Evaluation of Revised Student Support at Brookes
In December 2009 OCSLD were approached by Student Services to collaborate on an initial evaluation of the new models of student support. The aim of the evaluation is to explore the impact of the revised student support arrangements on the student experience, and the work of school based staff who offer support.
An interim report titled 'An initial evaluation of the revised student support arrangements' was prepared by Rhona Sharpe, Frances Deepwell and Keith Cooper for AESC, 15 September 2010. Download the executive summary or the report and the appendices.
There is a presentation of the findings from Phase 1.
The final reports were presented to AESC in May 2012. You can download the summary and recommendations (PDF 516K) and the full analysis and findings (PDF 1.7MB).
Stories from individual learners
The reports drew on individual stories of support needs over the student lifecycle and explored the reasons behind the choices students make when seeking advice and information. These stories make use of pseudonyms. Each student has confirmed the contents of their story for use in the project.
Janice is a mature age student whose most recent motivation for seeking help was as she felt she was not doing as well as she could in her essays. Janice had a good chat with one of the Student Support Co-ordinators (SSC) and also discussed a personal matter concerning her responsibilities ... (read more from Janice)
Lizbeth is a second year International student who began her first semester one January when other students were entering their second semester ... (read more from Lizbeth)
Marion. In her third year of study, feedback from lecturers that referred to her work’s ‘sloppiness’, ‘carelessness’ and ‘poor spelling’ provoked Marion’s decision to formally register her dyslexia ... (read more from Marion)
Naomi is an international student who arrived in Oxford with others from her home region to study at Brookes, without any pre-arrival information ... (read more from Naomi)
Sheera, an international student in her second year of study, has developed good relationships with both her Field Chair and her Academic Advisor ... (read more from Sheera)
Sonya sought advice from a lecturer on arrival. Having always received good advice and support over the intervening three years, Sonya has continued to make her senior lecturer her first port of call ... (read more from Sonya)
Wayne realised within two weeks of arriving at university that the subject he had registered for did not meet his expectations... (read more from Wayne)
Conrad is a mature age student who is the first in the family to study at university. He applied to Brookes after he was made redundant from his job. Conrad has sought support in choosing and registering for modules and from the Careers centre in supporting his change of career direction ... (read more from Conrad)
Julia is a third year student from the EU, who discusses her support needs with regard to accommodation, employment and use of academic English. (read more from Julia)
Penny is a mature student in her first year, who has been supported by the Mature Student Society. She describes her frustrations with communicating poor learning experiences to staff in her School ... (read more from Penny)
Student Support Evaluation Advisory Group
The project is overseen by an advisory group, consisting of
- Dr. Rhona Sharpe, Principal Investigator and Head of OCSLD
- Dr. Frances Deepwell, Co-investigator and Educational Developer, OCSLD
- Patsy Clarke, Consultant
- Ellis Jones, Vice-President Academic Experience, Student Union
- Keith Cooper, Head of Student Services
- Hellen Barton, Induction Co-ordinator, Student Services
- Edward Bressan, Oxford Brookes International
- Helena Webster, Associate Dean Student Experience, Faculty of Technology, Design and Environment
- representatives of the Student Support Co-ordinators (Robert Drake, Mandy Archer, Bryony France)
University documentation (Brookes staff only)
The following papers track the impact of this study, and are available from the Archives of the Academic Enhancement and Standards Committee