Cultivating cross-disciplinary collaborations to enhance student outcomes: a case-study from London Southbank University

Authors

DOI:

https://doi.org/10.47408/jldhe.vi37.1753

Keywords:

academic practices, learning development, student outcomes, cross-disciplinary collaborations, EAP

Abstract

In a rapidly evolving higher education landscape, fostering cross-disciplinary collaborations is vital to preparing students for the complexities of contemporary professional, social, and political contexts. This presentation explored how Learning Developers at London Southbank University (LSBU), an institution committed to vocationally relevant and professionally recognised education (London Southbank University, 2025), led initiatives to embed discipline-specific Academic Practice(s) and English Language support into curricula.

Focusing on two diverse programmes, Level 4 (first year, undergraduate) BA Business Management and Level 6 (final year, undergraduate) BA Fashion Communication, Learning Developers collaborated with subject tutors to identify key areas where students faced challenges in engaging with academic content. In Business Management, interventions targeted critical reading and analysis skills needed to evaluate case-studies and construct evidence-based arguments. In Fashion Communication, teaching focused on fostering critical reflection to refine research questions, aims and objectives, and methodologies/methods for critical research proposals, while enhancing peer-to-peer feedback to align with academic standards. These collaborations resulted in co-designed materials, co-teaching, and workshops tailored to each programme’s unique demands.

Preliminary results highlighted the transformative impact of this approach. Students in both programmes reported increased confidence in navigating discipline-specific academic language and applying it within their fields. Quantitative data show improvements in first-time assignment submission rates, overall pass rates, and the quality of submitted work. Academic staff also noted enhanced student participation and deeper critical engagement with course materials.

This case study demonstrated how embedding academic practice(s) within vocationally focused programmes can address persistent barriers to student achievement. It offered a replicable model for institutions seeking to enhance outcomes by bridging disciplinary divides and equipping students to engage critically in diverse contexts.

Author Biographies

Lenia Galata, London Southbank University

Lenia Galata is an experienced educator and programme lead in English for Academic Purposes at LSBU, working in close collaboration with a range of disciplines, particularly the Business School, to support students in developing academic writing and enhancing language skills for employability. Her work focuses on embedding academic literacy and language development within degree programmes through integrated sessions, tailored workshops, and individual support, with a strong commitment to inclusive teaching and accessible learning. She also leads initiatives that strengthen students’ professional communication, including support with CVs, cover letters, applications, and workplace interactions. She holds a PhD in Psycholinguistics and her experience spans teaching and leading in EAP and academic communication provisions in the UK and abroad. Before joining LSBU, Lenia worked in a range of HE contexts where she designed curricula, delivered academic writing and study skills support, and contributed to the development of innovative and inclusive pedagogical practices.

Robert Toniolo Wood, London Metropolitan University

Robert Toniolo Wood is an experienced Academic Literacies practitioner working on the Foundation and Extended Master’s Programmes at London Metropolitan University. He is also a Visiting Lecturer in Learning Development at the Royal Central School of Speech and Drama, University of London. He has previously taught at a number of UK HEIs:  London South Bank University (LSBU), Goldsmiths, University of London, and the University of the Arts London (UAL). He works with students on a wide range of Academic Writing and Research Practice topics with a focus on creating dialogic spaces for learners to engage in creating, presenting, questioning, and developing new knowledge. He also enjoys working with students on reflective and reflexive practice as a means to understanding how the implications of their learnings can impact the broader context in which they work. His personal interests lie in the fields of academic writing and research practice for Art(s)and Design alongside exploring the notion of ‘Third Space’ and its impact on his practice and those that encounter it.

References

London South Bank University (2025) Widening Participation. Available at: https://www.lsbu.ac.uk/study/study-at-lsbu/information-schools-colleges/widening-participation (Accessed: 15th June 2025)

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Published

30-09-2025

How to Cite

Galata, L., & Toniolo Wood, R. (2025). Cultivating cross-disciplinary collaborations to enhance student outcomes: a case-study from London Southbank University. Journal of Learning Development in Higher Education, (37). https://doi.org/10.47408/jldhe.vi37.1753

Issue

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

Section

Conference Proceedings

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

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