increasing student involvement and engagement in extracurricular activities through intervention...
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Increasing student involvement and engagement in extracurricular activities through intervention using the Behaviour Change Wheel
Claire Bowes
Introduction
• Context• Intervention and behaviour change - Behaviour Change
Wheel• Methodology• Results• Conclusions
Context
• Highly involved student• Links to success• Employability• Previous research on UCP has highlighted a lack of
extracurricular activity• Research Aim– Increase student involvement and engagement in
extracurricular activities through intervention using the Behaviour Change Wheel
Intervention and Behaviour Change
• Michie, Stralen and West (2011)• A systematic review of 1,267 articles from science
and social science databases, in collaboration with consultations of eight experts
• Revealed a plethora of behaviour change frameworks– Based on common sense assumptions on
behaviour change– Inconsistent– Incoherent– Limited – Lacking in theoretical underpinning
Academic Intervention
A strategy used to teach a new skill, build fluency in a
skill, or encourage an individual to
apply an existing skill to new
situations or settings (Wright,
2007)
Behaviour Change Wheel - Michie, Atkins, & West (2015)
•Underpinned by the notion that three conditions have to happen for behaviour to occur
Behaviour
•Strategies with which to change behaviour
Intervention Functions
•Structural changes to support/implement change
Policy Categories
Methodology• Design
– Framework of the Behaviour Change Wheel– Mixed method approach
1. Baseline measurements via academic profiles and questionnaires via Qualtrics
2. Focus Group – Content analysis utilising grounded theory to establish themes
3. Establishing Intervention Functions4. Three Interventions5. Comparison of baseline measurements
• Sample– Cohort of 41 students studying Psychosocial Studies or Sociology (BA
Hons) – First year - 22 (54%) and Third Year - 19(46%)– Mean age - 32– Parents – 25 (61%)
Stage 1 – Baseline Measurements
Measurable Outcomes Measurement Stage 1
Profiles on LinkedIn Number of students 7
Student initiated activities on campus
SocialAcademic
51
Student initiated activities off campus
Social Academic
123
Academic ProfilesYear 1 – Entry Profiles
AAB+ & Distinction (1st and 2:1)Below AAB & Merit (2:2 and under)
517
Academic ProfilesYear 3 – Grade profile end of year 2
1st
2:12:2Third
2872
Stage 2 - Focus group
Capability
• Psychological – Knowledge, or psychological skills, strength or stamina • Mental health• Confidence• Unaware of
personal skills• Physical – Skills,
strength, stamina• Physical
illness/disabilities
Opportunity
• Physical – physically accessible, affordable, time, resources, location• Time• Money• Childcare
• Social – interpersonal influences, social cues, cultural norms• Shyness/Not
knowing anyone
Motivation
• Reflective – conscious decision making, evaluation• Workload• Not reflecting on
experience• Laziness
• Automatic – impulses, urges, drives, habits, desires, reflex responses• Not in routine
Stage 3 – Intervention FunctionsIdentifying Intervention Functions
Education
Persuasion
Incentivisation
Coercion
Training
Restriction
Environmental restructuring
Modelling
Enablement
APEASE Analysis
Affordability Practicability
Effectiveness and cost-
effectivenessAcceptability
Side-effects/safety Equity
Intervention 1:- Ice Breakers
• COM-B components
• Intervention Functions:-
Function How Outcome
Incentivisation Cake Increased psychological capabilityIncreased social opportunity
Training Ice breakers Increased physical opportunityIncreased automatic motivation
Environmental restructuring Timetabling Increased physical opportunityIncreased automatic motivation
Enablement Timetabling Increased physical opportunity
Psychological capability
• Mental health• Confidence• Unaware of personal skills
Physical opportunity
• Time• Money• Childcare
Social opportunity
• Shyness/Not knowing anyone
Automatic motivation
• Not in routine
Stage 4 – Interventions Mentor SchemeIntervention 1:- Ice Breakers
Introduce your neighbour!
• Take 5 minutes to ask:-• Name• Occupation/role• Where they live• Favourite hobby• Major likes/dislikes• Greatest fear/ambition
Two Truths, One Lie
• Each person must think of three statements about themselves.
• Two must be true statements, and one must be false.
• For each person, he or she shares the three statements (in any order) to the group.
• The goal of the icebreaker game is to determine which statement is false.
• The group votes on which one they feel is a lie
Stage 4 – Interventions Mentor SchemeIntervention 1:- Ice Breakers
Rebuilding Society
• Well into the future, scientists have perfected a bomb which eliminates people without destroying anything else in the environment.
• At the peak of increasing international tension you are selected, along with 400 other people chosen randomly (of all ages, children without parents, adults with husbands or wives, single adults), to shelter in a deep mine in Wales which, it is hoped, will give you some protection
• The worst happens and you all emerge a year later with the remnants of the food and water originally stored in the mine.
• You are the world’s sole survivors. Without anyone to come to your aid, you will be forced to construct a new society.
• How will you do this?
Intervention 2- Student Collaborations
• COM-B components
• Intervention Functions:-
Function How Outcome
Education Mentoring training Increase in student initiated activities – on campus – Socialising, student run study sessions, less emails. Increased psychological capability, increased social opportunity, increased reflective motivation.
Environmental restructuring
Timetabling Increased physical opportunity.Increased automatic motivation.
Enablement Timetabling Increased physical opportunity
Psychological capability
• Mental health• Confidence• Unaware of personal
skills
Physical opportunity
• Time• Money• Childcare
Social opportunity
• Shyness/Not knowing anyone
Reflective motivation
• Not reflecting on experience
• Laziness
Automatic motivation
• Not in routine
Intervention 2- Student Collaborations
• Timetabled once a week• Training on mentoring based on the
Oxford University Mentor Scheme which sets clear boundaries and guidelines alongside advice on emotional labour, active questioning and open listening
• Began with some facilitation• Third year led study sessions
Mentoring as a means of supporting peoples’ development Professional, career and personal development
Intervention 2- Student Collaborations
For mentees
• Provides impartial advice and encouragement
• Develops a supportive relationship• Assists with problem solving• Improves self-confidence• Offers professional and academic
development• Encourages reflection on practice
For mentors
• Good work experience• References on LinkedIn and CV• Opportunity to reflect on own
practice• Enhances peer recognition• It uses your experience, making it
available to a new person• It enables you to practice
interpersonal skills• It provides personal satisfaction
through supporting the development of others
Practice
Benefits• Student autonomy• Less pastoral care
requirements• Improved quality of
work (marking)• Substantially less emails
Costs• Initial set up time• Preparation of
mentoring and LinkedIn sessions
Intervention 3 - Employability
• COM-B components
• Intervention Functions:-
Function How Outcome
Education Skills Audit Lecture scheduled when students were already on campus
Increased psychological and physical capabilityIncreased motivationPresence on LinkedIn
Persuasion Lecture – importance of employability skills Increased psychological and physical capabilityIncreased motivationPresence on LinkedIn
Incentivisation Recommendations by peers and other lecturers
Increased psychological and physical capabilityIncreased motivationPresence on LinkedIn
Modelling Used own example I look like I have lots of friends
Psychological capability
• Confidence• Unaware of personal skills
Physical opportunity
• Time• Money• Childcare
Motivation
• Not reflecting on experience
Intervention 3 - Employability• Timetabled – First years and third years together
(scaffolding) - Skills AuditSkills Profile Exercise
• 21 transferable skills • Score, ranging from 1
(low) to 5 (high)• Identify 5 top skills and
where they were acquired or how they are put into practice
• Identify 2 skills with the lowest score – How could they be improved
Team work Written communication
Spoken communication Listening
Logical argument
Problem solving Analytical skills Creativity
Flexibility Practical Time management Self confidence
Self-development
Information technology Tact Commercial
awareness
Intervention 3 - Employability
• Education on LinkedIn• How to make a great
profile• Guidance• Endorsements• Recommendations
Stage 5 – Results - Measurable Outcomes
Measurable Outcomes Measurement Stage 1
Stage 5 Increase/Decrease
Profiles on LinkedIn Number of students 7 35 +400%
Student initiated activities on campus
SocialAcademic
51
36 10
+620%+900%
Student initiated activities off campus
Social Academic
123
218
+75%+166%
Academic ProfilesYear 1 – Entry Profiles
AAB+ & Distinction (1st and 2:1)Below AAB & Merit (2:2 and under)
517
2 & 9 (11)7 & 1 (8)
+120%-53%
Academic ProfilesYear 3 – Grade profile end of year 2
1st
2:12:2Third
2872
41410
+100%+75%-85%-100%
Conclusions and Recommendations
• Behaviour Wheel is an effective tool in planning and staging interventions to change behaviour
• Increase in student initiated activities on and off campus• Increased grade profiles
• More research into traditional students• Research into different degree pathways
References
• Cohen, L. M., & Manion, L. L. & Morrison, K., 2011 Research methods in education.
• Michie, S. F., Atkins, L., & West, R., 2015. The behaviour change wheel: a guide to designing interventions.
• Michie, S., van Stralen, M. M., & West, R., 2011. The behaviour change wheel: a new method for characterising and designing behaviour change interventions. Implementation Science, 6(1), 42.
• Wright, J., 2007. RTI toolkit: A practical guide for schools. National Professional Resources Inc./Dude Publishing.