Research News Last updated 22 July
A Birmingham City University research project has identified new ways to improve students' transition into college-based higher education by putting student-staff partnerships at the heart of teaching and learning.
The Quality Assurance Agency-funded project, led by Professor Matt O'Leary, found that collaborative approaches increase students' confidence, sense of belonging and understanding of assessment, while helping educators create more inclusive learning environments.
Working with Bishop Burton College and University Centre, Derby College Group, Nottingham College, Solihull College and University Centre, and Walsall College, the project explored how flexible pathways and effective transitions in college-based higher education (CBHE) can be strengthened through meaningful collaboration between students and staff.
At the heart of the research is BCU’s Cycle of Collaborative Observation model, a six-stage framework that creates structured opportunities for students and educators to reflect together on teaching, learning and assessment.
Rather than positioning students as recipients of feedback, the model enables them to become active partners in shaping their learning experience.
The project demonstrated significant benefits for both students and staff. Students reported increased confidence, stronger critical and reflective thinking skills, a better understanding of assessment expectations and a greater sense of ownership over their learning.
Staff said the approach encouraged more student-centred teaching and reinforced the value of student voice in improving learning and teaching.
Professor Matt O'Leary, Professor of Education at BCU and project lead, said: “Our study has highlighted the importance of collaborative pedagogical relationships in supporting students’ crucial transitions into higher education.
“We found that collaborative dialogue between students and staff helps to build trust, challenge traditional hierarchies and create more inclusive learning environments. These relational dynamics are closely linked to improvements in students' sense of belonging and academic identity, both of which are critical for persistence and success in higher education.
“Our research also found that embedding transition support within the curriculum is more effective than relying on reactive interventions.”
Explicit teaching of assessment criteria, structured engagement with feedback and scaffolded academic skills development all contributed to stronger student outcomes, while collaborative dialogue helped foster trust and more inclusive learning environments.
The project concludes with recommendations for institutions delivering college-based higher education, including embedding student-staff partnership within institutional strategies, strengthening assessment literacy and investing in staff development to support sustainable, collaborative approaches to teaching and learning.