1. RCA Students’ Experience:
Proposals for enhancing and monitoring College performance
Summary
It is intention of this paper to offer the Senior Management Team of the Royal College of Art (the
College) with a proposal on how to work together in order to improve the student experience at
the College and how processes that monitor its performance may be strengthened.
Content
1. Where have we come from 2011-2015
2. Where do we want to go 2016 - 2021
3. How do we get there
4. KPIs
5. Bibliography
6. Appendix A - Example of Benchmarking Framework
7. Appendix B - HEA and NUS Students’ Union and Institution Partnership Award
2014 - UNIVERSITY OF EXETER: STRATEGIES FOR PARTNERSHIP
Miloslav Vorlicek & Ritz Wu
Co-Presidents of the RCA Students’ Union 30 November 2015
2. Where have we come from 2011-2016
Enhancement of student experience
● Ambiguous student expectations - Much progress has been made over the last year in
improving the basis of the contract between the College and its students - such as
clarifying regulations of study, the complaints procedure, programme handbooks, and
creating an MA Student Charter. Unfortunately, however, these are not given explicitly and
readily prior to the acceptance of offer stage, which impedes students from making an
informed decision about their choice to study. It also conflicts with consumer protection
guidance as applied to students that puts an emphasis on the timely provision of this
information.1
On the other side, the lack of clarity in the procedures of the College -
notably in regards to changes in staffing and course material is also an area of particular
attention for consumer protection guidance,2
and has also been a significant factor in the
complaints that the Students’ Union has supported over the period of last two academic
years.
● Lowered student satisfaction - Student satisfaction has steadily decreased at the
College from about 89% in 2012 to 68% in 20153
, when over 70% students responded to
the Survey. It is also important to note that only in 11 out of 43 questions the College
scored 70% or above in satisfaction.
● Decreased student-staff engagement - Feedback from the Student Survey over the
last few years reflects that student-staff engagement has suffered as a result of
casualisation of academic & technical staff contracts, constant changes in staffing, and
unclear amounts of time dedicated to teaching vs. research,4
as well as the increase in the
student-staff5
and student-technician ratio.
1
‘To comply with the CPRs you must provide prospective students with material information – including about
the courses you offer, the structure of courses, and the fees/costs. This should be given before they make a
decision about which courses and HE providers to apply to. This includes information given in writing, visually
and verbally. You should make sure this information is accurate and you should not omit important information
that could affect students’ decisions.’
"CMA Guidance to HE Institutions on Students’ Rights in Consumer Law." Nus.org.uk. National Union of
Students, Mar. 2015. Web. 29 Nov. 2015.
2
‘Higher education courses are made up of sub components which may occasionally need to change for a
variety of reasons, such as loss of key staff. Policies should recognise that in some cases these changes can
have a negative effect on students and should endeavour to minimise these impacts, including giving students
as much advance notice as possible and explaining the reasons behind the change. Policies should set out the
circumstances in which changes may take place and the process for consulting and informing students. Where
there are material changes to modules, programmes or locations of teaching, providers need to set out when
and how students will be informed and the arrangements for consulting with students on options.’
"Higher Education Course Changes and Closures: Statement of Good Practice." (n.d.): n. pag. Hefce.ac.uk.
Web. 29 Nov. 2015.
3
Until 2013 the question in the student survey asked about general satisfaction was: ‘Overall experience of my
course?’From 2014 the question in the student survey asked about general satisfaction has been: ‘Overall, I
am satisfied with the quality of the course?’
4
The increase of student numbers implemented by the last strategic plan mean that teaching and making
expertise has been oversubscribed, as reflected in the 2014-2015 student survey, where only 53% of students
agreed that they had sufficient access to technical resources, and only 53% of students agreed that they had
sufficient staff contact, which is a decline of 16% in comparison to 2012. Comments indicated that the
perception is this had to do notably with an increase in student numbers which was not met with an equivalent
increase of staff. See student comments from the Student Survey of 2014-2015 under (1) Learning &
Teaching, and (6) Resources and Support. Concerns about staff time and staffing changes in relation to student
numbers exists in the feedback of every single programme except GID and CWAD.
5
The student-staff ratio is now reported to be 16:1, an increase from the figure of 11.6:1 in 2011.*
Consequently, in the last three years, we have therefore observed a negative correlation between higher
student staff ratios, and student satisfaction levels. This also means that RCA is 17th in place among Art &
3. Student Engagement
● Partiality of student-facing services - The separation of Student Support and the
Students’ Union raises concerns amongst students in establishing confidentiality,
impartiality, and independence in giving advice and supporting complaint procedures. In
the top 10 universities in the UK, advice and support centers are based in the Students’
Union.6
● Narrowing of participation despite increase in financial support - Despite the post-
study scheme bursaries, and the bursaries from the RCA Fund, the scope of participation
has narrowed as the number of BME UK home students have declined from 17% in
2011/2012 to 14% in 2013/20147
while only a handful of full cost scholarships are
available.8
● Underdeveloped engagement between institution and its Students’ Union - There
is a lack of definition of the role of the Students’ Union in relation to the institution, which
prevents both organisations being able to manage an effective partnership. The
Regulations, under the section entitled ‘Students’ Union’ - only highlights the fact that a
Students’ Union exists, and all students are members.9
However, it was acknowledged by
a study that engaging with students’ unions was a key part of institutional strategy for
improving student experience, especially in light of the increase in tuition fees.10
Design UK Universities with low SSRs - behind Arts University Bournemouth (10,6:1), Leeds College of Art
(10,6:1) and Liverpool John Moores (13.7:1).**
*Art and design postgraduate and master's courses in 2012 in The Guardian
"Art and Design Postgraduate and Master's Courses in 2012." The Guardian. The Guardian, 28 Feb. 2012. Web.
27 Nov. 2015. <http://www.theguardian.com/education/table/2012/feb/28/art-design-postgraduate-masters-
courses>.
**"University League Table 2016: Art and Design." The Complete University Guide. The Complete University
Guide, 2015. Web. 25 Nov. 2015. <http://www.thecompleteuniversityguide.co.uk/league-
tables/rankings?o=Student-Staff+Ratio>.
6
See Students’ Union websites of the first 10 listed universities on the Guardian’s University League Tables
2016.
"University Guide 2016: League Table for Art." Guardian.co.uk. The Guardian, 24 Feb. 2015. Web. 29 Nov.
2015.
7
Equality and Diversity Committee - Agenda point 8. Equality objectives 2012-2016
8
‘I’m really delighted to report that a record number of students – 160 – have scholarships which cover full
fees or require a minimal contribution for the 2015/16 academic year.’
Thompson. P (judith.hall@rca.ac.uk). (2015 October 1). MONTHLY NEWSLETTER FROM THE RECTOR. Email
(miloslav.vorlicek@rca.ac.uk)
9
‘The College has a Students’ Union. All students are members of the Students’ Union but retain the right to
terminate their membership at any point during their time at the RCA. Alumni are associate members of the
Students’ Union’
“Royal College of Art, Regulations 2015/2016, General Regulations, 19. Students’ Union”
10
The change in the fee regime has been very expensive for students, but it has brought them into the
governance structures far more strongly…I think there is a real tendency in all institutions now to take the
student voice more seriously, and I think that’s partly to do with fees and partly to do with league
tabling…there has been a step change in the way in which universities listen to students. (Senior managers’
focus group, HEI 10)
Brooks, Rachel, Kate Byford, and Katherine Sela. "The Changing Role of Students’ Unions within Contemporary
Higher Education." Journal of Education Policy 30.2 (2014): 165-81. Web.
4. Monitoring of College Performance
● Indirect exclusion of SLTs and ILTS from the academic governance structure -
With SLTs being a main arena for Deans to gather direct feedback from student reps as a
part of the representative structure, this feedback is removed from the academic
governance of the college, in that SLTs are largely a reporting mechanism. Feedback on
academic changes or policies which as passed down from Deans to Heads of Programme
and student reps, for example, are not communicated back to the ASC. Furthermore, while
guiding the strategy and operation of technical resources and learning support is a part of
the Terms of Reference of the Learning and Teaching Committee (LTC), as a key area of
concern in student feedback it would benefit from its own specialised subcommittee. This
would also to allow LTC’s agenda to continue to focus on learning and teaching practices.
● Insufficient incorporation of students in key governance processes - While student
representation has increased in recent years in college governance, both sabbatical officers
and student representatives have expressed concerns regarding the processes of
governance of the College and the lack of inclusion within key administrative groups - such
as the reduction from six student representatives on Council & Senate to two sabbatical
officers,(footnote) and a lack of student representation on key bodies such as the Finance
Committee, Buildings and Estates Committee, Research Committee, or Human Resources
Committee. Meanwhile, best practice in this area indicates that institutions benefit from
including students, as stakeholders, on its key decision-making bodies11
not only in the
area of of learning and teaching but institution wide.12
● Restricted accessibility of information on institutional spending - School and
programme budgets are not transparent to students or student representatives, and are
determined and implemented independently of student feedback. Meanwhile, it is
acknowledged by research & policy development group Universities UK that ‘In the new
funding environment, there is also an obligation on universities to demonstrate to students
that they are working efficiently. Principles of transparency, openness and accountability
dictate that there needs to be a greater emphasis on value for money in the future.’13
11
The higher education institution can gain immensely by actively engaging students’ union representatives on
key institutional decision making bodies. To maximise the benefits of their involvement, it is important to
ensure that students’ union reps are provided with a thorough induction and given the support needed to
become active participants able to contribute fully to the meetings.
"The Principles of Student Engagement." The Student Engagement Partnership (2011): n. pag. Tsep.org.uk.
National Union of Students, Committee of University Chairs, 3 Dec. 2014. Web. 26 Nov. 2015.
<http://tsep.org.uk/wp-content/uploads/gravity_forms/4-8f8ea0c4180f64d078700886483e4a08/2014/09/The-
Principles-of-Student-Engagement.pdf>.
12
This report concentrates on students as partners in learning and teaching in higher education, though we
recognise that students may act as partners in many other important ways, including institutional governance,
quality assurance activities, research strategies and policies, estates, community engagement, and other
extra- curricular activities. Partnership in learning and teaching is one aspect of the larger picture of an
institution- wide ethos and practice of partnership.
Mick Healey, Abbi Flint And Kathy Harrington. Engagement through Partnership: Students as Partners in
Learning and Teaching in Higher Education (n.d.): n. pag. Heacademy.ac.uk. The Higher Education Academy,
July 2014. Web. Nov. 2015.
<https://www.heacademy.ac.uk/sites/default/files/resources/engagement_through_partnership.pdf>.
13
"Efficiency, Effectiveness and Value for Money." (2011): n. pag. Universitiesuk.ac.uk. Universities UK, 26
Feb. 2015. Web. 29 Nov. 2015.
<http://www.universitiesuk.ac.uk/highereducation/Documents/2015/EfficiencyEffectivenessValueForMoney.pdf
>.
5.
6. Where do we want to go 2016 - 2021
Enhancement of Student Experience
● Clear and readily available information for prospective students in accordance
with CMA guidance - on offer prior to the students starting application process by
2016/2017
● Student Survey reinforced by clear and principled ‘Student Partnership
Framework’ - introducing a student-staff benchmarking exercise to discuss and establish
agreed standards in subcategories of student experience, setting a new overall minimum
for Student Satisfaction rates of 80%, with at least of 70% in each subcategory by
2019/2020.
● Established and guaranteed standards on the provision of academic & technical
learning - Measures taken to cap tutorial/workshop sessions at no more than 8 students
per session, to standardise the balance between casual & permanent staff in each
programme/workshop, to standardise the ratios of teaching vs research/administration
time for each staff role, and to implement policy to redress students in case of extended
staffing vacancies by 2021.
Student Engagement
● Unification of Student Support & Students’ Union as the RCA Union - regulated by
the constitutional terms of the Student Union representative structure, this organisation to
be responsible for both student representation and welfare of its membership by
2020/2021. A permanent Academic Representation and Student Voice Co-Ordinator
should be appointed to be a part of this team by 2017/2018.
● Increased number of BME home and EU students to at least 25% of all student
body14
and creation of the endowment funds of £20m to support scholarships, in line
with ‘RCA Financial Strategy 2011’15
by 2019/2020
● Developed strategic approach in partnership between RCA Union and RCA - with a
relationship agreement set between the two bodies according to the values recommended
by the NUS/HEFCE’s ‘Good Governance and Good Relationships’ study,16
working together
14
According to study by HEFCE titled ‘HE Student Equalities Tables by Ethnicity 2013 - 2014’ 23% of all student
population in UK HE Institutions identified themselves as non-white.
HE Student Equalities Tables by Ethnicity 2013-14. Rep. HEFCE, 19 May 2015. Web. 29 Nov. 2015.
<http://www.hefce.ac.uk/media/HEFCE,2014/Content/Working,with,HE,providers/Equality,and,diversity/Object
ives,information,and,data/HE%20Student%20Equalities%20tables%20by%20Ethnicity%202013-14.pdf>.
15
The RCA Financial Strategy 2011 states under long term objectives that ‘Create endowment funds of £10m
to support student scholarships to broaden access.’ It is therefore presumed that this was intended in
relationship to the student population of 2015/2016 student body. Further increase of student populations
should be met equal growth of this fund.
16
Guide for Members of Higher Education Governing Bodies in the UK: supplementary guide regarding the role
of university governing bodies in relation to students’ unions. See Appendix A in Bristol: Higher Education
Funding Council for England, 2004. Web. 28 Nov. 2015.
<http://www2.bcu.ac.uk/docs/cuc/pubs/NUSCUC-Guide_March2011.pdf>.
7. to form joint initiatives around learning and teaching priorities or development of strategies,
policies or governance. A Director of Student Experience, based in Registry, to be appointed
by the college to to work with the Union to improve student experience by 2017.
Monitoring of College Performance
● ASC to have three subcommittees of Learning & Teaching, Learning & Making,
and SLTs. All three subcommittees will have the power to make official recommendations
to ASC by 2016/2017.
● Student engagement and representation become central to governance - by 2021
one student per school to sit on both Senate and Council, sabbatical officers introduced as
observers at SMT & Dean’s Group, and two elected student representatives invited as
observers on every committee.
● Open and clear process of budget planning, ensuring students play a major role
in financial planning processes and spending decisions - Termly Budget Scrutiny
Group formed of both staff and students, taking as its model the award-winning strategy
implemented by Exeter University,17
to be introduced by 2017
17
"UNIVERSITY OF EXETER: STRATEGIES FOR PARTNERSHIP." HEA and NUS Students’ Union and Institution
Partnership Award 2014 (n.d.): n. pag. Heacademy.ac.uk. Higher Education Academy, 3 July 2014. Web. 29
Nov. 2015.
<https://www.heacademy.ac.uk/sites/default/files/downloads/winner_2014_university_of_exeter.pdf>.
8. How do we get there
Enhancement of Student Experience
● Integration of InfoRCA and RCA Website 2.0, so that all programme
specifications, contractual agreements, hidden costs, policies, and procedures,
could be readily viewed by any prospective student - right alongside the option to
download the Course Information Pack.
● Creation of student partnership framework18
- where each area has at least 5 guiding
principles, with themes including Assessment & Feedback, Learning Resources, Making
Resources, Organisation & Management and Personal Development. This exercise to take
place right after each WIP Show so that local issues will get captured and could be
resolved with great speed, enabling Student Survey to be more big picture focused.
● Human Resources department, in consultation with the RCA Union, academics,
and technicians to establish policies and standards for staff support for students
- Including the balance between casual/permanent staff in each area, teaching vs.
research work ratio, and a means of redressing students in case of extended staff
vacancies. The number of students in each tutorial/workshop session should be restricted
to a maximum of 6 students and size of through executive order.
Student Engagement
● College to facilitate merger of areas of Student Support and Students’ Union,
where Student Support is regulated by the Union’s structures, but funded by the
College - including college advice services and handling complaints & appeals, Union and
RCA also to work together to employ an Academic Representation and Student Voice Co-
Ordinator to support the representative function based in the Union, both by 2017.
● Development Office, Marketing and Communications to work together to develop
endowment fund for scholarships, and recruitment strategy to widen
participation within the UK cohort - as a major project in place by 2021
● Draft Relationship Agreement between RCA and RCA Students’ Union as
recommended by NUS/CUC Guidance,19
and hire Student Experience Coordinator
that would work directly with SU - Making publicly this agreement, the SU’s full
accounts, and the level of monetary support provided by the college to the SU so that
accountability on both sides of the partnership is increased
18
See Appendix A - South Bank University Template
19
Guide for Members of Higher Education Governing Bodies in the UK: supplementary guide regarding the role
of university governing bodies in relation to students’ unions. Bristol: Higher Education Funding Council for
England in Appendix B: Relationship Agreement, 2004. Web. 28 Nov. 2015.
9. Monitoring of College Performance
● Revise the governance structure of ASC to incorporate the key elements of SLT
feedback, and a Learning and Making Committee - where a termly Dean’s report on
the academic health of the School co-signed by Heads of Programme should be submitted
to ASC from SLTs once a term, SLT feedback is to reach ASC if it is unable to be accounted
for within a certain time frame, and the Learning and Making Committee is to be
introduced as a subcommittee of Academic Standard Committee with the same structure
as Learning & Teaching Committee (i.e. 50/50 staff student and with main purpose to
overview ILTS, co-chaired by ILTS Director and SU Co-President)
● Student representation increased in every RCA committee where it exists, and
RCA Union representatives to become members of every RCA committee, SMT,
and Dean’s Group revising terms of reference of RCA committees to reflect a
commitment to student engagement and partnership in decision-making by 2017/2018.
● Director of Finance to set up and chair the Budget Scrutiny Group - Sharing,
consulting, and explaining budgeting apparatuses, justifications, and spending outcomes
with both students and staff, to understand the nature of over or underspend in specific
areas to more responsibly budget for the next year, as well as to create an new means of
communication and visibility for Finance
10. KPIs
Enhancement of Student Experience
● It is ensured that applicants receive the full set of information recommended by the CMA
Guidance
● Average student satisfaction at college-wide level over 80%
● Feedback in Learning & Teaching and Support & Resources in all programmes both over
80%, RCA rated as ‘best practice’ under Which? Survey of Provider’s Rights to Change
Courses20
Student Engagement
● Strong RCA Union with reputable student facing advice centre, student representation
maintained above 10% of student population, and increased application rates based on
publicity generated for student experience
● Number of BME home and EU students achieved 25% of all student body and the creation
of endowment funds of £20m
● Student Union and RCA to submit proposal together to win Student Engagement
Partnership Award, given by NUS/HEFCE
Monitoring of College Performance
● Decision making processes and efficiency improved in academic governance, reflected in
student survey
● RCA practices of student engagement in governance recognised as leading nationally,
included in proposal both to win Student Engagement Partnership Award, given by
NUS/HEFCE, as well as the NUS Academic Representation Award
● RCA practices of institutional transparency recognised as leading nationally, included in
proposal both to win Student Engagement Partnership Award
20
"Higher Education: A Review of Providers’ Rights to Change Courses."Which? Press Office. Which?, the Charity: The
Consumers' Association, 5 Feb. 2015. Web. 27 Nov. 2015. <https://press.which.co.uk/wp-content/uploads/2015/02/Which-
Investigation-Higher-education-courses-a-review-of-providers-right-to-vary-courses-2.pdf+&cd=3&hl=en&ct=clnk&gl=uk>.
11. Bibliography
"Art and Design Postgraduate and Master's Courses in 2012." The Guardian. The Guardian, 28
Feb. 2012. Web. 27 Nov. 2015.
<http://www.theguardian.com/education/table/2012/feb/28/art-design-postgraduate-
masters-courses>.
Brooks, Rachel, Kate Byford, and Katherine Sela. "The Changing Role of Students’ Unions within
Contemporary Higher Education." Journal of Education Policy 30.2 (2014): 165-81. Web.
<http://www.tandfonline.com/doi/abs/10.1080/02680939.2014.924562?journalCode=ted
p20>.
"CMA Guidance to HE Institutions on Students’ Rights in Consumer Law." Nus.org.uk. National
Union of Students, Mar. 2015. Web. 29 Nov. 2015.
<http://nusdigital.s3-eu-west-
1.amazonaws.com/document/documents/14112/1d435c4b2f58320e760c77bf01399e
58/CMA%20guidance%20to%20HE%20institutions%20on%20students%20rights%2
0in%20consumer%20law.pdf?AWSAccessKeyId=AKIAJKEA56ZWKFU6MHNQ&Expires
=1448994651&Signature=vGJKH%2BRlB3K9iCjPK5QGarkkM%2BU%3D>.
"Efficiency, Effectiveness and Value for Money." (2011): n. pag. Universitiesuk.ac.uk. Universities
UK, 26 Feb. 2015. Web. 29 Nov. 2015.
<http://www.universitiesuk.ac.uk/highereducation/Documents/2015/EfficiencyEffectiveness
ValueForMoney.pdf>.
Guide for Members of Higher Education Governing Bodies in the UK: supplementary guide
regarding the role of university governing bodies in relation to students’ unions. Bristol:
Higher Education Funding Council for England, 2004. Web. 28 Nov. 2015.
<http://www2.bcu.ac.uk/docs/cuc/pubs/NUSCUC-Guide_March2011.pdf>.
HE Student Equalities Tables by Ethnicity 2013-14. Rep. HEFCE, 19 May 2015. Web. 29 Nov.
2015.
<http://www.hefce.ac.uk/media/HEFCE,2014/Content/Working,with,HE,providers/Equality,a
nd,diversity/Objectives,information,and,data/HE%20Student%20Equalities%20tables%20by
%20Ethnicity%202013-14.pdf>.
"Higher Education Course Changes and Closures: Statement of Good Practice." (n.d.): n. pag.
Hefce.ac.uk. Web. 29 Nov. 2015.
<http://www.guildhe.ac.uk/wp-content/uploads/2015/11/Statement-of-good-practice-
Nov15.pdf>.
"Higher Education: A Review of Providers’ Rights to Change Courses."Which? Press Office.
Which?, the Charity: The Consumers' Association, 5 Feb. 2015. Web. 27 Nov. 2015.
<https://press.which.co.uk/wp-content/uploads/2015/02/Which-Investigation-Higher-
education-courses-a-review-of-providers-right-to-vary-courses-
2.pdf+&cd=3&hl=en&ct=clnk&gl=uk>.
Mick Healey, Abbi Flint And Kathy Harrington. Engagement through Partnership: Students as
Partners in Learning and Teaching in Higher Education (n.d.): n. pag. Heacademy.ac.uk. The
Higher Education Academy, July 2014. Web. Nov. 2015.
13. Benchmarking Framework:
Learning Resources
1 Sufficiently funded and resourced
The principle that learning resources should be provided in great
enough quantity to match students’ needs across all courses, disci-
plines and learning needs.
2 Additional costs
The principle that students should be fully informed about all costs
associated with learning resources, and that steps are taken to mini-
mise or mitigate any additional costs.
3 Equitably available and inclusive
The principle that all students, regardless of protected characteristics
or mode of study, should be able to access resources required for
learning.
4 Flexibly available
The principle that students should be able to access learning resourc-
es as-and-when they are required, and around competing demands
on their time.
5 Supporting students
The principle that students should be enabled to make full use of
learning resources through training and support.
6 Student engagement and partnership
The principle that students should be partners in determining the
delivery and availability of learning resources, and have opportunities
to feedback on their use.
7 Radical, relevant and responsive
The principle that learning resources should be both innovative and
stimulate innovative learning, enabling students to explore beyond the
limits of them core curriculum.
8 Structuring and facilitating active learning
The principle that learning resource provision should always be direct-
ed towards enhancing and supporting effective student learning.
8 Guiding Principles
This benchmarking tool aims to improve ‘learning resources’ available to students studying on London South Bank
University courses. It should be used by academics, relevant ‘professional staff’ and student representatives collec-
tively to benchmark current practice at London South Bank University, against guiding principles within higher educa-
tion of good ‘learning & resources’ management.
What are ‘learning resources’?
‘Learning Resources’ is a very broad term encompassing many crucial aspects of a quality higher education pex-
perience. This benchmarking tool aims to cover as broad a range of activities in higher education as possible, but
not all examples of practice will apply to all aspects of learning resource provision. Nonetheless, the tool aims to be
applicable to the following aspects of learning resources:
• Library and written resources • IT hardware and infrastructure • Learning technologies and their use • Space and facilities
• Specialist equipment, material, software and space • Support and development for using learning resources
How to use these tool
We’ve designed these tools to help staff and students have richer conversations about the student experience here at South Bank. The tools overlap with key areas
of the NSS, but they can be used independently of it too; they are applicable to every level, mode and course throughout the institution.
To begin using this tool, firstly identify a group of key professional staff/academics and students; this could be an existing group such as a Course Board, to form
your committee. As a committee seperate into a staff team and a student team, you should then decide which of the boxes best describes where you think your
course/division or school currently stands. Once you’ve done this, you should share your scores with each other, putting forward the reasons why you have given
the score you have. Students and staff should take time to listen to each other’s opinions as to where they believe the institution/course is, as it may highlight
unthought-of aspects of the student experience, or hidden perceptions, that could be more widely felt. Once you’ve taken the time to explore these themes you
should collectively agree what your combined benchmark as a joint Student-Staff team is; repeat this for all the principles, and record them on the back of this
booklet. Nominate one of your committee to then submit your benchmarks at www.lsbsu.org/reps/benchmarking
Once you’ve mapped out your current levels you should identify collectively priority areas to work towards improving as a committee, ensuring that you set actions,
and further time for discussion and review. You may disagree with some of the levels in the benchmarking tool – and that’s OK! Feel free to tweak it or build on it
to make it more relevant to the context of your course or division. Its primary purpose is designed to start conversations between students, staff and academics in
the University about how they currently see the university, and what their priorities are for making London South Bank University the very best it can be.
Things to keep in mind
You may not be able to achieve “outstanding” in everything at once. Decide where best to target your resources: do you want to work hard to get one particular
area to “outstanding”, or do you want to spend that time getting three or four areas up one level from their current position? Are there specific departments you
want to work with, or is a central minimum standard what is required?
Each of the “outstanding” practices involve staff and students working in partnership. This partnership needs to be meaningful. which means both groups must
listen and be willing to compromise. Some of the principles may be incompatible: for example, it may not be possible to achieve “outstanding” in both facilities for
learning and student-centred course structuring all at once. Have honest conversations about what is and isn’t possible and the reason for those priorities.
Questions? feel free to contact us benchmarking@lsbsu.org
17. Appendix B
HEA and NUS Students’ Union and Institution Partnership Award 2014
UNIVERSITY OF EXETER: STRATEGIES FOR PARTNERSHIP
18. HEA and NUS Students’ Union and Institution Partnership Award 2014
UNIVERSITY OF EXETER: STRATEGIES FOR PARTNERSHIP
A joint submission on behalf of the University of Exeter, the Exeter Students’ Guild, and
Falmouth & Exeter Students’ Union (FXU)
The concept of partnership is deeply embedded within the University of Exeter’s
philosophy, strategy and ways of working. As illustrated below, the University, the Exeter
Students’ Guild, and FXU work in partnership at every level of our institution, and in
numerous ways.
Partnership through University structures
To further support an already outstanding reputation in the context of student engagement,
the University has invested this year in two new senior posts with a focus on partnership - a
Director of Student Education and Engagement and a Head of Student Engagement and
Skills. These posts accompany continued investment in a full time Student Engagement
Officer, co-funded by the University and the Students’ Guild1
.
In addition, every academic College in the University now employs staff with a remit for
engagement and partnership work. They support Student Staff Liaison Committees and
develop College-specific student engagement strategies, employability, peer support and
‘Students as Change Agents’ projects.
Student representation as partnership
Student representation within University processes is central to partnership, with two
representatives on University Council and six on Senate. A dedicated ‘Student Exchange’
allows regular decision-making meetings between students and University senior managers.
The Students' Guild and FXU also have a major role in financial planning processes and
spending decisions through a specially created Budget Scrutiny Group.
The student voice is highly respected by the University because of its legitimacy. Our
election turnout is amongst the highest in the sector: 36% of students voted in the Students’
Guild sabbatical elections and 54% voted to elect the FXU sabbatical officers this year. As
the infographic below highlights, Students’ Guild and FXU sabbaticals are supported through
College, Subject and Programme representatives as part of our academic representation
system.
1
Sean Mackney, Elisabeth Dunne and Will Page
19. HEA and NUS Students’ Union and Institution Partnership Award 2014
A Partnership for Excellence
Partnership at Exeter is not a short term fad. It is central to institutional strategy for
promoting change. It has been future-proofed and embedded through the collaborative
creation of a new Education Strategy to promote excellence (2015-2020). An innovative
scenario-planning approach gained comment from over 400 students and staff. The strategy
was written by an editorial board with University staff and student representatives from the
Guild and FXU.
The student-led, evidence-based College ‘Visions for Education’ (2013) also embed
requirements for change and development, and Colleges are currently drawing up action
plans to be delivered in partnership.
Exeter was the first University in England to run Teaching Awards, recognising excellence of
staff across our campuses. This year, 2601 students nominated 550 staff members (a sector
record, according to NUS). This was complemented by the FXU awards where 271
students nominated 73 staff. Both events were co-funded by the University, the Students’
Guild and FXU.
20. HEA and NUS Students’ Union and Institution Partnership Award 2014
‘Students as Change Agents’, started at Exeter in 2008 as a driver of change, has a record 76
evidence-led enhancement projects being run by students this year, without payment. These
include 16 projects on sustainability, 12 on employability, 8 on module choices, 6 on peer
support and 4 on assessment and feedback. Further, 47 pairs of students and staff have
undertaken the Mirror scheme over the past two years, with pairs spending a day learning
with, and from, each other as they go about their normal business. The Vice Chancellor and
the Chief Operating Officer both participated this year, demonstrating high-level
commitment by the institution to the principles of partnership.
To further promote engagement with issues of excellence, the institution provides the Guild
and FXU with its analysis of the NSS, PTES, PRES and ISB, as well as running the annual
‘University of Exeter Student Experience Survey.’ Survey questions for the latter are specific
to each campus and agreed with the Guild and FXU; results are shared with both unions
and presented to the University. In response, the institution has recently committed to
abolishing hidden course costs, and started a student-led review of the personal tutor
scheme, demonstrating the value the University places on evidence-based student
representation.
In another co-funded initiative, we have expanded our student-led ‘Research Uncovered
Scheme’ this year, ensuring opportunities to recognise and promote outstanding research.
1197 student nominations were split between 75 outstanding research projects, with the
most popular seven presented to an audience of 750 staff and students.
The Students’ Guild also identified that postgraduate research students failed to engage with
Student Staff Liaison Committees. On adoption of Research Student Liaison Forums by the
University, 140 postgraduate research students have aired their views. As a result, the
Students’ Guild reviewed the working conditions of Postgraduate teachers, with
recommendations for standardised, institution-wide employment processes being adopted
by the University.
The benefits and impact of our partnership
The University benefits significantly from partnership with students. Exeter is among the
leaders for student satisfaction, never having been outside the top 10 in the National
Student Survey. This is largely because we change and improve what we do in a co-
ordinated and explicit partnership from which every individual student benefits.
The Student’s Guild and FXU also benefit significantly. Both unions receive access to
institutional data which is unsurpassed in the higher education sector, and receive project
specific funding in addition to substantial block grants.
We believe the sector-leading level of student participation in partnership work, the amount
of change delivered by staff and students in response to the student voice, and our
investment - both strategic and financial - in how we work together promotes a community
wherein partnership is at the very heart of what we achieve.
Alex Louch
Exeter Students’ Guild VP Academic Affairs
Chaz Malyon
FXU President (Exeter)
Sean Mackney
Director of Student Engagement and Education, University of Exeter
21. HEA and NUS Students’ Union and Institution Partnership Award 2014
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