University Students In England Research Articles

Adapting to the Digital Age: An Evaluation of Online Learning Strategies in Public Health and Social Care Education

Introduction. The global shift towards digital education in the wake of the COVID-19 pandemic has reshaped the landscape of higher education. Public health and social care programmes have adapted to this transformation, embracing online learning strategies to engage students. This study focuses on the assessment of online learning experiences in public health and social care education, particularly during the post-COVID-19 period. Materials and Methods. This qualitative study employed semi-structured interviews and focus groups with 49 university students in England. These phases, conducted both in person and via video, were audio and video recorded and transcribed verbatim. A purposive sampling technique was employed to gather data, and framework analysis facilitated data management and interpretation. Results. The presentation highlights three main themes and 12 accompanying sub-themes that capture the clear preferences of students for both in-person and online learning methods. The findings elucidate the merits and demerits of online learning strategies in contrast to traditional face-to-face classes. Online classes offer distinct advantages in terms of flexibility, cost-effectiveness, time efficiency, and technological proficiency. However, they also bring to the fore concerns related to social isolation, mental health challenges, technical challenges, and distractions within the home environment. Conclusion. Considering the global transition to digital education, this study contributes to the dynamic discourse surrounding online learning in the post-COVID-19 era. The diverse preferences expressed by students highlight the importance of personalised and flexible teaching methods in online education, underlining the need for adaptability and inclusivity to meet the diverse needs of today’s learners.

Why do students resist assessment by group-work? Hearing critique in the complaint

The cry that today’s higher education students are particularly individualist is a commonly-heard one. In England, the considerable personal cost of tuition is often blamed for creating a series of negative student traits, including consumerism (an idea that one has bought the right to a degree) and individualism (a sense of the individual as the beneficiary of the bought product, as against any sense of collectivism, or education as public good). This paper explores one element of students’ purported individualism: their resistance to group-work as an aspect of assessment. Presenting interview data with university students in England, it argues that such student disquiet does not stem from a resistance to collectivism in general. Using pragmatic sociology, the paper considers students’ often gentle and humorous comments about group-work as critique, not complaint. Rather than understanding students’ resistance to group-work as individualist grievance about doing something they would simply rather not do, this way of conceptualising their comments understands students as making critical points about what should be assessed for at university. It argues that this way of thinking about resistance to group-work leads us to take that resistance seriously, and in turn to take students seriously as interlocuters on educational matters.

Neighbourhood greenspaces and mental wellbeing among university students in England during the COVID-19 pandemic: an online survey under lockdown

ABSTRACT The COVID-19 pandemic mobility and socialization restrictions and the switch to online learning impacted the day-to-day life of university students in England, a group previously identified as at risk for low wellbeing. In April–May 2021, during the tail end of the third ‘lockdown’ in England, we implemented an online questionnaire to better understand mental wellbeing in relationship to use of outdoor green space among university students. This article presents the results from 424 responses collected across 4 universities in Oxford and Southampton. Analyses include descriptive results of indicators and hierarchical multiple linear regression models. Findings revealed that quality of greenspace had a greater importance on mental wellbeing than use and quantity of greenspace, even when controlling for sociodemographic factors. Also, neighbourhood greenspace quality contributed to wellbeing above and beyond sociodemographc, physical activity and social support. This result held true even among students with prior mental health difficulties. Findings underscore the importance of greenspace access for wellbeing. Neighbourhoods and university campuses should be planned with the notion in mind that greenspace matters and contributes to health.

A Qualitative Evaluation of the Motivations, Experiences, and Impact of a Mental Wellbeing Peer Support Group for Black University Students in England and Wales: The Case of Black Students Talk

Online peer support programs could address mental wellbeing concerns reported by Black students. The current evaluation explored Black university students’ motivations, experiences, and perceived impacts of an online mental wellbeing peer support group (Black Students Talk [BST]) in England and Wales. We conducted two focus groups with Black Students Talk attendees and one with facilitators. Data were analyzed using inductive thematic analysis. Three main themes and eight sub-themes where identified related to (i) Motivation: Impact of racism on mental wellbeing; (ii) Experience: The Black Students Talk experience; and (iii) Impact: Mental wellbeing outcomes. Benefits of Black Students Talk for Black students included advice, rest, validation, and support in the context of their race and experiences of racism. Facilitators had a unique sub-theme concerning their training and support. While racism exists at universities, online peer support can offer valuable benefits for Black students’ mental wellbeing, social connectedness, and Black-only networks. Programs need to be co-created and delivered by trained Black students who receive reflective practice with a Black practitioner. Further independent evaluations using insights from survey and interview data are needed.

Click Surveillance of Your Partner! Digital Violence among University Students in England

Information and communication technologies (ICTs) have given rise to new forms of contact as well as new forms of violence. This research analyses whether ICTs are the cause of a new form of digital violence and studies the prevalence of this digital violence exercised through screens among university couples. A quantitative and qualitative methodology was applied in this study: a non-probabilistic purposive or discretionary sample of 303 (Age = 22.79; SD = 47.32; 58.7% male), with the use of an ad hoc questionnaire, and two focus groups of students studying in the same country. The results reveal a prevalence of 51.04% in the perception of digital violence through electronic devices in dating relationships among young people; 15.84% in the prevalence of digital violence in young couples’ relationships; 9.36% in the prevalence of traditional violence; and 35.78% in the tolerance of digital violence among young people. The results highlight a slightly higher prevalence of women compared with men in digital violence. We conclude that there is a significant prevalence of digital violence among these young couples in the university context, which should be the subject of the creation of different awareness-raising, prevention and specific training programmes against it.

Differences in digital health literacy and future anxiety between health care and other university students in England during the COVID-19 pandemic

BackgroundThis study investigates university students’ digital health literacy and web-based information-seeking behaviours during the early stages of the COVID-19 pandemic in England. It compares undergraduate and postgraduate students in non-health related subjects with health care students, many of whom were preparing for, or working in, frontline roles. The survey was conducted as part of a wider study by the COVID-HL research consortium.MethodsA cross-sectional study was conducted among n = 691 university students aged ≥18 years from 25 universities across England using an adapted digital survey developed by COVID-HL. Data were collected regarding sociodemographic characteristics and specific measures drawn from the Future Anxiety Scale and the Digital Health Literacy Instrument (DHLI). These had been adapted for use in an English setting and to the specific context of the COVID-19 pandemic. Other data collected included students’ anxiety or worries about the future using the Dark Future Scale as well as behaviours in online information-seeking. Data were analysed using correlations to test for relationships between constructs and also between group comparisons to test for differences between students studying health and non-health related subjects.ResultsAcross digital health literacy dimensions, there was no significant difference between students studying health-related subjects and other students. Health care students did report greater difficulties in relation to how to behave online. They also relied less on public body sources for information about the pandemic. A significant difference was found between the two student populations in relation to their anxiety about the future with health care students reporting fewer fears about the future.ConclusionsAlthough digital health literacy is well developed in university students, a significant proportion of students still face difficulties with evaluating online information which may frustrate public health efforts. This could be addressed by ensuring health students’ curriculum in particular encompasses digital health literacy.

Aiding Transition to University Through an Outdoor Orientation Program: Accelerated Friendships

Outdoor orientation programs are used to provide experiences which aid transition to university. We investigated how an outdoor orientation program for first-year university students in England, UK accelerates social group development, which in turn aids transition and adaptation to university. We employed mixed methods data collection, including the Student Adaptation to College Questionnaire (SACQ) (Baker & Siryk, 1989) and semi-structured interviews. The questionnaire indicated that the outdoor orientation program significantly aided adaptation to university. The benefits of accelerated social group formation for transitioning young adults are explored through thematic analysis and explained through psychological theory.

STUDENT FUNDING AND UNIVERSITY ACCESS AFTER THE GREAT WAR: THE SCHEME FOR THE HIGHER EDUCATION OF EX-SERVICEMEN AT ABERYSTWYTH, LIVERPOOL AND OXFORD

ABSTRACT This article makes a fresh contribution to the literature on student funding and its history by drawing attention to a pioneering government initiative, launched in the aftermath of the Great War. From the winter of 1918–1919 until 1923, the Scheme for the Higher Education of Ex-Servicemen provided grants to university students in England and Wales. We argue that it amounted to a major educational reform venture: it supported students on an unprecedented scale, covering fees and maintenance across a broad range of courses and institutions. In order to produce an in-depth analysis of this scheme and its local operation, we have drawn on archival evidence from the Board of Education, the University of Liverpool, the University of Oxford and the University College of Wales, Aberystwyth. Our discussion addresses the application process, means-testing and funding decisions as well as the profiles and experiences of grant recipients. The scale and impact of the ex-service scheme raises wider questions about the societal value accorded to higher education within the context of reconstruction after the Great War.

Designing Effective Warnings about Addiction on the Patient Information Leaflet of Over-the-Counter Codeine Sold in England to University Students.

(1) Background: The harm of misusing over-the-counter (OTC) codeine-containing medicines among university students in England is being increasingly recognized. Based on English university students, this paper aims to study the importance of information design on information communication, explore methods for effective warning design, and investigate university students’ perception of OTC codeine. (2) Methods: The effective warning design is addressed through case studies, answering correctness by the heat map generated from the eye-tracking experiment (ETE), and the total time spent on the tasks. User perceptions are made though online surveys. (3) Results: Information design significantly affects the way user processes information. Therefore, two emphasized warnings displayed in the headline, and the “possible side effect (PSE)” sections and warning signs of addiction presented under the PSE are suggested as effective ways to display warnings. For students’ perception of OTC codeine, 80% of university students are unfamiliar with the substance. After reading the patient information leaflets (PILs), 47% recommended tight regulation on codeine. (4) Conclusions: The misuse of OTC codeine could be a potential problem among English university students. The design of the PIL significantly influences the chance of unintentional medicine misuse. The display of warnings on the PILs of OTC codeine should be redesigned for better understanding.

Investigating the sociocultural models with cultural experiments: A Polish‒English study on {Request → Compliance} in gender relations

The dominant model in cross‐cultural psychology largely disregards culture (Boski, 2018). An alternative theory of sociocultural models (SCMs) has been proposed in this volume. SCMs mould cognitive, affective, and behavioural processes of individual persons, as well as their corrective measures should such processes be sidetracked. Because SCMs are culture‐bound, intercultural contacts are likely to be fraught in misconceptions and conflicts, but they may also give rise to attraction and to culture change. This article compares Polish script of gender roles and its transformations between the ingroup and English (outgroup) contexts. Framed in a {Request → Compliance} format, a cultural experiment was conducted with university students in England and Poland. It was based on four video‐recorded enactments of that script, controlling for gender expressions on the request and on actor‐compliance sides. It was hypothesised that compared to foreign observers from England, Polish participants should provide confirmatory evidence to video installations, reflecting the script and should resist its transformation attempts. Results largely confirmed these expectations. The {Male addressed request → Male compliance} was of the Polish normative and behavioural prototype, but not appealing for English participants, for whom gender neutrality was the preferred cultural arrangement.

The incidence of suicide in University students in England and Wales 2000/2001–2016/2017: Record linkage study

BackgroundThere are growing concerns about the mental health and risk of suicide amongst university students. AimTo investigate trends in the incidence and characteristics of university student suicides in England & Wales for the academic years 2000/01 to 2016/17. MethodRecord linkage between Office for National Statistics mortality data and Higher Education Statistics Agency data for England and Wales. Poisson regression and chi-squared tests were used to investigate secular trends and the characteristics of students dying by suicide. ResultsThere were 1330 student suicide deaths from 2000/01 to 2016/17; the annual incidence in 2015/16–2016/17 was 4.7 per 100,000 students. There was evidence of a rise in incidence since 2009/10 (incidence rate ratio per year 1.04 ((95%CI 1.00–1.07) p = 0.029). Incidence in 2012/13 to 2016/17 was less than half the rate in the general population of a similar age. Incidence was higher in males than females and amongst undergraduates vs. postgraduates. There was some evidence of a reduced risk amongst black compared to white students (RR 0.53 (95%CI 0.32–0.88). Incidence was highest in January and lowest during the summer holidays (July–September). LimitationsThere was no age/sex or sociodemographic breakdown of the overall student population for 2000/01 to 2011/12. ConclusionRates of suicide are considerably lower amongst students than the general population. In keeping with trends in young people in the wider population, the incidence of student suicide has increased since 2009/10. To inform prevention, research is needed to understand reasons for the rise in suicide in young people.

What role do students’ enjoyment and perception of ability play in social disparities in subject choices at university?

Prior research has shown that students from less educated families are less likely to study both science, technology, engineering and mathematics (STEM) subjects and arts and humanities subjects. This article used a large representative sample of university students in England to explore the relationship between students’ enjoyment, perception of ability and socio-economic disparities in subject choices. Although these attitudes differed by students’ parents’ education level, and were associated with subject choices, disparities in choices persisted when accounting for these differences. Students with less educated parents were less likely to choose arts and humanities and more likely to study social sciences, law and business, over STEM, even when their enjoyment and perception of ability in subjects were similar. Students whose parents had higher levels of education were more likely to choose STEM over arts and humanities as their enjoyment of STEM increased, suggesting different underlying processes informing student choices by social background.

Teaching with technology and higher education: a brave new world?

ABSTRACTThis paper explores the application of technology to pedagogy in higher education. The data are gathered from 21 academics who apply technology to their teaching with University students in England. The research is based on a qualitative inductive methodology. The findings reveal that a complex range of personal, social and professional factors influence pedagogy with technology in higher education. The paper makes an original contribution to knowledge by outlining some of the challenges that exist in using technology to teach in higher education. The research participants do not think that applying technology to teaching is necessarily representative of best pedagogical practice. Caution and thought are recommended if pedagogy with technology in higher education is to be developed effectively. The research reveals that transformative pedagogy is possible when technology is applied to teaching in higher education; however, this necessitates considering the needs of the students alongside reflecting on the personal, social and professional backgrounds of those who are teaching in higher education. This innovative approach to professional development with technology is developed in the paper.

Autism and the Proficiency of Social Ineptitude: Probing the Rules of “Appropriate” Behavior

AbstractAutistic people typically struggle to abide by social conventions: a constituent element of their social exclusion. Drawing on ethnographic fieldwork within a group of autistic university students in England, I show that although participants would continuously work to uncover the underlying principles of social etiquette, they nevertheless remained unsuccessful in putting their acquired knowledge into practice. Consequently, they turned to subtly shaping their social environments in attempts to redefine the terms under which the appropriateness of their actions is evaluated. I conclude by suggesting that social ineptitude consists of contemplative craft and is a meaningful component of all social interaction.

Behavioral Health Risk Profiles of Undergraduate University Students in England, Wales, and Northern Ireland: A Cluster Analysis.

Limited research has explored clustering of lifestyle behavioral risk factors (BRFs) among university students. This study aimed to explore clustering of BRFs, composition of clusters, and the association of the clusters with self-rated health and perceived academic performance. We assessed (BRFs), namely tobacco smoking, physical inactivity, alcohol consumption, illicit drug use, unhealthy nutrition, and inadequate sleep, using a self-administered general Student Health Survey among 3,706 undergraduates at seven UK universities. A two-step cluster analysis generated: Cluster 1 (the high physically active and health conscious) with very high health awareness/consciousness, good nutrition, and physical activity (PA), and relatively low alcohol, tobacco, and other drug (ATOD) use. Cluster 2 (the abstinent) had very low ATOD use, high health awareness, good nutrition, and medium high PA. Cluster 3 (the moderately health conscious) included the highest regard for healthy eating, second highest fruit/vegetable consumption, and moderately high ATOD use. Cluster 4 (the risk taking) showed the highest ATOD use, were the least health conscious, least fruit consuming, and attached the least importance on eating healthy. Compared to the healthy cluster (Cluster 1), students in other clusters had lower self-rated health, and particularly, students in the risk taking cluster (Cluster 4) reported lower academic performance. These associations were stronger for men than for women. Of the four clusters, Cluster 4 had the youngest students. Our results suggested that prevention among university students should address multiple BRFs simultaneously, with particular focus on the younger students.

Risk of invasive meningococcal disease in university students in England and optimal strategies for protection using MenACWY vaccine.

In August 2015, in response to increasing group W invasive meningococcal disease (IMD) nationally, a MenACWY vaccine programme was introduced in the UK for 13-18year olds. We reviewed the epidemiology of IMD in young adults and university-associated cases in England during 2014-15 academic year and assessed the potential impact of different immunisation strategies. Public Health England national enhanced surveillance data were used to describe the epidemiology of IMD cases in 15-24year olds in England during 2014/15. Relative risks for IMD were calculated overall and by capsular group in students compared with non- student peers for 2014 and 2013 school leavers. Assuming stable future incidence and vaccine efficacy of 90% for five years, we estimated cases averted and numbers needed to vaccinate (NNV) for different MenACWY immunisation programmes: school-based adolescent, GP-based school leaver, and targeting freshers. Between July 2014 and June 2015, 112 IMD cases were diagnosed in those born between 01/09/1991 and 31/08/2001 (∼15 to 24year-olds). During the 2014/15 academic year (September to June), 49 IMD cases were reported among students attending English universities, including 22 among 2014 school leavers. In this cohort, the relative risk of IMD was higher among students compared to non-students for all capsular groups (RR 11.6; 95% CI 4.7-28.7) and for groups A/C/W/Y (RR 14.8; 95% CI, 4.3-51.5). A school-based programme could potentially have averted 14 cases in 2014/15 and 24 cases over five years with a lower NNV (18,000) than other programmes. University students, particularly first years entering direct from school, are at higher risk for IMD than non-students. With high vaccine coverage and timely completion, an adolescent school-based MenACWY programme has the greatest potential to prevent cases with the lowest NNV, but population impact through indirect (herd) protection could take longer.

"It Was Me on a Good Day": Exploring the Smart Drug Use Phenomenon in England.

The non-medical use of prescription medication for the pursuit of increasing cognitive and intellectual capacities (defined neuroenhancement) has received growing attention from the scientific community and policymakers alike. To date, limited qualitative data exist exploring the nature of the phenomenon, especially as a potentially emerging trend among university students in England. Existing American literature suggests that students believe that neuroenhancement helps the individual to maximize his/her time, consenting a suitable balance between work and leisure. Students’ motivation to experiment with neuroenhancement appears to be more in line with a need to regulate emotions surrounding study/work settings than to actually improve cognitive abilities beyond normal levels. This study aimed to qualitatively explore representations, motivations, beliefs, and consumption styles of a cohort of university student users residing in England. Through snowball sampling, 13 informants were contacted and interviewed regarding their experience with neuroenhancers. Narrations were analyzed and interpreted using qualitative analysis software and Grounded Theory methodology. Participants belonged to a broad variety of university courses and were predominantly habitual consumers of modafinil. Neuroenhancers were acquired either through friends or via the Internet. Motivations regarded the need to “catch up” and be on par with high achieving students. The entire cohort had previously experimented with other psychotropic substances. Synthetic compounds in particular were believed to be “gateway” drugs to using neuroenhancers. Experimentation with neuroenhancement can be seen as a self-governing strategy aimed at achieving continued focused productivity. Participants acknowledged sustainable benefits in neuroenhancement as it optimized work performance. The majority of the cohort also contemplated the possibility of using these drugs in the future once they entered the workforce. Neuroenhancing drug users expressed “situated morality,” differentiating between using these substances for assessments (exams) or during revisions, finding only the former as an immoral conduct. In the present scenario, it appears that neuroenhancement is practiced by small numbers of students. Nonetheless, the instrumental views of psychotropic substances held by many young adults and the globalization of these practices make the normalization of neuroenhancement a plausible possibility of the future.

Gender Differences in Self-Rated Health among University Students in England, Wales and Northern Ireland: Do Confounding Variables Matter?

<p><strong>INTRODUCTION:</strong> We assessed gender differences in self-rated health (SRH) while considering physical health, health complaints, health service use, wider wellbeing, and health behaviours.</p><p><strong>METHODS:</strong> 3706 undergraduates at 7 Universities in the United Kingdom completed a self-administered questionnaire (2009–2008). Logistic regressions with excellent/very good SRH as dependent variable assessed the variables that explained the SRH sex difference. </p><p><strong>RESULTS:</strong> Females had more health complaints, illness periods, lower quality of life, more burdens, and took medication/s more often. The crude (unadjusted) odds ratio (OR) proposed that females were less likely to report excellent/very good SRH than males [OR 0.79, 95% CI 0.68-0.94]. Adjusting only for physical health and health service use, females’ OR increased considerably, and the association between female sex and SRH was no longer significant. Also, when adjusting only for wider well-being or when adjusting only for health behaviour, the negative association between females and SRH was no longer significant. Adjusting for all the variables simultaneously (physical health, health service use, wider well-being, health behaviours) resulted in considerable increase of females’ OR indicating now a positive association between female sex and SRH [OR 1.33, 95% CI 1.04-1.74]. </p><p><strong>CONCLUSION:</strong> Females’ lower SRH found in the crude analyses was confounded by their higher stress level, lower quality of life, lower physical activity and by more illnesses or health complaints when compared with males. Gender-related SRH research should control for many potential confounders to prevent overestimation of the gender effect. Health promotion programs should consider these factors when tackling gender health disparities.</p>

Social pedagogy and bullying in schools: the views of university students in England, Greece and Norway

This study explores the extent to which a social pedagogic perspective is evident in the views of bullying in schools held by a sample of university students in England, Greece and Norway studying in the area of the education, care and welfare of children. A total of 469 university students completed a questionnaire in which they were asked to rate their strength of agreement with 30 statements concerning bullying in schools. Twelve of these statements specifically explored adopting a social pedagogic perspective. There was a general consensus among the respondents in all three countries that bullying is a major problem in schools and that schools are not tackling bullying adequately. The replies also indicate that many respondents reported views that align with a social pedagogic perspective. Differences between students within each country and between countries are in part a reflection of polarised views about how best to tackle bullying.

Drinking Outcome Expectancies and Normative Perceptions of Students Engaged in University Sport in England

This study examined whether students engaged in university sport have different drinking outcome expectancies and normative beliefs than students who are not engaged in university sport. A cross-sectional survey of university students in England in 2008–2009 was undertaken. A questionnaire battery, including the Drinking Expectancies Questionnaire (DEQ) and a measure of normative beliefs, was completed by 770 students from seven universities across England. Responses from 638 students who were not abstaining from alcohol were analyzed. Students engaged in university sport have significantly higher drinking expectancies of assertion compared with students not engaged in university sport. Moreover, students engaged in university sport consistently report higher personal alcohol consumption and higher perceptions of consumption in those around them than students not engaged in university sport. Both assertion and the perception that students around them drink heavily provide only a partial explanation for why students engaged in university sport drink more than those not engaged in university sport. Further research is required to identify the reasons for heavy drinking among students involved in university sport in England.