Prifysgol Glynd ŵ r University

1. Inaugural Future Directions ConferenceCynhadledd Gyntaf Cyfeiriadau’r Dyfodol Graduates for our Future – Graddedigion i’n dyfodol • Prifysgol Glyndŵr University • 26 / 4 /2012

2. Student Representation • Dr Nick Potter – Swansea Metropolitan University • Iain Mossman – Cardiff University • Beth Button – Cardiff University • Emma McKeogh – Cardiff University • Sarah Ingram – Cardiff University • Students as Partners • 26th April 2012

3. Workshop contents • Introduction • Student representation in Wales • Engagement through reward and recognition • Bursaries, benefits or awards? • The most effective ways of engaging and rewarding student reps • Engagement through closing the feedback loop • Beyond Student Representation • Is it always necessary to have representation: can all students be engaged? • Engagement through high-level projects, policy and planning • Are there any limits to student engagement? • Conclusion • No need for Student-Staff Panels, or a need to change what’s in them

4. Student representation in Wales • Most student representation systems in Wales have a similar structure: • There are representatives for every course and module; • A senior/faculty/college/super rep takes on extra responsibilities; • Reps feed up to an elected officer in the Students’ Union and senior institutional management; • There is a course rep council or forum to discuss the inter-disciplinary student experience; • The institution uses reps to get feedback from students, give information to students and to gather opinion on high-level student experience projects.

5. Example: The Student Academic Representation System at Cardiff University

6. Engagement through reward and recognition Welsh institutions vary widely in the ways that they reward and recognise their reps depending on their role, funding and experience. Most institutions give some kind of benefit to their higher level reps: Swansea University – college course representatives interviewed and given tax free £750 bursary Glyndŵr University – super reps given a programme of benefits including the opportunity to attend a conference, team-building session, sports centre discount, NUS extra card, Railcard, 6 free tickets to SU events Cardiff University – student reps Shortlisted reps will be invited to the Enriching Student Life Awards ceremony, winners receiving a trophy, certificate and a £100 experience voucher

7. Bursaries, benefits and awards • What are the advantages and disadvantages of bursaries, benefits programmes or achievement awards? • Which system produces the most effective reps? • Which system gives reps the most power? • Which system allows reps to be the most independent or most accountable? • How could you measure the impact of reps’ work?

8. Effective ways to engage and reward In small groups discuss: How does your rep system currently engage/reward reps at the faculty/institutional level? If you engaged/rewarded reps in a different way would that improve your rep system? If it would improve your rep system, how could you implement these changes, what would the barriers be and how could you overcome them?

9. Engaging through closing the feedback loop A further element of engaging student reps involves closing the feedback loop: communicating with reps and students, so that reps are aware of their impact and students are aware of their rep’s work. How do you close the feedback loop effectively so that all students are aware of the work of reps? If you ask reps to close the feedback loop are you training them in how to do this? Do you tell students about long-term projects so that they’re aware of future change? Do you update your student news or advertise improvements to the student experience (e.g. through posters); especially those improvements influenced or started by reps?

10. Beyond student representation Will student reps always be necessary or will we ever be able to engage all students? What would happen if all students were engaged with change in their institution? What would the role of student reps be if we could engage all students?

11. Engagement through high-level projects Student reps are useful in high-level planning, projects or developing policy and different institutions have already used them to influence institutional developments. Examples include: Bangor University – Student Experience Enhancement Strategy Cardiff Metropolitan University – NSS – learning and teaching: the follow up Cardiff University – Student Charter

12. Limits to student engagement? Are there any limits to student engagement? When we limit students’ involvement do we evaluate the reasons why? What areas do you currently involve your reps in? Staff interview panels IT developments Executive/management meetings School budgeting Libraries resources Infrastructure/buildings/facilities Module evaluation NSS action plans Other areas... Almost all areas within the University have a major impact on the student experience.

13. Conclusion In light of changes in institutional culture, with students being able to feedback through more informal mechanisms, some staff are questioning the need for Student-Staff Panels… Is it the panels that need to stop, or do we just need to be more innovative in how they are run? Should we consider re-defining the purpose of Student-Staff Panels? They should be more than just a meeting for complaints but a mechanism for change; a group with oversight and responsibility.