
Research
In this section you will find pedagogic research articles and related information from the Learning and Teaching Hub, the Digital Learning Team and colleagues from across the University of Brighton.
Current research papers and projects:
- Kingston University – Developing best practice in engaging students to enable and support inclusive cultural change in HEIs | Advance HE (advance-he.ac.uk)
- Changing mindsets and becoming gritty: Mature students’ learning experiences in a UK university and beyond
- Hall, J., MacDonnell, J., McConnell, C., & Jones, J. (2022). Student–staff partnerships for diversifying and decolonising the higher education curriculum. Equity in Education & Society, 1(3), 327-341. https://doi.org/10.1177/27526461221109870
Lucy Chilvers leads the Co:Lab Curriculum Design process at Brighton and the article below explores evaluation findings from students and staff participants, including the experiences of working in partnership to co-create the curriculum.
- Chilvers, L., Sept 2022, In: Educational Developments.22, 3, p. 6-10 https://www.seda.ac.uk/wp-content/uploads/2023/02/Ed-Devs-23.3.pdf
The article below explores some underpinning principles and practical applications for how staff can work with students in partnership to reflect on and evaluate students’ learning and module experiences, using metaphors and materials relevant to the discipline.
- Chilvers, L., Fox, A.& Bennett, S., 2 Oct 2019, In: Innovations in Education and Teaching International.
- Trowell, M. 2024. The importance of safe, brave and facilitated spaces in student-staff partnerships – finding a space for compassion. Pastoral Care in Education. DOI: https://doi.org/10.1080/02643944.2024.2322534
This study focuses on the importance of having a safe space, brave space and a facilitated space in student-staff partnerships. The importance of having a facilitated space of drop-ins and workshops supporting students pastorally was investigated as part of an initiative called the Inclusive Practice Partnerships (IPP) Scheme, drawing on compassionate pedagogies. Healey et al.’s partnership framework is used as a conceptual lens to inform analysis. Semi-structured in-depth interviews were conducted with students and staff to investigate their experiences of attending facilitated drop-in and workshop sessions and how this enhanced their overall experience of partnership. Thematic cross-sectional content analysis of the interview data was conducted adopting pre and open coding. Findings highlight the importance of wellbeing support, sharing experiences, building resilience and providing personal development opportunities. Discussion and recommendations from the findings are shared to inform practitioners seeking to develop support for students working in partnership in colleges and universities in national and international contexts.