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04
National Student Forum – Annual Report
Overview of report approach and outcomes
For each key topic, the Forum developed: an ideal vision of what it would be like for students if everything is working well in this area suggestions as to how individual universities and colleges can support students in this area
The NSF was set up to help define ‘a reasonable student experience’ and to make recommendations to Government to help to achieve this. However, many of our suggestions for improvement fall within the gift of individual universities and colleges, rather than Government policy. Therefore, we outline our recommended practice for universities and colleges in each of our key discussion areas, against which we invite individual institutions to measure their current practice. We readily acknowledge that many universities and colleges may already be implementing some of these practices, but urge all institutions to consider whether adopting new ways of working and/or reviewing the extent to which guidance is being implemented in practice, could lead to further improvement in this area. recommendations for Government, and/or for areas which require further consideration and collaboration at a national strategic level
We have drawn upon our expertise in what it is like to study in higher education to develop recommendations that we believe require attention at a national strategic level. Some recommendations may involve a shift in current policy or practice, or new collaborations at a national level. However, others may more appropriately require careful consideration of how effectively or how widely existing programmes of work or specific initiatives are being implemented. As students we are not experts in the workings of the sector, and we both value and respect the sector’s autonomy.
We therefore urge Government and/or national sector organisations, as appropriate, to consider how these recommendations might be taken forward most effectively – either individually or collaboratively. We invite stakeholders to view our work as an invitation to engage in ongoing dialogue to bring about improvement for all students in the future. The Government will respond publicly to the report’s recommendations. The National Student Forum was set up by the former Department for Innovation, Universities and Skills (now the Department for Business, Innovation and Skills) in early 2008 to give a greater voice to students on higher education (HE) courses across England and to ensure that policies are the better for being informed by the student voice. It is required to produce an annual report for ministerial review and comment. The 2008-09 Forum consisted of an independent Chair appointed by BIS and eighteen members who reflect the diversity of the undergraduate and postgraduate population. Members participated in four full Forum events and three subgroup meetings to develop recommendations and proposals to improve the student experience. This year, we chose to focus on: teaching and learning (including technology-enhanced learning); employability; the particular needs of postgraduate, mature and part-time and disabled students; and accommodation. A summary of our visions, suggestions for how individual universities and colleges can support us and recommendations for consideration at national policy and strategy level is outlined overleaf.
Executive Summary 05 National Student Forum – Annual Report
Teaching and Learning
Vision – what does it look like when we’re getting teaching and learning right? As I a student, I acknowledge that I am an active partner in the learning process, but I also expect to find that: my learning experience is a high priority for the university my learning is, where possible, personalised to my needs my courses are flexible yet structured, and transferable essential resources are easy to access and readily available assessment and feedback are used to help me learn I can be an active partner to my university or college in the design and management of my own education my university/college encourages me to view my education as more than just subject knowledge
Issues and challenges The Forum raised a series of challenges and issues relating to teaching and learning that are faced by students at some institutions. These included: a lack of clarity and advance information about what learning at university is like; insufficient emphasis on the development of lecturers’ pedagogical skills; too much assessment of learning rather than for learning; insufficient course innovation; confusion around transferability of credit between institutions; lack of sufficient choice in mode of study; and insufficient opportunity to collaborate, engage with and co-design the learning experience.
How can universities and colleges support teaching and learning? We would like to see all universities and colleges: professionalise teaching and learning within the institution personalise and differentiate approaches to take account of disabilities, learning difficulties and learning styles increase flexibility in course structures and modes of study develop a cross-institutional strategy to enable students to co-design and manage their learning undertake regular reviews of course content and material to ensure currency and relevance (where appropriate to subject matter) ensure a university-wide focus on assessment for, not just of, learning review adequacy and accessibility of study resources for number and range of students monitor and formally record students’ broader learning In particular, we identified some of the current barriers to the growth of technology-enhanced learning: unequal digital access; unequal digital literacy for both students and staff; the lack of time and lack of support for tutors to develop the necessary skills and restrictive university policies and practices at some institutions. We would like to see all universities and colleges: implement a systematic policy to enhance traditional teaching methods with new technologies; leverage technology to provide innovative methods of assessment and feedback; implement a dedicated support programme for students and lecturers to develop skills and confidence in using technology; support whole campus access to ICT resources for all students; and promote the university or college’s technology-enhanced learning approaches and resources to prospective students.
Recommendations 1. Incentivise universities to achieve excellence in teaching and learning, as well as research 2. Encourage greater transferability (of credits) between institutions 3. Increase flexibility and innovation in course structures and modes of delivery 4. Develop a national strategy to increase students’ access to academic texts through electronic means
06 National Student Forum – Annual Report
Employability
We acknowledge that, as students, we need to take advantage of the opportunities universities and colleges make available to us, if we are to be in the best possible position to secure employment post-university. However, we also believe that an effective university-wide employability strategy, high profile careers services and high quality work placement programmes are critical factors in improving our employability. Vision: how will we know if we are getting it right? As I student I am motivated and proactive in improving my employability, but my university also supports me so that I feel: able to make an informed decision about the next step confident that I have valuable skills and experience to offer potential employers optimistic about my career prospects Priority 1: a clear university or college-wide employability strategy We would like all universities and colleges to incorporate the following aspects into the development or review of their employability strategies:
systematic integration of the university or college careers service into students’ everyday lives adequate levels of resourcing, awarenessraising and monitoring of careers services Priority 2: a well-informed, well-resourced, high profile university or college careers service We would like to see: better integration of careers services into different aspects of university life; improved support and training for careers advisors in how to best support particular student groups such as disabled students and international students; and university and college careers services placing more emphasis on promoting success stories of alumni from non-traditional universities and alumni mentoring schemes. Priority 3: a high quality, well-structured work placement programme We acknowledge that there are three partners to a successful work placement – the student, the placement provider and the university. To improve work placements at an institutional level, we would hope to see all universities and colleges implementing: a dedicated work placement specialist unit
explicit recognition and active promotion of the value of work placements, volunteering programmes and part-time jobs
a structured, phased approach to the delivery of information and guidance about work placements
increased resources for, and the promotion of the use of, personal development plans
a formal agreement with placement providers that sets out guidelines for what students need to learn on their placement
the provision of optional modules/classes that consider how the skills/knowledge developed during study/placements translate across into the work environment an employer mentoring scheme in which employers volunteer to mentor students a curriculum offer that includes the opportunity for students to engage with alumni or employers working in a related field and is co-developed with employers
training programmes for provider mentors sufficient communication with students on placements and the provider a commitment to listen equally to both the student and employer perspective to resolve any matters of dispute over the quality of the placement; and to enable students to change placements if necessary
Recommendations 5. Incentivise placement providers to increase the number of, and improve the quality of, placements on offer 6. Identify ways in which university careers services can be better supported to meet the specific needs of particular student groups (e.g. disabled students, international students and postgraduate students)
07 National Student Forum – Annual Report
Postgraduate students
A vision for a positive postgraduate experience: where are we trying to get to? If all is working well in the system, a postgraduate student would be able to say: I received appropriate information, advice and guidace (IAG) prior to embarking on postgraduate study and I am clear about the levels and types of funding available to me I benefited from a structured, tailored induction process I have reasonable levels of contact with supervisors I have access to adequate research facilities I have access to teaching opportunities, together with training and ongoing support for this I feel part of a wider research community I can access effective, ongoing guidance on subsequent career development
Mature and part-time students
lack of focus on the development of transferable skills; difficulty in accessing appropriate accommodation and social isolation. How can universities further support postgraduate study? ensure postgraduate student handbooks are relevant and accessible encourage personal mapping and development of skills needs improve teaching opportunities for postgraduate students on research programmes implement banks of postgraduate ambassadors that feed into wider networks use teams of supervisors where possible Recommendations 7. Increase opportunities for cross-institutional networking and ideas exchange for postgraduate students
Issues and challenges Currently, common challenges for postgraduate students include: patchy information, advice and guidance; financial issues (e.g. lack of access to student loans or research grants); variable support from supervisors – and training for supervisors; insufficient teaching opportunities;
8. Improve access to independent, impartial advice about the benefits of postgraduate study and the practicalities of study
Liam’s story: a snapshot of the ideal university experience for a mature, part-time student Liam was able to access a nationally recognised one-stop-shop source of information that contained everything mature and part-time students need to know to make their decision about institution. He was relieved to find out that he was still eligible for the same funding, pro-rata, as full-time students. Liam was given the opportunity before his course began to update his study skills. Liam’s timetable was set significantly far enough in advance that he was able to arrange for childcare and to let his employer know that he would be absent from work regularly at the same time each week for the entire duration of his degree course.
Issues and challenges: We identified the system-specific issues and challenges for mature and part-time students including limited public funding or subsidies for part-time students, the lack of entitlement to funding to re-train in a different area; the lack of clarity about where to source independent IAG; the lack of sufficiently tailored IAG; insufficiently flexible modes of study and course structures.
At university Liam found his lecturers relatively easy to access because they held their office hours on the day he attended lectures and used an appropriate communication channel. They recognised university was just one element to his busy life. Liam appreciated that both his employer and university understood when deadlines clashed and so both were reasonably flexible around dates. Liam was reassured to know that if, for any reason, he was unable to immediately complete his studies, his university was sufficiently flexible to enable him to complete it in future, or he would be able to formally transfer credit for the learning he had achieved elsewhere, if necessary.
9. Improve awareness about the full costs of postgraduate study and sources of finance
How can universities and colleges support mature and part-time students? increase flexibility for modes of study and course structures tailor IAG specifically to the needs of mature and part-time students provide and widely promote ‘returning to learning’ courses ensure that support facilities and services are available for those studying part-time ensure that timetabling is sympathetic to the needs of mature and part-time students Recommendations See recommendations 2 and 3, plus: 10. Review student finance policy to provide comparative funding for part-time students and the universities that teach them 11. Review Equivalent or Lower Qualifications (ELQ) policy, especially for courses that address specific skills shortages
08 National Student Forum – Annual Report
Disabled students
Issues and challenges We reviewed some of the issues faced by some disabled students. These comprised the need for more tailored information before entry into higher education; insufficient awareness of the specialist financial support available; the existence of misconceptions and stigma that unwittingly perpetuate discrimination; and both academic and non-academic disadvantages. How can universities and colleges support disabled students? To improve the experience of disabled students, we would like to see all universities and colleges:
raise awareness of disability issues within universities and colleges amongst the wider student community and improve awareness of disability issues amongst academic staff ensure that institutional feedback mechanisms capture data for disabled students, and use this data to improve future provision Recommendations See recommendations 4 and 6, plus: 12. Improve disability awareness training and awareness-raising within universities and colleges
improve IAG for prospective disabled students ensure enrolment and induction procedures are inclusive and tailored to meet the needs of disabled students
Accommodation
Vision: where are we trying to get to? If my living circumstances as a student are ideal… I feel like an included, valued and respected member of my community I feel financially secure My living space is appropriate to my needs I feel safe Issues and suggestions for improvement We raised the following issues: increasing costs of accommodation in relation to student loans; patchy relationship between students and the wider community; variable quality of accommodation and contractual issues; insensitive allocation within halls of residence, and a lack of accessible accommodation for different student groups. We would like to see Government introduce incentives for private landlords to adapt their properties to better accommodate disabled students and/or other student groups who may have additional accommodation requirements. We would also like private providers of student halls to increase the number of rooms that are available and accessible for disabled students and for students with families.
At an institutional level, we would like to see all university accommodation services: negotiating a range of prices/types of accommodation and more local travel subsidy schemes for students working with the Students’ Union and local community associations to build relationships and improve perceptions of students within the wider community working with private landlords to encourage them to be more open to renting to students outside the ‘traditional’ student areas supporting collaboration between local authority planning services and students increasing awareness amongst students of the basic standards they should expect when looking for accommodation – and what to do if these aren’t being met offering contract checking services offering prospective students the chance to express a preference about types of accommodation; and all residential managers being flexible and accommodating people’s individual request The Forum did not make formal recommendations for accommodation but invites stakeholders to engage in further dialogue about how the issues might be tackled effectively.
09 National Student Forum – Annual Report
National Student Forum – Annual Report
Overview of report approach and outcomes
For each key topic, the Forum developed: an ideal vision of what it would be like for students if everything is working well in this area suggestions as to how individual universities and colleges can support students in this area
The NSF was set up to help define ‘a reasonable student experience’ and to make recommendations to Government to help to achieve this. However, many of our suggestions for improvement fall within the gift of individual universities and colleges, rather than Government policy. Therefore, we outline our recommended practice for universities and colleges in each of our key discussion areas, against which we invite individual institutions to measure their current practice. We readily acknowledge that many universities and colleges may already be implementing some of these practices, but urge all institutions to consider whether adopting new ways of working and/or reviewing the extent to which guidance is being implemented in practice, could lead to further improvement in this area. recommendations for Government, and/or for areas which require further consideration and collaboration at a national strategic level
We have drawn upon our expertise in what it is like to study in higher education to develop recommendations that we believe require attention at a national strategic level. Some recommendations may involve a shift in current policy or practice, or new collaborations at a national level. However, others may more appropriately require careful consideration of how effectively or how widely existing programmes of work or specific initiatives are being implemented. As students we are not experts in the workings of the sector, and we both value and respect the sector’s autonomy.
We therefore urge Government and/or national sector organisations, as appropriate, to consider how these recommendations might be taken forward most effectively – either individually or collaboratively. We invite stakeholders to view our work as an invitation to engage in ongoing dialogue to bring about improvement for all students in the future. The Government will respond publicly to the report’s recommendations. The National Student Forum was set up by the former Department for Innovation, Universities and Skills (now the Department for Business, Innovation and Skills) in early 2008 to give a greater voice to students on higher education (HE) courses across England and to ensure that policies are the better for being informed by the student voice. It is required to produce an annual report for ministerial review and comment. The 2008-09 Forum consisted of an independent Chair appointed by BIS and eighteen members who reflect the diversity of the undergraduate and postgraduate population. Members participated in four full Forum events and three subgroup meetings to develop recommendations and proposals to improve the student experience. This year, we chose to focus on: teaching and learning (including technology-enhanced learning); employability; the particular needs of postgraduate, mature and part-time and disabled students; and accommodation. A summary of our visions, suggestions for how individual universities and colleges can support us and recommendations for consideration at national policy and strategy level is outlined overleaf.
Executive Summary 05 National Student Forum – Annual Report
Teaching and Learning
Vision – what does it look like when we’re getting teaching and learning right? As I a student, I acknowledge that I am an active partner in the learning process, but I also expect to find that: my learning experience is a high priority for the university my learning is, where possible, personalised to my needs my courses are flexible yet structured, and transferable essential resources are easy to access and readily available assessment and feedback are used to help me learn I can be an active partner to my university or college in the design and management of my own education my university/college encourages me to view my education as more than just subject knowledge
Issues and challenges The Forum raised a series of challenges and issues relating to teaching and learning that are faced by students at some institutions. These included: a lack of clarity and advance information about what learning at university is like; insufficient emphasis on the development of lecturers’ pedagogical skills; too much assessment of learning rather than for learning; insufficient course innovation; confusion around transferability of credit between institutions; lack of sufficient choice in mode of study; and insufficient opportunity to collaborate, engage with and co-design the learning experience.
How can universities and colleges support teaching and learning? We would like to see all universities and colleges: professionalise teaching and learning within the institution personalise and differentiate approaches to take account of disabilities, learning difficulties and learning styles increase flexibility in course structures and modes of study develop a cross-institutional strategy to enable students to co-design and manage their learning undertake regular reviews of course content and material to ensure currency and relevance (where appropriate to subject matter) ensure a university-wide focus on assessment for, not just of, learning review adequacy and accessibility of study resources for number and range of students monitor and formally record students’ broader learning In particular, we identified some of the current barriers to the growth of technology-enhanced learning: unequal digital access; unequal digital literacy for both students and staff; the lack of time and lack of support for tutors to develop the necessary skills and restrictive university policies and practices at some institutions. We would like to see all universities and colleges: implement a systematic policy to enhance traditional teaching methods with new technologies; leverage technology to provide innovative methods of assessment and feedback; implement a dedicated support programme for students and lecturers to develop skills and confidence in using technology; support whole campus access to ICT resources for all students; and promote the university or college’s technology-enhanced learning approaches and resources to prospective students.
Recommendations 1. Incentivise universities to achieve excellence in teaching and learning, as well as research 2. Encourage greater transferability (of credits) between institutions 3. Increase flexibility and innovation in course structures and modes of delivery 4. Develop a national strategy to increase students’ access to academic texts through electronic means
06 National Student Forum – Annual Report
Employability
We acknowledge that, as students, we need to take advantage of the opportunities universities and colleges make available to us, if we are to be in the best possible position to secure employment post-university. However, we also believe that an effective university-wide employability strategy, high profile careers services and high quality work placement programmes are critical factors in improving our employability. Vision: how will we know if we are getting it right? As I student I am motivated and proactive in improving my employability, but my university also supports me so that I feel: able to make an informed decision about the next step confident that I have valuable skills and experience to offer potential employers optimistic about my career prospects Priority 1: a clear university or college-wide employability strategy We would like all universities and colleges to incorporate the following aspects into the development or review of their employability strategies:
systematic integration of the university or college careers service into students’ everyday lives adequate levels of resourcing, awarenessraising and monitoring of careers services Priority 2: a well-informed, well-resourced, high profile university or college careers service We would like to see: better integration of careers services into different aspects of university life; improved support and training for careers advisors in how to best support particular student groups such as disabled students and international students; and university and college careers services placing more emphasis on promoting success stories of alumni from non-traditional universities and alumni mentoring schemes. Priority 3: a high quality, well-structured work placement programme We acknowledge that there are three partners to a successful work placement – the student, the placement provider and the university. To improve work placements at an institutional level, we would hope to see all universities and colleges implementing: a dedicated work placement specialist unit
explicit recognition and active promotion of the value of work placements, volunteering programmes and part-time jobs
a structured, phased approach to the delivery of information and guidance about work placements
increased resources for, and the promotion of the use of, personal development plans
a formal agreement with placement providers that sets out guidelines for what students need to learn on their placement
the provision of optional modules/classes that consider how the skills/knowledge developed during study/placements translate across into the work environment an employer mentoring scheme in which employers volunteer to mentor students a curriculum offer that includes the opportunity for students to engage with alumni or employers working in a related field and is co-developed with employers
training programmes for provider mentors sufficient communication with students on placements and the provider a commitment to listen equally to both the student and employer perspective to resolve any matters of dispute over the quality of the placement; and to enable students to change placements if necessary
Recommendations 5. Incentivise placement providers to increase the number of, and improve the quality of, placements on offer 6. Identify ways in which university careers services can be better supported to meet the specific needs of particular student groups (e.g. disabled students, international students and postgraduate students)
07 National Student Forum – Annual Report
Postgraduate students
A vision for a positive postgraduate experience: where are we trying to get to? If all is working well in the system, a postgraduate student would be able to say: I received appropriate information, advice and guidace (IAG) prior to embarking on postgraduate study and I am clear about the levels and types of funding available to me I benefited from a structured, tailored induction process I have reasonable levels of contact with supervisors I have access to adequate research facilities I have access to teaching opportunities, together with training and ongoing support for this I feel part of a wider research community I can access effective, ongoing guidance on subsequent career development
Mature and part-time students
lack of focus on the development of transferable skills; difficulty in accessing appropriate accommodation and social isolation. How can universities further support postgraduate study? ensure postgraduate student handbooks are relevant and accessible encourage personal mapping and development of skills needs improve teaching opportunities for postgraduate students on research programmes implement banks of postgraduate ambassadors that feed into wider networks use teams of supervisors where possible Recommendations 7. Increase opportunities for cross-institutional networking and ideas exchange for postgraduate students
Issues and challenges Currently, common challenges for postgraduate students include: patchy information, advice and guidance; financial issues (e.g. lack of access to student loans or research grants); variable support from supervisors – and training for supervisors; insufficient teaching opportunities;
8. Improve access to independent, impartial advice about the benefits of postgraduate study and the practicalities of study
Liam’s story: a snapshot of the ideal university experience for a mature, part-time student Liam was able to access a nationally recognised one-stop-shop source of information that contained everything mature and part-time students need to know to make their decision about institution. He was relieved to find out that he was still eligible for the same funding, pro-rata, as full-time students. Liam was given the opportunity before his course began to update his study skills. Liam’s timetable was set significantly far enough in advance that he was able to arrange for childcare and to let his employer know that he would be absent from work regularly at the same time each week for the entire duration of his degree course.
Issues and challenges: We identified the system-specific issues and challenges for mature and part-time students including limited public funding or subsidies for part-time students, the lack of entitlement to funding to re-train in a different area; the lack of clarity about where to source independent IAG; the lack of sufficiently tailored IAG; insufficiently flexible modes of study and course structures.
At university Liam found his lecturers relatively easy to access because they held their office hours on the day he attended lectures and used an appropriate communication channel. They recognised university was just one element to his busy life. Liam appreciated that both his employer and university understood when deadlines clashed and so both were reasonably flexible around dates. Liam was reassured to know that if, for any reason, he was unable to immediately complete his studies, his university was sufficiently flexible to enable him to complete it in future, or he would be able to formally transfer credit for the learning he had achieved elsewhere, if necessary.
9. Improve awareness about the full costs of postgraduate study and sources of finance
How can universities and colleges support mature and part-time students? increase flexibility for modes of study and course structures tailor IAG specifically to the needs of mature and part-time students provide and widely promote ‘returning to learning’ courses ensure that support facilities and services are available for those studying part-time ensure that timetabling is sympathetic to the needs of mature and part-time students Recommendations See recommendations 2 and 3, plus: 10. Review student finance policy to provide comparative funding for part-time students and the universities that teach them 11. Review Equivalent or Lower Qualifications (ELQ) policy, especially for courses that address specific skills shortages
08 National Student Forum – Annual Report
Disabled students
Issues and challenges We reviewed some of the issues faced by some disabled students. These comprised the need for more tailored information before entry into higher education; insufficient awareness of the specialist financial support available; the existence of misconceptions and stigma that unwittingly perpetuate discrimination; and both academic and non-academic disadvantages. How can universities and colleges support disabled students? To improve the experience of disabled students, we would like to see all universities and colleges:
raise awareness of disability issues within universities and colleges amongst the wider student community and improve awareness of disability issues amongst academic staff ensure that institutional feedback mechanisms capture data for disabled students, and use this data to improve future provision Recommendations See recommendations 4 and 6, plus: 12. Improve disability awareness training and awareness-raising within universities and colleges
improve IAG for prospective disabled students ensure enrolment and induction procedures are inclusive and tailored to meet the needs of disabled students
Accommodation
Vision: where are we trying to get to? If my living circumstances as a student are ideal… I feel like an included, valued and respected member of my community I feel financially secure My living space is appropriate to my needs I feel safe Issues and suggestions for improvement We raised the following issues: increasing costs of accommodation in relation to student loans; patchy relationship between students and the wider community; variable quality of accommodation and contractual issues; insensitive allocation within halls of residence, and a lack of accessible accommodation for different student groups. We would like to see Government introduce incentives for private landlords to adapt their properties to better accommodate disabled students and/or other student groups who may have additional accommodation requirements. We would also like private providers of student halls to increase the number of rooms that are available and accessible for disabled students and for students with families.
At an institutional level, we would like to see all university accommodation services: negotiating a range of prices/types of accommodation and more local travel subsidy schemes for students working with the Students’ Union and local community associations to build relationships and improve perceptions of students within the wider community working with private landlords to encourage them to be more open to renting to students outside the ‘traditional’ student areas supporting collaboration between local authority planning services and students increasing awareness amongst students of the basic standards they should expect when looking for accommodation – and what to do if these aren’t being met offering contract checking services offering prospective students the chance to express a preference about types of accommodation; and all residential managers being flexible and accommodating people’s individual request The Forum did not make formal recommendations for accommodation but invites stakeholders to engage in further dialogue about how the issues might be tackled effectively.
09 National Student Forum – Annual Report
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