The power of a partnership approach: the tripartite relationship between academics, academic skills staff and students




partnership, retention, academic skills, embedded, widening participation, support, trust


This reflection piece shares the innovative approach to an embedded skills model on an accelerated two-year BA programme. At the University of Greenwich annual teaching and learning conference (SHIFT), in 2020, a collaborative team from the degree course presented a case study on this model. This article explores how, through such partnerships, student success can be promoted and student outcomes can shine. Living and teaching through a pandemic has highlighted the importance of staff and student relationships to ensure success.

Author Biography

Poppy Frances Gibson, University of Greenwich

Poppy Gibson is a senior lecturer in Primary Education in the Teacher Education Department, who has come into HE after over a decade working in several London primary schools. Poppy is Programme Lead of the University of Greenwich's Accelerated degree programme in Primary Education Studies and is the Modern Foreign Language coordinator, teaching MFL on the PGCE and BA QTS programmes. Key research interests include identity, motivation and the integration of technology into our lives, with a dominant focus on social media.


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Conference Reflection Pieces