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Can a system of teaching awards which is essentially one of rewards and recognition serve the dual purpose of enhancing learning and teaching, if the function of such a system does not go beyond the first stage of reward to the second stage of development? Institution‐led teaching fellowships that focus on pedagogic research, and operate within the context of collaboration and sharing of practice, are thought to be an effective model for promoting real teaching excellence. Building on previous work, recent research at the University of Brighton shows how a learning and teaching fellowship scheme incorporating a ‘communities of practice’ approach can be effective and sustainable in enhancing learning, teaching and professional development with far reaching consequences

This article explores arguments for adopting appreciative inquiry (AI) as an action research approach that generates pedagogic development in UK and international higher education. An overview of AI considering the methodological dilemma of focussing only on positive experiences is discussed. Findings from focus group discussions in a post-1992 UK university are presented that demonstrate AI's efficacy as a developmental pedagogic research approach. This AI research was part of the wider UK retention and success project, 'What Works?', which aimed to support first year undergraduates' belonging during HE transition in order to enhance their engagement, retention and success. These focus groups explored first year undergraduates' experiences of learning, teaching, assessment and support, incorporating retention interventions in Business, Social Science and Digital Media courses. Bourdieu's concepts of habitus and capital and Wenger's community of practice model are applied as an analytical lens to illuminate the role of structure and agency relating to students' experiences. The findings show how AI focus groups were a way for participants to explore and discuss positive perceptions and experiences of starting university. They also enabled participants to discuss problems, solutions, and ways to enhance pedagogy and support, contributing to educational development at course, institutional and sector-wide levels. We argue that embracing the 'shadow' (Fitzgerald & Oliver, 2010) in AI is a commitment that should be shared by a variety of stakeholders in order to gain a holistic understanding of what is needed to facilitate transformative change in HE development.

This article focuses on research that provides new insights into international undergraduates' transition experiences in UK higher education. The study explored ways in which combined experiences of university learning, teaching and support and International Foundation Year 1 (IFY) attendance at a pathway international college influence first year international students' transition. A mixed-methods research approach included in-depth interviews and a survey that compared groups including previous IFY and non-IFY students and pre and post 1992 UK universities. The Bourdieusian constructs of 'capital' and 'habitus' are presented as a theoretical lens that highlights ways in which attending an IFY helps first year international undergraduates to develop belonging, resilience, student identity, academic confidence and success.

In this paper, we discuss a student–staff partnership project to diversify and decolonise the Higher Education curriculum at the University of Brighton, UK. The Inclusive Practice Partnership Scheme was launched in November 2020, and now in its second year, recruits 64 undergraduate students to co-develop the curriculum within each of the eight Schools across the University. The Scheme is unique in the sector in its focus on undergraduate student experience as the catalyst for a review of curriculum, supporting the development of this work across a wide range of subject areas. It uses the expertise of academic developers to guide and facilitate the work, developing an institutional approach with localised strategies and outcomes, and establishing effective partnership working relationships with academic staff to change perceptions about the relevance and importance of curriculum reparation in all disciplinary areas. The Scheme is a key part of University strategy that aims to address differential outcomes for Black, Asian and Minority Ethnic students and is supported through the Access and Participation Plan and Race Equality Charter Action Plan.