Guidance on Including Achievement

Guidance on including achievement

as a course representative in the

Higher Education Achievement Report

July 2011

About this guidance 4

Acknowledgements 4

Introduction 5

Executive summary 6

How sparqs can help 8

Section one

Higher Education Achievement Report

1.1. Background to HEAR 9

1.2. Recognition of extra-curricular activities 9

1.2.1 What can be left out? 10

1.3. Approaches to recognising roles 10

1.4. Issues when including information in section 6.1 10

Section two

A four element framework for recognition

2.1. Why accredit course reps? 12

2.2. What should be included? 12

2.3. Providing support 13

2.4. Course rep training 14

2.4.1. Recording for HEAR 14

2.4.2. Training for course reps 14

2.4.3. Sources of support 14

2.5. Attendance at meetings 16

2.5.1. Recording for HEAR 16

2.5.2. Which meetings? 17

2.5.3. Barriers to attending meetings 17

2.5.4. Alternatives to attending meetings 17

2.6. Reflection 19

2.6.1. What is reflective practice? 19

2.6.2. Purpose of reflection for HEAR 20

2.6.3. Reflective diary 20

2.6.4. What could a reflective diary contain? 21

2.6.5. Other reflective tools 23

2.7. Training and support throughout the year 25

2.7.1. Recording for HEAR 25

2.7.2. Types of training 25

Section three

How to develop support for course reps

3.1. Balancing expectations with support 29

3.2. A ‘Year in the Life of a Course Rep’ 29

3.3. Course rep opportunity profile 29

3.4. Course rep experience self assessment ‘Health Check Activity’ 30

Appendix 1 Course rep life cycle from the university’s perspective 31

Appendix 2 Course rep life cycle from the course rep’s perspective 32

Appendix 3 Course rep opportunity profile 33

Appendix 4 Example reflective diary 41

Appendix 5 Resource list 45

About sparqs 46

About this guidance

This guidance was developed in consultation with a Working Group made up of staff and student officers from several universities who took part in development sessions to design and plan the pack.

The guidance aims to support universities and students’ association in their discussions around development of the Higher Education Achievement Report. It advocates that course reps (indeed all student reps) should have their work accredited through inclusion in section 6.1 of the HEAR. How this can be approached is discussed with suggestions for formalising this, but it frames it with discussion and suggestions for supporting course reps in their role, to develop them and thereby enabling them to be effective.

Acknowledgements

Thanks go to the Working Group for their support, commitment to the project and their contribution to the development of this guidance:

Kim MacIntyre, University of the West of Scotland

Kevin Ward, Glasgow Caledonian University

Kirsty Campbell, The Robert Gordon University

Elaine Maitland, University of the West of Scotland

Justyna Paslawska, Edinburgh Napier University

Sam Fowles, University of St. Andrews

Helen Clegg, University of Glasgow

Sam Ward, Glasgow Caledonian University

Callum Martin, The Robert Gordon University

Maxine Wood, Edinburgh Napier University

Amanda Park, Glasgow Caledonian University

Peter Hollier, Glasgow Caledonian University

Susan Duncan, University of the West of Scotland

Cara Lee, University of the West of Scotland

Thanks also go to Rob Ward, Centre for Recording Achievement, for ongoing advice, encouragement and enthusiasm, and for contributing the introduction to the guidance.

Introduction

Evidence we have from those institutions that have moved rapidly to implement the Higher Education Achievement Report highlights three key factors that set the context for this document:

· The HEAR is best viewed not simply as a final summary document produced in Registry; developing the HEAR effectively requires a cross-institutional approach, from senior managers, the registry, academic colleagues and those involved in supporting learning and teaching, careers and employability staff and, crucially students and student representatives.

· The HEAR – as a richer record of graduate achievement – emphasises both academic and ‘lifewide’ achievement. Section 6.1, dealing with ‘Additional Achievements’ verified by the institution outside the formal degree programme provides the context for the latter, which has rightly been emphasised by those Vice Chancellors and others charged with steering this initiative to be to be one of the major components at the heart of the HEAR. Indeed, there is a clear view that, without this section, the document will not fulfil the requirements for being termed a HEAR at all.

· While the HEAR is an institutional record, a strong emphasis in trial work has been upon the development of partnership arrangements with students’ unions (or other comparable representative bodies) to develop arrangements for the inclusion in Section 6.1 of activities in which the students’ union has a role in delivery and/or verification.

Such experience sets the context for the Guidance presented here, emphasising as it does the role of the Course Representatives as providing a key opportunity for wider learning and achievement for students. It offers a structured framework which will support institutional decision taking in this important area, together with exemplars and resources. The ideas presented here will hopefully be helpful to those developing the HEAR, whether as a format to follow or as the basis for structured discussions at institutional level though which acceptable local arrangements are forged. Either should serve to support the HEAR as a mechanism through which the value of the overall HE experience can be emphasised and students/graduates can be supported in developing the capabilities and achievements which will enable them to succeed in progressing from HE, whether to employment or further study.

Rob Ward

The Centre for Recording Achievement

Guidance on including achievement as a course representative in the Higher Education Achievement Report[1]

Executive summary

1. The university sector in Scotland continues to develop and support its course reps. There has been a growing need to recognise and reward students that act as representatives and universities for some time have been exploring how this could be done. The Higher Education Achievement Report (HEAR) provides the opportunity for this to happen.

2. Section 6.1 - where a student’s additional achievements can be recorded - is an essential part of the HEAR; this will be where extra-curricular activities can be recognised and this can include being a course rep.

3. However the University decides to develop criteria for identifying what can be included in section 6.1, the criteria should be clear, developed in partnership with the students’ association and be clearly communicated to students.

4. Course reps give up a significant amount of their time to act on behalf of their class. They undergo training to support them in their role and commit to attending meetings, and by doing this, they are contributing to the learning and teaching quality of the university. By doing their job well, they are improving the experiences of students and supporting academic staff.

Accrediting this vital role recognises this contribution and demonstrates the value the university places on reps. It will help reps to convey the work they did and the skills they gained to future employers.

5. A framework for institutions to consider as a basis for recognising the achievement of course representatives is discussed. This is based upon four elements:

· Participation in initial training (the minimum requirement suggested).

· Attendance at meetings.

· Reflection.

· Participation in ongoing training.

6. For each element, suggestions for recording are also identified which will ensure achievement can be captured with confidence for inclusion in a university document.

7. As an alternative approach, the accreditation of course rep roles might be included within wider skills awards, though care will be necessary to ensure that such a wider framework does not exclude course reps from having their achievements recognised.

8. A range of approaches and issues in respect of recording are further discussed in the detailed document, and exemplars offered.

Key points from the four elements

Participation in initial training

· Attending course rep training should be the base line for recording the work of course reps for HEAR.

· Recording attendance at training is relatively straightforward but it might need some additional processes to be in place, particularly if the university is also recording reflection.

· It is important that all the staff are aware of the recording process.

· Alternatives to standard training are available should attendance not be possible.

Attendance at meetings

· Decide on a proportion of meetings course reps will be expected to attend and communicate this to them as early as possible.

· Meeting processes and procedures should be communicated as early as possible.

· Meetings should be accessible for course reps.

· Attendance can be established through minutes, or if a reflective diary is used, by the Chair signing to agree attendance.

· Alternative ways of contributing are available should attendance not be possible.

Participation in ongoing training

· This is an optional element – it should only be considered if it does not add significantly to the work a course rep must do.

· It can consist of course rep specific training, access to university wide training or to training through a leadership or skills award.

· Attendance can be recorded through a reflective diary.

Reflection

· A reflective diary will allow the course rep to record their attendance at training and meetings.

· It will enable them to demonstrate personal development through fulfilling their role.

· It should include opportunity for the rep to reflect on the contribution to learning and teaching.

· It is a tool to record the rep fulfilling their role at this stage, it is not to measure their contribution.

· Guidance or support will need to be provided on what level of reflection the university will accept.

How sparqs can help

Many universities are currently developing HEAR and section 6.1. As this guidance discusses, it is important to explore and put into place mechanisms that recognise the role of course reps. it is also important to ensure that students are actively involved in the process.

From the beginning, sparqs can support the process, for instance, sparqs keeps attendance records for all of its training so this can be shared with the university (with the student’s permission) thereby going some way to recording training attendance.

sparqs is happy to work with institutions to develop processes and tools to take the development of section 6.1 forward.

Section one

Higher Education Achievement Report

1.1. Background to HEAR

Almost a decade ago, the UK higher education sector began discussing how best to assess, calculate, record and present student achievement. A Scoping Group identified a case for change and the subsequent Measuring and Recording Student Achievement Steering Group, led by Professor Bob Burgess, was tasked with reviewing the UK honours degree classification system. In its final report, published in 2007, it said that

“the UK honours degree is a robust and highly-valued qualification but the honours degree classification system is no longer fit for purpose. It cannot describe, and therefore does not do full justice to, the range of knowledge, skills, experience and attributes of a graduate in the 21st century.”[2]

It proposed the development of a Higher Education Achievement Report (HEAR) which would sit alongside the degree certificate and contain a detailed academic record of modules undertaken and marks obtained and a record of additional achievements, such as in volunteering or representative roles, particular additional University awards, and academic or professional prizes.

1.2. Recognition of extra-curricular activities

Section 6.1 is where the student’s additional achievements can be recorded. It is an important part of the HEAR; this will be where the extra-curricular activity can be recorded and this can – subject to institutional agreement – include undertaking the role of a course rep.

Information in section 6.1 will be recorded under one of three headings:

· University, Professional and Departmental Prizes.

· Non-academic performance accredited by, or with external accreditation recognised by the University.

· Additional formal roles taken by students for which no recognition is provided in terms of academic credit, e.g. course representatives or student officers.

Activities will be included only when they can be verified by the awarding institution. This means that volunteering opportunities offered through the university or the students’ association, such as buddying, mentoring or course reps, can be recorded, but opportunities offered outside of the University are unlikely to be, unless the university agrees.

Opportunities to be included in 6.1 should be equally open to all students.

Not all universities will be set up to include a full range of information in 6.1 immediately; in such circumstances aspects can be left empty but this should be noted on the HEAR. A university that does not include information in 6.1 at the start of their use of HEAR should be working towards including information in this section, possibly in a phased process. It is intended that this section will be used, although it was recognised that it might take longer to agree entries for it than for the rest of the HEAR.

1.2.1. What can be left out?

A student may not want all their achievements to be included in their HEAR. For instance, if a university takes the decision to include presidents of societies, a student of a more frivolous society might prefer not to have this recorded. Also, a student involved in the LGBT Society may not want this on recorded on their HEAR. Students can be given the option of removing elements from 6.1 of the HEAR only.

1.3. Approaches to recognising roles

However the University decides to develop criteria for identifying what can be included in section 6.1, the criteria should be clear, developed in partnership with the students’ association and be clearly communicated to students.

Institutions that have begun including information in section 6.1 have developed different approaches:

1. Identifying a list of activities that can be recorded and developing a range of protocols that enable this to be effective.

2. Establishing overarching criteria and assessing applications for roles to be included under this criteria.

3. Utilising existing award programmes within the university.

1.4. Additional points to consider when including information in section 6.1

There are some addition points to be aware of when including information in section 6.1 that are worth being considered during the development process. These may be challenges, however, they also represent valuable opportunities to develop course rep structures and support. By being aware of these issues at the beginning of the HEAR development process, you can begin to put mechanisms or resources in place to counter any disadvantage that might arises.

“Equally accessible” to all students

To be recorded in section 6.1 the opportunity must be equally available to all students. However, this does not mean all students may be able to take up the opportunity. For instance, a student may have additional responsibilities outside of university such as part time work or caring commitments that make it difficult or impossible to take on additional responsibility.