Are the kids alright? Exploring students’ experiences of support mechanisms to enhance wellbeing on an engineering programme in the UK

Abstract

In this paper, we aim to explore students' experiences of support mechanisms that support their wellbeing on an engineering degree programme at a research-intensive higher education institution and understand how theory relates to practice. This study was conducted using a mixed-methods approach involving student survey responses (N = 173), interviews with 16 students and focus groups. Kahu and Nelson's conceptual framework was used as a lens through which to explore student support mechanisms. Preliminary data analysis indicates that the intense workload adversely affects students as do some of the interactions they have with personal tutors and their peers. Our findings suggest that workload needs to be reduced, personal tutors need to fill gaps in their skills set, especially associated with student support, and institutional and departmental protocols be continually updated to support student wellbeing. Additionally, student wellbeing officers and professional, dedicated wellbeing advisors could be part of a long-term solution.

Making it normal for ‘new’ enrolments: Effect of institutional and pandemic influence on selecting an Engineering Institution under Covid-19 pandemic situation

“…(UNESCO, 2020) is of judgment that education has to be rede ned or reduced and replaced or enhanced to engage students particularly to avoid academic, social and emotional loss. (Chadha et al, 2020) on recent study on UK engineering students articulated that there is more need of implementing new reforms to ensure engineering students should not go down its pathway. Thus, pandemic in uence referring to this study is EIs' efforts and provisions for making engineering education sustainable by providing suitable facilities, and support services that mitigate the impact of pandemic on students' pedagogy by following governments guidelines about social distancing.…”

Selection of An Engineering Institution: Students’ Perceptions of Choice Characteristics and Suitability under the COVID-19 Pandemic

“…(WHO, 2020) expressed an urgent need for policy reforms and multilevel coordination that sustain the mental health and social emotions of students. (Chadha et al, 2020), in a recent study on UK engineering students, articulated that there is more need to implement new reforms to ensure that engineering students should not go down the pathway. Although this figure outs a major challenge, it can be a golden opportunity for stakeholders to rethink and redesign service policies with an effective plan to make engineering education more suitable and accessible for prospective students by reducing stress due to forced transitions.…”

“…Recently, in the Indian context, (Kundu & Bej, 2021) discovered that online learning during the pandemic is not suitable due to fear, insecurities, and a number of challenges associated with digital connections. Online delivery of engineering may create a skills gap (Chadha et al, 2020) and may lead to academic loss (Najmul Hasan & Bao, 2020). The hybrid delivery mode, a mixed version associated with online theory pedagogy and onsite pedagogy for practical and lab work, with safe distancing measures has proven to be successful (Tan, 2020) after the reopening of EIs during the pandemic.…”

“…Similarly, during the pandemic, the curriculum delivery of non-computer allied majors consisting of more numerical and practical-based subjects can trigger academic loss if properly not delivered. Second, higher working loads and skills gaps associated with these majors might be a worrying factor during the pandemic (Chadha et al, 2020). The hybrid delivery mode, a mixed version associated online for theory learning and onsite for practical and lab work, with safe distancing measures has shown positive signs (Tan, 2020) (Sia & Adamu, 2020) for students returning to campus after the reopening of EIs during the pandemic.…”

Making it normal for ‘new’ enrollments: Effect of institutional and pandemic influence on selecting an engineering institution under the COVID-19 pandemic situation

“…(UNESCO, 2020) judges that education has to be rede ned or reduced and replaced or enhanced to engage students, particularly to avoid academic, social and emotional loss. (Chadha et al, 2020), in a recent study on UK engineering students, articulated that there is more need to implement new reforms to ensure that engineering students should not go down its pathway.…”