Michael Snowden

Peer mentorship and positive effects on student mentor and mentee retention and academic success

This study examined how the introduction of peer mentorship in an undergraduate health and social welfare programme at a large northern university affected student learning. Using an ethnographic case study approach, the study draws upon data collected from a small group of mentors and their mentees over a period of one academic year using interviews, reflective journals, assessment and course evaluation data. Analysis of the data collected identified a number of key findings: peer mentorship improves assessment performance for both mentee and mentor; reduces stress and anxiety, enhances participation and engagement in the academic community, and adds value to student outcomes.

Heutagogy in an Emerging Curriculum

The goal of this chapter is to highlight the potential value of Heutagogy approaches within the curriculum and to highlight two possible strategies as a means of embedding this approach into practise within the social science curriculum and to stimulate debate on the merits and pitfalls of adopting such approaches.

Exploring the application of a self-determined approach to learning

University education has traditionally been seen as a dyadic relationship between the lecturer and the learner: typically, it is the lecturer who decides what the learner needs to know in terms of knowledge and skills, and indeed, how the knowledge and skills should be taught. The aim of this paper is to critically explore the contemporary debates on the application of self-determined learning within a higher education setting. This research project used a series of qualitative focus group meetings. This research recommends that there is a need for a clearer requirement for on applying heutagogical principles for promoting engagement in the higher education teaching and learning environment.

Determined learning approach: Implications of heutagogy society based learning

Abstract Recently, within the higher education system in the United Kingdom, there has been close examination of the way institutions teach and assess students. This scrutiny has been intensified by central government with the proposed introduction of the Teaching Excellence Framework (TEF). The anticipated TEF demands that higher education institutions evaluate their teaching and learning practices and think of new ways to develop excellent student experience. Self-determined learning has resurfaced as a popular approach in the higher education sector. At the centre of self-determined learning is the concept of heutagogy. This approach enables the student to apply what they have learned in an education setting and relate it to the workplace. The aim of this paper is to critically explore the theoretical framework behind the self-determined learning approach. The authors of this paper argue that, from a social science perspective, a determined learning approach is in the best place to provide a contemporary, exciting teaching and learning experience in a competitive higher education market.

Self-determined approach to learning: A social science perspective

Abstract Over recent years the higher education sector has been encouraged to find different, effective and flexible ways of teaching. This enthusiasm is apparent more than ever before, as the current British Conservative governmenthas produced a white paper on the Teaching Excellence Framework (TEF). The TEF intends to measure and improve the quality of teaching and learning within the higher education sector. With this proposed framework being introduced, universities will have to think of new ways of teaching and learning. This paper examines the pedagogical approach to self-determined learning within the dynamic of the tutor and the learner. In the paper, the authors argue for a fundamental rethink of how students learn in the higher education sector. Moreover, the authors call for a greater emphasis on a self-determined approach to learning and the integration of heutagogy, as this approach challenges the pedagogical approach to teaching and learning.

SOPHIE (Self-Exploration Through Ontological, Phenomenological, Humanistic, Ideological and Existential Expressions): A Mentoring Framework

This chapter is based upon a presentation held as part of a “Developing Social Sciences Curriculum” Symposium held at the University of Huddersfield in the summer of 2017. Within this chapter we present a discussion of what we consider to be the key elements that shape the developing curricula and the impact of pedagogy upon the learner. We suggest that a combination of mentoring, solution focussed teaching and learning within a heutagogical approach will enhance the student experience. To achieve this, educators must adopt an holistic approach to education; however, educators and mentors in their interaction with learners and mentees generally do not have the skills to engage with the spiritual domain of holistic practice. This chapter concludes by offering a framework that can be used by an educator or mentor to facilitate effective holistic practice.

Mentoring in Postgraduate Supervision

In recent years, postgraduate courses have been subject to close scrutiny. This scrutiny has arisen due to the increased take up of postgraduate studies. In June 2016, the UK government introduced a taught loans system for postgraduate study making financial support accessible for students. A 2013 study by Lindley and Machin notes that many graduates are choosing to stay on in education to undertake further studies. Lindley and Machin (The postgraduate premium: revisiting trends in social mobility and educational inequalities in Britain and America. The Sutton Trust, London, 2013) have calculated that 11% of those in the workplace in Britain have a postgraduate qualification. This is an increase of 4% from 1996. Furthermore, the Higher Education Funding Council discovered in March 2017 that in England 90,600 students began full-time taught postgraduate courses; compared with the previous year this was an increase of 22%. There are wide-ranging reasons why a student would choose to study for a postgraduate qualification. These can vary from a general interest in a subject area, increased high-level-based achievement and most importantly, to boost employment prospects. However, the increased take up in postgraduate courses brings new challenges to teaching and learning in the university sector. In this chapter, the authors critically explore the debates in the higher education sector and offer a mentorship framework for postgraduate studies.

Social Enterprise and Higher Education in a Globalized World

Social enterprise has become a global phenomenon, changing the lives of millions of people and addressing social issues that have previously been outside of the reach of governments or the private sector. Many higher education institutions have engaged with social enterprise in a variety of ways, including providing facilities to external social enterprises, supporting and advising student and faculty social enterprises, providing placements and internships for students in social enterprise organizations and embedding social enterprise directly into the curriculum. This chapter reviews the current relationship between higher education and the social enterprise phenomenon. While there is a growing body of research on the concept of social enterprise itself, there is a paucity of research on the pedagogical aspects of teaching and embedding social enterprise into the curriculum. From related literatures on curriculum design, it is clear that a flexible, holistic approach is needed to embed experiential learning about social enterprise to produce learning environments that foster high levels of student engagement and enhanced employability.

Establishing Excellence: Where Do We Go From Here?

The chapter explores the pedagogical basis of establishing excellence in educational practice. This is achieved by: exploring what excellence means and its relevance to higher educational practice; applying excellence to pedagogical approaches in particular (heutagogy) and offering ways of how to measure and demonstrate excellence within the curriculum. The chapter is based on a workshop presentation delivered at the HEA York, UK, in March 2014 entitled ‘Excellence within the curriculum a lesson from EPAS’ at a Higher Education Academy (HEA) sponsored event exploring ‘Community Development and Engagement’.

Where we are now

The aim of the introductory chapter is to set the scene of this volume. This chapter is divided into three parts. The first part of this chapter critically explores the changing discipline of social sciences, within the university sector. Then the chapter moves on to discuss the teaching and learning strategies in higher education. The final section gives an overview on the chapters that will follow. Throughout this volume the case studies that are discussed are from United Kingdom (UK) perspective.