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The Student Voice: a vital and powerful catalyst for change

Dr Alastair RobertsonDirector of Teaching and Learning EnhancementAbertay University

SRHE Seminar, 23rd January 2015

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Introduction

• Background: changes in HE• Outline of personal experience in the field of

student engagement- national and institutional• Focus on one case study:

Student Attitudes towards and skills in SD

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Background

• Changes in HE, particularly post Browne (2010)

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Student Engagement• Dewey (19th Century); experiential learning

• Students as Producers (Neary et al)• Students as Co-Creators (Bovill et al)• Students as Partners (HEA)• Students as Consumers (Which?)• Students engaged in their own learning• Student engagement in institutional and national

policy development

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Personal involvement in “Student Engagement”

• As a student!HEA (2005-13): • subject networks with• Student engagement taxonomy• Student Led Teaching Awards (SLTA) with NUS• Student attitudes towards and skills in Sustaina

ble Development with NUS

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Personal involvement in “Student Engagement”

Abertay University (since April 2013)• Student Partnership Agreement• HEAR• Student Surveys• ATLEF

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Student Attitudes Towards and Skills for SD

• NUS-HEA- Change Agents collaboration since 2010

• Longitudinal study (4 sweeps, 5th this year)

• Economic downturn since 2008• “The Green Economy”• Significant changes to student

funding• Evidence- based policy

development• Track changes throughout students’

time at university

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Methodology• 2010-12 online questionnaire,

15,712 responses in total.• 2013-14, desk-based plus

empirical research.• 2013-14, 3845 first year and

1747 second year respondents, 21,300 in total.

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Survey core themes• Student attitudes to SD• Student definitions of SD• Student aspirations

towards SD and expectations from HEIs

• Student attitudes towards future SD policies

• Student awareness of the Green Economy and skill requirements

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England (n=3437)

Scotland (n=153)

Wales (n=188)

Other (n=55)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

40.9%

38.6%

36.2%

27.3%

44.9%

46.4%

46.3%

45.5%

9.9%

10.5%

11.2%

20.0%

Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree

Don’t know

Rather not say

“SD is something which universities should actively incorporate and promote”- national differences

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“SD is something I would like to learn more about”- national differences

England (n=3437)

Scotland (n=153)

Wales (n=188)

Other

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

22.0%

25.5%

19.1%

16.4%

37.7%

37.3%

37.8%

43.6%

26.7%

26.8%

27.1%

29.1%

Strongly agreeAgreeNeither agree nor disagreeDisagreeStrongly disagreeDon’t knowRather not saySeries8

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Students’ definitions of “Sustainable Development”

Brundtland Commission “Our Common Future” (1987).

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Students’ Future Aspirations; earning potential and environmental/ social consciousness

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Students’ Future Aspirations; earning potential and environmental/ social consciousness

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Impact of the research• Government: 2013 guidance to HEFCE from BISWe thank the Council for its activity which has contributed to the HE sector’s good progress in sustainable development. … We look forward to the development of a new sustainable development framework that should seek to build on the achievements of universities and colleges and the enthusiasm of students. (para 28)

• HEFCE SD Framework…..• HEFCE- NUS Students’ Green Fund, £5M

(2013-15), 25 projects, 26 student unions

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Impact of the research• Other national

agencies e.g. QAA, HEA

• Supporting institutions: Student Green Fund, Green Academy etc.

• Partnership working

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Abertay Attributes• Series of descriptors

for each dimension.• Influence curriculum

design….• Aid student career

planning and reflection, HEAR…

• Parallels with Geddes’ Scottish generalism, early C20th and CfE capabilities

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Abertay will foster individuals to:• Deploy their skills and learning to make a real

contribution to society locally, nationally and internationally;

• Be active citizens who are inclusive, globally conscientious, socially respectful, and self-reflective;

• Maintain and continuously develop awareness of their civic, ethical and environmental responsibilities.

Active Citizen Attributes

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Reflections on success• Evidence-based policy making and

lobbying: filled a gap.• 4 years, longitudinal study:

enhanced evidence base, allowed messages to be conveyed annually

• Supports NUS’ agenda; focussed political campaigning and lobbying

• Good relations critical to partnership working.

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And finally… Student led teaching awards

• Another HEA-NUS success story• Pilot 8 Scottish HEIs in 2009-10

then went viral!• Another example of bottom-up

through to strategic level engagement

• Wealth of new data on student perceptions around T&L