Social Media and employability – creating new resources with students Keywords: Social media, employability, relationships Introduction This chapter outlines the approach taken in developing new learning resources to support Media Studies students who wish to make better use of social media as a professional networking tool. Academic staff and students at Birmingham City University’s School of Media collaborated on a project which culminated in the creation of a website offering guidance on social media use (socialmediatutorials.co.uk). Through qualitative and quantitative research we discovered how Media students were using social media in a professional context to develop a network of contacts useful in their future career. The project has been carried out over two academic years; the first year concentrated on the research phase whilst the second has focussed on the creation of a set of openly accessible learning resources. A postgraduate student studying Social Media was recruited to collaborate with lecturers on the research phase and a larger group of both New Media and Television undergraduate students were identified to help build the resources. The chapter draws on the experiences of all involved and finds that students were motivated to participate in the projects by a desire to enhance their own professional profile, to engage with lecturers outside of the context of assessment and by the nature of the subject matter itself – a desire to better understand their own and their peers’ use of social media. This chapter draws together reflections from the academic staff and students involved. Written testimonies were sought from the students (four in total) and are quoted here. Context Perhaps more than other professions, there seems to be a competitive advantage to be gained in the media industry from being able to maintain a developed network of contacts. Whilst once such networks were sustained through face-to-face contact or phone calls, it’s now the case that social media technologies play a major role in facilitating those connections. Both academic staff and students within the subject area of Media Studies understand that being ‘connected’ and being seen to be ‘connected’ are vital ingredients in attempting to sustain a career in this sector. Beyond the development of critical thinking skills (reading and understanding academic texts) and practical craft skills (mastering the use of media production equipment), it has been a feature of Media Studies programmes that they also develop curricula that address a wider set of professional skills such as networking and communication. But the widespread uptake of social media by media industry professionals has seen much of this curricula be disrupted and made to seem outdated, given its emphasis on such things as writing CVs and covering letters (See Gough in this volume for an example of an attempt to address this). In general terms we are guided in our understanding of social media by Boyd & Ellison (2007) who state that ‘social networking sites’ are those that: “allow individuals to (1) construct a public or semi-public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system” (Boyd Ellison 2007:211) In our research we set out to investigate what we seemed to observe casually in our engagement with students on such services; that is, students were using social media in relation to their employability. Although students were clearly following and sometimes conversing with media professionals with whom they had no offline relationship, it seemed they were not always using it effectively or in a strategic manner. Nevertheless, their use of the platforms made us consider the extent to which Birmingham School of Media’s existing approach to employability in the curriculum took this activity into account. As a school that prides itself on producing ‘industry-ready’ graduates we were conscious of a gap opening up where students might see our existing approach as anachronistic. Our solution then was to engage students in the research and development of new learning resources in this area: the development of a product. The process of creating this product ensured that both students and staff saw a specialist role for themselves and were highly motivated to complete work to a high level. The tangible outcomes that relate to the product were those predicted: new research, published in an academic journal; and a learning resource in the form of a website. However, below we outline other process outcomes that shed light on the underlying issues of student engagement. Specifically, they relate to a deeper understanding of extrinsic and intrinsic motivation amongst students; and the shift towards a more industry-like model of professionalism between teaching staff and students. Researching Social Media Use Our initial research (detailed in Harte & Jackson, 2011) took the form of a questionnaire completed by 320 students, both postgraduate and undergraduate, followed by focus groups of between four and six students from different years of study and different levels of social media use. This was a Student Academic Partners (SAP) project. It produced useful data about the social media platforms the students were using, how they were using them, and what they were using them for. The most significant finding was that over a quarter of students were finding work experience or paid work through social media – the Twitter platform being a key tool in this – rather than traditional methods such as emailing, phoning, or writing to prospective employers. Students were building networks of industry professionals by: ‘following’ them; trying to engage them in conversation; ‘reblogging’ or ‘retweeting’ their status updates; and in general interacting with them to achieve the goal of creating a distinct professional online persona for themselves. The research showed evidence that students used the ‘Digital Native’ (Prensky 2001) discourse to their advantage, with employers seeking them out partly due to their age and the apparent ease with which they utilised a range of online services; in particular services such as Twitter, Facebook and a variety of blogging platforms. Of all the assumptions made about social media use the notion that young people are at ease with social media and that its use by them is ‘natural’, is perhaps the most persistent. Prensky, along with Tapscott , seemed to forward the idea that those born in an Internet era think and learn differently, capitalising on the opportunities that new technology offers much more quickly than the previous generation. This is a popular but disputed view and Prensky himself takes on his critics ten years after he first coined the term ‘Digital Native’, making clear that his point was that young people have a “comfort with digital technology”, seeing it as a “fun ‘partner’ that they can master, without too much effort, if they are shown or choose” (Prensky 2011:17). This might help explain the reluctance we found on the part of students for a prescriptive intervention in how they should be using social media. They did not want to be told what to do by lecturers, and did not want to be given one ‘correct’ way of using social media in relation to employability. Overall it was clear that many students showed a high level of sophistication in using social media. Educators have long been aware that their students may well be ahead of them in their use of technology and in general, emphasis has shifted from providing them with specific skills and knowledge to “critical engagement with media’s changing forms and content and its impact on lifestyles, social norms and values” . However, the question of ‘professionalism’ and ‘professional practice’ is often dealt with in the curriculum as a set of skills to be taught in order to prepare students for the ‘outside world’, a world they presumably only engage with once they complete their studies. Ashton (2010, 2011), in looking specifically at Media Studies courses, has critiqued notions of ‘industry-readiness’ as being too narrow and instead argues for an approach that interrogates the ways in which “professionalism emerges as a form of identity work bound to micro contexts and situated practices and understandings” (Ashton 2011:555). Although Ashton largely discusses the value of face-to-face rather than digital contact with local networks of practitioners, it is clear that students engage with the ‘outside world’ throughout their studies and social media is increasingly the mechanism by which they do it. From the research findings in the first phase of the project it seemed that developing online resources would be a suitable response but that such resources should be built from the basis of student experience rather than academic assumptions. As a second SAP project, a group of six undergraduates with complementary skills was put together to produce instructive video content and develop and build a suitable website. The students were at the heart of designing and building both the website and the content hosted on it. The staff involved maintained a light touch, suggesting the structure of the site and possible topics to be covered, but leaving the development and content production in the hands of the students. The site includes video and written content, grouped under three sections: ‘How To’, ‘Etiquette’, and ‘Case Studies’. The videos are under a Creative Commons licence, enabling users to download or embed the videos in their own projects. In some ways one could regard this as an attempt to create Open Educational Resources (McAndrew 2010) although the intention was more to reflect the culture of the social networks within which students operate: “In the economy of ideas that the web is creating, you are what you share” (Leadbeater 2008:6). Intrinsic and Extrinsic Motivation The first phase of the project was a relatively traditional academic research exercise, whilst the second can be likened to a real world media production project with a tangible product to be delivered to time and budget, and of course, to an audience. Each participant had a defined role which was adhered to. Although the similarity to industry practice was never actively discussed, the subtext was there in the background, making this a relatively authentic replication of industry production processes. The academic staff took on the role of executive producers, generally not actually contributing to the platform and content creation but setting the quality threshold, advising on design, content and structure, coordinating and chairing meetings, ensuring progress against the timeline, and bringing the different participants together. The students were actively engaged in the process from the outset, motivated by a number of external and internal factors. The extrinsic motivators were strong, including the fact that they were paid for their hours worked, that they had been invited by the lecturers to participate, that the project was part of a recognised University scheme, and it was planned that their work would result in tangible products. The extrinsic reward of having a tangible output was mentioned by the students as an important driver: the first project delivered professional academic research; the second had the website as an artefact. The outputs meant the students’ creative efforts were there for others to see in terms of product but there was also recognition of the value of the process: “This project made me feel much more confident within my camera work and also made me much more aware of the importance of social media as a professional tool. It impacted the way I use social media” (Undergraduate 2nd Year Television student 1). The motivational value of being paid for their work raises some seemingly contradictory responses in the students. One student mentions the money as being important, “it definitely encourages you to work hard on a project and put it high in your list of priorities” (Undergraduate 2nd Year Television student 2), making it more like a preparation for professional freelance work. Conversely, another student stated that the payment was not an issue, because of being habituated to working in a voluntary capacity on work placements. Much student work is extrinsically motivated by compulsory assessment. Being involved in this project was voluntary and not assessed, although the work could count towards undergraduate work placements which are a compulsory aspect of the undergraduate Media course. There was the potential that the students would lose motivation during the project, because of its extra-curricular nature. This seems not to have been the case. The team dynamic seems to be one of the factors affecting the success of the project. Although this developed organically, it aligned to the stages of team development as described by Tuckman (in Karman & Weber 1991:S12): ‘forming’, ‘storming’, ‘norming’, ‘performing’. Certainly, the ‘norming’ stage of the project very much aligned in that it was characterised by “trust, harmony, and the acceptance of identities […] cohesion, participative decision making, and egalitarian leadership” (Karman & Weber 1991:S12). Paradoxically the students report taking the project more seriously than their University assessments; they became increasingly motivated, especially when they appreciated that no one within the group was, “slacking, unlike some of the experiences of group work in University assessments” (Undergraduate 2nd Year Television student 1). They enjoying working as a group on the production: “we were a real team as we enjoyed working on the project and wanted to be part of it” (Undergraduate 2nd Year Television student 1). The students also mention the positives of being able to work closely with lecturers outside of an assessed assignment, thereby building a learning community. Overall it seems that the project had a profound effect on them, changing their perception of what the student role was. This observation fits with Mezirow’s theories of the transformational role of learning, and particularly the goal of adult learning: that the student’s immediate objective may be seen in terms of mastery of particular skills and project related objectives, but that the ultimate goal is to become a socially responsible, autonomous thinker (1997:8). In this project it is clear that those tangible objectives have been met but it remains to be seen the extent to which this translates into the more intangible notions of ‘autonomy’ and ‘social responsibility’. Motivation from the students’ point of view increased at two critical points: firstly, once the pilot video and website designs had been viewed, changes made and a style agreed on, and secondly, once the website went live, and there was fairly rapid and positive feedback from people outside the project. It can be argued that both these critical points were extrinsic motivators, but the combination of motivators is rather more complex. The signing off of the initial designs and content for the learning resources gave the students licence to take ownership of the content and design creation, sparking their intrinsic motivation. They felt secure in the lecturers’ confidence in their abilities and knew what was expected of them. The fact that the students had creative freedom, and were working to established parameters, changed their motivation: “I took ownership through working with the other Television students to articulate our perspective and experiences of social media into the project, where we would all organise and direct each video and contributor. This gave us a lot of creative control, as I was able to have an input in what types of videos we should make, how we would make them, what topics we wanted to cover and who the best contributors would be” (Undergraduate 2nd Year Television student 1). Developing this sense of co-ownership of the project was crucial for its success, and chimes with notions of involvement, belonging and community discussed by Bryson & Hardy (2010:3). The postgraduate student involved in the initial research project cites professional interest in the subject matter as an intrinsic motivator, and this is almost certainly true of the students in the second SAP project as well. “I sought to consider, explore and understand a number of themes: general usage of social media platforms in the lives of ‘digital natives’ and whether this was quite as prolific as is often suggested; whether digital tools provide the opportunity for more strategic usage i.e. a legitimate and proven method of enhancing employability opportunities; and the extent to which these more strategic practices are evident among students. This proved an extremely valuable opportunity for academic development beyond the requirements or opportunities afforded by a degree course.” (Postgraduate Social Media student) This intrinsic motivation appears to have provided a strong impetus. Gibbs (1992:10-11) stresses that intrinsic motivation is more likely to promote deep learning, with students learning best in order to carry out tasks that matter to them. Learning by doing, when activity is planned and reflected upon, and when it involves interacting with others, is likely to be most successful. The students involved in both the projects had all these factors in their favour, and through their first hand testimony acknowledge that they learnt a lot through the project. Media Professionalism and Creativity Blended individuals are those who draw on both professional and academic experience, and are able to “develop new forms of professional space, knowledge, relationships and legitimacies associated with broadly based institutional projects” (Whitchurch, 2009:417). The lecturers involved in the project fit this profile, having backgrounds in media production as well as academia, and therefore perhaps found it relatively easy to adopt the role of media industry executives rather than teachers. It came naturally to them, in a way that lecturers without a practice background might struggle with. Similarly the students, who have experienced industry placements and are used to producing media artefacts for assessed practical coursework, adopted their production roles with ease. The School of Media at Birmingham City University prides itself on a culture of intelligent media production, having the mantra of aiming to produce, ‘thinking media workers’. The fact that both academic staff and students are imbued with this philosophy may account for the pragmatic adoption of a media industry production model. Initially the lecturers were unsure if the students would have the expertise and motivation to be able to organise both the shaping of the content and the logistics. They were prepared to have to step in on initial shoots, to set the style and modus operandi, although this proved not to be necessary. The SAP scheme under which the project operated is essentially interested in process, because that’s where the value of learning would be for academic staff and students. The desire to produce a tangible and quality product therefore came from within the team. ‘Professional pride’ from all involved ensured that a useful and high quality product was developed. Fortnightly meetings were organised in order to plan the project and keep it on track. Both students and academic staff found these meetings useful in developing a collective understanding of how the learning resources might look and work: There was a shared vision, which facilitated collaborative working towards a common goal. One of the students comments on the meetings: “as a group we built the ideas from the research together, thus the meetings were where all creative ideas and direction were liaised and finalised. Also the group was kind of split into three sections, with the lecturers leading the project the Web students making the website and blog content, and myself and the other TV students making the video content.” Thus, meetings were great in updating everyone on each other’s progress and problems we found which we could resolve in person.” (Undergraduate 2nd Year Television student 1) The value of the meetings cannot be underestimated, a view which is reinforced by Mezirow’s (1997) research. The meetings were the venue for discourse, a space for social learning and meaning making, where judgements could be tested, and assumptions critically reflected upon, in the search for common ground. Mezirow finds that the ideal conditions for discourse are also those of effective adult learning. (1997:10). Academic Staff/Student Relationships There was an unequal power relationship between the academic staff and students involved in the project. The lecturers instigated the project, and recruited the students, thereby immediately making the relationship uneven. The lecturers could have replaced students, if they had underperformed, in a way which was not reciprocal. However, there was a mutual respect, and in meetings everyone’s opinions were listened to. The fact that the lecturers had a professional trust in the students was important to the relationship being a positive one. For the second project, to build a learning resource, a production team with complementary skills needed to be put together. Recruitment of students with web skills and video skills was undertaken by recommendation and direct knowledge of the students in question. Within the media industry production teams are frequently assembled pragmatically from those known to the production company or recommended to it, providing they have the correct fit of skills and availability. Therefore, it can be mooted that industry practice prevailed. However, it could also be argued that a transparent system of fair selection, including applications and interviews, would have been preferable, particularly if involvement in this kind of extra-curricular project is seen to confer a benefit to those involved. A benefit that is two-fold in that it produces an external-facing product and involves a process that is rewarding in itself. With the increase in fees payable by students, there may be more pressure to get the most out of the higher education experience, and therefore to take part in these kind of non-assessed projects (see Chapman, P & Hughes in this volume for details of further initiatives being developed by Birmingham City University). The proposed Higher Education Achievement Report (HEAR) is an attempt to formally acknowledge such non-assessed projects alongside students’ degree awards (Universities UK 2012). The students reported finding the relationship with the lecturers productive, enabling them to develop ideas and have some creative control, whilst being guided and assisted. The fact that the lecturers trusted the students to work independently and to experiment with ideas made the experience feel different from University work. This collaborative working and “notions of students as ‘partners in a learning community’ seem to be stronger in certain subject areas” (Little et al, 2009:4). Media and Communication, one could argue, is probably one of these subject areas, and therefore the project was to some extent building on an existing culture (see also Vaughan & Williams in this volume for a discussion of the learning culture within an arts discipline). Mezirow is clear that to maximise the transformational impact of learning, the educator should create an environment which fosters self-direction and autonomous thinking, where students learn from each other and create problem-solving groups, and ideally where the lecturer ceases to be an authority figure and becomes a co-learner (1997:11). Inadvertently, or perhaps instinctively, the lecturers seem to have created an effective learning environment which benefitted both the students’ development, and the project outcomes. Workload Being involved in the project impacted on the workload of both academic staff and students, especially as it was an extra-curricular activity. Some of the students voiced the opinion that it would have been beneficial to be able to concentrate on the project to the exclusion of assessed work, although this would not have been practical, unless the project was confined to vacation periods. Students found the time management challenging, and frequently underestimated how long it would take to organise, film and edit each video. Juggling project activities with assessment deadlines taught the students transferrable personal management skills. Designing Curriculum Resources Curriculum resources are usually designed by lecturers, without consultation, let alone collaboration, with students. This culture potentially leads to lost opportunities, and is worth re-thinking. “The engagement of students in learning design […] can lead to students perceiving improvements in curricular relevance” (Trowler, 2010:25). This statement seems to be borne out by the opinion of students involved in the creation of the learning resources. They felt that because they were more ‘in touch’ with other students, that they were better able to understand how to target resources well in order to support other students. It is to be hoped that because the site has been created for students, by students, and shares student experiences, it will not be perceived as didactic or dictatorial, in the way that the student focus groups from the initial research feared. The learning resources have not yet been formally utilised as part of the curriculum. This is planned for the next academic year, and analysis of the relative success of student-produced resources might be a fruitful avenue for future research. Outcomes – Predicted and Unexpected The social media and employability project has resulted in a number of outcomes, some predicted and tangible, like the website itself, whilst others have been largely unexpected, such as a subtle shift in the relationship between academic staff and students, and even improved student attendance. The relative success of the website surprised some of the students: “It was great making it, but showing people the finished outcome was so much better…..The website was really well received! Especially by all the other students and colleagues, who I think, would have loved to have got involved, when we had started!” (Undergraduate 2nd Year Television student 1) The website has had some very positive feedback; it is openly available and can be used as a promotional and marketing tool by the School of Media and the wider University. Whilst there has been no financial benefit to the institution because of the project, there is a reputational benefit. Perhaps more subtly, simply having the website used by a network of people not only stakes an intellectual claim to the territory around the subject area, but raises awareness of the work of lecturers and students alike. Conversely there could have been a reputational risk if the quality of the site did not meet a threshold standard. If that had been the case the lecturers involved would have taken the decision not to publish the site. Academic Paper and Presentations The initial research was included in a presentation at an international Media education conference by the lecturers involved. This was written up as a paper, published in a peer reviewed Media journal in the United Kingdom (Harte & Jackson 2011). The publishing of academic articles enhances the reputation of both the institution and the individuals involved. After the project website went live the academic staff and students involved were asked to present at a number of conferences, both internal and external to the University. For the students this was their first opportunity to present, and one which would not have occurred without the project. They were conscious that they received a lot of credit for their contribution to the project after their presentations. Employability of Students Being involved in the project has had recognisable benefits to the students in terms of their own employability. This chimes with the views of Carini et al, that being actively engaged adds to the development of skills and attitude that are essential to a productive life beyond higher education, (2006, citing Shulman, 2002). The website itself offers the students a real world case study to add to their portfolio of work. Taking part in the creation of learning resources is an example of them working as ‘freelancers’ in a near professional capacity, which can be included in CVs. The students note that their practical film making and web design skills have improved, as well as their editorial knowhow in terms of content creation: “I have learnt quite a few technical skills that can be taken forward and I have developed a number of personal skills that will help me within the work environment.” (Undergraduate 2nd Year New Media student 1) One of the students summed up the impact of the experience personally: “I feel this project has prepared me for working to a brief in the professional world, as although we practice and undertake these types of assignments within University time, this project felt very professional and serious.” (Undergraduate 2nd Year Television student 1). We did not explore why the students perceived the output as more professional than some of their coursework, but conclusions could be drawn about the impact of close academic staff supervision, and the positive reaction to the website from external employers and others outside the students’ immediate circle of contacts, such as other lecturers. As a result of the project one of the students was successful in applying for a very competitive broadcaster’s work experience scheme. In the interview much of the conversation was directed around the scope of the project and the company was clearly impressed by the student’s involvement. Two of the students have also been approached by other departments within the University to produce promotional videos for them, as a result of their work being showcased on the website. The students also noted how participating in the project had enhanced their awareness of social media as a professional tool and improved their strategic use of it. Another example then of the students benefitting from the process and potentially improving their employability as a consequence. Importantly the students reported that the project had increased their confidence in approaching companies for work experience because they were proud of their creative input within the project and happy to showcase it. The students certainly seem to have benefitted from participating in the project and to have developed a competitive advantage over some of their peers. This result is reinforced by Kuh’s who argued that ‘high impact’ activities have very strong direct effects on engagement (2009:689). However, it introduces some ethical issues over the fair selection of students taking part in such schemes going forwards and whether such projects can be scaled up in terms of participating numbers. Kuh observes that where ‘boutique like’ projects are seen to work, that they ought to be made widely available (2007:B13). The SAP scheme whilst open to all is limited in participation terms by logistical issues such as: funding; the devising of suitable projects; and the impact on lecturers’ workloads. Shift in Attitudes between Academics and Students Taking part in the project has resulted in a subtle shift in the relationship between the academic staff and students involved (see also Millard et al. in this volume). One reason for this change is probably due to the familiarity of getting to know each other better as individuals; another is the collaborative nature of the project. For the postgraduate student involved in the initial research project, the process produced a more radical change of relationship. “Having a project-centred approach creates informal networks of students and academics alike, in a way that the institutions themselves cannot so easily facilitate. This was an entirely unexpected benefit of the process which had the effect of transcending the traditional roles of student and academic, contributing to a sense of blurring the lines that repositions the learning experience more as a guided discovery rather than a simple imparting of generally accepted knowledge” (Postgraduate Social Media student). This position highlights the collaborative nature of the journey and presents an equality between lecturers and students not normally seen in the classroom. It also suggests a changed perception of the unequal power relationship in the project, as noted earlier. The identities of both students and lecturers and their relationship have subtly metamorphosed. Kuh sees opportunities for students to work with lecturers as having numerous benefits, not least because they have an additional source of encouragement and support when times are challenging (2007:B13). In the second project the position of academic staff was different from their usual role in lecturing: they were not there to teach the students, but to shape, oversee and contribute creatively to the development of both the design and content of the website. This role is more akin to an industry relationship of executive producer and production team, rather than the traditional teacher-pupil stance. The students began to see the lecturers more as industry professionals, as one of them explains: “The project has reinforced for me the view that the lecturers have the ability to guide students and not just teach us” (Undergraduate 2nd Year Television student 1). One of the elements that particularly pleased the academic staff was the independence demonstrated by the students. Once the style of the video pieces was established and signed off, the students took it upon themselves to research additional contributors and topics, to then record and edit the short videos, without the need to consult with academic staff. The fact that the students took ownership of the project in this way, and felt that they had licence within boundaries to create their own content, led to a greater number of videos being recorded, covering a greater number of subjects than originally envisaged. If the academic staff involvement had been more prescriptive, there is a danger that the students would have felt the need to have each idea signed off, slowing the creative process and potentially reducing the task satisfaction experienced by the students. Student Engagement Student engagement is predicated on the importance of how the individual participates in educationally worthwhile activities. Whilst students have a responsibility for constructing their own knowledge, positive engagement also relies on institutions and academic staff generating conditions that stimulate involvement (AUSSE, 2009:3). Collaborations such as the social media and employability project seem to offer rich opportunities for students. Kuh (2007:B13) emphasises the benefit to students of being able to apply what they have learnt in class to real-world problems, finding that it deepens their learning and sharpens their critical thinking. Harper & Quaye argue that: “Engagement is more than involvement or participation – it requires feelings and sense making as well as activity” (in Trowler, 2010:5). The students involved in the project evidenced this form of engagement; they came to care about the project and understood its potential once the parameters were set. Kuh (in Bryson & Hardy, 2010:1) developed a framework for student engagement, based on five benchmarks: Level of academic challenge Enriching educational experiences Active and collaborative learning Supportive campus environment Student-faculty interaction Our project seems to meet these benchmarks: it was relatively taxing creatively for the students; it led to them learning new skills and knowledge; it was active and necessitated working with other students; the University was supportive of the project financially and in terms of arranging workshops and progress checks; finally, the initiative was a collaboration between academic staff and students. This combination of factors has probably influenced the success of the project. The recent ‘What Works?’ report (Thomas 2012) reinforces Kuh’s philosophy in relation to activities that support student engagement, arguing that they should: “nurture a culture of belonging through supportive peer relations, meaningful interaction between staff and students, developing students’ knowledge, confidence and identity as successful HE learners and an HE experience that is relevant to interests and future goals.” (Thomas 2012:20) Conclusion - Reflection and Externalising All the students involved in the project described it as a very positive experience. One student said it had a tremendous impact on him, encouraging him to come into University more often and even to attend all his lectures. This was not an outcome that we were anticipating but demonstrates the wider learning benefits of schemes such as this in fostering the learning community. Increased attendance is likely to impact positively on progression and retention, and on the level of achievement. In fact this observation fits with conclusions made by Kuh (2001:21) that student-staff interaction encourages students to put more effort into other worthwhile educational activities. Several students found the skills they had developed transferred automatically into their University work. They had learnt a great deal through the project. This backs up much of the research into the positive effect on learning and development when students have meaningful contact with academic staff beyond the classroom setting and when academics engage with students as individuals (Astin in AUSSE, 2009:20; Kuh & Hu, 2001). Additionally the project seems to have resulted in the students becoming more ambitious about future plans, “I think students could start approaching universities and lecturers with their own creative ideas and start building them into projects” (Undergraduate 2nd Year Television student 1), and, “I’d ultimately like the university to put faith in its students to create an advert for television for the university” (Undergraduate 2nd Year Television student 2). They seem to have become more empowered through the experience and be excited by the prospect of more student-led projects, rather than academic staff-initiated ones. In terms of how the project has impacted on the teaching of the academic staff in question, firstly, the website has proved the potential for the success of multi-media production teams. Secondly, the project has provided a model for collaborative working where the balance of power and control may be different from the classroom, thus engendering a positive culture of production. This can trickle down to the management of assessed group coursework, and demonstrates the benefit of academic staff taking on an overseeing role at the outset of a media production before taking a lighter touch approach after the parameters of the project are cemented. The postgraduate student involved in the research phase made an unexpected observation about the subject matter of the project, and how it relates to the School of Media’s activities: “If students can use social technologies to bolster their relationships with employers, perhaps the partnership gave a glimpse at how academic institutions can deploy similar tactics to engage businesses. This not only builds strong links between them but also provides further opportunities for wider student engagement” (Postgraduate Social Media Student). This notion, whilst beyond the scope of this study, could provide productive ideas for future work in this subject area. Questions remain about how projects such as this, where the process results in increased student engagement, can be made available to more students. It shouldn’t be forgotten that in this instance, the product has had a wider benefit to other students and indeed a wider public. Kuh observes that when significant numbers of academic staff at an institution agree on the efficacy of an activity then resources and time tend to be directed towards it, meaning that it becomes available to a greater number of students and that participation is encouraged by the campus culture (2009:690). It is to be hoped that the SAP scheme is now established enough, and has been seen to have achieved sufficient impact, to be enlarged in terms of the number of projects funded and in the level of ambition of the projects. About the authors Mark Ashfield is a part-time Postgraduate student at Birmingham City University studying for a MA in Social Media mark@justaddlime.co.uk David Harte is Award Leader for the MA in Social Media at Birmingham City University. dave.harte@bcu.ac.uk Vanessa Jackson is Degree Leader in Television for the BA (Hons) in Media and Communication at Birmingham City University. vanessa.jackson@bcu.ac.uk Bibliography Ashton, D., (2010). You just end up feeling more professional’: Media production and industry-ready personhood. Networks 10, pp.14-19. Ashton, D., (2011). Media work and the creative industries: Identity work, professionalism and employability. Education and Training Volume 53 issue 6, 546 - 560 AUSSE, (2009). 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