Duncan Cross

This workshop will build on a current initiative by Bolton University and University of East London ‘SOTLVision’, which brings academics together in person and online to discuss SOTL issues. The purpose of the workshop is to engage participants in discussion around factors affecting SOTL development, from its value in the development of research (TEF/REF) and teaching and learning practices, to how we drive wholescale cultural change that embraces SOTL as part of the academic framework. The workshop convenors will share outcomes of those discussions from the two initial institutions who took part, but also wish to engage those attending the workshop in discussions around these themes to build on the work.

Transition pedagogy has a wider application of practice outside of the first year higher education experience. International Medical Graduates (IMGs) who have qualified in a country other than the one they may be undertaking further training or practice can also benefit from a scaffolded approach to their transition to education and work. Reache North West provides a transition programme of education and training into working in the UK National Health Service (NHS) for refugee and asylum seeking healthcare professionals that has wider applications for international undergraduate medical students and international medical graduates (IMGs).

The rise in UK university fees has prompted significant investment in the student experience, with increased emphasis on an agenda that promotes student engagement and partnership. Who sets this agenda and who are the stakeholders? This paper introduces emerging research on the topic of agenda setting in higher education, using a case study from a UK institution which is extremely diverse in its student profile and has several off-campus partnerships, both within the UK and internationally. Preliminary research focusses on how both on and off-campus students identify with the institution, it assesses their involvement in setting the student experience and engagement agenda and how they transition into higher education. This paper considers the impact of the terminology used in the UK higher education sector to describe the role of students. It presents a new perspective on partnership by raising important questions about the potential of higher education professionals to empower students to be at the heart of setting their own learning agenda.