Focus On: 2017-18 Feedback on Assessment • Revisiting topic from 2014-15 – how far have we come? • What has changed? • What issues remain? • What can we do to make it better?
Can you help us? • The enhancement work we do with the sector affects policy and practice – we need you to help • It provides new reference points for HEIs in evaluating their policy and practice which links back to ILR & ELIR • Your engagement has a significant impact
Coffee Break @sparqs_Scotland #TQ17uni
What is Student Partnership? Simon Varwell sparqs Development Consultant @sparqs_Scotland #TQ17uni
By the end of this session you will: • Be able to describe the work of sparqs. • Have considered the concepts of ‘students as experts’ and ‘students as partners’. • Have gained an understanding of Scotland’s Student Engagement Framework • Have had the opportunity to consider your role in leading and developing student engagement in your institution. @sparqs_Scotland #TQ17uni
All about sparqs @sparqs_Scotland #TQ17uni
Who are we? S tudent Par tnerships in Q uality S cotland Full-time staff in Edinburgh and Inverness Works with all institutions and students’ associations in the university and college sector. Funded by SFC, steered by all the sector agencies. www.sparqs.ac.uk @sparqs_Scotland #TQ17uni
Our Vision is of: Students making a positive and rewarding difference to their own and others’ educational experience, helping shape the nature of learning and contributing to the overall success of Scotland’s universities and colleges. @sparqs_Scotland #TQ17uni
To make this Vision a reality our Mission is to Ensure students are able to engage as partners in all levels of assurance and enhancement activities including: Commenting on and shaping their own learning experience. • Taking an active part in formal student engagement • mechanisms, including quality processes and strategic decision making. Shaping the development of the student experience at • national level. @sparqs_Scotland #TQ17uni
Our strategic aims • Supporting students • Supporting institutions • Supporting the sector • Developing a culture @sparqs_Scotland #TQ17uni
Students as experts @sparqs_Scotland #TQ17uni
Why are students experts? • Quality Enhancement Framework. • Centrality of user experience. • Student expertise: – Why you learn – How you enjoy learning – What you do (or want to do) with the knowledge @sparqs_Scotland #TQ17uni
Why are students experts? Students Staff @sparqs_Scotland #TQ17uni
Scotland’s Student Engagement Framework @sparqs_Scotland #TQ17uni
A Student Engagement Framework for Scotland There are five key elements: 1. Students feeling part of a supportive institution. 2. Students engaging in their own learning. 3. Students working with their institution in shaping the direction of learning. 4. Formal mechanisms for quality and governance. 5. Influencing the student experience at national level. The use of the term ‘learning’ throughout the framework can apply to learning, teaching and assessment.
A Student Engagement Framework for Scotland There are six features of effective student engagement: 1. A culture of engagement. 2. Students as partners. 3. Responding to diversity. 4. Valuing the student contribution. 5. Focus on enhancement and change. 6. Appropriate resources and support.
Students as partners in quality enhancement @sparqs_Scotland #TQ17uni
Students Partners Quality Enhancement @sparqs_Scotland #TQ17uni
Lunch @sparqs_Scotland #TQ17uni
Understanding the quality landscape Hannah Clarke Development Consultant @sparqs_Scotland #TQ17uni
Session objectives By the end of this session you will be aware of: • The difference between quality assurance and quality enhancement. • The updated Quality Enhancement Framework. • The purpose and impact of the Quality Code. • Student Partnership Agreements. • Outcome Agreements. @sparqs_Scotland #TQ17uni
Assurance v enhancement “Are you doing what is expected of you?” “How can make what you’re doing even better?” @sparqs_Scotland #TQ17uni
The Quality Enhancement Framework @sparqs_Scotland #TQ17uni
Quality Enhancement Framework Institution-Led Enhancement- Review Student Led Engagement Institutional Review Public Enhancement Information Themes @sparqs_Scotland #TQ17uni
Review of QEF • Planned review of quality arrangements took place between 2014-16. • Decision taken to lengthen the external review cycle from 4 – 5 years precipitated discussions about strengthening student engagement in all elements of the QEF. • National Working Group on Student Engagement established to look at strengthening student engagement in the QEF. @sparqs_Scotland #TQ17uni
Student involvement in ELIR 4 • Student Reviewer on review team. • Student views in shaping the focal points of the review are key from the beginning of ELIR process ( Student Partnership Agreements will be used to help students contribute to discussions to determine focal points of review). • Reflective Analysis. • Visits (Planning and Main Visit). • Annual Discussions. • Follow on activity – Focus On projects. @sparqs_Scotland #TQ17uni
ELIR 4 2017-22 The main focus of the review is to consider the university’s approach to improving the student learning experience. Features: • Focus on enhancement • Conducted by peers • Contextualised @sparqs_Scotland #TQ17uni
Working Group on Student Engagement Recommendations continued… • Student engagement in sector committees (Scottish Higher Education Enhancement Committee and Enhancement Theme Leaders’ Group). • Recognising the role of students’ association staff members in institutional and sector level processes. @sparqs_Scotland #TQ17uni
The Quality Code @sparqs_Scotland #TQ17uni
UK Quality Code Three main sections: • Part A: setting and maintaining academic standards • Part B: assuring and enhancing academic quality • Part C: information about HE provision @sparqs_Scotland #TQ17uni
UK Quality Code – Part B5 There are seven indicators, including: • Indicator 1: “Higher education providers, in partnership with their student body, define and promote the range of opportunities for any student to engage in educational enhancement and quality assurance .” • Indicator 5: “Students and staff engage in evidence-based discussions based on the mutual sharing of information .” @sparqs_Scotland #TQ17uni
Student Partnership Agreements @sparqs_Scotland #TQ17uni
Partnership Agreements Two sections (or more!) • Section A describes the different ways students and the university interact – to show students how they can work with staff to change things if they want to. • Section B shows what the Students Association and the University are going to work on together over the next year. – A significant consultation process to create a document with the agreement of staff and students. – Signed off jointly by principal and SA president. @sparqs_Scotland #TQ17uni
SPAs – what works? 1. Development Shared ownership; Working group includes a variety of students and • institutional staff; Projects informed by evidence; Proper consultation with staff and students. 2. Content and implementation Equal weight given to Part A & Part B; Learning and teaching focused; No • duplication of existing strategic plans; Outcome-focused; Action plan in place; Clearly communicated in to students and staff across the institution. 3. Monitoring and Review Regular meetings to assess progress; Reviewed and updated on an annual • basis; Additional section on the impact of the agreement; But, evaluation so far underdeveloped. @sparqs_Scotland #TQ17uni
Outcome Agreements @sparqs_Scotland #TQ17uni
Outcome Agreements • Outcome Agreements set out what colleges and universities plan to deliver in return for their funding from the Scottish Funding Council. • A mix of technical information and self-reflection. • Guidance and existing OAs are on the SFC website. • Student engagement in shaping OAs is required: “We expect universities to summarise how – from the outset of the process – their Outcome Agreements have been developed in consultation with students [and] the university’s students’ association”. (SFC Guidance for the development of University Outcome Agreements: 2017-18 to 2019-20) @sparqs_Scotland #TQ17uni
Outcome Agreements Widening access – learning that is accessible and diverse, attracting and • providing more equal opportunities for people of all ages, and from all communities and backgrounds. High quality learning and teaching – an outstanding system of learning that is • accessible and diverse where students progress successfully with the ability, ideas and ambition to make a difference. World-leading research – world-leading universities, nationally and • internationally connected with a global reputation for their research. Greater innovation in the economy – a national culture of enterprise and • innovation leading to a more productive and sustainable economy. High-performing institutions – a coherent system of high-performing, • sustainable institutions with modern, transparent and accountable governance arrangements. @sparqs_Scotland #TQ17uni
Things to consider @sparqs_Scotland #TQ17uni
Things to consider • Where is your university in each element of QEF? • What is the body where you and your university monitor progress against the Quality Code? • Do you have an SPA? How can you engage with management in developing or reviewing/updating yours? • How do you and your university management collaborate on your Outcome Agreement? @sparqs_Scotland #TQ17uni
Session objectives By the end of this session you will be aware of: • The difference between quality assurance and quality enhancement. • The updated Quality Enhancement Framework. • The purpose and impact of the Quality Code. • Student Partnership Agreements. • Outcome Agreements. @sparqs_Scotland #TQ17uni
Coffee break and check into accommodation @sparqs_Scotland #TQ17uni
Engaging Students in Institution- led Review (ILR) Stef Black Development Consultant @sparqs_Scotland #TQ17uni
Session objectives By the end of this session you will: • Have developed an understand to the background, purpose and aims of ILR • Understand the role that students can have in ILR • Have developed your knowledge of the different ways to support & facilitate student engagement, at all stages of the ILR process @sparqs_Scotland #TQ17uni
Background & Context • One of the five pillars of the Quality Enhancement Framework (QEF) • Formal review process that all institutions must undertake to assure and enhance the quality of provision • Guidance comes from SFC, who set out broad principles to which institutions should adhere to, but ultimately each institution has flexibility in the process • All credit-bearing provision must be reviewed, and on a cycle of no less than every six years • Student engagement expected at all stages of the ILR process @sparqs_Scotland #TQ17uni
Scope of ILRs • Undergraduate and taught postgraduate awards • Supervision of research students • Provision delivered in collaboration with others • Transnational education • Work-based provision & placements • Online and distant learning • Provision which provides only small volumes of credit @sparqs_Scotland #TQ17uni
SFC guidance states that… ” ILRs need to produce robust, comprehensive and credible evidence that the academic standards of awards are secure and the quality of provision in Scottish HEIs is of high quality and being enhanced ” @sparqs_Scotland #TQ17uni
“The process is intended to be robust and holistic , but one that is useful to the subject team and the Faculty in providing a periodic juncture for reflection, evaluation and focus on future plans and opportunities.” - UWS SHR Booklet @sparqs_Scotland #TQ17uni
Other things to consider ILR not only covers reviews of academic subject areas, but also reviews of professional services. Thematic reviews – reviews of whole areas, such as Student Support Services, or of student cohorts across the Institution, such as Student Parents. PSRB – included in ILR or separate to the review process? @sparqs_Scotland #TQ17uni
Standards are secured by comparison with external reference points: • The UK Quality Code • Scottish Credit and Qualifications Framework (SCQF) • Subject Benchmark Statements • Professional, Statutory and Regulatory Bodies (PSRB) @sparqs_Scotland #TQ17uni
Purpose & Aims • To identify and reflect on good practice • To make recommendations for future developments • To highlight key areas of strengths or weaknesses • To monitor the provision of the learning and teaching • To consider whether feedback from students has been acted upon • To consider the effectiveness of the academic support provided (including online resources, lecture recording and library resources) • To identify good practice in pedagogy, assessment and student support, and how it is disseminated within the Faculty/division. @sparqs_Scotland #TQ17uni
This can be summed up as: 1. Management of the student learning experience ; 2. Management of quality and standards ; 3. Management of enhancement and promotion of good practice ; With an emphasis on enhancement and the deliberate management of enhancement. @sparqs_Scotland #TQ17uni
What will ILR examine? Previous review report Applicant & Admission Strategic development Staff/Student and response data (Learning and teaching meetings strategy ) (agendas/minutes) Institutional Programme Information Development External Examiner reports Staff Development Opportunities Staff profiles Module Descriptors Monitoring & review processes Student Support @sparqs_Scotland #TQ17uni
The Panel External Reviewer Academic Staff member or DLT Student (external dep.) Deputy Staff member Principal from Quality (Chair) Dep. (Secretary) @sparqs_Scotland #TQ17uni
Post Review The review panel agrees a report of the review. The panel will make recommendations for action to a variety of groups within the University. These may relate to operational, procedural or curricular matters within the division, or may be concerned with University policy and be directed at various committees within the University. The report will also identify good practice for wider dissemination across the University. @sparqs_Scotland #TQ17uni
Examples of outcomes Areas for commendation Areas for recommendation Be proactive in providing • Effectiveness of staff/student • feedback to students, and in arrangements, both informal making students aware of and formal mechanisms for obtaining advice Collaborations between the • Reflect on methods of • divisions in sharing modules communication with the student across programmes body The supportive environment • Review the merits of group • provided for PGR students assessment The use of innovative • Establish departmental policy on • assessment methods the use of lecture recording technology @sparqs_Scotland #TQ17uni
What next….? Annual Report – 30 th Sept to QAA & SFC • – The Annual Report will provide a summary of the ILR outcomes for the preceding academic year, as well as indicating the role and nature of student engagement in ILR and any main themes, recommendations and commendations. QAA Analysis of institutional provision – 30 th Nov to SFC • – They will produce an overview and analysis of an institutions’ annual report that will then be sent to SFC; this is so SFC can be assured that robust provision is in place. University specific ‘Education Committee’ – updates and monitoring • Department specific action plans • @sparqs_Scotland #TQ17uni
Cyclical Process Act Plan Check Do @sparqs_Scotland #TQ17uni
Timeline Collating of Initial meetings core between subject STUDENTS documents and quality dep. & SED Discussion Follow up review (one with key staff year on) and students pre-review STUDENTS STUDENTS Initial outcomes report Documents STUDENTS reviewed; action plan circulated to formed panel STUDENTS ILR panel takes place @sparqs_Scotland #TQ17uni
Student Engagement • Why is student engagement in ILR important? • How can students be involved? • Who do we mean by ‘students’ • How can you support student engagement? @sparqs_Scotland #TQ17uni
Why is student engagement important? • Students are experts in their own learner journey. • Students offer an alternative & necessary perspective. • Student views on the standards of provision are an important and valuable element. @sparqs_Scotland #TQ17uni
How can students be involved? “It is expected that students will be engaged at all stages of the ILR process including the development of the self-evaluation, as full members of ILR teams, and in follow-up activity .” SFC guidance to higher education institutions on quality for the cycle August 2017- 2022 @sparqs_Scotland #TQ17uni
How can students be involved? 1. Before - contributing to the gathering and researching of evidence on the student learning experience and working to develop the self-evaluation document (SED). 2. During - meeting with the review panel to discuss their experiences, or as a full member of the ILR panel. 3. After - involving them in all follow-up activity, including responding to the action points that arise from the review and/or helping develop action plans and future developments. @sparqs_Scotland #TQ17uni
Who do we mean by students? Who are these students? Are they - sabbatical officers, lead reps, course reps, other elected officers, ordinary students….? Who should be involved, and at what stage? Who decides? @sparqs_Scotland #TQ17uni
Who (and how) should be engaged? COURSE BEFORE REPS LEAD DURING REPS SABBATICAL AFTER OFFICERS @sparqs_Scotland #TQ17uni
Some things to consider…. • Institutions have flexibility in deciding how (and who) to gather evidence from as part of the review process • Institutions should take into account the specific demographics of their student population and characteristics of provision • The review should differentiate between the views of different categories of students, such as part-time/full-time, different levels of programme and entrants from school/from further education @sparqs_Scotland #TQ17uni
Benefits & challenges of student engagement in ILR Role Benefits Challenges Solutions Sabbatical Officer e.g. availability e.g. repetitive Lead Rep Course Rep Elected Officer Student @sparqs_Scotland #TQ17uni
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