Academic & Digital Research

Abstract

This paper explores student perceptions of culture, representation, and barriers to success in higher education (HE) for People of the Global Majority (PGM). Many students who are People of the Global Majority in the context of UK higher education experience a variety of challenges while studying. One such challenge concerns culture and representations of culture and ethnicity. Whereas many studies investigate the experience of Students of the Global Majority and frame that through Critical Race Theory (CRT), more empirical studies are needed to explore these experiences with regard to culture and representations of culture and ethnicity at personal and institutional/ structural levels and how these link to multiple areas of student success, particularly awards and different elements of the curriculum such as learning and teaching approaches. This study addresses this gap and provides empirical results through the data collected via a survey method, which is also an underutilised method to map the feelings and perceptions of a large student cohort (N=441 – number of survey participants), with participants from a large Post-1992 university.

An earlier unpublished study showed that students felt that an understanding of and shared experiences of ethnicity and the associated cultural heritage impacted their experiences in higher education, and this research explores this more deeply. Whilst this full research project covered representation of culture in the curriculum; cultural sensitivity in learning environments; the impact of culture and student backgrounds on higher education study; experiences of different teaching methods; and prior educational experiences, this paper focuses more specifically on representation and sense of belonging for Students of the Global Majority at one institution. 

Key words: representation; sense of belonging; PGM; People of the Global Majority; BAME; culture.

Publication: Representation and Sense of Belonging for People of the Global Majority in Higher Education,  January 2024

Author: Fiona Cook

Contact: fiona.cook@port.ac.uk

Abstract

Across the higher education sector, dedicated efforts have been made to address the inequalities faced by our students. However, these endeavours often focus on singular demographics, inadvertently overlooking the rich tapestry of intersectional and holistic identities our students possess. To genuinely understand and improve student experiences, we must acknowledge their multifaceted nature and adapt our approaches accordingly.

This report presents the qualitative findings of a mixed-methods research project where we explored the intersectional makeup of the University of Portsmouth. Using interviews provided a richer understanding of the nuanced lived experiences of our students who bear multiple minoritised identities, navigating the complexities of cumulative discrimination. 

Our findings cover four key topics: Representation & Community; Societal Experiences of Discrimination & Harassment; University Barriers & Discrimination; and Intersectional Experiences and Discrimination.

We also share our actionable recommendations and priorities to address the barriers highlighted which we hope will help enhance the experiences of our students as we confront the realities of inequality in higher education head-on. By addressing the pressing issues of intersectionality, representation, and discrimination, we aim to inspire positive change within the academic sphere and contribute to a more equitable and inclusive educational landscape where every student's unique journey is recognised and supported.

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Keywords: intersectionality; PGM; disability; women; higher education; student experience.

Report: Intersectionality at UoP,  October 2023

Presentation: From Margins to Mainstream: Breaking barriers and building belonging through understanding intersectionality in higher education,  January 2024

Authors: Fiona Cook & Emilie Smith

Contact: fiona.cook@port.ac.uk; emilie.smith@port.ac.uk 

Abstract

This study explores the lived experience of apprentices on a degree-level programme and their perceptions of how elements of apprenticeship study that aren’t components of traditional degree study – i.e. off-the-job training – impact their learner journey. This article undertakes a thematic analysis following qualitative interviews with eleven apprentices, who are early-career academic professionals nearing the end of their apprenticeships. Key findings offer a mixed picture, and suggest that the study habits and preferences of apprentices are personal to individuals and are impacted on by employment workload and access to off-the-job study time. Apprentices indicate that many factors encroach on their ability to utilise the allocated off-the-job study time, primarily the ability to be released from employed work and conflicting priorities around meeting study, business, and personal needs. Apprentices suggest that in reality it is almost impossible for them to spend 20% of their working time on their studies. Recommendations are offered to both institutions and individuals, regarding the need for sound dialogue and the removal of barriers to ensure that apprentices can meet the contractual requirements of apprenticeship study.

Keywords: Apprenticeships; workload; off-the-job training; study habits; priorities.

Publication: Challenges, barriers and strategies for engaging in level 7 apprenticeship studies, January 2023

Presentation: Advance HE Learning & Teaching Conference 2023

Authors: Richard Poole, Fiona Cook, Stuart Sims, Joanne Brindley

Contact: richard.poole@port.ac.uk; fiona.cook@port.ac.uk; s.a.sims@greenwich.ac.uk; joanne.brindley@port.ac.uk 

Abstract  

This study explores the lived experience of both in-service and pre-service apprentices studying Level 7 degree apprenticeship programmes. Using qualitative questionnaires, this article facilitates a thematic analysis exploring how aspects such as: rationale for enrolment; study habits; prioritisation of workload; resilience and wellbeing, are experienced by educators studying either an Academic Professional Apprenticeship or a Senior Leaders Apprenticeship programme. Results demonstrate a mixed landscape is apparent for Level 7 apprentices, with tangible differences, both within and between groups, exhibited regarding reason for enrolment and study habits. The challenge around balancing work-life priorities and the encroachment of work commitments on study time (and vice versa) are a common theme for both cohorts, with those who have better established working patterns and relationships more resilient to the challenges of Level 7 apprenticeship study.

Keywords: Apprenticeships; Study Habits; Workload; Prioritisation; Resilience; Career Aspirations 

Publication: Level 7 Degree Apprenticeships – A Story of Challenge, Resilience and Success, Due Summer/Autumn 2024

Authors: Richard Poole, Fiona Cook, Stuart Sims, Joanne Brindley

Contact: richard.poole@port.ac.uk; fiona.cook@port.ac.uk; s.a.sims@greenwich.ac.uk; joanne.brindley@port.ac.uk