6.1- Show and Tell (3508)
Next Generation Higher National – A partnership approach to reshaping qualifications for the future
David McShane, SQA - Scottish Qualifications Authority, Scotland
Join the Scottish Qualifications Authority (SQA) as we outline an introduction to our Next Generation Higher National pilot project. This session gives an overview of the collaborative approach taken to redevelop HN qualifications focusing on adaptive, flexible learners with transferable 21st century skills.
Easing the Transition: Module Assistants co-delivering curriculum
Jack Hogan, Abertay University, Scotland; Simona Gazdik, Abertay University, Scotland; Emma Montague, Abertay University, Scotland
Abertay University's innovative microcredential approach, exemplified in ABE201 - Being Successful at University, showcases the pivotal role of Module Assistants in providing peer support. This session explores the collaborative dynamic between Module Leaders and Assistants, emphasising their contributions to fostering a supportive environment for advanced standing students. The approach reflects Abertay's commitment to enhancing the academic experience through peer to peer support strategies.
Transitioning to University: Piloting a School Support Programme in Austria
Sanjay Kumar, Central European University (CEU), Vienna, Austria
The presentation will focus on the challenges in designing a curriculum for a university preparatory program in Austria today factoring the educational strictures and contexts of central Europe. As an international English-speaking university, CEU must calibrate the content to address the needs of a German speaking student population and help to support displaced and disadvantaged students.
6.2- Presentation (3511)
Building on the competencies and capitals of first-generation students and professionals
Monika Huesmann, University of Applied Sciences, Germany
First-generation students and professionals face challenges and problems in their education and professional lives. But they also develop competencies and can build on their own capital from their social background. Based on 27 interviews, the skills, possibilities and opportunities of the first-generations are analyzed and evaluated according to Bourdieu's capital theory. Classic deficit-oriented measures can be critically reflected and competence-oriented approaches are discussed.
Exploring Therapy Culture's Impact on Scottish Universities: Rethinking Vulnerability
Sammyy Anderson, Abertay University, Scotland
This presentation considers the potential implications of approaching specific cohorts of students, notably SIMD20 students, through the prism of vulnerability within the context of therapeutic education. I communicate the issues of actively categorising students as intrinsically vulnerable in terms of how this approach may influence students' academic self-perceptions.
6.3- Presentation (3510)
Skills, Support and Progression – Supporting adult learners’ progression to undergraduate study
Amy McDermott, University of Glasgow, Scotland
This presentation will give attendees an overview of the Skills, Support and Progression Programme, which supports students on the University of Glasgow’s Access Programme. The presentation will discuss the adult learner student experience and highlight the benefit of evaluation and student feedback in developing impactful programmes for this student population.
Pavee Leaders : Irish Travellers in Higher Education
Rebekah Brennan, University College Cork, Ireland; Leanne McDonagh, Munster Technological University Cork, Ireland; Annemarie Quilligan, Munster Technological University Cork, Ireland
The SOAR for Access partnership initiative in the South Cluster (2020-2024) developed a Travellers in Education workstream which delivered three key initiatives to support access to higher education for Irish Travellers.
6.4- Presentation (2522)
Navigating the gateway to medicine: Transition experiences, challenges and successes..
Aileen Linn, University of Glasgow, Scotland; Louise Miller, University of Glasgow, Scotland; Eilidh Ferguson, University of Glasgow, Scotland; Alison Browitt, University of Glasgow, Scotland
A qualitative research study evaluated the experiences of gateway to medicine students transition onto the medicine degree including the impact of lockdown requirements of the Covid pandemic. Lessons learned, challenges and successes of this new route of entry to Medicine will be described.
How UK medical schools support students from widening participation background.
Zebin Khanam, University of Dundee, Scotland; Rosie Conway, University of Dundee, Scotland
We studied post admission support for Widening Participation (WP) students provided by UK medical schools. Medical schools have variable proportions of WP students and differing priority given to WP support. Some medical schools recognise additional needs of WP students. Others support all students regardless of background.
6.5- Presentation (2521)
Using Generative AI to Enhance the Sociological Imagination in Widening Participation: The Promise and Peril
Jim Moir, Abertay University, Scotland
This presentation considers the use of Generative AI in aiding students to develop a sociological imagination. It does so through a 'conversation' with ChatGPT and and argues that while this tool is useful, such an imagination is rooted in the practice of applying lived experience.
Enhancing Student Well-Being: Exploring the Interplay of Spirituality and Education
Tamara N. Massay-Trotz, Higher Education Professional, USA
Exploring the intersection of spiritualism and education, this presentation delves into fostering holistic development. We study ideas and research on how incorporating spiritual principles enhances emotional intelligence, empathy, and resilience in staff, faculty, administration and students. Introducing possibilities of transformative journeys to integrate spiritual values into educational practices, can promote well-rounded and compassionate individuals.
6.6- Workshop (1025)
Your Story. Your Privilege – Reflecting Privilege in Academia
Silke Toelle-Pusch, ArbeiterKind.de, Germany; Jaana Espenlaub, ArbeiterKind.de, Germany; Sabine Hoffmann, ArbeiterKind.de, Germany; Yvonne Gajer, ArbeiterKind.de, Germany
ArbeiterKind.de is a community for those who have been or will be the first in their family to enter higher education. Participants of this workshop will be reflecting on their privilege, learn about educational inequality and how to use that knowledge to improve the situation for First-Generation Students.
6.7- Workshop (1026)
Widening Access in Medicine: A case study for effective preparation for less-advantaged young people.
Chris Whyte, University of Dundee, Scotland; Rob Jarvis, University of Dundee, Scotland; Yvonne Wedekind, University of Dundee, Scotland; Angus Pinsky University of Dundee, Scotland; Ebony Fitzgerald, University of Dundee, Scotland
How can access pupils succeed in applying to and thriving in the most competitive subjects? Celebrating the themes of collaboration and preparation, this interactive case study will showcase the kinds of effective support that different organisations can bring together so that an access pupil can succeed in one of the most competitive subjects – Medicine.