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The HEAR: student engagement and the wider picture

The HEAR: student engagement and the wider picture. 9 March 2012 Macdonald Burlington Hotel, Birmingham, 10.00a.m . – 3.00p.m. The wider context… (Steering Group Report 2007). ‘a need to do justice to the full range of student experience by allowing a wider recognition of achievement.’

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The HEAR: student engagement and the wider picture

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  1. The HEAR: student engagement and the wider picture 9 March 2012 Macdonald Burlington Hotel, Birmingham, 10.00a.m. – 3.00p.m.

  2. The wider context… (Steering Group Report 2007) • ‘a need to do justice to the full range of student experience by allowing a wider recognition of achievement.’ • ‘the present system cannot capture achievement in some key areas of interest to students and employers.’

  3. Wider achievements and the HEAR (6.1)… A ‘richer picture’ of student achievement, verified additional achievements recorded under one of three headings: measured or assessed performance in non-academic contexts accredited by, or with external accreditation recognised by the University, e.g. awards concerned with employability; additional recognised activitiesundertaken by students which demonstrate achievement but for which no recognition is provided in terms of academic credit, e.g. Course Representatives or Students’ Union Officers; University, Professional and Departmental Prizes. Within a clear guidance framework…‘authorised statements of student achievement not included elsewhere, whether: assessed and/or accredited by the University; verified by appropriate and authorised University personnel; approved by the University for inclusion on the basis of criteria confirmed under the relevant quality assurance procedures of the institution.’

  4. Opportunities… Interest from a range of schemes operating across institutions, e.g.: • The Children’s University; • SPARQS (Student Participation in Quality Scotland); • ESSA (Enterprising Student Society Accreditation); • BUCS (British Universities and Colleges Sport). Work with BUCS to 'coordinate a task and finish group which would provide a list of the roles (and skills) that could be incorporated into the HEAR record, and who would be best placed to verify these, making recommendations back to the BISG' . A template for work with others… Local autonomy in respect of section 6.1 unaffected.

  5. Key factors in early implementation • Support of Senior Managers. • Congruence with institutional agenda (employability; more holistic approaches to graduate achievement (graduate attributes)). • Strong working relationships between staff from Registry, IT services, Teaching and Learning and Careers and Employability contexts. • Strong support from officers within the Students Union. • The holding of data related to student achievement within centralised record systems. • Emphasis on early moves toward an electronic HEAR. • Value in meeting requirements for the Diploma Supplement (one document not two). • Early decision taking about the inclusion of additional achievements within section 6.

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