University of Plymouth:

Taking a holistic approach to peer-led learning 

Developing a peer-led approach to learning has been transformative for the University of Plymouth’s students, enabling greater confidence, improving engagement and developing a sense of belonging. This approach to creating a supportive learning environment was recognised as outstanding by the TEF panel.

The university prioritises co-creating with its students to foster a supportive and engaging learning environment, which is tailored to them.

Various successful schemes have been developed over the years. This case study reflects on four: the Peer Assisted Learning Scheme (PALS), Student Digital Champions, Writing Café, and Hello Project. These initiatives provide peer-led learning that enhances students’ transition into and experience of their higher education. They include tailored support for international students, enabling a sense of community and belonging on campus and developing staff and students’ skills in digital education innovation.

The University of Plymouth’s mission is to advance knowledge and transform lives. The undergraduate student population is approximately 15,000, predominantly full-time. Most of the students come from the south-west, the region with the lowest progression to higher education in England. Plymouth’s student population has higher than average proportions of students with a declared disability, students in receipt of the Disabled Students’ Allowance and intakes from state schools and low participation neighbourhoods. The university also has a relatively small – but rapidly growing – population of international students, as part of its strategy to grow the diversity of its student population.

The peer-led support initiatives aim to ensure a positive start to education, a sense of belonging and a successful student experience for the university’s diverse student population. They are part of the university’s overarching strategy, University 2030: a Future of Excellence, and its Education and Student Experience strategy.

Students have been at the heart of the peer-led initiatives since PALS was established over a decade ago. More than 2,500 students have worked as PALS leaders and there have been 35,000 engagements with PALS-led sessions.

The Writing Café was established in 2013, supporting students from across all disciplines to discuss and develop approaches to academic writing and apply their knowledge. A team of student mentors – trained by their predecessors and the central team – work daily in the Writing Café, providing support to over 2,000 students per academic year, evenly distributed across three faculties. The mentors come from all stages of study and across the disciplines, united by their enthusiasm to support their peers.

The university’s Hello Project brings together new international students with home student buddies at the start of the academic year, providing them with someone to talk to, share ideas, ask questions, help adapt to studying in the UK and be a friend as they settle into life in this country.

Student Digital Champions were established more recently, in 2020, to allow students to make the most of digital teaching and learning technologies. As well as playing a significant part in making sure new students feel welcome and familiar with the various digital opportunities for learning, the champions support the university in adopting new technologies, as it continues its journey of digital transformation.

Each student scheme adapts and evolves, with every new group of students that leads and participates in them. This includes evolving the mode of delivery (e.g., combining in person and digital access to ensure participation), how sessions work within their disciplines and timetabling.

Regular discussions between the central peer learning team, subject programme teams and the student leaders ensures ongoing adaptation of the support in real time. Tailoring and continuously improving the schemes allows the university to make sure different demographics of students are supported in the ways that best suit them as cohorts and demands flux and change.

The university has developed an integrated, innovative and supportive learning environment for students that was recognised as outstanding by the TEF panel.

The university shared practices, combined student insights and ways of working across the schemes, and focused evaluation and impact measures across all of the peer learning initiatives. The university has found a positive impact on: belonging and transition to university; narrowing attainment gaps; increasing good student outcomes; and contributions to positive graduate outcomes and destinations.

Students who undertake the role of leader, and those who engage with the various initiatives, can demonstrate growth and a deeper understanding of their learning, as well as improve their leadership, organisation and communication skills, plus their overall confidence. Peer leaders work as part of the university community, helping evolve the future direction of the schemes and contributing to new innovations in teaching and learning.

Historically, the university’s peer-led initiatives were organised and evaluated independently of each other, predominantly in relation to self-reported student satisfaction. The initiatives are now organised and evaluated together, developing a more holistic understanding of the impact across the schemes. The university aims to build on these initial results by analysing institutional and empirical data to support a wider roll out.

Alongside increasing the presence of the schemes, further enhancements will include supporting peer leaders to continue to share their work across the sector. Students have presented at multiple conferences and are co-writing journal articles with academic staff. They have also been invited to shape the university’s response and guidance to the sector’s future challenges, including artificial intelligence and assessment changes.