For 2025-2026, ALDinHE has funded four research funded projects. Watch out for the next call for research funding in June 2026.
Pathways to Participation: Co-Producing Learning Development Resources with Non-Traditional Learners on Go Higher
Dr James Bainbridge – University of Liverpool
Funding Grant issued for £1,200.
Abstract
This project explores how non-traditional adult learners on the Go Higher access programme conceptualise learning and academic identity in the transition to higher education. In partnership with current and former students, we will co-produce a suite of learning development resources that address the challenges and opportunities they identify as key to successful academic transition. Through focus groups, creative methods, and reflective dialogue, the project will create materials (e.g. written guides, video shorts, zines) designed to support widening participation cohorts navigating unfamiliar academic environments. It will also generate research insights into learning development as a collaborative, relational practice in the access context. Findings will be disseminated through ALDinHE’s networks, conference, and journal. The project builds on Go Higher’s tradition of inclusive pedagogy and will foreground student voice in shaping learning support that truly reflects the needs and aspirations of first-generation, adult, and working-class students.
Contract: james.bainbridge@liverpool.ac.uk
Digital Learning Development: Evaluating AI-Enhanced Feedback for Assessment Literacy and Student Progression
Dr. Deepshikha Deepshikha – Queen Mary University of London (QMUL)
Funding Grant issued for £1,390.
Abstract
This project investigates how AI-integrated continuous feedback develops students’ assessment literacy and self-regulated learning skills within Engineering and Materials Science education. Building on the success of the QMUL-funded EduMark AI project, we examine whether automated, personalised feedback enhances student engagement with assessment criteria and improves academic progression outcomes.
Using a mixed-methods approach with student partnership, we will compare traditional versus AI-enhanced feedback across two QMUL modules (n=200+ students). Our student co-researcher will lead technical evaluation and user experience analysis, ensuring authentic student voice in research design. The study addresses Learning Development priorities of evidencing pedagogical impact and supporting student belonging through responsive feedback mechanisms.
Expected outcomes include validated frameworks for AI-enhanced Learning Development practice, evidence of improved assessment literacy scores, and recommendations for inclusive digital feedback implementation. This research directly supports institutional efforts to prevent academic failure while advancing scholarly understanding of technology’s role in contemporary Learning Development practice.
Contact: d.deepshikha@qmul.ac.uk
International Student Voices in Reimagining Tailored Pre-arrival Resources
Dr Lenia Galata – London Southbank University
Funding Grant issued for £1,372.
Abstract
This research project aims to evaluate the transition resources currently available to international students at a London-based university, with a particular emphasis on English language development. It seeks to identify the needs of international students prior to commencing their undergraduate or postgraduate studies and to assess the extent to which existing provision addresses those needs effectively. At present, the institution offers online, workshop-style sessions on academic writing, English for academic purposes, and Maths. These sessions, while open to all prospective students, are designed with limited awareness of participants’ backgrounds, academic levels, or intended disciplines, which results in content that remains largely generic. Attendance has been low, and it is unclear whether this is because of the format, content, or limited targeted promotion. This project proposes to incorporate international student voices into the design of future transition resources, with the aim of developing more tailored and engaging support. Data will be collected through surveys, focus groups, and a review of existing materials.
Contact: lenia.galata@lsbu.ac.uk
Partnership approaches to inclusive dissertation support
Dr Kirsty Hemsworth – Sheffield Hallam University
Funding Grant issued for £1,400.
Abstract
In response to persistent degree awarding gaps and the need to extend our reach to minoritised student groups, this project will explore how student partnership can surface hidden barriers to academic confidence, engagement and help-seeking during dissertation study. The project will enhance a successful student partnership model embedded within the Sheffield Hallam University Library, through the co-design of inclusive interventions to support dissertation skills development.
Working with a diverse team of undergraduate and postgraduate students as co-researchers, the project will build on existing co-design practices and models for online delivery, with a focus on strengthening student communities and peer support. To maximise impact, we will co-author a SOTL blog post, case study and virtual event pack, and offer opportunities for student to present findings at internal and external events. These activities will ensure that the project offers a practical, adaptable model of partnership work for learning developers across the sector.
Contact: k.hemsworth@shu.ac.uk