The Scottish Government

Improve attendance and retention of student representatives at committees/boards of management meetings. Reasons why students might not become involved include:

o existing time commitments;

o a perception that being a representative would take up a considerable amount of time;

o intimidating to be the sole student member on a committee; and

o lack of clear remit or profile for course representative means that they are unsure of their role.

Students and Student Associations could:

o provide induction training and further support. SPARQS training and other support is reported as having an impact on the effectiveness of learner participation;

o encourage participation on such courses;

o increase awareness of the student representative's role associated with their membership of the committee/ board of management through schemes like the NUS Northern Ireland representative pack.

Colleges could:

o ensure that student representatives receive sufficient and timely training;

o produce guidelines/remit to assist the student representative;

o combine Course Team Boards of several cognate programmes;

o allow the election of two course reps or a deputy representative;

o have open meetings,

o encourage participation in student representation by explaining that it will enhance the CVs of representatives; and

o reward and recognise for undertaking the role of course representatives e.g. by issuing certificates.

Variety of methods used in the selection process of representatives. Sometimes centrally co-ordinated, or organised by the class tutor. Therefore representation is not uniform and the significance of the role can be diminished.

Students and Student Associations could encourage students to think carefully about the selection process so that learners are choosing the most appropriate representative.

Colleges could:

o wait until October to hold the elections for class representative; and

o ensure that they give staff consistent guidance on procedures for electing student representatives to committees.

Improve the participation rates/involvement in student representation among some groups of students (e.g. students from engineering & construction subjects, young males, part time students, on-line students, those in outreach centres and disabled students).

Students and Student Associations could:

o use a wide range of communication methods to encourage participation;

o appoint students with disabilities, women's and race equalities officers who have a proactive role seeking out particular groups of learners.

o use language and communication methods which reflect the literacy levels of the different audiences.

Colleges could:

o use inclusive strategies to collect views from groups that might otherwise have been excluded;

o expand focus groups to specifically include learners who may face barriers to learning, inclusion and/or progression.

o invite samples of learners within relevant groups to participate; and

o adopt a buddy system which could encourage participation.

Future work:

§ SPARQS projects will be looking into supporting engagement from students not undertaking full time studies and how to effectively engage student representation from student in engineering and construction subjects.

§ Encourage 'Equality Forward', the new Equalities Unit, to look at equality and diversity issues relating to the student experience and student representation.

At times learners appear more interested in raising issues concerning general college experiences i.e. car parking arrangements than learning and teaching issues.

Colleges could:

o use 'proformas' for course representatives - this has proven to lead to an increase in the number of comments made about the curriculum;

o provide other forums which could be used to discuss general issues; and

o use a learner centred quality review activity - specific classes (ie range of f/t, p/t, evening classes and outreach centres) are identified and provided with a questionnaire designed to focus their group discussion, learners supported by their student assoc. class rep discuss and identify issues which are then presented to the Focus Group. Use this similar method for Mid Programme Evaluations.

Future work:

o SPARQS project will be looking at how to focus discussion at course level meeting on learning and teaching issues rather than on generic experience.

Little student representation in the decision-making groups at the middle level of college management.

Students, Student Associations and Colleges could:

o tackle the issue of the lack of student representation on decision-making groups at the middle level of college management by arranging meetings between course representatives and the Principal every 6-8 weeks; and

o sector managers could meet groups of course reps from their section monthly and these meetings could also be used to discuss academic issues and the wider college experience.

Communication issues among students i.e. sometimes student representatives are not effectively able to communicate back to their fellow students.

Main method that student associations used to communicate with course reps was through regular meetings. However sometimes difficulties in finding a suitable time to hold these meetings

Students and Student Associations could:

o use a sabbatical officer to arrange induction talks etc and take the lead role in informing students about the course representative system;

o hold student association meetings during lunch time;

o use surgeries and other events in "minor" campuses; and

o use other communication methods such as student induction process, student handbook/diary, website and the media i.e. local radio stations.

The College could:

o provide lunch for the student association meetings;

o provide a nominated member of staff to act as a link between the student association and the college;

o use other communication methods such as student induction process, student handbook/diary, website and the media.

o pay for taxis for course representatives from outreach centres etc so that their representatives could attend meetings;

o provide adequate space for student representatives to meet;

o providing funding for a full or part time sabbatical officer; and

o consider existing ICT resources to improve communications.

Future work:

o SPARQS project will be looking at issues of communication between representatives.

Poor communication between staff and students for example staff not knowing whether or not their college has a sabbatical officer.

Students, Student Associations and Colleges could:

o encourage informal contact between staff, students; and

o encourage the use of guidance time as an effective means of identifying concerns.

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Colleges could:

o consider existing ICT resources to improve communications; and

o consider the introduction of a guidance forum where central specialists and teaching staff with a tutorial role meet on a monthly basis to discuss and collate the main issues arising from student guidance sessions.

Poor feedback mechanisms.

Data Gathering - the use of questionnaires relating to the course, the college experience and for support services. While questionnaires provide useful data and trend information, the integrity of the results depends on the attitude of the students to them.

Students and Student Associations could:

o encourage students to complete questionnaires;

o encourage their disability, women and race equalities officers to seek information/feedback from these specific groups;

o student association class reps could support learners in learner centred quality review activities; and

o highlight the value of completing the questionnaires in a responsible manner.

Colleges could:

o use on line questionnaires;

o use focus groups and interviews with students especially where basic skills may present a difficulty for students;

o have staff to help scribe or type responses for students rather than relying solely on written forms;

o subscribe/sign up to the 'Student Voice' scheme;

o devise new ways of involving learners in the feedback process ie use of graphics to aid learners comprehension of the text (an example of this can be provided)

o use the John Wheatley practice of using:

§ Learner Focus Group (Quality Review Groups) which are organised at various point throughout the year;

§ Mid-Programme Evaluation (recently revised in line with the new HMIe quality framework); and

§ End of Year satisfaction Survey (issued to learners in June);

§ College makes sure that the information obtained from such exercises is supplied to all curriculum and moderation teams.

o have regularly timetabled guidance time; and

o consider the introduction of a Principal's Question Time.

Future work:

o Colleges will be expected to develop appropriate feedback mechanisms as part of their self-evaluation process - these will be part of the evidence base for HMIE college reviews.

o The Funding Council have now commissioned national student satisfaction surveys and a longitudinal study of 2004 leavers.

Visibility of the student association.

Students and Student Associations could:

o encourage officers themselves to get out and about.

Colleges could:

o provide associations with a permanent home; and

o provide adequate resources.

Best practice needs to be disseminated more widely.

Future Work

The Executive and other organisations could consider how best to disseminate best practice more widely. Eg - Events, newsletters, seminars, a dedicated website.

Overall high level of satisfaction among students. 91% of learners were satisfied with the college as a whole. Corresponding figure for HE institutions is 90%.

When comparing the levels of satisfaction from the period 2001 - 2003 there has been an increase in the following areas :

• number of contact hours;
• size of the group in which they are taught;
• adequacy of access to computer facilities;
• relevance of the courses to the job they hope to do;
• balance between the amount of formal attendance and private study time; and
• adequacy of general help, learning support and guidance they received with their studies from teaching staff.

Colleges could:

• provide a centrally located, attractive and well publicised student support service, appropriately staffed and proactively seeking out those who may need help;
• provide induction week activities which help students to settle into their chosen programmes and college life in general.

No significant findings with regard to levels of satisfaction and gender, ethnicity, subject group, disability or year of study.

Future work:

§ The Funding Council and or Equalities Forward could be asked to consider to undertake qualitative research to continue to broaden understanding of the satisfaction level of these groups.

Students lack of involvement in the design and delivery of learning.

High level of disruptive behaviour in the sector was reported as a concern by students.

Future work:

§ The Funding Council are considering whether to undertake qualitative research to continue to broaden understanding of issues such as this which are raised by students.

§ SFEU are considering a suite of staff development activities and a tool kit designed to address key issues arising from managing the learning and behaviours of disaffected and disengaged young learners.

Mixed views about facilities - lower levels of satisfaction on matters relating to:

o availability of books;

o adequacy of advice and support with financial and personal issues;

o appropriate advice on careers etc;

o quality of equipment; and

o access to computer facilities.

Lack of in-depth information about learners' views relating to the college environment, other facilities and resources.

Colleges could:

o arrange the joint use of facilities with other organisations such as universities.

Colleges do seem to survey learners about college facilities however this does not seem to be collated at a national level. Possibly need to ask the Funding Council to include more questions relating to faculties in their student satisfaction reports.

Appeals and complaints procedures

Colleges could:

o provide a suggestion or comments box - the comments could then be passed to the boards of management; and

o set up a panel (including a student member) that decides on complaints from students.

Inclusion issues:

• social events;
• learning experience;
• learning support;
• work experience; and
• post college experience.

Practical solutions to complex needs - arrangements and funding issues.

Although almost all colleges have undertaken significant developments to promote inclusiveness there are some gaps between the most and the least effective colleges in the ways that they respond to additional support needs.

Colleges and Student Associations could:

o provide information about social events in accessible formats;

o adopt a buddy system;

o plan learning support in advance;

o provide events which are suitable for all students; and

o encourage disability awareness training.

Colleges could also:

o have staff present in areas where students may feel anxious;

o continue to make use of the BRITE technology facilities and staff development opportunities;

o continue with their in-house staff development programmes which offers comprehensive coverage (ie not mere compliance of disability legislation) to all staff across the college;

o prepare and use a comprehensive disability statement in a booklet form which is widely available in alternative formats and updates annually;

o provide learning support assistants;

o Jewel and Esk Valley good practice example of identifying support needs of students at risk of dropping out - involves staff monitoring attendance, following up non attendance, then after discussion with the student putting in place a tailored package of support measures - 'a student recovery plan';

o use multi agency support and partnership ie with social work, voluntary organisations, schools and Careers Scotland; and

o pay due care and attention to the HMIE publication on Evaluating Inclusiveness; a Guide for Scotland's Colleges.

HMIE have identified the following components of an inclusive college are its:

§ ethos, values and relationships;

§ professional activity undertaken to match curriculum content and delivery arrangements to the requirements of individuals; and

§ infrastructures and partnerships which enable it to respond to need flexibly and imaginatively.

Future work:

§ Executive have completed the consultation process and are currently considering the issues raised.

§ BRITE initiative has and will contribute to colleges ability to meet the needs of learners.

§ Equalities Forward may have the potential to undertake research.

§ SFEU will design, develop and facilitate a community of practice for access and inclusion.

§ A series of access and inclusion events will be launched to help practioners.