the student experience, potentially shaping disabled students’ decisions to persist or withdraw. This poster presentation focuses on the preliminary results of this study, which adopts a qualitative methodology using semi-structured interviews conducted with disabled people currently and formerly enrolled in Scottish HE, and staff working in the same sector. The aim is to shed light on how pedagogy can enhance the retention rates of disabled students.
Presented by: Patricia Castellano <patricia.castellano@uws.ac.uk>
Institution: University of the West of Scotland
Hashtags: #DisabledStudents #HigherEducation #StudentRetention #WhyDisabledStudentsDropOut

Chat with PresenterAvailable Tuesday 7/12/2021 - (9:00 - 10:30) Join the Discussion

Navigating Academia as Black Muslim women: The experiences of Black Muslim female students in UK Universities

Sadiya Osman

Abstract: The aim of the study is to highlight the experiences of Black Muslim female students and how universities might support these students to ensure they feel represented and included in UK HE. The underachievement of ethnic minority students in UK HE specifically has been linked with a curriculum that lacks diversity and inclusivity. Research that explores ethnic minorities in our society is important to avoid marginalisation and to increase inclusion by gaining insights into the aspirations and motivations of a largely silenced group. To elicit Black Muslim female students stories, I will adapt qualitative methodology and will use intersectionality and Critical Race Theory as a framework to construct and analyse Black Muslim female students' educational experiences.
Presented by: Sadiya Osman
Institution: University of Leicester, School of Education
Hashtags

Chat with PresenterAvailable 7th of December 2021 Join the Discussion

What Areas of Medical School Education do Graduates Consider Important? Findings from an Alumni Survey

Satoshi Ozeki, Hiroyasu Inoue, Sachiko Kasamo, Seiji Matsumoto

Abstract: Alumni data collection has become increasingly important as part of quality assurance in higher education as alumni feedback can provide valuable implications for current education. As such, we conducted the first alumni survey to explore the educational experiences of the medical school graduates at a Japanese medical school. The questionnaire includes demographic information, reasons for selecting a medical school and our school, their educational experiences, and skills and abilities required for the current job, as well as their opinions on how to improve current education. All the alumni since the establishment of the school in 1973 were invited for the survey. The response rate was 21.7% (710 responses out of 3,297 questionnaires sent). The survey results identified various aspects of education that are conductive in their current jobs and needs improvement. This presentation will provide survey findings and discuss their implications for the advancement of current medical education.
Presented by: Satoshi Ozeki <sozeki@asahikawa-med.ac.jp>
Institution: Asahikawa Medical University
Hashtags

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Changing Spaces: Sociomateriality and learning spaces during the Covid-19 pandemic

Teri-Lisa Griffiths and Jill Dickinson

Abstract: This poster presents findings from a research project which aimed to understand student and staff perceptions of their changed learning and teaching spaces, necessitated by the Covid-19 pandemic restrictions in England. The case-study adopted focus groups, interviews and creative photo voice methods to enable participants to direct the scope of the research and to prompt reflection of what their spaces mean to them and their practice. This poster presentation will report on some of the key findings, which were analysed utilising the theoretical lens of sociomateriality. Delegates will be encouraged to engage with the questions the research presents around future learning and teaching spaces, in particular considering belonging, pedagogy and wellbeing. The pre-recorded video is an 'in conversation' resource we created. The focus is on the findings from the research undertaken with staff participants, but we can discuss both elements of the project during the poster session.
Presented by: Teri-Lisa Griffiths <teri-lisa.griffiths@shu.ac.uk>
Institution: Sheffield Hallam University
Hashtags: #learningspaces #sociomateriality #lockdown #photovoice #identity #wellbeing

Chat with PresenterAvailable Tuesday 7th Dec 9:00-10:30 & Thursday 9th Dec 17:00-18:30 Join the Discussion Watch Presentation

Poster: Where do I Click to Raise my Hand? An Interpretative Phenomenological Analysis of the University Students' Experience Studying Abroad During the 2020 Pandemic

Where do I Click to Raise my Hand? An Interpretative Phenomenological Analysis of the University Students' Experience Studying Abroad During the 2020 Pandemic

Teneisha R. Ellis

Abstract: This study employed Interpretative Phenomenological Analysis to better understand the lived experience of 14 university students who had to move to an online learning environment and Virtual Exchange because of the 2020 pandemic. By March 2020, the International Education community experienced the unprecedented occurrence of a global pandemic. Because of the rise of Covid cases worldwide, education was moved online for virtual learning, recreational events were halted and social distancing for the safety of oneself and others became the norm. Higher education institutions were forced to make decisions based on the safety of their international students abroad and at home. The pandemic limited study abroad in-person options but with limitations, new opportunities emerged: hybrid and Virtual Exchange online learning, which the researcher was keen to explore, and this led to the following research question:

What are the lived experiences of university students taking part in international programs during the pandemic?
Presented by: Teneisha R. Ellis
Institution: Abertay Unversity Dundee
Hashtags

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Impact of University Teaching Qualification Program on Teaching Competence and Teaching Practice

Zuwena J.I. Adelaar, Dr. Gerda J. Visser-Wijnveen

Abstract: This study aims to determine the impact of University Teaching Qualification program on teachers’ teaching competence and teaching practice. The impact of University Teaching Qualification program focusses on two themes: development of the teaching skills and development of the teaching practice. Kirkpatrick's Model was used in this study (Kirkpatrick & Kirkpatrick , 2005). First the self-evaluation data were analyzed. The ANOVA test was used to determine if there were significant differences in skills pre, post program and 1-3 years after the program. Secondarily teacher’s interview data was analyzed. The interview was based on three competence: preparing, conducting and evaluating education. The changes in behavior and teaching practice after the program were reported. No clear significant development is taking place within the program. After the program, the participants experience the desired development in teaching skills. In the teaching practice teachers have more knowledge on how to prepare, conduct and evaluate education.
Presented by: Zuwena Adelaar
Institution: Institute for Graduate Studies and Research (IGSR)
Hashtags: #education #highereducation #teaching #teachingcompetence #teachingpractice

Chat with PresenterAvailable Tuesday, 07 December 09:15 - 09:30 Join the Discussion