- Knowing and meeting the needs of diverse learners (V1, V3)
Background
In this Case Study, I will be talking about knowing and meeting the needs of diverse learners. This is particularly apparent in the DPS cohort which is made up of students from across the Screen School. The year is open to Home and International students, but the rules for both groups are different due to UKVI rules.
The Diploma in Professional Studies course is an opportunity for students to take an optional year in industry between their second and third year. Students are encouraged to look for a work, but we have a series of Live Briefs with industry partners if they are unable to. The DPS Programme is made up of multiple courses across Screen School:
- BA (Hons) Animation (Experimental and Character)
- BA Computer Animation and Visual Effects
- BA VR and AR
Evaluation: Home vs International students
The course is available to both International and home students. However, the rules around DPS are very different for both. The main difference is that Home students are able to participate in Live Briefs, Freelance, Work Remotely, Volunteer and undertake training. International students are restricted to working in studio, and having to work throughout the academic terms, and having only up to five placement experiences. This creates an inevitable tension between the inclusive offering and nature of DPS and its efforts to get everyone into industry. Whilst it is explained to students that this is due to UKVI, International Route students are understandably frustrated.
Moving Forwards
Encouraging International Route students to get their CV, Showreel or Portfolio and list of studios together as early as possible and start applying early in the following modes:
- Encouraging them to secure placements in their home country, if they would like to, so they build up their home network as well.
- Reminding them that they are also eligible for Turing funding in their home countries.
- Encouraging them to apply in countries where there are relaxed visa restrictions for their nationality.
- Opening up Interntional contacts from previous students placements.
The purpose of the DPS course is to provide students with the skills, network and experience to elevate their student experience and chances of gaining employment in the creative industries post-university. Oduwaye et al. (2023) refer to International students motivations to study in the UK which stem ‘from personal ambitions and the desire for better prospects’. Other studies specifically refer to their ambition to increase their work prospects (Pineda et al. 2022). These motivations are hampered by UKVI.
Oduwaye, O., Kiraz, A., & Sorakin, Y. (2023). A Trend Analysis of the Challenges of International Students Over 21 Years. SAGE Open, 13(4). https://doi.org/10.1177/21582440231210387 (Original work published 2023)
Pineda J., Kercher J., Falk S., Thies T., Yildirim H. H., Zimmermann J. (2022). Accompanying international students in Germany to academic success. Results and recommendations from the SeSaBa project. DAAD. https://static.daad.de/media/daad_de/pdfs_nicht_barrierefrei/der-daad/analysen-studien/daad_sesaba_final_report.pdf
Broadfoot, P.M. (1996). Education, Assessment, and Society. Buckingham: Open University Press.
Lewis, K. D., & DeSantis, J. (2020). Amplify Experiential Learning with Cloud Video. College Teaching, 69(3), 173–179. https://doi.org/10.1080/87567555.2020.1845598
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