Student frustration with the level and content of feedback is well-noted, especially in relation to new or unfamiliar assessment types. At the same time, students are often unlikely to engage with marking and feedback processes, including the use of rubrics or marking criteria before submission. The aim of this project was to build students'…

This paper argues that current approaches used to assess and monitor student engagement in UK higher education are failing to fulfil their potential by superficially helping institutions to appear professional and innovative yet failing to accurately measure and improve engagement. Drawing on service management literature including (Public)…

Background: In the contemporary recent education landscape, an inventive paradigm known as "STEAM" has emerged, which augments the erstwhile STEM framework by incorporating the dimension of "Art". STEAM endeavors to enhance students' capacities for creativity, innovation, and design thinking. Among the various forms of artistic…

This paper sets out the importance of teaching contextualized understandings of value within different disciplinary contexts in order to enhance employability and to foster greater levels of engagement with enterprise and entrepreneurship education. Key research has recognised the broader benefits of enterprise and entrepreneurship education,…

'Threshold concepts' have recently been identified as a key component for higher or university level teaching in science communication, concepts which can offer a 'transformative' experience amongst students, whilst also creating a sense of discomfort. In this research article, we examine data gathered via two qualitative focus groups and a…

The pandemic forced many education providers to pivot rapidly their models of education to increased online provision, raising concerns that this may accentuate effects of digital poverty on education. Digital footprints created by learning analytics systems contain a wealth of information about student engagement. Combining these data with…

Developing assessment and feedback strategies to assist students with progression and graduation is a key focus for many higher education institutions. However, student engagement with feedback is often poor and they can find it difficult to act upon; often stating the feedback is generic or of insufficient quality for improvement. Here, I present…

The seemingly relentless drive across Higher Education (HE) Institutions to integrate both face-to-face and online forms of delivery to create blended approaches to teaching and learning shows little sign of abating. Yet, as blended forms of delivery become increasingly prevalent, existing literature suggests that the perspectives and experiences…

Purpose: The purpose of the paper is to discuss the "Q-Step in the Community" programme, part of the Q-Step Centre based in the Sociology Department at Manchester Metropolitan University, designed to help address the skills gap in quantitative methods (QM) that is evident across parts of the UK higher-education sector. "Q-Step in…

This article focuses on student persistence in Higher Education. It examines qualities that enable students to persist in their studies despite the challenges they face, and key factors interplaying with and affecting these qualities. This study utilised the explanatory mixed-methods approach. It comprised a faculty-wide survey which explained the…

HE institutions persistently seek to increase student engagement and satisfaction with assessment feedback, but with limited success. This study identifies the attributes of good feedback from the perspective of recipients. In a distinctive participatory research design, student participants were invited to bring along actual examples of feedback…

Anatomists are well placed to tackle the transition from face-to-face to blended learning approaches as a result of the rapidly forced changes brought about by COVID-19. The subject is extremely visual and has, therefore, previously been a target for the development of technology-enhanced learning initiatives over the last ten years. Today's…

The COVID-19 pandemic has prompted a shift to online teaching, which has dramatically affected all facets of the student experience. In this practice report, we reflect on the synchronous delivery of a popular final-year module "Face Perception" in a United Kingdom (UK) psychology undergraduate degree. In the module, students learned via…

The number of students accessing Alternative Provision (AP) in the UK is growing and the ways in which such provision is facilitated is evolving with the use of EdTech. However, there is very little evidence of such provisions being evaluated in terms of their educational impact nor regarding the way in which students engage with them. This…

This paper aims to contribute to the contested body of work about the factors influencing student motivation, expectations, engagement and satisfaction in higher education (HE). Policy surrounding the deployment and use of the National Student Survey (NSS) and the Teaching Excellence Framework (TEF) constructs social relationships between teachers…