WORKBOOK
The Toolkits
This first three toolkits focus on how student members are recruited and inducted at the start of the year.
The next 4 toolkits focus on how student members can be supported throughout their year.
About this toolkit
This toolkit reflects on the promotion of the role of student board member prior to their appointment. It focuses on how the position may be “sold” in such a way that accurately reflects the role, the skills required of and hopefully developed by the post-holder, and the support available. It emphasises that the promotion also needs to take account of the fact that the role is also generally that of the president of the students’ association.
It is recommended that the following individuals work together on this toolkit:
· The clerk to the board
· The current student member
· One other senior students’ association officer
· The chair or deputy chair of the board
· A lay member of the board
This toolkit will take around an hour to work through.
Exercise 1 Brainstorm why and how you should promote the role
Task: Use the suggestions below as a starting point, and brainstorm why and how to promote the role.
Why promote the role?· Ensure as wide range of candidates as possible
· Raise the profile of the board
· Raise the profile of the students’ association and the student member
· Ensure transparency in the process
· Adhere to the principles of democracy
· Demonstrate the college, board and students’ association’s commitment to student engagement at the highest levels
· Ensure that non-campus students (eg part-time, online or block release) are aware of the opportunity
·
·
·
·
·
·
·
·
How can you promote the role?
· Talks in classes
· Emails to all students
· Briefings to teaching staff to help them promote the role
· Deliver a presentation to the students’ association council
· Have an information session where all students can come to meet the Principal, clerk and chair to find out more about the role of student member
· Publish notices on your intranet, VLE or network-wide computer desktops and screensavers
·
·
·
·
·
·
·
·
·
Exercise 2 Develop an opportunity profile
Task: As a group, complete each section as clearly and concisely as you can.
Opportunity Profile for Student Member of the Board (or alternative title)Main purpose of role
Main activities
Experience, skills and interest required
Time commitment
How to get the position
Who you will work with / 1.
Support in the role
What you can get out of it
What it can lead to
Where to find further information
Exercise 3 Consider sabbatical status
Task: Discuss and agree if sabbatical status is appropriate for your college’s student representative role/s.
[Add your text below]
Exercise 4 Exploring the four models of student board member
Task a: Add any advantages or disadvantages that you can think of for each model of student board member.
WitnessAdvantages:
·
Disadvantages:
·
Representative
Advantages:
·
Disadvantages:
·
Leader
Advantages:
·
Disadvantages:
·
Governor
Advantages:
·
Disadvantages:
·
Task b: Agree a rough percentage each of the four models should contribute to the whole picture of the student member.
Model / %Witness
Representative
Leader
Governor
Task c: Developmental aspects
1. Is there a certain balance you think you should strike in your board’s interpretation of the student member?
[Add your text below]2. Are there aspects that consequently should be developed in what currently is the case?
[Add your text below]Task d: List the implications of your answers so far for:
Situation / Implications (add your text below)How students are supported to approach the role
The way in which other board members perceive the role and work with them?
Exercise 5 Running a successful election
Task: Explore these issues and identify how students’ association elections are run.
[Add your text below]About this toolkit
This toolkit aims to help you reflect on your induction programme for the new student member, or develop a new programme.
It is recommended that the following individuals work together on this toolkit:
· The clerk to the board
· The outgoing student member
· One other senior students’ association officer
· The chair or deputy chair of the board
· A member of senior management with student engagement responsibilities
· A lay member of the board
This toolkit will take around an hour and a half to work through.
Exercise 1 Establish introductory meetings
Task: Add to the list of people to meet, and/or the issues for discussion.
Individual / Issues to discussClerk / · General introduction to the board
· Meeting dates and format
· Discussion of past year’s agendas and minutes
Chair / · The role of the chair
· Background and perspectives of members
· The board’s expectations of student member
Principal / · Current priorities and direction for college
· Role of the senior management
Senior management contact with responsibility for student engagement / · The current activities and strategies in the college in student engagement
Head of Quality / · Current college priorities and activities relating to HMIe and quality
External agencies, eg sparqs and NUS Scotland / · Training delivered through the SCSG programme
Other student board members in neighbouring colleges / · Shared experiences and concerns
·
·
·
·
Exercise 2 Enabling a shadowing and handover period
Task: Consider where and how the following activities might be undertaken by the outgoing and incoming student board member during the handover period. Add to the list if you can think of anything else:
1. Sharing of experiences of past year’s board meetings[Add your text below]
2. Notes or papers relating to student engagement issues raised at meetings, or student contributions to meetings on various issues
[Add your text below]
3. Shadowing of board meetings before actually taking office
[Add your text below]
4. Role of key staff in supporting student engagement in the board
[Add your text below]
5. The role of NUS Scotland and sparqs, including their events and resources such as the Supporting College Student Governors programme
[Add your text below]
Exercise 3 Who’s who on the board
Task: Using your board’s list of current membership, explain or adapt the categories of membership (eg staff rep, lay member) and list their background or experience in the following table.
Designation / Detail / Personal backgroundExercise 4 Identifying further resources including handbooks
Task: Complete following table
Resource / How to access / How to use it/ explanationExercise 5 The Nolan Principles
Task: Record here the 7 principles with local perspective. Describe real circumstances within the college where they might need to be most conscious of certain principles, or relate each principle to an area of board activity.
Principle / Explanation of local relevance1.
2.
3.
4.
5.
6.
7.
About this toolkit
This toolkit aims to help you consider the link between the role of the student board member and the President of your college’s Students’ Association.
It is recommended that the following individuals work together on this toolkit:
· The clerk to the board
· The outgoing student member
· The outgoing students’ association president (if different)
· Other key senior students’ association officers
· The member of staff with responsibility for supporting the students’ association’s work
· The senior management member with responsibility for student engagement
This toolkit will take around half an hour to work through.
Exercise 1 The legislation
Task: How does your Board undertake its responsibilities of ensuring the students’ association’s legal compliance? Discuss and record your thoughts, and any potential action points.
[Add your text below]
Exercise 2 The link between the roles of Student Governor and Students’ Association President
Task: Do you feel that the post of student governor within your college allows and supports the post-holder to develop their democratic legitimacy, seniority, ability to speak on a wide range of student issues, and access to training and resources? Discuss and record your thoughts around these topics:
[Record your thoughts below]Exercise 3 Developing the students’ association
Task: What can you take from these resources in helping to develop your students’ association?
AoC/NUS Model Students’ Union Constitution – detailed description of the role and responsibilities of a student president (schedule 5, ‘Job Descriptions’), and definition of governorship: http://www.nus.org.uk/PageFiles/673/Model-Constitution.pdfSLEEC: toolkit containing on quality, learning and teaching issues: http://www.nusconnect.org.uk/news/article/learningandteaching/1627/
LSIS - The Role of the Student Governor as a Member of a College Governing Body http://www.lsis.org.uk/Documents/Publications/LSIS_211_WEB.sflb.pdf (please note this document is specific to the sector in England)
A Student Governors’ Log - training and development aid from NUS for student governors that can help with time management, and managing stress:
http://www.sparqs.ac.uk/upfiles/Student%20Governors%20Log.doc
About this toolkit
This toolkit focuses on the ongoing support that key individuals within the college can provide to student members.
It is recommended that the following individuals work together on this toolkit:
· The clerk to the board
· The current student member
· The member of staff with responsibility for supporting the students’ association’s work
· The senior management member with responsibility for student engagement
This toolkit will take around an hour and a half to work through.
Exercise 1 Consider the role of the chair, clerk and Principal
Task: Consider all the ways the chair, clerk and Principal can support the student member using the list below as a starting point.
· Giving guidance on how to write a paper that meets board formats· Identifying and demystifying board and college “jargon”
· Holding regular support meetings
·
·
·
·
·
·
·
·
·
Exercise 2 Mentoring the student member
Task: Find out if there is a mentoring programme within your college and any useful details or information about its administration and implementation.
Name of contact:Role:
Contact phone:
Contact email:
Relevant details:
Exercise 3 Reflect on “before”, “during” and “after” board meetings
Task: Review the list of tasks and actions before, during and after the meeting.
1. Who might be involved in the before and after meetings, such as the clerk?
[Add your text below]2. How might the chair approach the suggestions for during the meeting as listed below?
Be aware of where the student member is sitting.Invite the student member to speak on particular issues.
Set aside an agenda item at each meeting for a short, formal update or paper from the student member on the latest business of the students’ association.
Invite a more substantial presentation to be made by the students’ association once or twice a year.
Present a short list of issues raised by the student member prior to the meeting that have successfully been addressed and resolved
3. Might you add any tasks to this list, drawing on your own board’s effective practice?
Before / During / After· / · / ·
· / · / ·
· / · / ·
· / · / ·
· / · / ·
Exercise 4 The role of the Student-Staff Liaison Officer
Task: Consider how your SSLO may be able to enhance the support they offer at board level, in addition to these suggestions:
· Receiving a copy of the board papers from the clerk· Talking through these papers with the student member to identify key areas of concern or interest for the students’ association
· Attending meetings in a purely observer capacity, in order to better understand the business of the board over time and thus better inform and support the student member
·
·
·
·
·
·
Exercise 5 Utilise networking events
Task: List those opportunities you know of and find out any other opportunities might be available to student members.
Make sure to encourage and enable them to access these events.
Name of event / Organiser / When/whereAbout this toolkit
This toolkit focuses on the provision of a second student nominee, as recommended in the Review of Scotland’s Colleges.
It is recommended that the following individuals work together on this toolkit:
· The clerk to the board
· The current student member
· The chair or deputy chair
· The senior management member with responsibility for student engagement
This toolkit will take around an hour and a half to work through.
Exercise 1 Consider Rosco’s recommendations
Task: Find out if the use of a second student nominee has been discussed in your college and record the details here.
Exercise 2 Explore mechanisms for (s)electing a second student nominee
Task: Discuss and consider some or all of these options.
Ex-officioNomination and interview
Demographic balance
Exercise 3 Consider complementary terms of office
Task: Can you add to the advantages and disadvantages from your own experience?
Pre-summer / Post-summerAdvantages
Disadvantages
Exercise 4 Consider the role of Chair
Task: How can your chair use their discretion to enhance the role that students play in board meetings?
Exercise 5 Consider the “graduate” member
Task a: Consider following factors in relation to introducing this initiative:
1. How can the role be framed – and an individual selected – in a way that will add to and not undermine the existing student member?2. How will such a position be appointed?
3. Would the job description of such a past student member be the same as an ordinary lay member, or would there be certain additions to the remit or person specification, such as the ability to present a graduate perspective?
4. Assuming your college board has a full complement of membership, this would necessitate the loss of a “regular” lay member position. Is this something that could be considered for the next time that a vacancy occurs?
About this toolkit
This toolkit explores the concept that, when promoting student engagement in the board, it is not just student members who require support, but the other board members too.