Soluciones de inter-referenciación

The literature reviews student transitions and wellbeing in HE and considers the role of independent learning skills. A key finding from the literature highlights the fact that first year transitions produce a multitude of complex issues and it is essential that to be effective, certain critical responses need to be well coordinated (McIntosh & Shaw, 2017). It is also evident from the literature that the relationship between students and academic staff is of paramount importance (Wojcieszek et al., 2012 & Crisp et al., 2009). As discussed

previously, much of the work on student wellbeing is now taken on by non-academic support staff or students and in terms of counselling, pop up curricular activities, mindfulness

projects, and peer support, this is evidently beneficial. However, the work to prepare and support first year transition students in terms of academic development and independent learning skills should clearly be the responsibility of the academic staff.

In carrying out this work the critical relationships between these staff and the students will initially be formed and then developed. There is evidence from student feedback that this is lacking (Wojcieszek et al., 2012). Non-academic staff have made contributions in financial support, emotional support including counselling and in other areas. The literature also implies that this has led to the critical relationship between tutors and students being slower to develop and sometimes not as valued as it would be hoped. The literature has identified a gap in our knowledge of the impact early intervention and support programmes targeted at understanding how students are developing their academic and independent thinking skills. Research is required into the extent that providing appropriate support programmes and initiatives to enhance their abilities in these areas will promote their wellbeing.

The UK Government has in place many targets in relation to universities. Improving outcomes for students, enhancing retention and easing transitions, including very specific NSS survey criteria ranking student wellbeing. They identify attaining this improvement in university education as critical in benefiting the country as a whole. The Employer Skills Survey (2015) found thatthe mostpersonal skill cited as lacking in the labour market was time management. This skill was lacking in almost half of all skill-shortage vacancies (47%). Universities need to develop programmes that have research based evidence of efficacy.

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Programmes that include the ideals of both government and industry and seek to significantly improve the core academic and independent skills of graduates leaving university. The literature has demonstrated the gaps between the requirements of universities in new students and the skills those students possess, as well as the amount of responsibility the students expect to have to accept for their own learning. If students are going to leave with those abilities fully rounded and their desired qualifications achieved, it is clearly essential that the evident gaps need to be addressed as soon as possible and the literature shows that this is most likely to happen by developing effective programmes that address those requirements in the first year.

After examining the links the literature has formed between the ILS and wellbeing elements, it is recognised that research to examine the strength of these associations needs to be

completed to inform our understanding. Deepening understanding of these links has significant potential to afford a range of improvements. Enhancing student ILS at an early stage gives them, according to all the related literature, significant opportunities to improve their outcomes and thus their wellbeing. All the studies in the literature incline towards those conclusions, none seriously contend that there are negative issues. The majority of students do succeed and the majority develop the ILS skills to a greater or lesser degree during their university programme.

Would earlier, more targeted and more effective delivery of these skills enhance

performance, minimise wellbeing issues and deliver better outcomes? If so the question for future studies may be how much and precisely what benefits a well-coordinated programme to ensure the early development of these skills would provide for the student, university and employers? The follow up questions should include how best to deliver that programme in a meaningful and holistic way? The contribution universities have the potential to make to the knowledge economy of the United Kingdom is immense. The significant changes that are sweeping over the country provide exciting opportunities and significant risks. It is clear that the outcomes will to a large extent be determined by the optimism, educational attainment and effective preparation of future leaders. It is also evident that universities must play a leading role in determining it.

Table 3 below shows a summary of the practice issues identified from the literature and the gaps that have emerged. These identified gaps will be a focus in the discussion chapter.

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Table 3 A summary of the practice issues identified from the literature.

The practice issue Examples from the literature

National Student wellbeing concerns

• Uni health (2017) revealed that 82% of students at UK universities suffer from stress and anxiety and 45% have experienced depression. 1 in 5 students have suicidal feelings.

• HEFCE reported mental health problems rose from 8,000 – 18,000 over 4 years (HEFCE, 2015).

• Student Minds are developing a Mental health Charter to be undertaken in partnership with UUK, NUS and supported by key stakeholders in OfS and DfE (Student Minds, 2018).

Identified gap - To identify challenges that students face in relation to their experiences of wellbeing during their transition to university, with a focus upon the impacts of ILS.

Student Transition concerns

• Field et al. (2014) report that students have a lack of ILS and this impacts on their wellbeing during transition. • Bailey and Philips (2016) and Leveson et al. (2013) identify many concerns and challenges to transition. Identified gap – how can academic staff better prepare and support students through their transition to university.

A proposed Framework linking

wellbeing and ILS

• Seligman’s (2011) model of wellbeing is advocated by Seldon and Martin (2017) to achieve positive and mindful universities.

• Meyer et al.’s (2008)’s et al. (2011) model of ILS shows some potential links to Seligman’s elements of wellbeing:

• Ansari and Stock (2010) linked wellbeing with academic achievement & dropping out.

• Field et al. (2014) show that a lack of academic preparedness has a negative impact on wellbeing. Proposed solution – design and apply a framework to explore the associations between wellbeing and ILS.

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Chapter 3 Methodology & Methods