Today, Gold Leaf’s Linda Bennett published this article for “Bookbrunch” in the run-up to this year’s London Book Fair.
We’d love your feedback on it!
Today, Gold Leaf’s Linda Bennett published this article for “Bookbrunch” in the run-up to this year’s London Book Fair.
We’d love your feedback on it!
Happy 2022 from Gold Leaf! We apologise for not having sent our new year’s greetings sooner.
We are not offering excuses for being so tardy, but if we were, we could claim that we have been waiting to get more of a grip on the lie of the land as the new year swings into gear (apologies for the mixed metaphors!). What do we think 2022 will bring to academic publishing?
Here are a few predictions, some questions and some personal hopes.
Some personal hopes
Please keep in touch with us and let us know how things are going!
Warmest best wishes,
Annika and Linda
Gold Leaf have published a new report on German University Presses, which can be downloaded below or through the DOI 10.5281/zenodo.5584519
Innovations in publishing technology and staunch commitment to Open Access have combined to produce a proliferation of “new” university presses in recent years. Often run by the university’s library by seconding a tiny group of heroically-dedicated librarians, their ethos is very different from that of the traditional university presses – so different, in fact, that the two entities sometimes co-exist and collaborate within the same institution.
This paper examines the objectives, ideals and activities of 6 “new” German university presses, TU Berlin University Press, Göttingen University Press, BIS-Verlag, The Universitätsverlag Potsdam, Universitätsverlag universaar and universi (the University of Siegen Press). All are primarily engaged in Open Access book publishing. The paper explores their ethics and philosophy and the constraints and opportunities which they experience; their relationship with authors; the operational logistics they deploy; and the extent to which they can or may choose to use the services of third parties, including other publishers.
It concludes with an assessment of what the future might hold for these presses and others like them, including whether it is in their interests to grow larger, engage with additional ancillary activities, such as systematic marketing, or find other ways of generating greater revenues. What are the options open to them, if the priority is not to compromise their Open Access ideals?
[written by Linda Bennett, Gold Leaf]
(cover photo for this blog post by Lezan @flickr)
After more than eighteen months of a face-to-face industry events famine, Back Together Again, the 2021 BA Conference which started with the Gardners Trade Show on Sunday 12th September and continued with the conference itself the following day, was an absolute triumph. It demonstrated that independent booksellers are not only alive and well, but despite all the obstacles put in their way during the pandemic, they’re flourishing – and kicking. As the conference programme unfolded, it became clear that the BA has played no small part in both orchestrating the survival and promoting the bounce-back of independent booksellers throughout the UK and Ireland since the catalogue of extraordinary events which began with the cancellation of the London Book Fair in March 2020.
Andy Rossiter the current President of the BA, raised a laugh when he said he was the first president to have introduced himself to its members eighteen months into a two-year tenure. A former Waterstones employee who with his wife now owns three bookshops in the English / Welsh border country, he described their lucky escape in managing to pull out of a deal on a fourth just as the pandemic struck. He had huge praise for Meryl Halls, MD of the BA, and Nick Bottomley, who had co-ordinated “intense rounds” of talks with publishers on behalf of booksellers throughout all five of the BA’s constituent countries caught up in the fall-out from the pandemic.
Meryl herself compared the last eighteen months with Maggie O’Farrell’s best-selling I am, I am, I am, in which the author describes her fifteen brushes with death – and emerges from each of them triumphant and very much alive. She said she had watched with awe as booksellers recalibrated their businesses. Booksellers have emerged from various lockdowns as braver, bolder – and greater in number. The BA now has more than 1,000 bookseller members, most of whom are running or working in independent bookshops. This almost restores the membership to its 2013 levels.
Chris Gregory, of the Institute of Place Management, Manchester Metropolitan University, showed how his consultancy had teamed up with the BA to help revive and develop High Street bookselling. Footfall in bookshops is still only at 80% of pre-pandemic levels, but it is improving all the time, helped by careful research and analysis into what turns a good bookseller into a superlative one. Factors include opening times (the longer the better), clear methods of book classification, strong and original leadership, offering welcome at all times (e.g., by allowing anyone to use the lavatories, regardless of whether or not they are a customer) and being a force for good in the local community.
Richard Osman, TV personality turned successful crime writer (if you haven’t yet read The Thursday Murder Club, I recommend it wholeheartedly), spoke next. He was eloquent in his praise for what bricks-and-mortar bookshops have achieved: “You have competition that undercuts you at every turn and yet you are taking market share from them – this is something extraordinary – it happens in no other industry.” He said his journey after publishing The Thursday Murder Club had been a remarkable one and that meeting real booksellers was a “genuine joy”.
The theme of booksellers-fighting-back-against-internet-giants was continued by Mark Thornton, Bookshop Partnership Manager and Kiri Inglis, Editorial and Marketing Manager, of Bookshop.org, a company that introduced itself to the UK ten months ago (it has been operational in the USA for somewhat longer) to enable bricks-and-mortar booksellers to extend their reach to people who might not be able to visit their shops, extend their range by enabling them to offer titles they don’t stock and extend their hours by enabling them to sell books when their shops are closed. It also offers exciting solutions for individual authors and for publishers which are well worth investigating.
Fever Pitch, the one-hour session in which publishers pitch their top Christmas and spring titles, was as vibrant and entertaining as usual. Many of the titles also appear in the BA Christmas catalogue, but some of the bigger books featured are not scheduled for publication until next April or May. Not all the publishers were big, powerful ones: the Independent Alliance presented on behalf of several small publishers. Fairlight Books showed some titles. Fairlight enjoyed a particularly good conference – unusually, its staff manned a stand throughout the entirety of the event, showcasing beautiful and original titles and speaking to people who dropped by with great courtesy and good humour.
Among the many points worth noting from Fever Pitch: historical fiction is in the ascendant; crime and literary fiction continue to flourish; memoirs and books about lifestyle choices are likely to be big this Christmas. It is also fascinating that many publishers now offer special editions or specially-signed books to enable independent booksellers to make unique offers to their customers.
A further conference highlight was In Conversation, a debate between Meryl Halls and Allison Hill, CEO of the American Booksellers Association, which was chaired by Philip Jones, Editor of The Bookseller. Allison took up her appointment 8 days after America accepted that a pandemic was in progress. She said that it quickly exposed some cracks: it became apparent that 20% of the USA’s bookshops were in danger of folding. However, booksellers have received huge and concerted commitment from local communities. Sales are bow 75% up against 2020; but additional costs caused by the pandemic still remain high.
Meryl agreed that there was great cause for optimism about the future of bookselling. During the pandemic, “the whole world had had to live with not having a High Street” and there could have been no better way of demonstrating the importance of “shop local”.
Emma Bradshaw, Head of campaigns at the BA, gave a spirited Bookshop Day Update, during which she displayed this year’s Bookshop Day bags. Bookshop Day this year is on Friday 8th October.
And then the formal part of the programme was over. A veteran of many conferences and events, I can truly say that never have I gone away from one feeling as happy and uplifted as I did from this one. It wasn’t only because it was the first opportunity to socialise with like-minded people for eighteen months – though that, of course played its part – but also because it was exhilarating to feel part of something so creative, successful, ambitious, and – yes – in a good way, defiant.
This blog post strays a little from Gold Leaf’s heartland territory of academic publishing and bookselling. Is it possible to draw conclusions for academic booksellers and publishers from Back Together Again? I would say so: my own takeaways include make all your publications, whatever their nature, beautiful; believe in and love what you sell; love your customers even more; and above all, never accept defeat. Generic lessons for all booksellers, publishers, authors and “others”, whatever part of the industry they inhabit.
And in the UK and Ireland we can burst with pride in the reassurance that the Booksellers Association is always there, working tirelessly to back up all this endeavour.
[written by Linda Bennett, Gold Leaf]
Covid is still with us, along with many restrictions and quasi-restrictions, even though this summer has in some ways appeared to be more “normal”, at least in the UK, than last. “Freedom Day” happened, although it was a bit of a damp squib – essentially, it consisted of the government telling us that it is now up to us to behave responsibly. Masks, social distancing and not gathering in large groups are no longer legally enforceable, but we have been warned that reckless behaviour might cause the numbers of infection and deaths to climb so rapidly that the government might have to impose another lockdown (despite the fact that formerly it was adamant that it wouldn’t). Shops, pubs and theatres have opened again, but have been encouraged to impose their own safeguarding rules; travelling abroad has been possible, but less so than last year, achievable only if you are prepared to jump through the many paperwork hoops created by almost all countries, including our own; are fully vaccinated; and prepared to spend quite hefty sums on lateral flow and PCR tests. So, a mixed picture, but perhaps with some light at the end of the tunnel.
And so we have reached the autumn and the start of a new university year. What will be significant about this academic year? What will distinguish it from its predecessors?
A key point that jumps out is that many students who had planned to begin their studies this year have now decided to defer. In certain subjects, at certain universities – e.g., Medicine – they have been offered a hefty financial incentive to do so.
Also in the news recently was that some British universities, including some from the Russell Group, have chartered planes to enable overseas students to travel to the UK without problems – in effect, creating a sort of “academic corridor” akin to the holiday corridors of summer 2020.
Most UK students who are planning to start or continue their courses this year have been told that while there will be more face-to-face teaching than last year, online learning will remain an important component of their tertiary education. Some seem to be dismayed or indignant about this, while others appear philosophical or even pleased. Parents, on the whole, are more vociferous in their disapproval. They perceive online delivery of lectures to be a substandard form of teaching, a “cheat” which does not merit full payment of the now-hefty tuition fees.
Finally, this year’s new cohorts of UK students have not had the traditional A level exams to arrive at their grades. Instead, these have been awarded largely on teacher recommendation. It has been controversial. Were the grades artificially inflated by over-indulgent teachers (or, in some instances, owing to the demands of pushy parents)? Or did the greater reliance on coursework and teacher judgment produce fairer results?
These four issues together are likely to produce a very different kind of student experience from that of pre-Covid years (last year cannot be counted as a comparator – it was hopefully a one-off!). Taken together, the first two issues are perhaps the most sensitive. Is it truly the case, as some educational commentators have asserted, that UK universities are keener on giving precious places to overseas rather than home students because they bring more money? Substantiating such a claim would require a great deal of granular course-by-course, university-by-university analysis. More broadly, it does suggest that, for whatever reason – lack of reliable digital infrastructure in overseas countries, unwillingness of overseas students to miss out on the physical experience of studying in the UK, the limited appeal that online lecture consumption has so far succeeded in achieving – universities are still far from being able to deliver a satisfactory online learning experience. This is reinforced by the lukewarm reception with which announcements that some teaching will remain online has been greeted. It overlooks the fact that if some UK students are admitted to British universities this autumn without the level of competence required to cope with first year work, online foundation / revision courses could offer them their best chance of getting up to scratch.
Publishers have a role to play here, as well as academics. It has long been recognised that technology could be put to much more creative use to deliver a better teaching and learning experience; at the same time, the development of such technology requires time and money – both in increasingly short supply to both academics and tertiary institutions – as well as a profound understanding of the mechanics, dynamics and legal issues attendant upon successful, compelling dissemination of content. Some enterprising publishers – not necessarily the ones that typically spring to mind as inspirational innovators – are already exploring ways of working with academia to develop exciting new kinds of content for undergraduates and attractive ways of delivering it. Gold Leaf hopes to publish occasional blog posts devoted to this topic.
We’re delighted to be able to continue to bring you news and insights in what promises to be a very interesting academic year. It’s also our twentieth birthday year, so there will be posts that celebrate this, too.
Officially, Gold Leaf was “born” on 1st September 2001. We’d like to thank all our clients, past and present and those about to work with us, for your support and we look forward to continuing to work with you. Let’s raise a glass to the next twenty years!
[written by Linda Bennett, Gold Leaf]
“A man will turn over half a library to make one book.” Dr Samuel Johnson, English lexicographer, 1775
Dr Johnson’s words were more prophetic than he knew. He lived in an age which thought of libraries as storage houses for thousands of codex volumes. And that, of course, is what libraries continued to be until the digital revolution which began in the 1990s with the digitisation of journals, and has become ever more sophisticated, until today some of the resources obtained from academic libraries are multimedia constructs which amalgamate “reusable objects” – or extracts – from many books and journals, the latter also available in several formats. Most university libraries in the UK now have “digital first” policies. The amount of budget devoted to print is small and shrinks annually.
The librarians who take care of these complex resources are themselves not simply guardians, but also skilled disseminators, negotiators and teachers – some have formal teaching qualifications and “team teach” with academics in the classroom, primarily to demonstrate the resources available and how they should be used.
Covid 19 struck the UK in early spring 2020. Most universities allowed restricted access to the library and other buildings on campus at first; eventually the government ordered them to close completely. Given all the effort and expense that had gone into building digital collections over the last twenty years and the rise and rise of remote access and distance learning, it might be thought that moving lectures and research online and relying mostly on digital resources would cause few problems. Was this indeed the case?
Gold Leaf contacted senior librarians at four UK universities to find out. Two – we have called them Sonia and Rosemary – work at traditional ‘Russell Group’ universities; and two – Frances and Heather – at post-1992 universities (or former polytechnics).
Academic (non)familiarity with digital resources
The first thing they noted was that most academics were not nearly as familiar with digital resources and how to deploy them as had been believed. Academics were nervous. They wanted “reassurance” from librarians. (Frances). “They did not know how to access resources off-campus.” (Heather). “Very few had experience of delivering online or conducting seminars online.” (Sonia). “Many needed to upskill on the use of the video recording software that had previously only been used within on-campus teaching rooms.” (Rosemary).
Librarians to the rescue
Librarians already knew that academic proficiency in accessing digital resources and using Learning Management Systems [LMSs] was uneven, but they were surprised by how many academics turned out to be absolute beginners. “One of our Library teams, Learning Technologies, runs most of our Institutional support for our learning platform, Moodle, and they were heavily involved with training and support.” (Rosemary). “They were all asked to record their lectures in advance (to offset connectivity and access issues) and there was immediately an obvious need for a captioning service, which wasn’t widely available across the university at that time … the library teams supporting lecture capture and captioning required additional resource and an internal bulletin board to help facilitate moving [library] staff resource around to where it was most needed.” (Sonia) “We spent a lot of time creating and recording asynchronous sessions/presentations for staff to then add to modules on NOW [the LMS] for the students. For many courses, recorded material replaced some of the ‘traditional’ sessions we would have delivered face to face; we still did a lot of sessions ‘live’ on Teams, especially inductions for new students, but for the more detailed sessions there would often be a recording for the students to watch, followed up by ‘live’ Q&A sessions.” (Heather)
Resource management and acquisition
As important as helping academics to become competent in online delivery was for librarians to ensure that the resources they needed were available. It was quickly discovered how many core texts were not available in e-format. In the UK, librarians were massively aided by the Jisc free e-textbook programme, to which most of the big academic publishers contributed at the start of the first lockdown. However, this was discontinued by the start of the academic year 2020-2021, after which some e-textbooks proved unaffordable – the charges some publishers made for simultaneous user access sparked protests from librarians across the UK. Certain libraries, predominantly those serving Russell Group universities, persevered with their policies of not buying textbooks, which triggered renewed interest in Open Access Resources [OERs], especially open textbooks. Libraries organised a range of coping strategies to deal with these problems, including themselves digitising as much content as was allowed under the terms of the Copyright Licensing Agency [CLA] licence; making greater use of Inter-Library Loan [ILL]; and setting up click-and-collect services to enable access to print books from the library.
What helped academics most
We asked Sonia, Heather, Frances and Rosemary to name between three and five things they did that really helped academics during this period. Aids mentioned by most of them included reviewing resource lists and obtaining as much of the content as possible in e-format; setting up a scanning service; encouraging academics to think early about the support they would need in the next academic year; and making the case for extra funding to cover all these new initiatives. Others were more individual: “We have started to see academics (especially in HSS) start to realise the benefits of Open Access. They have worked with the library to get a better idea of what is open to them and how to access it. And these are subject areas that have been pathologically against OA up to now.” (Frances). “Helping academics who had themselves paid for access but then had no idea how to make it discoverable or how to handle authentication.” (Heather) “Working in partnership with one of our book suppliers, we set up a service for postgraduate students and academic staff, where we ordered print books to be delivered directly to peoples’ homes. When we were able to re-open the library, we replaced this with a postal loans (and free returns) service.” (Sonia) “From Week 1 we set up an online temporary Webpage Support Hub, one each for Academics and Students, with FAQs and direct links to the library teams best placed to help.” (Rosemary)
What kinds of help do academics most need?
Asked what help academics still need as restrictions are only gradually being relaxed more than one year after the first lockdown, Frances says they still have a long way to go before they understand properly the business models and pricing principles operated by publishers. Heather says they still need help with resource list management and how to create their own online content. Sonia says she and her colleagues will work hard to introduce them to more Open Access materials. Rosemary says that long-term strategic teaching plans need to be put in place, because “it seems likely that off-campus study will be with us to stay – in some [subject] areas for the longer term – and that this will never fully revert.”
Librarians’ standing rises
However else the Covid 19 years of 2020 and 2021 are viewed by historians of academia in years to come, one thing is surely clear: that academic librarians swiftly stepped up to the plate and made possible the continued undergraduate education of countless students, by supporting new kinds of teaching with their resourcefulness and know-how. Nor has this gone unnoticed by their contemporaries:
“I just wanted to say, as the Summer Term/exam season kicks off, what a wonderful job the library continues to do throughout this pandemic. I am extremely impressed with the breadth of support provided, and the sustained efficiency with which the team responds to queries/requests/issues.
“I have been especially pleasantly surprised by the efficiency of the Purchase Request process – it’s perhaps due to the nature of the works I request, but I’m consistently impressed by the speedy and helpful responses. It’s so encouraging to see how readily the library invests in requested resources, and I really appreciate the effort you go to to identify alternative ways to access a resource when purchasing it isn’t possible. Postal loans arrive promptly, and the process of requesting them is wonderfully straightforward – I have used this service a great deal, and my research would have suffered without it. My sincerest thanks to everyone in all corners of the team for your hard work and support 😊.” [Academic based at Sonia’s (Russell Group) university]
Dr Johnson would have been astonished.
[written by Linda Bennett, Gold Leaf]
This article was first published in German language on 26 May 2021 in “Digital Publishing Report, Sonderheft Bibliotheken” as well as on 7 June 2021 in “Digital Publishing Report, Sonderheft E-Learning“.
Paul Dodsley and Leah Wareham together form the hub of the student support service at Nottingham Trent University, where 30,000 students are studying at any one time. Paul describes the service as “prevention-led” – its aim is to take hold of opportunities to support students before they slip into difficulties, rather than afterwards. It has been running for about fifteen years and addresses a range of issues – sexual health, drug and alcohol, nutrition – but mental health awareness takes up approximately 70% of Paul’s time and all of Leah’s.
How can two people make a difference to such a large body of students? Paul and Leah have been extremely innovative in their approach and established an impressive variety of ways to enable them to punch far above their weight. Firstly, the service partners with specialist organisations to make its resources go further – the NHS, for example, and Student Minds. Some of these partner organisations themselves deliver services on the campus. Secondly, training is a big part of what Paul and Leah do. They train academics to recognise signs of distress in students and how to help; they train the student Mental Health Champions – other students who help in a myriad of ways – and offer Student Minds – Look Out For your Mates workshops to all students, which awards students with a nationally recognised certificate and, it is hoped, gives them essential life skills.
Leah’s specific role is to focus on communication and innovative ways of delivering the message about the types of support available. She says she tries to be as creative as possible. At the start of the first lockdown she posted “top tips” for preserving a healthy mental outlook on the Student Support Instagram. From these have progressed Instagram “takeovers” which talk about mental health and how the service can help; and also adaptation of formerly in-person activities to allow them to take place online, such as Time to Talk – a big virtual event which included input from many of the partner services involved. She has also organised virtual events of all kinds. Some are designed to work as occupational therapy – tie-dye tutorials on Instagram, for example, and cookery videos; life-drawing classes and yoga.
Leah (along with Zoe Mallett from the NTSU) is responsible for recruiting and training the Champions. There were only two when she joined the university staff less than three years ago, having just graduated in Photography; now around 400 have signed up. She says that the peer support they provide is invaluable: “It is really effective for students to get support from other students.” Some of the ways in which they deliver are “quite funky”. Many of them are very engaged and themselves think of all sorts of ways of contributing – for example, by creating podcasts. Some are gaining work experience. Together with Paul and Leah, their aim is to improve attitude to self-care: Paul mentioned each person having “a kitbag of support”. All the work they do is completely voluntary – though Paul says their commitment is so great that he would like to be able to find a way to pay them.
Asked what kinds of advice and support students need, and whether he feels they are more dependent than students used to be in the past, Paul is supportive of the present student generation. He says the level of support that is now available is brilliant when compared with, say, twenty years ago, when he was a student at NTU. University attendance has always brought its own challenges, even before the various lockdowns. To these have now been added more uncertainty regarding jobs for graduates and what will happen after they graduate. He believes that one of the key contributions of the service is to enable students to leave the university better equipped to deal with whatever life throws at them next.
The impact of the pandemic and consequent lockdowns has been significant. “Each lockdown has put an increased burden on mental health,” Paul says. “It’s difficult to know whether it’s worse for the first years, who have never known ‘normal’ university life, or for the second and third years, who have experienced what it was like and therefore know what they are missing, for some or all the remaining time they have left here.” Students are not used to isolation. In non-lockdown circumstances, they meet regularly and this gives them a sense of belonging, of being part of a community. Many students have welcomed the online support now on offer. Paul says he recently read a comment in a study issues by the Mental Health Foundation about the present situation which struck him as particularly apposite: “We’re all in the same storm, but we’re not in the same boat.” The message he and Leah want to get across is, “If you’re struggling, that’s OK and perfectly understandable, but don’t suffer in silence.”
Asked what has made her most proud, Leah says it is the work that the champions have done. “They get the student voice across, especially now they have started becoming more involved in online activity through social media and our events that run peer-to-peer sessions online. The work they do is amazing and they keep up with it – it doesn’t dwindle over time.”
Asked how he sees the future, Paul says he thinks the service will keep on building up its identity and raising awareness of “what we do”. He would like to be able to focus more on promoting positive health and mental self-care. “And of course, we need more staff.” That is perhaps undeniable; but it’s also undeniably true that what Paul and Leah have achieved is also “amazing”.
[written by Linda Bennett, Gold Leaf]
As part of our mini-series about undergraduate mental health, we tried to find out more about the specific issues international students face at this time of global crisis, and which strategies universities and students themselves are deploying to address them.
First, to provide some clarity: the term “mental health” is frequently used ambiguously, but for the purpose of this and all following blog posts, we shall work with the definition provided by the World Health Organisation [WHO], which states that “Mental health is a state of well-being in which an individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and is able to make a contribution to his or her community.” (More details on this can be found here.) The purpose of our articles is to examine imbalances of this state of well-being; we do not consider mental disorders (which require professional support by a GP, psychotherapist or psychiatrist) to be part of this remit.
We spoke to psychologist P. Weigelt-Lindemann, who provides psychological counselling to students at a medium-sized University of Applied Sciences in Germany.
“I started working at this University last year, shortly after the first lockdown had begun in Germany. Since taking up the post, I have therefore always worked from home, and have conducted all counselling remotely so far. My university is a very young (less than 15 years old) teaching university, teaches most degrees in English and has a focus on Natural Sciences, Technology and Agricultural Sciences. As a result, we have a very international student body and more than 50% of students are not German; they mainly come from India, Bangladesh, Pakistan, China and African countries. It has been interesting to see that at first the pandemic barely featured in my counselling; it is only since the second [much stricter] lockdown that was imposed in December that Covid has created real concern for our students. The main anxieties they raise include homesickness, no prospect of being able to travel back into their home countries any time soon and worry about their families, particularly when their families live in countries where infection numbers have gone out of control.”
Social isolation has been a worry throughout the pandemic, but over the winter it has become a bigger issue. Not only international, but also domestic students are suffering from an increased lack of motivation and find it more difficult to absorb information purely through screens and with very limited possibilities for informal exchange with other students. Initially, students adapted well to this new way of learning because they assumed it would only be temporary, but now they are struggling with a state of fatigue – one year on, there is no real end in sight.
P. Weigelt-Lindemann says: “Our ‘Welcome Centre’ that looks after first year students has done an incredibly good job in providing induction to new students remotely, so interestingly these students are coping relatively well with the remote learning. It is those students who were able to build friendships and relationships before the pandemic broke out, and who are used to learning in lecture halls and seminar rooms, who are struggling much more.
“Having said that, international first year students face the added difficulty of cultural assimilation. With everything closed, – not only the university buildings, but also shops, restaurants, cultural venues etc. – these students have only seen their student halls since having arrived in this country, and it is incredibly difficult for them to get to know the country they have moved to and to settle into this new culture. At the same time, there is no prospect of going back home in the near future, so they find themselves in a state of limbo between two cultures, which makes it very hard for them.”
P. Weigelt-Lindemann says the University has experienced a sharp increase in demand for counselling. It has also been noticeable that the pressures on students have increased. Whilst fees are less of an issue in Germany than they are elsewhere (there are no tuition fees at German universities for anyone taking a first degree, though international students have to provide solid proof of financial resources to obtain a student visa), most part-time job opportunities for students – who typically work in bars, restaurants or in the events industry to cover their costs of living – have vanished, and they are more dependent on their families or government support than before. This leads to an increased pressure to be successful in a more challenging learning environment.
The concept of “Emerging Adulthood” as a new phase of development for the period from the late teens through the twenties was first introduced by Jeffrey Jensen Arnett in 2004 and describes the phenomenon of a distinct phase in people’s lives which they spend in self-focused exploration and trying out different possibilities in their careers and relationships, while society sees them as adults who are expected to have entered adulthood and taken decisions accordingly.
P. Weigelt-Lindemann witnesses this discrepancy when engaging in counselling sessions with students. The difficulties that must be negotiated by “emerging adults” are exacerbated by the current situation. “The students are not ready to be adults yet, they need a lot more support in finding their way than previous generations did, but the current situation doesn’t allow them to rely on this support network. This is very difficult for many of them, who are not used to organising their lives for themselves, and that has an effect on their mental health. The university support network has to understand this and the services need to take into account that these students need a lot more (often basic) support than the university is used to providing.”
However, as P. Weigelt-Lindemann points out, the universities can offer a lot to support these students, who should not feel ashamed of asking for help. “Many students think they are the only ones who struggle, but it helps them to find out that their worries and struggles are shared by many and that there is help at hand.”
The university’s counselling service is a good starting point for help, and in many places the Student Unions also provide Mental Health support of excellent quality.
[written by Annika Bennett, Gold Leaf]
Whilst at Gold Leaf we believe it is alarmist – and not at all helpful – to call the present generation of students “lost” because of the impact of the pandemic and various lockdowns on their education – in our experience most young people are astonishingly brave and resilient – it has to be acknowledged that everyone who has enjoyed working for a degree in happier times must sympathise with their plight. Even though many universities around the world have done sterling work in supporting students as much as possible with online learning and blended learning and librarians have both rapidly increased their electronic holdings and made sure that academics and students are well-versed in using them, it cannot be denied that students are missing out on many of the things that make university special: for example, fieldwork expeditions and collaborative lab-work; trips to the theatre, concerts and art galleries and the other rich cultural experiences usually available to undergraduates; even simply hanging out with their peers. On top of this, students may be worried that degrees awarded under today’s restricted studying conditions may be “worth less” than “normal” and that even if the qualifications are recognised, there will be few jobs waiting for those who have qualified.
It is therefore not surprising that concern for students’ mental well-being has increased substantially throughout the past year. A significant amount of research has now been undertaken on this issue. One study, led by the University of Glasgow and published in the British Journal of Psychiatry, found that thoughts of suicide among undergraduates encouraged by 8 – 10% in just three months. A survey conducted by the Higher Education Policy Institute found that students now report considerably lower levels of personal well-being than the population as a whole. Dartmouth College, in the USA, detected spikes in student depression and anxiety as early as March 2020, when students were first encouraged to leave the campus and conduct most of their learning online. In January, French students organised a series of nationwide protests to draw attention to rising mental health problems caused by the pandemic. Special mental health counsellors appointed at the University of Lyon say they have been overwhelmed by the demands placed on their services. Two undergraduates at this university have already taken their own lives this year. An article in The Lancet points out that not much is known about the effects of large-scale pandemics on the health of children and adolescents. As well as having a profound impact on their education, social distancing may exacerbate the risk of other threats to young people, such as physical, mental or sexual abuse. If their parents lose their jobs, this also undermines their sense of security.
Last year UNESCO started its Minding our Minds campaign. Eric Falt, Director and UNESCO Representative to Bhutan, India, the Maldives and Sri Lanka, wrote: “It will take all of our collective effort and focus to ensure that students are getting the care they need to succeed.” To highlight the importance of the impact of COVID-19 and the lockdown on the mental health of marginalized communities, UNESCO New Delhi has created five awareness posters, which are available in four languages English, Hindi, Sinhala and Tamil.
Clearly undergraduate mental health is vitally important to everyone: today’s undergraduates will be the scientists, politicians, artists and writers of the future. Over the next few weeks, we are therefore planning to dig a little deeper into how some universities are supporting the mental health of their undergraduate communities. If, having read this post, you would like to contribute or comment, we shall be delighted to hear from you.
[written by Linda Bennett, Gold Leaf]