2024/25 WIHEA Projects

Access/Barriers to PGT Study (Faculty of Arts)

Lead: Dr Aysu Dincer Hadjianastasis (History)

This project aims to gain a clearer understanding of UG students’ expectations from PGT degrees on offer in the Faculty of Arts. It focuses on identifying potential barriers to PGT applications in the Faculty, in order to enhance and maintain Warwick’s leadership in PGT provision and WP. While there is plenty of (justified) emphasis on removing barriers to access to university education at UG level, access to PGT courses is under-researched and poorly understood. Warwick’s Arts Faculty’s PGT intake varies from year to year, and diversity of intake we observe at the UG level is not necessarily replicated within the PGT cohort. The project aims to understand the reasons behind this, with a view to improve processes and policy, as well as provision.

Embedding coaching practices in student-supporting roles

Lead: Dr Gioia Panzarella (GSD)

This project investigates the synergies between coaching and educational settings with a focus on student supporting roles. Working closely with a Research Officer, we aim to identify some core principles and techniques to be tailored to align with specific educational priorities and practices, at institutional or departmental level. As a starting point, we will use the design of a workshop open to Warwick staff members as a case study. Ultimately, this will help us start a research project committed to promote a wider understanding of coaching among educators, and contribute to a wider range of initiatives designed to promoting a coaching culture at Warwick and in the HE sector.

Intercultural insight: reflective practices for GTAs

Lead: Dr Zi Wang (Student Opportunity)

This project, consisting of two repeated two-hour workshops, aims to enhance GTAs’ reflection skills by getting them to apply some useful models, and to investigate their intercultural experiences in their teaching. While reflective practices are highly valued in the professional development of novice teachers such as the APP PGR programme at Warwick, the level of GTAs’ reflexivity and the quality of their reflection could be improved due to their lack of experience and lack of training. We would particularly like to draw GTAs’ attention to the intercultural aspect of their experience, because intercultural encounters make a large part of their teaching experience at Warwick and can be challenging.

Student focus groups to support disability-linked inclusion

Lead: Dr Romain Chenet (GSD)

Inclusion is and will remain at the heart of this pilot project, targeting needs for a rounded and student-led view of where barriers or impediments to undergraduate student inclusion may exist amidst complex phenomena: varied administrative, pedagogical, and societal dimensions that result in multi-layered and diversely embodied experiences amongst learners affected by students with Specific Learning Differences and/or neurodiversity conditions (SpLDs-ND) whilst undertaking undergraduate degrees. The project will advance via focus group sessions led by a staff member and student researcher, with 5-6 attendees per session. The researchers involved have personal experiences with SpLDs-ND statuses, and we commit to a compassionate, learner-centred, and generative approach in pursuing this project.

Interdisciplinary Support Tool for Academic Literacies

Lead: Dr Laura Gelhaus (PAIS)

Students on joint degrees like PPE often face unique challenges navigating differing academic expectations across disciplines. This project addresses that gap by developing a self-assessment tool to help first-year PPE students identify their academic literacy needs and access tailored support from across departments and university services. Co-created by students and staff, the tool will surface hidden curriculum expectations and promote inclusive, interdisciplinary learning. Aligned with WIHEA’s strategic themes, the project supports educational excellence and could be expanded to other joint degree programmes, ensuring all students are empowered to succeed in their academic journey.

A snapshot on Warwick international students via Student Feedback Survey

Lead: Dr Massimiliano Tamborrino (Statistics)

This project uses Student Feedback Survey (SFS) data to better understand the lived experiences of international students at Warwick. By analysing past responses, the project will explore wellbeing, academic challenges, use of AI, and awareness of support services—offering a valuable snapshot of international student needs and perspectives. Aligned with WIHEA’s International Learning Circle goals, this work contributes to enhancing inclusion, wellbeing, and academic success. Though only a first step in a broader initiative, the findings will inform departmental strategies, support services, and institutional priorities—ultimately aiming to foster a more responsive and supportive environment for Warwick’s global student community.

'Teaching in a Time of Crisis' workshop

Lead: Dr Simon Peplow (History)

In a world of global pandemics, political unrest, environmental collapse, the cost-of-living crisis, and the financial devastation of Higher Education, educators and students are navigating a shared sense of precarity. As educators, we must adapt our methods, rethink pedagogies, and explore innovative ways to engage students, while addressing the complexities of the present moment. We will hold a one-day workshop at the University of Warwick on 29 May 2025, titled ‘Teaching in a Time of Crisis’, which will bring together educators, researchers, and students to collaborate on developing approaches for how education can navigate and respond to contemporary crises.

Warwick Belonging Framework x Disabled Student Champions Network

Lead: Dr Mark Pulsford (Education Studies)

This project will fund departments to use the Warwick Belonging Framework to understand their disabled students’ sense of belonging. In doing so, it will support development of the Framework itself. The funds will allow colleagues in departments to partner with disabled students to jointly complete a belonging evaluation and planning document.

AI Horizons: Developing a Digital Skills Pathway through the Warwick Award

Leads: Matt Steet (FOLD), Dr Zoe Pflaeger Young (WMG) & Dr Freeha Azmat (Student Opportunity)

In an age defined by rapid technological change, developing AI literacy is no longer optional—it’s essential. The Development of a Warwick Award Pathway for Digital Skills project responds to this need by creating a new route within the Warwick Award that empowers students to engage critically and confidently with artificial intelligence. This initiative offers accessible, interdisciplinary resources and hands-on learning opportunities that help students understand AI not just as a technical tool, but as a force shaping society, ethics, and the future of work. With a strong emphasis on co-creation and cross-departmental collaboration, the pathway reflects the diverse academic journeys of Warwick students. By bridging theory and practice, it prepares graduates to navigate digital transformation with insight, integrity, and impact—equipped to apply AI meaningfully in their academic, professional, and civic lives.

Towards Inclusive Assessment: Co-Creation, Community Resources, and Curriculum

Lead: Dr Bryan Brazeau (WIHEA Alumnus and Head of Liberal Arts), Dr Kim Lockwood-Clough (DSEP Liberal Arts)

This collaborative project breathes new life into the Liberal Arts Study Skills and Community Resources page, originally co-created during the pandemic to support the transition from first to second year. With student partnership at its core, the project reimagines what inclusive academic support can look like - moving beyond traditional skills guides to co-create a dynamic, student-informed hub that reflects the realities and needs of diverse learners. Working closely with Library staff and drawing on inclusive assessment principles, the team audited and refreshed existing content while developing new resources shaped by student voices. The outcomes include not only a revitalised online resource but also a set of student-authored reflections and actionable recommendations that will inform the 2025–26 Liberal Arts curriculum review. The project exemplifies the power of co-creation, offering a model for embedding inclusive practice across departments and shaping a more equitable academic experience for all.

Assessed Groupwork Scoping Activity

Leads: Dr Tom Greenaway (Student Opportunity) and Dr Mujthaba Ahtamad (WMG), Designing and Assessing Group Work

We currently do not know the extent to which assessed groupwork is used across the university, how many students experience it, and what the different assignment creation and assessment practices are currently being used. As such, we do not have clear examples of best practice or certainty on what the most common practices are. We need to research current practices across the university to help establish best practices and find ways of improving existing practice. Getting an overview of how assessed teamwork is used across the university will enable us to identify areas of excellence and areas where we can target for improvement.

To operationalise and strategically integrate the Warwick Belonging Framework across the University

Leads: Dr Tom Ritchie (Chemistry) and Inca Hide-Wright (Leadership and Management Development), Building Belonging Framework

This funding request supports the continued collaborative development and implementation of the Warwick Building Belonging Framework. By funding student participation in learning circle activities, we can:

• Sustain Collaborative Development: Maintain the collaborative approach that was instrumental in creating the framework by paying students for their time and expertise.
• Enhance Framework Effectiveness: Enable students to actively engage in testing and refining the framework through hands-on application and user feedback.
• Promote Framework Dissemination: Support student participation in the Warwick Education Conference, facilitating the sharing of knowledge and best practices related to the Warwick Belonging Framework across the University.

Mapping of Warwick Internationalisation Activities

Leads: Dr Massimiliano Tamborrino (statistics) & Daniel Jones (WFS)

In support of Warwick’s International Strategy 2024–2030, this project will create a searchable database of internationalisation-related initiatives across the University. By capturing details of past, ongoing and planned projects - from their aims and departments involved to their resources and outcomes - the database will offer a valuable overview for staff, students and the wider WIHEA community. This cross-departmental effort addresses a clear need for transparency and knowledge-sharing, helping to avoid duplication, spotlight innovation, and identify future opportunities. It’s a vital first step toward a dynamic, university-wide resource that supports internationalised education and research.

Pilot Project to Capture Digital Education Capabilities in UK Universities

Leads: Matt Street (FOLD) & Dr Martyn Parker (Statistics)

This pilot project explores how Warwick’s digital education strategy compares with peer institutions across the UK. Informed by sector reports such as Gravity Assist and Advance HE’s digital review, the study draws on public data and student insights to benchmark priorities, resourcing and institutional support. With Warwick’s digital practices appearing fragmented, this project highlights opportunities for improvement, alignment and innovation. The findings will inform a larger study capturing educators’ lived experiences with digital tools and pedagogy. Ultimately, the aim is to help Warwick become a sector leader in digital education, strengthening its strategy and impact through evidence-based insight.

Addressing Compassion Fatigue in Higher Education: Disseminating Knowledge and Best Practices

Leads: Dr Luke Hodson & Dr Gemma Gray (Psychology)

While compassion in higher education enhances wellbeing, motivation, and innovation, growing evidence points to the rising cost: compassion fatigue. Academic staff are increasingly vulnerable due to heightened pastoral demands, yet research and institutional support remain limited. This project aims to raise awareness of compassion fatigue among HE staff by sharing current research and practical strategies. By highlighting effective responses and fostering discussion, the project supports sector-wide wellbeing and resilience. Aligned with the theme of Innovation in Education Practice, it encourages institutions to recognise and address this emerging issue as central to sustaining compassionate, high-performing learning environments.

Inclusive Assessment Student Session

Leads: Dr Kerry Dobbins (ADC) Dr Thomas Popham (Engineering)

This Learning Circle aims to reimagine assessment and feedback practices by fostering inclusive, authentic, and compassionate approaches that support student success and wellbeing. Recognising the challenges assessments can pose, the group provides a space for staff and students to critically evaluate current practices and co-create meaningful, future-facing solutions. Emphasising interdisciplinarity, digital fluency, and employability, the Circle champions diverse methods that reflect learners’ identities, aspirations, and needs. Through dialogue, collaboration, and innovation, the Circle seeks to shape an institutional culture where assessment is not only a measure of achievement, but a powerful driver of learning, equity, and personal growth.

WIHEA Academic Literacies Learning Circle Symposium

Leads: Dr Susie Cowley-Haselden (WFS)

This annual symposium, led by the WIHEA Academic Literacies Learning Circle, empowers staff and students to radically reimagine how academic literacies are developed and supported at Warwick. Aligned with WIHEA’s strategic themes, the event fosters creativity, authenticity, and inclusivity in learning—recognising diverse epistemic heritages. More than a forum for discussion, the symposium drives action: last year’s event shaped feedback on Warwick’s Education White Paper; this year’s will culminate in a bold declaration calling for change in curriculum and assessment design. The symposium aims to position Warwick as a national leader in critical and creative academic literacies practice.

Perceptions of Support for Teaching Focused Academic Promotions’

Leads: Dr Simon Peplow (History)

This project investigates how Teaching-Focused staff at Warwick experience the academic promotions process, aiming to identify both best practices and areas for improvement. Through an anonymous survey, the project will explore staff perceptions of support across all stages—from initial consideration to final outcomes. Findings will inform the Teaching Recognition and Reward Learning Circle’s goals for 2024/25, particularly in understanding recognition, equity, and the impact of workload models. The project seeks to develop practical resources and recommendations to better support Teaching-Focused colleagues and enhance transparency and fairness in academic progression across the University.

Pedagogies of Public and Community Engagement LC Away Day

Leads: Dr Gioia Panzarella (GSD) Prof. Jonny Heron (IATL)

As part of our 2024–25 goals, the Pedagogies of Public and Community Engagement Learning Circle is hosting an in-person away day to build deeper connections between members and experiment with community engagement practices in a live setting. This event will support our aims to facilitate knowledge exchange, strengthen inclusion and ethics in public engagement, and develop a sustainable forum or network for Warwick staff, students, and external partners interested in this work. Hosting the event at the Herbert Gallery in Coventry reflects our commitment to working in meaningful collaboration with local communities.

Digital Development Pathways for Staff

Leads: Matt Street (FOLD) Dr Martyn Parker (statistics)

In a rapidly evolving digital landscape, this project aims to equip Warwick staff with the skills needed to thrive. Using the JISC Digital Capability Framework, we will identify skill gaps among teaching staff in WMG as a pilot, co-creating solutions with PhD students and partnering with FOLD and IDG. Mapped LinkedIn Learning resources will support tailored development, feeding into a long-term pathway that includes workshops and iterative feedback. Aligned with Warwick’s Education and Student Experience Strategy, the project promotes digital fluency, innovation, and continuous learning—laying the foundation for scalable staff development across departments.

Belonging and Inclusivity: A Space for International and Neurodivergent Students in Higher Education

Leads: Naveera Abhayawickrama (Law), Dhvani Patil (Liberal Arts) and Youn Affejee (WMG)

This project aims to examine the inclusivity of informal spaces at the university, focusing on sports societies and departmental social areas. The primary focus will be to assess the accessibility of these environments, particularly for international and neurodivergent students, who face unique challenges navigating such spaces. By identifying specific problems encountered by this demographic of students, the project seeks to escalate concerns for further action.

Doctoral Values - Culture Cafes

Lead: Josh Davies (Chemistry) and Betty Fekade (Biology)

This project will establish a set of Doctoral Values co-created by PGR student partners to be included in the University's PGR strategy. It will enable students across disciplines to share experiences and values, where they often lack the platform in the underrepresented PGR space. Through a series of in-person and online facilitated focus groups, PGR students will share and discuss their experience of their PGR journey, the values upon which their journey is built, and what values they identify as important to them.

Understanding University Students’ Perceptions of Using AI to Enhance Study Skills: An Exploratory Study

Leads: Yanyan Li (Applied Linguistics), Meifang Zhuo (Applied Lingustics) and Gunisha Aggarwal (Economics)

The growing recognition of AI to optimise students’ skill development and support learning in higher education (HE) is transformative. Its impact on academic activities including writing and speaking, as well as interactional skills is significant and unstoppable. While existing research largely discusses the use of AI within limited disciplines and levels of study and from the educator’s perspective, there remains a gap in understanding how students themselves perceive and utilise AI in their study process. Specifically, little is known about students’ accessibility to AI tools, what academic practices that they employ AI for (e.g., academic writing, conversational practices) and how, and their motivation and concerns for incorporating AI into their study routines. Therefore, this exploratory study will explore students’ perceptions of AI as a tool for enhancing study skills across the University of Warwick.