Winner: Imperial College London
Project: Researching Well Together
Working as a doctoral student can be an isolating experience. There’s a huge amount of pressure and often very little pastoral support. In recent years, universities have become increasingly concerned about PhD students’ mental health. Imperial College London decided to take action.
Over the past two years, it has developed a package of support designed to enhance the wellbeing of its 3,000 doctoral students. Key elements include: a range of two-day residential retreats, a coaching programme and new online resources for supervisors.
The writing retreat – initially aimed at students in the later stages of their PhD but now available more widely – is implemented in partnership with the Centre for Academic English. The programme comprises short plenary sessions, one-to-one mentoring and provides time and space for students to write.
Meanwhile, the doctoral student coaching programme gives students the opportunity to attend up to four sessions with a qualified coach. It is open to all research students and is designed to focus on both self-development issues and supporting students to develop effective partnerships with supervisors.
In addition, an online course for supervisors is being developed to highlight to supervisors the challenges faced by Imperial’s research students.
In order to contribute towards sector awareness and policy change, the university has shared its work with delegations from Nagoya University Japan, Nanyang Technological University, Singapore, University of Edinburgh, University of Reading and the Higher Education Academy. More widely, it has presented and stimulated debate at conferences organised by the HEA, UK Council for Graduate Education and the Society for Research in Education.
Runner up: Newcastle University Students’ Union
Project: Inclusive Newcastle
Newcastle University Students’ Union (NUSU) established Inclusive Newcastle to ensure that sport is accessible to all. The programme offers a range of para-sports to students, as well as travel bursaries and a sports mentor pairing scheme.
Some 527 students from disadvantaged backgrounds have been encouraged to explore sport since September 2015, through the allocation of NUSU bursaries. Funding of £200 per student removes the financial barrier to participation for those who require it the most. Since September 2015, the project has also supported 15 students with a range of physical, medical, hearing and visual impairments, specific learning disabilities and mental health disabilities.
In addition, a Disability Awareness Week was delivered with external speakers, including GB Paralympian Stephen Miller supporting the event, and engaged 101 students. A second programme, Earn Your Stripes, was launched in September 2016, encouraging clubs to increase their inclusivity. The initiative offers financial rewards dependent on how many accessibility criteria a club meets. Within three months, 11 student clubs have been approved.
Runner up: Nottingham Trent University
Project: Nottingham Law School “How to”
Academics at the Nottingham Trent University noticed that male law students were less likely to progress to second year than their female classmates. The “How to” project aimed to tackle this gender gap.
The project provided a variety of resources online through the university’s virtual learning environment. This included material that breaks down key concepts, such as how to answer questions effectively.
Some 1,892 students accessed the resources, with the average time spent in the learning room being in excess of two hours and 45 minutes. Data showed that students took personalised journeys through the resources provided – picking and choosing the materials that were most appropriate for their needs.
Progression data for all undergraduate law courses indicates that the project has been a success. In the first year the project was rolled out, there were 7.4% more male students progressing to second year than in the previous academic year.
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