The LEAP (Learning Excellence Achievement Pathway) framework: A model for student learning development in higher education

This article explores the development of the LEAP (Learning Excellence Achievement Pathway) framework at the University of Bolton, UK. It describes the nature of the project and focuses on the methodology involved in conducting an institution-wide audit of student learning development (LD) provisio...

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Autores principales:	Emily McIntosh, Mary Barden
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2019
Materias:	learning development framework digital literacy academic development learning development culture digital badging student engagement Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/804f83d5ae174f41bbe14da38b725634
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spelling	oai:doaj.org-article:804f83d5ae174f41bbe14da38b7256342021-11-29T14:02:42ZThe LEAP (Learning Excellence Achievement Pathway) framework: A model for student learning development in higher education10.47408/jldhe.v0i14.4661759-667Xhttps://doaj.org/article/804f83d5ae174f41bbe14da38b7256342019-04-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/466https://doaj.org/toc/1759-667X This article explores the development of the LEAP (Learning Excellence Achievement Pathway) framework at the University of Bolton, UK. It describes the nature of the project and focuses on the methodology involved in conducting an institution-wide audit of student learning development (LD) provision and producing a visual framework to stimulate a culture of LD within the organisation. Whilst most UK universities offer a student LD programme at undergraduate level, little work has been undertaken to develop and define a visual framework which underpins these programmes and assists students to conceptualise their progress. This paper explores the context for creating an LD framework and outlines how LD provision is mapped to align curricular LD opportunities with co-curricular student engagement initiatives. The article then considers the implementation of the LEAP framework. A mixed-methods evaluation activity was conducted, involving both staff and students, using a variety of data. Evaluation methods were used to assess the impact of the framework on student LD, revealing a number of positive changes to their LD behaviour and habits, their assessment of LD, the accessibility of help and support and their awareness of the context in which LD takes place. Finally, we identify future developments to the framework to embed it further within the institution. Emily McIntoshMary BardenAssociation for Learning Development in Higher Education (ALDinHE)articlelearning development frameworkdigital literacyacademic developmentlearning development culturedigital badgingstudent engagementTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 14 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	learning development framework digital literacy academic development learning development culture digital badging student engagement Theory and practice of education LB5-3640
spellingShingle	learning development framework digital literacy academic development learning development culture digital badging student engagement Theory and practice of education LB5-3640 Emily McIntosh Mary Barden The LEAP (Learning Excellence Achievement Pathway) framework: A model for student learning development in higher education
description	This article explores the development of the LEAP (Learning Excellence Achievement Pathway) framework at the University of Bolton, UK. It describes the nature of the project and focuses on the methodology involved in conducting an institution-wide audit of student learning development (LD) provision and producing a visual framework to stimulate a culture of LD within the organisation. Whilst most UK universities offer a student LD programme at undergraduate level, little work has been undertaken to develop and define a visual framework which underpins these programmes and assists students to conceptualise their progress. This paper explores the context for creating an LD framework and outlines how LD provision is mapped to align curricular LD opportunities with co-curricular student engagement initiatives. The article then considers the implementation of the LEAP framework. A mixed-methods evaluation activity was conducted, involving both staff and students, using a variety of data. Evaluation methods were used to assess the impact of the framework on student LD, revealing a number of positive changes to their LD behaviour and habits, their assessment of LD, the accessibility of help and support and their awareness of the context in which LD takes place. Finally, we identify future developments to the framework to embed it further within the institution.
format	article
author	Emily McIntosh Mary Barden
author_facet	Emily McIntosh Mary Barden
author_sort	Emily McIntosh
title	The LEAP (Learning Excellence Achievement Pathway) framework: A model for student learning development in higher education
title_short	The LEAP (Learning Excellence Achievement Pathway) framework: A model for student learning development in higher education
title_full	The LEAP (Learning Excellence Achievement Pathway) framework: A model for student learning development in higher education
title_fullStr	The LEAP (Learning Excellence Achievement Pathway) framework: A model for student learning development in higher education
title_full_unstemmed	The LEAP (Learning Excellence Achievement Pathway) framework: A model for student learning development in higher education
title_sort	leap (learning excellence achievement pathway) framework: a model for student learning development in higher education
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2019
url	https://doaj.org/article/804f83d5ae174f41bbe14da38b725634
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The LEAP (Learning Excellence Achievement Pathway) framework: A model for student learning development in higher education

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