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LEAD - Learning Enhancement and Academic Development

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/14083

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Author: search.filters.author.Hill, Vikki

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Now showing 1 - 10 of 15
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    Belonging through compassion: Supporting hope through the design of a website for educational development and social justice
    (OpenBook Publishers, 2025-07-02) Hill, Vikki; Bunting, Liz; Abegglen, Sandra; Burns, Tom; Heller, Richard; Madhok, Rajan; Neuhaus, Fabian; Sandars, John; Sinfield, Sandra; Singh, Upasana Gitanjali
    This chapter advocates for a more compassionate approach to Higher Education as a pathway to achieving social justice. Central to this vision is the cultivation of belonging through relational learning communities that honour interconnectedness, shared humanity, and equitable power dynamics. Through a case study of a digital educational development platform, the authors demonstrate how compassionately designed, co-produced, dialogic, and person-centred resources can support more inclusive and humane pedagogies. They outline practical strategies for embedding an ecology of compassion within institutions and highlight the necessity of systemic, institutional commitment to challenge inequitable policies and practices in Higher Education.
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    Listening with Compassion: Using a logic chain and theory of change model to evaluate the use of podcasts to foster compassionate pedagogy within an academic enhancement programme
    (2025-03-20) Hill, Vikki
    This paper presents a process evaluation, using logic chains and a theory of change model, of a pilot academic enhancement programme that aims to develop compassionate pedagogy to reduce ethnicity awarding differentials. In this small-scale qualitative study that combines interviews with graphic-elicitation methods, I focus on the experiences of academic and support staff of listening to two podcasts that explore belonging and relationality in higher education. The evaluation provides insights for future design and iteration of educational development to address inequity and informs recommendations to create compassionate cultures for staff; devise inclusive and affective resources and develop interventions that provide space for both epistemic and practical considerations.
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    Rethinking assessment? Research into the affective impact of higher education grading
    (University of Greenwich, 2024-05-09) Currant, Neil; Bunting, Liz; Hill, Vikki; Salines, Emily
    Assessment plays a central role in learning in higher education (HE), but often the impact of grading assessment on student motivation, behaviour and wellbeing is insufficiently considered in policy and practice. With the growing concern in the HE sector about student mental health, a consideration of the affective dimension of grading is timely.The discussion in this paper on the affective dimension of grading is based on research conducted during the pandemic on the ‘no-detriment’ implementation of pass/fail assessment at the University of the Arts London (UAL). Qualitative research was undertaken with first-and second-year undergraduate students in the fields of creative arts, design and communication to investigate the effects of the switch from letter grading to pass/fail and student views on grading more generally. Our findings suggest that grading affects student stress, anxiety, learner identity, motivation, student self-expression, creativity, and peer relationships.In the light of our findings, we bring together discourses about assessment, grading and student wellbeing to consider the longer-term implications for assessment practices in a post-pandemic world.
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    Love Letters as Ways of Thinking About Relational Pedagogies of Assessment
    (Routledge, 2024-05) Vicente Richards, Ana; Ingham, Mark; Bunting, Liz; Hill, Vikki; Bustillos Morales, Jessie A.
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    Belonging in Online Learning Environments
    (University of the Arts London, 2020-07-31) Bunting, Liz; Hill, Vikki; Jethnani, Hansika; Moody, Jess; Riggs, Gemma; Stewart, Dr Bonnie; Strayhorn, Dr. Terrell; Thomas, Liz; White, David; Williams-Baffoe, Jennifer
    Following on from the previous of interrogating spaces that explored concepts of belonging in Higher Education, we move to online learning environments. In the context of Covid-19 and the sharp move to online teaching across the globe, we hear practitioners, academics and students reflect on how we can foster and develop a sense of belonging in digital spaces. We hear about the challenges and affordances of online environments, as well as suggestions as to how we might create a sense of presence and help student feel valued.
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    Belonging in Higher Education
    (University of the Arts London, 2020-07-22) Bunting, Liz; Currant, Neil; Hill, Vikki; Jethnani, Hansika; Moody, Jess; Riggs, Gemma; Singh, Dr Gurnam; Strayhorn, Dr. Terrell; Thomas, Liz; White, David
    In this episode of Interrogating Spaces we explore the value of belonging in Higher Education. Compiling together interviews with education professionals from across the globe as well as staff and students from UAL, we get a rounded picture of key concepts and issues at play. Through these discussions, we establish the barriers and conditions of belonging and how staff can build greater communities of belonging with their students.
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    Creative Mindsets – bias and belonging in the creative arts studio
    (University of the Arts London, 2020-03-18) Chua, Ernestine; Firdaws, Humiraa; Hill, Vikki; Okobi, E; Simpson, Joel
    This episode of interrogating spaces brings together the organisers and student and alumni facilitators of the Creative Mindsets initiative that has been running at UAL since 2017. Creative Mindsets works to improve attainment by developing growth mindsets to address stereotype threat and bias. It has delivered over 150 workshops with both staff and students in the last two years. The podcast presents a focused discussion of different aspects and occurrences of bias within the UAL learning environment and beyond. The recording gave space for honest feedback and a chance to discuss real-life experiences on the phenomenon of bias at a range of levels, from the personal to the systemic. Through this, the discussion can inform a way forward for a more empathetic teaching practice that incorporates a sense of belonging within the studio environment
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    Pass/fail assessment in arts higher education
    (University of the Arts London, 2021-12-01) Broadhead, Samantha; Currant, Neil; Hill, Vikki; Hughes, Peter; Mori, Kate
    This panel discussion on pass/fail assessment in arts higher education took place online during the ‘Belonging through assessment: Pipelines of compassion’ symposium on 21st October 2021. The symposium forms part of the QAA Collaborative Enhancement Project 2021 and is a partnership between University of the Arts London (UAL), Glasgow School of Art and Leeds Arts University (LAU). The discussion between invited speakers: Professor Sam Broadhead (LAU), Dr Neil Currant, (UAL) and Peter Hughes, (LAU) is facilitated by Dr Kate Mori (Academic Engagement Manager, QAA). The discussion explores the potential of pass/fail as a compassionate approach to assessment and explores the challenges in changing practice and policies from the perspective of staff, students and the wider institution. A fascinating conversation that explores the complexities of feedback and assessment and implications for student belonging.
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    Belonging through Compassion
    (University of the Arts London, 2022) Bunting, Liz; Hill, Vikki