MMU launches film to aid students from ‘non-traditional backgrounds’ step into HE

The QAA have just published the report on a project they funded: Student Induction and Transition: Reciprocal Journeys, carried out by Alicia Prowse and Penny Sweasey from CELT. The project, described in an earlier post,  took academic staff from MMU to a local sixth-form college, and invited staff and students from the college back to the university. Their impressions and expectations were recorded and are summarised in the accompanying video, produced by Eleanor Hannan.

Do the experiences of these staff and students match your own? What actions do you, or might you, take to support transition into Higher Education? Do let us know.

Source: MMU launches film to aid students from ‘non-traditional backgrounds’ step into HE

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From Multiculturalism to Global Citizenship: Changing Institutional Strategy and Culture in a UK University

Colleagues – please note this event for MMU colleagues on Wednesday 5th November

Date: Wednesday 5th November 2014

Time: 14.00-15.00

Place: Birley 2.28

Alicia Prowse, Manchester Metropolitan University, Manchester, UK.

Lynne Parmenter, Nazarbayev University, Astana, Kazakhstan.

Abstract

We examine the perceptions and views of senior leaders at one higher education institution regarding the process of crossing the bridge from aspirational vision statements to implementation, as global citizenship as a concept at various levels of policy and practice was being developed. This initiative included professional development for faculty and staff and the introduction of a global citizenship award for students. While the project involved data collection from a wide range of stakeholders within the University, this paper focuses on the perspectives of senior leaders in the University, exploring their understandings of global citizenship in the local context, and their views about strategies to implement global citizenship and the requirements in terms of changes in institutional culture. In particular, we ask how certain discourses in a University manage to get onto the agenda? How do Universities perceive and adopt strategies and why do certain discourses become powerful and not others? We used twelve semi-structured interviews conducted with senior managers of the University, including members of the University’s central leadership team, heads of major administrative departments, and Deans of faculties. Here, analysis concentrates on senior staff concepts of global citizenship, and plans for implementation via strategic activity. Interviews were transcribed and coded using qualitative analysis methods and categories were elicited from the data. Themes appearing across the interviews were then identified and integrated with theory to analyze the ways in which senior leaders perceive global citizenship and their views of translating this from aspirational vision to reality through implementation.

Our first animations

Animation, communication and social care

Jenny hard at work (Marian and I out of shot) Jenny hard at work

We didn’t want to ask our students to do anything that we wouldn’t do, so we knew that we would include animations as part of our teaching. We just hadn’t planned how and when this would happen yet. The ideal opportunity came along when we were discussing the first week of teaching and introducing ground rules on how we (we being ourselves and the students) behave as a group. So we decided that this would be an ideal opportunity to create an animation as a prompt.

We banned ourselves from playing around until we’d had a discussion about what we wanted, and produced a a storyboard (best practice learnt from our reading, but also from our own previous attempts of trying to jump in at the deep end and ‘just make something’).

We decided we wanted an animation that would prompt a group discussion about what our…

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