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 Jennie Jones


​Research Fellow

Telephone: 01273 642686

Email: jj71@brighton.ac.uk

 

 About me

 
​I joined the CLT as Research Officer in 2008 and became a Research Fellow in 2013.  My role involves researching the experiences and percpetions of academic staff and students in Higher Education relating to learning, teaching and assessment in order to identify and share: good practice and ways in which practice might be further enhanced. My work helps to contribute to knowledge in relation to maintaining and improving the student experience both at the University of Brighton and across the sector.  Prior to my research role at the University I studied for an MA in Marketing at the University of Brighton, and was previously a secondary school teacher of modern languages.  During my teaching years, I also studied for an MA in Language, the Arts and Education at the University of Sussex.  I am currently studying for a PhD exploring the influences of academic, professional and personal relationships on part-time PhD students' learning journeys in UK universities

As a Researcher in the CLT over the last five years my work has often focused on the experiences of first year students and international students in relation to student engagement, success and retention. I am interested in researching the role of learning communities in influencing student and staff engagement and success in different contexts. Since 2008, I have been successful in acquiring funding including grants from: UKCISA to conduct research exploring the experiences of first year international students across disciplines in UK universites, the HEA to produce a research synthesis relating to on-line support for academic writing in HE, and to conduct research relating to international student retention; BAICE to convene a symposium to faciliate local cross-sector networking and discussion among international doctoral students and supervisors; and HEDG to conduct the most recent phase of the study, Educational Development in the United Kingdom.






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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)
  • 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
  • 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

 
​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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