Dr Emma Folwell and Dr Charlotte Lewandowski share insights into how the BA Applied Humanities, an accelerated two-year degree at Birmingham Newman University, has revitalised humanities provision through innovative pedagogical approaches.
For years, those of us working in humanities departments have been caught in an exhausting back-and-forth between gloomy predictions of a “bonfire of the humanities” and passionate defences from high-profile voices championing our field. In the UK, however, a more coordinated pushback against the familiar “humanities in crisis” narrative has recently emerged. Reports such as HEPI’s The Humanities in the UK Today and the Royal Historical Society’s Value of History reframe challenges to the sector, emphasising the resilience of the humanities through robust Russell Group enrolments, internationally recognised research potential, and strong employability outcomes.
Although both reports advocate for greater interdisciplinarity and alignment with student and industry expectations, neither addresses a crucial driver of change: pedagogical innovation. This omission is significant, as both reports acknowledge that the most pressing challenges are found in post-92 universities; institutions long recognised for their teaching-focused approaches. Given their expertise in creating accessible, relevant courses, academics in post-92s are uniquely positioned (and motivated) to drive change across the humanities.
At Birmingham Newman University, we’re pioneering this change with accessible, practice-based approaches that meet the needs of a broad student base, especially mature and non-traditional learners. Our BA Applied Humanities degree – a two-year accelerated programme –combines academic rigour with real-world application, closing attainment gaps, boosting employability, and proving that humanities can be forward-thinking, adaptable, and viable. In fact, the programme has exceeded recruitment targets by nearly 60% for September 2024, far surpassing enrolment for any other single honours humanities programme within the institution.
Here, we explore three core innovations: ipsative assessment, academic life coaching, and experiential learning. While this model may not suit every institution, it highlights the unique strengths of post-92s in reimagining humanities education for a diverse, dynamic student body.
Ipsative Assessment
Instead of measuring performance exclusively against standard criteria or peer comparison, ipsative assessment evaluates a student’s progress relative to their previous work. This approach measures the “distance travelled,” meaning it values improvement and personal growth over simply meeting a benchmark. It encourages students to see their education as continuous self-improvement, making it especially well-suited to the reflective and analytical nature of humanities studies. Feedback in ipsative assessment becomes an ongoing dialogue, or “feedforward,” guiding students to reflect on personal goals, skills, and strategies for future learning.
Despite its benefits, this model has been difficult to integrate into higher education, where modular structures emphasise summative grading over synthesis learning. Our solution has been to validate larger modules (up to 80 credits) delivered in blocks. This approach is especially well-suited to humanities programmes, where learning isn’t strictly cumulative but rather interconnected and exploratory. Students quickly grasp and appreciate this model as it centres on their personal growth. Employers, in turn, highly value graduates who bring enthusiasm, a positive attitude, and a growth mindset, qualities that ipsative assessment helps to cultivate.
Academic Life Coaching
Academic Life Coaching (ALC) offers a holistic, student-centred alternative to conventional personal tutoring within the Applied Humanities programme. Through goal-setting and reflective self-assessment, ALC encourages students to continuously evaluate and adapt their learning approach, connecting their academic achievements with broader life experiences. By cultivating a sense of self-efficacy, this model helps students recognise the personal and professional relevance of their humanities education, making ‘transferable skills’ explicit and actionable (particularly in combination with embedded employability).
The value of academic coaching is already widely recognised in STEM fields and practical subjects such as sports. For the humanities, ALC smooths the transition from academic to professional settings by mirroring employment practices, such as appraisals. It enables students to bridge academic learning with real-world applicability, making their education more meaningful in a rapidly changing job market. This approach is particularly appealing to applicants concerned about the relevance of their studies, providing an easily understood mechanism to shape their course around their own needs and career goals.
Experiential Learning
One of the most challenging innovations has been shifting the curriculum from content delivery to experiential learning, where students actively develop skills through hands-on tasks. In this model, all sessions align with a taxonomy that organises learning outcomes around lifelong learning, lifewide learning, connections, communication, and self-efficacy. Sessions focus on real-world challenges, scenario-based tasks, case studies, and collaborative projects, encouraging students to apply their knowledge.
Experiential learning replaces the passive learning model often seen in traditional lectures and seminars with a dynamic, engaging approach that is both accessible and inclusive, meeting the needs of a diverse student body. This model is not only more attractive to students but has a measurable impact on both attainment and engagement.
Adaptation and the Future of the Humanities
With a unique mandate to support underrepresented and non-traditional learners, post-92s have a pivotal role to play in redefining what a humanities education can offer. The innovations embedded within the Applied Humanities programme exemplify adaptable strategies that bridge the gap between academic tradition and contemporary relevance. At the core of these efforts is a commitment to pedagogical innovation demonstrating that by reimagining how we teach and engage students, academic teams can transform the “crisis narrative” and lay the groundwork for a sustainable and vibrant future for the humanities.
Dr Charlotte Lewandowski is Head of Applied Arts and Humanities at Birmingham Newman University and co-developed BA Applied Humanities. A Fellow of the Higher Education Academy, she is currently completing a Diploma in Leadership, Coaching and Mentoring (CMI).
Dr Emma Folwell co-developed BA Applied Humanities accelerated degree programme. She is a Senior Fellow of the Higher Education Academy and recipient of a Fulbright Award. Her book The War on Poverty in Mississippi: From Massive Resistance to New Conservatism, was published in 2020.
