Enhancing employability and engagement with the university through the student experience leaders (SEL) scheme

Authors

  • Sibel Kaya University of Bedfordshire
  • Clio Spanou University of Bedfordshire
  • Barry Poulter University of Bedfordshire
  • Robert Payne University of Bedfordshire
  • Steve Briggs University of Bedfordshire
  • Julie Brunton University of Bedfordshire

DOI:

https://doi.org/10.47408/jldhe.vi29.1083

Keywords:

students as partners, student voice, transferable skills

Abstract

The University of Bedfordshire launched a new Education and Student Experience Strategy (2022-2026) that includes expanding students as partners opportunities as a key priority. The Student Experience Leaders (SEL) scheme was launched in 2022 and is managed by the Learning Development Team at the University of Bedfordshire in partnership with the Students’ Union. SEL provides opportunities for students to work with course teams and professional service staff to deliver curricular and co-/extra-curricular projects (aligned to key strategic priorities). SELs also act as representatives for Course Reps within faculties to champion the student voice.

We believe that the formal representation partnership co-led by the Students’ Union and Learning Development Team differentiates our scheme from more traditional Peer Assisted Learning schemes. Our approach, therefore, contributes to the wider learning development field in terms of redefining how learning development teams could co-lead students as partners initiatives within their institution.

Approximately 30 students have been recruited to the SEL scheme, which consists of nine projects from four faculties and two directorates. The SELs received training on various identified key transferable skills from the Learning Development Team and Students’ Union to support them in their roles. The Learning Development Team have also established and facilitated a community of practices for SELs. The first round of the scheme will conclude in June 2023 and will be evaluated through a narrative-focused and empirical evaluation using a mixed-methods approach. Pre- and post-questionnaires that focus on the transferable skills of SELs and focus group interviews will provide data for evaluation. This session considered the role of a Learning Development Team in leading a student as partners institutional scheme. We discussed how the SEL scheme will inform the future delivery of learning development at the University. We also considered how to best support students as partners in their role and how a learning development team can be effectively promoted through such activity.

Author Biographies

Sibel Kaya, University of Bedfordshire

Sibel Kaya is a research fellow at the Academy for Learning and Teaching Excellence at the University of Bedfordshire. She conducts research and scholarly evaluation in the context of higher education. Sibel oversees investigations into ‘what works’ for access and participation activities and the wider student experience more generally.

Clio Spanou, University of Bedfordshire

Clio Spanou is Head of Academic and Learning Development at the University of Bedfordshire. Clio leads on institutional initiatives which aim to enhance both academic and learning development whilst focusing on nurturing and supporting working relationships that embrace and encourage cognitive diversity.

Barry Poulter, University of Bedfordshire

Barry Poulter is a Learning Development Tutor at the Academy for Learning and Teaching Excellence at the University of Bedfordshire. He works with academics to design and deliver academic skills workshops and supports the Learning Development team in providing open-access and referral-based one-to-one support for students.

Robert Payne, University of Bedfordshire

Robert Payne was formerly a Senior Learning Development Tutor at the University of Bedfordshire.

Steve Briggs, University of Bedfordshire

Steven Briggs is Director of Learning and Teaching Excellence at the University of Bedfordshire, working with colleagues from across the University on strategic and enhancement initiatives related to all areas of Academy work.

Julie Brunton, University of Bedfordshire

Julie Brunton is Pro-Vice Chancellor (Education and Student Experience) at the University of Bedfordshire and a Principal Fellow of the Higher Education Academy (PFHEA). Her academic background is in sport, exercise and health science.

References

University of Bedfordshire (2022). Education and Student Experience Strategy. Available at: https://www.beds.ac.uk/about-us/our-university/strategy/ (Accessed: 26 October 2023

Whitchurch, C. (2013) Reconstructing Identities in Higher Education: The rise of 'Third Space' professionals, SRHE Research into higher Education, Routledge Press.

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Published

31-10-2023

How to Cite

Kaya, S. (2023) “Enhancing employability and engagement with the university through the student experience leaders (SEL) scheme”, Journal of Learning Development in Higher Education, (29). doi: 10.47408/jldhe.vi29.1083.

Issue

No. 29 (2023): Special Edition, ALDinHE Conference Collaborative Proceedings

Section

Conference Proceedings

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Copyright (c) 2023 Journal of Learning Development in Higher Education

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