Academic Representation Co-ordinators’ Network core presentation... · 2019-02-21 · Criteria...

@sparqs_Scotland #sparqsARC

Academic Representation Co-ordinators’ Network

Wednesday 20th February 2019

Welcome!


Your sparqs team today…

• Simon Varwell, Senior Development Consultant

• Stef Black, Development Consultant

• Steph Kirkham, Development Consultant


Agenda

10.45 Student Partnership Agreements

11.30 Sector quality sessions

Colleges:

- Gathering and using data.

- Update on HGIOC.

Universities:

- Considering methods for student engagement in ELIR.

- Beyond the metrics: charting the intangible aspects of enhancement in the age of accountability (a short workshop).


Agenda

12.45 Lunch

1.45 Professional development opportunities

The Masters in Student Engagement at University of Winchester, and the RAISE network.

2.45 Break

3.00 Engaging students and course reps in SA policy

Institutional perspectives on redeveloping students’ association councils and course rep meetings: a case study and workshop

3.50 Conclusions

Future events, and evaluation.


2018-19 meetings

Remaining dates:

• Tuesday 7th May 2019

– Inverness College (with VC accessibility)


sparqs Conference

• Thursday 28th March 2018

• Call for submissions now closed.

• You can still register – but do so by Friday!


Student Partnership Agreements

Stef Black – Development Consultant, sparqs

Megan Brown - Academic Engagement Coordinator, EUSA

Sabina Lawrie - Student Representation Coordinator, SAUWS


Go to www.menti.com and use the code 22 67 84

http://www.menti.com/

Student Partnership Agreement & Small Project FundingMegan Brown, Academic Engagement CoordinatorEdinburgh University Students’ Association

The Background

• SPA at Edinburgh now in its second year

• Funded by grant from Senior Vice Principal Learning

and Teaching

• Applications up to £500

• Funding panel consists of:• Vice President Education

• Assistant Principal Academic Standards and Quality Assurance

• Senior Lecturer in Student Engagement

• Academic Engagement Coordinator (Students’ Association Staff

Member)

• Academic Policy Officer (Academic Services team)

Criteria

• Projects must be linked to one of the Student Partnership Agreement key themes for 2018/19

• Particularly welcome applications on initiatives that focus on:• Community building

• Inclusion, Equality and Diversity

• Co-creation of learning opportunities e.g. course design

• Projects must involve both students and staff as participants

• Projects should have the potential to make an impact on the student experience and consideration should be given to how successful activities can be sustained in future years

Conditions of Funding

• Funds will be awarded up to a maximum of £500; however the panel may consider exceptions to this limit if they feel that there is a justifiable reason.

• Projects must be completed (and all funds spent) by no later than 1 July 2019.

• Dissemination of findings and good practice from funded projects in the form of an end of project report

• All funds provided must be used to support new activity.

• The project application must be supported and signed off by the Head of School/Support Department (or equivalent).

Number of Applications

Year Number of Applications

Received

Number of Applications

Approved

2018/19 11 10

2017/18 27 16

Top Ten Tips to Stay WellStudent Partnership Agreement

School of Philosophy, Psychology and Language Sciences

Project Members:

• Dr Kasia Banas – Psychology Teaching Coordinator

• Kristina Gray – 4th Year Psychology Undergraduate &

Programme Representative

• Allie McGregor – 4th Year Psychology Undergraduate

• Sarah Larios – PPLS Student Support Officer

4th Year Survey on Mental Health Support

Students who self-reported experiencing Mental Health

Difficulties (N=17)

• Half of respondents (7/14) had not spoken to anyone in

the University in order to get help

• 5/14 had used Student Counselling, 1 had spoken with

PT, 1 with another member of academic staff

• None of the students reported having spoken with

Student Support

• Postcards were given out in

Welcome Packs for all

incoming first year students

in PPLS for 2018/19.

• "10 Tips" Posters displayed

prominently around the

School

• Featured in Year Organisers'

Welcome Talks

Thank you for listening

[email protected]

@meg_rose_brown

Student

Partnership

Agreement

at UWS

After 2015/2016…

• Attempts at SPAs

• Lack of partnership working

• Unequal division of labour

• Communication breakdowns

• Lack of ownership

Restarting the Process

• Kick started by the new VP Education

• Getting sparqs involved

• New faces

• Joint ownership

Format of current process

• SA, UWS + Students forming the working group

• Clear establishing of direction and goal at first meeting

• Subgroups working on different sections

• Regular meetings

Progress!

• All sections drafted

• Part B sets out priority areas for partnership working

• Student Success Committee Approved

• To start its journey through different committee levels in April!

Things that have helped us:• Support from sparqs

• A fresh, representative team

• Clear direction and goals

• Ensuring progress and deadlines

• Academic staff buy in

• Equal representation across schools

Areas for Improvement


Sector sessions


College Session


What the d*ta?

Stef Black – Development Consultant, sparqs


Why is data important?

“Most of the world will make decisions by either guessing or using their gut. They will be either lucky or wrong.”


• Data can tell us things we might otherwise never know;

• Data can allow us to analyse and uncover themes and trends;

• Data can allow us to make informed, evidenced decisions.

• Evidence which can:

– Persuade, convince and negotiate

– Measure and benchmark

– Focus attention


Data – tool for understanding

Data – evidence

Data - facts


“If we have data, let’s look at data. If all we have are opinions, let’s go with

mine.”


Quantitative or qualitative?

Quantitative tells you there is a problem with the temperature;

qualitative tells you whether to turn it up or down!


The Journey of Data

Access Understand Analyse Utilise

What data do you have access to? Where do you

access other sources of data Who holds the data?

How do you begin to understand what the data is

telling you? What is the purpose of the data captured?

How do you begin to analyse it? Software? Skill-set? Training &

support?

What do you do with the analysis? What

does it inform?


• Access to your own data?

• Same level of access to data, and at

the same time as college leaders?

• Ability to put in context of national

data?

• Access to other data – triangulation?

Access


• Appropriate support to interpret the data?

• Format/presentation?

• Clear objectives – why is the data being collected?

• Why does the data matter and can you make sense of it?

Understand


• Appropriate support to analyse and interrogate data?

• Access to software for analysis?

• Clarity over what you are analysing, and what you are looking for from the analysis?

Analyse


• What can you influence with the data?

• What changes can you make?

• How can the data inform your work, activities, manifestos, campaigns etc.

• How can you use it to influence the college?

Utilise


In groups, consider…

Access

•What data do you collect as a Students’ Association?•What data is shared with you? Do you have ease of access?

Understand

• Do you have any training or support to understand the data?

• Is it clear to you why data has been collected, and what the data is suppose to inform you of?

Analyse

•What level of analysis do you do of the data you hold?•What analysis, if any, do you do of the SSES?

Utilise

• In what ways do you use the data to inform your work?

• How do you work with your college to use the data to make change?


• Student Satisfaction & Engagement Survey (SSES)

• Induction (early impressions) Surveys

• End of module/unit Surveys

• Student Association Surveys

• Course rep systems

• Student-led teaching awards

• Campaigns & activities

• Question Time events

• Anecdotal feedback

• Drop-in sessions

• Graffiti on the wall….


Student Satisfaction & Engagement Survey (SSES)

• National survey for colleges

• Administered by SFC

• Piloted in 2015/16

• sparqs and NUS involvement in development

• SA Question: “The college Students’ Association influences change for

the better”

• Role for students’ associations

– Promoting (target: 50% response rate)

– Analysing/using data


“We expect Students’ Associations will have a significant part to play both in promoting

engagement with the survey and working with the college to consider the resulting data…sparqs

will be able to support Students’ Associations in this process.”

- SFC Guidance, December 2017


“The goal is to turn data into information, and information into

insight.”

Utilising the results for enhancement:

– Working with the college on areas for improvement

– Engaging class reps

– Informing ongoing work e.g. Student Partnership

Agreements and Gender Action Plans


Measuring impact

How do you know you’ve made a difference?

Collect more data…..


HGIOC update

Steph Kirkham

Development Consultant, sparqs


Arrangements for 19/20

Academic year Reporting requirements

2017-18 Self-evaluative EREP with three-year ambition and grades, incorporating self-evaluative report on progress against OA priorities etc.

2018-19 Annual self-evaluative report on progress against OA priorities

2019-20 Self-evaluative EREP with three-year ambition and grades, incorporating self-evaluative report on progress against OA priorities

2020-21 Annual self-evaluative report on progress against OA priorities

2021-22 Self-evaluative EREP with three-year ambition and grades, incorporating self-evaluative report on progress against OA priorities


Arrangements for 19/20

• Engagement Visits

• Progress Visits


Discussion point

• What does this mean for you?– Were/are you aware of these changes?

– Are you aware of when visits are taking place?

– Are you involved in evaluative activities and enhancement planning?

• If so, what does this look like practically for you, your SA, your students?

• What can we do moving forward?


University session


ELIR cycle 4

Nina Anderson-KnoxHead of QuEST, University of the West of Scotland

Pam SinclairQuality Enhancement Manager, QAA

Steph KirkhamDevelopment Consultant, sparqs


Key milestonesStage Timing

Early preparation and liaison with QAAS 12+ months before the review

ELIR preparation and Reflective Analysis (RA) drafting

Submission of contextualised RA and Advance information set

Submitted 8 weeks prior to Planning Visit

Early feedback on RA and AIS from QAA 2 weeks prior to Planning Visit

Planning Visit 6-8 weeks before Review Visit

Submission of additional material 2-3 weeks before Review Visit

Review Visit

ELIR judgements and reports Drafts sent 1 week after Review Visit and published 16 after Review Visit

Follow up reports 1 year after Review Visit

Annual Discussions Yearly


Institutional timelines2018-19 DC Review

Dundee SK Planning visit: 18th/19th Sep 2018

Review visit: w/b 19th Nov 2018Aberdeen SV Planning visit: 9th/10th Oct 2018

Review visit: w/b 19th Nov 2018Glasgow Uni LI Planning visit: 22nd/23rd Jan 2019

Review visit: w/b 18th Mar 2019Strathclyde MS Planning visit: 30th/31st Jan 2019

Review visit: w/b 11th Mar 2019SRUC LI Planning visit: 26th/27th Mar 2019

Review visit: w/b 13th May 2019

2019-20 DC Review

UWS SB Planning visit: 2nd/3rd Oct 2019

Review visit: w/b 18th Nov 2019Edin Napier LI Planning visit: 8th/9th Oct 2019

Review visit: w/b 2nd Dec 2019Heriot-Watt SB Planning visit: 29th/30th Jan 2020

Review visit: w/b 16th Mar 2020GCU MS Planning visit: 5th/6th Feb 2020

Review visit: w/b 23rd Mar 2020St Andrews SK Planning visit: 5th/6th Feb 2020

Review visit: w/b 30th Mar 2020GSA MS Planning visit: 5th Mar 2020

Review visit: w/b 27th Apr 2020

2020-21 DC Review

Edinburgh SB Planning visit: 1st Oct 2020

Review visit: w/b 16th Nov 2020Stirling SK Planning visit: 6th/7th Oct 2020

Review visit: w/b 23rd Nov 2020Abertay SK Planning visit: 27th Jan 2021

Review visit: w/b 15th Mar 2021RGU SV Planning visit: 16th/17th Feb 2021

Review visit: w/b 19th Apr 2021UHI SV Planning visit: 9th/10th Mar 2021

Review visit: w/b 26th Apr 2021


Discussion point

• Sharing institutional practice

– How have students been engaged?

– How can you extend your student engagement with ELIR?

– How could you advertise/promote this?

What has worked? What could work better?


Discussion point

• What are the challenges for student engagement?

• How might we overcome them?


Lunch

Staff development opportunities within Student Engagement in Further and Higher Education

20th February 2019

Academic Representation Coordinators Meeting, Glasgow

Tom Lowe BA (Hons) MA FHEA

Centre for Student Engagement Manager & Acting Head of Careers

The University of Winchester

Introductions: A Student Engagement practitioner, enabler and advocate

• Centre for Student Engagement Manager & Acting Head of Careers at UoWinchester

• Programme Leader for PG Cert Student Engagement in HE at UoWinchester

• Secretary of RAISE International Network for Student Engagement

• Former HEFCE catalyst funded REACT Project Manager

• Student member of QAA Advisory Committee for Degree Awarding Powers (2016-18)

• Member of QAA Student Advisory Group (2014-18)

• Student Union Vice President, Education (2013-15)

• Course Rep (2010-13) & (2015-18)

@TomLowe_

Staff development opportunities within Student Engagement:

1. Masters and Postgraduate Certificate in Student Engagement at the University of Winchester

2. RAISE Network (Researching, Advancing and Inspiring Student Engagement) professional network

Outline

@TomLowe_

Tom Lowe – Secretary of RAISE20th February 2019

Academic Representation Coordinators Meeting, Glasgowwwww.raise-network.com @RAISEnetwork

Researching, Advancing and Inspiring Student Engagement (RAISE) – Who are we?

Aims of RAISE

• To meet regularly to discuss specific and more general aspects of student engagement (SE).

• To develop a conceptual map of student engagement and set of principles that underpin its promotion - and then to promote that widely.

• To establish an annual conference drawing together leading edge work on SE - and to feed into publication through journals and books.

• To gain funding to support these events and activities, and to ensure that students can also participate in them.

• To create a bank of resources for us to share.

www.raise-network.com @RAISEnetwork

Beginnings

2009 Chance meetings at a conference and the germ of an idea

The original group of 4 planning

2010 MarchMayOctoberDecember

Created the nameA symposium of 25 people from 20 UK universitiesTwo international members now 33 of usSecond meeting – making plans for a conference, organising committee and website

2011 FebSeptemberDecember

Established aimsFirst conference Student engagement in challenging times – 70 presenter, 60 delegates and 18 studentsPlans for seminars, a book, and funding


Development

2012 Becoming an organisation: constitution and committee with student officers2nd conference Student Engagement as a shared agenda: people, places, practices.

2013 Putting the book together500th memberThe Future of Student Engagement: Partnerships, Practices, Policies and Philosophies

2014 Developing and Understanding Student Engagement publishedSpecial Interest Groups start upStudent engagement: opportunities for all (up to 40 students attending and presenting now)

2015 Firm plans for journal at last – but tricky beginningsStudent engagement: opportunities for all

2016 1000th memberStudent Engagement in Higher Education 1st edition publishedRelaunched web-site‘Excellence’ in student engagement 100 presentations, 250 delegates, 65 students


Values and ethos

• To put engagement at the heart of all we do to enable Higher Education (HE) to be transformative and exemplary

• Inclusivity – all are welcome, and we seek to be egalitarian and non-discriminatory in all aspects

• Partnership – creating an HE community of mutual respect, co-endeavour and co-production


Challenges with momentum

• Appropriation of the terms SE and SAP (Student Engagement Data Analytics Projects)

• Policy adoption of Student Engagement and SAP misread by different audiences

• Keeping momentum with every changing membership, careers, institutional priorities and motivation to network

• The UK rapidly changing HE sector (TEF, Office for Students etc)


The appropriation of engagement and partnership

• Transactional and neo-liberal agendas

• Deficit models and ‘doing’ student engagement

• Reclaiming engagement


Moving forward in a changing sector

• Maintaining momentum and morale in a time of change

• Engaging in honest debate

• Working together in alliances and collaboration


Getting involved: Annual Conference

• Flagship event

• 80+ presentations in 2018

• 240 attendees, of whom 25% students

• September 4th-6th 2019 at Newcastle

University, UK


Getting involved: Journal

Journal of Student Engagement in Higher Education:

Roles you could play

• Book reviewer

• Peer reviewer

• Author

• Mentor

• Editorial board member

• Coach/nag/critical friend

Reviewing retreat details to follow soon!


Photo by Chris and Karen Highland, CC Licensed on Flickr

Getting involved: Journal

Types of submission• Opinion Pieces

• Experience Reflections

• Case studies

• Articles

• Book reviews

ISSN: 2399-1836

Interested? Check out our most recent issue here: https://journals.gre.ac.uk/index.php/raise


https://journals.gre.ac.uk/index.php/raise

Getting involved: Special Interest Groups (SIGs)

Researching and Evaluating Student Engagement

Engaging Assessment

Inclusive Practice

Postgraduate & Professional Practice

Partnership

Networking, research and collaborative groups who meet at different locations across the country leading

to events and publications.

See website for full list and contact details for leaders


Coming up: RAISE 2019


• Conference theme: “Exploring the Impact of Student Engagement” (10th

Anniversary of RAISE)

• 80+ presentations and workshops over 2 days, with a 3rd developmental day (Sep 4th-6th 2019)

• Keynotes from: Prof. Colin Bryson, Prof Bruce MacFalane & Dr Catherine Bovill

• Registration from 17th April 2019

http://www.raise-network.com/

RAISE Network Activities

• Register to our Jiscmail for free to keep up to date with updates and join the conversations.

• Join our Special Interest Groups for specialist discussions & events.

• Contribute to the RAISE Journal—Student Engagement in HE Journal (Submissions Open).

• Attend the RAISE Annual Conference in September for the largest International Student Engagement Conference.



Open discussion

Thank you – please find key links below: RAISE Network:www.raise-network.com

Postgraduate Certificate Student Engagement in HE:https://www.winchester.ac.uk/study/postgraduate/courses/pg-cert-student-engagement-in-higher-education/

Email enquiries:[email protected]

@TomLowe_


https://www.winchester.ac.uk/study/postgraduate/courses/pg-cert-student-engagement-in-higher-education/

mailto:[email protected]


Engaging students and course reps in SA policy

Sabina Lawrie, SAUWS

Simon Varwell, sparqs

SAUWS

Student Council

Changes

Previous System• “Student Voice”

• Members: all students

• Complex process

• Officers’ policies

New System

• Any student can

– submit policy online

– up and down vote

– Comment

• Student reps hold full voting rights

Policy Ideas

• Title

• Idea for new policy

• Why you think it is important

• Is there anything else you think we should

know?

MSL Ideas System

Senior Management Question Time

(Where’s the principal?)

Sabbatical Officer Question Time

(Wait, what do they do?)

Successes

• 50 Student Reps attended meeting 1

• 35 Student Reps attended meeting 2 (during exam time)

• Policies submitted by ‘unknown’ students

• Positive reception to senior management

• Positive feedback from senior management

Not yet working

• Sabbatical Officer Question Time

• Student momentum for attendance

• Up voting and commenting systems


Student Learning Experience


Do your structures map together?

Staff

Department

committees

Institutional

committees

Course

committees

Heads of

departments

Institutional board

& management

Teaching and

support staff

Department

representatives

SA executive

Course reps

Structures Students’

association


Some questions

• Are you clear of your reps’ role in policy?

• Are your reps clear of their role in policy?

• Are management clear of reps’ role in policy?


Conclusions

Simon Varwell, Senior Development Consultant


2018-19 meetings

Remaining dates:

• Tuesday 7th May 2019

– Inverness College (with VC accessibility)

Likely topics:

• Mental health and the curriculum


Aberdeen 0820

Glasgow QS 0707 Edinburgh 0630

Inverness 1026

Inverness 1027


2019-20 meetings

• Who’s not hosted before?

• What we need:

– 1 big room

– 1 medium-sized room

– Catering (don’t worry, we’ll pay!)


sparqs Conference

• Thursday 28th March 2018

• You can still register – but do so by Friday!


Final tasks

• Complete your evaluation forms!

• Sign up to the sparqs newsletter

• Sign up to the sparqsARC Jiscmail list

http://sparqs.us2.list-manage1.com/subscribe?u=55a3a3b86f44a24cac1f545ea&id=1c9739999f

https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=SPARQSARC


Thank you and goodbye!

Academic Representation Co-ordinators’ Network core presentation... · 2019-02-21 · Criteria...

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Transcript of Academic Representation Co-ordinators’ Network core presentation... · 2019-02-21 · Criteria...