Embed Size (px)
DESCRIPTION
Charter 2.0 developing a framework for partnership, Dr Debbie MVitty, NUS
Citation preview
Student charters 2.0
Building partnership with students
Debbie McVittyHead of Policy, NUS
Format
Presentation
Open discussion and questions
Smaller group discussion to share practice and ideas
Feedback and wrap up
Where it all began
‘The market doesn’t
drive up quality.
Students and
institutions working in
partnership drives up
quality’
Rachel Wenstone, 2012
Drivers
Concerns about implications of market discourses and ‘student as consumer’ for student learning
Insights of student engagement agenda and importance of identity, belonging and community to student success
Challenge to traditional representation models for student voice and aspiration for enhanced civic engagement and citizenship
‘With great power comes great responsibility’
Spiderman
Scotland and Wales
‘Where partnership exists, students not only identify areas for enhancement, but they help to identify ways to carry out that enhancement, as well as helping to facilitate implementation where possible.’
sparqs, 2013. Guidance on the development and implementation of a Student Partnership Agreement in Universities.
Hat Tip
These documents can
work really well in
tandem!
Straw man
Charters are
beautifully crafted
and then sit on
websites not doing
anything
The cycle of partnership
What are our shared aspirations for our learning environment?
What areas should we be working on?
How will we engage students and staff in driving change?
How will we monitor progress?
Producing and agreeing
Alignment with student success (however defined)
Recognise and acknowledge expertise of academic and professional staff in safeguarding academic standards.
Recognise and acknowledge voices, experiences and judgement of students including experiences of alienation and disengagement
Shared enhancement plans and clarity about opportunities for staff and students to get involved
Make space for innovation in specific departments and schools, among student services teams, or student societies, allowing staff and students to develop and own their partnership activities.
Disseminating and enacting
Dynamic approaches to dissemination
Support for staff and students to understand each other’s concerns - opportunities for dialogue eg in staff development, students as pedagogical researchers
Embed in transition, induction and re-induction and consider the particular needs of specific student groups
Create opportunities for students to lead in dissemination eg through peer mentoring or through SU activity
Monitoring and reviewing
Agree shared aspirations and idea of success
Check that planned activity will plausibly lead to desired change
Identify indicators and plans for gathering (use existing where possible!)
Ensure indicators can capture variation in experiences among different student or staff groups
Consider implications of charter aspirations on other policies and processes when these are reviewed
The thing itself
Framework
Activities
Case studies
Over to you
Thank you for your participation
Contacts:
