Anecdotal to actual: identifying users of learning development to inform future practice

With increasing pressure on universities to ensure their students are graduating with a good honours degree, understanding where Learning Development sits in the university and its impact is arguably becoming more important. The Centre for Learning and Study Support (CLaSS) at De Montfort University...

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Autor principal:	Avril Buchanan
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2015
Materias:	Keywords learning development impact engagement attainment gap diversity Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/19b17f5cdc1b4d55ace50190bd995802
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spelling	oai:doaj.org-article:19b17f5cdc1b4d55ace50190bd9958022021-11-29T14:03:25ZAnecdotal to actual: identifying users of learning development to inform future practice10.47408/jldhe.v0i9.2951759-667Xhttps://doaj.org/article/19b17f5cdc1b4d55ace50190bd9958022015-08-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/295https://doaj.org/toc/1759-667XWith increasing pressure on universities to ensure their students are graduating with a good honours degree, understanding where Learning Development sits in the university and its impact is arguably becoming more important. The Centre for Learning and Study Support (CLaSS) at De Montfort University, Leicester, has investigated data, collected since 2010, on student engagement with our Learning Development Service. The study aimed to discover the diversity of students availing of learning development, with regards to characteristics such as: gender, ethnicity, disability, age, parental education and module marks. The data presented shows how CLaSS can justifiably engage in university wide discussions about retention and achievement, as well as widening participation agendas. It compares, where possible, who is using CLaSS to the diversity of students within the university. Initial findings are presented, with discussion about how findings have impacted practice, with a particular focus on the attainment gap. From close analysis of the findings which demonstrate a lack of engagement by males with learning development, the paper proposes why this may be the case and offers insight into recent activities to try and reduce the gender gap. Overall, the paper recognises how interpretation of and greater awareness of our user diversity has informed our team strategy and future direction.Avril BuchananAssociation for Learning Development in Higher Education (ALDinHE)articleKeywordslearning developmentimpactengagementattainment gapdiversityTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 9 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	Keywords learning development impact engagement attainment gap diversity Theory and practice of education LB5-3640
spellingShingle	Keywords learning development impact engagement attainment gap diversity Theory and practice of education LB5-3640 Avril Buchanan Anecdotal to actual: identifying users of learning development to inform future practice
description	With increasing pressure on universities to ensure their students are graduating with a good honours degree, understanding where Learning Development sits in the university and its impact is arguably becoming more important. The Centre for Learning and Study Support (CLaSS) at De Montfort University, Leicester, has investigated data, collected since 2010, on student engagement with our Learning Development Service. The study aimed to discover the diversity of students availing of learning development, with regards to characteristics such as: gender, ethnicity, disability, age, parental education and module marks. The data presented shows how CLaSS can justifiably engage in university wide discussions about retention and achievement, as well as widening participation agendas. It compares, where possible, who is using CLaSS to the diversity of students within the university. Initial findings are presented, with discussion about how findings have impacted practice, with a particular focus on the attainment gap. From close analysis of the findings which demonstrate a lack of engagement by males with learning development, the paper proposes why this may be the case and offers insight into recent activities to try and reduce the gender gap. Overall, the paper recognises how interpretation of and greater awareness of our user diversity has informed our team strategy and future direction.
format	article
author	Avril Buchanan
author_facet	Avril Buchanan
author_sort	Avril Buchanan
title	Anecdotal to actual: identifying users of learning development to inform future practice
title_short	Anecdotal to actual: identifying users of learning development to inform future practice
title_full	Anecdotal to actual: identifying users of learning development to inform future practice
title_fullStr	Anecdotal to actual: identifying users of learning development to inform future practice
title_full_unstemmed	Anecdotal to actual: identifying users of learning development to inform future practice
title_sort	anecdotal to actual: identifying users of learning development to inform future practice
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2015
url	https://doaj.org/article/19b17f5cdc1b4d55ace50190bd995802
work_keys_str_mv	AT avrilbuchanan anecdotaltoactualidentifyingusersoflearningdevelopmenttoinformfuturepractice
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Anecdotal to actual: identifying users of learning development to inform future practice

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