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Meet the FBL Student Experience Assistant Team – Kayleigh
My name is Kayleigh, and I am one of the Student Experience Assistants (SEAs) for the Faculty of Business and Law at UON.
I graduated from UON in 2024 with a BA in Psychology with Criminology, and alongside this role I have just started a Master of Research degree. I also work in mental health for the NHS at the weekends. My academic and professional interests are largely around peer support, diversity and inclusion; particularly around the value of lived and living experience, forensic mental health, and neuroscience.
I came to UON in 2021 as a mature student having worked and volunteered within various forensic mental health settings, and I assumed this would be the area I went back into when I finished my degree, but now I’m not so sure… Despite a lot of adversity, university was overall a hugely positive and pivotal experience for me and so I am currently exploring a more academic path. I have a lot of experience to call upon and to share and I’m hopeful that I can support you so that your time at university is positive too.
I am here to support both students and staff in the Faculty of Business and Law by meeting with teams to identify their needs and ensuring students get the right help. As a recent UON graduate, I understand the challenges you might be facing and can offer guidance, connect you with the right people, or just have an informal chat. I have been assigned to support Criminal Justice Studies and Strategy & International Business teams, but support to students is not necessarily limited to these subjects. You can reach out to any of the SEAs for help.
Contact the team at fblseat@northampton.ac.uk, or me directly at kayleigh.willis@northampton.ac.uk. We also hold a drop-in outside LH201, Monday to Friday, 10am-4pm, no booking needed.
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Meet the FBL Student Experience Assistant Team – Kezia
Hello everyone! My name is Kezia Asante, and I’m part of the Student Experience Assistance Team [SEAT]. I’ll be working with the Criminology and Law departments and am looking forward to meeting you all and providing necessary support wherever it’s needed.
My primary objective in this role is to enhance your overall student experience, and as a recent graduate of the university myself, I understand how overwhelming student life can be. Challenges like balancing coursework, managing deadlines, and navigating university resources can feel daunting, but I’m here to help guide and support you through all of it. Feel free to reach out whenever you need assistance or just a friendly chat!
Choosing criminology to study was a great decision, and if you allow yourself to, you can gain a wealth of knowledge and a fresh perspective on the world. I’ve developed a genuine passion for the subject, particularly because I believe it encourages us to examine the complexities in grey areas that others might view as simply black and white. Criminology has so many different aspects that stem from various fields such as sociology, psychology, law, policing, and forensics. It delves into the root causes of crime, the workings of the criminal justice system, and the societal impacts of crime and punishment and much much more! Moreover, pursuing a degree in criminology can lead you down numerous career paths. For instance, I will be starting my MSc in Cyber Security and Forensics in January, inspired by my interest in the digital realm initiated by my criminology studies.
Overall, what I’m trying to say is to make the most of your criminology studies. Immerse yourself in the subject, engage with your peers and professors, and take advantage of all the resources available to you. Attend workshops, research, and read up on areas of the subject you enjoy and participate in relevant events to deepen your understanding and broaden your perspective. The more actively you engage, the more you’ll get out of it.
Please don’t navigate the university experience on your own. There are many people like me and various support systems available to help you and make your journey easier.
Look forward to meeting you all!
Kezia Asante
kezia.asante-nkansa@northampton.ac.uk
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Welcome to the University: How can I help you?
In recent years, and to be more specific, ever since universities were forced to introduce fees, a wider discussion emerged regarding what the Universities are for. The fees changed the nature of education and from a right, it became a privilege. The choice of going to Higher Education [HE] to improve oneself was combined with what the universities can offer to make their education “value for money”! This of course had to be done in line with consumer policy and practice. That led to a shift from educational principles to commercial concerns. Changing the process from what universities do, to what they can offer for their prospective students. Talking consumer law and setting thing up to align with what we can offer, not what students can achieve. This led to a fierce competition in the sector about which university offers the greatest value for money.
“Come to our university, we have nice buildings”, “come to us we have nicer laptops”, “no, come to us we have fabulous sports facilities” “no please come to us we will take you away on great trips”. Although telling students what to expect and how this is offered is great, it does miss the fundamental principle of what a university is! Universities evolved from philosophical academies that posed questions about the world. The participants engaged in dialogue that challenged their perspectives and viewpoints. Out of their works our collective understanding on nature and the world, was and is still, being shaped.
A university is an annex of learning. It covers a wide variety of disciplines and provides opportunities for advancing education locally, nationally and internationally. Academics who teach are experts in their field, having undergone a long educational process themselves. The people who come to the university to learn, are adults, the majority still young adults, who wish to develop their skills and advance their education to the highest level. The last point is the most poignant when it comes to Higher Education. It builds up learning experience together with hard and soft skills on academic writing and articulation, advancing disciplinary knowledge and a profound understanding of self; “a know thyself” moment.
The services offered pale into comparison with what students can really acquire from a university education. No amount of consumer products can replace the insight and of course the transformative nature of Higher Education. A number of helpful services are a great addition to the educational experience, and I am forever grateful to the hard work to all of our colleagues in students’ services and other administrative services that makes our lives, and the lives of the students so much better, but they are not the main reason why so many come through the doors of HE. The university has its place in education and what it does is already clear. It gives people the opportunity for employment and personal advancement, and that is great, but what it really does is to be transformative. People get time to consider things they may have never thought before and discuss them with people who have spent a considerable time in studying them.
As this week marks the start of the academic year and we are all happy welcoming our students, I would like to remind everyone that Higher Education is not a passive process but an active one that allows each participant to interact with and to interrogate the materials and ideas they are presented with. Whilst some students influenced by a consumer mentality may be asking what I am getting, this may not be a satisfactory question because each person wants different things, but we all aspire to improve ourselves in the process. So to paraphrase a US president: “Ask not what your University can do for you – ask what you can do for your University studies”.
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Highlights and Hindsight: Reflections from a Final Year Student
Whilst I hope to continue writing beyond graduation, for my last blog post as a UON student, I’d like to share, for those at the beginning or early stages of their degree, some of the things I’m glad I did, and the things I wish I had done, maybe something will resonate with you.
I’m glad I…
Found opportunities to prove myself: Although I worked before doing my degree, being course representative, student voice as well as a research assistant have helped me build confidence and skills and given me so much more to talk about when I’m selling myself in both professional and academic applications.
Maintained my routine: I’ve never pulled an all-nighter or found myself regularly submitting at 11:58pm (just one exception!) I knew I couldn’t give my best when stressfully counting down the minutes to midnight and being sleep deprived. I tried different ways and routines of studying and found something that was sustainable. As far as possible I maintained boundaries so as not to put myself in a position where sacrificing sleep was a necessity.
Didn’t compare myself (often!): It’s easy to see other people getting higher grades, doing more things, doing ‘harder’ topics, and to feel inferior. We’re all on our own journeys, have our own interests, our own barriers and limitations and that’s ok. I never have been and probably never will be a ‘straight A’ student, but I’ve worked incredibly hard for the grades I have got. And truly, in all the interviews I’ve done in the last 4 months (lots), they’ve been more interested my grit and compassion than everything else!
I wish I had…
Connected more: I wish I’d pushed a little harder to make some friends or some more familiar faces. University can be really lonely, for so many reasons, and I think lots of students feel this way! Perhaps pushing through that fear of the unknown, and the social anxiety to talk to people on my course, having joined a society or attended more events might have alleviated some of this.
Taken what I needed: I spent years one and two determined not to use extensions, mitigating circumstances or office hours, anything that I perceived to be a setback or a silly question. This resulted in me running out of an exam before finishing, and completing a timed assignment the day after discharge from psychiatric hospital. I turned this around in year three and used what I needed, used extensions, booked in to office hours even if it was just for reassurance and actually felt like I had given my work my best (and this reflected in higher grades!)
Last Nuggets of Advice
Pay attention to what you enjoy: It’s easy to see it all as just hard work, rush to get it done and then feel lost in the end. I’ve now started on a masters degree towards a career path I never thought I’d pursue, focussing on something that isn’t even my strongest skill, but I’ve decided its worth the challenge for something I’m going to enjoy.
Reflect, reflect, reflect: I’ve learned so much by taking the time to reflect on what I’m experiencing or learning, how it makes me feel and why, why I do or don’t want to do it, where my thoughts are coming from. I wholeheartedly recommend regularly thinking about these things (or writing about them!) The ability to be reflective is assessed more than you might think, and you never know what it might reveal to you.
You are more than this: No matter what grades you get, how you handle uni life, if you make friends or not, do ‘extra’ stuff or not, do a masters, or not. You’re still… you, with so many good qualities, values and goals that are not tied to your achievements, it may or may not always be the life changing experience you hoped it would be. This is an important time, sure, but it’s not more important than your health, your values, your sense of self.
Remember, you can only do what you can, with what you have at the time. Take care.
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HE and the curse of generative AI
A good part of the last academic year was spent debating the use of AI in Higher Education. Well, that’s what it felt like in our department. It became clear early on that some of our students had taken to using AI to generate their essays. Whilst we, as academics, debated its use, a number of issues became apparent. First and foremost was that of detecting its use in summative work. Despite the university guidelines about using AI and the need to reference its use, indicating where and how it had been used, students were producing work and passing it off as their own. Some of my colleagues were bothered about how its use could be detected, whereas others promoted its use and advocated teaching students how to use it. The arguments abound about how it might be used, not just to generate ideas but also to help improve grammar, for example. There are arguments about how it can help provide a literature review, saving time and effort. There are arguments about how it can help with essay structure and can help with that writer’s block, so many of us suffer from.
Whilst I understand its uses and understand my own limitations in knowledge and understanding about its many uses, I cannot but help thinking that somehow those that advocate its use have been blinded by the allure of something shiny and new. They will say they are just keeping up with technology, in the meantime, the tech giants are making a fortune and leading us further and further into a toxic dependency on technology which they in turn generate to quench our insatiable appetite. For those of you that remember, what was wrong with ‘Word 6’?
My stance seems to be somewhat simplistic on the matter, that is my stance on using generative AI in Higher Education to produce summative work in our field. It seems to me that the use of generative AI to produce summative work, bypasses all that Higher Education seeks to achieve. The British Society of Criminology provides a comprehensive menu of knowledge and skills that a student studying criminology should be able to boast at the end of their degree programme. We do our best to provide the building blocks for that achievement and test, using a variety of methods, whether the students have that knowledge and skills to the requisite standard. At the end of their studies, the students receive a certificate and a classification which indicate the level of skills and knowledge.
How then can we say that a student has the requisite knowledge and skills if they are allowed to use generative AI to produce their work? If a key skill is the ability to analyse and synthesise, how does an AI generated literature review assist with that skill? How will an AI generated essay format help the student navigate the vagaries of report writing and formatting in the workplace (different formats according to audience and needs)? How does a grammar check help the student learn if the words produced by the AI tool are not understood by the student; they won’t even know if it’s the correct word or tense or grammar that has been used. Often the mistake made by those advocating the use of AI is that they forget about how we learn. Having something produced for you is not learning, nowhere near it.
Even if a student acknowledges the use of AI in their work, what does that bit of work demonstrate about the student? Would we credit a student that had simply copied a large chunk from a book, or would we say that they needed to demonstrate how they can summarise that work and combine it with other pieces of work? In other words, would we want the student to produce something that is theirs?
There are tools for detecting the use of AI, just as there are tools for detecting plagiarism, the problem is that the former are not that reliable and are likely to produce a significant number of false positives. The consequence of the worries around the use of AI by students is that some of my colleagues, both at the university and the wider community are advocating that we return to exams and the like. I think that would be a retrograde step. We need students to be able to read, explore, and write so that they can demonstrate some quite critical skills. Skills that employers want.
Whilst it seems right that we show students how to use AI, we need to be clear about its limitations. More importantly we need to be clear that its use can be debilitating as much as it is useful. Not everything that is shiny and new is what it purports to be, good honest graft has far more value. There are no shortcuts to learning. If graduates are unable to demonstrate the requisite skills for a job, then their degree holds little value. I fear that many will be cursing the day they ever discovered generative AI.
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Embracing Technology in Education: Prof. Ejikeme’s Enduring Influence
Sallek Yaks Musa, PhD, FHEA
When I heard about the sudden demise of one of my professors, I was once again reminded of the briefness and vanity of life —a topic the professor would often highlight during his lectures. Last Saturday, Prof. Gray Goziem Ejikeme was laid to rest amidst tributes, sadness, and gratitude for his life and impact. He was not only an academic and scholar but also a father and leader whose work profoundly influenced many.
I have read numerous tributes to Prof. Ejikeme, each recognizing his passion, dedication, and relentless pursuit of excellence, exemplified by his progression in academia. From lecturer to numerous administrative roles, including Head of Department, Faculty Dean, Deputy Vice Chancellor, and Acting Vice Chancellor, his career was marked by significant achievements. This blog is a personal reflection on Prof. Ejikeme’s life and my encounters with him, first as his student and later as an academic colleague when I joined the University of Jos as a lecturer.
Across social media, in our graduating class group, and on other platforms, I have seen many tributes recognizing Prof. Ejikeme as a professional lecturer who motivated and encouraged students. During my undergraduate studies, in a context where students had limited voice compared to the ‘West,’ I once received a ‘D’ grade in a social psychology module led by Prof. Dissatisfied, I mustered the courage to meet him and discuss my case. The complaint was treated fairly, and the error rectified, reflecting his willingness to support students even when it wasn’t the norm. Although the grade didn’t change to what I initially hoped for, it improved significantly, teaching me the importance of listening to and supporting learners.
Prof. Ejikeme’s classes were always engaging and encouraging. His feedback and responses to students were exemplary, a sentiment echoed in numerous tributes from his students. One tribute by Salamat Abu stood out to me: “Rest well, Sir. My supervisor extraordinaire. His comment on my first draft of chapter one boosts my morale whenever I feel inadequate.”
My interaction with Prof. Ejikeme significantly shaped my teaching philosophy to be student-centered and supportive. Reflecting on his demise, I reaffirmed my commitment to being the kind of lecturer and supervisor who is approachable and supportive, both within and beyond the classroom and university environment.
Prof. Ejikeme made teaching enjoyable and was never shy about embracing technology in learning. At a time when smartphones were becoming more prevalent, he encouraged students to invest in laptops and the internet for educational purposes. Unlike other lecturers who found laptop use during lectures distracting, he actively promoted it, believing in its potential to enhance learning. His forward-thinking approach greatly benefited me and many others.
Building on Prof. Ejikeme’s vision, today’s educators can leverage advancements in technology, particularly Artificial Intelligence (AI), to further enhance educational experiences. AI can personalize learning by adapting to each student’s pace and style, providing tailored feedback and resources. It can also automate administrative tasks, allowing educators to focus more on teaching and student interaction. For instance, AI-driven tools can analyse student performance data to identify learning gaps, recommend personalized learning paths, and predict future performance, helping educators intervene proactively.
Moreover, AI can support academics in research by automating data analysis, generating insights from large datasets, and even assisting in literature reviews by quickly identifying relevant papers. By embracing AI, academics can not only improve their teaching practices but also enhance their research capabilities, ultimately contributing to a more efficient and effective educational environment.
Prof. Ejikeme’s willingness to embrace new technologies was ahead of his time, and it set a precedent for leveraging innovative tools to support and improve learning outcomes. His legacy continues as we incorporate AI and other advanced technologies into education, following his example of using technology to create a more engaging and supportive learning experience.
Over the past six months, I have dedicated significant time to reflecting on my teaching practices, positionality, and the influence of my role as an academic on learners. Prof. Ejikeme introduced me to several behavioural theories in social psychology, including role theory. I find role theory particularly crucial in developing into a supportive academic. To succeed, one must balance and ensure compatible role performance. For me, the golden rule is to ensure that our personal skills, privileges, dispositions, experiences from previous roles, motivations, and external factors do not undermine or negatively impact our role or overshadow our decisions.
So long, Professor GG Ejikeme. Your legacy lives on in the countless lives you touched.
Disclaimer: AI may have been used in this blog.
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Gypsy Roma Traveller History Month: A Romany Museum
In April I visited the Gordon Boswell Romany Museum, museums in this country tend to operate under the guise of whiteness, but this one is different – it seems to be unapologetically and traditionally Romany.
The museum has an off grid feel to it, it appears after driving miles amongst countryside fields and if you would like to contact the museum staff, apparently telephone is best, not social media or email. This museum is also situated within what seems to be a Romany family home area and working scrapyard business. So even before entering the building, the culture of close family ties for building home and business that is outside of mainstream culture, are there.
Inside the museum there are a variety of traditional Romany artefacts, which includes wagon, trailers, horse related items and handmade gifts, as well as other wagons curated by the owners and close contacts themselves. You will be pressed to find any written signage here, as in-line with tradition Romany history is passed on through verbal story telling. So if you want to know more about something you will need to ask those running the place, who are keen to have a chat with you.
I was surprised to see that the museum had a decent amount of visitors considering that this was a weekday and located in a lowly populated area in Spalding. The museum seems to be aimed at celebrating and illustrating traditions, instead of being motivated by profit. The visitors that were there also seemed to be touched by their visit, perhaps it is the attempt at preserving a traditional culture that has been under constant pressure, that makes this so meaningful. Or the memories of the past which the museum seems to hold onto.
Upon exiting the museum, seemingly Romany people pull up with a horse and cart near-by. A reminder of a slower paced yet hard working traditional life, where the outside world and mainstream culture does not matter so much as long as there is food on the table and supportive family near by. Although, I was left with more questions after the visit, such as where are the museums/spaces for other groups, such as Traveller culture? Where are the celebrations for more contemporary lives lived by Gypsy Roma and Traveller people?
This year the month in which I celebrated Romany culture the most was in April with a visit to The Gordon Boswell Romany Museum and I really did enjoy the visit. I have not done much to celebrate this month as I wonder – how do you to celebrate these specific History Month in a way that is meaningful and not performative?
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I want to study Criminology
This is the time of the year we meet a lot of prospective students who come to one of our discovery/open days telling us why they wish to join us! I have taken some of their ideas and put them into content reflecting on our curriculum and the programme(s) we offer at the UON
I have read something in my sociology textbook, it was talking about deviant behaviour, and I thought to myself; that is interesting! I was reading in a psychology textbook something about a doll that adults are hitting and the kids watching them emulate their behaviour and I thought, if that explains the behaviour in my school when the kids used to fight. I was going over my notes in religious education talking about ethics and morality and I wondered if we are born with an innate moral compass that tell us right from wrong. The starting point in all three examples is curiosity. We explore some ideas at school, we hear stories in the news, and we are intrigued. The name sounds interesting because at the end of deviance lies crime, in the explanation of doll hitting the behaviour is violence and at the end of the questions about morality, rests criminality. For some others the curiosity comes from a true crime book that describes how a monstrous killer was able to kill two schoolgirls whilst joining the town in their search: or after watching a documentary of this female serial killer who worked as a sex worker and occasionally killed her punters. Maybe it was that crime series about this seemingly nice, terminally ill schoolteacher who started making drugs and selling them to gangs.
Any of the above sound exciting, interesting to enroll in at a university of your choice. In fact, every year hundreds of UK students will choose to study criminology in one of the different available ways to study it across the country. The curiosity and interest materialise and in recent years criminology has overtaken several cognate disciplines in terms of student numbers. Universities have invested in teams delivering renditions of criminology across the country. Our version of criminology is focused on multidisciplinary perspectives exploring different theoretical conventions and helping our students to grow in confidence in an area that is both fascinating and complex. Firstly we dispel the mythology on criminology from the reality and the scientific explorations of the discipline. We provide the relevant examples to see the evolution of thought and the development of perspectives. Then we work with our students to acquire the skills to seek out the information that will become their knowledge base. We encourage the development of independence, creativity and critical analysis.
In a recent session with finalists, one student commented that she found criminology challenging. It is a discipline that looks at crime and its aftermath but also considers that as a phenomenon crime is a social construct. In other words, of course its complex; we are talking about harm and the effects/causes it has on individuals and the wider society; but understanding how crime is generated, the impact it has and the ways we can address the “problem of crime” is an insightful educational experience. Like going up a mountain, you may feel the strain and pain of doing it whilst at the base camp or halfway but once you reach the peak, you get views of something else. For those who wish to join us; be open to new perspectives and be prepared to have your mind blown!
To find out more, please visit:
BA (Hons) Criminology with Psychology
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Reflecting on my viva experience
I reflect one week after one of the most important examinations in academia, the viva. Like any examination you never know what is going to come up and therefore you have to be prepared for anything. This makes preparation tricky, uncertain and at times perplexing. There were areas I thought might come up, and in those cases I had a response ready.
On the day, despite all the preparation there were questions that required pause, thought, navigation and discussion. Upon reflection, there were times where I would have liked to provide a more polished and articulate answer, but I am not a robot and therefore my answers are human, with stutters and pauses, passion and dedication; they are unpolished and there is a beauty to that.
What made the difference was having two very supportive examiners that were approachable, interested in my research and wanting me to fulfil my potential. Their additional years in the field/academia over mine were not used to demonstrate their superiority, but instead to guide me in the final process of completing my thesis.
The process acted as a reminder to me that how you approach a situation is so important. In academia, whilst we may be trying to highlight the flaws in a potential project or correcting errors or misconceptions in student’s writing so they can improve, we also ought to put the effort into seeing the good in someone’s work where possible. Think about whether your approach is constructive, how can that individual be supported to the finish line. It pays to maybe think back to the time when your work was being dissected, analysed, with the outcome affecting your academic career in front of you, what type of examiner would you have wanted, maybe that is the one you need to strive to be to others.
I passed with minor corrections that they stressed would only take a few days work. I hope this is acts a testament to what is possible. As a first-generation Black woman that tentatively stepped into academia, achieved a first-class honours degree, navigated a masters at Oxford University, was successful in achieving a funded PhD to then pass with minor corrections, challenge yourself and dare to dream!
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Aspiration and Independence: A tale of Lego, Learning and Universities
A couple of year’s ago to mark the completion of my PhD, my husband presented me with a Lego kit, a Lego typewriter to be precise! This was an incredibly thoughtful gift, a nod to the start of my working life where I had used a very similar typewriter daily at the Magistrates’ Court. It was also recognition of the years I had spent writing the thesis. Simultaneously, it was also rather a surprising kit, my only other foray into Lego as an adult was building a Lego Yellow Submarine some years before. That kit had taken me considerable hours to build, which I had enjoyed, in part because of my love for the Beatles. However, I digress….
I embarked upon building the typewriter, which looked rather big and scary in its box, and even more daunting when I saw the huge instruction manual and lots and lots of bags of pieces. Nevertheless, how difficult can it be to build a Lego kit? I started with confidence, working my way through the step-by-step instructions, occasionally accidentally missing a step and having to go back through the booklet. However, about halfway through, I got completely stuck, I couldn’t make sense of the diagram and turned to google. Here I found lots of articles and videos, each of which seemed to stress that this was an extremely challenging kit, one of the most complex produced to date and not for the faint hearted. Regardless, I found some information about my particular hurdle and carried on working my way through the steps.
As time went on, I found the idea that what I was doing was difficult, playing across my mind. Increasingly, as I found a part challenging, rather than working my way backwards and forwards through the instructions, trying pieces one way and another, in trial and error, I turned again and again to google. Of course, each time I did this, as well as the answer, I was confronted by the continual narrative of challenge and difficulty. As I went on, I felt as if I could not complete this kit. Then disaster struck! As I fought to put in a moving part, a part of the model collapsed, I obviously hadn’t pressed the pieces in hard enough. I found myself facing what had been almost complete model (only one bag of pieces to go) but was now a complete mess. Now, remember this is just a model, not a matter of life and death, but I felt this mistake deeply. All of the commentators, self-proclaimed Lego “experts” were right, this was not a kit for me, a mere amateur.
This anecdote, really ends there, the kit is still in pieces in its box. I haven’t been able to bring myself to dismantle what’s left and start again. The fact that I haven’t completed the kit, plays on my mind. I don’t give up on anything (my work, education and family history attest to this), but here I am defeated by a toy![i] This “failure” got me thinking about learning and teaching and the role self-belief (or the lack of it) plays in the academic journey. This chimes with recent thoughts around independence and aspiration when it comes to excelling in study.
First a proviso, this is not about my institution, but seemingly every educational establishment and more broadly society. Everywhere I look it seems that young people are being told that they are incapable, that they need support in all aspects of their lives, including studying. That university study is incredibly difficult and probably not something that can done without enormous support. Sometimes this is an implicit message absorbed on daily basis, other times more explicit, posters, advertisements advising how to defer assessments, how to get in touch with support services, where to go for financial guidance, people you can talk to and so on. Now all of these are really important, but they are not the primary purpose of a university. That purpose is to provide a space for education, for thinking, for reading, for intellectual discourse, a place full of challenging ideas, allowing individuals to develop themselves in a variety of different and sometimes, surprising ways. It is also a place to make mistakes on that learning journey. After all, if we knew everything before we started studying for a degree, there would be little point in studying.
Nevertheless, in the modern university, there is little tangible evidence that this is what a university is for. To quote Nike (1988) where is the “Just do it”. Where does it remind us, that humans are powerful, resourceful, adaptable, that we can learn anything we put our minds to, we can succeed? Where are the messages designed to build self-confidence, self-esteem, and aspiration. Yes, there is help available, don’t be afraid to ask for support! There is no stigma, you are paying for every part of your university experience. Yes, studying is challenging, but so are lots of things in life; learning to drive, holding down a job, caring responsibilities, many of which we rely upon others for support.
Obviously, there is a big difference between Lego and an academic qualification, nevertheless they both (comparatively) require a big financial outlay, levels of dedication, concentration, aspiration and a desire for successful completion. I have three degrees, each has cost me financially, temporally and emotionally. This studying has given me the lowest of lows and the highest of highs along the way, but I have grown in ways I could never have imagined at the beginning of my studies. Along the way I have utilised support from academics and university professional services, for which I am very thankful, but the hard work is mine. Even better, those three pieces of paper belong to me and me alone, they are proof of my stamina, my perseverance and my ability to bounce back again and again. Nobody, can take those away from me!
It is for all these reasons that I will complete that Lego set! But I also recognise that I may need some expert help to build up my confidence again. This time I won’t call upon academics for support, but another expert, my 11 year old grandson, who has proved time and again, that no Lego kit will defeat him! With perseverance and an expert who will gently guide and enable me, that Lego kit will be complete in no time. Watch this space for the finished article!
EDIT Sunday 18 February: Mission Accomplished
[i] Apologies to all Lego aficionados, I fully recognise that Lego is so much more than a toy.
Thoughts from the criminology team 