Engaging students and researchers in their development during a pandemic: a whole-institution response

Struan, A. , Boyle, J. and Ramsay, S. (2023) Engaging students and researchers in their development during a pandemic: a whole-institution response. Student Engagement in Higher Education Journal, 5(1), pp. 83-99.

Abstract

Engaging students in the development of their academic literacies and researcher skills requires that Learning Developers (LDs) and Researcher Developers (RD) place a strong emphasis on active, dynamic, collaborative and interactive pedagogies (Boyle et al., 2019; Struan, 2021). The impact of the Covid-19 pandemic caused a radical, immediate shift in LD and RD pedagogical practice; LDs and RDs became increasingly central in the sector’s response to student engagement and community building. This paper analyses the response of the LD and RD departments within a Scottish Russell Group university. Utilising reflections and evaluation from almost twenty staff members across the two departments, the paper provides a systematic analysis of the implementation of emergency approaches to student and researcher development. The two departments are responsible for the academic and research development of all students – from pre-entry to postgraduate research – across the institution (roughly 35,000 students in total).

• Item Type: Articles (Editorial)
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Ramsay, Dr Scott and Boyle, Dr Jennifer and Struan, Dr Andrew
• Authors: Struan, A., Boyle, J., and Ramsay, S.
• Subjects: L Education > L Education (General); L Education > LB Theory and practice of education; L Education > LB Theory and practice of education > LB2300 Higher Education
• College/School: University Services > Learning and Teaching Services Division
• Journal Name: Student Engagement in Higher Education Journal
• ISSN (Online): 2399-1836
• Copyright Holders: Copyright © 2023 The Authors
• First Published: First published in Student Engagement in Higher Education Journal 5(1):83-99
• Publisher Policy: Reproduced under a Creative Commons License