Improving Student Participation and Engagement in Quality Processes (2007)
- 1. Improving Student Participation and Engagement in Quality Processes James Dunphy 3 May 2007
- 2. a Scottish perspective? • Scottish v. different • Engagement and involvement, representation and arbitration • Learner involvement, student satisfaction • Involvement for fun, involvement as a core activity • Quality Enhancement Framework
- 3. Quality Enhancement Framework • Enhancement-led Institutional Review undertaken every four years • Subject review undertaken internally by each institution • A public information set • A programme of National Quality Enhancement Themes • Effective student involvement within quality systems
- 4. within an institution • Taking responsibility and building capacity • Valuing student input and ensuring this is demonstrated • Role of branding and communication • Increasing the usefulness and use made of the outcomes of student engagement • Maximising resources to ensure high quality engagement
- 5. taking responsibility • Quality systems and processes are owned by the institution • Expectation that learners should engage • Working in partnership with representative bodies • Developing a system which meets institutional need • Benefit in developing, enhancing and promoting student engagement
- 6. valuing student input • Recognising, accrediting or rewarding students who engage • Ensuring engagement “makes a difference” • Informing students of actions taken as a result of student feedback
- 7. branding and communication • Building capacity through marketing and branding • Ensuring effective communication with student representatives and students – Showing value – Demonstrating change
- 8. increasing the usefulness • Ensuring student engagement meets institutional need – Measuring satisfaction? – Identifying what is important to students? – Increasing the rigour of QA processes? – Informing quality enhancement activity planning? • Recognising that needs will change
- 9. maximising resources • Developing training into ongoing support • Supporting the Student Union to engage and promote engagement • Building student representatives into existing support structures
- 10. case study: RGU During Session 2005/06 recognised need to: • build a meaningful partnership with the Student Association • bring together everything the University did into a cohesive system • develop training into ongoing support • enhance recognition opportunities • extend student involvement to all students - not just reps
- 11. case study: RGU • Belief that branding can play a key role in demonstrating the University values student involvement • Understanding that feeding back to students is of central importance • Knowledge that there are “hard to reach” learners
- 12. drivers • Scottish Quality Enhancement Framework • Enhancement-led Institutional Review • Student Participation in Quality Scotland (sparqs) • Student Union • Institutional Mission or Vision • Market forces?
- 17. building blocks • Developing partnership • Valuing engagement on a global and local level • Willingness to change or improve • Building upon involvement which currently exists • Identifying interest and growing this • Expecting student officers and students to engage
- 18. further information James Dunphy 01224 262157 j.dunphy@rgu.ac.uk www.rgu.ac.uk/studentinvolve