Browsing by Person "Hayman, Rick"

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Benefits and motives for peer mentoring in higher education: an exploration through the lens of cultural capital
(Taylor and Francis Group, 2022-03-27) Hayman, Rick; Wharton, Karl; Bruce-Martin, Claire; Allin, Linda
Despite the large and diverse cohorts recruited annually across the globe to university sport programmes, few studies have assessed the value of peer support within sports education settings. Even more surprising is the lack of research to have explored the encounters of peer mentors who help deliver these schemes and the impact it had on their professional development. Conducted at a post-92 English university, this study explored the benefits and motives of students volunteering to become peer mentors in their second year of university. Drawing on Bourdieu’s key concepts as the guiding theoretical framework, the study suggests that participants, who were predominantly first generation to attend university, engaged in peer mentoring to develop cultural capital for their chosen professional field, but also to give back and support the development of social and cultural capital for mentees. Practical implications for developing future peer support programmes are presented, as are future research avenues and limitations.
Exploring Social Integration of Sport Students during the Transition to University
(University of the Highlands and Islands, 2017-03-13) Hayman, Rick; Allin, Linda; Coyles, Andrew
This paper outlines findings from a study exploring student experiences of their transition and social integration during the first semester of a sport programme at a post 1992 University in the North of England. The study was implemented due to an issue with retention across the sport degree programmes and the knowledge that whilst a student’s decision to withdraw from university is multifaceted, it is influenced by factors relating to a lack of social integration, including homesickness and difficulties in making new friends (Thomas, 2002). A failure or lack of opportunity to socially integrate can also negatively impact the opening months of a student’s university experience (Mackie, 1998; Wilcox, Winn, & Fyvie-Gauld, 2005). Students were engaged as partners and co-creators with academic staff throughout the study: second year peer mentors undertook qualitative interviews with first year students, which focused on the students’ experiences of the transition to university, the importance of social integration, including barriers and facilitators and the role sport may play towards this process. Nine first year students were interviewed. Findings and best practice which may assist academic and support staff in maximising the overall university student experience are presented. Implications to aid effective university policy and practice to improve student retention, attainment and progression are discussed as well as identifying how sport can play a role as both a facilitator and barrier to developing sense of identity and belonging.
The Profile of Higher Education Sport Students in England: Implications for Successful Transition and Effective Teaching and Learning Practice
(Staffordshire University, 2021-04-01) Hayman, Rick; Coyles, Andy; Allin, Linda
Limited studies have explored sport students experiences of transitioning into university, which is surprising considering the high annual numbers recruited to English Higher Education (HE) sport programmes. The primary study aim was to gain specific insight into the expectations, motivations, anticipated challenges and concerns of first year sport degree students who had recently enrolled at an English post 1992 university. Three hundred and thirty-four participants completed a 23-question survey, with key findings outlining the profile of students. Most notably, this indicated a high frequency of vocational entry qualifications, the dominance of expectations around employability and a general lack in confidence to successfully integrate, both socially and academically. Strategies and recommendations to inform future curriculum reform which best support the social and academic needs of modern day HE sports students are presented, as are limitations and avenues for future research.