Involving international postgraduate students in university initiatives – a qualitative investigation into ‘UCL ChangeMakers’
UCL ChangeMakers is the collaborative initiative launched in 2014 to enhance student learning experience in University College London (UCL), UK. Its aim is to enable students and staff to work together to make changes in the UCL community. In 2016/17, the UCL ChangeMakers initiative struggled to recruit projects from the postgraduate (PG) student population; however, postgrads are believed to have brought exceptionally valuable ideas into the initiative. The current study aimed to investigate the general image of the UCL ChangeMakers initiative among the UCL PG population and identify potential areas of improvement for attracting more PG students into the scheme. Two focus groups were conducted with current international PGs participating in the UCL ChangeMakers programme and international PGs from the general UCL population. The results included a discussion on current UCL PG ChangeMakers’ experiences, the image of the initiative among the general PG UCL population and suggestions for promotion of and improvements to the initiative. Furthermore, recommendations for postgraduate involvement in university initiatives were made.
Barnett, R. and Coate, K. (2005) Engaging the curriculum in higher education. Maidenhead, UK: Society for Research into Higher Education.
Braun, V., and Clarke, V. (2006) ‘Using thematic analysis in psychology.’ Qualitative Research in Psychology, 3(2), 77-101. Available at: https://search.proquest.com/docview/223135521 (Accessed: 19 March 2018).
Bryson, C. and Hand, L. (2007) ‘The role of engagement in inspiring teaching and learning.’ Innovations in education and teaching international, 44(4), 349-362. Available at: https://search.proquest.com/docview/210674539 (Accessed: 19 March 2018).
Case, J. (2007) ‘Alienation and engagement: Exploring students’ experiences of studying engineering.’ Teaching in Higher Education, 12(1), 119-133. Available at: http://www.academia.edu/download/465461/Case_2007_THE.doc (Accessed: 19 March 2018).
Coates, H. (2008) ‘Attracting, engaging and retaining: New conversations about learning. Computer Aided Design Software Research, 2017.’ Case study. Available at: https://www.ucl.ac.uk/changemakers/case-studies/case-studies/CAD-software-research (Accessed: 15 November 2017).
Dolan, E.L. and Johnson, D. (2010) ‘The undergraduate-postgraduate-faculty triad: unique functions and tensions associated with undergraduate research experiences at research universities.’ CBE-Life Sciences Education, 9(4), 543-553. Available at: http://www.lifescied.org/content/9/4/543.full (Accessed: 19 March 2018).
Gavala, J.R. and Flett, R. (2005) ‘Influential factors moderating academic enjoyment/motivation and psychological well-being for Maori university students at Massey University.’ New Zealand Journal of Psychology, 34(1), 52-57. Available at: https://mro.massey.ac.nz/bitstream/handle/1017/5692/Influential%20Factors%20_%20Gavala%20and%20Flett%202005.pdf (Accessed: 19 March 2018).
Krause, K. (2005) ‘Engaged, inert or otherwise occupied? Deconstructing the 21st century undergraduate student.’ In: James Cook University Symposium, Sharing Scholarship in Learning and Teaching: Engaging Students, 6(19), 9. Available at: http://www.uq.edu.au/teaching-learning/docs/FYEUQKeynote2005.doc (Accessed: 19 March 2018).
Kuh, G.D., Kinzie, J.L., Buckley, J.A., Bridges, B.K. and Hayek, J.C. (2006) What matters to student success: A review of the literature (Vol. 8). Washington, DC: National Postsecondary Education Cooperative. Available at: https://www.ue.ucsc.edu/sites/default/files/WhatMattersStudentSuccess(Kuh,July2006).pdf (Accessed: 19 March 2018).
Lindsay, R., Breen, R. and Jenkins, A. (2002) ‘Academic research and teaching quality: the views of undergraduate and postgraduate students.’ Studies in Higher Education, 27(3), 309-327. Available at: https://srhe.tandfonline.com/doi/abs/10.1080/03075070220000699 (Accessed: 19 March 2018).
Marie, J., MacKenzie, S., Rowett, S. and Wright, M. (2017) ‘Staff Perceptions of hard to reach.’ Journal of Educational Innovation, Partnership and Change, 3(1), 286-292. Available at: https://journals.gre.ac.uk/index.php/studentchangeagents/article/download/586/pdf (Accessed: 19 March 2018).
Menzies, J.L. and Baron, R. (2014) ‘International postgraduate student transition experiences: the importance of student societies and friends.’ Innovations in Education and Teaching International, 51(1), 84-94. Available at: https://srhe.tandfonline.com/doi/abs/10.1080/14703297.2013.771972 (Accessed: 19 March 2018).
Rabiee, F. (2004) ‘Focus-group interview and data analysis.’ Proceedings of the nutrition society, 63(4), 655-660. Available at: https://search.proquest.com/docview/227360676 (Accessed: 19 March 2018).
Richards, L. (1999) Using NVivo in qualitative research. London: Sage.
Sanderson, C.A. (2000) ‘The effectiveness of a sexuality education newsletter in influencing teenagers’ knowledge and attitudes about sexual involvement and drug use.’ Journal of Adolescent Research, 15(6), 674-681. Available at: http://journals.sagepub.com/doi/abs/10.1177/0743558400156004 (Accessed: 19 March 2018).
Saravanakumar, M. and SuganthaLakshmi, T. (2012) ‘Social media marketing.’ Life Science Journal, 9(4), 4444-4451. Available at: http://www.lifesciencesite.com/lsj/life0904/670_13061life0904_4444_4451.pdf (Accessed: 19 March 2018).
Vikhanova A., Dumitru A., Amador C. and Tantawi Y. (2018) Evaluation of a Postgraduate Networking Event as part of UCL ChangeMakers Promotion. (Unpublished report). London: University College London.
- There are currently no refbacks.
The hosting of the journal has moved
If you wish to view articles or submit an article, please visit: https://journals.studentengagement.org.uk/index.php/studentchangeagents