Student partnerships: a complex experience for complex learning. Dr Sherria Hoskins Head of Psychology University of Portsmouth  

Engaged Time and energy Motivated learner Partners in quality assurance and enhancement Different or the same?

Partner Psychological contract ‘student’ ‘lecturer’ Co-creator of learning environment Co-creator of knowledge Active vs passive Identity – partner vs customer Protection against impact of marketisation.

Complex Learning Experience Teamwork exercises Jeroen van Merrienboer ‘complex tasks for complex learning’ integrates knowledge, skills and attitudes like that developed at work transformational learning Studio experience Expanded to community projects Research/co-creating knowledge! Partnership=complex learning experience

Alignment is Key Research KS/Impact Teaching Transformational Learning

Examples from Psychology Department

Research as a complex Experience Disssertation PSA RBL Research Bursaries - British Psychological Society (BPS) and the Nuffield Foundation Hughes, K., Moore, R.A., Morris, P., Corr, P. (in submission). Mapping the Revised Reinforcement Sensitivity Theory onto Levenson’s Psychopathy subtypes. Journal of Personality and Social Psychology. Kadar,E.E., Pasztor, A., Megellai G., & Costall, A. (2010) Global strategies in the negotiation of a triple bend at high speed: Analysis of gaze patterns. International Journal of Sport Psychology, 1, 82-83. Morris, P.H. & Lewis, D. (2010) Tackling diving: The perception of deceptive intentions in association football (soccer). Journal of Nonverbal Behavior, 34, 1 - 13. Stafford, L.D., Ng, W., Moore, R.A., Bard, K.A. (2010). Bolder, happier, smarter: The role of extraversion in positive mood and cognition. Personality and Individual Differences, 48, 827-832.

KS/Impact http://www.port.ac.uk/department-of-psychology/facilities/autism-centre-for-research-on-employment/ http://www.port.ac.uk/department-of-psychology/community-collaboration/growing-learners/

The students’ perspective Maideen - “thought-provoking, and an all-round good experience”. Natasha - “both interesting and challenging. . . It’s been great fun working in a team and getting to know members of staff . . . it leaves you wanting to know more about the topic. By having meetings with the Council, it has shown me how applied work is carried out and the complications that have to be dealt with. These few weeks have demonstrated to me what doing research is all about and it has been a fantastic experience!” Chris “I got the opportunity to work on several research projects run by staff at the department and it was probably the best experience I could have received for my career. I was able to see first hand how real-life research is conducted which now means that when I run my own studies I can draw on knowledge from experience, and not just theory. There are so many little details which you have to consider when you conduct studies in the real world that are just impossible to teach in a lecture hall. . . . I do not come from an academic or affluent family, and I do not have a strong academic background, and so with the opportunities provided I was able to show that I am able to conduct research effectively. It also shows that being a good researcher isn't just about getting the highest grades, it's about creativity, persistence, and patience. These are traits which you cannot express in any other way except through working with your future peers. I would strongly recommend the experience to any undergraduate, especially those who are undecided on what to do when they finish their course. . . . thanks to the staff of the University of Portsmouth giving students a chance”.

Staff Perspective Research KS/Impact Teaching Reduced Conflict

Psychological factors can’t be ignored. What you come in with = engagement Self-theories Implicit theories

Self-theories Bandura (Self Efficacy) More than self-esteem or confidence Can I do this? Early experience. Watching others (social comparisons) What will it get me? Do I want it?

Helplessness orientation Fixed Mindset Growth Mindset Ability fixed & can’t change much Ability can be developed Focus on performance Focus on learning Failure and/or effort perceived as being sign of low ability Not threatened by hard work or failure Choose activities to maximise performance (easy ones to feel clever) Seek new challenges for a sense of achievement Don’t recover well from setbacks Repair self-esteem: look at work of people who do worse deny value of work do only what we already do well Mistakes are perceived as a good thing as they help the learning processes Decrease efforts (passive or active), consider cheating (self-protection) View effort and persistence as a necessary part of success Helplessness orientation Mastery orientation

HEFCE Learning Gain Project Longitudinal (3 years, 3 time points) + cross sectional Student Records (demographics) KIS UKES (HEA) ASSIST (Entwistle and Ramsden) Employability capital Psychological Factors Learner resilience Implicit theories False uniqueness Self-efficacy

Partnership Award Formalise some of this What is the impact and for who? What will we value, how will we communicate that? Record What? Where? Who? Who has access? For how long? Recognition and reward How? When?

https://www. heacademy. ac https://www.heacademy.ac.uk/research-based-learning-taking-it-step-further

Thank you Questions sherria.hoskins@port.ac.uk