Much focus is placed on belonging, but arguably what has more impact on student and staff wellbeing is knowing that we matter. 'Mattering' in higher education can be defined as approaches and interventions which show that the university cares, and that students and staff matter as individuals. This practical workshop will use a research-based framework and evidence informed recommendations, providing participants with tools to design and manage
programmes to enhance both student and staff experience.
Beyond belonging – building mattering into programme design, Rebecca HodgsonSEDA
Much focus is placed on belonging, but arguably what has more impact on student and staff wellbeing is knowing that we matter. 'Mattering' in higher education can be defined as
approaches and interventions which show that the university cares, and that students and
staff matter as individuals. This practical workshop will use a research-based framework and
evidence informed recommendations, providing participants with tools to design and manage programmes to enhance both student and staff experience.
This presentation is part of a workshop I run on Approaches to Doctoral Supervision as part of a Research Supervision Module for new doctoral supervisors.
Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
How to engage students as individuals as they experience a personal intellectual journey, while systematically understanding and enhancing the quality of the learning environment at the level of the course, faculty and whole institution.
The mission of advising is to use a teaching and learning approach that empowers students as they clarify and realize their goals through both curricular and co-curricular engagement.
Beyond belonging – building mattering into programme design, Rebecca HodgsonSEDA
Much focus is placed on belonging, but arguably what has more impact on student and staff wellbeing is knowing that we matter. 'Mattering' in higher education can be defined as
approaches and interventions which show that the university cares, and that students and
staff matter as individuals. This practical workshop will use a research-based framework and
evidence informed recommendations, providing participants with tools to design and manage programmes to enhance both student and staff experience.
This presentation is part of a workshop I run on Approaches to Doctoral Supervision as part of a Research Supervision Module for new doctoral supervisors.
Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
How to engage students as individuals as they experience a personal intellectual journey, while systematically understanding and enhancing the quality of the learning environment at the level of the course, faculty and whole institution.
The mission of advising is to use a teaching and learning approach that empowers students as they clarify and realize their goals through both curricular and co-curricular engagement.
By Hazel SmithThe Doctoral IdentityEssential QuestionsTawnaDelatorrejs
By Hazel Smith
The Doctoral Identity
Essential Questions
What are some common reasons that individuals choose to seek a doctoral degree?
What academic and professional dispositions should doctoral learners embrace and demonstrate?
How are expectations for learners different at a master’s level than the doctoral level?
In reviewing one’s weekly commitments, how much time and rigor will the dissertation journey require?
What is the role of the scholar versus the practitioner?
What is scholarly writing and what does this mean for the doctoral learner?
Introduction
Individuals embarking on a doctoral journey are novice researchers. Novice researchers encounter multiple
academic demands couched in an intensive scholarly culture (Baker & Pifer, 2011). The ease with which
doctoral learners adapt to these changes and demands is predictive of their completion rates. In essence, the
doctoral journey is much more intense than prior academic programs. Therefore, learners can expect multiple
personal, emotional, and academic challenges. This chapter focuses on developing and internalizing the
doctoral identity that emerges from being a novice doctoral learner at the beginning of a program, to becoming
an in�uential scholar who actively contributes to a specialized discipline upon graduation.
Reasons for Pursuing a Doctorate
According to Ivankova and Stick (2007), a con�uence of elements motivate learners to pursue a doctoral
degree. For some, motivators may be intrinsic, such as the desire to acquire additional academic skills or to
engage in the thrill of authentic research. The desire to deepen already acquired knowledge coupled with the
drive to research unchartered areas in a given �eld underpins these intrinsic elements. Extrinsic reasons such
as the desire to embark on a new career cause others to pursue a doctorate. According to Ivankova and Stick
(2007), here are some of the common reasons for pursuing a doctorate:
To increase earning potential
To enhance professional self-esteem and con�dence
To earn respect from peers and colleagues
To expand scholarly writing skills couched in peer reviews and feedback
To hone research and publishing expertise
To acquire professional collaboration skills in higher education
To improve interpersonal communication skills
To �nd one’s purpose and thirst for knowledge
To contribute original research to the knowledge based in one’s �eld of interest
To demonstrate intellectual potential
To achieve long-term professional goals.
In sum, learners have many intrinsic and extrinsic reasons for pursuing a doctorate. While the reason differs
for each individual, keeping the reason in focus helps retain momentum as the program moves along.
Professional Dispositions of Doctoral Learners
The College of Doctoral Studies (CDS) at Grand Canyon University (GCU) has laid out comprehensive
dispositions, or characteristics, for learners to adopt as they embark on and undertake their doctoral deg ...
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This presentation reports on a model for an incremental trajectory for building confidence and competence in peer assessment and feedback for Higher Education learners. The model was developed from a case study of a postgraduate programme in an Irish Higher Education context. Arising from a small-scale study incorporating a combination of student feedback, teacher observations and informed by relevant literature (for more detail on the methodology underpinning the development of the model see Egan and Costelloe, 2016), the model recognises that giving and receiving peer feedback is not an innate skill and that learners require a scaffolded approach to develop the requisite skills (Adachi et al, 2018; Cassidy, 2006). This presentation focuses specifically on the ‘peer feedback’ component of the proposed model and outlines how the model might support incremental skill development, particularly (i) the ability to assess others, (ii) the ability to give and receive feedback and (iii) the ability to make judgments. The model suggests that learners should firstly become comfortable engaging in self-assessment tasks, which should incorporate a form of feedback from a more competent other. From here, self-assessment and peer-assessment should commence to allow the learner to understand how a peer may perceive elements of assessment and feedback differently. Following this, group-to group peer assessment and feedback is encouraged, as this can enhance confidence in judgement and communication of feedback. From this point, one-to-one and one-to-group peer assessment and feedback can commence.
We argue that such an approach encourages the use of peer assessment as and for learning, whereby students are gradually scaffolded - through various formative “low stakes” assessment tasks and activities - to develop the ability to provide formative peer feedback. While the model requires further testing and validation, it offers a pathway for practitioners for the incremental development of peer assessment and feedback skills.
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What role can generative AI, such as ChatGPT, play in producing academic content that can be taught to students? This session explores the results of a mixed-methods study
evaluating the comparative performance of human-generated and AI-generated educational materials. Through a mixture of psycholinguistic analysis of AI- and human-generated teaching content and a quantitative survey of their impact on students, we examine the capabilities and limitations of generative AI as a tool to deliver higher education.
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What are some common reasons that individuals choose to seek a doctoral degree?
What academic and professional dispositions should doctoral learners embrace and demonstrate?
How are expectations for learners different at a master’s level than the doctoral level?
In reviewing one’s weekly commitments, how much time and rigor will the dissertation journey require?
What is the role of the scholar versus the practitioner?
What is scholarly writing and what does this mean for the doctoral learner?
Introduction
Individuals embarking on a doctoral journey are novice researchers. Novice researchers encounter multiple
academic demands couched in an intensive scholarly culture (Baker & Pifer, 2011). The ease with which
doctoral learners adapt to these changes and demands is predictive of their completion rates. In essence, the
doctoral journey is much more intense than prior academic programs. Therefore, learners can expect multiple
personal, emotional, and academic challenges. This chapter focuses on developing and internalizing the
doctoral identity that emerges from being a novice doctoral learner at the beginning of a program, to becoming
an in�uential scholar who actively contributes to a specialized discipline upon graduation.
Reasons for Pursuing a Doctorate
According to Ivankova and Stick (2007), a con�uence of elements motivate learners to pursue a doctoral
degree. For some, motivators may be intrinsic, such as the desire to acquire additional academic skills or to
engage in the thrill of authentic research. The desire to deepen already acquired knowledge coupled with the
drive to research unchartered areas in a given �eld underpins these intrinsic elements. Extrinsic reasons such
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To increase earning potential
To enhance professional self-esteem and con�dence
To earn respect from peers and colleagues
To expand scholarly writing skills couched in peer reviews and feedback
To hone research and publishing expertise
To acquire professional collaboration skills in higher education
To improve interpersonal communication skills
To �nd one’s purpose and thirst for knowledge
To contribute original research to the knowledge based in one’s �eld of interest
To demonstrate intellectual potential
To achieve long-term professional goals.
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Beyond belonging - building mattering into programme design, Rebecca Hodgson
1. 09/11/2023
Professor Rebecca Hodgson, UoM 1
Beyond Belonging: building
‘mattering’ into practice
Programme design for student and
staff well-being
Professor Rebecca Hodgson
rebecca.hodgson-2@manchester.ac.uk
SEDA Autumn Conference, 2023
Belonging and mattering
“There is an important distinction between belonging and
mattering; namely, belonging to a group is not sufficient to
elicit feelings of mattering. ... for persons to matter, not only
must their presence in the group be acknowledged, but they
must also feel as though they are important ...
....increased feelings of mattering may increase a sense of
belonging...
(France & Finney, 2009: 111)
2. 09/11/2023
Professor Rebecca Hodgson, UoM 2
Background
• My earlier research identified an ‘academic identity nexus’:
the factors forming stable, confident professional identities in
higher education
• Four interdependent factors: self-efficacy; agency (optimal);
belonging; and mattering
• Can be applied to staff and students in higher education (and
professional identities more widely)
• A literature review (Austen, Hodgson, et al 2021) on access,
retention, attainment, and progression filtered 14,000 pieces
of literature into 161 sources for thematic review – ‘mattering’
emerged as a key theme
• ‘EDI in action’ workshop (Dec 2022) co-led by international
students: mattering emerged as a key theme
Resilience:
maintenance
of wellbeing
Mattering
attention (awareness)
importance
reliance (two-way)
appreciation
Self-efficacy
mastery experiences
modelling
persuasion
physiological reactions
Agency (optimal)
ownership
contribution
scaffolded
Belonging
connectedness
acceptance
legitimacy
shared values
from Hodgson, 2017, 2018
Professional identity
nexus
3. 09/11/2023
Professor Rebecca Hodgson, UoM 3
Mattering in HE: students
• Mattering – a focus for positive change
• Much focus has been placed on belonging, but arguably
what has more impact is students knowing that they
matter.
• ‘Mattering’ in higher education can be understood as
approaches and interventions which show that a
university cares and that students matter as individuals
– that they are important to us.
• Approaches and interventions designed from a student-
centred perspective, that have a positive impact on the
student experience, may support a sense of ‘mattering’
Mattering in HE: staff
• As with students, arguably what has more impact than
‘belonging’ is staff knowing that they matter.
• Manifests at the micro (local) and macro (institutional)
scale
• The most influential interactions / experiences seem to
occur at the local level and via the overall culture of the
institution
• Professional development like PgCAP programmes can
help support development of confident professional
identities
4. 09/11/2023
Professor Rebecca Hodgson, UoM 4
What might mattering ‘look like’
for staff?
What might this look / feel like for staff?
Component of
mattering
Colleagues know your name (and can pronounce it)
Your identity is respected
You are invited to meetings and included in team communications
Your development needs are identified and provided for
You have clarity / structure in terms of your responsibilities
Attention (or
awareness)
You are treated as an individual by the university
You feel known personally by key colleagues
You have a mentor and a line manager who spend time with you
Your opinion counts / is sought by colleagues
You are supported practically and emotionally by colleagues
Your contributions are encouraged and valued
You undertake work that matters to you and your team / institution
Importance
You can make a direct and positive contribution to your team / programme / Department
You have opportunities to be a key part of a team
Colleagues and / or students seek you out for support and you are in turn supported
You have opportunities for co-creation (e.g. teaching, research, policy) with colleagues and students
Reliance
(two - way)
Your work provides opportunities to demonstrate successes and achievements
Colleagues and line managers notice and acknowledge your efforts and achievements
Your institution offers opportunities for reward and recognition for the work you do
Your contributions are recognised and rewarded
Colleagues, line managers, and students provide positive and constructive feedback
Appreciation
What might mattering ‘look like’
for students?
What might this look / feel like for students?
Component of
mattering
Key peers and tutors know your name (and can pronounce it)
Your identity is respected
You are invited to peer meetings and included in peer communications
Your development needs are identified and provided for
You have a mentor and a personal tutor
Attention (or
awareness)
You are treated as an individual by the university
You feel known personally by key university staff
You have a mentor and a personal tutor who spend time with you
Your opinion counts / is sought by peers and tutors
You are supported practically and emotionally by peers and tutors
Your contributions are encouraged in taught sessions
You do work on your course that matters to you and the world
Importance
You can make a direct contribution to your course
You have opportunities to be a key part of a team (group work, learning, assessment)
You have opportunities to support peers and are in turn supported
You have opportunities for co-creation with peers and tutors
Reliance
(two - way)
Your course provides opportunities to demonstrate early successes and achievements
Peers and tutors notice and acknowledge your efforts and achievements
Your course offers opportunities to win prizes and awards
Tutors recognise your contributions in class
Tutors provide positive and constructive feedback
Appreciation
5. 09/11/2023
Professor Rebecca Hodgson, UoM 5
Identity framework: relationships
Inter-relationships
Concept
requires a sense of mattering (importance, appreciation)
impacted by self-efficacy
impacted by agency
belonging
requires a sense of belonging (connectedness, acceptance)
requires opportunities to develop self-efficacy
impacted by agency
mattering
reinforced / undermined by belonging / not belonging
reinforced / undermined by mattering / not mattering
reinforced / undermined by appropriate / inappropriate agency
self-efficacy
a mechanism for / manifestation of belonging (legitimacy)
a mechanism for / manifestation of mattering (reliance)
reinforces / undermines self-efficacy
agency
Literature review
• Austen, L., Hodgson, R., Heaton, C.,
Pickering, N., and Dickinson, J. (2021)
Access, retention, attainment,
progression – an integrative literature
review, Advance HE: York
• Recommendations as to ‘what works’
6. 09/11/2023
Professor Rebecca Hodgson, UoM 6
Access: what works?
• Supporting students to access HE by helping them to navigate
existing systems and processes and overcome barriers
– Outreach; Information, Advice and Guidance; Financial
support
• Understanding our institution and where under-
representation is
• Focus on culture, policies, staff-base, and practices, to attract
and support the students who are under-represented and/or
disadvantaged.
– Admissions; Embracing diversity
Retention: what works?
At the level of the institution:
• Financial aid (hardship funds); childcare; travel support
• Personalised interventions
At the level of the course:
• Proactive academic-student contact
• ‘Mattering’ in teaching and learning interactions
• Facilitate creation of learning communities by
pedagogical design
• Opportunities to have early ‘successes’ (a primary flag in
learner analytics information)
7. 09/11/2023
Professor Rebecca Hodgson, UoM 7
Attainment: what works?
• Provide financial student support but as part of multi-intervention
programme e.g. including careers seminars
• Focus on transition and induction
• Adopt a student-centred pedagogy e.g.
– active
– problem-based
– experiential
– peer supported learning
• Use open access educational resources
• Focus on supporting psycho-social behaviours of learning and
combine with data analytics
• Use peer mentoring/tutoring as part of a wider programme of activities
Progression: what works?
• Investment via multi-faceted interventions which provide
more than one opportunity to develop student progression to
employment (work experience AND careers interventions
AND mentoring)
• Opportunity via work placements, sandwich placements and
internships can have a positive experience on student
progression outcomes, and can provide a levelling/equalising
effect(WP) on graduate outcomes
• Assumption that the development of behaviours (confidence,
resilience) and employability skills (in or out of the
curriculum) will lead to longer term employment successes
8. 09/11/2023
Professor Rebecca Hodgson, UoM 8
Thinking holistically…
Early interventions
Curriculum aligned
Financial aid
Extra Curricular
Personal support and guidance
Learner analytics
References
• Austen, L., Hodgson, R., Heaton, C., Pickering, N., and Dickinson, J. (2021) Access, retention, attainment, progression – an integrative
literature review, Advance HE: York
• Bobek, B. L. (2002). Teacher Resiliency: A Key to Career Longevity. The Clearing House: A Journal of Educational Strategies, Issues and
Ideas, 75(4), 202–205.
• Elliott, G. C., Kao, S., & Grant, A.-M. (2004). Mattering: Empirical Validation of a Social-Psychological Concept. Self and Identity, 3(4),
339–354
• Hodgson, R (2017) New lecturers’ journeys: the formation of the academic in higher education, Sheffield Hallam University, Sheffield
• Hodgson, R (2018) A new model for academic identity, The 6th International Conference for Academic Identities, Hiroshima, Japan, 19-
21 September 2018 http://rihe.hiroshima-u.ac.jp/en/2018/09/9-19en/
• France, M. K., & Finney, S. J. (2009). What Matters in the Measurement of Mattering? A Construct Validity Study. Measurement and
Evaluation in Counseling and Development, 42(2), 104–120.
• May, V. (2011). Self, Belonging and Social Change. Sociology, 45(3), 363–378