A brain to pick, an ear to listen and a push in the right direction?

NORMAN, Vicky and JACOBI, Melissa (2017). A brain to pick, an ear to listen and a push in the right direction? In: UKAT Annual Conference, Leeds, July 2017. (Unpublished)

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The role of student support is becoming increasingly important in the educational setting. Students are seeing themselves as consumers of education, a stance promoted by the Government but rejected by academics (Bunce et al, 2016). SHU has implemented the role of Academic Professional Advisor (APA) within the teaching team to work with students on attitudes and behaviours, learner identity and academic performance. Focusing on the quality of the student experience requires universities to allocate appropriate resources, students to buy in to the process and students to see value in this institution initiative (Molesworth et al, 2010). Within the Academy of Sport and Physical Activity the BSc (Hons) Sport Business Management (SBM) team have undertaken the development and shaping of this role to best benefit students on the degree. The student and APA relationship develops over the three years at SHU and as the relationship grows action plans are developed to guide the student through their university experience. With guidance, students set their goals and plan to achieve them. The role of the APA is multi-faceted, covering academic practice, graduate employability and volunteering and student wellbeing. The teaching team are stepping up to the challenge to produce job-ready graduates and encouraging students to go further than they thought they could. The SBM model includes: students allocated an APA during their induction week, meetings scheduled on an regular basis and with students staying with their APA (unless there is a request to change, which does happen on occasion) throughout their three years of study. Level 4 - Academic skills and support, linked to an early formative assignment, relates to students being enabled to quickly understand the requirements of academic study and where they need to focus their efforts to improve. Students devise an action plan following their formative assignment which receives detailed one to one feedback explained in a face to face meeting which is revisited at the start of semester two and at their End of Year Performance Review. All meetings are one to one in level 4. Level 5 - Placement and CV Enhancing activities, The APA role at level 5 is focused on supporting students arrange a 6 week placement, supervising them whilst on placement, as well as encouraging them to develop their CV with additional work/volunteering/qualifications. These meetings are typically one to one and with the exception of a group meeting at the start of the year. The year ends with students doing a formal assessed presentation of their placement experience to their APA. Level 6 - Future career aspirations and exit speed. The focus of level 6 is to help students realise their 'next step' aspirations in relation to jobs/careers after graduation. The model is not without its challenges, the message communicated to the students is that the process is two way, the more students put in, the more they will get out.

Item Type: Conference or Workshop Item (Paper)
Research Institute, Centre or Group - Does NOT include content added after October 2018: Sport Industry Research Centre
Departments - Does NOT include content added after October 2018: Health and Well-being > Department of Sport
Depositing User: Vicky Hunter
Date Deposited: 26 Jan 2018 13:28
Last Modified: 18 Mar 2021 16:16
URI: https://shura.shu.ac.uk/id/eprint/17548

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