Add wos sample results library

02-data/intermediate/wos_sample/bbb780deca849956a68aec12da63e058-nortcliffe-anne-lou/info.yaml

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+abstract: 'Purpose - Black British minority ethnics (BME) students are nationally
+
+  underachieving in comparison to their Ethnic Chinese and White peers,
+
+  showing typically a 16 per cent graduate attainment gap in the UK.
+
+  Previous research has suggested that the attainment gap could be
+
+  explained by BME student disengagement, as the students typically
+
+  commute from family home to University, and they work part time.
+
+  However, peer-assisted learning (PAL) has been shown to have a positive
+
+  impact on addressing and resolving student alienation and disengagement.
+
+  However, a question still remains regarding whether student perceptions
+
+  hold up to statistical analysis when scrutinised in comparison to
+
+  similar cohorts without PAL interventions. The paper aims to discuss
+
+  these issues.
+
+  Design/methodology/approach - This paper presents the results of a
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+  statistical study for two cohorts of students on engineering courses
+
+  with a disproportionately high representation of BME students. The
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+  research method involved a statistical analysis of student records for
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+  the two cohorts to ascertain any effect of correlation between: PAL;
+
+  student ethnicity; and student parental employment on student academic
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+  performance and placement attainment.
+
+  Findings - The results indicate that PAL has no significant impact on
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+  the academic performance; however, PAL has a positive impact on the
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+  placement/internship attainment for BME students and students from
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+  parental households with parents in non-managerial/professional
+
+  employment.
+
+  Research limitations/implications - The research limitations are that
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+  the cohorts are small, but more equal diverse mix of different social
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+  categories than any other courses. However, as the cohorts are less than
+
+  30 students, comparing social categories the data sets are small to have
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+  absolute confidence in the statistical results of academic performance.
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+  Even the t-test has its limitations as the subjects are human, and there
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+  are multiple personal factors that can impact an individual academic
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+  performance; therefore, the data sets are heterostatic.
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+  Practical implications - The results highlight that there is need for
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+  pedagogy interventions to support: ideally all BME students from all
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+  social categery to secure placements; BME students who are unable to go
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+  on placement to gain supplementary learning that has the same impact on
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+  their personal development and learning as placement/internship
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+  experience; and White students from managerial/professional family
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+  households to engage more in their studies.
+
+  Social implications - Not addressing and providing appropriate pedagogy
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+  interventions, in the wider context not addressing/resolving the BME
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+  academic and placement attainment gap, a set of students are being
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+  disadvantaged to their peers through no fault of their own, and
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+  compounding their academic attainment. As academics we have a duty to
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+  provide every opportunity to develop our student attainment, and as
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+  student entry is generally homogeneous, all students should attain it.
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+  Originality/value - Previous research evaluation of PAL programmes has
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+  focused on quantitative students surveys and qualitative semi-structured
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+  research interviews with students on their student engagement and
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+  learning experience. On the other hand, this paper evaluates the
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+  intervention through conducting a quantitative statistical analysis of
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+  the student records to evaluate the impact of PAL on a cohort''s
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+  performance on different social categories (classifications) and
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+  compares the results to a cohort of another group with a similar student
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+  profile, but without PAL intervention implementation.'
+affiliation: 'Nortcliffe, AL (Corresponding Author), Canterbury Christ Church Univ,
+  Sch Human \& Life Sci, Canterbury, Kent, England.
+
+  Nortcliffe, Anne Louise, Canterbury Christ Church Univ, Sch Human \& Life Sci, Canterbury,
+  Kent, England.
+
+  Parveen, Sajhda, Sheffield Hallam Univ, Dept Engn \& Math, Sheffield, S Yorkshire,
+  England.
+
+  Pink-Keech, Cathy, Sheffield Hallam Univ, Dept Lib Serv, Sheffield, S Yorkshire,
+  England.'
+author: Nortcliffe, Anne Louise and Parveen, Sajhda and Pink-Keech, Cathy
+author-email: anne.nortcliffe@canterbury.ac.uk
+author_list:
+- family: Nortcliffe
+  given: Anne Louise
+- family: Parveen
+  given: Sajhda
+- family: Pink-Keech
+  given: Cathy
+da: '2023-09-28'
+doi: 10.1108/JARHE-04-2017-0047
+eissn: 1758-1184
+files: []
+issn: 2050-7003
+journal: JOURNAL OF APPLIED RESEARCH IN HIGHER EDUCATION
+keywords: 'BME attainment gap; Peer-assisted learning; Placement attainment; Social
+
+  economic background of students'
+keywords-plus: HIGHER-EDUCATION; ATTAINMENT; STUDENTS
+language: English
+month: JAN 27
+number: '1'
+number-of-cited-references: '37'
+pages: 489-506
+papis_id: 2e4be188b312c6499ba604c8d94a3f7b
+ref: Nortcliffe2022statisticallydoes
+times-cited: '1'
+title: Statistically, Does peer assisted learning make a difference on a UK engineering
+  degree programme? HETL Scotland 2017
+type: Article
+unique-id: WOS:000751459100028
+usage-count-last-180-days: '2'
+usage-count-since-2013: '5'
+volume: '14'
+web-of-science-categories: Education \& Educational Research
+year: '2022'