果冻传媒

Staff Involvement:

• Staff project team
  • x1 staff lead for the entire project
  • x2 managers to support the project lead (when needed)
  • x1 additional member of staff to assist the project lead
• Staff management of students:
  • Workshop facilitation
    • x4 staff facilitating 2x 2 hour ideas workshops with students (to generate ideas & identify need/content areas)
    • x4 staff facilitating 1 full-day content workshop with group of 7 student content writers.
  • Management of student content writers
    • Allocation of content
    • Feedback on drafts
    • Evaluation & refinement of final outputs

Students:

There were 2 elements to student engagement, workshop participation and paid student content writers.

• x7 Student content writers, see working with students tab for details
• Student workshop attendees (50 attendees)
  • x2 workshops were ran involving
    • x4 tables each with a question, questions also shown on screen
    • Questions and guided conversation directed by staff member on table (along with note taking)
    • Questions phrased along 'how easy is it for you to find x' or 'what would you find helpful prior to week x in term y'
  • Remuneration: 拢10 food voucher, free pizza
  • Approach:
    • Wanted off-the-cuff student input- to see what students instinctual thoughts were
  • Recruitment: web sign-up form (advertised via departments, digital screens, Teams).

Key Objectives

Main objective: to provide one central, coherent place for academic guidance that students recognise and want to use.

• Understand student challenges in demystifying higher education and academic expectations.
• Capture lived experiences of navigating 果冻传媒鈥檚 academic systems across all year levels.
• Gather student expectations around
  • Layout
  • Structure
  • Naming convention
  • General content of Academic Essentials.
• Increase student engagement with and trust in the resource.
• Fill content gaps using student knowledge OR have students evaluate staff鈥憄roduced content.
• Influence staff thinking by grounding decisions in real student journeys.
• Enable staff to better understand what students actually need鈥攁nd what they think they need.

Key Outcomes

• Academic Essentials Phase 1 completed- a student鈥憌ritten, staff鈥憆efined resource now available to all students.
• High engagement levels (as of Feb 2025):
  • 53,5353 distinct views
  • 1,500+ views in one day during welcome week
• Strong evidence that without student involvement key topics may not have been picked up on, such as:
  • Connecting with course mates
  • Email etiquette
  • How to take notes
• Qualitative feedback gathered at the Living at Uni Fair showed the value of having a single, central resource.
• Students contributed to evaluation, content creation, ideation, and iteration across multiple phases.
• Created an approach that can be reused for future phases of Academic Essentials.
• Cross鈥憈eam collaboration with the Library strengthened the resource鈥檚 accuracy and alignment.

Student workers

Recruitment: Utilised existing student inclusion officers to write content for the pages, who were recruited using Unitemps and shared through:

• Student channels: advertised predominantly through unitemps and on digital screens across campus
• Staff channels: posted on Professional Services Excellence network teams space, emails round through the
• Director of Student Experience and Progression network (inclusiveeducation@warwick.ac.uk), and shared through Departmental heads of contacts

Post type: Embedded as part of existing role.

Personal Development Support: due to the nature of this element of the work (1 week bursts) students were given support (see below) but none specifically around personal development.