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X-WR-CALDESC:Events for Geography & Education Research Group
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DTEND;TZID=Europe/London:20230901T104000
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SUMMARY:Can we create a flourishing higher education environment? (1)
DESCRIPTION:Convenors: Jennifer Hill (University of Gloucestershire) and Harry West (UWE Bristol) \n\n\n\nIt is widely recognised that higher education environments across the globe are becoming increasingly marketised. This has placed great pressure on students and staff within the sector. A survey carried out by the UK National Union of Students in 2020 revealed that just over half of students (52%) had worse mental health than before the Covid-19 pandemic and they appeared to be more anxious than the general population (NUS 2020). In a Chinese study\, 25% of surveyed students experienced anxiety linked to worries about academic delays\, the economic effects of the pandemic\, and the impact on daily life (Cao et al. 2020). Equally\, recent surveys of higher education staff have highlighted significant wellbeing and mental health challenges. In the UK\, one study found that 53% of academic and academic-related staff reported probable depression (Wray and Kinman 2021) and in another\, conducted during the height of the Covid-19 pandemic\, 47% of academic and professional services staff described their mental health as poor (Dougall et al. 2021). \n\n\n\nIn this session we wish to debate if and how we might create higher education spaces\, systems\, processes\, curricula and pedagogies that can support the flourishing of students and staff within and across higher education institutions (Vailes 2022). \n\n\n\nContributions might explore the themes below\, or consider additional areas of interest. Papers can present results of empirical research or be more reflective in nature. \n\n\n\n\nHow might university strategies\, policies and systems better reflect student and staff wellbeing challenges?\n\n\n\nHow might we recognise and enhance student and staff wellbeing in our curriculum planning\, pedagogic practices and assessment processes?\n\n\n\nHow can we build a sense of belonging for a diversity of students in higher education to support positive wellbeing and flourishing?\n\n\n\nCan further studies into pedagogies of courage\, care\, compassion\, slowness and mattering offer us hope for securing more positive mental wellbeing in higher education?\n\n\n\nCan hybrid ways of working and learning be used to promote positive wellbeing?\n\n\n\nHow might students and staff work collaboratively to promote positive wellbeing?\n\n\n\nHow can educational developers support staff to embed wellbeing in their curriculum delivery and pedagogic practices?\n\n\n\nWhat can we do to generate open discussion and reflection on the wellbeing challenges experienced by staff and students?\n\n\n\nHow can we implement a systemic approach to change within higher education institutions so students can flourish and staff can reduce feelings of pedagogic frailty?\n\n\n\n\nNote: this is the first of a 2-part in-person session. Details for the second part can be found here. \n\n\n\nYou can find the full list of speakers\, titles and abstracts for this event at https://event.fourwaves.com/rgs-ibgac2023/schedule/fdfaf948-857a-4825-8f05-54af329270d3 \n\n\n\nFor the full list of GeogEd RGS Annual International conference listings\, please visit https://event.fourwaves.com/rgs-ibgac2023/schedule?trackIds=bb7c70fb-f09d-42d8-b13e-4de4ccc7ea3c&date=2023-08-30
URL:https://geogedrg.org/event/flourishing-higher-education-wellbeing-environment/
LOCATION:RGS-IBG Annual International Conference 2023\, RGS & Imperial College\, South Kensington\, London\, SW7 2AR\, United Kingdom
CATEGORIES:All,GeogEd Research Group,RGS-IBG AIC,RGS-IBG AIC 2023
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20230901T111000
DTEND;TZID=Europe/London:20230901T125000
DTSTAMP:20230629T122408Z
CREATED:20230629T114717Z
LAST-MODIFIED:20230629T122408Z
UID:2128-1693566600-1693572600@geogedrg.org
SUMMARY:Can we create a flourishing higher education environment? (2)
DESCRIPTION:Convenors: Jennifer Hill (University of Gloucestershire) and Harry West (UWE Bristol) \n\n\n\nIt is widely recognised that higher education environments across the globe are becoming increasingly marketised. This has placed great pressure on students and staff within the sector. A survey carried out by the UK National Union of Students in 2020 revealed that just over half of students (52%) had worse mental health than before the Covid-19 pandemic and they appeared to be more anxious than the general population (NUS 2020). In a Chinese study\, 25% of surveyed students experienced anxiety linked to worries about academic delays\, the economic effects of the pandemic\, and the impact on daily life (Cao et al. 2020). Equally\, recent surveys of higher education staff have highlighted significant wellbeing and mental health challenges. In the UK\, one study found that 53% of academic and academic-related staff reported probable depression (Wray and Kinman 2021) and in another\, conducted during the height of the Covid-19 pandemic\, 47% of academic and professional services staff described their mental health as poor (Dougall et al. 2021). \n\n\n\nIn this session we wish to debate if and how we might create higher education spaces\, systems\, processes\, curricula and pedagogies that can support the flourishing of students and staff within and across higher education institutions (Vailes 2022). \n\n\n\nContributions might explore the themes below\, or consider additional areas of interest. Papers can present results of empirical research or be more reflective in nature. \n\n\n\n\nHow might university strategies\, policies and systems better reflect student and staff wellbeing challenges?\n\n\n\nHow might we recognise and enhance student and staff wellbeing in our curriculum planning\, pedagogic practices and assessment processes?\n\n\n\nHow can we build a sense of belonging for a diversity of students in higher education to support positive wellbeing and flourishing?\n\n\n\nCan further studies into pedagogies of courage\, care\, compassion\, slowness and mattering offer us hope for securing more positive mental wellbeing in higher education?\n\n\n\nCan hybrid ways of working and learning be used to promote positive wellbeing?\n\n\n\nHow might students and staff work collaboratively to promote positive wellbeing?\n\n\n\nHow can educational developers support staff to embed wellbeing in their curriculum delivery and pedagogic practices?\n\n\n\nWhat can we do to generate open discussion and reflection on the wellbeing challenges experienced by staff and students?\n\n\n\nHow can we implement a systemic approach to change within higher education institutions so students can flourish and staff can reduce feelings of pedagogic frailty?\n\n\n\n\nNote: this is the second of a 2-part in-person session. Details for the second part can be found here. \n\n\n\nYou can find the full list of speakers\, titles and abstracts for this event at https://event.fourwaves.com/rgs-ibgac2023/schedule/718af918-4896-4a1b-af44-5ea79263377f \n\n\n\nFor the full list of GeogEd RGS Annual International conference listings\, please visit https://event.fourwaves.com/rgs-ibgac2023/schedule?trackIds=bb7c70fb-f09d-42d8-b13e-4de4ccc7ea3c&date=2023-08-30
URL:https://geogedrg.org/event/flourishing-higher-education-wellbeing-environment-2/
CATEGORIES:All,GeogEd Research Group,RGS-IBG AIC,RGS-IBG AIC 2023
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20230901T162000
DTEND;TZID=Europe/London:20230901T180000
DTSTAMP:20230629T114934Z
CREATED:20230224T145000Z
LAST-MODIFIED:20230629T114934Z
UID:2087-1693585200-1693591200@geogedrg.org
SUMMARY:Exploring the complexities of student transitions in to and through geography degree programmes
DESCRIPTION:Convenors: Sonja Rewhorn (The Open University; sonja.rewhorn@open.ac.uk) Vicky Johnson (The Open University; vicky.johnson@open.ac.uk) \n\n\n\nWe know student transitions into and through university can be complex\, both academically and socially. It is widely accepted that transition programmes into university support student retention in geography.  It is also documented that summer/between levels bridging programmes supports student retention (Habley et al.\, 2004).  Watson Swail in 2014 highlighted that only having transition into the equivalent of first year undergraduate of higher education was meaningless as students need support moving through university levels.  With Othman Aljohani (2016) noting that students may withdraw going into their final year due to ‘students’ academic abilities and their level of motivation and educational commitment were the most frequently reported reasons for withdrawal’ (p. 44).  Pauline Kneale (2015) reminds us that if we support the students’ academic well-being this goes towards supporting their mental well-being\, which supports retention.  We are also aware that family\, caring\, health and work commitments can impact students moving into final year undergraduate. This session seeks to invite discussion about the transition into and through university for the progression of geography students.  Papers are welcome on any aspect of transition. \n\n\n\nYou can find the full list of speakers\, titles and abstracts for this event at https://event.fourwaves.com/rgs-ibgac2023/schedule/d899f71a-8325-4c1f-b030-bebad7246398 \n\n\n\nFor the full list of GeogEd RGS Annual International conference listings\, please visit https://event.fourwaves.com/rgs-ibgac2023/schedule?trackIds=bb7c70fb-f09d-42d8-b13e-4de4ccc7ea3c&date=2023-08-30
URL:https://geogedrg.org/event/complexities-of-student-transitions/
LOCATION:RGS-IBG Annual International Conference 2023\, RGS & Imperial College\, South Kensington\, London\, SW7 2AR\, United Kingdom
CATEGORIES:All,GeogEd Research Group,RGS-IBG AIC,RGS-IBG AIC 2023
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