Starting from scratch: creating a new learning development provision

Authors

DOI:

https://doi.org/10.47408/jldhe.vi37.1722

Keywords:

asynchronous, accessible, student co-creation, resource, language, inclusive

Abstract

BPP University provides degree and professional qualifications across our Schools of Business, Law, Nursing and Technology, predominantly at postgraduate level, but with a growing undergraduate portfolio. We are also the second largest provider of apprenticeships within the UK and have an international reach, with provision as far afield as Canada and Australia. There are eight locations in the UK, with four in London alone, and we have over 35,000 students globally, 16,000 of whom are international students from over 100 different countries. The institution does not currently have a dedicated learning development team. In early 2025 a group of librarians and learning and teaching specialists came together to create an online academic and study skills resource to support students with their academic skills needs. The project has a strong focus on co-creation with students. We aim to create resources to enhance the student academic skills experience, with a focus on accessibility and ensuring that students’ needs are met through collaboration with them. In this practitioner mini keynote, we outlined the project approach and outcomes so far and invited our delegates to discuss the following prompts:

  1. How have you enhanced the accessibility of resources at your institution?
  2. Do you co-create with students and work with them to understand their needs?
  3. Have you sought to understand the impact and value of the academic skills resources within your institution? And if so, how?'

Author Biographies

Alexandra Weaver, BPP University

Alexandra Weaver is Liaison Librarian (Law) at BPP University. Alexa completed a PGCE through the Primary Graduate Teacher Programme in 2010 and taught in London and Bristol. Alexa moved into educational library settings in 2014 and has worked directly with FE, HE and professional learners to enhance their study success. Alexa is currently completing Chartership in CILIP (Chartered Institute of Library and Information Professionals).

Sara-Jane Postill, BPP University

Sara-Jane Postill is Senior Lecturer, Learning and Teaching Enhancement, at BPP University. Having qualified to teach EFL in 1991, SJ taught in Indonesia and Australia. Since completing an MA in ELT and Applied Linguistics in 1995, SJ has taught and led in FE and HE in learner and teacher development and intercultural effectiveness training roles, holds a PGCHE and currently delivers BPP's Certificate in Learning and Teaching.

References

Meyer, J.H.F. and Land, R. (2005) ‘Threshold concepts and troublesome knowledge (2): epistemological considerations and a conceptual framework for teaching and learning’, Higher Education, 49, pp.373–388. Available at: https://link.springer.com/article/10.1007/s10734-004-6779-5

Downloads

Published

30-09-2025

How to Cite

Weaver, A., & Postill, S.-J. (2025). Starting from scratch: creating a new learning development provision. Journal of Learning Development in Higher Education, (37). https://doi.org/10.47408/jldhe.vi37.1722

Issue

No. 37 (2025): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

License

Copyright (c) 2025 Journal of Learning Development in Higher Education

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).