‘Getting into the flow of university’: a coaching approach to student peer support

Warren, Digby; Luebsen, Wilko

doi:10.21100/jeipc.v3i1.599

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…Student-engagement roles in which students take an element of responsibility-to support other students-can often be referred to as "active student participation" or even "student agency" (Keenan, 2014). University-wide schemes commonly referred to as "peer-assisted learning" (PAL) are often supported by one or two staff members, yet engage as many as 150 student peer coaches/leaders who run development sessions and offer one-to-one advice across an Higher Education Institution (HEI), engaging hundreds of students in their academic skills-development and transition to higher education activities (Warren & Luebsen, 2017;Green, 2011). Further reading Green, P. (2011).…”

Section: Students Supporting Studentsmentioning

confidence: 99%

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The potential of student as partners approaches for humanitarian developments

Lowe,

Moxey

2024

IJSaP

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This article explores the potential for students-as-partners models developed in the scholarship of teaching and learning and educational development fields to be expanded to new agendas such as humanitarian developments and other agendas related to the so-called civic university. There is a growing appetite for students and staff to work in partnership due to the mutual benefits for both parties (Mapstone et al., 2017), yet the majority of the published works on students as partners is almost exclusively reporting upon partnership activities relating to curriculum and wider student experience developments in higher education. This paper explores the literature on best practice for working with students as partners in order to create new recommendations for how the students-as-partners model can be applied successfully for community and humanitarian development projects, rather than curricular, teaching, or research projects By drawing on literature from student voice, student engagement in quality assurance, and co-design, this paper will highlight the great potential of student-staff partnerships for addressing other development agendas globally.

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Section: Students Supporting Studentsmentioning

confidence: 99%

“…Mapping student-led peer learning in the UK. Higher Education Academy, 8. https://www.advance-he.ac.uk/knowledge-hub/mapping-student-led-peer-learninguk Warren, D., & Luebsen, W. (2017). "Getting into the flow of university": A coaching approach to student peer support.…”

Section: Students Supporting Studentsmentioning

confidence: 99%

The potential of student as partners approaches for humanitarian developments

Lowe,

Moxey

2024

IJSaP

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“…The importance of international students' connection to the university environment and to each other has been widely discussed. Warren and Luebsen (2017), discuss the importance of "success coaches" in the form of peers, who provide academic and personal support to first-year students. Close friends and peer support can enhance students' social skills, leading to higher academic performance as their friendship networks greatly contribute to their acculturation process (Warren & Luebsen, 2020;Hendrickson et al, 2011).…”

Section: Supportmentioning

confidence: 99%

Adapting to transnational education: students’ experiences at an American university in the UAE

Munday

2021

LTHE

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Purpose Despite the increasing number of transnational universities around the world, little attention has been paid to students who attend foreign universities in their own countries and their adjustment to the new learning environment. This study aims to examine some of the adaptations freshmen students have to undergo while studying at an American university in the United Arab Emirates (UAE). Design/methodology/approach This study is conducted at an American university in the UAE and involved 152 freshmen students, investigating their challenges to adapting to the university academically and socially. The target respondents were first-year students, typically 18–19 years old men and women of various majors and nationalities who completed high school in the country. Questionnaires were emailed to students; a total of 184 surveys were completed (with prior permission), but only 152 of those fitted the criteria and were used in the study. Findings Findings indicate that although these students study at home, by attending a foreign university many of them rely heavily on the support of peers, especially co-nationals. They require similar academic and emotional support from teachers as many first-year students at university do. Research limitations/implications The findings have limitations as data were collected at a single point in time through surveys. Being a single researcher, the study did not opt for breadth to answer the research questions but aimed to find out freshmen students’ challenges in adapting to the university. Despite the limitations of the study, several issues were raised that can be investigated in future studies. Originality/value The study provided insights into the challenges first-year students face at a transnational university in the UAE. It identifies the support that could be provided by the university to facilitate students’ successful adjustment process to the educational and socio-cultural environment of the university. Although this was small-scale research and cannot be generalized to a larger population, the findings could be transferable to other, similar settings in transnational universities in the region. Findings might be compared and contrasted to other, related cases, as the structural aspects could be noticed in similar cases or situations.

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