L&T Conference 2025: Day 1 | Sessions

While previous research has identified challenges faced by students entering university, limited understanding exists regarding the anticipated challenges perceived by final-year high school students in Vietnam compared to actual challenges encountered by first-year students at an English-medium university. This study examines differences between anticipated and actual challenges, focusing on expectations and experiences during the transition from Vietnamese high schools to a British-style university. Using Bronfenbrenner’s ecological systems theory and Schlossberg’s transition theory, this qualitative study employed focus group interviews with 15 undergraduate and 15 Year 12 students. Thematic analysis revealed four key themes: ‘Navigating Academic Challenges,’ ‘Expectations vs. Actual Experiences,’ ‘Impact of Challenges,’ and ‘Effective Support Strategies.’ A significant finding highlighted the discrepancy between anticipated and actual educational challenges, particularly the shift in educational expectations. The research highlights how Vietnamese students’ expectations impact their first-year experience and identifies programs aiding transitions. These findings provide insights for educational institutions and policymakers to develop targeted interventions that enhance academic performance and student well-being, contributing to cross-cultural educational transition research.

In this lightening talk, two members of the French teaching team will present recent changes to assessment made to written assessment in their programme’s final-year core modules. The talk will lay out the context for the changes, one that was shaped by increasing availability of AI and the resulting changes to students’ study practices and expectations. The processes teaching staff and students devised together to reach agreement on changes to assessment and their implementation will then be examined. The presenters will also focus on how questions related to authentic assessment, skills development and improving student confidence also fed into our thinking and we will summarise the results of the changes thus far.

The ‘traditional’ model of doctoral study assumes that candidates will study on a full-time basis and be situated on campus within a cohort of students who share similar experiences and working spaces. These conditions provide opportunities for collegiate learning, where experiences and advice can be shared, and where a strong sense of belonging can develop. This model has shifted, however, and doctoral students are now more likely to study part-time while holding full-time professional roles, or to complete their doctoral studies remotely. As such, their opportunities to participate in ad hoc peer learning situations amongst a cohort of colleagues is diminished, and this places them at a disadvantage for achieving key milestones in their doctoral journeys. This session presents a model for doctoral supervisors who support this group of students as they prepare for their viva voce. The model provides a space that simulates and condenses the collegiate peer learning that is not always available to this group, opening up opportunities for these students to speak about their thesis and receive supportive feedback outwith the formal setting of the supervision meeting or mock viva.

The University of Stirling’s Football Finance course is one of the first new FutureLearn offerings under the University’s license, designed as an accessible, entry-level introduction to financial management in football. Open to anyone with an email address, the course aims to extend the University’s reach, engage new learners beyond traditional higher education, and enhance visibility for our sport management programmes and partnerships.

Set to launch in May 2025, this eight-week MOOC will be midway through its first run at the time of this conference. This session will share early reflections on the design process, initial engagement trends, and key learnings from its development. It will also explore the potential wider benefits of online course creation, including content repurposing for on-campus teaching and strategic outreach.

By reflecting on this experience, this session hopes to provide valuable insights for colleagues considering FutureLearn or other online platforms as a means of disseminating research, engaging external audiences, or enhancing teaching resources.

This proposal presents a case study examining cross-institutional transition to Higher Education (HE) events organised collaboratively between INTO and the University of Stirling from 2022 to 2025. The initiative aligns with Scottish Enhancement Themes, specifically ‘Student Transitions’ (2014-17) and ‘Resilient Learning Communities’ (2020-23), and draws on Jindal-Snape’s (2010) perspective of transition as an ongoing process requiring tailored support.

The initiative encompassed 3-4 structured events per cohort, spread across nine months, integrating approximately 200 international students annually into the academic community early, fostering confidence and engagement. Students enrolled in shorter programmes participated in relevant events during their study periods.

Positive outcomes highlighted by the 2023 QAA review include strengthened collaboration frameworks, improved staff perceptions, and enhanced student experiences. Students reported increased understanding of university expectations, resilience, and academic participation. This study underscores the importance of structured transition support in promoting inclusive, resilient, and skilled learners.

Nursing teaching staff have expressed concern about the development of writing in students, which impacts grades. Undergraduate nursing students need to meet Scottish Certificate and Qualifications Framework (SCQF) standards and those of the Nursing and Midwifery Council (NMC). Nursing education is split between time at university and in practice; there can be tensions between SCQF, NMC requirements and nursing organisational and cultural writing practices. It is likely that these tensions add to complex socio-economic challenges faced by students, inhibiting their engagement with academic support.

To better support students we began an improvement project. This has two stages: mapping the standards and interviewing nursing staff to identify what nursing graduates will need to write; using the Behavioural Change Wheel (BCW) approach to interview a diverse range of students and develop an intervention that targets their needs. There is limited use of the BCW in education. It may lead us to novel, unanticipated interventions. A beta version of the intervention will be tested in a small group of students.

The Active Community Through Interactive Operations and Networking (ACTION) Project promotes student engagement and partnership through community involvement. Led by a research team of four academic staff and one Sports Development Officer, the project offered 11 placement opportunities to sport students taking the Professional Practice module. Students have played a significant role in planning and delivering a hybrid event featuring physical, social, and technological activities for older adults. This hands-on experience enabled students to develop skills in communication, teamwork, and event management while strengthening intergenerational engagement. The project’s inclusive environment encouraged active participation, which allows students to build meaningful relationships with older adults while strengthening their sense of social responsibility. The project’s collaborative nature created strong partnerships between students, staff, and older adults, which has enhanced social connections across all groups. By taking ownership of the event, students gained meaningful experience, contributing to their personal and professional growth.