Building on more recent research into the day-to-day experiences of mature students in higher education, e.g., Gregerson and Nielsen (2023), we are now keen to explore in more detail the ‘lived experience’ of mature students by exploring their daily routines and challenges they face, their motivations, self-esteem, perceptions of study and the ways which they manage a complex array of ‘life’ challenges.

The method will be to use focus groups to discuss themed questions, e.g., motivation for study; daily challenges; and then to follow up with individual, semi-structured interviews.

Researchers will employ a thematic analysis to categorise the data, with an additional examination of the discourse that sits underneath such themes, e.g., the ways in prevailing societal discourses and constructions make an impact on learners’ motivation for study and self-esteem. To achieve this, the department will use research assistants and/or existing academic staff who have experience of qualitative research.

Output: A report will be produced to develop further CLL’s strategies and provision as well as offering potential for dissemination across the university and beyond.

The WFS cohort is made up of international pre-undergraduate and pre-postgraduates. Some of the challenges students experience arise from studying in a culture and language other than their own.

Two PGRs were employed to research and report on inclusive assessments across the International Foundation Programme (IFP), the Pre-sessional English (PSE) and Warwick Summer Schools (WSS), with specific reference to how inclusive students find assessments and how accessible information surrounding assessments is.

The PGRs wrote a report based on their findings, which included the following key observations and recommendations:

• Assessments: Although there was a range of assessment types which offered flexibility, consideration should be given to where choice can be integrated into assessments.
• Information regarding assessments: Information on assessments was provided but not all students understood it or the regulations around examinations, nor did they feel confident enough to ask. It was recommended that information was made available in different formats.
• Feedback: Students found some terminology used in feedback inaccessible, e.g some referenced being told to “think critically”. It was recommended that feedback be offered in different formats.

Next steps: A key principle will be to co-create with students and embed inclusive practice as a priority. The department is working on providing information about assessments in different formats and integrating this into curricula. WFS intends to work with students to co-create templates which can be used to explain assessments and exam regulations. WFS also plans to develop a set of agreed terminology to use across programmes and publish this in handbooks with a glossary and explanation of terms. The department also plans to work with students to co-create assessment types which include more opportunity for choice.

Georgina Pilling, Sports Engagement Officer at Warwick Sport, works to increase student and staff engagement in physical activity.

She explains: "We have over 50 hours of free sport per week and we are striving to grow this further. One of our key aims is to ensure our Active Wellbeing programme is inclusive for all."

In September 2023, the Active Wellbeing Team collaborated with Autism at Warwick society to help develop the Rock Up & Play sessions on offer at the Sports and Wellness Hub. These sessions are free and allow participants to enjoy a non-competitive environment for all abilities.

Members of the society were given a tour of the Sports and Wellness Hub, and this prompted discussions on how the team could best support their members. As a result, Sensory Friendly Table Tennis sessions were planned into the timetable.

"I worked closely with the president of the society to ensure we reduced any barriers to accessing this session," added Georgina. This included creating a video of the route you would need to take to find the room in which the session was taking place."

Outputs: Find out more about Warwick SportLink opens in a new window and the Rock Up & Play sessionsLink opens in a new window.

Next steps: Due to the successful collaboration, The Active Wellbeing team plans to continue to work with Autism at Warwick to improve the society's student experience.

The team also aims to work with other societies and the Inclusive Education to improve provision for all abilities.

The Widening Participation Lifecycle Team supports current and incoming students who are care leavers, estranged from their families or UG/PGT Sanctuary Scholars (usually seeking asylum).

Students from these backgrounds are eligible for additional financial bursaries, 52-week on-campus accommodation and pastoral support from the Widening Participation team.

The team also helps signpost students who are refugees or asylum seekers, or students with caring responsibilities, to internal and external support services.

Outputs: The following webpages are useful for staff signposting students as well as to find out more about supporting independent students.

• Independent students who are Care LeaversLink opens in a new window 
• Independent students who are EstrangedLink opens in a new window 
• Sanctuary ScholarshipsLink opens in a new window 

Next steps: The Lifecycle team is reviewing its offer of support for care leavers, estranged students and Sanctuary Scholars and is speaking with other teams across the university about additional opportunities to offer support, particularly in relation to the OfS’s Equality of Opportunity Risk Register (EORR).

The team is also looking for opportunities to develop support for students from other groups, such as young adult carers. If you would like to discuss this work, email:

As part of the Students First User Experience Programme (part of Student Experience Strategy 2023-28), the Student Experience Division hosted an inaugural International Student Roundtable, which sought to understand the lived experience of international students in order to uncover barriers they face outside core teaching and learning, and drive thematic improvements in prominent aspects of their experience.

Twenty-five international students attended and shared their views, looking at four main stages of their student lifecycle:

• Pre-arrival
• Settling in/living in the UK
• Extra-curricular/social activities
• Next steps after graduation

Following the event, a lot of ‘quick wins’ were identified alongside some medium/long term enhancement opportunities. A programme of rapid improvement was put in place to benefit the coming cohort of new international students. For example:

• Information given at pre-arrival stage was consolidated and strengthened to be structured, specific, relevant and timely;
• International Student Success e-learning course subscription, which addresses key barriers and provides practical tips;
• A team of International Student Ambassadors was created to provide peer-based support from Welcome until the end of Week 6, Term 1;
• International Student Support webpage co-created with students which received more than 33,000 views in September and October 2023.

Output: Read the International Student Experience Enhancement 2023 report and the International Student Roundtable Report (Part 1)

Next steps: The team is now part way through the evaluation stage. The second International Student Roundtable took place on November 29 2023, focusing on all new students to capture cohort differences and identify further opportunities for improvement. The team is now working on the second part of the report, which focuses on international students' wider experience during their studies and next steps after graduation.

The Positive Digital Practices project was a collaboration with The Open University (lead), Bradford University, Student Minds, JISC and UHMAN (University Mental Health Advisers Network).

The aim of the project was to develop, scale up, embed and sustain positive practices that proactively consider mental wellbeing in learning for part-time, commuter, distance and mature learning students. Warwick led on the Positive Pedagogies work area, with a targeted intersectionality focused on mature students.

Resources were created in the areas of Digital Literacy & Wellbeing, and Wellbeing in Assessment. This involved carrying out listening workshops, surveys, co-creation workshops and subsequent resource creation and evaluation.

Digital Literacy

All students reported feelings of frustration and anxiety related to digital literacy and described the negative impact this had on their confidence. Outside of formal IT support, students identified that some of the best digital literacy assistance was found among fellow peers. There were some simple workarounds shared by the students, but there was no forum for wider sharing.

At the same time, the challenge of juggling study, work and family commitments prevented supportive peer connections being made. To overcome these issues, a webpage of peer-created digital literacy content was created to provide advice and encouragement from peers and to destigmatise the anxiety and worry caused by a lack of digital literacy.

Assessment Guidance

Students reported a wide variety of links between wellbeing and assessment. It was clear through the discussion that not one type of assessment was preferred over others. Instead, anxiety relating to assessment fell into three categories:

• Assessment Design & Feedback
• Provision of Continuous Preparation and Scaffolded Instruction
• Peer Inclusion & Connection

The range and scope of these challenges led to the development of a Best Practice Assessment Guidance for Part-time, Commuter, Distance and Mature Students. This is aimed at practitioners and is filled with links to the Warwick Wellbeing Pedagogies Library, and to wider sources of support, providing clear and immediate help to staff looking to implement its guidance.

Outputs: Explore the Positive Digital Practices project webpage to find information on Assessment Guidance, the Warwick-specific Digital Literacy Journey Map and other useful Student Resources.