Representation

3. • Understand the specifics of Union Council and how it operates
• Understand your role in representation
• Understand the role of Liberation as a Lead Union Rep

5. • There are 10 meetings per year, each lasting approximately 60-75 minutes, all
starting at 6.15pm on Tuesdays in the Students’ Union Square
• The deadline to send through agenda items is 7am on the Thursday before the
meeting
• You should receive an agenda for each meeting the Friday before the scheduled
date

6. • Each proposal/idea is discussed for up to 15 minutes before being put to a vote
• In the middle of the meeting, time is reserved for presentations from officers,
and/or discussion of key themes affecting students at the time and approval of
Democratic Procedures Committee (DPC) minutes
• DPC is there to help facilitate the smooth running of Council, working with the
President who chairs the meetings of Council

7. • Agenda – The list of items which will be discussed during a meeting, and the
order in which they will be brought up. You will receive this before the meeting
takes place
• Chair – The Chair of a meeting leads by introducing agenda points and ensuring
that the meeting runs as efficiently as possible
• Matters Arising – Matters arising gives all members the chance to update others
on the progress of actions from previous meetings, or on any changes to the
situation

8. • Action - A task assigned to an individual or a group. Usually assigned at an actioning
group and followed up on at the next meeting
• AOB – Any Other Business. This item at the end of the meeting gives you the
opportunity to raise any issues not listed in the agenda. If the issue is important or
controversial, it’s a good idea to email the unioncouncil@le.ac.uk to add it to the
agenda
• Apologies – Formal notice of not being able to attend a meeting. You can email the
suapologies@le.ac.uk before a meeting to inform them you cannot attend, and this
will be noted at the start of the meeting

9. • 2 minutes to speak for the proposal/idea
• 2 minutes for someone to speak against the proposal/idea
• Discussion is opened to the room, allowing up to 1 minute per
speaker

10. • After 15 minutes, the proposal/idea will be called to a vote
• Vote by raising your voting card for one of three options:
, , or
• If more than half the members vote for a proposal/idea, it is passed
• Actioning Group is then formed to implement the proposal/idea

11. Procedural motions relate to how the meeting is conducted. These
motions are designed to allow for the smooth transaction of business
during a meeting and rules of order, it allows for transparency,
authenticity and accountability of the democratic process.

12. • There are 7 ‘Procedural Motions’ that can be called by members
during meetings
• To call a motion, raise your hand and wait for the chair to
acknowledge, state which motion you would like to call, then state
why
• Discussion of the then stops, and members vote on whether
to pass the

13. 1) No confidence in the Chair for the rest of the meeting
2) Challenge to the Chair’s ruling
3) That the matter be referred to another Union meeting
4) That the matter be put to the vote
5) That the vote be held by secret ballot
6) That a re-count be held
7) That the matter be voted on in parts

15. As a Lead Union Rep, it is important that you represent the views of your entire
cohort, rather than just your own. This might occasionally mean that you that
have to raise a point that you don’t necessarily agree with, for the good of your
peers.
Remember, there is no such thing as a ‘typical’ student, and it’s important that
you consider the needs of the full student body such as:
• International (and EU) students
• Mature Students
• Commuter Students
• Students from different socio-economic backgrounds

16. • We encourage that you go out and speak to your respective cohorts when you
have received Council agendas and read through submitted ideas from our Ideas
page on the website.
• This gives you the opportunity to canvas their opinions on any of the ideas and
proposals that are stated within the agenda.
• We have provided a simple overview for you to garner opinion and feeling from
your peers

17. Different types of questioning are useful depending on the type of
data and response you are trying to gain from your cohort. These are
the most common types of question you may utilise when gathering
feedback from your peers:
Closed Questions:
Can be answered with a simple ‘yes’ or ‘no’. Closed questions do not
allow much explanation, but can be useful to start a conversation or
to clarify a point.

18. Open Questions:
Invite a more expansive answer than closed questions. Open questions
are great for opening discussion and gathering more detailed
information.
Leading Questions:
Leading questions subtly prompt the responder to answer in a
particular way; for example, asking ‘do you have a problem with your
personal tutor?’ suggests to the student that there is a problem and
pressures them to report one even though it may not exist.

19. Open Questions:
Invite a more expansive answer than closed questions. Open questions
are great for opening discussion and gathering more detailed
information.
Leading Questions:
Leading questions subtly prompt the responder to answer in a
particular way; for example, asking ‘do you have a problem with your
personal tutor?’ suggests to the student that there is a problem and
pressures them to report one even though it may not exist.

20. Gathering larger pieces of data may require the use of tools such as
survey monkey, Facebook poll, booking a table on campus and asking
students to complete a survey or petition.
Remember if you need to raise an issue with your department or at
Council it will be treated with more gravitas if you are able to prove
that this is an opinion shared by the vast majority of your peers.

22. As a Lead Union Rep, you will be working with the Union and other
representatives to work towards liberation, and ensure that every student at the
University of Leicester has the same chance and opportunity.

23. Equality can be explained as all members of society being treated the same, regardless of their
differences. In the image below, all three people have been given the same box, regardless of
their individual needs. This means that only two of the three can watch the baseball game.

24. Equity can be explained as recognising the differences that exist between different members of
society, and making sure that a system is in place which allows everyone to have the same
opportunities. In the image, each person is given a box according to their personal needs, so that
they are all able to watch the baseball game.

25. Liberation can be described as having these barriers completely removed. In the image, each
person is able to watch the baseball game, without the need for boxes or ‘leg-ups’. This is the
preferable option, as it allows everyone to be respected for their individual needs, and means
that no one needs to ask for additional measures to have the same chance or opportunities.

26. Liberation in Higher Education can be defined as identifying the barriers that
stand in the way of certain groups of students, and working to reduce or remove
these barriers to their right to their education.
• This could be a physical barrier, difference in learning, mental health issue or
discrimination of sexual preference or gender
• Individuals in liberation groups can face bullying, harassment, isolation,
unconscious bias, which can lead to them feeling unsafe and having less
opportunity than others

27. It is your role as a representative of the Union to support and
empower those from all backgrounds and be non-discriminatory in
your working. Make sure to consider the voice and needs of all
students when representing your peers in the Union’s democratic
system.

28. • Understand the specifics of Union Council and how it operates
• Understand your role in representation
• Understand the role of Liberation as a Lead Union Rep