MN7400 Academic Skills and Practice Assignment Sample
Outline an account centered on the concept of the student experience in UK HE, since the emergence of the Covid19 pandemic
Introduction
The essay theme is based upon outlining an explanation centered on the notion of the student experience in UK HE since the growth of the Covid19 pandemic. Universities operating in the UK have recognized serious financial challenges ahead as the education sector in the UK has incurred a loss of GBP 2.6 billion in the year 2020-2021 (Deloitte, 2021). Furthermore, the universities in the UK also face other challenges such as providing better healthcare safety to the students due to the growing case of Covid-19. The number of students suffering from Covid-19 is rising in the UK as a result of which the Universities had to take up the decision of making arrangements of carrying out remote education through online video calling apps (Emerald, 2021). The essay will also explain exploring issues related to the innovative use of technology and health and safety measures. Furthermore, the essay will also examine the impact of Covid-19 upon international student experience in UK higher education. The essay will also present an industry overview of the UK education sector before and after the Covid-19 situation. The essay will also examine how the situation of Covid-19 has impacted higher education in the UK along with examining the strategies undertaken by UK universities and government to minimise the adverse effect of Covid-19 upon UK higher education.
Literature review
The UK education sector has been divided into four main parts that are primary, secondary, further education and higher education. The UK education sector is valued at GBP 43.6 billion and was growing at the rate of 6.6% in the year 2019 (Ons, 2021). Post the Covid-19 situation the UK education sector has incurred a loss of GBP 460 million that has negatively affected the growth of UK higher education. Students in UK universities also face health safety issues and concerns as a result which make it challenging for them in attending regular classes as a result of which decreases the overall capability of the students studying in UK, HE. Due to the Covid-19 situation and closure of universities in the UK, institutions have seen rights since students that are looking for a repayment on tuition fees, with 330,000 (Aristida & Cross, 2021). Owing to the growing concern of the Covid-19 situation remote education has gained a foothold as a result of which it has turned out to be easier for the students in receiving higher education in the UK. As the next academic year approaches, disruption caused by Covid-19 continues, international students and students in the UK face different challenges such as travel restrictions, social distancing and poor economic conditions making it challenging for the students in the UK universities in receiving higher education (Hebei, et al., 2020). With social distancing restricting face-to-face teaching, many courses in the UK universities have been moved online. Some of the universities such as Cambridge have decided to suspend face-to-face lectures for the entire year. Zalite & Zvirbule, (2020) international students are facing challenges while taking admission in the UK universities that being including of travel restrictions, hard quarantine rules and remote education system in the UK.
Pieces of evidence gathered from Office for students., (2021), explain that digital poverty risk in the UK higher education is increasing the challenges for the students in receiving a good education. Students’ ability to participate in higher education from home is being interrupted by an absence of admittance to core digital infrastructure. During the Covid-19 pandemic, remote education has gained a lot of attention in the UK universities but poor access to the internet has made it challenging for them in receiving a good education. During the Covid-19 lockdown, 52% of the students alleged that their learning was largely affected by slow internet connection, with 8% sternly pretentious (Talib, et al., 2021). 71% of the students stated a lack of admittance to quite a study space, with more than 22% severely impacted. According to Springer, (2021), 56% of the students said that have been deprived of course materials making it challenging for the students in receiving the best education. 18% of the students said that they lack access to a computer, laptop or tablet as a making it challenging for them in attending regular online classes (Karalis & Raikou, 2020). Additional issues faced UK universities due to remote education includes of lack of clarity in digital remote education. One of the challenges that students faced due to remote education and learning is poor feedback sessions making it tough for the students in clarifying their doubts (Kazemian & Grant, 2022). Lockdowns affect the students in numerous ways, that being counting underpinning inequalities and putting them under social and mental stress. Due to poor access to the internet and digital technology it has turned out to be challenging for the students in gaining proper learning and education.
The situation of Covid-19 has adversely affected the UK health of students studying in the UK for higher education. Due to the Covid-19 situation universities in the UK had to close down their regular teachings. The influence of the Covid-19 pandemic on the mental well-being of university students turned out to be challenging as it increases low levels of mental well-being that reduces motivation along hinder the academic accomplishment of the students receiving higher education in the UK (Evans, et al., 2021). 30% of the UK students receiving higher education in the UK states that due to the Covid-19 situation and strict quarantine rules it is weakening their physical and mental health that is making the people suffer from health concern (Org, 2021). Students are also suffering from fever, cough and cold due to the Covid-19 situation as a result of which the students are suffering from focusing on their education making it difficult for the students in receiving the best education. Students suffering from health issues due to the rising Covid-19 situation is also making the students suffer from depression and anxiety as a result of which makes it difficult for the students in concentrating on their studies. Muller, et al., (2020), 45% of the students studying in the UK has shown signs of depression and lack of sleep as a result of which turning it difficult for the students in concentrating on their studies.
Covid-19 has had a drastic influence on the international students receiving higher education in the UK. According to Universities, (2021), international students receiving higher education in the UK face challenges due to strict quarantine rules and strict government policies that have been levied by the UK government. Due to the current situation of Covid-19 in the UK, it is increasing difficulty for the students in receiving visas owing to the growing case of omicron in the UK (Ahlburg, 2020). Moreover, the international students also had to pay high education fees and tuition fees a result which makes it difficult for the international students in receiving proper education. As most of the studies are being carried out online and remotely it is turning out to be challenging for international students in receiving a high-quality education in the UK (Cranfield, et al., 2021). The government of the UK and universities needs to take appropriate steps such as providing good quality internet and online lectures and modules that will be helping the international students in receiving proper education during the Covid-19 situation.
Research questions
The research questions are being formulated on basis of the above literature review section.
- What are the challenges faced by the UK universities due to the rising Covid-19 pandemic for the students?
- Explain how poor technology and health and safety measure affects the education quality of the UK universities for the students?
The research questions that have been set out in the study benefit in examining the impact of the Covid-19 pandemic upon the students. The research question also examines how poor technology and poor health and safety measures negatively affects the education quality of the UK university for the students.
Methodology
Interpretivism philosophy can be used as the method to examine the research questions, as it helps the researcher in interpreting the elements of the study. Interpretivism philosophy within the study also benefits the researcher in examining how the Covid-19 pandemic affects the UK universities (Snyder, 2019). Inductive research is being considered in terms of forming a relationship among the variables such as the impact of Covid-19 and students academics in the UK higher education. An inductive approach is also being carried out to identify patterns through a series of hypotheses (Mahajan, 2018). The exploratory research design will be considered as it will be beneficial in determining the nature of the problem and designing a solution that contributes towards making the study successful. The exploratory research design also aims to provide a final and conclusive answer to the research questions (Ressam, 2018). The qualitative data method will be taken into consideration in terms of performing the study successfully. Qualitative data in form of an interview with 4 faculty members of a UK university will be taken into consideration (Bell, et al., 2018). Interview responses from the faculty members of the UK university will be gathered in terms of completing the study successfully. Thematic analysis will be carried out where responses of the managers will be used to examine the responses of the faculty members.
Analysis
In terms of performing the methodology section, I will be planning down steps that will be helping me in examining the methods upon which I will gain results contributing towards making the study successful (Slade, et al., 2019). I will be examining the research questions that have been set out in the above section as to what challenges faced by the UK universities due to the rising Covid-19 pandemic for the students? Positivism philosophy and inductive approach have been considered by me to identify the data pattern in terms of examining the information to perform the study successfully (Farrell, 2019). I will also plan down further steps to examine the methods that I will be using during the study to make it comprehensive. I will be using taking up the methods that rightfully matches the application of the topic to complete it in time.
Conclusion
The brief overview of the essay has explained the concept of the student experience in UK higher education, since the emergence of the Covid-19 pandemic. The literature review section has also explained the negative impact of Covid-19 upon the higher education system of the UK that is including poor technology and students suffering from health issues. Moreover, the methodology section has briefly examined the interpretivism philosophy and inductive approach that has been considered within the study to complete it successfully.
References
Ahlburg, D., 2020. The Political Quarterly. COVID‐19 and UK universities, 91(3), pp. 649-654.
Aristeidou, M. & Cross, S., 2021. Disrupted distance learning: the impact of Covid-19 on study habits of distance learning university students. Open Learning: The Journal of Open, Distance and e-Learning, 36(3), pp. 263-282.
Bell, E., Bryman, A. & Harley, B., 2018. Business research methods. 01 ed. Oxford: Oxford university press.
Cranfield, D. et al., 2021. Education Sciences. Higher education students’ perceptions of online learning during COVID-19—A comparative study, 11(8), p. 403.
Deloitte, 2021. Covid-19-and-impacts-on-the-higher-education-sector. [Online]
Available at: https://www2.deloitte.com/uk/en/pages/public-sector/articles/covid-19-and-impacts-on-the-higher-education-sector.html
[Accessed 28 January 2022].
Emerald, 2021. The impact of COVID-19 on UK higher education students: experiences, observations and suggestions for the way forward. [Online]
Available at: https://www.emerald.com/insight/content/doi/10.1108/CG-09-2020-0396/full/html
[Accessed 28 January 2022].
Evans, S. et al., 2021. Psychiatry Research. Effects of the COVID-19 lockdown on mental health, wellbeing, sleep, and alcohol use in a UK student sample, 298(1), p. 113819.
Farrell, T., 2019. Reflective practice in ELT. London: London, UK: Equinox.
Hebebci, M., Bertiz, Y. & Alan, S., 2020. Investigation of views of students and teachers on distance education practices during the coronavirus (COVID-19) pandemic. International Journal of Technology in Education and Science, 4(4), pp. 267-282.
Karalis, T. & Raikou, N., 2020. Teaching at the times of COVID-19: Inferences and Implications for Higher Education Pedagogy. International Journal of Academic Research in Business and Social Sciences, 10(5), pp. 479-493.
Kazemian, S. & Grant, S., 2022. The impact of the COVID-19 pandemic on knowledge sharing in UK higher education. VINE Journal of Information and Knowledge Management Systems, 2(1), p. 7.
Mohajan, H., 2018. Qualitative research methodology in social sciences and related subjects. Journal of Economic Development, Environment and People, 7(1), pp. 23-48.
Muller, R., Stensland, R. & van de Velde, R., 2020. Psychiatry research. The mental health impact of the covid-19 pandemic on healthcare workers, and interventions to help them: A rapid systematic review, 5(1), p. 113441.
Office for students., 2021. Digital-poverty-risks-leaving-students-behind. [Online]
Available at: https://www.officeforstudents.org.uk/news-blog-and-events/press-and-media/digital-poverty-risks-leaving-students-behind/
[Accessed 28 January 2022].
Ons, 2021. Coronavirus and the impact on students in higher education in England: September to December 2020. [Online]
Available at: https://www.ons.gov.uk/peoplepopulationandcommunity/educationandchildcare/articles/coronavirusandtheimpactonstudentsinhighereducationinenglandseptembertodecember2020/2020-12-21
[Accessed 28 January 2022].
Org, 2021. Student-mental-health-during-coronavirus. [Online]
Available at: https://www.mind.org.uk/information-support/coronavirus/student-mental-health-during-coronavirus/
[Accessed 28 January 2022].
Rosskam, E., 2018. Using participatory action research methodology to improve worker health. In Unhealthy Work. In: London: Routledge, pp. 211-228.
Slade, M., Burnham, T., Catalana, S. & Waters, T., 2019. The Impact of Reflective Practice on Teacher Candidates’ Learning. International Journal for the Scholarship of Teaching and Learning, 13(2), p. 15.
Snyder, H., 2019. Literature review as a research methodology: An overview and guidelines. Journal of business research, 104(2), pp. 333-339.
Springer, 2021. Post-Covid-19 Education and Education Technology ‘Solutionism’: a Seller’s Market. [Online]
Available at: https://link.springer.com/article/10.1007/s42438-020-00164-x
[Accessed 28 January 2022].
Talib, M., Bettayeb, A. & Omer, R., 2021. Education and information technologies. Analytical study on the impact of technology in higher education during the age of COVID-19: Systematic literature review, 4(1), pp. 1-28.
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Available at: https://www.universitiesuk.ac.uk/universities-uk-international/insights-and-publications/uuki-insights/covid-19-and-uk-universities
[Accessed 28 January 2022].
Zalite, G. & Zvirbule, A., 2020. Emerg. Sci. J. Digital readiness and competitiveness of the EU higher education institutions: The COVID-19 pandemic impact, 4(4), pp. 297-304.
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