Category: Student experience (Page 1 of 4)

Introduction

This is the final part of a series of four blog posts conceived by Tom Langston and Rugaiya Ally as part of Rugaiya’s work placement within DCQE’s Academic Development and Technology Enhanced Learning teams. 

Tom and Rugaiya wanted to explore students’ feelings about higher education and their expectations about life at university, and therefore devised a set of questions to ask students about their experiences. Rugaiya then interviewed 14 fellow students from across the university faculties (with a predominant number studying in the Science and Business faculties) with most studying at Level 5. This series of posts constitutes a condensed summary of the thoughts and opinions of those 14 students.

In part one we investigated what areas of their course students found to be a strength and where they struggled with the progression through their course. In part two we explored student expectations prior to coming to university. In part three we examined students’ attitudes toward their future careers. Finally, here in part 4, we focus on the student’s university experience and how proud they are to be University of Portsmouth students.

Pride in being a student at UoP

The first question I asked was: What makes you proud to be affiliated with your university? 

The students said that many areas of the university offer them the chance to feel part of Portsmouth; they referred to “its diversity and inclusivity”.

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“The history of the university; it feels good to know I am part of a long chain of people who passed through the same buildings.”

The university provides a space where being part of something bigger than the individual is important: “Recently, the university was in the top 40 for student satisfaction. I agree with that and it makes me proud to be part of this university that’s willing to help the students.”

It is not just the name of Portsmouth that is recognised, but also the people who work here and who offer a sense of community – there is a sense in which they are the true heart of Portsmouth.

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“The dedication that some of the lecturers have with the students and how willing they are to interact with them during lessons.”

“I am proud to be affiliated with this university since it made me develop a lot of skills from studying different courses to how they are applied in real life cases thus being confident to what is coming on careers and all programs concerning careers.”

“It’s a great University, top 100 and the architecture course is very well known around the world.” 

Ultimately, the support that many students receive through personal tutoring, ASK, their tutors and fellow students is a key point of pride to many: “The help I get from the university is beyond imagination!” 

What could be changed?

I then asked: What is something you would change about your university if you had the opportunity? 

Current students have a very similar and shared opinions concerning COVID and the pandemic.

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One student pointed out how important it is for new students and even current students to be introduced to the Student Support Services – Wellbeing, ASDAC and many others – as these are extremely useful: life at university is not easy! So instead of promoting all those discos and clubs, a major topic during inductions and orientations should be an introduction to Student Support Services.

“I think especially to first years (freshers), the university should make a great effort to introduce them to the different clubs and student support services that are held at the university. This would not only help them with their social skills but it’s a great addition to their CV for placements”. 

Another student commented on the feedback system after assignments. Sometimes the feedback is not really helpful, which is why some students do not even turn in their formative assignments for feedback. (This example highlights that the feedback for a group assignment can vary depending on the student.) 

“If had to change anything it would be their feedback system, it is not quite efficient for me and also stops giving students different feedback for the same projects” 

Would you recommend your course to a friend?

The final question I asked was: Considering your complete experience with our curriculum being taught, how likely would you be to recommend your course to a friend or colleague? 

Overall feelings were positive: most students replied with “yes, very likely” and there were some great responses about their university experience.

Each student will have a range of experiences, however. The complete picture they build is a key conclusion to the time spent at university.

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“Yes, I would recommend it because, during my two full years at the University of Portsmouth, I have come to appreciate and enjoy modules like finance that I never expected to enjoy.”

While COVID was a major part of the university life of many students, there was a general understanding and appreciation of the work put in by academics. Although one student ranked the overall experience as 5/10 they were clear that the support provided by the university and their tutors was important.

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One of the students would recommend the course to others due to the tactics used by the teaching staff at the university, which were helpful in making harder modules and disciplines easier to understand: “I would highly recommend biomedical science to others, pathological science is the main part of biomedical science and the teaching team here at the University of Portsmouth are amazing with incredible teaching tactics which makes it enjoyable and easy to understand, especially haematology and microbiology.”

“I would totally recommend international business and management to my friends and colleagues”. 

Another student pointed out how helpful the Psychology department is and that is why the student will recommend others to join psychology at UoP: “I would recommend it and I’d recommend the university because the psychology department is very helpful”.

These comments demonstrate how supportive the University of Portsmouth can be for the students, giving them a sense of pride to be part of something bigger than themselves. 

Conclusion

Throughout this series of blogs, Rugaiya interviewed students from a variety of faculties but found that they all had a shared sense of what being part of Portsmouth means. There are of course areas that should be continuously worked on and developed or enhanced but overall the experience that Portsmouth offers is one that elevates the individual and helps them to achieve a sense of personal success and pride.

Credit Image: Photo by Paolo Nicolello on Unsplash 

Introduction

This is part three in a series of four blog posts conceived by Tom Langston and Rugaiya Ally as part of Rugaiya’s work placement within DCQE’s Academic Development and Technology Enhanced Learning teams. 

Tom and Rugaiya wanted to explore students’ feelings about higher education and their expectations about life at university, and therefore devised a set of questions to ask students about their experiences. Rugaiya then interviewed 14 fellow students from across the university faculties (with a predominant number studying in the Science and Business faculties) with most studying at Level 5. This series of posts constitutes a condensed summary of the thoughts and opinions of those 14 students.

In part one we investigated what areas of their course students found to be a strength and where they struggled with the progression through their course. In part two we explored student expectations of their courses and modules and what could be changed and what should continue. Here in part three, we examine students’ attitudes to their future careers, and how their taught modules helped them develop the life and employability skills needed to achieve their goals. Finally, in part 4, we will look at attitudes to university life in general. 

Employability 

The first question I asked was: How do you feel what you have learned on your course has helped you develop your career?

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One student focused on how learning on their course helped in finding passion, even if they are still uncertain of which careers to go into:   

“It has helped a lot, even though I’m not yet sure what I want to do. I know that I like psychology and I like being able to link it to different parts, e.g. art/design/business.”

Another student found that their continued desire for the course has shaped how they approach the career that they want, and it helped develop useful relevant skills:

“The fact that it has been a course I have always wanted to study and practice, and so it improved my physical and mental skills in the field.”

Some students developed extra skills and knowledge of their future careers:                    

“What I have learned has helped me develop my career in a significant way, most especially in business management and when it comes to decision making.”

Similarly, a Pharmacy student explained how their course helped them to interpret data and practical applications for the components that make up medicine: 

“The information about drugs has helped me understand and interpret the excipients in it a lot.” 

Many students develop their passion over the duration of their course, and what they expect for their career can evolve and change over time:

“The different modules I have undertaken exposed me to different kinds of knowledge and career paths. In my Sixth Form, I wouldn’t have considered taxation as a career path but after my second year I realised that I do have a passion for the module and, luckily, I do understand it well.”

The next question I posed was: How has your university experience in general helped you to progress into a career?

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One student commented on how helpful the Careers and Employability team are in guiding students with extra information about the job market: “The placement team significantly helped me progress my career because of the guidance they were always ready to offer. They not only helped me with constructing a CV but the different techniques required to progress.”

However, while some found their placement to be a success, others had a slightly more challenging experience.

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Another student mentioned how good and unique the University’s learning environment is in providing learning and teaching services with cutting-edge resources: “The University of Portsmouth provides hands-on simulation sessions, lab classes, dispensing sessions, and placement, which has helped me gain practical skills. As an international student, I appreciate that a lot, since in my country, there’s a lack of that.”

One student is now sure of what career path to follow, and this is possible due to the help of personal tutors and course lecturers: “During the first year, I was quite unsure what to do but now I have a bit of a clearer idea on what I want to do once I graduate. Talking with my tutor and lecturers when I was in my second year has helped me decide as well.” 

Another student commented on the University’s alumni body, which is very helpful as you get support and guidance from people who are already in relevant careers or who have much relevant experience:

“The university has an alumni body that is accessible to all graduates for career advice, where I am given guidance on how to embark on my career.”

“It has opened a lot of opportunities I didn’t think I had.”

The third question I asked was: Did this course help you develop professional skills (e.g. written or oral communication, computer literacy, teamwork)?

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Some students found the learning in their courses helped them develop important life skills, such as writing and communication skills: 

“Yes, the course helped my writing skills, because it is part of the course itself, to be able to express legal concerns and other different actions.”

“DLLP, particularly presentations, have helped me improve my communication and problem-solving skills, and therefore, I’m looking forward to improving more as I progress into the course. Meetings with personal tutors is also a factor which has improved my communication as well as writing lab reports, which have improved my writing skills.” 

One student pointed out how course group work helped them gain useful employability skills, such as team-working skills: “3 out of 6 of the total modules we did in the second year required us, the students, to carry out a presentation as a group. This helped me with my team-working skills and intellectual skills. This is because some of the presentations required us to present them to the class face-to-face while others required a lot of research in order to come up with a well-detailed business plan”.

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The goal of a university is to provide a student with opportunities to progress both educationally and personally. These experiences will be the building blocks for their careers and it is often not just the taught content but the wide variety of skills that are developed over their entire university life that help provide a strong foundation for employability after graduation. As demonstrated through the feedback of the students interviewed, employability should not just be something undertaken in the final year, but a culmination of all the time spent at university.

Credit Image: Photo by Luis Melendez on Unsplash