Investigating impact: Exploring the effect of ‘open’ support on student success

Traditional investigations into the impact of skills support on student success tend to focus on embedded or curriculum linked modes of delivery. The subject of this investigation concerns a study of the impact of ‘open’ support delivered through the University of Manchester library’s My Learning Es...

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Autores principales:	Jennie Rose Steres Blake, Nicola Grayson, Sami Karamalla-Gaiballa
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2019
Materias:	academic development intervention impact open regression attainment Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/ccde7cbc4735483990aa7eaee1d1f6f9
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spelling	oai:doaj.org-article:ccde7cbc4735483990aa7eaee1d1f6f92021-11-29T14:02:23ZInvestigating impact: Exploring the effect of ‘open’ support on student success10.47408/jldhe.v0i16.5401759-667Xhttps://doaj.org/article/ccde7cbc4735483990aa7eaee1d1f6f92019-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/540https://doaj.org/toc/1759-667XTraditional investigations into the impact of skills support on student success tend to focus on embedded or curriculum linked modes of delivery. The subject of this investigation concerns a study of the impact of ‘open’ support delivered through the University of Manchester library’s My Learning Essentials skills programme (MLE). MLE is a blended service providing both face-to-face and online support through two dominant pathways: one which is embedded in the curriculum and one which is ‘open to all’ regardless of degree programme or level of study. The ‘open’ nature of this type of support and the variety amongst the student population who engage with it means that measuring the impact on areas such as attainment has always been difficult. This article will present the results of a small study that investigated a specific cohort of undergraduate students in order to assess whether connections could be drawn between attendance at MLE ‘open’ workshops and degree classification. Although the cohort investigated was quite small, there is evidence of significant positive impact on student attainment as a result of engagement with the MLE programme. The data was run through a regression analysis that controlled for factors that could influence attainment and compared attendees of MLE open workshops with those who did not attend. Beyond the results of the regression analysis the study reveals interesting data around student uptake of MLE as a service and presents the methodology used, the results gained, and the lessons learned throughout the process.Jennie Rose Steres BlakeNicola GraysonSami Karamalla-GaiballaAssociation for Learning Development in Higher Education (ALDinHE)articleacademic developmentinterventionimpactopenregressionattainmentTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 16 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic development intervention impact open regression attainment Theory and practice of education LB5-3640
spellingShingle	academic development intervention impact open regression attainment Theory and practice of education LB5-3640 Jennie Rose Steres Blake Nicola Grayson Sami Karamalla-Gaiballa Investigating impact: Exploring the effect of ‘open’ support on student success
description	Traditional investigations into the impact of skills support on student success tend to focus on embedded or curriculum linked modes of delivery. The subject of this investigation concerns a study of the impact of ‘open’ support delivered through the University of Manchester library’s My Learning Essentials skills programme (MLE). MLE is a blended service providing both face-to-face and online support through two dominant pathways: one which is embedded in the curriculum and one which is ‘open to all’ regardless of degree programme or level of study. The ‘open’ nature of this type of support and the variety amongst the student population who engage with it means that measuring the impact on areas such as attainment has always been difficult. This article will present the results of a small study that investigated a specific cohort of undergraduate students in order to assess whether connections could be drawn between attendance at MLE ‘open’ workshops and degree classification. Although the cohort investigated was quite small, there is evidence of significant positive impact on student attainment as a result of engagement with the MLE programme. The data was run through a regression analysis that controlled for factors that could influence attainment and compared attendees of MLE open workshops with those who did not attend. Beyond the results of the regression analysis the study reveals interesting data around student uptake of MLE as a service and presents the methodology used, the results gained, and the lessons learned throughout the process.
format	article
author	Jennie Rose Steres Blake Nicola Grayson Sami Karamalla-Gaiballa
author_facet	Jennie Rose Steres Blake Nicola Grayson Sami Karamalla-Gaiballa
author_sort	Jennie Rose Steres Blake
title	Investigating impact: Exploring the effect of ‘open’ support on student success
title_short	Investigating impact: Exploring the effect of ‘open’ support on student success
title_full	Investigating impact: Exploring the effect of ‘open’ support on student success
title_fullStr	Investigating impact: Exploring the effect of ‘open’ support on student success
title_full_unstemmed	Investigating impact: Exploring the effect of ‘open’ support on student success
title_sort	investigating impact: exploring the effect of ‘open’ support on student success
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2019
url	https://doaj.org/article/ccde7cbc4735483990aa7eaee1d1f6f9
work_keys_str_mv	AT jennierosesteresblake investigatingimpactexploringtheeffectofopensupportonstudentsuccess AT nicolagrayson investigatingimpactexploringtheeffectofopensupportonstudentsuccess AT samikaramallagaiballa investigatingimpactexploringtheeffectofopensupportonstudentsuccess
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Investigating impact: Exploring the effect of ‘open’ support on student success

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