Context

Supporting students to become independent, self-directed learners is key to their success at university (Arndell et al., 2012, as cited in Higgins et al., 2015). Research suggests that embedding academic skills development directly within courses—rather than offering them as standalone sessions—enhances student learning and academic confidence. Gunn, Hearne, and Sibthorpe (2011) highlight that this integrated approach is particularly effective in fostering academic literacy, especially within large student cohorts.

In addition to improving academic skills, embedding support within the curriculum creates a more socially inclusive learning environment (Goldingay et al., 2014). This approach helps students feel more engaged and connected to their studies, reinforcing the likely link between sense of belonging and its contributing to students’ overall attainment.

Evaluation Questions

• Does attending embedded academic skills provision equip students with academic self-efficacy, cognitive skills and sense of belonging to support on-course attainment?
• Is there correlation between embedded academic skills provision and on-course attainment rates?

Methodology

• Pre-, mid- and post-survey implemented for School of Management and International Management and Modern Language undergraduate students in Year 1. This will utilise TASOs Access and Success validated scales and Imperial’s validated educational self-efficacy scale. Additional free text questions will support these scales.
• Non-random comparison group with matching to review those engaged and not engaged with the embedded academic skills provision to understand if there is any correlation with on-course attainment.

Type of evaluation evidence

Using the OfS standards of evidence this project will produce Type 2 (empirical evidence)

References

• Goldingay, S., Hitch, D., Ryan, J., Farrugia, D., Hosken, N., Lamaro Haintz, G. & Macfarlane, S. (2014). 'The university didn't actually tell us this is what you have to do': Social inclusion through embedding of academic skills in first year professional courses. The International Journal of the First Year in Higher Education, 5(1), 43-53. https://doi.org/10.5204/intjfyhe.v5i1.194
• Gunn, C., Hearne, S., & Sibthorpe, J. (2011). Right from the start: A rationale for embedding academic literacy skills in university courses. Journal of university teaching and learning practice, 8(1), 70-80. https://doi.org/10.53761/1.8.1.6
• Higgins, B., Reeh, M., Cahill, P., & Duncan, D. (2015). Supporting early and ongoing university student experiences through 'Academic skills adviser' services. JANZSSA: Journal of the Australian and New Zealand Student Services Association, (46), 28-32. https://janzssa.scholasticahq.com/article/73120-supporting-early-and-ongoing-university-student-experiences-through-academic-skills-adviser-services/attachment/152135.pdf

Published report

At the end of the project timeline, a report will be published on this webpage.