‘It’s like what we have to do at work’ – The student perspective on encouraging part-time students to engage in co-designing academic skills courses

Karen Findon, Stuart Sims

Research output: Contribution to journalArticlepeer-review

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Abstract

This case study explores the student perspective of ways in which one Academic
Support Department within a University can encourage part-time working
professional students to engage in structured activities focused on curriculum co-design of an Academic Skills Course. Qualitative data were collected in focus groups to explore the motivations and barriers for engagement in such activities. Initial findings showed the students perceived partnership working as beneficial to them personally, academically and professionally. Respondents’ enthusiasm for co-designed approaches suggest that being less connected than ‘traditional’ students does not necessarily mean less engaged. Students made many recommendations for how the University can offer partnership activities to give them and their peers the opportunity to participate.
Original languageEnglish
Pages (from-to)14-24
JournalStudent Engagement in Higher Education Journal
Volume4
Issue number1
Publication statusPublished - 17 Dec 2021

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