One of the key challenges identified in HE is around building community/belonging. The ‘What Works? Student Retention and Success programme’ concluded that student belonging could be achieved through “supportive peer relations, meaningful interaction between staff and students, developing knowledge, confidence and identity as successful HE learners and a HE experience relevant to students’ interests and future goals (Thomas, 2012 p.7).” It is still unclear how these objectives can be attained in a post-pandemic and increasingly digital/online era. Taking the findings from UoN URB@N project (https://uon1.padlet.org/karishma_jivraj/uvv5cpwp5gp64uwa), it was evident that some students felt disconnected from their learning experience and from their peers during the pandemic. Creating opportunities to combat this by using video content and an accessible user guide where students can identify with fellow students who are like them is one of the aims of the project and feeds directly into retention and widening participation and access.

Research has also demonstrated the importance of diverse role models in academia that can demonstrate equality and diversity, reduce marginalisation that may be felt by BAME students and any attainment gaps (Brazier, 2019). With the introduction of videos, student personas will be available for those who may not find it easy to identify with others. Links between current students (who are very socially diverse) and future students (who may not position themselves as traditionally academic) will be established.

Another challenge that has been identified in HE is ensuring that learning materials reflect the ways that students are engaging with each other/media they are familiar with in a digital age (Vlogging, Youtube, other social media). Research has demonstrated the importance of adapting to the changing landscape of digital connective technologies to enable students to extend learning outside of the traditional learning institution (Saykili, 2019). Active blended learning at the University of Northampton allows for this to occur, however further work is required to incorporate digital fluency. The goal is to allow students to create authentic experiences that others can relate to, using digital connective technologies that they find accessible, engaging and relatable. This will be developed using ‘a day in the life’ material. The material will be innovative as it will directly represent student personas that can support existing students or future applicants (through marketing activities such as open days and outreach events).

A recognisable barrier in HE is the agenda to involve students as co-creators in their learning experience. The Office for Students (OfS, UK) recognise the important of students as co-creators and co-innovators in projects and materials (versus post development). The current project aims to include students and partner/co-creators in research and video content thus enhancing their engagement. Furthermore, input from fellow students (i.e. creation of materials) is seen to be more authentic, believable and meaningful. The co-creation of content will move students from being passive consumers to active producers of their learning environment.

The Psychology NSS data (2020-2021) flagged student learning community as an area that needed work, which the project aims to strengthen, by creating opportunities for collaborative working.