WHEA Annual Report 2025 Final Digital with links v3 - Flipbook - Page 15
EMBEDDING COACHING PRACTICES
IN STUDENT-SUPPORTING ROLES
STUDENT FOCUS GROUPS TO SUPPORT
DISABILITY-LINKED INCLUSION
Co-led by: Dr Gioia Panzarella (GSD) & Amy Stickels
(WBS)
Led by: Dr Romain Chenet (GSD)
This project investigates how coaching principles can be
embedded into student-supporting roles like personal
tutoring and supervision. The goal is to promote student
independence, self-inquiry, and critical thinking, rather than
reliance on tutor guidance. By tailoring coaching techniques
for higher education, the project aims to develop a wider
coaching culture at Warwick that will enhance the student
experience and support staff wellbeing.
This project aims to improve the inclusion of students
with specific learning differences and/or neurodivergent
conditions (SpLDs-ND). Through student-led focus
groups, it identifies administrative, pedagogical, and
social barriers to their educational experience. The key
aims are to generate University-wide and departmentspecific reports to improve policy, raise the visibility of
disability-linked issues, and enhance the University’s
capability to use a ‘social model of disability’ framework.
A SNAPSHOT ON WARWICK
INTERNATIONAL STUDENTS VIA
THE STUDENT FEEDBACK SURVEY
ACCESS/BARRIERS TO PGT STUDY
IN THE FACULTY OF ARTS
Co-led by: Dr Massimiliano Tamborrino (Statistics),
Echo Zhou (Student Experience), & Saida Alimdjanova
(Philosophy), with Jess O’Brien (CCMO) as a contributor
Co-led by/Contributors: Dr Aysu Dincer Hadjianastasis
(History), Sophie Bourne, Professor Teresa Grant
(CSR) & Dr Rich Rathbone (Modern Languages)
This project uses data from the Student Feedback
Survey to gain detailed insights into the international
student experience at Warwick. It aims to identify the
specific needs of international students regarding their
wellbeing, sense of belonging, academic life, and use of
AI. The findings are intended to inform future University
strategies and initiatives to enhance the international
student experience.
This project addresses the under-researched area of
access to postgraduate taught (PGT) courses. Its aims
are to understand undergraduate students’ expectations
of PGT degrees in the Arts Faculty and analyse factors
contributing to variations in postgraduate student intake
and diversity. The ultimate goal is to use these insights
to strengthen Warwick’s PGT programmes and widen
participation.
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