Exploring perceptions of the co-curricular Skills@Library service

Exploring perceptions of the co-curricular Skills@Library service

Michelle Schneider (Skills@library)


Project Overview

The aim of this 12 month project is to investigate how the Skills@Library (S@L) co-curricular service is perceived by staff and students and the impact this has on engagement. Of particular concern is whether the service is perceived as “remedial”, leading to students thinking of themselves as the problem- that it is they who need fixing.

This research will inform the development of new practices that ensure all students benefit from an empowering and developmental service; one that enables them to better understand “the rules” of academia and to make their own, informed decisions about their work and learning, perhaps even breaking those rules to challenge the status quo. This emancipatory approach is a core value of Learning Development.


The research approach

The project will take a mixed-methods approach, collecting both quantitative and qualitative data. Surveys will be used to gain a broad perspective of how the S@L service is perceived by staff and students, and to ascertain key themes and patterns. Focus groups and in-depth individual interviews will be used to gain a deeper understanding of if, how and why student perceptions impact on their engagement with the service.


If you would like to find out more about the project contact Michelle (m.r.schneider@leeds.ac.uk).

Each fellowship has a project sponsor that helps the fellows achieve impact across the institution. The sponsor for this fellowship is Paul Taylor.

Project start date: January 2022