Stitching together research and data to create evidence for innovation

Authors

  • Emma Shackleton University of the Arts London
  • Shahzeena Ahmad University of the Arts London https://orcid.org/0009-0002-0507-9523
  • Graham Barton University of the Arts London
  • Jo Peel University of the Arts London

DOI:

https://doi.org/10.47408/jldhe.vi37.1759

Keywords:

data-informed practice, institutional data, student feedback

Abstract

In this paper, colleagues from the University of the Arts London shared insights regarding how they were, first, using data to adapt their offers to enhance students’ learning experiences and outcomes and, second, developing a data approach to examine impact and share evidence for further change.  

The London College of Fashion learning development department has access to institutional grade, retention and continuation data, and survey responses. However, this high-level data can be challenging to examine for feedback on practice and for innovation. In response, the presenters of this session have evolved an approach of stitching together a patchwork of institutional data with finer-grained exploration of students’ formal and informal feedback relating to their experiences within the College. Particularly useful has been listening to students’ perceptions shared through learning conversations and interactions, sessions with Changemakers and during collaborations when trialling new ideas. In turn, those involved in the initiative pieced together qualitative insights with analysis of a range of institutional data within a situated perspective of students’ learning and research in the field to create theories of change to enhance students’ outcomes and experiences (Thomas & Jones, 2017; Snoussi & Mompelat, 2018; UUK, 2019; HEPI,

2023; TASO, 2024). These include higher attainment, students’ greater belief in their efforts and increased connectedness of lecturers and students in the College.

A challenge has been gathering varied data to infer in detail how the adaptations to practice influence equity, inclusivity and success within the contexts they are operationalised within. The session shared some collective conceptual and technical developments and challenges for the practical implementation of a data infrastructure to enhance our understanding and inform how evidence is shared for improved student experiences and outcomes.

Author Biographies

Emma Shackleton, University of the Arts London

Emma Shackleton is joint Head of Academic Support at London College of Fashion, University of the Arts, UK. Within her learning development practice, she addresses contextual challenges to equity of students’ experiences and outcomes. Her PhD research focuses on self-regulated learning within in-person and online educational contexts in art and design, with a particular focus on exploring how learning environments interact with students’ cognitions, motivations, and affect during their studies.

Shahzeena Ahmad, University of the Arts London

Shahzeena Ahmad serves as Associate Director Student Journey at the University of the Arts London, UK. She has over 30 years of experience across higher education and further education, having held a variety of strategic and academic roles that reflect her passion for student success and institutional transformation. Her research interests focus on the intersection of race, class, and educational outcomes, particularly the structural and systemic factors that contribute to disparities in degree attainment. She is especially interested in how race and socio-economic background influence the student journey, from access and retention to achievement and progression.

Graham Barton, University of the Arts London

Graham Barton was Academic Support Co-ordinator, University of the Arts London, UK. Following an early career in commercial property as a Chartered Surveyor, he switched to parallel careers in performing arts, as a musician/sound designer/producer, and higher education, specialising in English for Academic Purposes and learning development. His areas of pedagogic research interest include creative practice and contemplative practices for self-enquiry in learning, sound arts practice, threshold concepts and practices, disciplinary discourses, three-dimensional conceptual mapping, and other creative methodologies for developing student meta-, epistemic- and systemic cognition and transformative learning.

Jo Peel, University of the Arts London

Jo Peel is joint Head of Academic Support at London College of Fashion, University of the Arts London, UK. She is an artist and educator who focuses on improving equity in education. Her work tackles awarding gaps and explores how race and class shape students' experiences and outcomes, and how art and design education connect with culture and pedagogy. She has taught humanities and art and design across secondary, further, and higher education in the UK and Ireland. She also has a specific interest in supporting students with autism.

References

HEPI (2023) Student Academic Experience Survey 2023. Available at: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/ https://www.hepi.ac.uk/wp-content/uploads/2023/06/Student-Academic-Experience-Survey-2023.pdf (Accessed: 13 January 2025).

Snoussi, D. & Mompelat, L. (2019) ‘We are ghosts’: Race, Class and Institutional Prejudice. Available at: https://www.runnymedetrust.org/publications/we-are-ghosts-race-class-and-institutional-prejudice (Accessed: 13 January 2025).

TASO (2024) Theory of Change sample template. Available at: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/ https://cdn.taso.org.uk/wp-content/uploads/2024-03_TASO_EDAG_CToC_Birmingham-City-University.pdf (Accessed: 13 January 2025).

Thomas, L. and Jones, R. (2017) Student engagement in the context of commuter students. Available at: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/ https://www.lizthomasassociates.co.uk/projects/2018/Commuterstudentengagement.pdf (Accessed: 13 January 2025).

UUK (2019) Black, Asian and Minority Ethnic Student Attainment at UK Universities: Closing the Gap. Available at: https://www.universitiesuk.ac.uk/sites/default/files/field/downloads/2021-07/bame-student-attainment.pdf (Accessed: 13 January 2025).

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Published

30-09-2025

How to Cite

Shackleton, E., Ahmad, S., Barton, G., & Peel, J. (2025). Stitching together research and data to create evidence for innovation. Journal of Learning Development in Higher Education, (37). https://doi.org/10.47408/jldhe.vi37.1759

Issue

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

Section

Conference Proceedings

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