BU Research Blog

“What do you get out of your student-staff co-created research experience?”

This was a question reflected on by the SciTech student and staff recipients of this year’s CEL Co-creation student projects.  Five level H(6) students in SciTec won CEL co-creation bursaries this year to work with academic staff (Figure 1). Here we share their individual experiences and their overall reflection.

Figure 1.  Faculty of Science & Technology student and staff winners of the 2015 CEL-funded Co-creation Projects. Left to right – Matthew Kidd, Tom Barnham, Dominick Jay, Kevin McGhee, Emilie Hardouin, Emma Hill, Keith Pretty, Simon Harding.

INDIVIDUAL EXPERIENCES

Project 1  – Emma Hill.  LabTube – a series of video protocols for the DNA lab equipment. The aim of the co-creation project that I am involved in is to produce a series of instructive videos on the equipment (show scales and balances) within the DNA laboratory. This will allow students to remind themselves of the protocol of a specific piece of equipment and so feel confident to continue their work without needing a supervisor present every time they use something. Working on this project has allowed me to learn new skills from experienced members of staff from varying scientific backgrounds, and gain hands on experience with equipment that I wouldn’t have had much interaction with on my course. It’s great to know I’ve been able to help produce a resource to be used by students for years to come.

Academic Mentor reflection for Project 1 – Kevin McGhee. This award is yet another great initiative by BU, promoting the development of our students’ skills for future employment through projects which enhance the lab experience for all of us

Project 2 – Simon Harding. The role, contribution and management of student social media groups as part of the learning experience at BU. I worked with the Learning Technology team and my supervisor Keith Pretty as part of my co-creation project. The aim was to investigate the role of student social media groups and how they can contribute towards the student learning experience.  Creation of student guidance will give students the knowledge and tools to utilise student social media groups. The solution will also make recommendations for the university when integrating social media groups. Working closely with my supervisor and the rest of the co-creation team I held data collection event with BU students to gather data on their perspectives of student social media groups. The team work helped to make the data collection event a success. Collaborative work with my supervisor has given me new skills and improved my experience which I will take with me when I finish university and pursue my career in the computing industry.

Project 3 – Matthew Kidd. Adoption and implementation of BLE Beacon technology at Bournemouth University to enhance open, collaborative learning opportunities. I worked closely with Keith Pretty and the learning technology team for my co-creation project.  The aim was to investigate the feasibility for implementing a new emerging technology: BLE Beacons into the learning environment. It was identified that students are bringing their mobile devices onto campus with many intending to use them to support with studies. Yet research has found that many students find the devices a distraction with some unsure on how to effectively use them in learning. It has been discovered that whilst infrastructure and services exist little has been done to integrate them into the learning experience; BLE beacons have an opportunity to shape this. By working on a co-creation project I have had the opportunity to work with stakeholders which are critical to the deployment of new technologies, this relationship has enabled a much broader understanding for the operation of the University and has enabled me to develop new skills throughout the process.

Project 4 – Dominick Jay. iBU Student Informing Feature Development. I worked with my supervisor and the iBU technical team with the end goal being the identification and development of a feature prototype for the iBU application. This prototype was evaluated at both the initial and design stages by fellow students, and after development by the iBU team. Events took place allowing for critical feedback to be delivered from students in response to design ideas. Using co-creation this year has introduced a unique way of working, and has helped improve how I work both as a team and individually.

Project 5 – Tom Barnham.  A Utility, Usability and User Experience Evaluation of the iBU Mobile Application. My co-creation project was based on a user evaluation of the iBU application, which required participants to conduct tests. Keith Pretty helped me structure my project and plan the most essential part of the project which was to conduct a user evaluation experiment. We were able to meet key contacts that could provide valuable information including the iBU development team. The client was Stuart Claw and provided useful information and always swiftly replied to emails.

Academic Mentor reflection for Projects 2, 3, 4 & 5 – Keith Pretty.

This co-creation funding has offered a fantastic opportunity to work with students on projects that have a direct influence on the learning experience, through building on our use of Technology Enhanced Learning (TEL) and the iBU mobile application. Key BU teams were brought into help shape the four projects from the outset, acting as clients for each student to work with. This has enabled the sharing and application of a wide range of skills and experience, plus the opportunity for networking between the iBU, Learning Technology, library and other teams within the university. I already work with most of these teams regularly as part of my own teaching and learning development projects, but the students have brought in new perspectives and insights into our use of TEL that have enabled the outcomes of these projects to be stronger.

I would like to take this opportunity to not only thank CEL and Tom, Simon, Dominick and Matt for creating a great learning opportunity for us all, but also the time, dedication and effort that the iBU and Learning Technology teams have put into their roles as clients to support the students. In particular, David Fevyer and Stephen Pyne from the Learning Technology team and Stuart Claw and Philip Downes from the iBU team.  I have enjoyed working with everyone immensely and recommend other staff to take up future opportunities for co-creation that will be on offer.

OVERALL REFLECTIONS

The student and staff co-creators were invited to spend a few minutes of an informal, celebratory session capturing on posit notes their responses to the question “What do you get out of your student-staff co-created research experience?” (Table 1).  I have colour coded some of their responses to indicate how they might match gains in all three of the spheres of learning for effective citizenship (Figure 2).

Table 1. Replies to the question “What do you get out of your student-staff co-created research experience?”.  Colour codes indicate matches with spheres of learning of cognitive maturity (yellow), integrated identity (blue) and mature relationships (pink).

Figure 2. The core spheres of learning for effective citizenship (based on Baxter Magolda & King, 2004)

There is a growing global interest in 21^st century education creating effective citizenship through fostering the underpinning personal development  towards “Self Authorship”  –  i.e. the ability to  collect, interpret, and analyze information and reflect on one’s own beliefs in order to form judgments” (Baxter Magolda, 2007).  The reflections of the students and staff co-creators in the above projects suggests that research co-creation is a great way of enhancing the whole BU university learning experience and developing effective global citizenship. It is also great fun. We hope you feel inspired to get co-creating research too!

Complied by Ant Diaz, CEL theme leader for student engagement & co-creation. adiaz@bmth.ac.uk

References.

Baxter Magolda, M. B., & King, P. M. (2004) (Eds) Learning partnerships: Theory and models of practice to educate for self-authorship. Sterling, VA: Stylus

Baxter Magolda, M. B. (2007). Self‐authorship: The foundation for twenty‐first‐century education. New Directions for Teaching and Learning, 2007(109), 69-83.

Dr Georgiana Grigore was part of the editorial team for the recently published Emerald book ‘Corporate Social Responsibility in the Digital Age’.

With social and digital media reshaping the way in which business is conducted, and with the number of corporations embracing the new social medium for their marketing and communication programmes, this book re-examines corporate social responsibility practice and theory from a digital perspective. In doing so, it revisits some of the theoretical discussions about CSR while inquiring whether and how CSR can be applied and used online.

This book examines key conceptual insights about CSR and digital platforms, and explores the practices of online CSR. In this way, the edited collection explores the impact and influence of the new ‘social’ on responsibility and its feasibility, measurability and success in a boundary-less world.

The co-creation programme is a pilot scheme aimed to provide support to the development of student/lecturer collaborative projects.

As part of this scheme, teams of students and lecturers have been awarded £500 each to provide assistance with their projects.

Students and staff were encouraged to work together as equals, valuing each other’s ability to contribute to high quality academic work. 

On Monday 20 April 2015 the awards were presented by Professor Gail Thomas, Dean of Health and Social Science, to:

• Rebecca Dixon-Wright and Dr Carol Wilkins for Women’s hopes and anxieties in early pregnancy
• Kirsty Tointon and Dr Jane Hunt for Adding to the evidence base of children’s nursing: developing publications
• Sian Ridden and Dr Vanora Hundley for A Midwives Guide to Working With The Media
• Jamie Parkinson, Daniel West and Dr Jonathan Williams for Is there a correlation between wobble-board performance and static balance performance?
• Ben Hayes, Dr Carol Clark and Dr Jon Williams for Systematic Review Aimed to Investigate the Effect of Current Lifestyle Interventions on the Reduction of Metabolic Syndrome.

Professor Gail Thomas said: “The co-creation project is about having a fusion of research, professional practice and education, and the marriage of these component parts being the foundation of an excellent student experience and learning opportunity.

“A key element of this is to ‘inspire’ and this is around getting students, graduates and staff to enrich the world.”

The project has been a resounding success, for example, as result of Rebecca Dixon-Wright’s and Dr Carol Wilkin’s work, they have submitted abstracts for conferences and hope to be published in the journal Midwifery. As a result, this project could have implications on future practice by understanding the issues that affect women during the early stages of pregancy.

On working together with lecturers 3^rd year Child Health Nursing student, Kirsty Tointon, said: “I found it really interesting working together, working with Jane, and working on a different level from lecturer/student to more of a partnership. I’ve really I’ve enjoyed that.”

Dr Vanora Hundley continued: “I’ve really enjoyed working with Sian. brought a unique perspective to the project that bridged the gap between media and midwifery through her previous experiences prior to studying at Bournemouth University.”  

Gail added: “I’m really pleased to say the students have been successful in getting a prize. It’s up to them what they do with that funding, it can help with getting to a conference to present at, buy some books and it is also a reward for their energy and enthusiasm to have a go.”

For more information please contact Anita Diaz at adiaz@bournemouth.ac.uk or on 01202 965679

Monday

Fees

As part of their ‘Does Cost Matter’ report, the National Education Opportunities Network discovered that 40% of university applicants might choose a different course if tuition fees were reduced to £6,000. Lower fees would mean different course choices, say students (THE).

University Spending

Analysis by the Complete University Guide reveals that class sizes are falling and universities are spending more on facilities. UK university class sizes falling, study finds (Guardian).

Tuesday

HE Pay Offer

Universities have made a 0.9 per cent pay offer for university employees. The University and Colleges Employers’ Association said the offer for 2015-16 was above inflation, and was being made “against a backdrop of unprecedented uncertainties and challenging circumstances” for higher education institutions. Universities make 0.9% pay offer to staff (THE).

Wednesday

Widening Access

An interesting analysis behind Ed Miliband’s comment that disadvantaged young people are 12 times less likely to go to university, questions the statement’s validity. The analysis shows stark differences in the probability of going to university between young people from the most and least advantaged backgrounds. Depending on how one defines ‘advantaged’, the least privileged are said to be between three and six times less likely to go to university than the most privileged.  Fact Check: are disadvantaged young people 12 times less likely to go to university? (The Conversation).

Thursday

PhD Loan Scheme

A study by academics at Newcastle University and York University suggest there is no evidence that the recently announced loan scheme for PhD students will widen participation in doctoral research.  The big payback: PHD loan scheme ‘may not be the right approach’ (THE).

Friday

Post-election

Senior sector figures reveal that whoever wins or holds the balance of power after the general election, there will be risks ahead for higher education funding, fees and policy. Andy Westwood, Associate Vice President for Public Affairs at the University of Manchester and Professor of Politics and Policy at the University of Winchester, argued that the policies all “suggest a shift towards technical or work-based higher education and to applied research”. Post-election scenarios assessed (THE).

Leaders Question Time

Last night, David Cameron, Ed Miliband and Nick Clegg faced a Question Time audience. Higher education was touched on when Nick Clegg faced questions on the Liberal Democrat’s U-turn on tuition fees. The following article gives a summary of the leader’s performance. Question Time election debate: How the party leaders fared in the spotlight (Independent).