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

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

4. 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.

5. 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

6. Alignment is Key
Research
KS/Impact
Teaching
Transformational
Learning

7. Examples from Psychology Department

8. 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,
Morris, P.H. & Lewis, D. (2010) Tackling diving: The perception of deceptive intentions in association football (soccer). Journal of Nonverbal Behavior, 34,
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,

9. KS/Impact

10. 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”.

11. Staff Perspective
Research
KS/Impact
Teaching
Reduced Conflict

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

13. 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?

14. 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

15. 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

16. 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?

17. https://www. heacademy. ac

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