Learning & Teaching and Student Services Committee …...Jan 21, 2014 · Principal Wallen drew...

Board of ManagementLearning & Teaching and Student Services Committee

Meeting of 21 January 2014


Notice

Learning & Teaching and Student Services Committee

NOTICE OF MEETING

There will be a meeting of the Learning & Teaching and Student Services Committee on Tuesday 21 January 2014 at 1330 hours in Room G25, Aberdeen City Campus.

MEMBERS OF THE BOARD OF MANAGEMENTMs. A BellMs. S CormackMr. B Dunn Mr. D Duthie (Chair)Prof. J HarperMs. C InglisMr. J McKendrickMs. D MichieMs. A SimpsonMr. R WoodsMr. R Wallen

OTHER INVITED PARTICIPANTSMr. B Cruickshank

IN ATTENDANCEMr. N Cowie, Vice Principal Organisational ServicesMr. F Hughes, Vice Principal Student ServiceMr. P Sherrington, Depute PrincipalMs. S Walker, Vice Principal CurriculumMs. P May, Secretary to the Board of ManagementMs. P Kesson, Minute Secretary


Agenda

Learning & Teaching and Student Services Committee


Agenda

1. Apologies for Absence

2. Minute of Previous Meeting2.1. Meeting of 26 November 2013 (paper enclosed)

3. Matters Arising3.1. Matters to be raised at the meeting

4. Principal’s Reports4.1. Principal’s Report (paper enclosed)

5. Matters for Decision5.1. Course Fee Policy (paper enclosed)5.2. Students’ Association Grant – Academic Year 2013-14 (paper enclosed)

5 Matters for Discussion6.1. Early Retention/Early Withdrawal (paper enclosed)6.2. Learner Engagement Self-Evaluation 2012-13 (paper enclosed)6.3. Enrolment Data by Age and Gender (paper enclosed)6.4. Status Report on Pre-merger Quality Work Stream (paper enclosed)6.5. Non SFC Funded Activity – Recent Developments (paper enclosed)6.6. Students’ Association (paper enclosed)

7. Papers for Information7.1 Student Activity – standing item (paper enclosed)7.2. Student Performance Indicators – standing Item (paper enclosed)7.3. Student Support Funds (paper enclosed)

8. Summation of Business and Date and Time of Next Meeting

1

Learning & Teaching and Student Services CommitteMeeting of 21 January 2014

Agenda Item 2.1

Draft Minute of Meeting of 26 November 2013

The meeting commenced at 1400 hours.

PRESENT – A Bell, B Dunn, S Cormack, D Duthie (Chair), J Harper, J McKendrick, R Wallen, R WoodsIN ATTENDANCE – N Cowie, F Hughes, S Walker, P May, P Kesson

1. Apologies for AbsenceApologies were received from: Board Members – C Inglis, D MichieInvited Participants – B Cruickshank

2. Report to the Committee by the PrincipalThe Committee noted a report providing information on: North East Scotland College Membership of the 157 Group; the presentation of an Enterprising Britain Award; ASET’s success in winning the SQA Star Award for International Business; North East Scotland College Open Days; Education Scotland; Promoted Teaching Structure; North East Scotland Shared (NESS) Data Centre.

Principal Wallen informed Members that he had received very positive feedback from the recent Aspect Tasks in the areas of ESOL and Computing/Digital Media.

3. Matters for Decision3.1 Suggested Future Business of the Committee Members considered a paper outlining proposals for the future business of the Committee.

The Committee thanked Mrs Walker for her work in the production of the paper and noted the information provided in the Curriculum Integration Plan for 2015-16.

After some discussion Members agreed the proposed standard papers to be presented to the Committee in the period up to September 2014.It was noted that papers in addition to the standard papers would be submitted for consideration as appropriate.

Principal Wallen drew Members’ attention to the important issue of the Constitution for the Students’ Association.He said that a draft Constitution would be considered at the Board’s meeting on 09 December 2013, and that the Constitution would be finalised for adoption at the Board’s meeting in February 2014.

3.2 The Academic Board and its Sub-Committees The Committee considered a paper on the operation of the College’s Academic Board

and its sub-committees.

Information was provided on the background, rationale and functions of the Academic Board.

Professor Harper commented on the very logical structure of the Academic Board and its sub-committees and proposed that it would be helpful for the Learning & Teaching and Student Services Committee to receive summaries of key issues arising from the Academic Board – or a copy of the record of the meetings.

After some discussion the Committee approved the functions of, and adopted the arrangements for, the Academic Board and its Committees.The Committee also decided that the Curriculum Advisory Panel should be renamed Curriculum Approval Panel.

The Committee agreed to a suggestion by Mr Duthie that he attend some meetings of the Academic Board as an observer.

2


Agenda Item 2.1

It was agreed that Principal Wallen would discuss the student voice in the Academic Board and its sub-committees with Mr McKendrick.

4. Matters for Discussion4.1 Curriculum Planning Arrangements The Committee noted information on the curriculum planning arrangements for the

College.

Information was provided on the background to curriculum planning for 2013-14; curriculum delivery in the current year; positioning the College curriculum for the future; progression to a fully integrated College curriculum in 2015-16; curriculum priorities for the College; and implications of the Letter of Guidance issued by the Scottish Government.

4.2 Proposals for Non SFC Funded Activity The Committee considered a paper proposing a timeframe to review and consider

changes to current practice for non SFC funded activity.

Mr Duthie declared an interest in this item by virtue of his role as a Director of ASET.

Information was provided on the current situation, and on recommended priorities and next steps.

Members agreed that additional activity should not be sought if it will be a significant drain on current resources.

The Committee agreed that the Depute Principal should implement the proposed next steps detailed in the paper.

4.3 Quality Assurance Arrangements The Committee considered a paper providing information on the development of quality

assurance and improvement arrangements for the College.

Information was provided on the Quality Strategy; key activities undertaken by the Quality Workstream; quality priorities for the College; and Education Scotland quality review arrangements.

The Committee noted the contents of the paper.

4.4 Student Support Services Arrangements The Committee considered a paper providing information on the current and future work

of Student Services within the College.

Information was provided on the key functional areas; an update on post-merger developments; achievements to date; future plans; and an Interdependencies Statement.

The Committee noted the contents of the paper.

4.5 Students’ Association Update Mr McKendrick provided a précis of a report which had been prepared by Mr Cruickshank.A

copy of the précis was tabled.

Mr Duthie informed Members that a copy of the full report was available on request.

3


Agenda Item 2.1

Members noted that peer-led review pilots had been undertaken at Fraserburgh campus, where classes had been visited to ascertain the quality of their learning and teaching experience.It was agreed that it would be helpful for the Students’ Association to prepare a report on the programme of peer-led reviews, identifying its strengths and possible areas for development.

4.6 Students’ Association Grant AY2013-14 Members were informed that, due to circumstances beyond the control of the Students’

Association, there would not be a paper relating to the Students’ Association Grant presented to the meeting of the Committee.

The accounts of the Association and the proposed budget for 2013-15 will be presented to the Committee at its January meeting.Members were informed that the Students’ Association was now in non-compliance of grant.As such the Aberdeen Students’ Association will not currently receive any funds from the College but will make arrangements to pay salaries of Association staff from its own resources.

It was noted that both the north and south areas of the Association would continue as separate entities until the new Constitution was approved in February 2014.

Mr Duthie thanked Mr Wallen and Mr Hughes for their assistance to Mr McKendrick.

5. Papers for Information5.1 Student Activity for 2013-14 The Committee noted a report providing information on the outturn level of student

activity in AY2013-14.

Members were informed that, at this stage in the year, the figures should only be read as an approximation of the current position.It was noted that once reporting systems have been harmonised, a new report on activity levels may be developed for consideration at meetings of the Learning & Teaching and Student Services Committee.Members noted that it was useful having the information presented by DPG.

Principal Wallen said that work was in progress to ensure that the College meets its WSUMs target, and that the Board’s Planning Event will consider how performance indicators can be embodied into ongoing work of the Committees.

5.2 Student Performance Indicators The Committee noted a report providing information on high level, student-related

withdrawal rates and success outcomes for 2010 to 2013.

Data was provided on student withdrawal and attainment rates; and a proposed full review of the College in AY2014-15 by Education Scotland.

5.3 Student Support Funds The Committee noted a report providing information on amounts allocated for various

support funds and comparative spend for AY2013-14 and AY2012-13.

Information was provided on Bursary Funds; Discretionary and Childcare Funds; Childcare Reserve; Educational Maintenance Allowance (EMA) Programme; and disbursement of funds up to 29 October 2013.

4


Agenda Item 2.1

6. Summation of BusinessThe Secretary gave a summation of the business conducted.

7. Date of next MeetingThe next meeting of the Learning & Teaching and Student Services Committee is scheduled to take place on Tuesday 21 January 2014.

Mr Duthie thanked members of the Senior Management Team for their very comprehensive reports and the meeting closed at 1530 hours.

5


Agenda Item 4.1

Principal’s Report

1. Introduction1.1 The purpose of this report is to inform members of the Committee about significant

developments.

2. Board Visit2.1 Members of the Board of Management visited Service Industries and Social Sciences

(Aberdeen City Campus) on 09 December 2013. Details of the vocational areas included in the visit are attached in Appendix 1to this paper.

3. Promoted Teaching Structure3.1 The new promoted teaching structure will be in place by the end of January 2014.

3.2 In December 2013 appointments were made to the three Head of School posts and to 11 of the 12 Faculty Manager posts, with the vacancy arising due to promotion of a Team Manager to a Head of School post.

3.3 Appointments to Curriculum & Quality Manager posts were made during week commencing 13 January, including 9 vacancies being filled by unpromoted teaching staff for whom new opportunities have arisen through the restructuring process.

4. Safe Drive, Staff Alive4.1 On 27 November NPA Playwork students attended the Safe Drive, Stay Alive event.The

event is organised by Emergency Services in association with Community Safety Partnership.Students were informed about the consequences of road traffic collisions and were given the opportunity to reflect on how they could make North East roads safer.Real examples were provided by A&E staff, Police Scotland, Scottish Fire and Rescue Service, paramedics and members of the public who had been involved in road accidents.

5. Christmas Fair5.1 On 04 December Learning Opportunities students held a Christmas Fair to support local

charities.This was part of the College’s commitment to developing enterprise in the curriculum.

6. Learning Opportunities events6.1 Between January and November 2013, Learning Opportunities students raised £4,164.21

through the Charity Shop and associated activities.The following charities have benefitted: Special Education Support Services (respite centre), Karaman, Turkey (as a result of visit through the Leonardo Da Vinci European Project) £819.69, VSA - Young Carers Project £1,266.32, The Brain Tumour Charity £622.59, Hazlewood School - Garden Project £531.14, The Maisie Munro Childrens Centre £442.86, N.E.S.S. (North East Sensory Services) £481.61.

7. Enterprising Animal Care Students7.1 Students from the Animal Care Team raised £480 over two Sundays providing dog washing

and grooming services to the general public.The funds raised will partly go towards the next enterprise activity with a charitable donation also being made to the SSPCA.

6


Agenda Item 4.1

8. Primary School Coaching8.1 Students from 1st and 2nd year HND Coaching and Developing Sport were recently

involved in helping Aberdeen Football Club and the SFA to deliver coaching sessions to over 800 primary school children at the recent Tesco Bank Football Challenge held at Aberdeen Sports Village over two days in November and December 2013. The event was a great success and provided hundreds of children with the opportunity to take part in fun physical activity and helped to encourage them to be aware of the benefits of living an active lifestyle.

9. Fit for Work9.1 Fitness, Health and Exercise students visited Trac Oil & Gas Company, who provided them

with advice on fitness as part of an assessment. The visit was an excellent opportunity for students to work with external clients in a more realistic working environment. Feedback from the company was very positive and the visit will hopefully be repeated in future years.

10. Student IT Helpzone10.1 The new look, higher profile IT Student Helpdesk in the Aberdeen City Campus continues

to be busy, assisting students with IT issues relating to a vast range of laptops and mobile devices.The students are utilising the Helpdesk not only for login issues but for help and advice in general IT. The advisors on the Helpdesk are enjoying the role and take great pride in providing a first class service. This ‘can do’ attitude is making this service very popular with all students.

11. Science Students trip to Hungary11.1 Science Students had a visit through a Comenius Project to Hungary. The focus of the

visit was ‘Flying’. The Banki Donat School hosted groups from 5 different countries. Two students made the front page of the local paper pictured in the flight simulator of the Nyiregyhazi Technical School.

12. Recommendation12.1 It is recommended that the Committee note the content of this report.

Rob WallenPrincipal

9


Agenda Item 5.1

Course Fee Policy

1. Introduction 1.1. The purpose of this report is to assist the Committee to consider the first proposed North

East Scotland College Policy on course fees.

2. Background 2.1. The College charges fees to students on the basis of national requirements and its policy

on course fees, which is derived from them.

2.2. Previously Aberdeen College had a Course Fee Policy supported by two other policies related to Fee Waiver and Course Refunds.

2.3. Previously Banff and Buchan College had a Course Fee and Cancellation Policy, the main thrust of which was to consider fee refunds.A number of statements relating to course fees were included in an enrolment guide but no Course Fee Policy as such existed.

3. Considerations for Academic Year 2014-15

3.1. Discussions have taken place with staff from the previous two Colleges who would have had an input to considerations on fees of some description.

3.2. Existing procedures and practices have also been considered.

3.3. Attached as Appendix 1 is the proposed Course Fee Policy which has taken elements of both Colleges’ previous approaches and combined these.

3.4. As working practices become more common as the newly merged College matures it is envisaged that this policy will need to be reviewed at least annually.

4. Recommendation 4.1 It is recommended that the Committee considers the College’s policy on course fees.

Rob Wallen Frank HughesPrincipal Vice Principal Student Services

©North East Scotland College . All rights reserved

Co

urse

Fe

e P

olic

y

Agenda item 5.1Appendix 1

Draft Course Fee Policy

of 6 ©.North East Scotland College All rights reserved.

Course Fee Policy

1.0 Introduction

1.1. This document sets out the Board of Management's policy

on course fees. 1.2. The establishment and review of course fees for commercial

activities is subject to separate arrangements and are not covered by this policy.

2.0 Course Fee Structure 2.1. The course fee is a single payment which is normally the full

price of the course. Some courses involve other payments in excess of the course fee for example students who have the option of entering for an additional external examination, or on occasion for course materials.

2.2. The course fee typically comprises fees for tuition,

assessment/examination, registration, remediation, reassessment and course materials.

2.3. There will normally be no more than one opportunity for

reassessment of any combined outcome included in the course fee, except in exceptional circumstances.

3.0 Full-Time Course Fees (Home & European Union Students)

3.1. In the case of full-time students entitled to have the course

fee paid on their behalf by the Scottish Funding Council (SFC) (for non-advanced students) or the Student Awards Agency for Scotland (SAAS) (for advanced level students) or Skills Development Scotland (for students on National training programmes) ), the fee rate payable to the College is set by the relevant agency.

3.2. In the case of other students entitled to pay the “home” fee

(i.e. who fulfil residential and other requirements) but not entitled to have the fee paid on their behalf, the College adopts the same fee rate as paid by the agencies.


Course Fee Policy

4.0 Full-Time Course Fees (Overseas Students) 4.1. The Board of Management will consider any guidance from

the SFC in setting fee rates to be charged to overseas students.

5.0 Full – Time Course Fees (Rest of UK (RUK) Students) 5.1 The Board of Management will consider any guidance from

SAAS or SFC in setting fee rates to be charged to RUK students.

6.0 Fees for Part-time Courses 6.1. Each year the Board shall establish base tuition fee rates for

vocational and non-vocational provision which is within the level of activity funded by SFC.

6.2. These rates shall be used as a guide when calculating rates

for non full time provision . 6.3. The College has discretion to charge a higher rate than base

tuition fee rates, e.g. on the basis of higher demand or for specialist courses where appropriate.

6.4 Where courses do not attract SFC funding these will be

charged as a minimum on a full cost recovery basis.

7.0 Provision for School Pupils 7.1. Within the funding limits set by the Scottish Funding Council

groups of pupils from schools will not be required to pay course fees in the following circumstances:

7.1.1 pupils from a school taught in College for part of their programme on a regular basis (e.g. on a school-link programme), within the parameters of the agreement in place at the time with the Local Authority

7.1.2 pupils taught by a College member of staff delivering a College course in a school; and in accordance with and within the parameters detailed within the agreement in place at the time with the Local Authority

7.1.3. pupils undertaking a brief visit or a short programme at the College (such as the College Experience programme);

7.1.4 pupils undertaking an open learning course 7.1.5 where a pupil attends College individually to

undertake a vocationally relevant programme


Course Fee Policy

that cannot be taken at school (provided that the pupil's Head Teacher has given written permission for the pupil's attendance at College.) This includes “Christmas Leaver” and “Exceptional Entrant” students undertaking full- time programmes at the College.

7.2 Beyond the limits of SFC funded activity and in accordance

with the agreement in place at the time with the Local Authorities a fee will be charged to the Local Authority for groups of school pupils participating in activity additional to the agreed level and a fee per student swill be chargeable in relation to delivery of certain courses where activity levels fall below agreed limits .

7.3. 7.3.1. 7.3.. Beyond the limits of SFC funded activity and the

agreement in place at the time with the Local Authorities, other provision for school pupils will be made on the basis of the fee income covering at least the full economic cost of delivery.

7.4. Individual pupils will be required to pay course fees in the following circumstances:

7.4.1.where a pupil over 16 years attends a vocational evening class without permission from the relevant Head Teacher.

7.4.2.a pupil attends a programme run by the

College during school holiday periods (e.g. Easter and Summer programmes) or at the weekend.

7.5 The College does not normally accept applications from

individuals aged under 16 for any activity outwith the agreed School / College Link Programme.

7.6 Where a pupil is being home educated because of parental

preference, a fee will be charged reflecting, at least, the economic cost of delivery of the programme


Course Fee Policy

8.0 Provision for College Students

8.1. Subject to approval by the relevant Head of School where full-time students of the College undertake additional part-time, twilight, evening or distance learning courses as an integral or pre-planned part of the mainstream programme agreed by the College, no additional fee will be charged. However, if a full-time student undertakes an additional non full time course because of personal preference, the student will normally be required to pay the relevant fee for the course. In specific curriculum areas and subject to the approval of the relevant Head of School, however, the fee may be waived, and SUMs only claimed.

8.2 Subject to the approval of the relevant Head of School in the case of students whose native language is not English and who have achieved the required IELTS level for the course but who still require some language support to assist them with academic discourse in order to be successful in their Programme of Study, an element of language support may be provided without additional fee (although the student may require to complete additional enrolment documentation). This additional support will not take the form of an entire language programme but will be targeted support for identified areas of difficulty which may be provided through open or online learning, through attending drop-in sessions or on occasions through attending a timetabled class arranged to meet this need.

9.0 Provision for College Staff (applies to staff of the former Banff

and Buchan College only)

9.1 Members of staff and their spouse/partner are entitled to attend evening classes free of charge, subject to the minimum number of paying students attending the course, although a charge for materials may be made. [This forms part of the terms and conditions of staff of the former Banff and Buchan College as contained in a collective agreement dated 2002.]

THIS POLICY IS TO BE READ IN CONJUNCTION WITH OTHER RELEVANT COLLEGE POLICIES, IN PARTICULAR THE COLLEGE POLICY ON REMISSION FROM COURSE FEES FOR NON-FULL-TIME PROVISION AND THE POLICY ON REFUND OF COURSE FEES.

Document status: Revised version adopted by the Course Provision and

Version Date of Policy: January 2014 Policy Approved by:


Course Fee Policy

Learning and Teaching and Student Services committee Date of Review: January 2015 Date of Equality Impact Assessment: TBC Post Responsible for Review of Policy: Vice Principal Student Services

17


Agenda Item 5.2

Students’ Association Grant – Academic Year 2013-14

1. Introduction1.1. The purpose of this report is to assist the Committee to consider the award of grant to the

Students’ Association for the year to 31 July 2014.

2. Background2.1. For several years the Board of Aberdeen College provided a grant to the Aberdeen

College Students’ Association to help with costs of running the Association, whereas at Banff & Buchan College support was provided in the form of a full-time post of Student Liaison Officer and since the start of 2013-14 a sabbatical President post, both employed directly by the College.

2.2. This paper relates to the funding for the former Aberdeen College Students’ Association for 2013-14. Separate arrangements are still in place for the funding of what was Banff & Buchan College Students’ Association for 2013-14.

2.3. New arrangements for 2014-15 for the single regional Students’ Association will have to be agreed in due course.

3. FinancialStatements,2013–FulfilmentofConditionofGrant3.1. It is a Condition of Grant that the (Aberdeen College) Students’ Association is required to

prepare annual financial statements and to have these audited as detailed in Appendix 1.

3.2. The Secretary to the Board of Management has received the audited financial statements for the year to 31 March 2013.As such, the Association has complied with item 4 in the Board of Management’s Condition of Grant, albeit not within the set timescale.

4. Grant Funding4.1. Mr McKenzie, Sabbatical President of the Students’ Association has prepared an application

for grant for AY2013-14 for consideration at this meeting of the Committee.Attached as appendix 2 is a paper that summarises the income and expenditure of the Aberdeen College Students’ Association in 2011-12 and 2012-13 and suggests three different options for the Association’s budget for 2013-14, each of which is founded on a different proposed level of grant from the College.

5. Review Mechanism5.1. In previous years, when determining the amount of grant to be paid to the Association,

the Committee has considered factors such as the rate of change in student numbers and the level of grant funding provided by the Scottish Further and Higher Education Funding Council (SFC).

5.2. For 2013-14 the grant in aid to Aberdeen College was a decrease of 1.8% compared with the previous year. The number of full-time students recruited for 2013-14 in what was Aberdeen College has remained broadly the same as in 2012-13.

18


Agenda Item 5.2

6. Grant for Academic Year 2012-136.1. The Committee set the level of grant for the year to 31 July 2013 at a total of £36,735 (2012

- £36,735), of which £2,000 was ring-fenced to fund the costs of engaging an external consultant to support the Association in its work and £1,847 was ring-fenced to fund the costs of engaging an external book-keeping service. (As such the level of support for the Association was maintained even though the College had received reduced income from the Scottish Funding Council.)

6.2. In summary, £3,847 of grant for AY2012-13 was ring-fenced for specific purposes and £32,888 was unrestricted grant.

7. Grant for Academic Year 2013-147.1. In setting a grant for the former Aberdeen College Students’ Association for 2013-14 the

Committee may wish to consider the factors mentioned in 5, above.

7.2. At its meeting on 17 September 2013 the Aberdeen College Course Provision and Student Services Committee decided to allocate to the Aberdeen College Students’ Association an interim grant for the period August-October 2013 of £9,200, of which £500 was ring-fenced for the costs of a consultant and £450 for the costs of a book-keeping service.

8. Further considerations8.1. The Committee may also wish to consider the different arrangements that exist in

Fraserburgh and Aberdeen for supporting Students’ Association activities, in the context of the creation of a single regional Students’ Association for North East Scotland College, and the way in which the arrangements could be harmonised for 2014-15.

8.2. It is suggested that a further paper on this may be brought to this Committee at a future meeting.

9. Recommendation9.1. It is recommended that the Committee:

9.1.1. consider the level of grant for the Students’ Association for 2013-149.1.2. consider the process to be adopted in establishing a single set of arrangements

for supporting Students’ Association activities for 2014-15 and future years.

Rob WallenPrincipal

Agenda item 5.2 Appendix 1

Students’ Association Conditions of Grant Academic Year 2012-13

1. The Board of Management has attached conditions to the payment of grant to the Aberdeen College Students’ Association. Acceptance of grant by the Students’ Association demonstrates that the Association agrees to comply with the conditions set out below.

2. The Student Association Executive Committee shall establish and maintain

procedures for the recording of all financial transactions, including: • the purpose of goods for sale; • the sale of goods; • the receipt of funds for facilities/equipment; and • the security of the Association’s assets.

3. The Student Association Executive Committee is responsible for ensuring that

these procedures are routinely and consistently implemented. 4. The Student Association shall ensure that a Registered Auditor undertakes an

annual external audit of its financial statements. The Student Association Executive Committee shall provide externally audited accounts within four months of the end of the financial year to the Secretary to the Board of Management for presentation to the Board of Management.

5. The Student Association Executive Committee shall present a budget income and expenditure account and balance sheet for the subsequent financial year to the Board of Management as part of the Association’s request for funding for that year.

6. The Student Association Executive Committee shall establish and operate separate standing orders for meetings of the Executive and for meetings of the Association. Standing Orders shall include requirements relating to:

• the frequency and conduct of meetings of the Association and Executive Committee;

• timescales and process for drawing up agenda; • timescale for distribution of agenda and papers; and, • process and timescale for preparation and distribution of records of

meeting.

7. The Student Association Executive Committee is responsible for the proper implementation of standing orders.

8. The College may suspend payment of grant if the Students’ Association does

not comply with Conditions of Grant. November 2012


Aberdeen College Students' Association

Summary of income and expenditure for past two years

Actual Actual Notes

FY 2011/12 FY 2012/13

Full Grant Incoming resources from Generated funds: Voluntary income: Grant Used Grants receivable from Aberdeen College £33,709 £30,996 1

Activities for generating funds: Investment Income - bank interest received £6 £6 2

Incoming resources from charitable activities Membership fees etc £22,075 £21,613 3

Income from trading activities: Sundry sales £1,481 £1,075 4

Freshers fayre £0 £1,288 5 Bus pass sales £18,560 £24,645 6

Total incoming resources £75,831 £79,623

Resources expended Costs of generating funds Student Events £4,186 £5,304 7

Entertainment £716 £649 8 Bus passes purchased £15,403 £23,153 9 Spree £0 £90 10 Equipment rental £2,161 £1,978 11 President's salary £8,017 £10,654 12 Other Salaries and NIC £7,264 £10,336 13 Office supplies and stationary £4,316 £3,643 14 Consultancy fees -£580 £0 15 Depreciation £891 £1,683 16 Telephone £126 £101 17 Bank Charges £0 £46 18 Miscellaneous expenses £6,391 £5,404 19 Loss on Disposal £0 £0 20 Misappropriation of cash £1,500 £0 21

Costs of charitable activities President's salary £1,782 £1,776 22

Donations to other charities £0 £0 23 National union of students fees £3,578 £3,385 24

Governance costs President's salary £8,017 £5,327 25

Other Salaries and NIC £7,264 £3,921 26 Audit and accountancy costs £7,440 £7,650 27

Total outgoing resources £78,472 £85,100

Net Surplus for year -£2,641 -£5,477

Aberdeen College Students' Association

Proposed Budget for AY 2013/14

Option 1 Option 2 Option 3

Full Grant £36,596 £42,661 £48,058 Incoming resources from Generated funds:

Voluntary income: Grant Used Grants receivable from Aberdeen College £36,596 £42,661 £48,058

Activities for generating funds: Investment Income - bank interest received £6 £6 £6

Incoming resources from charitable activities Membership fees etc £21,000 £21,000 £21,000

Income from trading activities: Sundry sales £1,000 £1,000 £1,000

Freshers fayre £500 £500 £500 Bus pass sales £20,000 £20,000 £20,000

Total incoming resources £79,102 £85,167 £90,564

Resources expended

Costs of generating funds Student Events £6,200 £6,800 £6,800

Entertainment £2,487 £2,880 £2,800 Bus passes purchased £18,000 £18,000 £18,000 Spree £150 £150 £150 Equipment rental £1,650 £1,650 £1,650 President's salary £7,332 £7,332 £7,332 Other Salaries and NIC £14,391 £14,391 £14,391 Office supplies and stationary £1,928 £7,000 £7,000 Consultancy fees £0 £0 £0 Depreciation £2,020 £2,020 £2,020 Telephone £160 £160 £160 Bank Charges £46 £46 £46 Miscellaneous expenses £2,000 £2,000 £2,000

Costs of charitable activities President's salary £8,729 £8,729 £8,729

National union of students fees £3,578 £3,578 £3,578

Governance costs President's salary £1,833 £1,833 £1,833

Other Salaries and NIC £1,599 £1,599 £1,599 Audit and accountancy costs £6,999 £6,999 £6,999

Total outgoing resources £79,102 £85,167 £85,087

Net Surplus for year £0 £0 £5,477

NOTES TO ACCOMPANY THE ACCOUNTS

FOR 2012/13

1. This is the Full Grant awarded to the ACSA from the College. 2. Bank interest. 3. Membership Fess are generated through the sale of student cards. The slightly reduced

income represents a fall in the amount of cards sold to Part time students. As we are being forced to continue identify the status of the student (Full or Part time) on the card. As Part time students are entitled to less discounts many no longer saw the benefit of purchasing a card.

4. Sundry Sales includes Spree books, donations and till errors. This figure also includes ticket sales.

5. There was an increase in the amount of companies that attend the Freshers Fayre this year. As this are profiting organisations with non-‐charitable status they attended for a fee this then increased the overall income from the event.

6. Bus Pass sales were more than the previous years due to more time and resources being spent on advertising them.

7. As there were more events held over the past financial year there has been an increase in the amount of funding put into the running of events.

8. This section has been incorporated into Sundry sales. 9. There was an increase of sales in bus passes which can be seen in (note 7) this has led to

an increase in bus pass purchases over the last year. 10. There was an increase in the number of spree books sold over the last year compared to

the year before. 11. The cost of printing comes into this section and due to the reduced amount of printing

the cost has when down. 12. The Salary of the president has been split into three different sections to reflect OSCR’s

financial regulations. The Gross pay of the President is £16,512. 13. The Salaries of the other members of the ACSA have been split into two different

sections to reflect OSCAR’s financial regulations. The Gross pay of the Vice President’s and Admin Assistant was £3,900 each.

14. This figure also reflects the growth of the association and also the purchase of some new equipment e.g. shredder, laminator etc

15. The consultants were not used this year. 16. Deprecation of equipment was double of the previous year. 17. Telephone was used significantly less than in the previous year. 18. There was a small increase in bank charges to the previous year. 19. Is less than the previous year and is broken down into the cost of travel and

accommodation for events away from campus as well as other expenses that are not listed such as expenses reimbursement and decorating equipment etc .

20. There was no cash went missing from the previous year. 21. See note 12 22. Having consulted with OSCR it was made clear that donating directly Charity to Charity

has legal problems. For this reason all money raised by the ACSA for other Charities is given directly to them and not put through our accounts as it is never ours in the first place.

23. The ACSA must be affiliated to the National Union of Students to benefit from the services and support it provides. The Fee is based on, amongst other things, Student numbers and the amount block grant received form the College. NUS believe they were previously under charging us and the new figure represents the correct fee.

24. See note 12 25. See note 13 26. The joint cost of the Accountants and the Auditors

23


Agenda Item 6.1

Early Retention/Early Withdrawal

1. Introduction1.1 The purpose of this report is to provide the Committee with information about early

retention/early withdrawal levels for the current year (2013-14) compared with last year (2012-13).

1.2 Appendix 1 to this paper provides details of early withdrawal by Team for 2013-14 and for 2012-13 in the Aberdeen City Campuses.

1.3 Appendix 2 provides details of early withdrawal by Sector for 2013-14 and for 2012-13 in the Fraserburgh Campus.

2. Background2.1 Early retention beyond 25% and the related levels of withdrawal are reliable indicators

of final learner retention on programmes and attainment of qualifications.

2.2 In 2013-14, 5,658 students were recruited to full-time courses in the Aberdeen City Campuses, with a further 105 planned. This compares with a final total of 5,744 in the previous year.

2.3 The Fraserburgh Campus recruited 1,308 full-time students this year, compared with 1,200 in 2012-13.

2.4 The total full-time student recruitment across North East Scotland College is 6,966 (to date), an increase of at least 22 in the previous year. A further 111 full-time enrolments are planned, bringing the planned full year total to c7,077.

2.5 Early indications are that students who secured places on College courses this year are attending well and are continuing with their studies.

2.6 In the Aberdeen City Campuses, 5% withdrew early (95% retained) this year compared with 8% leaving early (92% retained) last year. In the Fraserburgh Campus, 7% withdrew early (93% retained) this year compared with 8% (92% retained) last year.

2.7 A low level of early withdrawal enables the College to secure its SFC funding at an early stage in the year and allows for the curriculum offer to be adjusted to reduce costs in the latter part of the year.

3. Recommendation3.1 It is recommended that the Committee notes the early retention and withdrawal data

provided in this report.

Rob Wallen Sandra WalkerPrincipal Vice Principal Curriculum

Ag

en

da

item

6.1 Ap

pe

nd

ix 1 C

om

pa

rative

Early W

ithd

raw

al D

ata

Ab

erd

ee

n C

ity Ca

mp

use

s Full-tim

e 2013/14 a

nd

2012/13

Full-time Early W

ithdrawal

Full-tim

e Early Withdraw

al

Session 2013/14

Session 2012/13

Sector/Team

All

Enrolments

Early W

ithdrawal

(pre 25%)

Early W

ithdrawal

%

Sector/Team

All

Enrolments

Early W

ithdrawal

(pre 25%)

Early W

ithdrawal

%

C

omputing, Science and Sport

C

omputing, Science and Sport

Com

puting Applications

TB3

173 11

6.00%

TB

3 197

14 7.00%

Com

puting Netw

orking TB

4 266

13 5.00%

TB4

268 24

9.00%

Anim

al Care

TB5

168 4

2.00%

TB

5 148

16 11.00%

Science

TB6

234 10

4.00%

TB

6 207

14 7.00%

Sport

TB7

258 21

8.00%

TB

7 292

13 4.00%

SectorTotal

1099

59 5.00%

SectorTotal

1112 81

7.00%

B

usiness, Creative Industries and Tourism

Business, C

reative Industries and Tourism

Media, M

usic and Dram

a TC

2 365

14 4.00%

TC2

423 24

6.00%

Art &

Design

TC3

207 8

4.00%

TC

3 248

15 6.00%

Visual C

omm

unication & P

hotography TC

4 327

15 5.00%

TC4

342 25

7.00%

Tourism and E

vents TC

5 320

10 3.00%

TC5

289 20

7.00%

ES

OL and Languages

TC6

199 3

2.00%

TC

6 133

4 3.00%

Accountancy, Law

, Advertising &

PR

TC

7 386

11 3.00%

TC7

346 19

5.00%

Business M

anagement &

Adm

inistration TC

8 372

21 6.00%

TC8

351 30

9.00%

SectorTotal

2176

82 4.00%

SectorTotal

2132 137

8.00%

Engineering and C

onstruction

Engineering and Construction

Mechanical E

ngineering Skills and C

AD

TA

1 97

16 16.00%

TA1

130 15

12.00%

Maths &

Mechanical E

ngineering K

nowledge

TA2

233 4

2.00%

TA

2 196

13 7.00%

Energy &

Electrical E

ngineering Know

ledge TA

3 337

11 3.00%

TA3

309 20

6.00%

Autom

otive Engineering

TA4

130 2

2.00%

TA

4 196

30 15.00%

Construction A

pprentices TA

5 36

1 3.00%

TA5

28 0

0.00%

Construction A

pprentices TA

6 42

1 2.00%

TA6

57 2

4.00%

SectorTotal 875

35 4.00%

SectorTotal 916

80 9.00%

Ag

en

da

item

6.1 Ap

pe

nd

ix 1 C

om

pa

rative

Early W

ithd

raw

al D

ata

Ab

erd

ee

n C

ity Ca

mp

use

s Full-tim

e 2013/14 a

nd

2012/13

Service Industries and Social Sciences

Service Industries and Social Sciences

Early E

ducation & C

hildcare TD

1 188

8 4.00%

TD1

195 23

12.00%

Health, S

ocialcare & C

omm

unity Work

TD2

368 23

6.00%

TD

2 365

33 9.00%

Hairdressing

TD3

160 12

8.00%

TD

3 168

9 5.00%

Beauty Therapy

TD4

223 20

9.00%

TD

4 263

16 2.00%

Social S

ciences & FT H

ighers TD

5 368

21 6.00%

TD5

366 29

6.00%

Learning Opportunities

TD7

91 2

2.00%

TD

7 101

4 4.00%

Professional C

ookery TD

8 110

3 3.00%

TD8

126 10

8.00%

SectorTotal

1508 89

6.00%

SectorTotal

1584 124

8.00%

C

ollege Total

5658 265

5.00%

C

ollege Total

5744 434

8.00%

Comparative Early W

ithdrawal Data Fraserburgh Cam

pus Full-‐time 2013/14 and 2012/13

Agenda item

6.1 Appendix 2

Fraserburgh Cam

pus Full-tim

e 2013/14 25%

E

arly Withdraw

al

Full-tim

e 2012/13 E

arly Withdraw

al

FT enrolments

1308 1200

FT early withdraw

als 88

100 FT early w

ithdrawal %

7%

8%

B

usiness and the Arts

Full-time 2013/14

25%

Early W

ithdrawal

Full-tim

e 2012/13 E

arly Withdraw

al

FT enrolments

396 385

FT early withdraw

als 31

32 FT early w

ithdrawal %

8%

8%

S

ervice Industries Full-tim

e 2013/14 25%

E

arly Withdraw

al

Full-tim

e 2012/13 E

arly Withdraw

al

FT enrolments

445 440

FT early withdraw

als 35

42 FT early w

ithdrawal %

8%

10%

E

nergy, Technology and R

enewables

Full-time 2013/14

25%

Early W

ithdrawal

Full-tim

e 2012/13 E

arly Withdraw

al

FT enrolments

467 375

FT early withdraw

als 22

26 FT early w

ithdrawal %

5%

7%

29


Agenda Item 6.2

Learner Engagement Self-Evaluation 2012-13

1. Introduction1.1 The purpose of this paper is to update the Committee on the range of different opportunities

students had to engage with both the previous Aberdeen College and Banff & Buchan College in AY2012-13.

2. Background 2.1 Aberdeen College

2.1.1 In November 2007 the Course Provision and Student Services Committee of the Board of Management of Aberdeen College approved a Learner Engagement Strategy.This strategy was reviewed and updated as necessary each year as part of the Strategic Planning Process.

2.1.2 Amongst other things the Strategy set out a range of meaningful opportunities for learners to engage with the College under the following headings

• Opportunities for learners to engage with learning, teaching and assessment processes and quality improvement activities;

• Opportunities for learners to engage with the wider College environment;• Opportunities for learners to engage through electronic media;• Opportunities for learners to engage through the Aberdeen College Students’

Association.

2.2 Banff and Buchan College2.2.1 Between AY2011-12 and AY2012-13 significant developments occurred in terms of

gathering information from students. These included:

• A greater promotion of Student Liaison Panels;• A new Student Welcome Survey;• A revised Student Exit Survey;• The development of Peer-Led Student Feedback Reporting.

Information from all these sources was used to assist improvements to learning and teaching as well as services for students. Liaison panel feedback was incorporated into curriculum teams’ course reviews and related action plans. The Student Welcome Survey information was used to improve induction processes for new students.

2.2.2 Engagement through the Students’ Association was also promoted.

3. Measuring the impact of the Learner Engagement Strategy3.1 Attached as appendix 1 to this paper is the annual self-evaluation of the Learner

Engagement Strategy for the previous Aberdeen College for AY2012-13 demonstrating clear impact on the experience of students.

3.2 Attached as appendix 2 to this paper is a summary of engagement actions taken across the former Banff and Buchan College again impacting positively on the student experience.

30


Agenda Item 6.2

4. The future4.1 Previously the Regional Partnership Board agreed the Aberdeen College Learner Engagement

Strategy as the basis for the North East Scotland College Student Engagement Strategy.

4.2 With the new Senior Management Team now in place the Vice Principals responsible for the Curriculum, for Student Services, and for Operational Services will work together to ensure the revised strategy fully meets the needs of the new College and will adapt if necessary.

4.3 In future years the intention would be to bring one self-evaluation for the North East Scotland College Student Engagement Strategy to this Committee for discussion.

5. Recommendation5.1 It is recommended that the Committee note the content of this paper and the attached

appendices.

Rob Wallen Frank HughesPrincipal Vice Principal Student Services

1

Ag

en

da

item

6.2 Ap

pe

nd

ix 1 A

pp

en

dix 1 - Le

arn

er En

ga

ge

me

nt Stra

teg

y Revie

w 2012-13 (A

be

rde

en

Co

lleg

e)

Sec

tion

1 - Op

po

rtun

ities fo

r lea

rne

rs to e

ng

ag

e w

ith le

arn

ing

, tea

ch

ing

an

d a

ssessm

en

t pro

ce

sses a

nd

qu

ality im

pro

vem

en

t ac

tivities.

Ab

erd

ee

n C

olle

ge

rec

og

nise

s the

imp

orta

nc

e o

f en

ga

gin

g le

arn

ers in

the

tea

ch

ing

an

d le

arn

ing

pro

ce

ss an

d re

late

d q

ua

lity pro

ce

sses. Th

e

Co

lleg

e a

lso b

elie

ves h

ow

eve

r the

re is a

cru

cia

l ba

lan

ce

to b

e stru

ck b

etw

ee

n le

vels o

f lea

rne

r en

ga

ge

me

nt in

the

se p

roc

esse

s an

d th

e le

vels

of p

rofe

ssion

alism

an

d e

xpe

rtise C

olle

ge

staff a

re e

xpe

cte

d to

brin

g to

the

se p

roc

esse

s. O

pp

ortu

nitie

s for e

ng

ag

em

en

t Evid

en

ce

d b

y / thro

ug

h

Imp

ac

t of th

e o

pp

ortu

nity

Atte

nd

an

ce

at p

re e

ntry g

uid

an

ce

m

ee

ting

s to e

nsu

re p

lac

em

en

t on

the

c

orre

ct c

ou

rse a

nd

leve

l of stu

dy.

Re

co

rds o

f po

ten

tial stu

de

nts in

vited

to

an

d a

tten

din

g p

re e

ntry in

tervie

w /

info

rma

tion

sessio

ns a

s pa

rt of th

e

ad

missio

ns p

roc

ess.

This e

nsu

red

tha

t stud

en

ts we

re p

lac

ed

on

the

mo

st a

pp

rop

riate

co

urse

ac

co

rdin

g to

the

ir ind

ividu

al n

ee

ds. It

also

allo

we

d th

em

to e

ng

ag

e e

arly o

n w

ith su

pp

ort

tea

ms w

he

re n

ec

essa

ry. Id

en

tifica

tion

of b

oth

sho

rt an

d lo

ng

er

term

ed

uc

atio

na

l go

als.

A ra

ng

e o

f refle

ctive

too

ls use

d b

y te

ac

hin

g te

am

s ac

ross th

e C

olle

ge

in

clu

din

g th

e In

divid

ua

l Lea

rnin

g P

lan

(ILP).

This a

llow

ed

stud

en

ts to fo

cu

s on

a g

iven

dire

ctio

n a

nd

to

take

ap

pro

pria

te a

ctio

n if th

at d

irec

tion

wa

s no

t be

m

ain

tain

ed

, or e

ven

to c

ha

ng

e d

irec

tion

co

mp

lete

ly if th

at w

as w

ha

t wa

s req

uire

d.

Inte

rac

ting

with

ap

pro

pria

te m

ate

rials

an

d re

sou

rce

s tha

t pro

mo

te

en

ga

ge

me

nt w

ith th

e le

arn

ing

an

d

tea

ch

ing

pro

ce

ss.

Blac

kbo

ard

surve

y 2013 sho

win

g th

e ra

ng

e

of m

ed

ia stu

de

nts in

tera

ct w

ith.

Re

sulte

d in

a ric

he

r mo

re d

iverse

an

d e

ng

ag

ing

lea

rnin

g

exp

erie

nc

e fo

r stud

en

ts.

Bein

g a

n a

ctive

an

d p

ositive

me

mb

er

of a

cla

ss gro

up

. P

ositive

staff fe

ed

ba

ck.

This a

dd

ed

to th

e fu

rthe

r de

velo

pm

en

t of e

ssen

tial skills.

Ac

ce

ptin

g o

f the

pro

toc

ol n

ec

essa

ry fo

r suc

ce

ssful le

arn

ing

esp

ec

ially w

ithin

a

gro

up

settin

g.

Ad

he

ring

to th

e e

tho

s of a

nd

stan

da

rds se

t in

pro

gra

mm

e d

elive

ry gu

ide

line

s. Th

is ad

de

d to

the

furth

er d

eve

lop

me

nt o

f esse

ntia

l skills.

Invo

lvem

en

t in C

ou

rse C

om

mitte

e

me

etin

gs.

Re

co

rds o

f Co

urse

Co

mm

ittee

me

etin

gs

ac

ross a

ll cu

rricu

lum

are

as sh

ow

ing

stud

en

t a

tten

da

nc

e a

nd

pa

rticip

atio

n.

The

se a

llow

ed

stud

en

t rep

rese

nta

tives to

fee

d d

irec

tly in

to a

ran

ge

of q

ua

lity assu

ran

ce

pro

ce

sses p

ertin

en

t to

the

ir pa

rticu

lar c

ou

rse, d

em

on

stratin

g b

oth

lea

rne

r in

volve

me

nt in

an

d e

ng

ag

em

en

t with

the

se p

roc

esse

s. A

ran

ge

of a

ctio

ns, th

eir re

solu

tion

s an

d im

pa

ct fro

m

Co

urse

Co

mm

ittee

Me

etin

gs w

ere

inc

orp

ora

ted

into

c

ou

rse A

nn

ua

l Pro

gra

mm

e R

evie

ws.

2 C

on

struc

tive le

arn

er fe

ed

ba

ck a

s pa

rt o

f the

lesso

n o

bse

rvatio

n p

roc

ess.

Re

co

rds o

f lesso

n o

bse

rvatio

ns w

hic

h

inc

lud

e le

arn

er fe

ed

ba

ck.

This a

llow

ed

stud

en

ts to in

flue

nc

e d

irec

tly the

lea

rnin

g

an

d te

ac

hin

g p

roc

ess b

y co

mm

en

ting

imm

ed

iate

ly afte

r a

lesso

n o

n th

eir e

xpe

rien

ce

of th

at le

sson

an

d fo

r tha

t fe

ed

ba

ck to

be

take

n in

to a

cc

ou

nt w

he

n h

igh

ligh

ting

le

sson

stren

gth

s or a

rea

s for im

pro

vem

en

t. Se

e b

elo

w a

sum

ma

ry of th

e re

spo

nse

s of stu

de

nt

co

mm

en

ts afte

r lesso

n o

bse

rvatio

ns

Wh

ere

rele

van

t the

co

mp

letio

n o

f Co

re

Skills pro

filing

an

d a

gre

em

en

t as a

resu

lt o

f an

y ac

tion

s ne

ce

ssary to

mo

ve to

th

e a

pp

rop

riate

leve

l.

Follo

win

g o

nlin

e c

ore

skills pro

filing

the

c

rea

tion

of a

da

tab

ase

sho

win

g

pe

rform

an

ce

by w

ho

le c

lass g

rou

ps o

r in

divid

ua

l stud

en

t of th

eir c

urre

nt

nu

me

rac

y or c

om

mu

nic

atio

n c

ore

skills le

vel a

ga

inst th

e n

orm

leve

l for th

eir

pa

rticu

lar c

ou

rse.

This a

llow

ed

tea

ch

ing

staff to

diffe

ren

tiate

in le

sson

p

lan

nin

g a

nd

to sig

np

ost to

sup

po

rt staff w

he

re

inte

rven

tion

s co

uld

be

effe

ctive

ly targ

ete

d fo

r ma

ximu

m

be

ne

fit. It also

allo

we

d th

e stu

de

nt to

pla

n, w

ith th

e

rele

van

t sup

po

rt, to im

pro

ve th

eir p

rofile

wh

ere

it wa

s no

t a

t the

exp

ec

ted

leve

l.

Pa

rticip

atio

n in

the

asse

ssme

nt p

roc

ess

inc

lud

ing

on

line

asse

ssme

nt.

The

co

ntin

uo

us a

nd

fina

l co

llec

tion

of

stud

en

t asse

ssme

nt re

sults d

em

on

stratin

g

on

go

ing

ac

hie

vem

en

t an

d fin

al

atta

inm

en

t.

This a

llow

ed

the

ma

jority o

f stud

en

ts to a

ch

ieve

the

ir o

vera

ll co

urse

ou

tco

me

an

d / o

r atta

in th

eir o

vera

ll q

ua

lifica

tion

. O

vera

ll stud

en

t suc

ce

ss for FE stu

de

nts im

pro

ved

by 1%

o

ver th

e p

revio

us ye

ar a

nd

for H

E stud

en

ts imp

rove

d b

y 3%

ove

r the

pre

viou

s yea

r. O

n o

cc

asio

n stu

de

nts w

ere

give

n th

e o

pp

ortu

nity to

I feel this lesson was delivered in a clear and understandable manner.96%

The teaching approaches and activities used by this lecturer help me understand.93%

I was happy with my level of involvement during this lesson.96%

I feel the handout materials issued help me with my studies.96%

Where IT was used during this lesson, I found it helped my learning96%

I feel comfortable asking for further help from this lecturer.93%

I have enjoyed this lesson so far.96%

3

en

ha

nc

e th

eir o

wn

lea

rnin

g b

y ne

go

tiatin

g th

eir

asse

ssme

nt d

ate

s with

staff a

nd

be

ing

give

n b

roa

d

pro

jec

t brie

fs to a

llow

the

m to

de

velo

p th

eir o

wn

in

tere

sts. U

pta

ke o

f Info

rma

tion

, Ad

vice

, G

uid

an

ce

an

d Su

pp

ort (IA

GS) a

s sta

ted

in p

olic

y.

IAG

S tou

ch

po

int d

ata

. Stu

de

nt Fu

nd

ing

Tea

m

906 insta

nc

es o

f fac

e to

fac

e su

pp

ort

2633 insta

nc

es o

f sup

po

rt via e

ma

il or p

ho

ne

. Stu

de

nt A

dviso

ry Tea

m

4701 insta

nc

es o

f fac

e to

fac

e su

pp

ort.

5989 insta

nc

es o

f sup

po

rt via e

ma

il or p

ho

ne

. C

are

ers a

nd

Emp

loya

bility

2749 insta

nc

es o

f fac

e to

fac

e su

pp

ort.

6204 insta

nc

es o

f sup

po

rt via e

ma

il or p

ho

ne

. Lo

oke

d A

fter a

nd

Ac

co

mm

od

ate

d (LA

C) C

oo

rdin

ato

r 306 in

stan

ce

s of fa

ce

to fa

ce

sup

po

rt. 3986 in

stan

ce

s of su

pp

ort via

em

ail o

r ph

on

e.

Inte

rna

tion

al G

uid

an

ce

405 fa

ce

to fa

ce

sup

po

rt. 4237 in

stan

ce

s of su

pp

ort via

em

ail o

r ph

on

e.

Ac

ce

ssing

sup

po

rt with

lea

rnin

g if

req

uire

d th

rou

gh

the

Lea

rnin

g

De

velo

pm

en

t Ce

ntre

.

The

cre

atio

n o

f Pe

rson

al Le

arn

ing

an

d

Sup

po

rt Pla

ns w

hic

h re

co

rd a

ran

ge

of

sup

po

rt be

it from

Lea

rnin

g D

eve

lop

me

nt

Ce

ntre

staff, te

ac

hin

g sta

ff or o

the

r su

pp

ort sta

ff suc

h a

s gu

ida

nc

e.

Thro

ug

h re

ce

iving

targ

ete

d in

divid

ua

l sup

po

rt to su

it the

ir in

divid

ua

l ne

ed

s an

d h

avin

g re

gu

lar re

view

s of p

rog

ress

stud

en

ts co

uld

plo

t a c

lea

r pa

th to

ac

hie

vem

en

t or

atta

inm

en

t. O

ver 2000 stu

de

nts re

ce

ived

ad

ditio

na

l lea

rnin

g su

pp

ort

thro

ug

ho

ut th

e ye

ar. Fo

rm th

is c800 P

erso

na

l Lea

rnin

g

an

d Su

pp

ort P

lan

s we

re c

rea

ted

evid

en

cin

g th

is a

dd

ition

al su

pp

ort. O

f the

800 som

e 450 p

lan

s we

nt

forw

ard

as e

vide

nc

e fo

r the

Co

lleg

e’s Exte

nd

ed

Lea

rnin

g

Sup

po

rt cla

im re

sultin

g in

c10.000 w

SUM

s be

ing

g

en

era

ted

for th

e C

olle

ge

.

4 H

avin

g a

ny a

dd

ition

al su

pp

ort n

ee

ds

ide

ntifie

d fo

llow

ing

initia

l asse

ssme

nt

an

d w

he

re re

aso

na

ble

ha

ving

the

se

ne

ed

s me

t.

Re

co

rds o

f initia

l asse

ssme

nt m

ee

ting

s.

The

ou

tco

me

of th

e n

ee

ds a

ssessm

en

t me

etin

g w

as

sha

red

(with

the

stud

en

t’s pe

rmissio

n) w

ith te

ac

hin

g a

nd

su

pp

ort sta

ff wh

ich

allo

we

d th

em

to ta

ke c

og

nisa

nc

e o

f a

n in

divid

ua

l stud

en

t’s sup

po

rt ne

ed

s wh

en

the

y pla

nn

ed

le

arn

ing

or a

ssessm

en

t exp

erie

nc

es o

r sup

po

rt in

terve

ntio

ns.

See

Pe

rson

al Le

arn

ing

Sup

po

rt Pla

n d

ata

ab

ove

. In

volve

me

nt in

co

urse

rela

ted

c

om

pe

tition

s bo

th lo

ca

lly an

d

na

tion

ally w

he

re th

e o

pp

ortu

nity e

xists.

Stud

en

t Suc

ce

ss in C

om

pe

tition

s da

ta h

eld

in

An

nu

al R

ep

ort o

n In

stitutio

n-le

d Q

ua

lity R

evie

w 2012-13 sh

ow

ing

c40 stu

de

nts

suc

ce

ssful in

co

mp

etitio

ns.

Ce

me

nts th

e le

arn

ing

pro

ce

ss in re

ality.

Boo

sts stud

en

ts’ co

nfid

en

ce

. A

dd

s to th

eir life

exp

erie

nc

e.

Ca

n b

e in

clu

de

d in

CV

s for e

xam

ple

. P

ositive

imp

ac

t on

Co

lleg

e re

pu

tatio

n.

Sec

tion

2 - Existing

op

po

rtun

ities fo

r lea

rne

rs to e

ng

ag

e w

ith th

e w

ide

r Co

lleg

e e

nviro

nm

en

t. A

be

rde

en

Co

lleg

e a

ctive

ly pro

mo

tes e

ng

ag

em

en

t with

the

wid

er C

olle

ge

en

viron

me

nt th

rou

gh

a ra

ng

e o

f en

ga

ge

me

nt o

pp

ortu

nitie

s. By n

ec

essity th

ese

op

po

rtun

ities w

ill spa

n o

the

r pro

ce

sses su

ch

as le

arn

ing

an

d te

ac

hin

g a

nd

qu

ality a

ssura

nc

e.

Op

po

rtun

ities fo

r en

ga

ge

me

nt

Evide

nc

ed

by

Imp

ac

t of th

e o

pp

ortu

nity

Atte

nd

ing

disc

ussio

n g

rou

p m

ee

ting

s w

ith th

e P

rinc

ipa

l an

d Se

nio

r M

an

ag

em

en

t Tea

m.

Re

co

rds fro

m m

ee

ting

s he

ld b

y the

P

rinc

ipa

l, me

mb

ers o

f the

Sen

ior

Ma

na

ge

me

nt Te

am

an

d o

the

r ma

na

ge

rs w

ith stu

de

nts (to

inc

lud

e a

ctio

n p

lan

s a

nd

clo

se o

ut e

ma

ils to stu

de

nts).

Re

co

rds fro

m th

e stu

de

nt le

d Stu

de

nt

Foru

m m

ee

ting

s ch

aire

d b

y me

mb

ers o

f A

be

rde

en

Co

lleg

e Stu

de

nt’s A

ssoc

iatio

n.

The

Prin

cip

al, Se

nio

r Ma

na

ge

me

nt Te

am

an

d o

the

r m

an

ag

ers h

eld

a n

um

be

r of m

ee

ting

s ac

ross a

ll c

urric

ulu

m a

rea

s thro

ug

ho

ut th

e ye

ar.

This a

llow

ed

the

stud

en

t voic

e to

be

he

ard

by th

ose

re

spo

nsib

le fo

r the

strate

gic

ma

na

ge

me

nt o

f the

Co

lleg

e

an

d fo

r tha

t voic

e to

be

rec

og

nise

d a

nd

fed

into

a w

ide

va

riety o

f Co

lleg

e p

olic

ies, p

roc

ed

ure

s an

d p

rac

tice

s. Stu

de

nts p

artic

ipa

ting

rec

eive

d fe

ed

ba

ck o

n h

ow

an

y a

ctio

ns h

ad

be

en

clo

sed

ou

t de

mo

nstra

ting

a c

lea

r c

om

mitm

en

t to im

pro

ving

the

ir ove

rall C

olle

ge

e

xpe

rien

ce

. So

me

exa

mp

les o

f the

imp

ac

t of th

e stu

de

nt vo

ice

in

clu

de

s

5

• In

vestm

en

t of c

£200k in im

pro

vem

en

ts to th

e

wire

less n

etw

ork

• Im

pro

vem

en

ts in c

lassro

om

ma

na

ge

me

nt

• Im

pro

vem

en

ts in c

ou

rse d

esig

n / sc

he

du

ling

of

ord

er o

f sub

jec

ts •

Mo

re o

pp

ortu

nitie

s for w

ork e

xpe

rien

ce

. A

tten

din

g fo

cu

s gro

up

me

etin

gs w

ith

Sen

ior Le

ctu

rers (Q

ua

lity).

Re

co

rds fro

m m

ee

ting

s he

ld b

y Sen

ior

Lec

ture

rs (Qu

ality) w

ith stu

de

nts.

The

Sen

ior Le

ctu

rers (Q

ua

lity) an

d o

the

rs he

ld 55 m

ee

ting

s w

ith stu

de

nts o

n a

ran

ge

of e

xpe

rien

ce

s thro

ug

ho

ut th

e

yea

r inc

lud

ing

: •

Co

urse

qu

ality

• Tim

eta

blin

g

• U

se o

f the

VLE

The

se m

ee

ting

allo

we

d th

e C

olle

ge

to re

flec

t on

stud

en

t fe

ed

ba

ck a

nd

take

ea

rly inte

rven

tion

ist ac

tion

if a

pp

rop

riate

. V

isits to C

olle

ge

are

as b

y the

Boa

rd o

f M

an

ag

em

en

t an

d w

he

re a

pp

rop

riate

m

ee

ting

staff a

nd

lea

rne

rs on

the

se visits

Re

co

rds o

f the

Co

lleg

e’s Bo

ard

of

Ma

na

ge

me

nt visits to

a n

um

be

r of a

rea

s a

cro

ss the

Co

lleg

e, m

ee

ting

bo

th sta

ff a

nd

stud

en

ts at e

ac

h visit.

The

Co

lleg

e’s Bo

ard

of M

an

ag

em

en

t visited

fou

r are

as

thro

ug

ho

ut th

e ye

ar. Th

is allo

we

d b

oth

stud

en

ts an

d sta

ff to

en

ga

ge

dire

ctly w

ith th

e Bo

ard

me

mb

ers w

ho

c

olle

ctive

ly ha

ve o

vera

ll resp

on

sibility fo

r the

strate

gic

d

irec

tion

of th

e C

olle

ge

an

d to

fee

d b

ac

k dire

ctly o

n

the

ir exp

erie

nc

e.

Co

mp

letio

n o

f satisfa

ctio

n su

rveys a

t key

po

ints in

the

yea

r.

Stud

en

ts co

mp

lete

d a

First Imp

ressio

ns

surve

y an

d a

n o

vera

ll Co

lleg

e

exp

erie

nc

e su

rvey to

wa

rds th

e e

nd

of

the

ir co

urse

.

This a

llow

ed

stud

en

ts to vo

ice

the

ir op

inio

n o

n th

eir

exp

erie

nc

e b

oth

at th

e sta

rt of th

eir c

ou

rse a

nd

tow

ard

s th

e e

nd

. It allo

we

d th

e C

olle

ge

to ta

ke th

ese

surve

ys into

a

cc

ou

nt th

rou

gh

the

self-e

valu

atio

n p

roc

ess a

nd

ma

ke

an

y ne

ce

ssary im

pro

vem

en

ts as a

resu

lt. O

vera

ll satisfa

ctio

n w

ith First im

pre

ssion

s surve

y wa

s 90%.

Ove

rall sa

tisfac

tion

with

stud

en

t satisfa

ctio

n su

rvey w

as

90%.

Co

mp

letio

n o

f Sug

ge

stion

s/Co

mm

en

ts.

Re

co

rds o

f sug

ge

stion

s / co

mm

en

ts.

This a

llow

ed

stud

en

ts to c

om

me

nt a

t an

y po

int o

n th

eir

exp

erie

nc

e to

ba

ck u

p th

e m

an

y oth

er fo

rms o

f ‘the

le

arn

er vo

ice

’ at A

be

rde

en

Co

lleg

e.

6 Ta

king

pa

rt in w

ide

r Co

lleg

e e

ven

ts

Pa

rticip

atio

n is a

ran

ge

of e

ven

ts. Stu

de

nts to

ok p

lac

e in

a n

um

be

r of e

ven

ts / ca

mp

aig

ns

ac

ross th

e C

olle

ge

inc

lud

ing

a D

isab

ility Aw

are

ne

ss Da

y, a

n e

nd

of ye

ar A

rt sho

w, th

e a

nn

ua

l visit to A

usc

hw

itz p

rese

nta

tion

s, a n

um

be

r of Eu

rop

ea

n trip

s, a c

ha

rity p

an

tom

ime

an

d m

an

y oth

ers.

This a

llow

ed

stud

en

ts to e

xpe

rien

ce

asp

ec

ts of C

olle

ge

life

tha

t the

y ma

y no

t ha

ve p

revio

usly b

ee

n a

ble

to

ac

ce

ss, bu

ildin

g o

n th

eir u

nd

ersta

nd

ing

of th

ese

asp

ec

ts a

nd

wid

en

ing

the

ir kno

wle

dg

e h

orizo

n.

Wh

ere

req

uire

d, im

ple

me

ntin

g th

e

Co

lleg

e c

om

pla

ints p

roc

ess.

Ove

r the

co

urse

of th

e ye

ar th

e C

olle

ge

c

on

side

red

an

d re

spo

nd

ed

to a

nu

mb

er

of c

om

pla

ints fro

m stu

de

nts a

cro

ss a

ran

ge

of a

rea

s. The

se w

ere

also

rep

orte

d

to th

e Bo

ard

of M

an

ag

em

en

t.

This a

llow

ed

stud

en

ts to vo

ice

the

ir co

nc

ern

s bu

t also

to

rea

lise th

at th

e C

olle

ge

wa

s listen

ing

an

d th

at it a

cte

d o

n

the

ba

sis of th

e c

om

pla

int to

mo

ve to

a re

solu

tion

.

Imp

lem

en

tatio

n o

f extra

cu

rricu

lar e

ven

ts in

volvin

g a

ctive

pa

rticip

atio

n a

s pa

rt of

the

Co

lleg

e’s a

pp

roa

ch

to En

terp

rise in

Ed

uc

atio

n.

Stud

en

t pa

rticip

atio

n in

an

ag

ree

d ra

ng

e

of fu

nd

raisin

g e

ven

ts thro

ug

ho

ut th

e

yea

r, ap

pro

xima

tely se

ven

ty sep

ara

te

eve

nts.

This a

llow

ed

stud

en

ts to p

lan

an

d ta

ke p

art in

ac

tivities

tha

t wid

en

ed

the

ir Co

lleg

e e

xpe

rien

ce

an

d le

d to

a

dire

ct fin

an

cia

l be

ne

fit (c£20,000) fo

r loc

al c

ha

rities.

P

artic

ipa

tion

wh

ere

fea

sible

in sp

orts,

he

alth

an

d e

xerc

ise a

ctivitie

s. Stu

de

nt p

artic

ipa

tion

in a

ran

ge

of sp

orts,

he

alth

an

d e

xerc

ise a

ctivitie

s. Th

is allo

we

d stu

de

nts to

use

dire

ctly a

nd

ind

irec

tly spo

rts skills g

ain

ed

to b

oth

the

ir an

d th

e w

ide

r co

mm

un

ity’s b

en

efit.

The

co

ntin

ue

d d

eve

lop

me

nt o

f the

c

on

ce

pt o

f stud

en

t led

use

r gro

up

s to

co

mp

lem

en

t oth

er fo

rms o

f eva

lua

tion

of

the

Co

lleg

es se

rvice

s

Re

co

rds o

f me

etin

gs.

In 2012-13 th

ere

we

re tw

o Stu

de

nt Fo

rum

Me

etin

gs

ch

aire

d b

y the

Pre

side

nt o

f the

AC

SA w

hic

h a

llow

ed

c40

stud

en

ts to m

ee

t an

d d

iscu

ss dire

ctly w

ith sta

ff asp

ec

ts of

stud

en

ts sup

po

rt.

7 Se

ctio

n 3 - Existin

g o

pp

ortu

nitie

s for le

arn

ers to

en

ga

ge

thro

ug

h e

lec

tron

ic m

ed

ia.

Ab

erd

ee

n C

olle

ge

rec

og

nise

s the

valu

e in

en

ga

ge

me

nt o

pp

ortu

nitie

s thro

ug

h th

e u

se o

f rec

og

nise

d te

ch

no

log

ies a

nd

oth

er e

me

rgin

g m

ed

ia.

The

se o

pp

ortu

nitie

s are

alig

ne

d to

eve

ryda

y tec

hn

olo

gic

al e

xpe

rien

ce

s wh

ich

mo

st stud

en

ts will b

e fa

milia

r with

. O

pp

ortu

nitie

s for e

ng

ag

em

en

t

Evide

nc

ed

by

Imp

ac

t of th

e o

pp

ortu

nity

Thro

ug

h th

e u

se o

f the

Co

lleg

e’s V

LE (Bla

ckb

oa

rd syste

m).

Da

ily usa

ge

figu

res p

rovid

ed

by th

e V

LE ma

na

ge

r th

rou

gh

ou

t the

yea

r sho

win

g a

n u

pw

ard

tren

d in

b

oth

VLE u

sag

e a

nd

volu

me

s of m

ate

rials o

n th

e

co

nte

nt m

an

ag

em

en

t system

.

The

en

d o

f yea

r VLE su

rvey sh

ow

s tha

t ove

r 90%

of stu

de

nts a

re sa

tisfied

with

the

use

of th

e V

LE.

Pa

rticip

atin

g in

on

line

/ ele

ctro

nic

form

s o

f asse

ssme

nt.

Ma

ny C

olle

ge

tea

ms h

ave

ma

de

the

mo

ve to

o

nlin

e a

ssessm

en

t. The

Co

lleg

e n

ow

ha

s 4 a

ssessm

en

t ce

ntre

s. As w

ell a

s SQA

SOLA

R a

nd

G

&G

GO

LA m

ate

rials te

am

s are

no

w d

esig

nin

g

the

ir ow

n a

ssessm

en

t ma

teria

ls usin

g Q

ue

stion

Ma

rk P

erc

ep

tion

an

d o

the

r too

ls.

Ove

r 4000 ele

ctro

nic

asse

ssme

nt w

ere

take

n

thro

ug

h th

e C

olle

ge

’s Asse

ssme

nt C

en

tres la

st ye

ar.

Sen

din

g a

nd

rec

eivin

g te

xt me

ssag

es.

Text m

essa

gin

g w

as u

sed

exte

nsive

ly by th

e

gu

ida

nc

e te

am

to fo

llow

up

on

ab

sen

ce

an

d to

n

ote

ch

an

ge

s to tim

eta

ble

d c

lasse

s. It wa

s also

u

sed

by c

urric

ulu

m te

am

s to sh

are

cu

rricu

lum

in

form

atio

n.

Atte

nd

an

ce

leve

ls ac

ross th

e C

olle

ge

a

vera

ge

d 84%

an

d stu

de

nt re

co

gn

ition

of th

is p

roc

ess w

as in

cre

ase

d.

Sen

din

g a

nd

rec

eivin

g e

ma

il.

All stu

de

nts w

ere

give

n a

Co

lleg

e O

ffice

365 em

ail

ac

co

un

t an

d th

ese

we

re u

sed

for a

varie

ty of fo

rms

of c

om

mu

nic

atio

n n

ot le

ast th

e se

nd

ing

an

d re

turn

o

f asse

ssme

nts.

Stud

en

ts we

re a

ble

to d

eve

lop

ad

ditio

na

l e

lec

tron

ic w

ays o

f co

mm

un

ica

ting

with

bo

th

tea

ch

ing

an

d su

pp

ort sta

ff. Stud

en

t co

uld

also

u

se e

ma

il to se

nd

asse

ssme

nts a

nd

rec

eive

fe

ed

ba

ck.

Ma

king

use

of m

ob

ile te

ch

no

log

y. N

um

be

rs of stu

de

nts a

cc

essin

g C

olle

ge

ne

two

rks th

rou

gh

mo

bile

de

vice

s, from

ho

me

an

d th

rou

gh

Bla

ckb

oa

rd M

ob

ile.

c700 stu

de

nts b

rou

gh

t the

ir ow

n d

evic

e fo

r le

arn

ing

(lap

top

, tab

let, sm

artp

ho

ne

). A

pilo

t to ru

n w

ith Bla

ckb

oa

rd m

ob

ile a

cro

ss th

e C

olle

ge

wa

s suc

ce

ssful a

nd

will b

ec

om

e a

p

erm

an

en

t fea

ture

of le

arn

ing

tec

hn

olo

gie

s in

the

futu

re.

8 A

cc

essin

g iTu

ne

s U.

iTun

es U

Th

is ga

ve stu

de

nts a

cc

ess to

a w

ide

varie

ty of

ed

uc

atio

na

l ma

teria

l to su

pp

ort th

eir in

cla

ss stu

die

s. Th

rou

gh

the

use

of sp

ec

ialist so

ftwa

re o

r e

qu

ipm

en

t rele

van

t to c

ou

rse.

Softw

are

libra

ry Th

is ga

ve stu

de

nts th

e c

ha

nc

e to

wo

rk with

a

ran

ge

of in

du

stry stan

da

rd so

ftwa

re b

uild

ing

th

eir c

on

fide

nc

e a

nd

pre

pa

ring

the

m fo

r e

mp

loym

en

t. Se

ctio

n 4 - Existin

g o

pp

ortu

nitie

s for le

arn

ers to

en

ga

ge

thro

ug

h th

e A

be

rde

en

Co

lleg

e Stu

de

nts’ A

ssoc

iatio

n (A

CSA

). A

be

rde

en

Co

lleg

e re

co

gn

ises th

e im

po

rtan

ce

of a

n a

ctive

stud

en

ts’ asso

cia

tion

in a

ny le

arn

er e

ng

ag

em

en

t pro

ce

ss. It also

rec

og

nise

s the

g

rea

ter o

pp

ortu

nitie

s bo

th fo

r lea

rne

rs to in

tera

ct w

ith th

e a

ssoc

iatio

n a

nd

the

asso

cia

tion

to in

tera

ct w

ith th

e C

olle

ge

thro

ug

h th

e a

pp

oin

tme

nt

of a

sab

ba

tica

l Pre

side

nt.

Op

po

rtun

ities fo

r en

ga

ge

me

nt

Evid

en

ce

d b

y Im

pa

ct o

f the

op

po

rtun

ity

Me

mb

ersh

ip o

f Ab

erd

ee

n C

olle

ge

Stu

de

nt A

ssoc

iatio

n (A

CSA

).

Me

mb

ersh

ip o

f AC

SA.

A

ll en

rolle

d stu

de

nts w

ere

au

tom

atic

ally

me

mb

ers o

f the

AC

SA w

ith c

3000 stud

en

t p

urc

ha

sing

stud

en

t ca

rds.

The

Cla

ss Re

pre

sen

tative

system

assiste

d

by tra

inin

g fro

m sp

arq

s.

Pa

rticip

atio

n in

form

al sp

arq

s stud

en

t re

pre

sen

tative

train

ing

.

c100 c

lass re

pre

sen

tative

s we

nt th

rou

gh

the

tra

inin

g a

nd

the

refo

re kn

ew

ho

w to

de

al w

ith

issue

s an

d u

nd

ersta

nd

the

co

nc

ep

t of

rep

rese

nta

tion

as it p

erta

ins to

qu

ality

imp

rove

me

nt in

furth

er e

du

ca

tion

co

lleg

es.

Stud

en

t rep

rese

nta

tion

on

the

Co

lleg

e’s

Boa

rd o

f Ma

na

ge

me

nt a

nd

its vario

us

Co

mm

ittee

s.

Re

co

rds o

f Boa

rd a

nd

Co

mm

ittee

me

etin

gs a

cro

ss th

e ye

ar d

em

on

stratin

g th

e a

tten

da

nc

e o

f the

A

CSA

Pre

side

nt.

Thro

ug

h th

e A

CSA

Pre

side

nt stu

de

nts w

ere

re

pre

sen

ted

at th

e h

igh

est stra

teg

ic le

vel o

f the

C

olle

ge

.

Stud

en

t rep

rese

nta

tion

on

a ra

ng

e o

f g

rou

ps a

cro

ss the

Co

lleg

e.

Re

co

rds o

f a ra

ng

e o

f cro

ss Co

lleg

e c

om

mitte

e

me

etin

gs in

clu

din

g th

e In

clu

siven

ess a

nd

Gu

ida

nc

e

Co

mm

ittee

, Equ

al O

pp

ortu

nitie

s Co

mm

ittee

, En

viron

me

nt a

nd

Susta

ina

bility C

om

mitte

e a

nd

the

A

ca

de

mic

Boa

rd.

Thro

ug

h th

e A

CSA

Pre

side

nt stu

de

nts w

ere

re

pre

sen

ted

on

a n

um

be

r of ke

y Co

lleg

e

ma

na

ge

me

nt g

rou

ps.

9 Th

e in

volve

me

nt o

f the

Pre

side

nt in

the

stu

de

nt d

iscip

lina

ry pro

ce

ss.

Co

nfid

en

tial re

co

rds o

f disc

iplin

ary h

ea

ring

s R

ec

ord

s of Stu

de

nt D

iscip

lina

ry He

arin

gs

thro

ug

ho

ut th

e ye

ar d

em

on

stratin

g th

e

atte

nd

an

ce

of th

e A

CSA

Pre

side

nt.

The

atte

nd

an

ce

of th

e A

CSA

Pre

side

nt a

t the

m

ajo

rity of h

ea

ring

s en

sure

d th

e stu

de

nt w

as a

t th

e c

en

tre o

f this p

roc

ess a

nd

tha

t the

C

om

mitte

e a

t all tim

es c

on

side

red

issue

s raise

d

from

a stu

de

nt p

ersp

ec

tive.

Fresh

er’s Fa

yre.

Evid

en

ce

tha

t a Fre

she

r’s Fayre

wa

s org

an

ised

an

d

too

k pla

ce

. c

30 diffe

ren

t co

mp

an

ies, c

ha

rities a

nd

o

rga

nisa

tion

s atte

nd

ed

the

AC

SA Fre

she

r’s Fa

yre in

Sep

tem

be

r. Stu

de

nts g

ot a

ch

an

ce

to le

arn

an

d e

ng

ag

e

with

vario

us o

rga

nisa

tion

s thro

ug

ho

ut th

e lo

ca

l a

rea

. A

ran

ge

of so

cia

l an

d o

the

r eve

nts

thro

ug

ho

ut th

e ye

ar.

Re

co

rds o

f atte

nd

an

ce

at va

riou

s NU

S co

nfe

ren

ce

s a

nd

eve

nts, th

e C

olle

ge

Ball a

nd

Torc

he

r’s Pa

rad

e.

Stud

en

t’s soc

ial live

s we

re e

nh

an

ce

d a

nd

th

ose

stud

en

ts org

an

ising

the

eve

nts g

ain

ed

e

xpe

rien

ce

an

d re

al life

skills.


Student Engagement in Quality Improvement AY2012-13 (Banff & Buchan College)

The Student Association (SA) and College Partnership The College’s SA, its President and its Executive remain committed to student engagement in quality improvement. For several years the Association, supported by the college’s Student Engagement Officer (SEO), has worked in partnership with the staff and management of the college and has become increasingly involved in the development, implementation and monitoring of revised quality arrangements. This partnership was further developed when, towards the latter part of the academic year 2012-13, agreement was reached between the Assistant Principal (Curriculum and Quality) and the SA President to co-chair the Learner Engagement Group of the LTC. It has been agreed that within this group, or its equivalent post-merger, there should remain a clear focus for enhancing student engagement in quality improvement. Student Representation The College has a comprehensive system of elected class representatives for students. Student representatives are trained and supported by the College and student feedback is valued. The training of class representatives is also evaluated by the SA and improvements are made on the basis of student comments. As part of the college’s approach to student representation the SA President and SEO have visited classes in all sectors to promote the class representative system and have manage to recruit student reps with increasing success year-on-year.

Peer-led Reviews In partnership with the college the SA, the SEO and Student Executive Officers facilitated a total of 14 peer-led reviews between the Business and the Arts and Service Industries Sectors. These reviews aim to provide some qualitative information on students’ experiences of their programme. The discussions are structured around key questions based on the Education Scotland Quality Framework and its Quality Indicators. This approach has enhanced the feedback staff already received through Liaison Panel meetings and various student surveys. This has also provided staff with high quality learner feedback relating specifically to the learner experience. Staff whose groups participated in the feedback sessions have been able to use this qualitative feedback within their own course reviews to inform action plans that will enhance and improve their students’ experiences. Student Association activities Raising Cultural Awareness through CAP in Hand project. Celebrating Diwali, Chinese New Year, Easter and Christmas traditions across Europe. The College achieved Highly Commended for Learner Engagement at

Scotland’s Colleges awards and was runner up for NUS Scotland Equality and Diversity Award. Promoting positive health through various activities including Access to Nursing students putting on displays about Healthy Eating, Exercise and Alcohol Awareness. Fruit and Veg Bunch working with the Community Food Initiative North east and selling fresh produce on a weekly basis to the college community. The SA also purchased Health promotion Materials and created a catalogue for staff and students to use. Theatre Modo visit to College engaging students through Theatre and Circus Skills. Leaflet drops in Fraserburgh to promote Smoke Free Homes Project in partnership with Fraserburgh Development Trust and NHS Grampian. Enterprise events including North east Nibbles- Supported Programme Students providing soup and sandwich lunches also running restaurant during Chinese New Year to provide Chinese cuisine (funded by SA). Meeting an MSP and Local Councillors. As part of the Options Appraisal process allowing students the opportunity to have a say about their College. Visit to London for student activist event against education cuts. Fund Raising events including, Easter and Christmas Craft Fayres and other events to raise monies for the following Charities: Children in Need, Children First, Comic Relief, MacMillan, RNLI, Rayleigh’s Wee Stars, Save the Children.

SA engaging with school pupils on school visits to College explaining about opportunities to become involved in college life and providing a managing money activity for the groups of pupils.

43


Agenda Item 6.3

Enrolment Data by Age and Gender

1. Introduction1.1 The purpose of this report is to provide the Committee with information about the age

and gender profiles of the student body.

2. Background2.1 Appendix 1 provides a detailed breakdown of enrolments on advanced and non-

advanced courses in the current year (2013-14) in the Aberdeen City Campuses, by age and gender.

2.2 Appendix 2 provides the same breakdown for 2012-13 for comparative purposes.

2.3 Appendix 3 contains a breakdown by age for the Fraserburgh Campus and provides comparative data for this year and last year.

2.4 Appendix 4 contains a breakdown by gender for the Fraserburgh Campus, providing comparative data for this year and last year.

3. Recommendation3.1 It is recommended that the Committee note the information provided on enrolment data

by age and gender.

Rob Wallen Sandra Walker Principal Vice Principal Curriculum

Agenda item 6.3 Appendix 1 Aberdeen City Campuses Full-time Enrolments 2013-14 by Age and Gender

Age Band Gender FE HE Grand Total

<16 F 99 99 M 77

77

176 176 16-19 F 950 792 1742 M 863 738 1601 1813 1530 3343 20-24 F 322 276 598 M 226 340 566 548 616 1164 25-40 F 306 202 508 M 200 157 357 506 359 865 over 40 F 66 42 108 M 25 28 53 91 70 161 Grand Total 3134 2575 5709

3%

79%

15%

3%

Full-‐,me Students 2013-‐14

<16

16-‐24

25-‐40

over 40

6%

75%

16%

3%

Full-‐,me Students 2013-‐14 -‐ FE

<16

16-‐24

25-‐40

over 40

83%

14%

3%

Full-‐,me Students 2013-‐14 -‐ HE

<16

16-‐24

25-‐40

over 40

Agenda item 6.3 Appendix 2 Aberdeen City Campuses Full-time Enrolments 2012-13 by Age and Gender

Age Band Gender FE HE Grand Total

<16 F 115 115 M 94 1 95 209 1 210 16-19 F 1025 851 1876 M 926 720 1646 1951 1571 3522 20-24 F 298 279 577 M 248 321 569 546 600 1146 25-40 F 287 199 486 M 172 160 332 459 359 818 over 40 F 69 31 100 M 21 15 36 90 46 136 Grand Total 3255 2577 5832

4%

80%

14%

2%

Full-‐,me Students 2012-‐13

<16

16-‐24

25-‐40

over 40

6%

77%

14%

3%

Full-‐,me Students 2012-‐13 -‐ FE

<16

16-‐24

25-‐40

over 40

84%

14%

2% Full-‐,me Students 2012-‐13 -‐ HE

<16

16-‐24

25-‐40

over 40

Agenda item 6.3 Appendix 3 Fraserburgh Campus Full-time Enrolments by Age

Full-Time Enrolments 2013/14 Age Band

FE HE Total

<16 19 - 19 16-19 699 118 817 20-24 121 56 177 25-40 187 35 222 Over 40 60 13 73 Grand total 1086 222 1308

Full-Time Enrolments 2012/13 Age Band

FE HE Total

<16 1 - 1 16-19 575 73 648 20-24 175 79 254 25-40 188 39 227 Over 40 60 10 70 Grand total 999 201 1200

Agenda item 6.3 Appendix 4 Fraserburgh Campus Full-time Enrolments by Gender

Full-Time Enrolments 2013/14 HE FE Total M F M F Under 16 7 12 19 16 -‐19 68 50 428 271 817 20-‐ 24 30 26 52 69 177 25 -‐ 40 14 21 52 135 222 Over 40 5 8 9 51 73 Total 117 105 548 538 1308

Full-Time Enrolments 2012/13 HE FE Total M F M F Under 16 1 1 16 -‐19 39 34 330 245 648 20-‐ 24 43 36 79 96 254 25 -‐ 40 16 23 42 146 227 Over 40 3 7 10 50 70 Total 101 100 462 537 1200

53


Agenda Item 6.4

Status Report on Pre-merger Quality Work Stream

1. Introduction1.1. The purpose of this paper is to provide information to the Committee on the development

of quality assurance and improvement arrangements for North East Scotland College.

2. Background 2.1. The Vice Principal – Organisational Services (VP OS) and the College’s Quality Managers

are currently coordinating the completion of key quality activities established through the pre-merger work of the Interim Leadership Group’s (ILG) Quality Work Stream.

2.2. A summary of the activities currently being undertaken are noted.

3. Quality-related Activities3.1 Quality Framework, Quality Cycle and Self-evaluation for Quality Improvement – Work

continues on developing a single quality framework and quality cycle for the new College.The key quality arrangements of both Aberdeen and Banff & Buchan Colleges have been identified so that they can be compared (Appendix 1). The Quality Teams from both Aberdeen and Fraserburgh have initiated a series of professional discussions to identify, share and establish best quality-related practice.

The next meeting of the two Quality Teams will take place early in the New Year when the key components of the new quality framework will be confirmed. These will include:

• A single course approval process;• A single internal audit process;• A single approach to learning and teaching observations;• A single approach to internal verification;• A single complaints process fully encompassing the recent Scottish Public Service

Ombudsman (SPSO) requirements;• A single approach to course management;• A single process for self-evaluation of all aspects of College activity based on rigorous

examination of all available evidence and leading to clear action plans for quality improvement;

• A single approach to policy review and development.

The implementation of a single quality framework and related quality cycle will take place in time for the start of the AY2014-15.Awareness-raising and support sessions relating to these developments will be initiated for staff prior to Summer 2014.

The Quality Teams will also be integral to the development of a single approach to self-

evaluation for quality improvement.The harmonisation of self-evaluation approaches will be completed and implemented between April and June 2014. Again, awareness raising and professional development sessions for staff will be introduced to support this transition.

3.2 Key Performance Indicators (KPIs) – Work continues on the development of a single approach to calculating, and reporting on, student-related KPIs.An interim position on quality data management has been adopted as the process of migrating to a single College MIS system continues.It is proposed that data relating to early withdrawal, further withdrawal, partial success and complete success will continue to be presented on an on-going basis to the Learning & Teaching and Student Services Committee (LTSSC).

54


Agenda Item 6.4

The VP OS and Quality Managers are also exploring ways in which predicted, in-year PIs can be made available across all curriculum areas to ensure better outcomes and more targeted interventions for students ‘at-risk’ of leaving College or failing programmes of study.

3.3 Student Engagement in Quality Improvement – A single approach to student surveys has now been developed and implemented.In AY2013-14 a single cross-College survey will be split into two parts, the first of which will be undertaken by the end of January 2014.A review of all other student feedback methods has begun and is likely to lead to a student suggestions process, themed student focus groups and student-led, peer-led reviews being adopted across all campuses as key methods to further enhance student engagement in quality improvement.

3.4 Quality Policies – Key quality policies for the College are near completion and will be in place by the end of January 2014. These will include a Quality Policy, Assessment and Verification Policy and Complaints Policy.Procedures relating to these particular areas will also be developed and confirmed by Spring 2014.

3.5 External Quality Standards (Investors in People) - Staff have met with George Grandsion of IiP and have agreed an outline of activity for the Fraserburgh campus’s re-accreditation visit.This visit will take place towards the end of February/beginning of March and will focus on quality arrangements and the merger process.It is anticipated that a full NESC accreditation visit for the IiP Gold Award will take place across all campuses in October 2014.

4 Quality Structure for NESC4.1 At the time of writing this report no formal proposals had been tabled for a revised

management and staffing structure for quality assurance and improvement within the new College.However, it is anticipated that an outline proposal for the Organisational Services Management Team will be confirmed and distributed for consultation in January 2014.

4.2 It is anticipated that the full structural review of Quality will be completed by May 2014.

4.3 Discussions at SMT have identified the importance of embedding responsibilities for quality assurance and improvement within the new curriculum management roles.This, in turn, will ensure that the College builds the capacity to sustain continual improvements to student experiences and outcomes.Plans co-ordinated by the Vice Principals for Curriculum, Student Services and Organisational Services, are already in place to communicate key quality messages and expectations to staff recruited into new curriculum and support positions.

4.4 A Staff Development Day, to be held on 18 February 2014 for staff across all campuses, will also communicate key quality-related requirements and expectations.This will include developing and implementing effective and consistent approaches to improving student experiences, student retention and student outcomes.

4.5 As well as retaining the best quality-related practices across all campuses future quality arrangements will ensure that the activities of a single Quality Team are channelled towards building the capacity within, and support for, curriculum and support teams in order to improve student experiences and success outcomes.

55


Agenda Item 6.4

5 Education Scotland (ES) Quality Review Arrangements5.1 Annual Engagement Visits (AEV) – Confirmation of NESC’s first ES AEV is still awaited.Further

information will likely be available from the College’s Inspector, Dr Jan Davidson, on 21 January 2014 when she visits the Fraserburgh Campus.

5.2 Aspect Task Visits – Staff continue to work on their preparation for two follow-up visits for the ES Computing/Digital Media and ESOL Aspect Tasks.It is anticipated that these visits will take place between January and February 2014.The College is also to be involved in an additional Aspect Task which will focus on ‘Maximising Learner Success’.

5.3 Full Quality Review – No written confirmation has been received regarding NESC’s first full ES Quality Review.However, the College’s SFC Regional Outcome Agreement Manager, Ken Rutherford, has recently intimated to the SMT that the College should plan for a full review around November 2014.

6 Recommendation6.1 It is recommended that the Committee note the information provided in this paper.

Rob Wallen Neil CowiePrincipal Vice Principal Organisational Services

Agenda Item 6.4

BOARD OF MANAGEMENT A

pp

en

dix 1 - A

be

rde

en

an

d Ba

nff a

nd

Buc

ha

n C

olle

ge

s’ Qu

ality Fra

me

wo

rks A

be

rde

en

Co

lleg

e

Time

sca

le

Ban

ff an

d Bu

ch

an

Co

lleg

e

Time

sca

le

Co

urse

ap

pro

val - th

e C

olle

ge

im

ple

me

nts a

form

al p

roc

ess fo

r th

e va

lida

tion

, ap

pro

val a

nd

re

view

of p

rog

ram

me

s an

d th

is is m

an

ag

ed

by th

e C

urric

ulu

m

Ad

visory P

an

el. Th

e p

an

el m

ee

ts 7 tim

es p

er ye

ar

CA

P m

ee

ts mo

nth

ly fro

m Ja

nu

ary to

Ma

y a

nd

also

twic

e b

etw

ee

n

Au

gu

st an

d D

ec

em

be

r

Co

urse

Ap

pro

val - Th

e C

olle

ge

imp

lem

en

ts a

form

al p

roc

ess fo

r the

valid

atio

n a

nd

a

pp

rova

l of a

ll ne

w p

rog

ram

me

s. This is

ma

na

ge

d b

y the

Qu

ality M

an

ag

er a

nd

the

Q

ua

lity Ad

min

istratio

n A

ssistan

t.

As a

nd

wh

en

ne

w

co

urse

s req

uire

a

pp

rova

l.

Self-e

valu

atio

n - e

ac

h C

olle

ge

te

am

revie

ws its o

wn

p

erfo

rma

nc

e o

n a

n a

nn

ua

l ba

sis th

rou

gh

a p

roc

ess o

f self-

eva

lua

tion

bo

th o

f tea

ch

ing

p

rog

ram

me

s an

d ke

y Co

lleg

e

fun

ctio

ns.

Co

mp

lete

d a

t en

d o

f A

ca

de

mic

Ye

ar a

nd

su

bm

itted

in

Au

gu

st/Sep

tem

be

r

Self-e

valu

atio

n (te

ac

hin

g te

am

s) - Eac

h

Cu

rricu

lum

Lea

de

r will re

view

, with

his o

r he

r c

urric

ulu

m te

am

me

mb

ers, c

ou

rse

pe

rform

an

ce

fou

r time

s ea

ch

yea

r. The

PI

pre

dic

tion

s, inte

rven

tion

s for p

reve

ntin

g

stud

en

t with

dra

wa

l, ad

ditio

na

l sup

po

rt to

lea

rne

rs an

d a

ctio

n p

lan

s for q

ua

lity im

pro

vem

en

t are

the

n d

iscu

ssed

an

d

teste

d w

ith re

spe

ctive

Sec

tor M

an

ag

ers

be

fore

furth

er p

rese

nta

tion

, disc

ussio

n a

nd

te

sting

with

the

Prin

cip

al, th

e A

ssistan

t P

rinc

ipa

ls (for C

urric

ulu

m &

Qu

ality/Stu

de

nt

Sup

po

rt Servic

es) a

nd

the

Qu

ality M

an

ag

er.

On

-go

ing

thro

ug

ho

ut

the

yea

r. Co

urse

tea

m

me

etin

gs – fo

ur tim

es a

ye

ar, q

ua

lity im

pro

vem

en

t PI

me

etin

gs - th

ree

time

s a

yea

r.

Self Eva

lua

tion

(Sup

po

rt Tea

ms) – Se

rvice

re

view

s are

writte

n b

y lea

de

rs for a

ll sup

po

rt fu

nc

tion

s. The

se re

view

s are

ba

sed

on

stre

ng

ths a

nd

are

as fo

r imp

rove

me

nt a

s th

ey re

late

to ES q

ua

lity ind

ica

tors. Th

e o

n-

go

ing

revie

w o

f pro

gre

ss is co

nd

uc

ted

th

rou

gh

Sup

po

rt Tea

ms’ Q

ua

lity Foru

m

Thre

e tim

es a

yea

r.

Ag

end

a Ite

m 6.4 - A

pp

end

ix 1

me

etin

gs h

eld

thre

e tim

es a

yea

r with

A

ssistan

t Prin

cip

als a

nd

all Se

cto

r Ma

na

ge

rs. In

som

e in

stan

ce

s spe

cific

sup

po

rt tea

m P

Is a

re u

sed

to a

ssist the

qu

ality im

pro

vem

en

t o

utc

om

es fo

r stud

en

ts.

Inte

rna

l qu

ality a

ud

it - an

a

nn

ua

l Inte

rna

l Qu

ality A

ud

it Sc

he

du

le is d

eve

lop

ed

an

d

ap

pro

ved

by th

e Se

nio

r M

an

ag

em

en

t Tea

m. A

ud

it to

pic

s ran

ge

from

Tea

ch

ing

M

aste

r Pa

cks to

spe

cific

key

Co

lleg

e p

roc

esse

s an

d a

re

rep

rese

nta

tive o

f ac

tivities a

nd

re

sou

rce

s Co

lleg

e-w

ide

.

On

go

ing

thro

ug

ho

ut th

e

yea

r, revie

we

d a

nn

ua

lly In

tern

al q

ua

lity au

dit - A

s pa

rt of th

e q

ua

lity m

ea

sure

s intro

du

ce

d b

y the

Lea

rnin

g a

nd

Te

ac

hin

g C

om

mitte

e in

Sep

tem

be

r 2012, a

pro

gra

mm

e o

f inte

rna

l qu

ality a

ud

it wa

s a

gre

ed

. This p

roc

ess h

as b

eg

un

this ye

ar

with

the

au

dit o

f stud

en

t exp

erie

nc

e w

ithin

th

e C

olle

ge

On

-go

ing

thro

ug

ho

ut

the

yea

r an

d re

view

ed

a

nn

ua

lly.

Lesso

n o

bse

rvatio

n - th

e

Co

lleg

e m

ea

sure

s the

qu

ality

of te

ac

hin

g b

y ob

servin

g

lec

ture

rs an

d in

struc

tors. N

ew

sta

ff are

ob

serve

d w

ith th

eir

ea

rly de

velo

pm

en

t in m

ind

to

en

ab

le th

em

to a

do

pt g

oo

d

tea

ch

ing

pra

ctic

e fro

m th

e

be

gin

nin

g o

f the

ir ca

ree

rs. O

nc

e th

ey a

re m

ore

e

xpe

rien

ce

d, th

ey a

re

ob

serve

d (th

ese

are

u

na

nn

ou

nc

ed

ob

serva

tion

s) fro

m a

critic

al b

ut su

pp

ortive

vie

wp

oin

t by o

ne

of th

e

Co

lleg

e’s Se

nio

r Lec

ture

rs (Q

ua

lity Imp

rove

me

nt).

On

go

ing

thro

ug

ho

ut th

e

yea

r, revie

we

d a

nn

ua

lly C

lassro

om

Ob

serva

tion

- The

Co

lleg

e

me

asu

res th

e q

ua

lity of te

ac

hin

g b

y o

bse

rving

tea

ch

ing

staff. N

ew

staff a

re

ob

serve

d a

s pa

rt of th

eir in

du

ctio

n to

te

ac

hin

g th

rou

gh

the

PD

A a

nd

/or th

e TQ

FE. M

ore

exp

erie

nc

ed

tea

ch

ing

staff a

re

ob

serve

d o

n a

3 yea

rly cyc

le th

rou

gh

a

nn

ou

nc

ed

ob

serva

tion

s co

nd

uc

ted

by

Sec

tor M

an

ag

ers. Fe

ed

ba

ck o

n g

en

era

l th

em

es, issu

es o

r be

st pra

ctic

e fro

m th

ese

o

bse

rvatio

ns is c

olla

ted

an

d re

po

rted

to

SMT a

nd

Lea

rnin

g a

nd

Tea

ch

ing

C

om

mitte

e. A

ny c

ritica

l issue

s or ke

y th

em

es a

re c

ap

ture

d a

nd

rep

orte

d to

SMT

an

d th

e P

rofe

ssion

al D

eve

lop

me

nt Tu

tor

(PD

T) for in

clu

sion

in C

PD

pla

nn

ing

.

On

-go

ing

thro

ug

ho

ut

the

yea

r.

Lesso

ns a

re g

rad

ed

on

a 4

po

int sc

ale

(Ve

ry Go

od

, Go

od

, Fa

ir an

d U

nsa

tisfac

tory) a

nd

fe

ed

ba

ck is a

lso so

ug

ht fro

m

lea

rne

rs as w

ell a

s the

in

divid

ua

l be

ing

ob

serve

d.

Exem

ptio

ns fro

m o

bse

rvatio

n

are

give

n to

staff w

ho

ac

hie

ve

thre

e c

on

sec

utive

Ve

ry Go

od

g

rad

es. Sta

ff wh

o fa

ll sho

rt of

the

Go

od

gra

de

are

req

uire

d

to fo

llow

an

ag

ree

d

de

velo

pm

en

t pla

n to

ad

dre

ss id

en

tified

are

as fo

r im

pro

vem

en

t. In

tern

al ve

rifica

tion

- it is a

co

nd

ition

of a

pp

rova

l to o

ffer

qu

alific

atio

ns b

y aw

ard

bo

die

s th

at th

e C

olle

ge

will in

tern

ally

verify a

ssessm

en

t instru

me

nts

to e

nsu

re th

eir fitn

ess fo

r p

urp

ose

an

d w

ill inte

rna

lly ve

rify a sa

mp

le o

f asse

ssme

nts

to e

nsu

re th

at m

arkin

g

sch

em

es h

ave

be

en

ap

plie

d

rigid

ly an

d th

at a

gre

ed

sta

nd

ard

s ha

ve b

ee

n m

et. Th

e

Co

lleg

e h

as d

evise

d ro

bu

st a

nd

aw

ard

bo

dy-a

cc

red

ited

p

roc

ed

ure

s for th

e

ma

na

ge

me

nt o

f inte

rna

l ve

rifica

tion

wh

ich

ha

ve b

ee

n

favo

ura

bly c

om

me

nte

d u

po

n

On

go

ing

thro

ug

ho

ut th

e

yea

r In

tern

al V

erific

atio

n - It is a

co

nd

ition

of

ap

pro

val to

offe

r qu

alific

atio

ns b

y aw

ard

b

od

ies th

at th

e C

olle

ge

will in

tern

ally ve

rify a

ssessm

en

t instru

me

nts to

en

sure

the

ir fitn

ess fo

r pu

rpo

se a

nd

will in

tern

ally ve

rify a

sam

ple

of a

ssessm

en

ts to e

nsu

re th

at

ma

rking

sch

em

es h

ave

be

en

ap

plie

d rig

idly

an

d th

at a

gre

ed

stan

da

rds h

ave

be

en

me

t. Th

e C

olle

ge

ha

s de

vised

rob

ust a

nd

aw

ard

b

od

y-ac

cre

dite

d p

roc

ed

ure

s for th

e

ma

na

ge

me

nt o

f inte

rna

l verific

atio

n w

hic

h

ha

ve b

ee

n fa

vou

rab

ly co

mm

en

ted

up

on

b

y visiting

exte

rna

l verifie

rs ac

ting

on

be

ha

lf o

f aw

ard

bo

die

s. Pro

ce

du

res a

nd

stan

da

rd

form

s are

ma

de

ava

ilab

le to

staff o

n th

e

Co

lleg

e in

tran

et.

On

-go

ing

thro

ug

ho

ut

the

yea

r.

by visitin

g e

xtern

al ve

rifiers

ac

ting

on

be

ha

lf of a

wa

rd

bo

die

s. Pro

ce

du

res a

nd

sta

nd

ard

form

s are

ma

de

a

vaila

ble

to sta

ff on

the

C

olle

ge

intra

ne

t. Stu

de

nt d

iscu

ssion

gro

up

s - the

P

rinc

ipa

l, me

mb

ers o

f the

Se

nio

r Ma

na

ge

me

nt Te

am

a

nd

oth

er m

an

ag

ers e

ac

h

ch

air a

nu

mb

er o

f Stud

en

t D

iscu

ssion

Gro

up

s pe

r yea

r. Th

e p

urp

ose

of th

ese

is to

pro

vide

stud

en

ts with

the

o

pp

ortu

nity to

give

fee

db

ac

k o

n th

eir le

arn

ing

exp

erie

nc

e a

t th

e C

olle

ge

to se

nio

r staff w

ho

a

re re

spo

nsib

le fo

r the

servic

es

de

livere

d.

The

Vic

e P

rinc

ipa

l an

d D

irec

tor

of H

um

an

Re

sou

rce

M

an

ag

em

en

t an

d

De

velo

pm

en

t also

me

ets

gro

up

s of stu

de

nts w

ho

are

u

nd

er-re

pre

sen

ted

in d

iffere

nt

are

as o

f the

Co

lleg

e, fo

r e

xam

ple

, wo

me

n in

ma

le

do

min

ate

d a

rea

s, me

n in

fe

ma

le d

om

ina

ted

are

as,

stud

en

ts with

disa

bilitie

s an

d

inte

rna

tion

al stu

de

nts.

Info

rma

tion

ga

ine

d fro

m th

ese

On

go

ing

thro

ug

ho

ut th

e

yea

r Stu

de

nt Pe

er-le

d Re

view

s (*) – The

Co

lleg

e

rem

ain

s co

mm

itted

to stu

de

nt

en

ga

ge

me

nt in

qu

ality p

roc

esse

s. It ha

s d

eve

lop

ed

, ove

r the

last th

ree

yea

rs, an

e

ffec

tive a

nd

Edu

ca

tion

Sco

tlan

d (ES) –

en

do

rsed

me

tho

d o

f ga

inin

g q

ua

litative

stu

de

nt fe

ed

ba

ck to

info

rm q

ua

lity im

pro

vem

en

t. Base

d o

n ES q

ua

lity in

dic

ato

rs, pe

er-le

d re

view

s are

co

nd

uc

ted

b

y the

Stud

en

t Asso

cia

tion

with

stud

en

ts on

sp

ec

ific p

rog

ram

me

s. The

fee

db

ac

k from

th

ese

revie

ws is w

ritten

up

in re

po

rts tha

t are

th

en

circ

ula

ted

to SM

T, Lea

rnin

g a

nd

Te

ac

hin

g C

om

mitte

e, th

e Stu

de

nt

Asso

cia

tion

, the

Qu

ality Te

am

an

d

Cu

rricu

lum

Tea

ms.

Issue

s raise

d w

ill the

n b

e in

co

rpo

rate

d in

to,

an

d a

dd

resse

d w

ithin

, the

self-e

valu

atio

n

co

urse

revie

ws a

nd

ac

tion

pla

ns fo

r re

spe

ctive

pro

gra

mm

e te

am

s. Fo

r 2012-13 a risk-b

ase

d a

pp

roa

ch

wa

s ta

ken

an

d th

e 14 p

ee

r-led

revie

ws w

ere

, in

the

ma

in, ta

rge

ted

at p

oo

rer p

erfo

rmin

g

pro

gra

mm

es. Fo

r 2013-14 a fu

rthe

r 31 re

view

s are

pla

nn

ed

alo

ng

with

follo

w-u

p

sessio

ns fo

r tho

se p

rog

ram

me

s revie

we

d la

st ye

ar.

On

-go

ing

thro

ug

ho

ut

the

yea

r.

gro

up

s the

n in

form

s the

C

olle

ge

’s eq

ua

lity ac

tion

p

lan

s. Stu

de

nt fo

cu

s gro

up

s - at th

e

be

gin

nin

g o

f the

ac

ad

em

ic

yea

r the

me

s are

ag

ree

d fo

r fo

cu

s gro

up

s an

d a

sam

ple

of

gro

up

s are

ide

ntifie

d. Fo

cu

s g

rou

ps a

re th

en

arra

ng

ed

with

th

ese

cla

ss gro

up

s wh

ich

are

fa

cilita

ted

by m

em

be

rs of th

e

Qu

ality Te

am

. Issue

s ide

ntifie

d

by stu

de

nts a

re c

olla

ted

an

d

circ

ula

ted

to m

an

ag

ers fo

r a

ctio

n.

Also

, on

oc

ca

sion

if stud

en

ts h

ave

issue

s of c

on

ce

rn re

latin

g

to th

eir le

arn

ing

exp

erie

nc

e,

ma

na

ge

rs ma

y ask fo

r a fo

cu

s g

rou

p to

be

co

nve

ne

d. A

Se

nio

r Lec

ture

r (Qu

ality

Imp

rove

me

nt) w

ill fac

ilitate

d

iscu

ssion

an

d p

ass th

e

info

rma

tion

to th

e m

an

ag

er fo

r a

ctio

n.

On

go

ing

thro

ug

ho

ut th

e

yea

r, fee

db

ac

k from

th

em

es is c

olla

ted

a

nn

ua

lly an

d a

ny

rele

van

t cro

ss-co

lleg

e

ac

tion

s ide

ntifie

d

See

ab

ove

(*)

Clie

nt su

rveys - Th

e vie

ws o

f stu

de

nts a

nd

em

plo

yers a

re

ac

tively a

nd

reg

ula

rly sou

gh

t to

assist th

e C

olle

ge

to id

en

tify im

pro

vem

en

ts ba

sed

on

clie

nt

fee

db

ac

k. Surve

ys of stu

de

nt

op

inio

n o

n in

du

ctio

n a

nd

on

First Imp

ressio

ns Su

rvey –

Oc

tob

er

Stud

en

t Satisfa

ctio

n

Surve

y – Ma

rch

Em

plo

yers’ Su

rvey –

Jun

e

Clie

nt su

rveys - Th

e vie

ws o

f stud

en

ts a

nd

em

plo

yers a

re a

ctive

ly an

d

reg

ula

rly sou

gh

t to a

ssist the

Co

lleg

e to

id

en

tify imp

rove

me

nts b

ase

d o

n c

lien

t fe

ed

ba

ck. Su

rveys o

f stud

en

t op

inio

n

on

ind

uc

tion

an

d th

e w

ho

le stu

de

nt

exp

erie

nc

e a

re c

on

du

cte

d a

t key tim

es

First imp

ressio

ns su

rvey –

Oc

tob

er

Stud

en

t satisfa

ctio

n

surve

y – Ap

ril Em

plo

yer fe

ed

ba

ck –

on

go

ing

thro

ug

ho

ut th

e

the

wh

ole

stud

en

t exp

erie

nc

e

are

ca

rried

ou

t by th

e Q

ua

lity Te

am

. An

an

nu

al Em

plo

yers’

Surve

y elic

its em

plo

yer o

pin

ion

a

t the

en

d o

f the

ac

ad

em

ic

yea

r. Mo

st surve

ys are

c

on

du

cte

d o

nlin

e. D

ata

an

d

find

ing

s are

an

alyse

d a

nd

re

po

rted

with

in se

lf-eva

lua

tion

re

po

rts, to th

e Q

ua

lity A

ssura

nc

e Su

b-C

om

mitte

e,

the

Ac

ad

em

ic Bo

ard

an

d th

e

Co

urse

Pro

vision

an

d Stu

de

nt

Servic

es C

om

mitte

e o

f the

Bo

ard

of M

an

ag

em

en

t. W

he

re sh

ortfa

lls are

ide

ntifie

d

an

ac

tion

pla

n is a

gre

ed

an

d

en

ac

ted

to e

nsu

re th

at issu

es

of p

ossib

le c

on

ce

rn a

re

imp

rove

d o

r co

rrec

ted

. In

tern

al su

pp

ort te

am

sa

tisfac

tion

surve

ys are

also

c

arrie

d o

ut a

nd

use

d to

info

rm

sup

po

rt tea

m se

lf-eva

lua

tion

.

Inte

rna

l sup

po

rt tea

m

Surve

y - Ma

y

in th

e a

ca

de

mic

yea

r. D

ele

ga

te e

valu

atio

ns a

re g

ath

ere

d

afte

r ea

ch

Emp

loye

r Train

ing

eve

nt a

nd

o

n-g

oin

g fe

ed

ba

ck is so

ug

ht d

urin

g

reg

ula

r me

etin

gs w

ith e

mp

loye

r re

pre

sen

tative

s.

yea

r.

Co

mp

lain

ts – the

Co

lleg

e

mo

nito

rs all c

om

pla

ints a

nd

the

se

are

ma

na

ge

d b

y the

Qu

ality

Ma

na

ge

r wh

o e

nsu

res th

ey a

re

log

ge

d a

nd

rec

eive

a re

spo

nse

w

ithin

stan

da

rd re

spo

nse

time

s. D

eta

ils of c

om

pla

ints a

re

rep

orte

d to

the

Boa

rd o

f M

an

ag

em

en

t.

On

go

ing

thro

ug

ho

ut th

e

yea

r, a su

mm

ary is

pre

pa

red

at th

e e

nd

of

the

Ac

ad

em

ic Y

ea

r an

d

form

s pa

rt of th

e

Cu

stom

er C

are

Re

po

rt

Co

mp

lain

ts - The

Co

lleg

e m

on

itors a

ll c

om

pla

ints a

nd

the

se a

re m

an

ag

ed

by th

e

Qu

ality A

dm

inistra

tion

Assista

nt w

ho

en

sure

s th

ey a

re lo

gg

ed

an

d re

ce

ive a

resp

on

se

with

in sta

nd

ard

resp

on

se tim

es. D

eta

ils of

co

mp

lain

ts are

rep

orte

d to

the

Boa

rd o

f M

an

ag

em

en

t.

On

-go

ing

thro

ug

ho

ut

the

yea

r.

Sug

ge

stion

s – the

Co

lleg

e in

vites

sug

ge

stion

s from

stud

en

ts, staff

an

d visito

rs an

d su

gg

estio

n b

oxe

s a

re lo

ca

ted

thro

ug

ho

ut C

olle

ge

b

uild

ing

s. All su

gg

estio

ns a

re

resp

on

de

d to

by th

e Q

ua

lity M

an

ag

er.

On

go

ing

thro

ug

ho

ut th

e

yea

r, a su

mm

ary is

pre

pa

red

at th

e e

nd

of

the

Ac

ad

em

ic Y

ea

r an

d

form

s pa

rt of th

e

Cu

stom

er C

are

Re

po

rt

Sug

ge

stion

s - The

Co

lleg

e in

vites

sug

ge

stion

s from

stud

en

ts thro

ug

h a

varie

ty o

f fee

db

ac

k me

ch

an

isms in

clu

din

g p

ee

r-le

d re

view

, stud

en

t surve

ys, Co

urse

Tuto

r h

ou

r, etc

. All su

gg

estio

ns w

ill be

co

nsid

ere

d

an

d re

spo

nd

ed

to th

rou

gh

the

co

urse

re

view

pro

ce

ss or in

divid

ua

lly by C

urric

ulu

m

Lea

de

rs or C

ou

rse Tu

tors. Stu

de

nts a

re a

lso

en

co

ura

ge

d to

ma

ke a

ny su

gg

estio

ns th

at

wo

uld

imp

rove

the

ir exp

erie

nc

es a

s lea

rne

rs to

the

Stud

en

t Asso

cia

tion

Exec

utive

an

d

Stud

en

t Eng

ag

em

en

t Offic

er. Su

ch

su

gg

estio

ns w

ill be

follo

we

d u

p b

y the

Q

ua

lity Ma

na

ge

r an

d A

ssistan

t Prin

cip

al

(Cu

rricu

lum

an

d Q

ua

lity). Su

gg

estio

ns fro

m sta

ff are

invite

d th

rou

gh

e

stab

lishe

d stru

ctu

res su

ch

as th

e

Pa

rtne

rship

Foru

m a

nd

the

Cu

rricu

lum

Le

ad

ers’ Fo

rum

. The

se w

ill be

resp

on

de

d to

b

y de

sign

ate

d m

an

ag

ers.

On

-go

ing

thro

ug

ho

ut

the

yea

r.

Co

urse

Co

mm

ittee

Me

etin

gs –

tea

ch

ing

tea

ms h

old

me

etin

gs

with

stud

en

t rep

rese

nta

tives a

t le

ast tw

ice

an

nu

ally to

disc

uss

the

lea

rne

r exp

erie

nc

e a

nd

o

utc

om

es o

n e

ac

h c

ou

rse.

Twic

e a

nn

ua

lly – usu

ally

No

vem

be

r an

d M

arc

h

Co

urse

Ma

na

ge

me

nt Pro

ce

du

res – C

ou

rse

tea

ms c

on

du

ct lia

ison

pa

ne

l me

etin

gs w

ith

cla

ss rep

rese

nta

tives th

ree

time

s a ye

ar to

d

iscu

ss stud

en

t exp

erie

nc

es a

nd

issue

s on

e

ac

h c

ou

rse. A

ny a

ctio

ns a

re n

ote

d a

nd

p

rog

ress is re

po

rted

at th

e n

ext lia

ison

pa

ne

l

Thre

e to

fou

r time

s ye

arly.

An

y ide

ntifie

d a

ctio

ns a

re

no

ted

an

d p

rog

ress re

co

rde

d

as a

pp

rop

riate

at th

e n

ext

me

etin

g.

me

etin

g. Lia

ison

pa

ne

l me

etin

gs a

re a

lso

use

d to

mo

nito

r pro

gre

ss on

ac

tion

po

ints

raise

d in

the

co

urse

revie

ws. C

ou

rse re

view

m

ee

ting

s the

mse

lves ta

ke p

lac

e fo

ur tim

es

a ye

ar. C

urric

ulu

m sta

ff will c

on

side

r p

rog

ress o

n re

po

rted

ac

tion

s for q

ua

lity im

pro

vem

en

t an

d a

na

lyse ke

y histo

rica

l a

nd

in-ye

ar p

erfo

rma

nc

e in

dic

ato

rs as w

ell

as o

n-g

oin

g stu

de

nt fe

ed

ba

ck su

ch

as

pe

er-le

d re

view

rep

orts.

Perfo

rma

nc

e In

dic

ato

r A

na

lysis – 3 yea

r PI d

ata

is p

rovid

ed

for e

ac

h c

ou

rse p

rior

to th

e c

om

ple

tion

of se

lf-e

valu

atio

n re

po

rts ea

ch

yea

r. P

I da

ta is a

lso c

olla

ted

an

d

an

alyse

d a

t a n

um

be

r of le

vels

suc

h a

s tea

m, se

cto

r, leve

l a

nd

mo

de

of a

tten

da

nc

e in

o

rde

r to in

form

qu

ality

imp

rove

me

nt a

ctio

ns re

latin

g

to stu

de

nt o

utc

om

e. Live

da

ta

on

lea

rne

r with

dra

wa

ls is also

a

vaila

ble

via th

e D

ash

bo

ard

fa

cility to

fac

ilitate

ea

rly in

terve

ntio

n.

An

nu

ally a

t en

d o

f the

A

ca

de

mic

Ye

ar.

Perfo

rma

nc

e In

dic

ato

r An

alysis - 3 ye

ar P

I d

ata

is pro

vide

d fo

r ea

ch

co

urse

prio

r to

the

co

mp

letio

n o

f self-e

valu

atio

n re

po

rts e

ac

h ye

ar. P

I da

ta is a

lso c

olla

ted

an

d

an

alyse

d a

t a n

um

be

r of le

vels su

ch

as

co

urse

, tea

m, se

cto

r an

d m

od

e o

f a

tten

da

nc

e in

ord

er to

info

rm q

ua

lity im

pro

vem

en

t ac

tion

s rela

ting

to stu

de

nt

ou

tco

me

. Live d

ata

on

stud

en

t with

dra

wa

ls is a

lso a

vaila

ble

via SITs a

nd

an

in-ye

ar PI

pre

dic

tor to

ol a

llow

s cu

rricu

lum

tea

ms to

in

terve

ne

ea

rly in th

e le

arn

er jo

urn

ey sh

ou

ld

ind

ividu

al stu

de

nts b

e h

igh

ligh

ted

as

un

likely to

fully a

ttain

the

ir aw

ard

. The

wo

rk th

at c

urric

ulu

m te

am

s, Cu

rricu

lum

Lea

de

rs a

nd

Sec

tor M

an

ag

ers u

nd

erta

ke o

n P

I a

na

lysis is also

disc

usse

d a

nd

mo

de

rate

d

thre

e tim

es a

yea

r by a

qu

ality p

an

el

co

nsistin

g o

f the

Prin

cip

al, A

ssistan

t P

rinc

ipa

ls an

d th

e Q

ua

lity Ma

na

ge

r.

On

-go

ing

thro

ug

ho

ut

the

yea

r.

65


Agenda Item 6.5

Non SFC Funded Activity – Recent Developments

1. Introduction1.1. This paper highlights developments in non-SFC funded activity and updates the timeframe

to review and implement changes to current practice and structures.

2. Key Developments 2.1. Skills Development Scotland: Modern Apprenticeships Tenders were completed and submitted for the 2014-15 Employability Fund and Modern

Apprenticeship (MA) programmes. The volume and scope of the tenders is similar to the arrangements in place prior to merger.

In 2013-14 the contracts for both Colleges and programmes were valued at approximately £1,269,000. Current work is ongoing to forecast the likely outturn value.

One new development is the request for 13 Modern Apprenticeship places in Sport and Leisure, an initiative in partnership with Sport Aberdeen who wish to recruit and train young people to work in the leisure industry.

There have been significant operational issues relating to the management and co-ordination of MA programmes throughout 2013-14. These issues, common across all campuses, relate to

• staff turnover;• availability of engineering assessors;• adherence to complex and onerous SDS rules and regulations.

The new contract will be with North East Scotland College and there are opportunities to review systems and policies in order to improve the service. There have already been a number of meetings to start this process.

2.2. European Social Fund Project - Investing in Skills for Economic Recovery At its meeting on 09 December 2013, the Board were made aware of potential additional

funding for the College resulting from under-spends in the current national ESF programme. This funding would be targeted at programmes for unemployed individuals that are work ready and those in employment that have low skills levels, including language skills.

It has been confirmed that this funding is available and delivery will run across two academic years 2013-14 and 2014-15. The value of this project is £916,954.

The use of the additional funding must be approved by community planning partnerships.

The Depute Principal will form a team to oversee and manage the use of the activity which will be delivered as a discreet project.

3. Integration of the existing teams 3.1. The existing teams responsible for managing non SFC-funded activity in Aberdeen and

Fraserburgh have met on a number of occasions and continue to share good practice and plan.

3.2. A timescale has been agreed to implement a new structure for managing non SFC-funded activity.The process will be complete by 21 February 2014.

3.3. A paper relating to the College’s purely commercial activity is being prepared and will be brought to the next meeting of this Committee.

66


Agenda Item 6.5

4. Recommendation4.1. It is recommended that the Committee note the information provided in this paper.

Rob Wallen Paul SherringtonPrincipal Depute Principal

67


Agenda Item 6.6

Students’ Association

1. Introduction1.1. The purpose of this paper is to provide the Committee with an opportunity to consider

issues relating to the Students’ Association.

2. ReportsfromStudents’AssociationOfficers2.1. Attached as appendix 1 is a report provided by Jamie McKendrick.

2.2. Attached as appendix 2 is a report provided by Brian Cruickshank.

3. Recommendation3.1. It is recommended that the Committee note the information provided in the reports.

Rob WallenPrincipal



Report from Aberdeen

Scottish Zone Conference

On the 25th and 26th November Kara, Shelly, Ian and myself were in attendance at the conference held in Edinburgh. The conference consisted of more information on NUS Scotland’s priority campaigns ‘Imagine Tomorrow’ and ‘Change Today’. There was more details on the aims of the campaigns as well as varies workshops on new skills that officers could learn.

International Disabled Persons Day

Was on Tuesday 3rd December the disabled officer and myself were in attendance to an event held by Shopmobility in Cineworld in Union Square. This event consisted of a speech for Dame Ann Begg about her life story as being a disabled MP and the rights that she helped get for persons with disabilities.

FE Leaders and FEstivasl

ON Monday 9th December I was in attendance to a training event in Leicester ran by NUS UK. The event consisted of being split into groups and working on tasks to see what it truly means to be a Leader in an FE students’ association. This event finished on Tuesday 10th, followed by Festival the next day which was based on everything FE and going on the FE sector across the UK. In attendance at this event were Kara and Ian as I had to return with workload increasing. As told by the two officers in attendance the event was broken up into workshops with a variety of things that you could learn to help improve engagement and representation of students in your institution.

Raffle

This month a raffle has been started by the disabled officer to raise money for Shopmobility and disabled students in the college. It has been decided that we will give 50% of the money raised to Shopmobility and 30% of the money to the learning ops area in the college to help improve the area for students and help them through there learning. The final 20% is going back into the association to cover any costs involved with running the raffle.

We are students too

Is a campaign being launched to increase awareness of disabled students in the college, to allow other students to see that they are normal people just like everyone else but should be treated fairly and with respect like everyone else. This is being done by filming students

with disabilities to have their on how they believe they should be treated. This campaign is being launched by Kara with assistance from the disabled officer.



Report of Learner Engagement at North East Scotland College Student Association (North)

Learner and Teaching Committee 21st January 2013

Regional

• The Constitution and Student Association Structure was seen by the Board on the 9th December 2013. Although there was some points discussed and need further clarification the documents are now with the college lawyers. The Association is awaiting their opinion.

• A Regional Exec Facebook page has been created. All of the North Student Association Officers have been added along with the Sabbatical Officers of South NESCol SA. Requests have been made to add the South Exec officers.

• NESCol South SA VP has started a campaign to promote rights of protected characteristics. The campaign is to be split into the four main liberation groups and will begin with disabled students (its believed there is a huge issue of discrimination on Aberdeen City campus). Students will be asked to share their experience of college life on camera, with the message "We Are Students Too!" The SA hope to raise awareness of the trials disabled students endure. Petitions will be utilised to garner support. Should the campaign prove successful, it is understood that the campaign can be rolled out for all liberation groups.

North Area

• Student Representation

• Since the final meeting of the Learner Engagement (LE) Sub group (of Banff and Buchan College) a part time Vice President post of the Student Association has been created. A cross college election was held and the position has now been filled. The breakdown of the election results is as follows: There were 262 votes cast.

Sophie Brooks (72 votes) 28%, Martin Munro (14 votes) 5%, Paul Gledhill (50 votes) 19%, Andrew James West (66 votes) 25%, Malgorzata Kasprzyk (42 votes) 16%, Tomas Bassi (18 votes) 7%.

Sophie Brooks was therefore duly elected as the Vice President for session 2013/14.

• In order to promote student representation Student Officer Elections were also held and the following candidates were unanimously elected to serve as Executive Officers:

Josh Gall, Malgorzata Kasprzyk, Brigita Rimkute, Martin Munro,

Andrew Ross, David Rennie. A meeting was be held on the 12th November to allocate roles. These are as follows; Sophie Brooks -‐ VP Events Josh Gall -‐ Equality and Diversity Officer Malgorzata Kasprzyk -‐ Communications Officer Brigita Rimkute -‐ Communities Officer Martin Munro -‐ Education Officer Andrew Ross -‐ Activities Officer David Rennie -‐ Welfare Officer Students are being sought to sit on the Equality and Diversity Committee. The

committee will consist of up to 10 members and will include; Multi-‐Ethnic Students’ Representative. International Students’ Representative. Disability Students’ Representative. LGBT Students’ Representative. Mature Students’ Representative. Women Students’ Representative. Inter-‐faith and Belief Students’ Representative. Part Time Students’ Representative. Youth Action Representative. So far the Equality and Diversity Officer has had definite interest from a student

regarding the role of Mature Students' Rep. Interest has also been shown in the Youth Action Rep, but there is little information available within the SA and further research is needed before students may commit.

• As part of the College’s commitment to furthering student representation and attempting to address identified issued within the recent Education Scotland review, the Student Association President and Student Engagement Officer made numerous to classes throughout all sectors to actively promote the class representative system. Traditionally hard to reach students within the technical sectors were set as a priority.

• To date, there have been 113 reps elected out of a possible 200. Groups which still have to elect reps can be identified in Appendix 1. The election of 113 reps is an improvement on the 2012/2013 session in which 84 reps were elected.

• 71 Reps have received on-‐site training provided by the SEO. This will equip students with the necessary tools to engage effectively in the quality processes. The training was initially designed by SPARQs but has been modified to ensure a more relaxed and local flavour. In house training from the Student Association has been preferred due to diary commitments by trainers from SPARQs. An evaluation of this training can be found in Appendix 2.

• Where gaps in representation are identified, the SEO and SA President will work with

students and staff to offer a whole-‐class session in order to effectively equip students

with the tools necessary for engagement in quality processes. Areas identified are outreach centres and sectors where no reps have been elected.

Working in Partnerships

The Association began an involvement with the college and other external partners in relation to building a bid for the EU Progress Programme. This is a programme that Scotland has never accessed before, the college seeks funding to increase the mobility of young people WITHIN an EU member state to provide increased employment opportunities in the growth sectors (particularly green jobs). The timing is believed to be ideal for a programme such as this, and should gain a lot of political support. The First Ministerm has indicated that he would be keen to be engaged with any proposal. The deadline for any application is the 15th January 2014, any approval should come by May with a proposed start date of June 2014.

• Peer-‐led Review

• During 2012/13 the SEO and Executive officers facilitated a total of 14 peer-‐led

reviews between the Business and the Arts and the Services Industries Sectors.

• These reviews have enhanced the feedback staff already received through Liaison Panel and various student surveys. This has also provided staff with high quality leaner feedback relating specifically to the student experience.

• Staff whose groups participated in the reviews last session has been able to use this qualitative feedback within their own Annual Course Reviews to inform action plans that will enhance and improve the students’ experiences.

• As a partner of the college, we recognise the need to ‘close the loop’ and ensure students are aware of the outcomes from any feedback given previously. The Learner Engagement Sub-‐Group was to look at his going forward, and a similar group within the new college must take this on board.

• The Students’ Association in partnership with the previous SMT have agreed to undertake a three year rolling programme of peer-‐led reviews across ALL sectors of the college. In session 2013-‐14 the Association will aspire to achieve 31 of these review sessions. Details of which may be found in Appendix 3.

• Peer-‐led reviews have been identified as ‘sector leading’ by Education Scotland and the Student Association along with management of the college were recently invited to co-‐present a workshop with Dr Janet Davidson (College HMIe) at a Partnership for Change Conference in Glasgow. Dr Davidson further commented, during the Student Presidents interview at Livingston that Peer-‐led feedback is a model worth adopting. Glasgow Clyde College Student Association has been in contact, with a view to seek information on designing a similar programme.

• As of 18th December, 6 Peer-‐led reviews will have been undertaken. Student Engagement in Equality and Diversity

• On the 3rd of October the Association held an ‘Equality and Diversity’ day in the College atrium.

• Around 20 external organisations participated in the Event each promoting positive messages relating to equality and diversity.

• Groups of Students ran activities to promote the adopted themes of ‘Drop the Label’ and ‘Respect’.

• The Students’ Association has been working together with Grampian Racial Equality Council (GREC) to promote equality and diversity in the College community and GREC are keen to assist the Association with training opportunities. A meeting with the Association and a representative from GREC has been organised for Monday 11th November to discuss Equality and Diversity Ambassador training for the Executive Officers.

• A Lesbian, Gay, Bisexual and Trans+ (LGBT+) Group has also been established and a closed Facebook group is being used to promote its activities and meetings. As of this moment there are currently 8 members of this group at the Fraserburgh Campus.

• Discussions have been held with both Fraserburgh and Mintlaw Academy pupils regarding the creation of Equality and Diversity days within their schools. Liberation Officers from NUS Scotland have asked that an evaluative document including a synopsis of the Equality and Diversity day be sent for their discussion. On-‐going dialogue is continuing with the North School, of Fraserburgh, following their participation on the day.

• The VP Events Officer at Fraserburgh is in the process of planning a Health Awareness Event on the 23rd, 24th and 25th of April 2014. Each day will be dedicated to a different element of Health Awareness. For example, Sexual Health, Drug and Drink Awareness, etc. The event shall be run as the Equality and Diversity day, with external organisations and students running stalls and activities.

• The Student Voice

• Various outlets have been established in order for students to communicate effectively with others and the Student Association.

• NESCol Student Association has a new Facebook Page, new Email address and a new Twitter account.

• Furthermore various Facebook groups/pages have been set up to promote specific areas of the Student Association. These now include;

• The Student Association Regional Executive

75


Agenda Item 7.1

Student Activity

1. Introduction1.1 The purpose of this report is to provide the Committee with information on the current

status of student activity for the academic year 2013-14.

2. Background2.1 For the purposes of securing funding from the Scottish Funding Council (SFC) College

activity is measured in weighted student units of measurement (wSUMS), which provide a method of aggregating student activity on different types of course and different modes of attendance in such a way that the duration of each programme and its resource demands are approximately reflected in the aggregated totals.

2.2 If the Colleges fall short of its target the SFC would require part of the grant-in-aid for the year to be repaid.

2.3 The College monitors the level of enrolments and the rate of retention throughout the year, as well as the projected level of additional activity.These data are important in allowing the College to ensure that activity will at least meet required target levels.

2.4 Differences in approaches to recording and reporting student activity have previously existed at Aberdeen and Banff & Buchan Colleges.Post-merger the harmonisation of these approaches remains a priority.For the moment the simplest way to aggregate activity across the College is to categorise it by Dominant Programme Group (DPG).

3. Current Activity Levels AY2012-133.1 The Regional Outcome Agreement established with the SFC for 2013-14 sets the College’s

target for student activity at 179,946 wSUMS.This figure includes the additional 2,000 wSUMs offered by the Scottish Funding Council to Banff and Buchan College in July 2013.

3.2 The current figures for wSUMS for each type of DPG area of activity are detailed in Table 1 of this report.The current and combined total of student activity for the College is currently 148,757 wSUMs.This represents an increase of 2,885 wSUMs from October 2013.A further 29,040 wSUMs of activity is planned.

3.3 As such the current projection for the end of year position is 177,798 wSUMs, representing a shortfall of 2,149 wSUMs, if no further activity was generated.

3.4 The figures noted in the table should only be read as an approximation of the current position.The final calculation of wSUMS can only be made at the end of the academic year and is dependent on: the final tally of enrolments for all types of activity across the whole year; student retention rates; and the exact weightings applied by the SFC at the end of the year.As such the data are only indicative.

3.5 Action is being taken to develop additional activity so that the target will be met.

3.6 Additional activity will be in the form of Extended Learning Support and part-time programmes.

4. Recommendation4.1 It is recommended that the Committee note the contents of this report.

Rob Wallen Neil CowiePrincipal Vice Principal – Organisational Services

Table 1 -‐ WSUMs by Dominant Programme Group

WSUMs end November 2013

DPG DPG Name Aberdeen Fraserburgh Combination of WSUMs

1 Agriculture & Horticulture 4664.97 487.42 5152.39

2 Business & Management 6688.18 1314.68 8002.86

3 Food Technology & Catering 3550.67 1515.94 5066.61

4 Computing 7518.78 1089.99 8608.77

5 Construction 4806.32 2481.21 7287.53

6 Art & Design 13070.14 798.92 13869.06

7 Engineering 17955.1 12889.35 30844.45

8 Health 15877.48 4594.56 20472.04

9 Minerals & Materials 1870.3 0 1870.3

10 Personal Development 385.82 550 935.82

11 Printing 0 0 0

12 Science & Maths 4255.68 39.68 4295.36

13 Office & Secretarial 3443.42 1100.43 4543.85

14 Social Studies 11926.5 1453.19 13379.69

15 Social Work 3197.95 51.28 3249.23

16 Sport & Recreation 7418.25 1445.16 8863.41

17 Transport 2768.74 1227.85 3996.59

18 Special Programmes 6429.12 1890.84 8319.96

TOTALS 115827.42 32930.49 148757.91

79


Agenda Item 7.2

Student Performance Indicators

1. Introduction1.1 The purpose of this report is to provide the Committee with information on high level,

student-related success outcomes for 2010 to 2013.

1.2 This information is provided from one source, namely the Scottish Funding Council (SFC).

1.3 Having received Further Education Statistics (FES) returns, submitted after the academic year end 2012-13, the SFC issued all colleges with draft student-related performance indicator (PI) data sets in December 2013.

1.4 Once accuracy had been confirmed colleges were requested to publish their respective student-related PI data sets by 16 January 2014.

2. SFC Student-related PI Data2.1 Student withdrawal and attainment data are reported and published by the SFC on an

annual basis.The data contained in the various tables incorporated within this report are the agreed and final SFC data sets for Aberdeen and Banff & Buchan Colleges.

2.2 The SFC has also produced a single PI data set for North East Scotland College, created through an amalgamation of data sets from the two Colleges.

2.3 Table 1 and 2 shows student withdrawal, partial success and complete success outcomes for Further Education (FE) and Higher Education (HE) programmes at Aberdeen College from 2010 to 2013.

2.4 Table 3 and 4 shows student withdrawal, partial success and complete success outcomes for FE and HE programmes at Banff and Buchan College from 2010 to 2013.

2.5 Table 5 and 6 shows the single, combined set of withdrawal, partial success and success outcomes FE and HE programmes for North East Scotland College.

2.6 The tables also give an idea of the relative volumes of activity by different modes of activity and by location.

2.7 These data sets have now been agreed with the SFC and are now published on the College’s website.

3. Student Attainment 3.1 Over the three year period 2010-2013 Aberdeen College’s full-time FE and HE student

attainment figures increased from 62% to 63% and 67% to 70% respectively.

3.2 Over the same three period Banff and Buchan College’s full-time FE and HE student attainment figures increased from 58% to 73% and 57% to 79% respectively.

3.3 By combining the PI data sets for both Aberdeen and Banff& Buchan Colleges NESC’s full-time FE and HE student attainment figures would have, over the same three year period, increased from 61% to 65% and 66% to 70% respectively.

80


Agenda Item 7.2

4 SFC and Education Scotland (ES)4.1 It has been intimated by the SFC that NESC will be subject to a full review during AY2014-

15, most likely in or around November 2014.

4.2 The student-related PI trend data set contained in this report, along with subsequent student withdrawal and attainment PIs for AY2013-14, will be used as the basis for the forthcoming ES review.It is therefore important that the College builds on the most recent PI position and provides evidence of sustainable improvements in student outcomes.

5 Recommendation 5.1 It is recommended that the Committee note the information provided in this paper.

Rob Wallen Neil CowiePrincipal Vice Principal - Organisational Services

Table 1 – Aberdeen College (SFC-derived Student FE Withdrawal and Attainment Data)

Table 2 – Aberdeen College (SFC-derived Student HE Withdrawal and Attainment Data)

Agenda Item 7.2 - Appendix 1

Table 3 – Banff and Buchan College (SFC-derived Student FE Withdrawal and Attainment Data)

Table 4 – Banff and Buchan College (SFC-derived Student HE Withdrawal and Attainment Data)

Table 5 - North East Scotland College (SFC-derived Student FE Withdrawal and Attainment Data)

Table 6 - North East Scotland College (SFC-derived Student HE Withdrawal and Attainment Data)

85


Agenda Item 7.3

Student Support Funds

1. Introduction1.1 The purpose of this report is to provide the Committee with information on amounts

allocated for various support funds and comparative spend of AY2013-14 and AY2012-13.

2. Background 2.1 Funds allocated directly to the College. The College receives a range of student support funds mainly from the Scottish Further

and Higher Education Funding Council (SFC) but also from the Student Awards Agency for Scotland (SAAS).These funds can be grouped as follows:

• Bursary funds to support eligible Further Education (FE) students;• Discretionary funds to support both eligible FE and Higher Education (HE) students;• Childcare funds to support both eligible FE and HE students, now incorporating the• Lone Parent Childcare Grant.

2.2 Funds controlled centrally by SFC (as opposed to being allocated directly) but administered by the College on their behalf:

• Educational Maintenance Allowance (EMA) programme.

3. Bursary Funds – general rules3.1 Both the student and their course of study must be deemed eligible before they can be

considered for an award.

3.2 The amount of any award shall be determined by the college and would normally cover the student’s maintenance costs, travelling expenses and study costs (within the limits set in national policy).

3.3 The Bursary Fund is cash limited, students who are eligible for support are not automatically entitled to this support.

3.4 Spend on overall study costs must not exceed 15 per cent of the college’s initial bursary allocation for AY2013-14.

3.5 Bursary awards should only be made available automatically for attendance above 90 per cent of planned classroom hours.

3.6 Colleges may use their bursary funds to meet some or all of an eligible student’s travelling expenses where they are eligible for inclusion in a travel allowance by securing a transportation agreement with a local transport provider.

3.7 College’s may spend Bursary Funds on childcare.

3.8 Where SFC have given permission, shortfalls in Bursary allocations can be offset by using FE / HE Childcare Funds or FE Discretionary Funds.

86


Agenda Item 7.3

4. Discretionary and Childcare Funds – general rules4.1 The range of discretionary and childcare funds is as follows

A. Further Education Discretionary Fund (FEDF) (SFC) – for eligible non-advanced level students to be used primarily for emergency use to cover general living expenses but not for fees where there is a risk to the students continuation on their course.

B. Further Education and Higher Education Childcare Fund (FE / HE CCF) (SFC) which will have two elements as follows:

i) The Lone Parents Childcare Grant (LPCG) element which will be an entitlement payment of up to £1,215 per year to all eligible further and higher education students who are lone parents and who have formal registered childcare expenses while studying. The LPCG is not income assessed.

ii) The Discretionary Childcare Funds which all students may apply to for financial help with formal registered childcare expenses. Payments from the Discretionary Childcare funds will be made at the discretion of the institutions and based on an assessment of need.

C. Higher Education Discretionary Fund (HEDF) (SAAS) – for all eligible advanced level students to be used for general living expenses but not for fees (may be used for registered/formal childcare costs).

5. Childcare Reserve5.1 The College’s Board of Management had set aside a reserve childcare fund in 2011-12

only to allow the previous Voucher Scheme to be phased out yet make an allowance should childcare funds be fully committed.Given both bursary funds and FEDF can be used to supplement any shortfall in FE / HE CCF then the reserve would only be committed when other funds were fully exhausted.

6. Educational Maintenance Allowance (EMA) Programme6.1 EMAs form a part of the Scottish Government’s agenda of encouraging access to, and

participation in post-16 learning by young people from low-income families.

6.2 They are intended to encourage learners to stay on in post-compulsory education i.e. after they are legally eligible to leave.

6.3 Recipients will normally be aged between 16 and 19 years (inclusive).

6.4 EMA funds do not form part of the grant-in-aid to SFC, but are claimed in arrears based on recorded activity in the sector.

6.5 Eligibility for £30 per week will be for those in households of income of up to £20,351 and income of up to £22,403 for households with more than one dependent child.

6.6 Payment is dependent on 100 per cent weekly attendance and progress towards agreed learning targets.Students are however allowed up to 10 authorised absences over the course of the year without this impacting on their 100 per cent target.

87


Agenda Item 7.3

7. Disbursement of Funds in Academic Year 2013-147.1 Information on the disbursement of funds up to 30 November is given in the tables in

appendix 1 to this report. Comparative figures have been provided at a similar point for last year.

8. Recommendation8.1 It is recommended that the Committee note the information provided in this paper.

Rob Wallen Neil CowiePrincipal Vice Principal Organisational Services

Table 1 – Funds Available

Funds Available£000



Support Funds 2013-14 2012–13 2011–12

FE Bursary 6,873 6,804 7,149

FE Discretionary 500 494 505

FE/HE Childcare (inc LPCG) 997 1,005 1,025

Total 8,370 8,303 8,679

HE Discretionary 205 210 215

EMA 611 623 616

Totals 9,186 9,136 9,510

Table 2 – Committed Funds

2013-14 2012-13

Support FundsFunds

Available£000s

Funds Committed

£000s

Funds Available

not yet committed

£000s

Funds Available

£000s

Funds Committed

£000s

Funds Available

not yet committed

£000s

FE Bursary 6,873 6,491 382 6,804 6,268 536

FE Discretionary 500 343 157 494 360 134

FE/HE Childcare (inc LPCG) 997 725 272 1,005 624 381

Total 8,370 7,559 811 8,303 7,252 1,051

HE Discretionary 205 81 124 210 48 162

EMA 611 611 0 623 623 0

Totals 9,186 8,251 935 9,136 7,923 1,213

Agenda Item 7.3Appendix 1

Table 3 – Supported Students

2013-14 2012–13

FE Bursary Fee Waiver 4,171 4,085

FE Discretionary + Loans 302 359

FE/HE Childcare 111 101

FE/LE LPCG 126 105

HE Discretionary + Loans 50 128

HE Childcare 14 15

EMA Programme 445 538

Learning & Teaching and Student Services Committee …...Jan 21, 2014 · Principal Wallen drew...

Documents

Transcript of Learning & Teaching and Student Services Committee …...Jan 21, 2014 · Principal Wallen drew...