Increasing student involvement and engagement in extracurricular activities through intervention using the Behaviour Change Wheel Claire Bowes

Introduction Context Intervention and behaviour change - Behaviour Change Wheel Methodology Results Conclusions

Context Highly involved student Links to success Employability Previous research on UCP has highlighted a lack of extracurricular activity Research Aim – Increase student involvement and engagement in extracurricular activities through intervention using the Behaviour Change Wheel

Intervention and Behaviour Change Michie, Stralen and West (2011) A systematic review of 1,267 articles from science and social science databases, in collaboration with consultations of eight experts Revealed a plethora of behaviour change frameworks – Based on common sense assumptions on behaviour change – Inconsistent – Incoherent – Limited – Lacking in theoretical underpinning Academic Intervention A strategy used to teach a new skill, build fluency in a skill, or encourage an individual to apply an existing skill to new situations or settings (Wright, 2007)

Behaviour Change Wheel - Michie, Atkins, & West (2015) Underpinned by the notion that three conditions have to happen for behaviour to occur Behaviour Strategies with which to change behaviour Intervention Functions Structural changes to support/implement change Policy Categories

Methodology Design – Framework of the Behaviour Change Wheel – Mixed method approach 1.Baseline measurements via academic profiles and questionnaires via Qualtrics 2.Focus Group – Content analysis utilising grounded theory to establish themes 3.Establishing Intervention Functions 4.Three Interventions 5.Comparison of baseline measurements Sample – Cohort of 41 students studying Psychosocial Studies or Sociology (BA Hons) – First year - 22 (54%) and Third Year - 19(46%) – Mean age - 32 – Parents – 25 (61%)

Stage 1 – Baseline Measurements Measurable OutcomesMeasurementStage 1 Profiles on LinkedInNumber of students7 Student initiated activities on campus Social Academic 5151 Student initiated activities off campus Social Academic 12 3 Academic Profiles Year 1 – Entry Profiles AAB+ & Distinction (1 st and 2:1) Below AAB & Merit (2:2 and under) 5 17 Academic Profiles Year 3 – Grade profile end of year 2 1 st 2:1 2:2 Third

Stage 2 - Focus group Capability Psychological – Knowledge, or psychological skills, strength or stamina Mental health Confidence Unaware of personal skills Physical – Skills, strength, stamina Physical illness/disabilities Opportunity Physical – physically accessible, affordable, time, resources, location Time Money Childcare Social – interpersonal influences, social cues, cultural norms Shyness/Not knowing anyone Motivation Reflective – conscious decision making, evaluation Workload Not reflecting on experience Laziness Automatic – impulses, urges, drives, habits, desires, reflex responses Not in routine

Stage 3 – Intervention Functions Identifying Intervention Functions EducationPersuasionIncentivisationCoercionTrainingRestrictionEnvironmental restructuringModellingEnablement APEASE Analysis AffordabilityPracticability Effectiveness and cost- effectiveness Acceptability Side- effects/safety Equity

Intervention 1:- Ice Breakers COM-B components Intervention Functions:- FunctionHowOutcome IncentivisationCakeIncreased psychological capability Increased social opportunity TrainingIce breakersIncreased physical opportunity Increased automatic motivation Environmental restructuringTimetablingIncreased physical opportunity Increased automatic motivation EnablementTimetablingIncreased physical opportunity Psychological capability Mental health Confidence Unaware of personal skills Physical opportunity Time Money Childcare Social opportunity Shyness/Not knowing anyone Automatic motivation Not in routine

Stage 4 – Interventions Mentor Scheme Intervention 1:- Ice Breakers Introduce your neighbour! Take 5 minutes to ask:- Name Occupation/role Where they live Favourite hobby Major likes/dislikes Greatest fear/ambition Two Truths, One Lie Each person must think of three statements about themselves. Two must be true statements, and one must be false. For each person, he or she shares the three statements (in any order) to the group. The goal of the icebreaker game is to determine which statement is false. The group votes on which one they feel is a lie

Stage 4 – Interventions Mentor Scheme Intervention 1:- Ice Breakers Rebuilding Society Well into the future, scientists have perfected a bomb which eliminates people without destroying anything else in the environment. At the peak of increasing international tension you are selected, along with 400 other people chosen randomly (of all ages, children without parents, adults with husbands or wives, single adults), to shelter in a deep mine in Wales which, it is hoped, will give you some protection The worst happens and you all emerge a year later with the remnants of the food and water originally stored in the mine. You are the world’s sole survivors. Without anyone to come to your aid, you will be forced to construct a new society. How will you do this?

Intervention 2- Student Collaborations COM-B components Intervention Functions:- FunctionHowOutcome EducationMentoring trainingIncrease in student initiated activities – on campus – Socialising, student run study sessions, less s. Increased psychological capability, increased social opportunity, increased reflective motivation. Environmental restructuring TimetablingIncreased physical opportunity. Increased automatic motivation. EnablementTimetablingIncreased physical opportunity Psychological capability Mental health Confidence Unaware of personal skills Physical opportunity Time Money Childcare Social opportunity Shyness/Not knowing anyone Reflective motivation Not reflecting on experience Laziness Automatic motivation Not in routine

Intervention 2- Student Collaborations Timetabled once a week Training on mentoring based on the Oxford University Mentor Scheme which sets clear boundaries and guidelines alongside advice on emotional labour, active questioning and open listening Began with some facilitation Third year led study sessions Mentoring as a means of supporting peoples’ development Professional, career and personal development

Intervention 2- Student Collaborations For mentees Provides impartial advice and encouragement Develops a supportive relationship Assists with problem solving Improves self-confidence Offers professional and academic development Encourages reflection on practice For mentors Good work experience References on LinkedIn and CV Opportunity to reflect on own practice Enhances peer recognition It uses your experience, making it available to a new person It enables you to practice interpersonal skills It provides personal satisfaction through supporting the development of others

Practice Benefits Student autonomy Less pastoral care requirements Improved quality of work (marking) Substantially less s Costs Initial set up time Preparation of mentoring and LinkedIn sessions

Intervention 3 - Employability COM-B components Intervention Functions:- FunctionHowOutcome EducationSkills Audit Lecture scheduled when students were already on campus Increased psychological and physical capability Increased motivation Presence on LinkedIn PersuasionLecture – importance of employability skillsIncreased psychological and physical capability Increased motivation Presence on LinkedIn IncentivisationRecommendations by peers and other lecturers Increased psychological and physical capability Increased motivation Presence on LinkedIn ModellingUsed own exampleI look like I have lots of friends Psychological capability Confidence Unaware of personal skills Physical opportunity Time Money Childcare Motivation Not reflecting on experience

Intervention 3 - Employability Timetabled – First years and third years together (scaffolding) - Skills Audit Skills Profile Exercise 21 transferable skills Score, ranging from 1 (low) to 5 (high) Identify 5 top skills and where they were acquired or how they are put into practice Identify 2 skills with the lowest score – How could they be improved Team work Written communication Spoken communication Listening Logical argument Problem solving Analytical skillsCreativity FlexibilityPractical Time management Self confidence Self- development Information technology Tact Commercial awareness

Intervention 3 - Employability Education on LinkedIn How to make a great profile Guidance Endorsements Recommendations

Stage 5 – Results - Measurable Outcomes Measurable OutcomesMeasurementStage 1 Stage 5Increase/ Decrease Profiles on LinkedInNumber of students % Student initiated activities on campus Social Academic % +900% Student initiated activities off campus Social Academic % +166% Academic Profiles Year 1 – Entry Profiles AAB+ & Distinction (1 st and 2:1) Below AAB & Merit (2:2 and under) & 9 (11) 7 & 1 (8) +120% -53% Academic Profiles Year 3 – Grade profile end of year 2 1 st 2:1 2:2 Third % +75% -85% -100%

Conclusions and Recommendations Behaviour Wheel is an effective tool in planning and staging interventions to change behaviour Increase in student initiated activities on and off campus Increased grade profiles More research into traditional students Research into different degree pathways

References Cohen, L. M., & Manion, L. L. & Morrison, K., 2011 Research methods in education. Michie, S. F., Atkins, L., & West, R., The behaviour change wheel: a guide to designing interventions. Michie, S., van Stralen, M. M., & West, R., The behaviour change wheel: a new method for characterising and designing behaviour change interventions. Implementation Science, 6(1), 42. Wright, J., RTI toolkit: A practical guide for schools. National Professional Resources Inc./Dude Publishing.