Imperial College London

Dr Tiffany Chiu

Central FacultyCentre for Higher Education Research and Scholarship

Principal Teaching Fellow in Educational Development
 
 
 
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Contact

 

+44 (0)20 7594 8711t.chiu

 
 
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Location

 

S508Sherfield BuildingSouth Kensington Campus

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Summary

 

Publications

Publication Type
Year
to

18 results found

Zhang X, Johannsson H, Tucker JD, Riyat A, Chiu Y-LT, Greenberg N, Sharpe Ret al., 2023, ‘Thrown in at the deep end’: a qualitative analysis into the transition from trainee to consultant during the COVID-19 pandemic and lessons for the future, BJA Open, Vol: 7, Pages: 1-7, ISSN: 2772-6096

BackgroundSustained crises such as the COVID-19 pandemic would be expected to impact the transition from trainee to consultant for anaesthetists or intensivists, but limited research exists on this important topic. This study aimed to examine the social context of this crucial career transition during the pandemic and post-pandemic periods.MethodsWe conducted semi-structured interviews with anaesthetists and intensivists who became consultants after the first UK lockdown. Thematic analysis was used and data saturation was reached at 33 interviews.ResultsThe pandemic substantially impacted the transition to consultant role in various ways, including professional identity, clinical and non-clinical responsibilities, and wellbeing. Participants experienced identity confusion, self-doubt, and moral injury, resulting in intense emotional distress, feelings of guilt and helplessness, which persisted beyond the pandemic. They also felt unprepared for their consultant roles because of disruptions in training. The pandemic exaggerated the vulnerability of those transitioning to consultants, because of increased clinical uncertainties, and pressures of the growing backlog. Additionally, the pandemic impacted on the wellbeing of those transitioning to consultants, intensifying feelings of anxiety and stress. We also identified unique opportunities presented by the pandemic, which accelerated learning and encouraged post-traumatic growth. Our study identified practical solutions that may improve transition experience at individual, organisational, and national levels.ConclusionsPersistent crises significantly impact the transition from trainee to consultant. Our findings generated insights into the challenges of this critical career transition and staff wellbeing, and serve to inform approaches of ongoing support for those transitioning to consultants.

Journal article

Murray OM, Chiu Y-LT, Wong B, Horsburgh Jet al., 2023, Deindividualising Imposter Syndrome: Imposter Work among Marginalised STEMM Undergraduates in the UK, SOCIOLOGY-THE JOURNAL OF THE BRITISH SOCIOLOGICAL ASSOCIATION, Vol: 57, Pages: 749-766, ISSN: 0038-0385

Journal article

Wong B, DeWitt J, Chiu Y-LT, 2023, Mapping the eight dimensions of the ideal student in higher education, Educational Review, Vol: 75, Pages: 153-171, ISSN: 0013-1911

Marketisation has directed higher education institutions and policies to focus on student support and provisions that promote better experience and value. By contrast, expectations of university students are under-researched and understated, with less attention placed on what and how students should perform in higher education. This paper further develops the concept of the ideal student at university, which aims to promote transparency and explicitness about what is expected of students, and potentially alleviate inequalities driven by implicit and unspoken rules of higher education. We report on the development and findings of the ideal student survey, conducted with 1,043 university students and staff in the UK. Factor analysis revealed eight dimensions of the ideal student, which we have tentatively described as Diligence & Engagement, Organisation & Discipline, Reflection & Innovation, Positive & Confident Outlook, Supportive of Others, Academic Skills, Employability Skills and Intelligence & Strategic Approach. Each factor is discussed with a focus on the differences between the views of staff and students. We conclude with a discussion of how the concept of the ideal student has the potential to promote better equality and opportunities for student success, by making explicit what is expected of university students.

Journal article

Wong B, Chiu Y-LT, Murray ÓM, Horsburgh J, Copsey-Blake Met al., 2023, ‘Biology is easy, physics is hard’: Student perceptions of the ideal and the typical student across STEM higher education, International Studies in Sociology of Education, Vol: 32, Pages: 118-139, ISSN: 0962-0214

This paper draws upon in-depth interviews with 89 students from two UK universities to explore how students from Science, Technology, Engineering and Mathematics (STEM) degrees describe the ideal as well as the typical student in their respective disciplines. We provide a comparative insight into the similarities and differences between disciplinary identities based on student perceptions. More specifically, we consider how undergraduates from biology, engineering, mathematics and physics construct the ideal and the typical student in their degree, highlighting the popular discourses and desirable traits that appear to characterise students in these disciplines. In addition to a masculinised construction of students in engineering, mathematics and physics, we found a social hierarchy within STEM degrees where biology was perceived as the easier STEM subject. We conclude with a discussion of the impact of such hierarchies on student identities in STEM, and potential implications for equality, diversity and inclusion.

Journal article

Wong B, Chiu Y-LT, Murray OM, Horsburgh Jet al., 2022, End of the road? The career intentions of under-represented STEM students in higher education, International Journal of STEM Education, Vol: 9, Pages: 1-12, ISSN: 2196-7822

BackgroundThe analogy of the leaky pipeline has been used to describe STEM education, with lower student diversity from compulsory to post-compulsory education and beyond. Although extensive research has explored the views and experiences of school-aged children about STEM, fewer studies have examined the career intentions of STEM students at university, especially those from under-represented backgrounds (e.g., racial/ethnic minority, women and working class students). This paper draws on a large qualitative study that interviewed 110 under-represented STEM undergraduates in the UK. We focus on students’ STEM career intentions and the likely directions of their post-degree trajectories, drawing on the lenses of science identity and Social Cognitive Career Theory.ResultsThree pathways were identified. The first group plans to pursue a career in or from STEM. While social inequalities may persist, the potential impact of these challenges may be neutralised by the personal drive and passion of STEM career-oriented students, who seem committed to drive into an STEM future. The second group stated intentions for non-STEM-related careers, leaving the STEM pipeline. The reasons students gave for their imminent departure from STEM are the better financial reward on offer in some non-STEM sectors, especially in finance and business, as well as wider social inequalities and stereotypes. The third group was undecided, those who are uncertain or unclear about their futures. Students described a general lack of direction or clear career pathway, from a complete lack of career ideas to an overload of options.ConclusionsWe conclude with a reminder that the STEM pipeline is far from secured or equitable, despite apparent progress in participation and representation. We reiterate the importance of fostering a diverse, inclusive and supportive learning environment that maximises the participation, strengths and potential of all students, especially those from under-represented

Journal article

Chiu Y-LT, Wong B, Charalambous M, 2021, ‘It’s for others to judge’: what influences students’ construction of the ideal student?, Journal of Further and Higher Education, Vol: 45, Pages: 1-14, ISSN: 0309-877X

Recognising the changing landscape and financial costs, changes in the higher education sector continue to challenge the purpose and operations of universities, notably the shift towards student consumerism. Given this, what it means to be a student in contemporary higher education can evolve and would arguably have implications about the expectations of university students and staff for learning and teaching practice. To promote greater transparency of expectations, this paper develops the concept of the ideal student further with closer look into the spheres of influence that shape university students’ construction of the ideal student. We draw on 23 focus groups with 105 university students to explore the key factors that contribute to how the ideal student is developed and recognised. Our findings indicate that students’ construction of the ideal student is closely shaped by and rooted in their prior educational experiences, interaction with their peers and the curriculum, and perceptions of lecturers, institution and employer expectations. All these influences lead to a fluid and complex negotiation process as students navigate the meanings of being a university student. We conclude with practical implications for learning, teaching and curriculum development in higher education. The paper therefore provides a platform for key stakeholders to discuss different influencing factors as we support student transition and progression and manage their expectations of higher education.

Journal article

Wong B, Chiu Y-LT, Copsey-Blake M, Nikolopoulou Met al., 2021, A mapping of graduate attributes: what can we expect from UK university students?, Higher Education Research & Development, Vol: 41, Pages: 1340-1355, ISSN: 0729-4360

The higher education market has prompted universities to justify their value and worth, especially to students. In Australia, New Zealand and the UK, it is increasingly common for universities to advertise their vision to prospective students, through Graduate Attributes, and showcase the sets of skills and competencies their graduates would develop throughout a degree. Whilst there are extensive studies in Australasia, research in the UK context is limited. This paper presents what we believe is the first national mapping of graduate attributes proposed by UK universities. Our analysis suggests four discourses that characterise the overarching qualities that UK students can expect to embody by graduation: self-awareness & lifelong learning, employability & professional development, global citizenship & engagement and academic & research literacy. These discourses are discussed in relation to the concept of the ‘ideal graduate’ as we highlight what can be expected from students who complete a UK higher education.

Journal article

Chiu Y-L, Rodríguez Falcón O, 2020, ‘Do we write as well as we speak?’ Reflections on a dialogic approach to empower academic voice and identity in Higher Education, Student Empowerment in Higher Education. Reflecting on Teaching Practice and Learner Engagement, Editors: Mawani, Mukadam, ISBN: 978-3-8325-5089-9

Book chapter

Wong B, Chiu YLT, 2020, University lecturers’ construction of the ‘ideal’ undergraduate student, Journal of Further and Higher Education, Vol: 44, Pages: 54-68, ISSN: 0309-877X

Research on the ‘ideal’ or ‘good’ student tends to be situated within compulsory schooling. Few recent studies have focused on lecturers’ conceptualisation and construction of the ‘ideal’ university student. Informed by 30 in-depth interviews with lecturers from two post-92 English universities within the social sciences, we explore how the notion of ‘ideal’ student is understood in contemporary higher education. We focus on lecturers’ expectations of undergraduate students, as well as their views of the ‘ideal’ student in different teaching and learning contexts. We identified specific personal and academic skillsets that are desirable of students, including preparation, engagement and commitment, as well as being critical, reflective and making progress. The ability to achieve high grades, interestingly, is rarely mentioned as important. Implications for policy and practice are discussed as we present a much-needed update on the current features of the ‘ideal’ university student, which can influence student experience, especially the lecturer-student relationship.

Journal article

Wong B, Chiu Y-LT, 2019, Exploring the concept of ‘ideal’ university student, Studies in Higher Education, Vol: 46, Pages: 497-508, ISSN: 0307-5079

This paper contributes to our understanding of the ‘ideal’ university student – a working concept that promotes a more transparent conversation about the explicit, implicit and idealistic expectations of students in higher education. Drawing on Weber’s theory of ideal types, we explore university staff and students’ conceptualisation of the ‘ideal’ student. Informed by 20 focus groups with 75 university staff and students, we focus on how the concept of ‘ideal’ student is perceived, challenged and negotiated. We argue that the ‘ideal’ student has important conceptual and practical implications for higher education, especially the importance of explicitness and the dangers of presumptions. The concept has the potential to bridge differences and manage expectations between lecturers and students, which have been stretched due to consumerism, by offering a platform where expectations of university students are elaborated. We present a working definition of ‘ideal’ university student, which, we argue, encompasses desirability, imperfection and realism.

Journal article

Wong B, Chiu Y-LT, 2019, ‘Swallow your pride and fear’: The educational strategies of high-achieving non-traditional university students, British Journal of Sociology of Education, Vol: 40, Pages: 868-882, ISSN: 0142-5692

With more graduates, degree outcomes have a renewed significance for high-achieving students to stand out in a graduate crowd. In the United Kingdom, over a quarter of undergraduates now leave university with the highest grade – a ‘first-class’ degree – although students from non-traditional and underprivileged backgrounds are the least likely. This article explores the experiences of high-achieving non-traditional (HANT) university students. Drawing on in-depth interviews with 30 final-year students who are on course to achieve a first-class degree from working-class, minority ethnic and/or mature backgrounds, we examine their pathways to academic success through identity works and negotiations. We argue that early successes are crucial for students to re-evaluate their self-expectations as students who can achieve in higher education, while self-esteem, pride or fear can prevent students from maximising their available resources and opportunities. Implications for practice and policy are discussed, including the reflective advice from HANT students towards academic success.

Journal article

Chiu Y, Rodriguez-Falcon O, 2018, Raising attainment with diverse students: An inclusive approach to the teaching of academic literacy, Journal of Academic Writing, Vol: 8, Pages: 1-12, ISSN: 2225-8973

This research aims to evaluate the impact of an inclusive writing approach, which strives to embed academic literacy into subject curriculum, an initiative that ran across schools at a UK-based post-1992 university in 2015-16. As an exploratory investigation, this research drew on a redesigned social science transitional module, where academic writing provision is closely in line with the subject content and assessments. This project explores student perceptions and experiences of the embedded writing provision and the extent to which the intervention contributed to student attainment. Data were drawn from focus group discussions, where 41 students participated, and from student grades for the comparison of attainment rates across 2014-15 and 2015-16. The focus groups were analysed using Nvivo 11 to identify key themes in relation to student views of the embedded academic literacy provision. Student grades were explored using MS Excel for the relative progress across academic years. The findings reveal the positive impact of the provision on students’ attainment and confidence as learners and writers in higher education. This paper concludes with pedagogical implications and a discussion of potential areas for further research to investigate the diversification of support modes as to accommodate different learning styles of students.

Journal article

Chiu Y-LT, Rodriguez-Falcon O, 2018, Embracing diversity for attainment: an inclusive approach to the teaching of academic literacy, Journal of Academic Writing, Vol: 8, Pages: 36-47, ISSN: 2225-8973

This research aims to evaluate the impact of an inclusive writing approach, which strives toembed academic literacy into subject curriculum, an initiative that ran across schools at a UKbased post-1992 university in 2015-16. As an exploratory investigation, this research drew ona redesigned social science transitional module, where academic writing provision is closely inline with the subject content and assessments. This project explores student perceptions andexperiences of the embedded writing provision and the extent to which the interventioncontributed to student attainment. Data were drawn from focus group discussions, where 41students participated, and from student grades for the comparison of attainment rates across2014-15 and 2015-16. The focus groups were analysed using NVivo 11 to identify key themesin relation to student views of the embedded academic literacy provision. Student grades wereexplored using MS Excel for the relative progress across academic years. The findings revealthe positive impact of the provision on students’ attainment and confidence as learners andwriters in higher education. This paper concludes with pedagogical implications and adiscussion of potential areas for further research to investigate the diversification of supportmodes as to accommodate different learning styles of students.

Journal article

Chiu Y, 2018, ‘It’s a match, but is it a good fit?’: admissions tutors’ evaluation of personal statement for PhD study, Oxford Review of Education, Vol: 45, Pages: 136-150, ISSN: 0305-4985

This article investigates academics’ expectations and interpretations of the personal statement and its associated evaluation practice in the context of postgraduate school admissions. The analysis was based on semi-structured interviews with 10 experienced academics in doctoral applications evaluation at a US university. Data were thematically coded and analysed using the notion of discourse and power to identify a set of representations of ideas that academics draw on for the purpose of evaluating the personal statement. The findings suggest that academics’ evaluations have been rooted in their understanding of the nature of PhD study, the current situation in the programme, and the structure of the admissions process in a particular academic discourse community. The discourses of ‘match’ and ‘fit’ emerged as being important to the academics’ evaluation practice. This paper argues that the admissions discourses of ‘match’ and ‘fit’ have perplexed the evaluation process in that the ‘match’ appears to be associated with a more explicit and standardised list of requirements whereas the ‘fit’ emphasises more fluid and contingent programme priorities. There is a need for future research to determine the relevance and applicability of ‘match’ and ‘fit’ to further our understanding of the complexities of the admission process across contexts.

Journal article

Wong B, Chiu YLT, 2017, Let me entertain you: the ambivalent role of university lecturers as educators and performers., Educational Review, Vol: 71, Pages: 218-233, ISSN: 0013-1911

In England, higher education is more marketised than ever before as the difference between students and consumers is increasingly blurred, propelled by the rise in tuition fees. With students demanding more for their money, the role of university lecturers continues to change. This study explores the ways in which lecturers re-evaluate and reconstruct their roles and responsibilities in light of heightened student expectations. We draw on 30 in-depth interviews with lecturers from the social sciences, across two post-1992 universities in England, where tuition fees have tripled since 2012. We focus on lecturers’ views and experiences of student expectations, as well as the support available to students as we shift towards a more consumerist approach in higher education. We find examples of tension between academic values and consumeristic student expectations as lecturers discuss their precarious positions as an educator as well as an entertainer. We believe that the expanding role of lecturers merits an urgent review at the institutional and national level, to promote and ensure clarity of the boundaries and expectations of teaching staff.

Journal article

Hatzipanagos S, John B, Chiu Y-LT, 2016, The Significance of Kinship for Medical Education: Reflections on the Use of a Bespoke Social Network to Support Learners' Professional Identities., JMIR Med Educ, Vol: 2, ISSN: 2369-3762

BACKGROUND: Social media can support and sustain communities much better than previous generations of learning technologies, where institutional barriers undermined any initiatives for embedding formal and informal learning. Some of the many types of social media have already had an impact on student learning, based on empirical evidence. One of these, social networking, has the potential to support communication in formal and informal spaces. OBJECTIVE: In this paper we report on the evaluation of an institutional social network-King's Social Harmonisation Project (KINSHIP)-established to foster an improved sense of community, enhance communication, and serve as a space to model digital professionalism for students at King's College London, United Kingdom. METHODS: Our evaluation focused on a study that examined students' needs and perceptions with regard to the provision of a cross-university platform. Data were collected from students, including those in the field of health and social care, in order to recommend a practical way forward to address current needs in this area. RESULTS: The findings indicate that the majority of the respondents were positive about using a social networking platform to develop their professional voice and profiles. Results suggest that timely promotion of the platform, emphasis on interface and learning design, and a clear identity are required in order to gain acceptance as the institutional social networking site. CONCLUSIONS: Empirical findings in this study project an advantage of an institutional social network such a KINSHIP over other social networks (eg, Facebook) because access is limited to staff and students and the site is mainly being used for academic purposes.

Journal article

Chiu Y-LT, 2016, 'Singing your tune': Genre structure and writer identity in personal statements for doctoral applications, JOURNAL OF ENGLISH FOR ACADEMIC PURPOSES, Vol: 21, Pages: 48-59, ISSN: 1475-1585

Journal article

Chiu Y-LT, 2015, Personal statement in PhD applications: Gatekeepers' evaluative perspectives, JOURNAL OF ENGLISH FOR ACADEMIC PURPOSES, Vol: 17, Pages: 63-73, ISSN: 1475-1585

Journal article

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