Personalised learning pedagogies and the impact on student progression and retention: the case of counselling training within a university setting

Abstract

ABSTRACT This paper discusses the significance of personalised learning pedagogies in relation to developing new professional identities whilst pursuing a degree and facilitating student progression and retention. The data derived from conducting a case study focusing on culturally diverse cohorts of students completing a BSc (Hons) Counselling practitioner qualification degree at the University of East London, a discipline that requires high levels of personal reflexivity and the ‘use of self’ in translating theory to practice. A review of the course teaching styles, modes of delivery, academic advising and pastoral care provision was conducted alongside collating the final year cohort’s reflections and feedback via a focus group. The findings allow the suggestion that elements strengthen the relational quality of interaction between lecturers and learners alongside diversifying learning activities to meet more ‘personalised’ needs, fostering a learning environment that promotes student satisfaction, advances inclusivity, reduces the award gap and improves course completion.