{"id":1488,"date":"2025-09-18T15:04:31","date_gmt":"2025-09-18T14:04:31","guid":{"rendered":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/?p=1488"},"modified":"2026-03-26T10:00:36","modified_gmt":"2026-03-26T10:00:36","slug":"getting-the-social-into-social-sciences-how-can-we-learn-from-lps-student-initiatives-to-build-cross-faculty-relationships","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/2025\/09\/18\/getting-the-social-into-social-sciences-how-can-we-learn-from-lps-student-initiatives-to-build-cross-faculty-relationships\/","title":{"rendered":"Getting the \u2018social\u2019 into Social Sciences: how can we learn from LPS student initiatives to build cross-faculty relationships?"},"content":{"rendered":"\n

Jeanette Ashton and Fiona Clements<\/strong><\/p>\n\n\n\n

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The broader context<\/em><\/p>\n\n\n\n

When the new faculty structure at Sussex was first mentioned, discussed further at university-wide forums and School and Department meetings, our reaction was perhaps similar to many others. Whilst \u2018indifferent\u2019 might be too strong, our thinking was that this was a decision taken at a university leadership level which probably wouldn\u2019t change much on the ground, aside from potential pooling of resources in a challenging higher education climate. We felt that any changes we needed to make would filter down in time through our Head of Department, but that, in short, it would remain \u2018business as usual\u2019 for the Law School. The \u2018Conversations on Teaching for Community and Belonging\u2019 initiative by Emily Danvers gave us an opportunity to explore how the new faculty structure might enable us to develop supportive relationships with colleagues outside of our department, what that might look like and how it may help us navigate challenges going forward post the voluntary leavers scheme.<\/p>\n\n\n\n

In the last few years of her role as Deputy Director of Student Experience for LPS, Fiona developed a number of initiatives which were well-received by the student body. In this piece, we consider how we might draw from those initiatives to develop a faculty-wide space, but with a staff rather than student focus. That is not to say that building faculty wide student relationships is not important, but that, as Ni Drisceoil (2025) discusses in her critique of what student \u2018belonging\u2019 means and who does that work, staff community and belonging often takes a backseat. We conclude with some thoughts as to how we might move forward.<\/p>\n\n\n\n

Community and belonging sessions for students in LPS \u2013 what did we do and why did we do it?<\/em><\/p>\n\n\n\n

For the last couple of years in LPS, we have hosted a weekly breakfast or lunch event for students. We know that very many of the students find that the peers that they share their first year accommodation with end up being some of their closest friends \u2013 both at university and beyond. Friendships are also forged at departmental level but, in addition, we wanted to give the students an opportunity to come together, informally, and meet students from other departments in the school.<\/p>\n\n\n\n

The get together would happen in the same room, the student common room, at the same time each week. As the Law school runs a two week timetable, it meant that different Law students would be available to attend, depending on whether it was an even week or an odd week. There was a small group of students from each department who would come every week, but we also had new faces at every get together \u2013 students who had heard about the event, or students who just happened to be in the common room when the event was happening.<\/p>\n\n\n\n

When we asked the students about their motivation for attending, they gave a variety of different reasons. It was interesting to note that some of the students came to the event with the intention of seeking advice (perhaps about managing workload, or how to tackle their reading etc). The students found that having a casual conversation with a member of faculty whilst sharing some food was a preferable option to pursuing the more formal route of booking an office hour with an academic advisor whom they may know less well.<\/p>\n\n\n\n

LPS Staff events: what can we learn?<\/em><\/p>\n\n\n\n

In thinking about faculty-wide initiatives, it\u2019s important to consider what is already happening in schools and departments and what we might learn from that. In LPS, we have online school forums, which are well-attended by both academic and professional services staff and a useful way to catch up on what\u2019s happening at School level. In terms of more socially oriented events, we have regular \u2018Coffee and Cake\u2019 sessions, which are not well attended. Without undertaking a survey, we can\u2019t provide reasons for this, but it may be that this being a Head of School initiative and booked into our calendars, gives the impression that this is a space where we might be able to socialise, but not share concerns and ask \u2018silly\u2019 questions. Time is of course also a factor, with events such as these falling down the priority list as we juggle competing responsibilities. An open plan office space for professional services staff is perhaps more conducive to those conversations than the academic offices, so it could be that a faculty wide space for academic staff would provide an opportunity to have those conversations, with the benefit of perspectives as to what happens elsewhere.<\/p>\n\n\n\n

What might be possible in the new faculty? Some ideas:<\/em><\/p>\n\n\n\n

\u00b7 Twice monthly scheduled spaces at different times on different days, and starting on the half hour, to maximise faculty availability<\/p>\n\n\n\n

\u00b7 A small cross-faculty team to rotate the \u2018host\u2019 role and spread the word in the different departments. As discussed above, a friendly facilitator was pivotal to the success of the LPS student initiatives<\/p>\n\n\n\n

\u00b7 Keep organisation minimal, and be clear that this is not a leadership initiative<\/p>\n\n\n\n

\u00b7 Clear comms on the purpose of the space: to drop in, meet people, share ideas and concerns, ask questions in an informal space without needing to schedule a meeting<\/p>\n\n\n\n

\u00b7 No need for food! No need for themes!<\/p>\n\n\n\n

\u00b7 Don\u2019t be discouraged if no one turns up. These things take time.<\/p>\n\n\n\n

References and further reading<\/strong><\/p>\n\n\n\n

N\u00ed Drisceoil, V. (2025): Critiquing commitments to community and belonging in today\u2019s law school: who does the labour?, The Law Teacher, DOI: 10.1080\/03069400.2025.2492444<\/p>\n\n\n\n

For more on community and belonging for students see Moore, I. and N\u00ed Drisceoil, V. \u2018Wellbeing and transition to law school: the complexities of confidence, community, and belonging\u2019 in Jones, E.  and Strevens, C. (Eds.) Wellbeing and Transitions in Law: Legal Education and the Legal Profession<\/em> (Palgrave Macmillan 2023).<\/p>\n","protected":false},"excerpt":{"rendered":"

Jeanette Ashton and Fiona Clements The broader context When the new faculty structure at Sussex was first mentioned, discussed further at university-wide forums and School and Department meetings, our reaction was perhaps similar to many others. Whilst \u2018indifferent\u2019 might be…<\/span><\/p>\n

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