Programmes in higher education tend to focus attention on the
student s first year (because of concerns about student transition
and retention) and on their final year (because of student exiting
for their future careers). The middle year(s) of programmes receive
relatively little attention which can often lead to a slump in
student development at a crucial point in their studies. This book
provides practical advice that can be implemented by staff
throughout higher education institutions. Rather than providing a
set of prescriptions to be slavishly implemented, it prompts
practitioners to think constructively about curriculum design and
delivery, and about maximising student potential within the context
of their particular institution. Amongst the questions asked in
this book are:
- In what way do students perceptions of their experience shift
as they progress through the first two years of study?
- How do psychological factors bear on student engagement and
performance in the second year?
- What in the second-year curriculum might need greater
attention?
- How can the analysis of institutional data help?
This book, builds on critiques existing international research
on the mid-years experience and also features evidence from a
significant new research project from Liverpool John Moores
University, provides a number of starting points for institutions
enhancement activities as they seek to make the experience of their
students as rewarding as possible. It is a must read for
institutional managers of higher academic programmes, higher
education practitioners and anyone interested in the development of
teaching at higher education level."
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