ࡱ>  09bjbj +ee0 <<   8Dt  ( VPVPVP4666666$GbZVPDOVPVPVPZ<< .o,R,R,RVP|<  4,RVP4,R,Rx6 @P@T 0"[PZ[T[ԄL,RVPVPVPZZ,RVPVPVPVPVPVPVP[VPVPVPVPVPVPVPVPVP :   HYPERLINK "http://www.heacademy.ac.uk/assets/York/documents/ourwork/inclusion/Embedding_EandD_Selfevaluation_Framework.doc" Case Study ContextMSc Business and Management taught PALS sessions. All postgraduates studying Business and Management (n=80) have been given PALS sessions during the scheduled time. Among them, 25 postgraduates who begin their study from January 2014 have been divided into two groups. Each group has been led by two PALS leaders from 5th March 2014 to 27th March. 8 sessions (60 minutes per session and 2 sessions per week) were running for each group. The remaining 55 postgraduates who begin their study from September 2013 have been divided into two groups. Each group has been led by one PALS leader from 5th March 2014 to 21th May. 9 sessions (60 minutes per session and 1 session per week) were running for each group. In total, 9 debriefs (60 minutes per debrief) were running in order to analyse records of mentoring meetings to develop a revised PALS for master students. Tourism and Hospitality Management taught PALS sessions. PALS sessions were prepared by PALS leaders for 56 students in this project. Among them, 34 final year undergraduates have been divided into two groups. Each group has been led by two PALS leaders from 5th March 2014 to 27th March. 4 sessions (60 minutes per session and 1 session per week) were running for each group. While, other 10 pre-master students has been led by two PALS leaders from 5th March 2014 to 27th March. 4 sessions (60 minutes per session and 1 session per week) were running for pre-master students. The remaining 12 postgraduates have been placed in one group led by two PALS leaders from 24th April to 21th May. 10 sessions (60 minutes per session and 2 sessions per week) were running for this group. In total, 9 debriefs were running in order to analyse records of mentoring meetings to develop a revised PALS for new and potential masters students. Faulty of Health and Human Science taught PALS sessions. Two sessions have been conducted: consisting of one hour PALS session and one hour feedback to PALS coordinator, 4 hours in total. Sessions conducted on 16th May and 23rd May 2014. Fifteen midwifery students attended the session The course is due to end November 2014 and another PALS session will be undertaken September or October 2014. PALS sessions Attendants PALS Session Debrief MSc Business and Management Postgraduates (January ) 25 8 sessions 9 sessions Postgraduates (September ) 55 9 sessions Tourism and Hospitality Management Undergraduates (final year) 34 4 sessions Pre-master students 10 4 sessions Postgraduates 12 10 sessions Faulty of Health and Human Science Midwifery students 15 1 session 1 session Total 151 36 sessions 10 sessions Inclusivity challengeHigher education, both in undergraduate and postgraduate level, is facing many challenges due to the diverse in students background, including age, motivation, learning need and personal experience. However, postgraduate education seems more complicated because of the academic and social pressure. It is obvious that more and more master students are international and mature students, which composes the significant difference compared with the basic characteristics of undergraduate students. Support, both academically and socially, is required urgently by the postgraduate students, because this support may be a contributory factor to non-completion or failure of the programme study. Generally speaking, there are three conflicts when international students study abroadculture, education, language conflicts. Postgraduates have a range of inclusivity issues: Increasingly numbers of masters students are mature and/or international students who may require support both academically and within the social environment. For a small number of students undertaking certain master programmes perceived lack of academic and social support may be a contributory factor to non-completion or failure of the programme of study The transition to masters level study is currently been managed on an ad hoc basis and has to date not involved major stakeholders. PALS allows senior academics and/or leaders to help their peers with support in learning, educational attainment and personal development in many undergraduate programmes. Therefore, the peer mentor scheme which is only available for current undergraduate students could also support postgraduates with a range of learning challenges.Rationale and aimsA holistic procedure and process for managing transition of students undertaking a masters programme is required utilising the valuable experience of past and current master students. The aims of this particular PALs session: To utilise the of experience current and/or past masters students to develop a student-centred peer mentor culture within the provision of masters education within Plymouth University, To train past and current masters students to be a PALS lead, To address progression issues in the areas of: academic transition for example (learning skills and English language support, postgraduate application) and social transition (practical/welfare support, integration, part-time employment and internships), To develop a PALS for master students in the University and supported by transition materials.Development undertakenThis case study could be categorised as: student engagement; enabling diverse approaches to learning; PALS sessions encourage the student engagement. Each session has been prepared based on the students needs or the feedback of the previous session. All the PALS sessions have scheduled time and location. Students can go to the classroom to talk with the PALS leaders. Flexibility is the most important thing for the PALS session. In the classroom, PALS leader seems like the friends to share learning and living experience to all the peers without specific teaching form. After the class, email is another way to deal with immediate problems.DeliverablesA systematic literature review to evaluate the current evidence has been written in the beginning of the project. Then current and past master students have been recruited and trained to be PALS leaders. During the PALS process, regularly debriefs have been conducted in order to enhance the quality of sessions. MSc Business and Management taught PALS sessions: 34 PALS sessions (60 minutes per session) and 9 debriefs (60 minutes per debrief) have been done for the MSc postgraduates. Tourism and Hospitality Management taught PALS sessions: 22 PALS sessions (60 minutes per session) and 9 debriefs (60 minutes per debrief) have been done during the whole project. Faulty of Health and Human Science taught PALS sessions: 1 hour PALS session and 1 hour feedback to PALS coordinator. Sessions conducted on 16th May and 23rd May 2014. Fifteen midwifery students attended the session. During the PALS session, the main topics covered were: how to study what the academic pathway is to gain a Masters in Midwifery what is required from them how do they meet their targets of clinically examining 50 babies within the allocated timeBenefits and impactPALS is a mentoring strategy utilised in higher education in the general classroom and in more flexible self-decisive place and time, which could increase the academic and social performance of potential and new postgraduate, and thereby ease the transition to be postgraduate students. PALS may be conducive to promoting a positive and engaging learning environment for both the tutor and tutees. The impact that PAL has on a range of variables including cognitive, psychosocial and social skill development has been well documented. Evaluation PALS leaders response to the sessions ( useful and flexible way to learn) In our experience with the pre masters students we think that the sessions were useful for us and the students. We talked to them about the course and what each module entails and what kind of work experience we can get as well as helping them with critical thinking We think that if we had a bigger group, the sessions would be much more interesting and we would take more out of it ourselves. Even organising a study group could add to the value of the meetings We enjoyed it. The preparation for the sessions itself was fun as well as educating, getting to know other people who want to study a masters degree was great. This experience will benefit us in the future Student Comments For those who attend the PALS sessions, they think it is useful. They can communicate more freely to the leaders. Leaders can tell peer students their experience both in learning the subjects and living on campus. Among all the peers, pre-master students show the most enthusiasm and think PALS is very useful. One of the pre-master student said that PALS leaders let me know more about the university and how to live easily here. I have a comprehensive understanding for the incoming postgraduate study. It is useful for my future living and learning. However, there are some problems. Sometimes the PALS leaders cannot understand or solve the problems. Most of the students misunderstand the PALS sessions as ordinary classes before attending the session. Therefore, they hope to learn professional or academic knowledge from the PALS sessions. And the PALS time is not good. Most of students believe PALS sessions should be start in September when they come to a new environment.Lessons learnedThe project illustrates how minor changes to practice can have a large impact on students. It also shows the value to all students of taking an inclusive approach. In order to successful carry on PALS session in master level. In order to help more new and potential master students, many things can be done to improve the PALS sessions. Firstly: right time could improve the attendance rate Timing is very important. PALS sessions should be held when new students arrive in Plymouth University. Students daily life will have an impact on their learning. Therefore, PALS could form a certain learning union, which offers both social and academic information. Secondly: right materials and right leaders would improve PALS quality Promotion before the PALS session is easily to be ignored. It is important to let all new students know this project. More professional trainings are needed before the PALS sessions Considering the cultural and language difference when communicating with the peers. Finally: right groups encourage learning efficiency To help the peers to revise their studies (study in small groups). Some students even dont understand the key theories the day before the testlanguage conflict. (However, some Asian students appear just because they want to know the key answers of the tests. What we want is to discuss but not just give correct answers, we need to communicate with them to be more positive.) Class management is essential in sessions. The materials, the teaching process, time management, and the relationship with students would have a profound influence on PALS performance Skype or similar technologies can help to deal with some problems. For example: wide geographic spread of midwives across the whole of the peninsula it was difficult to get all the midwives together in one place at the one time outside of the taught sessions. Therefore, pals leaders can use online technologies to help the peers if necessary.Further opportunitiesThis project builds on good practice of PALS at undergraduate level in the university and also existing good national practice of student mentoring. It will involve current and/or past master students as research assistants, mentors and also members of the steering group. It will involve professional staff from the learning development team, the international students advisory services and also from the health and wellbeing services in the University. 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