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Student Engagement in Quality Policy

CONTENTS

Section Page

1 Introduction 1

2 Student engagement 2

3 Aim and principles of the policy 3

4 Induction 4

5 Student evaluation and feedback 5

6 Student representation 12

7 Student participation in course approval and review 15

8 Training and ongoing support 17

9 Promoting opportunities and sharing of information 18

10 Valuing the student contribution 19

11 Monitoring and review 20

Annex 1: Course Representation at the University of Brighton

Annex 2: Mapping to QAA UK Quality Code for Higher Education chapter B5: Student Engagement

1 Introduction

1.1 The University of Brighton’s model of higher education is based on a strong sense of community and shared values across its staff and student body. The Strategic Plan has made this commitment clear, and one of its objectives focuses on the learning community and experience for students:

‘A transformational learning experience: Students at the University will value their learning as active participants in learning communities, engaged in the co-production of knowledge across a broad range of professional and academic disciplines’

Furthermore the Strategic Plan states that:

‘We will ensure that we listen to the student voice through a variety of mechanisms, making us well placed to meet our mutual responsibilities for the effective engagement and representation of students. This includes working with students and their representatives in ways which promote participation and collaboration in University governance at all levels, and the joint development and scrutiny of a variety of feedback instruments’1.

1.2 This Student Engagement in Quality Policy is shaped by these objectives and sets out how the University in partnership with its students, will aim to ensure that the views and experiences of all students inform its quality systems2 with the purpose of understanding and enhancing all aspects of the student learning experience3.

1.3 The Policy was developed by the Student Engagement in Quality Steering Group with Students’ Union representation. The group used the QAA Quality Code chapter B5 as a framework to review University practice and to develop a number of policy areas for student engagement activity which support the University’s objectives.

1.4 The University’s strong partnership with the Students’ Union and its students is set out in the University’s Student Charter4 which contains a set of shared commitments and expectations, and aims to enhance and sustain partnership working within the University community. The Charter is seen as an important communication tool to help establish mutual expectations and could help monitor the student experience and how relationships are working.

1.5 The University values the role of the Students’ Union in obtaining student opinion on a wide range of topics e.g. through Course representative surveys, and as a collaborator in the process of assuring and enhancing quality as well as helping inform the identification of institutional priorities.

1 University of Brighton strategic Plan 2012-15 p17 http://feedback.brighton.ac.uk/smt/index.php/strategic-plan/2Any quality assurance and enhancement policy or process 3 Learning, teaching and assessment; support services and the wider student experience 4 Under review 2013/14

University of Brighton: Student Engagement in Quality Policy – approved Academic Board Dec 20133

http://feedback.brighton.ac.uk/smt/index.php/strategic-plan/

2 Student engagement

2.1 The University recognises students as stakeholders, listening to and acting on an informed student voice, and as collaborative partners in the higher education experience. Student engagement therefore has two interconnected elements:

i. Student engagement in quality assurance and enhancement processes, where the views and experience of students will contribute to understanding and enhancing learning. This is achieved mainly through:

student evaluation and feedback student representation student participation in course approval and review

ii. Student engagement in learning and teaching where students are engaged as curriculum partners and as co-producers of knowledge.

2.2 This Policy sets out the ways to engage all students - undergraduate, taught postgraduate and postgraduate research, in the first of these elements.

2.3 Student engagement (both elements) is an important driver for the enhancement of student learning opportunities.

Policy area 1The University will encourage activity which supports and amplifies the links between student engagement in quality assurance and teaching and learning to enhance student learning and experience.

2.4 Schools are encouraged to foster a culture of lifelong student engagement and an environment in which students at all levels of study can openly provide feedback, initiate discussion activity, and take ownership of their learning.

Policy area 2Schools will establish responsibility for fostering student engagement at a senior academic level5 in order to support the process, and facilitate engagement by course leaders and students.

5 Course Leader or above


student engagement in

quality processes

student engagement in

learning and teaching

3 Aim and principles of the policy

3.1 This policy aims to ensure that the University has a consistent and effective approach to student engagement in quality by providing opportunities for all students to be actively involved in its quality processes throughout their higher education journey.

3.2 The policy is underpinned by the following principles:

i. student engagement is embedded in the University’s quality policies, processes and practices

Opportunities for student engagement vary and are promoted widely to all students and staff;

ii. student engagement goes beyond consultation

Students are encouraged to engage in the learning opportunities provided and to shape their learning experience. Student-led activities such as peer-mentoring sustain this from one cohort to the next;

iii. a supportive feedback culture and environment is maintained

Students work in partnership with staff to analyse feedback, develop and implement change. Practices are reviewed to continue to promote a culture of student engagement and feedback;

iv. timely and appropriate action is taken in response to valid issues raised

Feedback is collected, analysed and actions reported in a systematic way. Students are informed about how their feedback has been acted upon (including where change is not possible) in order to ‘close the feedback loop’;

v. adequate support, encouragement and training for students and staff is provided

Training is provided to empower students to participate in, and meaningfully engage with, quality processes;

vi. the contribution of all students is valued

All students can bring their own experience to engagement activities and should have the opportunity to be involved in quality assurance and enhancement processes. The University recognises that the student body is heterogeneous, some students are less easy to reach than others, and students choose the nature of their engagement.

Policy area 3The University and the Students’ Union will reflect on how they engage and communicate with all parts of the student community (including collaborative programmes) to create an inclusive culture, sense of community and represent the diversity of students at the University.


4 Induction

4.1 The University regards induction of students and the transition into higher education and also between levels (e.g. undergraduate to postgraduate), as an important part of the student learning experience. Induction can be used to raise awareness of student representation and to highlight the role and importance of the student voice.

4.2 Activities to establish a relationship between the University and students pre-admission are also important with student ambassadors playing an important role.

Policy area 4The University in partnership with the Students’ Union will further develop core activities and information for all students to show how students can engage at all levels of the University and encourage participation6, ensuring that induction is closely related to a positive student experience.

6 Including through targeted activities post induction


5 Student evaluation and feedback

5.1 Introduction

5.1.1 The University regards student evaluation and feedback as a key source of evidence to inform the ongoing development and enhancement of academic courses and encourages the use of a variety of methods to explore students’ experiences of their courses.

5.1.2 The University has three main student evaluation and feedback mechanisms:

i. external student surveys;ii. internal student surveys;iii. ongoing engagement to capture student feedback.

Policy area 5Students will be clearly informed, through course and module handbooks and induction activities, about how their feedback is collected and responded to.

5.2 External student surveys

5.2.1 The University participates in a number of external surveys in which student feedback about their academic experience, at undergraduate and postgraduate level, is collected anonymously including:

i. National Student Survey (NSS);ii. Postgraduate Taught Experience Survey (PTES);iii. Postgraduate Research Experience Survey (PRES).

5.2.2 These surveys provide the University with data for external and internal bench-marking and to identify institutional-level themes to drive changes. External surveys also enable students to have constructive, evidence-based dialogue with the university.

National survey

Frequency/timing

Analysis of results

Response and actions

Publication of results

NSS annualJan- April

at institutional level - SPO

Annual course monitoring reports/Academic Health

Unistats and KIS – (NSS only)Internally - Your student voice

PTES annualMar-April

at institutional level - SPO

Annual course monitoring reports/Academic Health

HEA report on UK results

PRES biennialMar-April

Doctoral College/ SPO

Annual monitoring reports (DPS)/ Doctoral College

HEA report on UK results Internally Doctoral College site committees, for


Board Academic Health.

dissemination to PGR students

5.3 Internal student surveys

The University undertakes a number of internal surveys in which student feedback about their academic experience, at undergraduate and postgraduate level, is collected.

5.3.1 Undergraduate Student Survey (UGSS) 7

All undergraduate students8 are surveyed annually about their course experience through their course survey.

The survey aims are to:

i. provide an opportunity for all undergraduate students to formally feedback about their experiences of a course and to participate in taking actions forward;

ii. provide information that will enable improvements to the course and learning opportunities for students;

iii. provide the University with analysis of student feedback across all its undergraduate provision.

The survey objectives are to

i. provide course leaders, course teams and students with the results and analysis quickly to enable responses;

ii. provide information to help tutors reflect on the course design and teaching and to inform continuous improvement of learning and teaching;

iii. provide the opportunity for students to engage in the analysis of the survey including identification of actions in response to issues raised;

iv. enable course level and institution wide issues to be more easily identified and provide benchmarking and monitoring data;

v. facilitate the identification and sharing of good practice across the University to support institutional quality enhancement activities.

5.3.2 The Undergraduate Student Survey:

is conducted over a common 4 week student ‘survey season’ (during March-May);

is normally paper-based or online9; consists of standard NSS questions and free text for qualitative feedback; is analysed using the University approved software with results available

within 2 weeks10.

7 The aim is to implement the survey in 2014/14 subject to approval. 8 All levels of undergraduate student with exception of final year students eligible for the NSS. Non eligible NSS students should undertake the UGSS course survey. 9 The use of mobile friendly surveys combines the advantage of an online system which can be promoted whilst in a lecture etc. 10 Subject to software requirements


Policy area 6 The UGSS will have the following stages:

Survey: all undergraduate students will be surveyed annually through their annual course survey.

Results: survey results will be made available to all students on the Course area on Studentcentral within one month.

Discussion/Conversation: there will be an opportunity for students to discuss the results and agree actions with their Course Leader.

Response: responses to the survey will be included in annual Course Reports (academic health) and these will be made available to students on the Course area on Studentcentral within one month of the Course Board which considers the annual course report.

5.3.3 Undergraduate Module Survey 11

All students12 on a module will have an opportunity to provide feedback on their experiences at module level13 (and in turn all modules will be surveyed each time they run).

The survey aims are to:

i. provide an opportunity for all students to formally feedback about their experiences of a module and to participate in taking actions forward;

ii. provide information that will enable improvements to the module and learning opportunities for students.

The survey objectives are to:

i. provide module leaders and students with the results and analysis quickly to enable responses;

ii. provide information to help module leaders reflect on the design and teaching of the module and to inform continuous improvement of learning and teaching;

iii. provide the opportunity for students to engage in the analysis of the survey including identification of actions in response to issues raised;

iv. enable module level issues to be more easily identified and provide benchmarking and monitoring data;

v. facilitate the identification and sharing of good practice across the University to support institutional quality enhancement activities.

11 The aim is to implement in 2014/15 subject to approval12 Includes final year students 13 Supported by the QAA’s guidance which includes the principle that ‘student feedback should be obtained at module level as this is the primary unit of delivery in terms of learning experience


Policy area 7Module surveys will have the following stages:

Survey: all students on a module will have an opportunity to provide feedback on their experiences at module level.

Results: module evaluation feedback will be made available to students on Studentcentral within one month of the survey.

Discussion/Conversation: there will be an opportunity for students to discuss the results and agree actions with their module leader.

Response: responses will be included in annual Module Reports (academic health) and these will be made available to students on Studentcentral within one month of the Course Board which considers the annual course report.

5.3.4 Postgraduate (taught) Course and Module Survey

All postgraduate (taught) students are surveyed at both course and module level according to local circumstances and which takes into account the nature of the provision and student experience at this level.

The course and module surveys aims are:

i. to provide an opportunity for all students to formally feedback about their experiences of their course and module and to participate in taking actions forward;

ii. to provide information that will enable improvements to the course and module and learning opportunities for students;

iii. to provide the University with analysis of student feedback across its courses and/or modules.

The surveys objectives are:

i. to provide course and module leaders and students with the results and analysis quickly to enable responses;

ii. to provide information to help course and module leaders reflect on the design and teaching of the course and module and to inform continuous improvement of learning and teaching;

iii. to provide the opportunity for students to engage in the analysis of the survey including identification of actions in response to issues raised;

iv. to enable course/module level and institution wide issues to be more easily identified and provide benchmarking and monitoring data;

v. to facilitate the identification and sharing of good practice across the University to support institutional quality enhancement activities.


Policy area 8Postgraduate (taught) surveys will have the following stages:

Survey: all postgraduate (taught) students will be surveyed at both course and module level according local circumstances.

Results: course and module survey results will be made available to all students on Studentcentral within one month.

Discussion/Conversation: there will be an opportunity for students to discuss the results and agree actions with their Course Leader.

Response: responses to the surveys will be included in annual Course Reports (academic health) and these will be made available to students on Studentcentral within one month of the Course Board which considers the annual course report.

5.3.5 Postgraduate Research (PGR) students - Student Satisfaction Survey

All postgraduate research (PGR) students are surveyed annually through the Student Satisfaction Survey, run by all Centres normally through May.

The aims of the Student Satisfaction Survey are:

i. to give students the opportunity to raise any general issues relating to their studies at Brighton, anonymously if they wish, which they may not have had a chance to do in their supervision or progress meetings;

ii. to ensure that such issues are acknowledged and responded to by the appropriate individual(s) or bodies within the University and that students are informed of the response to their comments.

Further details are provided in the Code of Practice for Research Degrees14.

Policy area 9The Postgraduate Research (PGR) student survey will have the following stages:

Survey: all postgraduate research students will be surveyed annually through the Student Satisfaction Survey. This can be completed on-line on Studentcentral.

Results: The Directors of Postgraduate Studies (DPS) compile a summary report on the questionnaires for their Centre (summary monitoring report). The summary report is submitted to the Faculty Academic Board in the autumn term. The reports should be sent to students within the Centres. Reports are submitted to the University’s Research Degree Annual Health Day.

14 published annually


Discussion/Conversation: there will be an opportunity for research students to discuss the results with the DPS.

Response: the survey is designed to allow information to be gathered and acted on both in the short (by Centre or School) and long term (at the Research Degree Annual Health Day).

DPS are responsible for ensuring that the students in their Centre are informed of any actions to be taken in response to students’ views and the reasons for these actions. This might be done e.g. by bulletin board information notices, e-mails, meetings convened specifically for the purpose or through Doctoral College Centre Committees.

5.3.6 Postgraduate Research (PGR) students – exit questionnaires

Following completion of a research degree, or early withdrawal, all students will be requested to complete an exit questionnaire which seeds student feedback on positive and negative aspects of their experience and request recommendations for future enhancements.

The results of exit questionnaires feed into the Doctoral College Board annual monitoring process via the appropriate DPS and the Doctoral College Manager.

5.4 Ongoing engagement to capture student feedback

5.4.1 Formative and ongoing direct engagement between students and staff can elicit feedback during the delivery of a module/course. This often allows academic staff to act on and respond to students’ feedback and issues immediately and to the benefit of the current students.

5.4.2 Such activity fosters student engagement, can take a variety of forms, and occur at the module, course or School level. Examples of such forums are given below and some also act as ways of responding (having a conversation with students) to students and formulating actions, so can be used in conjunction with internal surveys.

consultative forums open meetings student-staff forums student societies School Councils meetings with industry panels and PSRBs reading and focus groups on-line discussions

Collecting individual and collective student feedback in these ways can be used to complement the information collected from formal student surveys.


5.4.3 Direct engagement with all students through, for example meetings and online discussion can capture the student voice for more ‘non-traditional’ student groups other than through the collective representative student voice.

5.4.4 Annual progression reviews for postgraduate research students provides students with an independent mechanism through which issues regarding their supervision, or their experiences can be raised.

5.5 Having a conversation – ‘closing the loop’

5.5.1 Students need to know the results of surveys they have completed, what will happen next and how they can be involved. Having a conversation with students following the publication of results of internal student surveys (course and module) is an important aspect of the partnership with students. This can take a number of forms including;

whole course/module group discussion discussion with Course representatives focus groups to follow up on particular issues (see also 5.4.2).

5.5.2 This activity ensures that students are given the opportunity to consider key issues highlighted by the survey(s) and develop solutions, working in partnership with staff (including the Course Leader) at the course/subject level or University level.

5.5.3 Feeding back to students on the responses to their feedback is important to give students an incentive to provide feedback and, importantly, to develop the conversation between staff and students as learners. Closing the feedback loop is essential in maintaining a collaborative approach to student engagement.

5.5.4 Course Leaders are responsible for ensuring that responses (showing how feedback from students is acted on) to student evaluation and feedback is provided to students in accordance with the agreed timescale. Studentcentral (the University’s VLE) provides an opportunity to host information about the course, including outcomes and changes to surveys, which is available to all students on the course.


6 Student representation (including Course representatives and students on University level committees)

6.1 Introduction

6.1.1 Student representation is coordinated by the Students’ Union in partnership with the University at three main levels:

Level Representation

Course Course representatives

School School academic representatives

University SU sabbatical officers

6.1.2 Student representatives work in partnership with the University to enhance the student experience at a strategic level as well as representing the views of individuals and groups or students.

6.1.3 The University expects all students to have the opportunity to provide feedback and contribute to discussions about their academic provision at course, School and University level through student representation. This ensures that students are proactively involved in decisions that affect their learning experience.

6.2 Course level through Course representatives15

6.2.1 The Course representative system is coordinated by the Students’ Union with Course Leaders.

6.2.2 Course representatives are elected by their peers to represent their views on their course. Course representatives are members of Course Boards or Staff/Student Consultative Committees, a key mechanism for dialogue between staff and students about all aspects of the academic provision and student experience on the course. External examiners reports are considered at Course Boards and Course representatives have an opportunity to discuss proposed action.

6.2.3 The University Committee Framework requires a substructure in place that ensures a School Board can discharge its responsibilities effectively, and there is an expectation that this will normally include a structure of Course Boards and/or Staff/Student Consultative Committees. The formal arrangements for managing a course and for ensuring student representation will be approved at validation. This also covers courses running at partner institutions.

Policy area 10Course Boards (or Staff/Student Consultative Committees) will include Course

15 in 2010 the Students’ Union and University adopted a revised policy and guidelines on the Course Representative system


representatives for all years/levels of a course to participate and contribute to the meeting.

There will be a standing agenda item on Course Boards (or Staff/Student Consultative Committees) to consider the experience of students and to raise key areas on behalf of the wider student body.

Minutes of Course Boards (or Staff/Student Consultative Committees) will be made available on the Course areas on Studentcentral within one month of the meeting.

6.2.4 Course representatives also provide feedback to the Students’ Union through School Academic Forums and through the SU’s annual Course representative survey. This provides an annual Course representative impact report to AB/ASC, with School by School reports to Heads of School.

6.2.5 Issues raised at Course Boards (or Staff/Student Consultative Committees) may be flagged by Course representatives and/or Course Leaders for consideration at School Boards.

6.2.6 It is important that students, before starting as a Course representative, and staff have an understanding of the student representative role.

Policy area 11The Students’ Union will provide guidance and material which clarifies the role of the Course representative for use by the Students’ Union and staff16 both to promote the role and to support recruitment of Course representatives.

6.2.7 Postgraduate research (PGR) students are represented through local student representatives organised through each Doctoral College Centre.

The University’s Doctoral College Board (DCB) includes research student representatives. Each Doctoral College Centre has an associated committee, meeting three times annually to provide a formal point of liaison through which local or subject specific issues can be raised and disseminated. These committees involve student representatives.

6.3 School level through School academic representatives

6.3.1 The School academic representative system is coordinated by the Students’ Union. School academic representatives are normally recruited as part of the SU elections process during the spring term, and any unfilled positions are co-opted at the start of the autumn term through the Course representative training.

6.3.2 School academic representatives gather feedback from their School Course representatives about issues on academic experience. They discuss collective issues raised by Course representatives on the School Board. They also attend the Academic Zone Committee SU meetings and help make SU policy.

16 For example, a staff toolkit for working with course representatives


School academic representatives provide regular feedback to fellow students on the outcomes of meetings and other activities.

Policy area 12School Boards will include School academic representatives to participate and contribute to the meeting.

There will be a standing agenda item on School Boards to consider the experience of students.

6.4 University level through Student Union Sabbatical Officers

6.4.1 Sabbatical officers are elected by all students and work on behalf of all students/in the best interest of all students, as members of a range of University committees, including Academic Board and a number of its reporting committees.

6.4.2 The Students’ Union set the agenda for the Student Affairs Committee which reports to the University’s Board of Governors. There are open channels between the Senior Management Team and the Students’ Union.

6.5 Student contribution to quality processes

6.5.1 It is important that all students can contribute at all levels at which quality assurance processes operate.

Policy area 13Schools and/or Course teams will engage students through the following activities:

securing student views on academic policy developments; having a dialogue between Heads of School and SU Officers; maintaining lists/groups of students from subject areas who might be consulted

on policy developments and participate in quality assurance events such as academic health, validation and periodic review of courses.

6.5.2 Student representatives are members of the University’s senior committees at which policy proposals and developments are approved. Where appropriate, University policy is developed in working groups set up by committees.

Policy area 14Working groups of University committees will have student representation to help develop proposals and policy collaboratively, where relevant.

Student-staff project/development teams will be encouraged with students as researchers (of the student experience) and co-creators.


7 Student participation in course approval and review

7.1 Introduction

7.1.1 Involving students in quality assurance processes relating to the curriculum is an important way of engaging students in their learning, providing opportunities for students to help shape their own and other students’ learning opportunities.

Policy area 15The student voice will inform course design, development and review as well as course delivery and panels will consider how the student voice has been or will be listened and responded to.

7.2 Course design, development and approval (validation)

7.2.1 Early engagement with students during the planning, design and development of a new course/curriculum is encouraged. This includes the contribution students make to the curriculum through involvement in research. Alumni and recent graduates should also be consulted when developing new courses and invited to participate in order to maintain a relationship with the academic community.

Policy area 16Student representatives will be included in validation meetings in order to meet with the validation panel to consider the student experience (rather than subject content).

7.3 Annual monitoring (Academic Health)

7.3.1 A core feature of annual monitoring is the preparation of Course monitoring reports which are considered at Course/Programme Boards.

Policy area 17Course and module annual monitoring reports will include improvements/key enhancements that have been made as a result of student engagement activities (including student feedback, representation and participation in course review).

7.3.2 Student representatives are members of Course/Programme Boards which consider annual course monitoring reports and are part of the discussion about the report and the planned actions.

Policy area 18External examiner reports will be made available to students via Studentcentral along


with annual Course monitoring reports so that the external examiner’s report can be reviewed in the context of proposed actions/actions taken.

7.3.3 School annual monitoring reports are compiled from relevant course and subject/division reports and include analysis of relative performance across subjects and programmes/courses.

Policy area 19Student representatives will be invited to participate in School annual monitoring events/meetings to scrutinise and consider School monitoring reports.

7.4 Periodic review

7.4.1 Student input, either in person or from student written feedback is an important factor on the critical evaluation of a course, and furthermore it is good practice to include participation from current students at all levels of the course(s) under review and of former students where possible.

Policy area 20There will be a requirement for the periodic review panel to meet with students to gain their feedback of the course.

Students as full panel members for periodic review will be introduced. The criteria for membership will be developed and training provided with the aim of establishing a pool of students able to make a qualified contribution to reviews.

The impact of student involvement will be monitored and evaluated.

7.4.2 Student representatives at periodic course reviews should not normally be members of University teaching staff. It is for Chairs of, and officers to, reviews to ensure that students are able to contribute to periodic review in a manner which is fair and objective.

7.5 External review

Visits by PSRBs and QAA Institutional Review also provide the opportunity for students’ opinions of their academic experience to be gathered e.g. through a Student Written Submission. The expectations and criteria for selection will be provided by the PSRB/QAA.


8 Training and ongoing support

8.1 As well as induction activities (section 4), both student representatives and staff benefit from ongoing training and support relating to student engagement and identified resources.

In addition information should be provided to ensure that students understand the various representative roles sufficiently well enough to stand for these positions.

Policy area 21The University and the Students’ Union will provide, and keep under review, appropriate training and support for students in relation to student engagement activities to ensure an informed student voice, including for;

i. Course representatives – in addition to the main training programme for Course representatives, the Training for Success Programme, designed in partnership with the University, has enabled the SU to develop a comprehensive series of training sessions and online support materials;

ii. student representatives at the ‘intermediate level’ – where more attention to the support and development needs may be required;

iii. student representatives involved in validation and periodic review17, specialist engagement and as members of periodic review panels;

iv. student members of University committees - this could be through a briefing by the committee secretary in advance of the meeting or through attending agenda-setting meetings.

The University and the Students’ Union will inform student representatives about the mechanisms that exist to support them in their role.

The nature and update of training will be monitored and reported.

Policy area 22The University will ensure that all staff (academic and administrative) have access to appropriate training18 and ongoing support to enable them to carry out student engagement activities and support students to engage with quality processes at the course/programme and School level.

17 The SU are developing materials (periodic review toolkit) 18 For example, as part of Course Leader development and training


9 Promoting opportunities and sharing of information

9.1 The University aims, wherever possible, to make a range of information available to current (and prospective) students on the quality and standards of courses and results of surveys.

There is an expectation that staff and students should engage in evidence-based conversations, based on the mutual sharing19 of information.

Policy area 23The University and Students’ Union will agree which sources of information will be useful to inform discussion/conversations and facilitate the mutual sharing of information. This information will comply with the requirements of QAA Quality Code for HE Part C.

Such information is likely to include:

NSS, PTES, PRES data and reports of actions results from internal module and course surveys annual monitoring reports at course and School level external examiner reports and responses to reports periodic reviews reports from PSRBs University level quality data, PSRB data School board/Staff student Minutes of Course Boards (or Staff/Student Consultative Committees) Students’ Union survey outcomes, including Course representative survey

report.

Policy area 24Students will be informed about the nature and source of information available.

Information will be accessible and appropriate to students at different levels.

The University and Students’ Union will promote and advertise widely the range of opportunities available for any student to engage in quality assurance and enhancement, including showing how student engagement has made an impact.

19 When sharing information the University and student should ensure that confidentiality is maintained to protect the rights of individuals


10 Valuing the student contribution

10.1 The University and Students’ Union aim to ensure that ways of recognising student effort through student engagement is acknowledged. Such recognition is an important way of encouraging future representation as well as highlighting to other students the value of the role to both students and the university.

Policy area 25The University and Students’ Union will develop ways to recognise, celebrate, reward and accredit the efforts of students and the skills they develop through their student engagement roles which may include:

• Recording student engagement activity on student transcripts;• Skills accreditation through a credit-bearing module;• Course representatives awards• University of Brighton award to recognise student engagement and given to

students at award ceremonies.


11 Monitoring and review - measuring the impact

11.1 Monitoring of student engagement activities should be carried out annually, using agreed performance indicators, in order to evaluate whether students are actively engaged in quality management as well as to measure improvements.

The following approaches for identifying indicators may be used:

direct evaluation of the effectiveness of student engagement activity through specific questions on student engagement in internal surveys/use of additional question set in the NSS, focus groups to evaluate aspects of engagement in quality;

the use of quantitative indicators of student engagement, e.g. the number of students involved in student representative elections; response rates to course/module surveys, attendance at School Boards and committees;

improvements in NSS results which can be attributed to student engagement activities.

Policy area 26The University and Student’s Union will consider how the effectiveness of student engagement is monitored. This will include what ‘indicators’ should be used to measure the impact of student engagement activities.

Monitoring should also consider any barriers to student engagement.

11.2 Annual monitoring

The University’s annual monitoring process (Academic Health) provides the primary mechanism for reporting on student feedback from module and course evaluation in order to monitor and enhance provision.

Policy Area 27As part of the Academic Health process, School annual monitoring reports will identify student engagement activities e.g. in periodic review, informal feedback mechanisms, surveys that have taken place and identify improvements made or actions taken.

11.3 Course representation

Policy Area 28


The Students’ Union will review the effectiveness of the Course representative System and provide results to Heads of School.

Annex 1

Student representative framework/policy

Course Representation at the University of Brighton

Policy & Guidelines

1 Responsibility

1.1 Responsibility for the management and development of the Course Rep system lies with the Pro-Vice Chancellor (Academic Affairs) of the University and the Vice President (Education & Equalities) of the Students’ Union. It is assumed that this responsibility will be devolved through the appropriate line management structures to assure effective implementation at both local and institutional levels.

2 Introduction

2.1 This policy places students at the center of the University. Without students, the University would not exist.

2.2 This policy sets out a shared understanding of student representation through the Course Rep system, and the expectations within that system which can be reasonably placed upon and held by the University of Brighton, Brighton Students’ Union, students and Course Reps.

2.3 Student representation takes place at many levels and uses many different structures throughout the University. There is a danger that feedback is collected through the course rep system but little is systematically done with it. Recognising this, there should be discussions at all levels by those who seek and use student feedback to ensure it is being gathered with purpose and that the Course Rep system is in fact informing developments throughout the institution.

2.4 Schools should ensure that suitable methods of course representation and student consultation are employed. However, recognising the differing cultures within Schools and the differences in both needs and experiences of students within those Schools, this policy should not be seen as prescriptive, rather it lays out minimum expectations for course representation that Schools can adapt to suit their specific needs.


3 Purpose of the Course Rep system

3.1 Students have a right to participate in the shaping of their education and their University experience. Student feedback through the Course Rep system is both part of the student learning process and opportunity for students to comment on that process.

3.2 The University of Brighton and the Brighton SU are committed to the collection, use and dissemination of student feedback. This is the basis of a partnership that promotes a Course Rep system founded on the principles of students being partners in their learning, promoting active involvement and affording students the opportunity to feedback in ways that enhance the quality of the student experience at the University of Brighton.

3.3 An effective Course Rep system should be seen to:

• Encourage students to reflect upon their experiences as learners;• Enable a dialogue between students and students and students and staff in respect of the learning experience;• Identify good practice and areas for improvement;• Help ensure the effectiveness of course design and delivery;• Contribute to developments in the teaching and learning process;• Measure student satisfaction;• Contribute to staff development.

3.4 The collection and use of student feedback is not a linear process and should be seen to be responsive by those who provide the feedback. One of the major criticisms of student representative models is that feedback is acted upon and courses enhanced “for next year”. While the modularity of many aspects of higher education makes this inevitable, all parties should ensure they are following a systematic approach to the collection and use of student feedback, based on understandings of the student feedback cycle.


4 Principles of the Course Rep system

4.1 While there is room for some local interpretation of how the Course Rep system may be best implemented in different Schools or at different levels or modes of study, there are six key principles that should be adhered to that ensure the Course Rep system is effective and valued throughout the University.

An effective student representative system is a partnership between students, the Students’ Union and the University.

All students should be able to provide feedback on any aspect of their University experience, and the Course Rep system is the most appropriate for students to collectively feedback on their academic experience.

The forums where student feedback is gathered should have explicit links to decision making structures.

All students should have the opportunity to be a Course Rep. Course Reps are selected by their peers. Course Reps should be seen to be valued for the contribution they make.

5 Expectations of Course Reps, the Students’ Union and the University of Brighton

5.1 Course representatives are the voice of students at a course level. Reps provide the essential link between students, their courses and the wider institution as well as students and the Students’ Union. Without the Course Rep structure, meaningful communication between these bodies would be almost impossible. Not only do Course Reps identify the issues affecting their course and relate that back to the course leaders through Course Boards or staff / student committees, they also provide an excellent means for the Students’ Union to pass information on student issues to the wider University population. Likewise, the Course Rep system allows for information to come directly from students to the Union allowing the elected officers of the Union to respond to the issues that are affecting students and develop relevant policies or lobby on their behalf as required.


5.2 The Course Rep system isn’t just about criticising when things go wrong, but also ensuring the University is informed about what works, what students have enjoyed and what should be repeated or built upon in the future. This may include reps making nominations to Brighton SU teaching / staff award schemes.

5.3 The expectations that can reasonably be placed on a Course Rep include, but are not limited to:

Promoting involvement of students in all feedback systems Identifying students’ needs and interests through discussion with other students Raising students’ issues at boards appropriate to their level of study Reporting back to other students on the outcome and progress of issues raised

on students behalf Communicating with Brighton SU and other Course Reps Taking students’ concerns to tutors Preparing a short report to pass on to future reps at the end of the year Being aware of and acting within boundaries of University regulations Conducting themselves in a professional manner Respecting confidentiality of students and staff

5.4 In supporting the Course Rep system, students, Reps and the University may hold reasonable expectations of the Students’ Union. These include, but are not limited to:

Working with the University and Reps to continually develop the Rep System. Working in partnership with Schools to deliver training to all reps on the role and

expectations of a Rep Providing Course Leaders with materials to help with the recruitment of Reps Providing staff and officer support for all Reps Actively seeking the views of student Reps Demonstrating where Reps feedback is used Celebrating the successes of Reps Producing a Reps handbook Maintaining a high profile presence for Reps on the Brighton SU website Ensuring Reps contact details are available to students Providing opportunities for additional personal development training Developing online resources to support Reps Informing Reps of local and national developments likely to affect students Seeking continuous improvement in the way Brighton SU supports Reps Measuring the effectiveness of the Rep system at a School level against

recognised models of learner engagement

5.5 In supporting the Course Rep system, students, Reps and the Students’ Union may hold reasonable expatiations of the University. These include, but are not limited to:

Challenging cultures that do not demonstrably enable student representation Having a named member of staff within each School (Deputy Head of School or

equivalent) with responsibility for the delivery of an effective representative system

Making sure students are informed of the purpose of the Rep system Working with Brighton SU and Reps to continually develop the Rep System. Working in partnership with Brighton SU to deliver training to all Reps on the role

and expectations of a Rep


Ensuring all years of all courses have an identifiable Rep, chosen by students, by teaching week 4 of the course

Maintaining an accurate record of Reps contact details Making Reps contact details available to all students Ensuring all Rep contact details are passed on to Brighton SU Providing suitable administrative support for Reps Providing Reps minutes and action points from previous meetings Scheduling Course Boards at times Reps are able to attend Informing Reps of the dates of meetings in good time Actively seeking the views of Reps Demonstrating that the views of students have been heard and acted upon

6 Reporting back to students

6.1 Students and Course Reps should be informed about the results of their feedback and of any actions taken as a result. They should also be informed where it is not possible for any action to be taken and the reasons behind this.

6.2 Course Reps should report back to students with regard to the issues they have raised on their behalf and any actions that have arisen as a result of their feedback.

6.3 Minutes and action points of meetings should be made available to students within 2 weeks of the meeting taking place.

6.4 The extent to which Course Reps and staff report back to students should be monitored and consideration given to whether the methods used are the most appropriate means of relaying information back to students

6. 5 There should be commitment from both the University and the Students’ Union to collate feedback gathered through the Course Rep system to aid the production of an annual Course Rep impact report. This should be seen as an enhancement to the basic model of student feedback.


6.6 The Course Rep impact report will be formally submitted to the September Academic Board as part of Brighton SU’s contribution to the annual academic health process of the University.

7 Review of the policy

7.1 This policy will be reviewed on an annual basis concurrent with the production of the annual Course Rep Impact Report

Appendix 1 - Good practice guidelines

To assist all parties in meeting the key principles of the Course Rep system a number of areas of good practice have been identified. These are recommendations, and should be adapted if alternative means for meeting the key principles produce better results at the level representation is sought.

Staff support & administration

Every School has a named member of staff responsible for the administration of the Course Rep system. This should be the Deputy Head of School or equivalent.

Every Faculty has a named member of staff responsible for the administration of the Course Rep system. This should be the Faculty Quality Director or equivalent.

Course Reps are given 2 weeks’ notice of any meetings they are expected to attend.

Meetings are scheduled at times that are likely to maximise Course Rep attendance.

Where Reps are unable to attend, staff should explore alternative means of ensuring the views of students are gathered, reported and acted upon. This might include seeking electronic submissions from reps or exploring more effective use of Studentcentral / community.

Minutes and action points of meetings are made available to all students within 2 weeks of the meeting taking place

Minutes and action points of meetings are made available to Brighton SU within 2 weeks of the meeting taking place

A folder of the previous year’s minutes and action points and any other information deemed relevant is provided to Course Reps upon election


Course Rep names and contact details are collected and made available to all students, via Studentcentral and to Brighton SU by teaching week 4 of the course.

Reps should have access to notice boards, photocopying, filing space in course or School offices to support their representative work

Reps should be able to e-mail all students on the course / courses they represent through Studentcentral

Reps should be afforded time in lectures / seminars to discuss representative issues

Electing / selecting Course Reps

Students should be given the chance to elect their own representatives in every year of study. It should not be assumed that Reps from the previous year of study will automatically carry on in the role.

It may be the case that there is only one volunteer willing to act as a Course Rep; or students may simply want to nominate their preferred rep.

Alternatively it may be more suitable to hold an informal election. If this is the case candidates might deliver a short speech on their suitability for the role.

A simple show of hands should decide any informal election.

It is up to candidates to decide what they want to say, but if they are not used to speaking up about their own merits they may want to think about:

• Any previous experience they can bring to the role• Any success they have had in the past representing the views of others• Ideas they have to improve feedback to staff• What they hope to achieve if elected

If there is going to be an informal election, students should be given notice of this so that they can prepare their speech in good time, or simply attend and vote.

Once a rep has been selected it is essential that their contact details (name, course, year, School, University e-mail address) are provided to the relevant School office who will in turn collate the details, make them available on Studentcentral and forward them to Brighton SU.

If no rep can be found and all other methods of recruitment / election have been reasonably explored, the responsibility for student representation defaults to the Vice President Academic Affairs of Brighton SU.


Training for Reps

The Students’ Union will produce a guide for Reps which explains the role of representation within the University. This guide will be made available both physically and electronically.

In partnership with Schools, Brighton SU will deliver training to Course Reps. This training will cover the generic roles and responsibilities of Course Reps, committee skills, communication skills and report writing.

Further to the generic skills / information sessions Course Rep training will be informed by the NSS, SWS and other relevant information (including previous year’s rep reports and committee minutes) to ensure Reps are given up to date information on the issues affecting those students they represent.

Brighton SU will offer additional “transferable skills” training, informed by Reps requests, throughout the academic year to help assure Reps effectiveness in their role.

Reps will be offered first refusal to attend any other training offered by Brighton SU where capacity allows.

Brighton SU will maintain a budget to support further Course Rep training and limited conference attendance or other personal development opportunities throughout the academic year.

The training offered to Reps will be reviewed on no less than an annual basis.


Course Boards / Staff-student consultations

Schools should be free to adopt the appropriate means for gathering effective feedback from students. It is likely that this will include formal student representation at Course Boards or other similar staff / student meetings.

Reps attending these meetings should be free to raise and discuss issues related to their academic experience.

Reps are encouraged to write brief reports for submission to boards.

A pro-forma report and briefing note have been produced to help students and Reps provide feedback on their experience as learners. The briefing note is split into 6 specific sections to assist continuity in the style of feedback students give. This allows both the University and Brighton SU to build a body of evidence on the learner experience and provide direct comparisons across the institution. The subject areas also relate to the key areas of interest for the Quality Assurance Agency and will help inform Brighton SU’s submissions to the next Institutional Audit in 2012.

1 - Inductions2 - Learning resources3 - Academic support & guidance4 - Learning & teaching5 - Regulations & representation6 - Any other comments / issues not covered above

Reps should not feel constrained by the subject headings and should feel free to add more information as and where they believe this will benefit the students they represent.

Consideration should be given to the appropriateness of Reps raising the following issues:


• Discussion of individual members of staff • Discussion of other students• Raising of personal grievances

AL / EAN – January 2010

Annex 2

Mapping of Policy to QAA UK Quality Code for Higher Education, Chapter B5: Student Engagement

UK Quality Code for HE – Indicators Student Engagement in Quality Policy – sections

1 HE 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

1,2,3,4

2 HE providers create and maintain and environment within which students and staff engage in discussions that aim to bring about demonstrable enhancement of the educational experience

5,7

3 Arrangements exist for the effective representation of the collective student voice al all organisational levels, and these arrangements provide opportunities for all students to be heard.

6,7


4 HE providers ensure that student representatives and staff have access to training and ongoing support to equip them to fulfil their roles in educational enhancement and quality assurance effectively

8

5 Students and staff engage in evidence bases discussions based on the mutual sharing of information.

9

6 Staff and students to disseminate and jointly recognise the enhancements made to the student educational experience, and the efforts of students in achieving these successes.

10

7 The effectiveness of student engagement is monitored and reviewed at least annually, using pre-defined key performance indicators, and policies and processes enhanced where required.

11


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