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Welcome to LITE Bites, an occasional podcast from Leeds Institute for Teaching Excellence

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at the University of Leeds.

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Episodes will be hosted by members of the LITE team.

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And we'll be showcasing the scholarship of teaching and learning from across the university.

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Hello and welcome to another episode of the LITE Bites podcast.

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It's Emma Peasland here, Research and Impact Officer in LITE at the University of Leeds.

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And today I'm delighted to be joined by Emily Crosby, who is Engagement Manager at Leeds

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University Business School.

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Hi, Emily.

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Hello, Emma.

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I'm really happy to be here.

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That's great.

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It's great to have you along and on the podcast.

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So Emily is going to tell us a little bit about the fellowship that you finished in

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September.

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That's right.

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Yeah.

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And the fellowship was called In-Module Student Engagement with Business Professionals.

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And one of the kind of like key focus of your fellowship was this Leaders in Residence program

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that you run in the business school.

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So I thought maybe a good place for us to start would be if you tell us a little bit

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about what you do and about that program.

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Yep, absolutely.

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So as you say, I work in the business school with the management department there and I

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run the Leaders in Residence initiative, which is a network of just over 100 business professionals

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who volunteer their time to come onto campus and share their real world insights and experiences

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with our students.

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And the critical bit about that is they do that usually within embedded within modules.

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Brilliant.

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So how did that relate to your fellowship?

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Can you tell us a bit about your project and what it was that you wanted to investigate?

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Of course.

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So the Leaders in Residence program has been running for 10 years.

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And during that time, we've done some kind of informal finding out of what the impact

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of the program has been.

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But I wanted to study that in more depth, so to understand exactly what benefits the

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students gain from interacting or engaging with the Leaders in Residence.

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How can we kind of improve what the program offers to students?

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And also to understand a bit more about the motivations of the Leaders in Residence who

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volunteer their time.

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Why do they do it and what do they gain from it too?

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Brilliant.

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That sounds really interesting.

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So how did you go about investigating this?

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Well, I was conscious that I only had a year to do the project.

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So it was a professional services fellowship.

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And obviously I had to do my day job at the same time.

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And I had a set time to do this project alongside it.

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So I wanted to, well, I was advised really well by the LITE team to kind of keep the

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focus quite tight and specific.

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So I decided to focus specifically on two Leaders in Residence events that happen every

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year.

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So one with our undergraduate students and one with our postgraduate students where the

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Leaders in Residence come and spend time with the students within a module.

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And in terms of data gathering, I gathered data from the three main stakeholders within

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those events.

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So obviously the Leaders in Residence, I did a survey with them after the event.

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I gathered data from the students who attended the event through a survey and also some

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focus groups and interviews.

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And then I also ran a focus group with the module, the relevant module leaders to find

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their perspective too.

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And after that, with the support of the LITE team, I undertook a thematic analysis to identify

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the findings of the project.

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Cool.

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And you mentioned that the Leaders in Residence meet with the students twice.

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Was it one time per module or twice per module?

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One time per module in those main events.

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Yes.

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And what happens at those events?

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So it's a bit different between undergraduates and postgraduates.

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So at undergraduate level, the module is all about personal and professional development

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and thinking about life beyond university and the skills needed for that.

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And the Leaders in Residence event was in the form of discussion groups.

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So a few students and a couple of leaders with some set topics to discuss, 20 minutes

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on each topic with the leaders kind of giving their insights and experiences and, you know,

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what do employers look for from graduates, specific careers, advice maybe if the student

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was interested in a particular career that the leader also had experience in, and then

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a new topic and the leaders move from table to table so that students gain quite a few

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different perspectives from leaders during the course of the event.

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And then at postgraduate level, a little bit more of a hands-on activity for the students,

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which is the form of a business challenge event.

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So the students are given a business challenge.

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They don't know what to expect when they walk in the room, but they need to work together

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as a team to come up with some recommendations to present to their imaginary chief executive

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at the end of the three-hour session.

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And the leaders in residence are there to kind of inject some real-world input into

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that thinking that the students are doing.

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So how can they take the theory that they're learning across their master's programme and

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convert that into kind of practical thinking and thinking of things like commercial awareness

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and time management and who's going to present and presentation skills and how you can kind

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of influence the decision-making of the chief executive.

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Excellent.

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And then so you said you collected data from these three kind of key groups, so from students,

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from the leaders and from the module leaders.

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So can you tell us a little bit about what you found out?

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So yeah, I can.

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I think the sort of headline really was that the students find the interactions with the

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leaders really beneficial.

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And the second key finding was that those benefits align really well with the expectations

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of the module and the aims of the module.

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And the third finding was that, which I was really surprised by the sort of wealth of

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evidence about this, was that the students don't just attend the event and go away and

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get on with their lives, that they feel inspired afterwards to take action, motivated to take

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action related to employability.

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So whether that's connecting with the leader in residence on LinkedIn to kind of further

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their personal network or ask follow-up questions, or whether it's investigating a particular

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career that they might have discovered existed that they didn't know about, or whether it's

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thinking, oh, maybe I should investigate internships because I had a conversation with the leader

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where they mentioned the value that having some internship experience brings when you're

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coming to apply for graduate jobs.

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Brilliant.

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And then what did you find out from the leaders?

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Yeah, I had some really interesting insights from the leaders, which I think has helped

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me to understand what their motivations are.

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I found that them having a strong connection to Leeds is a real motivating factor in them

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volunteering their time.

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Quite a few of the leaders are alumni, but not all of them.

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But it's kind of a motivation from them to work with Leeds University, which is really

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nice.

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I think what motivates them the most is giving back their time to help the next generation

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of leaders.

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But what was also really interesting was finding out how useful that leaders in residence network

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is to the leaders themselves, and also how much they learn from the students from their

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conversations with them.

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So it's not by any means a one way process where the leaders come and impart their knowledge

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and off they go.

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It's very much a mutually beneficial relationship.

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And that's kind of helpful to understand when I'm recruiting new leaders to the network.

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Yeah, definitely.

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So that's interesting that the leaders talked about the fact that the network was useful

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for themselves.

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So do they use it also as a networking opportunity amongst the leaders?

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They do.

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Yeah, they do.

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They do have events through the year, lunches and things that bring the leaders together.

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And quite a few of them have told me that they've done business together as a result

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of meeting.

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Quite a few of the leaders are based in Leeds.

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So that's nice to have that kind of sense of community, although several are kind of

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from further afield as well.

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But yeah, it's definitely a benefit for them that they come together as a network and meet

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people that they, professionally, that they've not come across before.

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Yeah, that's super cool.

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And you mentioned that they learn things from the students as well.

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Did they give you any examples of how the students had helped them in, I don't know,

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their thinking about work or their, well, I don't know, you tell me examples.

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They talked, the main thing that they talked about was having that perspective from the

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student point of view.

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And so they might, some of the leaders are quite far along in their careers.

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They might be chief executives and they might not necessarily very often hear from a 20

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year old or somebody who's going through university at that moment, whatever age they are.

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And so I think they find it, they said that they found it really useful to just get that

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perspective on what it's like as a student at the moment and what their, you know, might

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be what their customers are thinking.

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So it gives them that kind of completely different perspective that they don't necessarily have.

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I suppose it's a kind of a little bit on a mini scale sort of reverse mentoring kind

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of approach.

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So yeah, they might share some knowledge with the students that students find useful, but

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equally I think the leaders said that they also find those conversations really insightful

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too.

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That's marvellous.

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And then lastly, you said you collected data from the staff as well.

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So what did you find out from them?

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I found out from them how, and this will be really useful, I think, in sharing the results

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of how they integrate the leaders in residence events into their modules and how they ensure

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that it's an embedded part of the sort of learning experience, which I hadn't appreciated

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quite so much previously.

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I found out what their hopes were from the sessions and therefore was able to kind of

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match that to what the benefits the students actually reported and to find that there was

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a really nice synergy between those two things.

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And I also found out that the module leaders, just their enthusiasm and eagerness to bring

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real world insights into the classroom is a really important factor in making that work.

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Yeah, so their enthusiasm is a catalyst for success, I suppose.

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Yeah, a really kind of critical factor, really.

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And so in talking about how they make sure that these events are embedded fully into

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the module, what does that look like in practice?

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Do you know, does that mean they link it to other kind of sessions or elements of the

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module or, yeah, I don't know.

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Yeah, so there's some pre-work that they do with the students to make sure that they're

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prepared and know what's coming up.

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And then the sessions are linked to the assessment at the end of the module.

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So the students don't have to, it's built in such a way that if the lead, if the students

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miss that session, it doesn't impact on the assessment, but it is something that the students

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can mention in their self-reflection at the end of the module to demonstrate what they've

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learnt.

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So it's embedded in that respect.

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Excellent.

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So it sounds like you've got some really interesting insights into this opportunity.

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And actually, so you said it had been running for 10 years.

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Have you been running it for 10 years?

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No, I've been running it for about seven years.

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Okay, so you've been doing it for quite a long time.

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Yeah, you found out loads of new stuff, I guess, through this.

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It's been amazing.

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I think just having the time and the support to sort of step back from the day-to-day role,

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because if you're not careful, you just do the same thing year on year and you think

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it's working well and it probably is working well and it seems to be well received by everybody.

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But to step back and look at it in a more critical way and in a more sort of robust

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and evidence-based way has been invaluable and that has helped to find ways that we can

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enhance the programme and do things more and differently.

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So yeah, I'm really, really glad that I did the project.

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Brilliant.

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So that kind of takes us nicely, I guess, to the what's next, what's the implications

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from your findings and how are they going to influence the programme or other practice

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with engaging business professionals in the future?

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So I think, yeah, going back to one of the aims of the project was to find out how we

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could improve both the events and the programme as a whole.

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So there's lots of feedback from students about how we can improve the events and some

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of those are quite small things, but when you put them together, probably will have

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a big impact.

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So things that we can do before the events to prepare the students and make sure that

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they're enthusiastic and turn up.

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There are things around the events themselves and how they run so that the students gain

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the biggest benefits that they can from them.

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And then there are suggestions for post-event and I think that's the area that to me feels

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like the most, the area where we can improve the most, because finding out that the students

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had such felt so inspired after the events, it's a question of how can we harness that

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motivation and take action to maximise the benefits that they've gained.

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So there are things around the events that we can work on.

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So I'm really excited about that, but there are things around the programme as a whole

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that I'm really looking forward to improving.

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There was a lot of feedback from students about how, yes, they really enjoyed the events,

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but they really wish that there were more opportunities to engage with the leaders.

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So that's something that I'm talking with colleagues in the management department about,

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how can we maximise those opportunities and get even more real world input into our curriculum.

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And also with the feedback from students and leaders themselves, how can we diversify the

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Leaders in Residence Network to make sure that students can really benefit from that

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diversity of perspective.

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And then I think being able to have crystallised the benefits that students gain from the programme

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has really helped me to be able to communicate those benefits to others.

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So that's a big part of why I wanted to do the project, was to be able to share this

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work as a hopefully a useful case study for others across the university and perhaps beyond.

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And to have the evidence that sits behind that in a quite a robust way hopefully will

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be useful to others if they want to do something similar.

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OK, so that's interesting.

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So if you were going to be talking to someone who wanted to do something similar elsewhere

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in the university or at a different university, what would be your kind of top three tips

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for success?

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OK, so I think the first would be academic buy in.

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So make sure that the academic who's running the module is really enthused about bringing

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real world input because there is quite a bit to do on their side in terms of enthusing

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the students and preparing them.

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The second thing is trying to embed it within a module because I think on the one, first

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of all, that makes the students attend.

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And what I found in the research is that the students don't necessarily know what the benefits

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are going to be until after they attend.

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And that's a surprise and it's great.

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But if it perhaps hadn't been a compulsory element of their studies, they might not have

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attended.

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So make it part of a module.

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And finally, select the right leaders in residence.

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So there's a lot of feedback from students about how the characteristics of the leaders

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really helped them to gain the benefits.

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Things like being open and honest and willing to share their perspectives and encouraging.

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So it's not just a case of bringing in some external professionals.

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It's about finding the right type of leaders and the right diversity of leaders from early

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career professionals right through to senior executives to bring that diversity, but also

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that encouragement to the students as they learn.

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So you need not only a module leader who's enthusiastic about it, but you also need the

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business professionals who are really enthusiastic about sharing their experience.

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Exactly.

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Yeah.

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And probably you need somebody like me who will kind of bring all that together as well.

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Yeah.

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That kind of support role, I guess, to facilitate everyone being in the right place at the right

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time.

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Exactly.

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Yeah.

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Excellent.

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So you might also share some of the practical changes that you've decided to make going

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forwards in light of the research findings.

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Right.

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The practical things going forward.

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I think probably the changes won't kick in till next academic year.

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And so I haven't maybe discussed in detail with the, because of the timings of the events,

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haven't kind of discussed in detail with the module leaders.

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Yes, we're going to do this, this and this.

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In terms of an event coming up next month, thinking about post event follow up, we're

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going to try and do something creative at the end of the session to, for the leaders

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and the students to put, to record in some way what they've, their sort of key take out

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from the session.

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And the aim of that is to sort of inspire the students to take action after the event.

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So to capitalise on that enthusiasm that they come away with.

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Yeah.

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Yeah.

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That's brilliant, isn't it?

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Because how many times have we all been on training courses or to conferences and come

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away with loads of interesting ideas, but not gotten around to following them up or

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putting them into practice?

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Exactly.

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And I think it creates that opportunity for the leaders and the students to continue

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to be connected after the events.

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So we know that that happens on a bit of an ad hoc basis at the moment, a student might

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connect with the leader.

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But I think having the leaders put down what their key take out is or what their key piece

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of advice is, gives a really nice hook for the students to be able to say, oh, that's

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interesting.

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I'll follow up with that person on LinkedIn and maybe ask a follow up question.

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Brilliant.

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That sounds marvellous.

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So it sounds like you've found out something new from this scheme, but you've also got

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some really kind of practical insights that are going to inform it going forward.

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Definitely.

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Yeah.

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And so I'm curious to know if you were going to start your fellowship again.

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Is there anything that you would have done differently?

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I think if you'd asked me that question in the early stages or after I put the ethics

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approval in, I would have said, yes, I'd really like, I wish I'd asked this extra question

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in this survey or I wish I'd drawn on this other data set that's available, because that

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would have been, you know, I've been able to triangulate all the information then and

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it would have been even more super duper.

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But actually, with the sort of benefit of hindsight and knowing that I only had a year,

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I'm glad that I took the advice of my LITE colleagues in keeping the focus really clear,

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keeping it manageable, because then I came out at the end of the year with the answer

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to the question that I'd posed at the start of the year.

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So I think now I probably I'm happy with the way that it went.

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I'm happy that I came out with an answer and I've got some action, like you said, some

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practical things that I can implement.

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You know, there's always opportunity in future to do new and different and exciting things,

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but to have got the project done and find out what I wanted to find out, I think I'm

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happy with the way it's gone.

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Excellent.

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That's all very positive.

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It's good to hear.

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Yeah, it has been a really positive experience, definitely.

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And then I'm interested in how the experience was for you.

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So did you find out anything new about your role or yourself or did you encounter any

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professional development opportunities from taking part in the fellowship?

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Yeah, definitely.

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I mean, I've really enjoyed it from start to finish.

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And the support that I've had from LITE has been incredible.

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I've learned I think every stage of the research process has been quite new to me.

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I've never done any research before coming from a kind of professional background.

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So just going through the ethics process and the data, you know, designing the questionnaires

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and collecting the data and analyzing it.

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Everything was new and interesting.

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So I've learned something at every stage, which has been great.

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And I think the most kind of valuable thing is being just able to step away, like I said

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before, step away from the day to day and have that time and support from LITE to be

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able to understand, to learn new things about the work that I focus on.

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And I think what motivates me along with a lot of people who work with me at the business

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school and probably beyond as well is bringing some value to the students.

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And so knowing that what we do with leaders in residence brings the benefits that we hoped

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it did and sort of crystallize those benefits has been really valuable.

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But also knowing how we can maximize that and improve that in the future is just a really

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nice thing to have come away with from the project.

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So, yeah, I've learned a lot and it's been great.

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Marvelous.

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Well, from our point of view, we worked relatively closely, I guess, as you were going through

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your fellowship experience and it was great to watch.

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And like you say, I think the fact that you have that really tight focus has really benefited

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your fellowship and these practical insights that you can now put into practice.

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So yeah, I think it's marvelous.

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And thanks for sharing your experience today and all the best for making leaders in residence

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even better and hope it goes from strength to strength.

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Thank you very much, Emma.

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It's been great to be here.