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Recognising achievement beyond the curriculum:
a survey of sector practice
26 March 2014Harriet Barnes
Skills Award Task Group
B4: Enabling student development and achievementExpectation
Higher education providers have in place, monitor and evaluate arrangements and resources which enable students to develop their academic, personal and professional potential.
Survey of sector practice
Available July – August 2013 85 responses from 69 higher
education providers
Eligibility for award schemes
All award schemes currently running are open to undergraduate students
Nearly three-quarters are open to taught postgraduate students
Just over half to postgraduate research students
Almost one-third of awards are targeted at particular groups of students, such as those in student representative roles.
Who is responsible for coordinating the award?
careers service (61% of responses) students' union (11% of responses) learning and teaching unit (or equivalent) (8%
of responses) academic department (3% of responses) other central services department (3% of
responses) careers service and students' union (9% of
responses)
Does the students’ union have involvement in coordinating the
award? responsible for coordinating
the scheme work in partnership with the
provider to deliver the award run union scheme alongside
that offered by the provider identifying activities which
count towards the awards and verifying participation
promoting the scheme to students
NoYes
What activities are recognised?
Is there a reflective element?
YesNo
learning journal
portfolio/webfolio
development record
interview and/or application form
reflective statement or essay
skills audit and action plan
How is achievement recognised?
Presentation of award certificates at a specific ceremony (73%)
Included on student’s HEAR (47%)
Included on degree certificate/transcript (not carrying credit) (35%)
List of award winners in graduation programme (14%)
Carries academic credit (6%)
Quality assurance and evaluation
• Two-thirds of awards are overseen by a steering group • 57% have some form of quality assurance procedures• Two-thirds of awards have been evaluated, in order to:
• inform future development• collect feedback from students, staff and senior
management• measure whether the award had achieved its aims• find out whether student behaviour had changed as a
result of participation in the award.
The future of awards: prospects and challenges
•more students
•more technology
•more routes and options
•more links to curriculum
•more employers
•more verification
www.qaa.ac.uk