How to Prepare MBA Class Presentation Slides

Title Slide

• Project title: The Role of University Support Systems in Enhancing Students’ Mental Health and Academic Success: A Case Study of University of Sunderland, London
• Course: MGTM05: Research Methodology
• Student name:
• Date: April 30, 2025

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Slide 1: Introduction

• Mental health challenges and academic pressure are common issues among university students.
• The role of university support systems is increasingly vital in addressing these challenges.
• This research investigates how support services at University of Sunderland in London impact student well-being and academic success.

YOUR SPEECH: “Good [morning/afternoon], everyone. Thank you for being here today. My research focuses on understanding the role university support systems play in improving student mental health and enhancing academic success, using University of Sunderland, in London as a case study.

We are currently witnessing a significant rise in mental health concerns among university students—exacerbated by factors such as academic pressure, financial stress, isolation, and post-pandemic challenges. These issues do not exist in a vacuum; they directly impact students’ ability to perform academically and remain engaged with their learning.

Universities now have a responsibility not just to educate, but also to support students holistically. This research explores how effective these institutional support systems truly are, from counselling services to academic mentoring and well-being initiatives, in helping students overcome mental health challenges and achieve their academic goals.”

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Slide 2: Rationale and Background

• Increased mental health issues among students post-COVID (HEPI, 2023).
• Existing literature links mental health with academic performance (Smith & Patel, 2022).
• Universities have expanded support services, but effectiveness is under-researched.

YOUR SPEECH: “There’s a growing body of research that highlights a significant correlation between students’ mental health and their academic achievement. Poor mental health has been linked to decreased concentration, lower grades, higher dropout rates, and overall academic disengagement. Reports from institutions like HEPI and the Office for Students show a steady increase in the number of students seeking mental health support, especially since the COVID-19 pandemic.

While many universities have responded by expanding their support services—such as counselling, peer mentoring, and well-being programs—there is still limited empirical evidence assessing how effective these services actually are in improving both well-being and academic performance. Most studies remain theoretical or broadly focused, with few offering detailed, institution-specific insights. This lack of granular evidence creates a critical gap, and it is this gap that my study aims to address by focusing on University of Sunderland, London.”

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Slide 3: Research Questions, Aims and Objectives

• Main Research Question: How do university support systems impact students’ mental health and academic success?
• Aim: To evaluate the effectiveness of support systems at University of Sunderland, London.
• Objectives:
  1. Identify the types of support systems available.
  2. Assess students’ awareness and usage.
  3. Examine correlations between support usage, mental health, and academic performance.

YOUR SPEECH: “My central research question explores how university support systems influence both the mental health and academic performance of students. This question arises from the observation that while support services are available, their effectiveness is not well understood, especially in specific institutional contexts.

To explore this, I developed three key objectives. First, to identify the types of support systems available at University of Sunderland, London, including both formal services like counselling and academic advising, and informal ones like peer mentoring or well-being workshops.

Second, to assess how aware students are of these services, how frequently they use them, and any barriers they face in accessing support. And third, to examine whether there is a measurable or perceived impact on their mental health and academic outcomes. This will help in understanding the broader implications of institutional support on student success and well-being.”

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Slide 4: Literature Review

• Search conducted via JSTOR, Scopus, and ScienceDirect.
• Key themes: student well-being (Turner et al., 2022), academic resilience (Lee & Holmes, 2023), support systems effectiveness (NHS Digital, 2023).
• Gap: Limited UK-based case studies on actual institutional impact.

YOUR SPEECH: “I conducted a comprehensive review of peer-reviewed literature using academic databases such as Scopus, JSTOR, and ScienceDirect. The literature reveals a strong consensus on the importance of mental health support in higher education. Numerous studies confirm that mental health significantly affects academic performance, engagement, and retention.

However, while the literature establishes that student support services are vital, it often remains broad and generalized. Many studies focus on policy recommendations or aggregate national trends rather than examining how these services function within specific institutional contexts. For example, the effectiveness of a support strategy can vary depending on how it’s implemented, student awareness, accessibility, and cultural sensitivity.

This is where my study contributes: by narrowing the focus to University of Sunderland in London, I aim to investigate how these support systems are perceived and experienced by students on the ground. This case-specific approach helps fill the gap between generalized findings and actionable, institution-level insights.”

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Slide 5: Methodology

• Design: Qualitative case study.
• Rationale: Best suited for in-depth institutional analysis.
• Approach: Semi-structured interviews and focus groups.

YOUR SPEECH: “I chose a qualitative case study approach because it allows for an in-depth exploration of complex, context-specific experiences—particularly those related to mental health and academic support. Unlike quantitative methods that focus on numerical data, qualitative research is better suited to capturing the personal stories, perceptions, and emotions of participants.

This approach is especially appropriate for understanding the nuanced interactions students have with university support systems. It allows me to explore not just what services are being used, but how and why students engage with them, what barriers they face, and how these interactions impact their overall university experience.

Using a case study framework cantered on University of Sunderland, London, I could focus deeply on a single institution, offering detailed insights that are often missed in broader, less focused studies. This also strengthens the practical relevance of my findings for stakeholders at the university.”

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Slide 6: Data Collection and Analysis

• Participants: 15 students, 5 staff members.
• Tools: Interview guides, thematic coding using NVivo.
• Sampling: Purposive sampling.
• Analysis: Thematic analysis to identify recurring patterns.

YOUR SPEECH: “To gather meaningful insights, I conducted semi-structured interviews with 15 students and 5 university staff members, ensuring a diversity of perspectives. The semi-structured format allowed participants to express their views freely while still focusing on core themes related to support services and student well-being.

Once the data was collected, I used NVivo software for thematic analysis. This involved coding transcripts to identify recurring themes, such as awareness of services, perceived effectiveness, emotional well-being, and academic confidence. Thematic analysis is particularly effective for uncovering patterns in qualitative data, and NVivo made it easier to manage and visualize these patterns.

Through this process, I was able to highlight how students engage with support systems, the challenges they face in accessing help, and the real-world impact these services have on both their mental health and academic progression.”

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Slide 7: Ethics, Feasibility, and Access

• Ethics approval granted by University of Sunderland, London’s review board.
• Informed consent obtained; anonymity maintained.
• Feasibility: Strong institutional access supported by supervisory endorsement.

YOUR SPEECH: “Ethical integrity was a top priority throughout my research. Before beginning any data collection, I obtained formal ethical approval from University of Sunderland, London’s Research Ethics Committee. This ensured that the project complied with institutional guidelines and upheld the rights and welfare of participants.

All participants were fully informed about the purpose, scope, and procedures of the study. Informed consent was obtained in writing, and I ensured they were aware of their right to withdraw at any time without penalty. To maintain confidentiality, all identifying information was anonymized in transcripts and findings, and data was securely stored in password-protected files.

In terms of feasibility and access, I benefited from institutional support and supervisory endorsement, which enabled me to recruit participants efficiently and ethically. These steps helped create a safe, respectful environment for open and honest dialogue.”

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Slide 8: Personal Reflection (Kolb’s Cycle)

• Kolb’s Reflective Cycle applied.
• Concrete experience: Conducting interviews.
• Reflective observation: Awareness of student struggles.
• Abstract conceptualisation: Recognising systemic challenges.
• Active experimentation: Suggestions for future support initiatives.

YOUR SPEECH: Throughout the research journey, I utilized Kolb’s experiential learning model to structure my reflections on the experiences of students and the challenges they face. By engaging with real stories shared by students, I was able to enter the concrete experience phase, where I witnessed firsthand the difficulties that many students encounter regarding mental health and academic pressures. These stories brought their struggles to life and made the data more meaningful.

In the reflective observation phase, I took the time to reflect on these shared experiences, considering their emotional and psychological impacts. I found myself growing more empathetic toward the students and their unique challenges, which allowed me to better understand the complexities of mental health in the academic environment. This stage helped me appreciate the importance of a robust support system within universities, particularly in fostering an environment conducive to both mental well-being and academic achievement.

As I moved into the abstract conceptualization stage, I started to analyse these insights and began connecting the experiences with existing theories and literature on university support systems. This helped me conceptualize the ways in which universities can better tailor their services to address both academic and mental health needs. Theoretical models of student well-being and academic success became the foundation of my analysis, as I looked for patterns and gaps in current support systems.

Finally, in the active experimentation stage, I began considering how these findings could translate into actionable recommendations for University of Sunderland, London. I felt motivated to contribute meaningfully to the conversation around enhancing student support. The empathetic understanding gained from students’ stories drives my determination to help shape a more supportive, inclusive, and mentally healthy university environment.

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Slide 9: Research Timeline (Gantt Chart)

Figure 1: Gantt Chart for the Study

Phase / Task

2025

April

May

June

Initial literature review

Study design and methodology setup

Ethical approval and participant recruitment

Data collection

Data analysis

Interpretation and discussion

Drafting chapters (introduction, literature review, methodology etc)

Final writing (results, conclusion, recommendations)

Thesis review and edits

Submission

YOUR SPEECH: “Here is a Gantt chart outlining my timeline. It helped me manage each stage and stay on track.”

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Slide 10: Concluding Remarks and Next Steps

• Support systems significantly influence both mental health and academic success.
• Early results show high reliance on counselling and mentoring.
• Next: Share findings with university stakeholders and propose improvements.

YOUR SPEECH: “In conclusion, support systems are not just complementary—they are essential. Moving forward, I hope to work with the university to enhance these offerings based on the study’s findings.”

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Slide 11: Q&A

• Any Questions?

YOUR SPEECH: “Thank you for listening. I’d love to hear your thoughts or answer any questions you might have.”

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Slide 12: References

• HEPI. (2023). Student mental health in higher education.
• Smith, L. & Patel, R. (2022). Academic stress and student performance.
• Turner, M. et al. (2022). Mental health support in universities.
• Lee, C. & Holmes, J. (2023). Academic resilience.
• NHS Digital. (2023). University support systems effectiveness.