We want all our students to thrive. This means recognising our diverse student body and providing an inclusive experience. To address this we are delivering a programme of activities prioritised according to evidence drawn from our research, good practice at QMUL, and research from the sector.
The programme of activities looks at four themes:
• First year experience
• Specific student perspectives (ethnicity, socio-economic status, clearing, international)
• Student engagement and support
• Research, data and evaluation
First year experience
Using a student lifecycle approach to understand differences in experiences, we explore key moments in student transition, such as students’ lives before entry, transition and integration into HE, formal learning, assessment, and support. This includes working with our school and professional staff colleagues to develop institutional practice, such as through coordination of Welcome Week and School specific projects.
Specific student perspectives
We explore differences in experience across these key moments by collecting quantitative and qualitative data from different groups of students. We are currently in the process of examining and addressing differences in experience for students across different ethnic, socioeconomic, entry, and fee status groups.
Student engagement and support
We work with colleagues in Schools and professional services to develop processes, training and systems to improve student support and ensure best practice is shared. In conjunction with IT we have developed a QMUL engagement analytics system to help identify students at risk of disengagement. Moving forward aim to use this to improve the support provided to students via QMUL’s personal tutoring offering.
Research, data and evaluation
The team has expertise in both qualitative and quantitative research methods, and these are used to gain a rich understanding of QMUL learning experiences. We evaluate our activity using formal standards for data collection, which allows us to monitor and understand the effectiveness of ERS-funded projects and continue to inform institutional decision making and policy.