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 Jennie Jones



​Research Fellow

Telephone: 01273 641920

Email: jj71@brighton.ac.uk

 

 About me

 
I joined the Centre for Learning and Teaching at the University as a Research Officer in 2008 and became a Research Fellow in 2013. My role mainly involves leading and conducting research into the experiences and percpetions of students and staff in HE relating to different aspects of learning, teaching and assessment. This work helps to contribute knowledge in the field of HE pedagogic research; disseminate good practice; and enhance the student experience at the university and across the sector.  I also teach research methods on the PG Cert in Learning and Teaching in Higher Education and am a member of the CLT research ethics panel. Previously, I was a teacher of modern languages in secondary education. My qualifications include an MA in Marketing and an MA in Language, the Arts and Education. I am currently studying for a PhD exploring the influences of academic, professional and personal relationships and life events on part-time PhD students' learning journeys in UK universities in changing times.

As a researcher in the CLT, my work has often focused on the experiences of first year and international students in relation to student engagement, retention and success. I am a member of the research team on the HEFCE funded Changing Mindsets project and in 2017/18 led a qualitative study focusing on the influences of Changing Mindsets on students' and staff experiences of learning, teaching and success at the UoB.  I have acquired external funding for the following research projects, including: UKCISA to conduct research exploring the influences of the international foundation year on first year international undergraduates' experiences in UK universities; HEDG to conduct research into Educational Development in the United Kingdom; the HEA to produce a research synthesis relating to on-line support for academic writing in HE; and BAICE to convene a syposium to facilitate local cross-sector networking and discusssion among international doctoral students and supervisors.






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 Research projects

 
  • ​Exploring first year international undergraduates' experiences in 4 disciplines: influences of university and international partner college pedagogy and support practices (funded by UKCISA). Please view the published report by clicking on this link.
  • First year student experiences and perceptions of learning, teaching and assessment as part of the ‘What Works?’ HEA and Paul Hamlyn Student Retention and Success Change Programme. To see a publication of outputs relating to this project please click on this link.
  • Exploring ways in which completing an International Foundation Year at University of Brighton’s International College influences international students’ transition during the first year of their degree course
  • Perceptions and experiences of first year international students in relation to persistence and proposed withdrawal from degree courses (funded by HEA and University of Brighton Learning and Teaching Fellowship)
  • Evaluation of PASS Impact
  • Experiences and expectations of academic staff in relation to shared offices at the University of Brighton
  • Educational Development in the United Kingdom (funded by HEDG)
 

 Some recent publications

 

​Jones, J., Fleischer, S., McNair, A. and R. Masika (2017). 'Exploring first year international undergraduates' experiences in four disciplines: influences of university and international partner college pedagogy and support practices', in Research into the international student experience in the UK 2015-2016, UKCISA Grants Scheme for International Education combined report, UK Council for International Student Affairs

Masika, R. and J. Jones (2016). 'Building student belonging and engagement: insights into higher education students' experiences of participating and learning together', Teaching in Higher Education, Vol.21, No.2

Jones, J., Fleischer, S. and A. McNair (2015). 'You have to be independent...it's very different: the international foundation year and first year international students' transition at a post 1992 UK university', in Enhancement and Innovation in Higher Education - proceedings of the Enhancement Themes Conference, Glasgow, June 2015

Jones, J. and M. Masika (2014). 'Belong and engaged first year student experiences of discipline-focused retention and success interventions', Conference Proceedings, International Consortium of Educational Development (ICED), Stockholm, June 2014.  http://www.iced2014.se/proceedings/1681_Jones.pdf

Jones, J. and S. Fleischer (2012). ‘Staying on course: factors affecting first year international students’ decisions to persist or withdraw from degrees in a post 1992 UK university’, Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, Open Journal Systems, Vol.7, No.1. http://www.pestlhe.org.uk/index.php/pestlhe/article/view/134/241

Wisker, G., G. Robinson and J. Jones (2011) ‘The Culturally Inflected Voice: negotiation and recognition without dumbing down’ in Ed Vijay Kumar and Alison Lee (2011) Doctoral Education in International Context: Connecting Local, Regional and Global Perspectives, University Putra Malaysia Press

 

 Some recent presentations

 
​Jones, J., Fleischer, S. and A. McNair (2015). 'You have to be independent...it's very different: the International Foundation Year and first year international students' transition at a post-1992 UK university', Enhancement and Innovation in Higher Education, Enhancement Themes Conference, Glasgow, June 2015

Jones, J., Fleischer, S. and A. McNair (2015). 'The International Foundation Year and Student Transition', UKCISA (United Kingdom Council for International Student Affairs) Conference, University of Sussex, 2015

Jones, J. and Masika, M. (2014). 'Belong and engaged: first year student experiences of discipline-focused retention and success interventions', International Consortium for Educational Development (ICED), Stockholm, June 2014.  http://www.iced2014.se/proceedings/1681_Jones.pdf

Jones, J., Chilvers, L. and Smith, D. (2014). 'The influences of PASS session attendance on student engagement, success and retention at the University of Brighton' Pedagogic Research Conference, University of Brighton, February, 2014

Jones, J. and Fleischer, S. (2012). 'Should I stay or should I go: exploring perceptions and experiences of first year international students in relation to persistence and proposed withdrawal from degree courses', Learning and Teaching Conference, University of Brighton, 2012
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