1. EUSA: governance, democracy & representation
Sarah Purves; Acting Director (Representation, Student Support and Activities)
Alex Munyard; Vice-President Academic Affairs
Edinburgh University Students’ Association

2. Overview Organisational governance Student democracy framework
Student Representation
Elections
Referenda: membership decision-making
Relationship with national representation frameworks
Impact of representation and engagement
Challenges

3. History
The 1889 Universities (Scotland) Act made provision for universities to establish structures for student representation.
The University Court (Edinburgh University governing body) recognises EUSA as the official body that represents Edinburgh University Students.
(through formal regulations made in 1895)
The UK Education Act (1994) sets out very clear responsibilities for Universities and makes provision for Student Union recognition.
Government gave power to universities, who then provided formal recognition for us.
National legislation sets out clear responsibilities and gives Student Unions a clear role.

4. EUSA’s Organisational governance
1. Constitution: ‘Articles and memorandum of Association’ Sets out the legal framework for EUSA: it’s purpose and scope it’s membership what it can and can’t do what the governing body is and how it should operate: Trustee Board 2. ‘Regulations’: set out detail of particular aspects of our operation, and can be changed more easily to reflect changes within or outside the organisation 3. Delegation of Authority: sets out the responsibilities the Board delegates to it’s subcommittees, and to the Association’s staff.
So, at EUSA, this is really our formal ‘legislative’ framework. We have formal governing documents which set out the structures, and determines responsibilities and powers.

5. Organisational governance
EUSA’s Trustee Board
Responsible for:
legal and financial health of the organisation.
That good governance processes exist and that good processes and structures are in place for the day to day running of the organisation
Strategic direction of the organisation
Carrying out legal duties under Scottish charity legislation: including submitting accounts.
4 sabbatical officers, 5 other elected students, 3 appointed External Trustees (appointed for skills and experience)
EUSA’s governing body. Clear internal regulations, but also because student unions are also Charities, we are also governed by Scottish charities legislation, so some of the statutory responsibilities we have come through that legal framework.
The Board has ultimate responsibility for our financial success or otherwise, and for ensuring the organisation operates within legal framework. The Board must act in the best interests of the organisation.
They are responsible for the strategic direction, but responsibility for delivering the strategy on a day to day basis rests with the organisations’s senior staff.

6. Organisational Governance
The Board has established subcommittees to process business efficiently
Our ‘Delegation of Authority’ document makes responsibilities clear.
Trustee
Board
Finance
Human Resources
Elections
Nominations
Trading
Strategic Planning
This is our current subcommittee structure – smaller in membership but can meet inbetween Trustee meetings to ensure the business is progressed. This structure varies at SUs across the UK, but broadly most will have a Finance committee. At EUSA we are embarking on a new strategic planning process so our structure reflects that. We also have a history of student involvement in the union services aspect of our work (catering, bars etc) so Trading Committee reflects that.
Much of the work within EUSA and day to day operational decisions are led by staff, but our governance structures and documents make clear what authority they have and what matters the board or the subcommittees have responsibility forl.

7. Student Democracy: Elected sabbatical officers
Current students
Take a year out of their studies to work at EUSA and lead the organisation
Supported by professional staff for continuity and expertise in day to day running of the organisation.
Paid – the University funds these roles
Training and support – they build up experience and knowledge and these positions are well-respected within the institution
Some universities have part-time sabbatical posts – who participate in the union and study at the same time.
Run for election – run an issue-based campaign with a manifesto to show their objectives/priorities for the year.

8. Student Democracy at EUSA
Student Council
To debate and set policy
To agree how the budget should be spent
Represent groups with specific needs
Plan campaigns and carry them out Where students discuss school-related issues & influence local activity: mainly but not exclusively academic in focus.
Liberation Groups
Student
Section
Groups
Academic Committee
Welfare
Committee
External Committee
Schools
Councils
Class Reps
Structures vary across the UK, but most Sus will have something that features these elements.
Wider student council to debate ideas and set policy on issues.
Also has a budget, which the Council votes on how to spend.
Committees – provide a forum for issues to be discussed in more depth.
Chaired by the sabbatical officer with the appropriate remit
Alex- VPAA and Academic Standing Committee – campaigns, also can take business from university committees there to seek views.
Welfare – any student welfare issue – mental health,
External – issues requiring representation external to the uni (to local government, Scottish Parliament or national representation – community issues, environment/sustainability, HE funding, housing etc
Liberation groups – following NUS structures, groups that are traditionally oppressed or under-represented – Women, black students etc.
Section groups =- groups with particular needs: Postgraduate, Mature, International students
School Councils – to provide a place for students to get together to discuss local provision and generate ideas, and if they like to involve staff.
Class rep system – sits outside, but is one of the easiest ways for students to engage, and often a good way to encourage students to get involved in wider student representation. Very much at the heart of student representation/engagement in the UK and a core part of most SUs support.

9. Student representatives – what our student council looks like.
4 sabbaticals
Academic Campaign organisers x3
1st year Academic Rep
Welfare campaign organisers x3
1st year Welfare rep
External campaign organisers x3
1st year external rep
School Reps
3 per school
(1 UG; 1PG; 1 UG/PG)
Liberation group conveners x4
LGBT Women
BME Disability
Section Group conveners x 3
International PG
Mature

10. Representation to the University
Centrally:
Students are well represented and their input is valued and respected on university level committees
This has taken time to establish and was more challenging in the corporate/behind the scenes areas (e.g estates management etc)
EUSA has worked with the university to increase the number of places where the student voice is included
EUSA provides briefing and training, and we help our reps develop positive working relationships with key university academic, management and administrative staff.
New initiatives and project groups always include students
Centrally – long standing, although this has also taken time to establish.
Takes work between the student union and the university. Requires formal recognition and agreement.
We have extremely good working relationships (sabbaticals and union staff) with key senior management/committee chairs, and with the academic services/policy/administration, and this has really helped to ensure we are involved, but also that we can raise areas of concern quickly and easily.

11. Representation in a devolved institution
Formal Committee structures at School and College level include spaces for student representatives.
At course level - class reps represent the views of students to their teachers and course management team
Formal recognition and acceptance of this system by University Senate was key.
EUSA provides training and support for these reps – working in partnership with SPARQS.
New for ! School councils project: EUSA provides dedicated staff support for students to shape local mechanisms to shape policy and practice at School level
College/School level – devolved nature of our structures means this is something we have to focus on but it is sometimes hard getting students to participate (particularly at College level – issues/decisions are complex and student reps need support – we have developed good relationships with College admin and academic staff who now meet reps and brief them at the start of the year. We have also been exploring different mechanisms for seeking student views at this level rather than regular committee attendande – 2 colleges have run regular College forums which have good attendance.
Class rep system key.
School councils – seeing really good engagement. Some support from EUSA but encouraging student-led agenda/activities

12. Elections General election: in March
By-election: in October – to enable new 1st years to participate, and to fill any seats not filled in March
Students must collect signatures of students backing them before they can submit their nomination.
Need clear and simple rules
Elections x2 per year. We promote these widely to encourage as many students as possible to think about standing.
A way for members to determine who should lead the organisation for the next year – sabbatical elections attract the most candidates and the most votes.
Need clear rules and a way of dealing with complaints.

13. Elections
Online voting – verified using student membership data from the university.
Single transferable vote system.
Any student can vote – except for School positions where you must be in that school.
We provide a budget for candidates so they can publicise their campaign.
We have an Assistant Returning Officer who works for EUSA to run the election, and NUS provide a Returning Officer to verify the process
Used to be paper ballots. Now vote online students log in with student number.
Candidates go out and campaign around campus.
Elections are managed by EUSA staff, but our elections subcommittee of Trustee Board and Student Council must approve the rules.

14. Referenda Direct democratic engagement with our members
Our mechanism for ANY students/members to submit policy, and ALL students can vote.
Students must collect 500 signatures supporting their motion, and then we will hold a referendum.
Replaced ‘General Meeting’ as the ultimate decision-making body, as it got harder to get enough students to attend in person.
Policy is binding on EUSA unless it is ruled by the Trustee Board to be not in the best interests of the organisation’s financial/legal stability.
We now run this using the same system as our elections.
Referenda is also the only way in which we can change our Constitution.
Most SUs provide a structure for decision making by ALL members. Often this was by a physical General Meeting of all members.
Also a way for us to present our annual report and financial accounts – this mechanism is to ensure EUSA can be held accountable to our members.
We moved to a system of online referenda for this sort of engagement 3 years ago.
(Note here that Our student council meetings are also open to anyone, and any student can bring policy through that route)
Issues raised will tends to be a mixture of internal EUSA issues (changes to the constitution, changes to services provided etc), policy about the university, and taking a position on external matters/organisations (e.g Nestle)
We set a ‘quoray’ – a minimum number of people who must participate in order for decisions to be binding.
Although online, we still run an on-campus debate event to encourage discussion and for students to hear the arguments. Not always well attended but we video it and put each discussion online which gets interest.

15. National representation
We elect students in cross-campus elections to represent the Edinburgh voice within NUS Scotland and NUS UK
NUS provides training and support for student reps, and opportunities for reps to run for national positions
We participate in the formation of national policy, and come together with students from all over the UK to campaign on issues
Higher Education funding
International students and immigration
Sexism on campus
Better mental health provision
Collective representation with other Student Unions across the country – Mike will say more.

16. Impact of student representation and engagement by EUSA
Longer library opening hours
Preventing £3000 fee rises for students studying abroad
Getting our university to change it’s system of academic support for students
Investment in student union buildings and facilities
Getting our university to change it’s investment policy, and withdraw investment from particular companies
Free drinking water on campus
Anonymous marking
Examples of achievements – a lot of change at Edinburgh is in partnership. Building up influence over the years….. EUSA challenges the institution (often very robustly!) but also works in positive partnership with it – balance……

17. Challenges: thinking about new structures
Find out how students want to engage
On what sorts of issues?
When do they want to engage?
What sort of student union do your students want? What should it’s scope be?
Support your students in developing the structures: who will champion this work at different levels within the institution?
We have struggled to engage Postgraduate students, and participation in structured meetings has declined as student finances/student life has changed.
For us, we’ve discovered that a lot of students care about what’s going
on on their course or in their school – so our School Councils get great
attendance whilst Student Council can be variable.
Getting involvement – students are interested in different things.
Political students/activists – injustice, govt etc.
Those who are less Political but focussed more on their experience within the institution, or want to be part of conversations with the institution.
Creating mechanisms for engagement
Need an SU, plus ‘champions’ within the institution who can help create opportunities for engagement….