Learning from African students

Angie Bartoli, Sue Kennedy, Tedam Prospera

Abstract

In response to the growing numbers of African students on the social work qualifying programme at the University of Northampton, three senior lecturers undertook a small-scale study in 2008 to evaluate African students’ particular learning experiences. This trend of increasing student numbers reflects the national picture as indicated by the General Social Care Council (GSCC, 2009). The African student experience is different and therefore different strategies are needed to ensure that learning and subsequent employability are maximised. The research identified two significant outcomes. The first was the need for a peer support group, which was set up in September 2008. The group named itself PADARE, a Zimbabwean term which means: meeting place. The second was the need for a qualified social worker as a mentor to support the students’ transition from academic learning into work-based learning and practice. This paper will focus mainly on the rationale and potential of these two initiatives from both an educator’s perspective and that of the students themselves drawing on relevant contemporary literature in the areas of Mentoring and Peer support groups.

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The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Collaborative practice in practice in enhancing the first year experience in Higher Education

Eunice Lumsden, Heather Mcbryde-Wilding, Hannah Rose

Abstract

Transition into higher education presents challenges for students, whatever their age or previous educational history. One issue emerging on an English undergraduate programme was how to support students who self reported educational histories of continual formative feedback, model answers, revision guides and limited use of the library. This paper reports findings from an action research project which considered whether there was a mismatch between students’ previous educational histories and the academic expectations of the university. Findings indicated that academic expectations did not fully take account of the previous experience of students, which included continual formative support with assessments, model answers and revision guides. Students responses indicated limited previous guidance on how to search on the internet and libraries were rarely used prior to starting university. Transitional scaffolding was positively evaluated, students reporting greater confidence levels in accessing appropriate resources, high levels of student completion, retention and satisfaction.

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The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index