Students as Co-authors of an Academic Development Service: A Case Study of the Study Skills Service at the University of Bristol

Abstract

Abstract With university libraries increasingly viewed as the hub of academic development, (Pearson, 2003; Fallin, 2016) the University of Bristol has recently completed a pilot project to develop academic skills support embedded within its library services, as part of the University’s ‘Bristol Futures’ initiative. This pilot, ‘Study Skills’, was indicated following the findings of a ‘Transition to University Study Group’, aiming to identify ways in which the University could better enable its students to cope with the demands of university-level study. The service would in the first instance support the transition of undergraduate students into the University of Bristol on the understanding that some of the content would be equally applicable to taught postgraduate students. A careful process of scoping was carried out, including site visits to other Russell Group universities, consultations and focus groups with staff, and consultations with students to determine how they wished to be supported in this transition. The result was a business case which set out the remit and costs for a two-year pilot project based in Library Services, which already had a strong academic engagement team. The proposal called for a blended approach (Hughes, 2007), using online resources, individual tutorials and workshops. A key principle of the pilot was the involvement of students as co-authors at every level, from the design and tone through to the content and delivery. Initially a range of focus groups, interviews, testing and feedback techniques were used to ensure that the presentation and content had strong student input. Moreover, students were employed as co-writers and deliverers of content, particularly in workshops, where a training programme enabled progression from co-presentation through modification of existing sessions, to proposal, creation and sole delivery of their own workshops. These paid student roles (titled ‘Bristol Futures Advocates’) allowed development of delivery beyond generic content to more subject-specific skills development. Similar to Peer Assisted Study Sessions (PASS) support (Packham & Miller, 2000), the Advocates delivered short drop-in sessions where they offered advice and signposting to other areas of support at the University. The Advocates initially received intensive training followed by longitudinal training in the form of monthly information sessions and the opportunity to discuss and share best practice. The project has been a clear success, with a strong uptake and positive feedback from students. For example, 99% agreed that they felt more able to complete their work after a tutorial and 91% felt they understood the topic better after a workshop. Due to its success, the service has now become ‘business as usual’ as part of Library Services and expanded to a hub-and-spoke model (Gordon & de Neufville, 1973) with faculty-facing teams centred around the central ‘hub’ of the University’s Library Services. The relationship with other library teams, particularly the academic engagement team, has allowed Study Skills to be integrated and work collaboratively as part of a network of support for students. This case study therefore demonstrates the importance of careful scoping before setting up such a service, the strengths of student co-authorship, the value of paid student roles in delivering academic development opportunities across a vastly differing range of academic disciplines and the importance of finding the right home, in this case Library Services, for an academic development service.