UK Students Research Articles

Students' understanding and support for anti-racism in universities.

Critical Race Theory (CRT) suggests psychology’s contribution to racism takes various forms. ly, racism is promoted through psychology’s flawed theoretical conceptualization as an individualized, inevitable occurrence. Concretely, it occurs because psychology is one of the most popular reasons students come to university and Black Asian and Minoritized Ethnic (BAME) students report racist harassment and less access to formal support whilst there. This racism and student‐proposed anti‐racist recommendations are often ignored. Concretely assessing what racism students face, assessing how students understand racism, and demonstrating student support for anti‐racist recommendations, are CRT‐informed methods of challenging university racism. White (n = 213) and BAME (n = 182) UK students were asked about their estimation of racism, any positive action and discrimination experienced, and their access to university support. Participants were also randomized into multiple conditions where five anti‐racist recommendations were proposed (by Professors N. Patel, R. Smith, or no one). Participant consensus was found in high racism estimations, in benefiting from similar positive actions and in accessing four types of university support. However, White students underestimated racism more so, received less discrimination, and reported more access to three university support types. Almost all participants supported the recommendations regardless of proposer. These results suggest the implementation of anti‐racist recommendations converges with university’s interests as student stakeholder support them. Psychologists in universities can advocate for these recommendations and take other anti‐racist actions.

The Perceived Impact of COVID-19 on Student Well-Being and the Mediating Role of the University Support: Evidence From France, Germany, Russia, and the UK.

The rapid and unplanned change to teaching and learning in the online format brought by COVID-19 has likely impacted many, if not all, aspects of university students' lives worldwide. To contribute to the investigation of this change, this study focuses on the impact of the pandemic on student well-being, which has been found to be as important to student lifelong success as their academic achievement. Student well-being has been linked to their engagement and performance in curricular, co-curricular, and extracurricular activities, intrinsic motivation, satisfaction, meaning making, and mental health. The purpose of this study was to examine how student perceptions of their degree completion and future job prospects during the pandemic impact their well-being and what role university support plays in this relationship. We used the conservation of resources theory to frame our study and to develop five hypotheses that were later tested via structural equation modeling. Data were collected from 2,707 university students in France, Germany, Russia, and UK via an online survey. The results showed that university support provided by instructors and administration plays a mediating role in the relationship between the perceived impact of COVID-19 on degree completion and future job prospects and levels of student well-being. Student well-being is decreased by their concerns for their degree completion but not by their concerns for future job prospects. In turn, concerns for future job prospects affect student well-being over time. These results suggest that in a “new normal,” universities could increase student well-being by making support to student studies a priority, especially for undergraduates. Also, universities should be aware of the students' changing emotional responses to crisis and ensure visibility and accessibility of student support.

Gender social roles: A cross-cultural comparison

ABSTRACT Social role beliefs are important to study as they shape individual’s pattern of thinking about their roles as categorized gender-specific or egalitarian in society. The present study investigated cross-cultural variations in individualistic versus collectivist cultures as well as underlying dimensions of the Social Roles Questionnaire using two independent samples of students (N = 1111). From United Kingdom, 108 men (M age = 23.98, SD = 7.66) and 247 women (M age = 22.40, SD = 6.15) and from Pakistan, 552 men (M age = 23.90, SD = 3.27) and 204 women (M age = 23.96, SD = 5.43) were conveniently sampled. Cross-cultural variations and underlying dimensions of the scale were investigated by establishing measurement invariance through a series of hierarchically nested confirmatory factor analyses models by increasing levels of cross-group equality constraints. Results confirmed original two factor model i.e., gender-transcendent (α = .82) and gender-linked (α = .96) with strong Cronbach’s alphas. Measurement invariance results showed invariance on gender-transcendent (Δχ2 = 5.68(6), p > 0.05) whereas non-invariance for measurement (Δχ2 = 49.68(13), p < 0.01) as well as structural models (Δχ2 = 50.19(14), p < 0.01) related to gender-linked. The results were supported by significantly lower latent mean analysis of the UK students than those of the Pakistani students on gender-linked but there was no significant difference on gender-transcendent.

Edu-couch-ing the masses: an online, multi-disciplinary psychiatry teaching programme

AimsIn response to medical students expressing concer at limited access to psychiatric placements, particularly on-the-ground teaching or witnessed patient cases, we established “Psych From The Couch” – an open-access, free, Zoom-based, interactive teaching programme. We sought to:Explore new means of psychiatric education, assess needs of multiple “categories” of student – medical, nursing, or PA students, junior doctors, wider MDT – and meet those needs in a creative, yet virtually-limited format.Assess disparities between students' self-declared learning deficits and objective knowledge gaps.To explore the use and value of virtual programmes as a structured means for inclusive multi-disciplinary education of psychiatric practice.MethodWe gathered information on students' self-declared learning needs and deficits, location, role, training level, and confidence at the outset of the programme, with data from ~180 “students”.We experiemtned with learning styles and methods of online interaction, running a series of 10 sessions - recorded for those unable to attend - incorporating the bredth of psychiatric curricula:Diagnostic Principles“Organic” PsychiatrySubstance MisusePsychotic DisordersAffective DisordersOld Age PsychiatryCAMHSEmergencies &amp; LegalitiesExaminations in PsychiatryReal World PsychiatryWe utilised initial sign-up forms and repeated feedback requests to assess wider student needs, establish overarching structure to our programme, and ensure learning objectives were appropriate and met.We collated final feedback and scores at the close, assessing via examination questions and self-defined Likert scale, and incentivising feedback with a final portfolio certificate.ResultDemographics of open-access teaching varied broadly, from senior medical staff to access to medicine students; 92.9% were medical students. Students were diversely sourced from all years', with ~50% collectively in their penultimate or final years' of study.Most common self-defined decficits reported were understandably anxiety regarding practical examinations or assessment given recent placement restrictions, however many reflected on anxieties regarding psychiatric emergencies, substance misuse, legal frameworks, personality disorders as a diagnostic category, and pharmacological management.Our cohort responded warmly to our teaching style and techniques, with feedback and consequent improvements to teaching technique weekly. We were able to evidence improvements to global confidence, and confidence in key areas of prior learning anxiety.ConclusionCategorising self-defined deficits yielded fasctinating information on students' perception of their learning needs and deficits; these data may offer insight into potential deficits in the scope of nationwide psychiatric teaching.We were able to separately identify international students' or professionals' self-defined needs as distinct from UK students and graduates, with further rich data on the potential needs of those entering the NHS workforce.We also evidenced – with data regarding increased confidence, fewer self-defined learning deficits, significant Twitter social interaction, and in practical application of a virtual teaching methodology – proof of the concept of “Psych From The Couch”.

Risk-Taking Behavior and the Consumption of Alcohol Mixed with Energy Drink among Australian, Dutch and UK Students.

The relationship between risk-taking behavior, alcohol consumption and negative alcohol-related consequences is well known. The current analyses were conducted to investigate whether alcohol mixed with energy drink (AMED) is related to risk-taking behavior and if there is a relationship between the amount of energy drink mixed with alcohol consumed, risk-taking behavior and negative alcohol-related consequences. Data from N = 1276 AMED consuming students from the Netherlands, UK and Australia who completed the same survey were evaluated. The analysis revealed that, compared to AMED occasions, on alcohol only (AO) occasions significantly more alcohol was consumed and significantly more negative alcohol-related consequences were reported. On both AO and AMED occasions, there was a strong and positive relationship between amount of alcohol consumed, level of risk-taking behavior and number of reported negative alcohol-related consequences. In contrast, the level of risk-taking behavior was not clearly related to energy drink consumption. Across risk-taking levels, differences in the amount of energy drink consumed on AMED occasions did not exceed one 250 mL serving of energy drink. When correcting for the amount of alcohol consumed, there were no statistically significant differences in the number of energy drinks consumed on AMED occasions between the risk-taking groups. In conclusion, alcohol consumption is clearly related to risk-taking behavior and experiencing negative alcohol-related consequences. In contrast, energy drink intake was not related to level of risk-taking behavior and only weakly related to the number of experienced negative alcohol-related consequences.

The magnitude of “all‐inclusive energy packages” in the UK student housing sector

With the growing number of students in higher education, the student housing market has been becoming increasingly competitive and diversified. This intensification has led housing providers to supply all‐inclusive energy packages (i.e., the inclusion of electricity, gas, and water in the rent cost) to their tenants as a selling point. By connecting the geographies of students and energy, this paper aims to assess the magnitude of all‐inclusive energy packages and its effects on students’ residential choices. Based on an online survey distributed to students at Loughborough University (UK), the paper shows that 80% of housing occupied by students is energy‐inclusive. These rental commodities are strongly considered by students, particularly new university entrants, in their housing choices, 70% of whom considered all‐inclusive rent to be an important factor in their residential choice. Furthermore, it is demonstrated that all‐inclusive energy packages are extensively provided throughout the student housing market: from the low‐energy efficient houses in multiple occupancy to the newly developed purpose‐built student accommodation. Finally, the paper underpins how providing energy‐inclusive rent tends to produce energy inequities by shielding some students from being in fuel poverty.

The effect of entrepreneurship education on nascent entrepreneurship

The literature has been enriched by studies examining the effect of entrepreneurship education on entrepreneurial or goal intention. Yet, few articles have considered how entrepreneurship education affects nascent entrepreneurship as a more sought-after outcome. Similarly, some scholars assess entrepreneurship education as an aggregate rather than a multidimensional construct comprised of alternative methods with peculiar characteristics yielding distinct student outcomes. Possibly, the present shortage of specificity in the investigation of methods in entrepreneurship education reduces empirical understanding of efficacious teaching and learning modes for optimising entrepreneurial behaviour. Hence, by way of contribution, this inquiry isolates and measures the direct effect of courses, workshops, guest speakers and simulations on new venture creation among UK students. It also measures indirect influence in the same relationships, with self-efficacy as a mediator. A structural equation analysis is performed and the findings show that discretely, in this order, simulations, workshops and courses stimulate nascent entrepreneurship. However, there is particular insignificance in the direct link between guest speakers and nascent entrepreneurship, and further dissociation in the indirect link between workshops and simulations leading to self-efficacy. Theoretical implications arise for future correlation and configurational studies, as well as practical ramifications for entrepreneurship education practitioners, simulation developers and public institutions.

Mental Well-Being in UK Higher Education During Covid-19: Do Students Trust Universities and the Government?

This paper draws upon the concept of recreancy to examine the mental well-being of university students during the Covid-19 pandemic. Briefly, recreancy is loss of societal trust that results when institutional actors can no longer be counted on to perform their responsibilities. Our study of mental well-being and recreancy focuses on the role of universities and government regulators within the education sector. We surveyed 600 UK students attending 161 different public higher education providers in October 2020 during a time when many UK students were isolated in their residences and engaged in online learning. We assessed student well-being using the Short Warwick-Edinburgh Mental Well-being Scale (scored 7–35) and found the mean score to be 19.9 [95% confidence interval (CI) 19.6, 20.2]. This level of well-being indicates that a significant proportion of UK students face low levels of mental well-being. Structural equation modeling (SEM) analysis indicates that high recreancy—measured as a low trust in universities and the government—is associated with low levels of mental well-being across the student sample. While these findings are suggestive, they are also important and we suggest that government and university leaders should not only work to increase food and housing security during the Covid-19 pandemic, but also consider how to combat various sector trends that might intensify recreancy.

Making it against the odds: How individual and parental co-agency predict educational mobility

IntroductionThis study examines the role of individual agency and parental co-agency as resource factors enabling educational mobility (university enrolment and degree completion) among first-generation students. MethodsThe study is based on Next Steps, a nationally representative cohort of UK students. Path models were run, linking different dimensions of agency assessed at age 13/14 to educational attainment by age 25/26, controlling for academic attainment and socio-demographic factors. ResultsEducational mobility was predicted by student's expectation to go to university, their expectation of success, and school engagement during secondary school. In addition, parental co-agency played a significant role - highlighting the importance of parents in supporting upward educational mobility of their children. ConclusionsMultiple dimensions of agency are necessary for disadvantaged students to achieve academically. To support first-generation students, schools need to provide opportunities for them to become engaged in education, to experience mastery and to develop realistic expectations of success.

P10 A systematic review of current literature on interventions among first-year university students and how this may influence current policy on child obesity strategies within the UK

BackgroundWith the steady rise of obesity within the UK, the Government has been increasingly developing policy to curb these figures. Great focus has been put on early implementation of a wide range of interventions in educational settings, but results show little improvement.AimTo evaluate health interventions amongst first-year university students with the intention of influencing current policy on obesity prevention amongst children.MethodsA literature search, utilising PRISMA reporting guidelines, was carried out on health intervention studies that focus on first-year university students. To formulate the search strategy, UK obesity policy was input into a PICO Framework.ResultsEight studies met the inclusion/exclusion criteria. Results showed that when measuring weight-related outcomes, no significant improvement was found; secondary outcomes, especially those regarding physical activity demonstrated greater benefit but the link to obesity prevention proved to be relatively weak.DiscussionDue to differing demographics between where the studies were based as well as cultural differences regarding views on leisure and diet led to lack of applicability to UK students.Environmental factors between compulsory and higher education must also be considered as it may be a case of creating new strategies rather than re-applying a pre-established policy.Ultimately, the lack of comparable studies reflects on the lack of understanding of the overall issue of childhood obesity and thusly its prevention.ConclusionWith evidence-based policy increasing in popularity, it is questionable as to whether the target population for child obesity strategies could widen to include first-year university students.

Probing cultural differences in product design and consumer evaluation using repertory grid analysis

Culture plays an essential role in the success of product design, especially in the age of a global economy where there is a high probability of discrepancy between the designer's intention and the consumer's response. However, the role of culture is often challenging to identify and measure. In the current paper, we employed Repertory Grids to investigate differences in UK and Chinese participants' evaluations of designs, which were themselves from both UK and Chinese students. The techniques of Honey's Content Analysis and Principal Components Analysis were applied to integrate the analysis of both the collected qualitative and quantitative data. The results show that the two groups tended to focus on a similar range of design aspects (i.e. aesthetics, form/shape, usability, creativity, and functionality), but apply different criteria in evaluating such aspects.The UK and Chinese designs were found to be distinctive from each other and tended to appeal more to the people from the same cultural background. The findings reveal the interplay between culture and design and underline the importance of integrating culture into design education.

The Effect of National Culture on Knowledge Sharing: Empirical Study on University Students in UK

The Effect of National Culture on Knowledge Sharing: Empirical Study on University Students in UK

Mental health curricula and Mental Health First Aid in the MPharm

Abstract Introduction Improving mental health care is an international priority, and one that is championed by the Royal Pharmaceutical Society. (1) In the course of their work, pharmacists frequently encounter people with mental health problems. The extent to which mental health is taught on the undergraduate pharmacy degree in the UK and Ireland, and the inclusion of Mental Health First Aid (MHFA) training, has not be described recently. Aim We aimed to determine how mental health teaching is embedded into the MPharm and students’ perception of their own preparedness to help people with their mental health. We explored if and how MHFA training is included, and students’ experience of, or desire to complete this. Methods We conducted an anonymous, online questionnaire of UK and Ireland MPharm students, distributed via networks and social media. Students were asked a series of closed questions about mental health teaching in the MPharm, and exposure to MHFA. We analysed answers using descriptive statistics. We included some open-ended questions to enable students to expand on their answers. We used this qualitative data to contextualize findings. We invited one member of staff from each university to answer a modified staff version of the questionnaire, in order to provide a curriculum overview and staff perspective on MHFA provision. Results 232 students and 13 staff responded, from 22 universities in total. Eighty percent of student participants were female and 70% were in the third or final year of study. Three-quarters of students felt that mental health was not embedded throughout the MPharm. Eighty-percent of students stated that they were taught about neuropharmacology and 44.8% stated that their course included communicating with people about their mental health. One third of students felt that their degree adequately prepared them to help people with their mental health. Twenty-six students (11.6%) had completed MHFA training of which 89% would endorse inclusion of this within the MPharm. Of those who had not completed the training, 81% expressed a desire to do so. Those who completed MHFA training self-reported more preparedness than those who did not, but student numbers were small. Conclusion Mental health teaching remains focused on theoretical aspects, such as pharmacology, with less emphasis on practical skills, such as communication skills that might support interactions about mental health. MHFA was viewed by students as one way to enhance this. Of the small number of students who had completed MHFA, they displayed an increased self-reported preparedness. This could, however, be linked to the environmental culture of the programme rather than the training per se. MPharm programmes need sufficient focus on skills including communication and crisis response that may be required by pharmacists, alongside the fundamental scientific knowledge relating to mental health.

Understanding and Addressing the Deficiencies in UK Mathematics Education: Taking an International Perspective

This paper reflects on UK mathematics education following the poor performance in the Programme for International Student Assessment (PISA) metric, which compares reading, science, and mathematics across 27 countries. We compared a range of features within secondary school mathematics in the UK with the countries outperforming the UK. We note disparities in the depth of the curriculum and the use of high-stakes testing which could be disadvantaging UK students. We also reflect on key factors that may underpin teacher effectiveness in the UK, including teacher expectations, in part driven by early use of ability sets, a lack of teacher autonomy, and poor continuous professional development. On this basis, we make several recommendations to strengthen UK mathematics education.

Nine Months into the COVID-19 Pandemic: A Longitudinal Study Showing Mental Health and Movement Behaviours Are Impaired in UK Students.

Initial studies indicated that student mental health was impaired during the early stages of the pandemic and that maintaining/improving physical activity gave some protection from mental illness. However, as the pandemic persists, these data may not reflect current circumstances and may have been confounded by exam stress. Methods: This study used an online survey to assess the changes in, and associations between, mental health and movement behaviours in 255 UK university students from before the COVID-19 pandemic (October 2019) to 9 months following the UK’s first confirmed case (October 2020). Changes in and associations between mental wellbeing, perceived stress, physical activity, and sedentary behaviour were assessed using a mixed model ANOVA; a multiple linear regression model determined the predictive value of variables associated with Δ mental wellbeing. Results: Mental wellbeing and physical activity decreased (45.2 to 42.3 (p < 0.001); 223 to 173 min/week (p < 0.001)), whereas perceived stress and time spent sedentary increased (19.8 to 22.8 (p < 0.001); 66.0 to 71.2 h/week (p = 0.036)). Δ perceived stress, Δ sedentary behaviour and university year accounted for 64.7%, 12.9%, and 10.1% of the variance in Δ mental wellbeing (p < 0.001; p = 0.006; p = 0.035). Conclusion: The COVID-19 pandemic is having a sustained negative impact on student mental health and movement behaviour.

An investigation into the influential factors that impact consumer decision-making among prospective online MBA students

ABSTRACT This research investigates the influential factors impacting CDM among prospective online MBA students, using qualitative interviews. This research focus is contextualised with analysis on the CDM process and the disparity between UK and international students, to gain a deeper understanding of the dynamics of the influential factors. The findings of this research point to accreditation, price and rankings having the most influence on CDM among prospective online MBA students. It suggests that the CDM process among international students is more extensive than among UK students. International students’ searches had a longer duration, compared more programme alternatives, favoured detailed information such as course content and marketing materials, and searches often culminated in an application to more than one university. Meanwhile, UK students were more influenced by outbound university phone communications, which the data imply is attributable to English being their first language. Concluding practical recommendations include marketing messaging optimisation, strategic focus on rankings, accreditation and pricing and driving brand loyalty among prospective international students.

The Effect of National Culture on Knowledge Sharing: Empirical Study on University Students in UK

This paper explores the effect of national culture on knowledge sharing attitude among an international sample of students in UK universities. Following Hofstede’s cultural instrument, hypothesis was examined to detect if students from different culture groups will have different knowledge sharing attitude. Moreover, different motivators and barriers to knowledge sharing were examined to see if participants from different cultural backgrounds would perceive different types of motivators and barriers. Data were collected from 103 students using online questionnaire. After confirming the validity and reliability of the measures, descriptive analysis showed that the majority of the sample has a high knowledge sharing attitude, moreover, T-test showed no significant differences in knowledge sharing attitudes between participants from different cultural backgrounds. However, there was a significant difference on some motivators and barriers, detected between students from different cultures This paper tried to explore the role of culture in knowledge sharing among a sample of international students. The study not only adds to the few number of research that explored the role of culture on knowledge sharing, but it also adds to the literature of KS within students’ context, thus flagging some important findings that could be of interest to higher education institutes in UK and other multicultural universities worldwide.

A mapping of graduate attributes: what can we expect from UK university students?

ABSTRACT The higher education market has prompted universities to justify their value and worth, especially to students. In Australia, New Zealand and the UK, it is increasingly common for universities to advertise their vision to prospective students, through Graduate Attributes, and showcase the sets of skills and competencies their graduates would develop throughout a degree. Whilst there are extensive studies in Australasia, research in the UK context is limited. This paper presents what we believe is the first national mapping of graduate attributes proposed by UK universities. Our analysis suggests four discourses that characterise the overarching qualities that UK students can expect to embody by graduation: self-awareness & lifelong learning, employability & professional development, global citizenship & engagement and academic & research literacy. These discourses are discussed in relation to the concept of the ‘ideal graduate’ as we highlight what can be expected from students who complete a UK higher education.

Adaptability and Social Support: Examining Links With Psychological Wellbeing Among UK Students and Non-students.

The purpose of this multi-study article was to investigate the roles of adaptability and social support in predicting a variety of psychological outcomes. Data were collected from Year 12 college students (N = 73; Study 1), university students (N = 102; Study 2), and non-studying members of the general public (N = 141; Study 3). Findings showed that, beyond variance attributable to social support, adaptability made a significant independent contribution to psychological wellbeing (life satisfaction, psychological wellbeing, flourishing, and general affect) and psychological distress across all studies. Beyond the effects of adaptability, social support was found to make a significant independent contribution to most wellbeing outcomes (but not psychological distress in university students). In a multi-group analysis comparing predictors of psychological wellbeing in university students and non-studying adults, where the same outcome measures were used (Study 4; N = 243), it was found that adaptability played a stronger role (relative to social support) for university students, whereas social support played a stronger role for non-studying adults. Finally, (contrary to expectations) there was no evidence of an interaction between adaptability and social support predicting psychological outcomes—adaptability and social support operated as independent main effects. These findings demonstrate the importance of adaptability and social support in uniquely predicting psychological wellbeing in different sample groups. It is argued here that these two factors, should be given greater consideration in discussions of psychological wellbeing, and are relevant to psychological wellbeing at different major developmental life stages.

Reflective practice and transcultural psychiatry peer e-learning between Somaliland and the UK: a qualitative evaluation

BackgroundReflective practice is a key skill for healthcare professionals. E-learning programmes have the potential to develop reflective practice in remote settings and low- and middle-income countries (LMICs), where access to in-person reflective groups may be reduced. ‘Aqoon’ is a global mental health peer-to-peer e-learning programme between Somaliland and UK medical students. We aimed to explore participants’ experiences of participating in the Aqoon programme, including their experiences of reflective practice.MethodsThirty-three medical students (22 Somaliland, 11 UK) enrolled in Aqoon. We matched volunteer learners in trios, to meet online to discuss anonymised clinical cases relevant to chapters of the World Health Organization’s mental health gap action programme (mhGAP) intervention guide. We conducted thematic analysis of learners’ reflective writing and post-programme focus group transcripts.ResultsTwenty-four students (73%) attended at least three online discussions (14 Somaliland, 10 UK). Somaliland and UK students described improved reflective skills and greater recognition of stigma towards mental ill-health. Themes included gaining memorable insights from peer discussions which would impact their medical education. UK students emphasised improved cultural understanding of common psychiatric presentations whilst Somaliland students reflected on increased clinical confidence.DiscussionIntegrating reflective practice into Aqoon showed the potential for low-cost e-learning interventions to develop cross-cultural reflective practice among medical students in diverse settings.