UWE Bristol Principles of Academic Representation

UWE Bristol Principles of Academic Representation Version 1.0 Endorsed by Academic Board May 2017

Contents Introduction

page 3

Background

page 3

The Vision

page 5

The Primary Elements of Academic Representation

page 5

Utilising Learning Communities

page 7

Evolving Student Rep Staff Forums

page 8

Benchmarking

page 9

Support Available for Academic Representation and Commitments

page 9

Appendix 001 – Benchmarking Tool

page 11

Authors This paper has been collaboratively written between colleagues from the Representation Team within The Students’ Union and from the Learning & Teaching Enhancement Team in Student and Academic Services.

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Introduction Developed at the request of the SU/UWE Partnership Board, this paper explores and proposes a new model for academic representation. The aim is for students to routinely become partners in their education experience with flexibility for students and staff to work together to enhance the educational experience. The proposals also fit within, and support the wider shift from annual monitoring to continuous improvement (CI).

The proposed model outlined within this paper is a more nuanced, principled, approach that promotes and supports innovative practices to deliver effective academic representation within a local context, whilst maintaining a clear set of minimum expectations that will be familiar to many colleagues working with the current model.

This paper focuses on the representation structures of Undergraduate and Postgraduate Taught programmes at UWE Bristol. However, we envisage that some of these ideas and principles would be transferable to the academic representation of Postgraduate Researchers and Collaborative Provision.

Background Academic representation at UWE Bristol is a partnership between students, The Students' Union, and the University.

Historically the cornerstone of academic representation has been the Student Representative/Staff Forum (SRSF) and its predecessors. Every programme has recruited Student Reps, linked to a defined SRSF, which provides a formal space for Student Reps and staff to discuss feedback. SRSFs are embedded as part of the University’s academic governance structure and Student Reps are at every level of governance within the University.

Although SRSFs highlight opportunities for enhancement, colleagues report that they often become issue driven and do not always support continuing dialogue and an ethos of partnership and co-creation between students and the programme team. While many examples of partnership working at a programme level exist, these tend to be based on existing relationships and reliant on forms of discretionary effort (either in terms of time or resource) above and beyond the formal expectations of academic representation.

It is also increasingly difficult to consider academic representation as solely a Student Rep activity; it goes beyond to Academic Societies, Student Officers, PAL Leaders and UWE Champions, encompassing a spectrum of communities where the student voice is present.

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Feedback from both students and colleagues suggests that discussions within these communities offer significant potential to promote the ethos of enhancement as well as supporting cohort identity. By not recognising this activity, programme teams and Student Reps are duplicating conversations unnecessarily.

To understand the current feedback landscape and identify new avenues of opportunity, The Students’ Union Representation Team carried out a number of consultation activities: sessions were held with Student Reps, students and Academic and Professional Service colleagues across multiple campuses to gain an insight into lived experiences and perceptions of academic representation at UWE Bristol, alongside identifying areas to explore. The initial feedback from this was discussed further with Academic Standards and Quality Committees (ASQC), and the Student Rep Committees.

During the consultation phase, three key themes appear repeatedly; the need for clarity, simplicity and for clear responsibilities. Ensuring that the future of academic representation recognises these themes, as they have been identified as important to all stakeholders, will require:  Reducing burden and hurdles and ensuring that processes are effective and streamlined.  Ensuring processes and outcomes are fully understood by all stakeholders with clear open channels of information and dissemination.  Moving away from exclusive ownership of academic representation systems and fostering co-creation.

The combined feedback has directly shaped this new way of thinking and the development of set of principles, known as the Primary Elements of Academic Representation, which are proposed to underpin academic representation at UWE Bristol.

This way of thinking is intended to provide departments, students and staff the freedom to work with multiple learning communities as appropriate to their context.

This new perspective on representation does not replace the need for identified student representation at a programmatic or department level. Instead, this allows for new and creative ways to engage with representative students and wider learning communities to benefit co-creation or learning and teaching enhancement. This is not a mandate for departments to change their academic representation, but an opportunity to refine existing practice and explore new avenues.

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The Vision UWE Bristol students will be part of our professional academic communities, which enhance the student and staff experience through the co-creation, and enhancement, of learning and teaching.

Student Representation at UWE Bristol will continue to develop mutually beneficial partnerships to enhance the academic environment for all involved, working closely with students, staff and The Students' Union.

The Primary Elements of Academic Representation Within this model, programme teams are free to define the most appropriate form of partnership/representation for their programme community. To maintain consistent standards across the different teams, the following five elements of academic representation should be considered.

1. Inclusive To ensure that academic representation benefits everyone, it is important that the process is inclusive so that a broad range of perspectives are considered, utilising appropriate student communities, and that the conversations are accessible and understood by all:  Participation should be encouraged and made as simple as possible  Students must be able to engage and contribute on the same level as staff  Discussions and decisions should be representative of, and relevant to, the programme community

2. Partnership Both staff and students work together towards the shared goal of continuous enhancement of the programme. As part of a genuine partnership, both are co-creators of the learning and teaching experience.  Maintaining an open and regular dialogue  Collaborating closely to reach outcomes and decisions together

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3. Effective Representation is seen, recognised and valued as impactful by all. To increase the quality of feedback and level of engagement students should feel that their views are taken into consideration and have an impact on the teaching and learning experience. As well as encouraging dialogue, effective academic representation should also involve:  Being open and responsive to feedback  Completing the feedback loop  Celebrating the success of the programme community

4. Ambitious UWE Bristol and The Students’ Union strive to be at the forefront of student representation, and to be recognised as leaders in the sector. A benchmarking tool (Appendix 001) has been developed to encourage best practice, giving advice and guidance to review and improve current processes with this ambition in mind. This may involve:  Understanding at a local level that every cohort may need bespoke solutions  Being flexible, within the constraints of specific external requirements  Embedding student engagement as early as possible  Ensuring that feedback is proactive and not reactive

5. Transparent When trying to create an honest environment that is seen as a valuable partnership by all parties, clear communication is key. Open discussion helps maintain trust, and may lead to alternative solutions. To achieve this, it is necessary to:  Ensure student engagement processes and their value are clear and simple to all  Make information easily available, and present it in an accessible format  Explain actions taken to reach a decision, and the reasoning behind it

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Utilising Learning Communities UWE Bristol and The Students’ Union host a diverse range of learning communities that identify towards a common purpose, goal or shared experience. Within the context of academic representation, there are a variety of learning communities who can, and do, positively contribute to the continued enhancement and co-creation of learning experiences.

These communities could include, but are not limited to:

Student Reps Student Reps are elected representatives of their cohorts at a local level and proactively seek out feedback and enhancement opportunities and work collaboratively to make positive change on their programme or at a wider level. The Student Rep structure is already fully embedded within the academic governance system and plays a key role in ensuring the student voice is valued at all levels of the institution. Student Reps receive training around being truly representative, feedback gathering tools, signposting, evidencing and working with staff. This training is designed to empower Student Reps to gather a representative viewpoint and understand how to create positive change effectively.

Academic Societies Academic Societies are groups of passionate students who unite around their programme to lead on extra/co-curricular activities in a student-led environment. Academic Societies play a key role in creating cohort identify through both social and extra/co-curricular activities. This unique mix empowers them to understand their members and gather feedback in a less formal way in order to deliver enhancements. This can also drive co-creation of the curriculum by identifying areas students wish to develop or supplement within their programme.

PAL Leaders PAL Leaders are deployed across various parts of UWE Bristol to provide peer-to-peer academic support for students. These leaders are trained to deliver coaching, study support sessions and provide a student-led learning environment. This learning community has a strong understanding of the curriculum and can identify, through their students, where enhancements can be made to programmes in response to perceived knowledge gaps or interests.

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UWE Champions UWE Champions are a group of student volunteers who work with the Student Communication team to share their views on a variety of topics relating to non-course related matters. These students can be utilised as a sounding board for wider ideas and provide an opportunity to engage with a number of students from across the institution.

Evolving Student Rep Staff Forums Student Rep Staff Forums (SRSFs) are a recognised part of the university’s academic governance structure and the existing supporting processes enabled feedback to be formally captured and actioned as appropriate. Some programmes may wish to continue to use this more traditional model.

However as part of this principled approach to academic representation, departments are encouraged to be innovative and identify engagement methods that work for them. This could be achieved through a number of methods such as a traditional meeting structures or through more informal methods between academics and learning communities.

In these cases, rather than replicate discussions twice (e.g. with an academic society and then through an SRSF) colleagues will be able to use the new tools being developed to support CI to record and reflect on the conversations that have taken place with students.

In turn, this information will be shared with The Students’ Union so that there continues to be a clear and accessible record of student engagement.

This is a significant shift from channelling feedback into a governance forum, to empowering communities of staff and students to reflect on feedback and, within the revised enhancement framework action, the feedback.

As part of the new enhancement framework, notably processes for CI and periodic enhancement, programme teams will be expected to consider the effectiveness of the partnership working with students. This approach will help to ensure that representatives, learning communities and programme teams effectively agree on their approach to academic representation in partnership. Departmental committees will be invited to have an oversight of this process and identify best practice that can be shared.

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Benchmarking To assess and develop plans for academic representation, a benchmarking tool has been created. The benchmarking tool (Appendix 001) covers the journey from pre-arrival and recruitment through to training/development and reward/recognition. Each part of this journey is classified into three levels, which are designed to aid departments to determine if they are Aspiring, Achieving or Excelling. This tool further encourages a dialogue between departments, Student & Academic Services and The Students’ Union to review the effectiveness of activity.

Support available for Academic Representation and Commitments There is a range of support available centrally from UWE Bristol and The Students’ Union to support academic representation. This support is designed to create a central baseline across the University and to give departments/faculties a sounding board to devise bespoke plans suitable for their needs. These plans are also monitored, in partnership, to ensure their effectiveness throughout the year.

The support available includes:

For Student Reps  Create and deliver training opportunities for Student Reps working at a course level either face-to-face or digitally where appropriate  Create and deliver enhanced training for Lead and Department Reps who sit on higher committees  Deliver additional in-year enhancement opportunities (CPD) for engaged Student Reps  Facilitate central Reward and Recognition packages, which may include but are not limited to, HEAR accreditation, Bristol Futures Award accreditation, Rep Certification and Awards  Provide ongoing support and guidance for Student Representatives alongside signposting to other support mechanisms where appropriate  Coordinate the elections / recruitment of representatives to attend Departmental Committee, Academic Standards and Quality Committee (ASQC), Learning Teaching & Student Experience Committee (LTSEC) and Academic Board  Providing contextualised briefings for representatives attending ASQCs, LTSEC and Academic Board

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For Academic Societies  Deliver training for committees to be effective in their roles to lead and develop society activity  Provide ongoing support for academic societies and assist in developing relationships between societies and academic staff to promote extra/co-curricular activities  Provide organisational support for society activities (trips/rooms/equipment etc)  Provide recognition for Academic Society Committee members, which may include but are not limited to, HEAR accreditation and Bristol Futures Award accreditation, subject to eligibility  Provide mechanisms for Student Reps and Academic Societies to share feedback and run joint projects where appropriate

For Other Learning Communities  Deliver training on being a true representative, feedback gathering and negotiation for learning communities who wish to develop in these areas

For Department/Faculty Staff  Providing guidance regarding the election of Student Reps at a course level  Act as a point of contact for questions regarding academic representation, Student Reps and structures  Provide support and guidance for the effective conduct of SRSFs  Work alongside departments and faculties to develop academic representation plans and actively monitor these in collaboration with the department/faculty

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Appendix 001 – Benchmarking Tool Pre-Arrival

Recruitment

Training and Development

Continual Professional Development

Reward and Recognition

Aspiring

Achieving

Applicants are unaware of academic feedback opportunities and they are cocreators of their education experience at UWE Bristol. There is minimal proactive engagement from the University or Students’ Union pre-arrival.

Students are largely unaware of the opportunities for engaging in academic feedback. Representatives are often selected by the institution and may be disconnected from other learning communities.

There are touchpoints from different learning communities at open days and within prospectuses or handbooks.

Potential students understand that there will be opportunities to enhance their student experience and become co-creators of their education at the University.

There is a system for them to register their interest.

Structures are in place for diverse recruitment and there is general awareness of opportunities to engage in academic feedback. There are attempts to engage with multiple learning communities. Where there are elections they are fair and democratic but it may from a restricted pool of candidates and voters. Where there is selection the process it is seen as fair and transparent.

Training is provided and open to all, with a good proportion of learning communities attending (normally between 5180%). There are clear job descriptions of what student communities are expected to do in their role.

Training is offered but uptake from learning communities is sporadic (normally less than 50%). Promotion of training is only supported by The Students’ Union. Where training is attended, it may be after the first round of engagement points have taken place.

Students engaged with learning communities just attend the base level training session. Additional training opportunities are offered by the Students’ Union but uptake is sporadic.

Members of learning communities are thanked at the end of the year by their department/ faculty and the Students’ Union. Some basic recognition schemes exist but are accessed by a minority of communities.

A range of additional training and development opportunities are available and offered to all learning communities. A large number of students are proactively seeking these opportunities and accreditation.

The Students’ Union and University ensure regular effective recognition of learning communities who are involved in academic feedback opportunities through a variety of mechanisms. Students and staff are aware and value these schemes. These could include Awards, Certificates and recognition on formal accreditations. Achievements of learning communities are celebrated and shared.

Excelling Students are largely aware of the range of opportunities available and often enquire pre-arrival. There are multiple touchpoints with outreach programmes within local schools etc.

Opportunities for learning enhancement are embedded and are synonymous with the higher education experience.

Students are well aware of what elected student representatives or learning communities do. They understand what the key issues are and what improvements to their learning experience have been made as a result of feedback. Where they exist, elections are across the course/dept/faculty are contested and many students vote.

The majority of students from different learning communities attend training (over 80%). The training is focused on supporting the communities to be partners in their learning experience and is evaluated each year to ensure the ongoing effectiveness and relevance. There is a handover from previous communities to facilitate continuity. It is obvious the training has had an impact on the effectiveness of learning communities.

The wider student body is aware of what continual professional development opportunities are available and a large proportion of students from learning communities undertake additional training opportunities. Members of learning communities, the University and the Students’ Union recognise the importance of these additional opportunities and understand the benefits for graduate employment.

The University and Students’ Union provide bespoke reward and recognition schemes independently and in partnership. A significant proportion of learning communities actively pursue all available reward and recognition schemes and the general student body aspire towards these. There is a formal process for showcasing and sharing successes all year round.

NB - Learning Communities relates to communities of students who can provide academic feedback. These may include, but are not limited to; Student Reps, Academic Societies, PAL Leaders, UWE Champions.

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