Professor Sally Varnham (UTS) Working with students for students: creating a culture of partnership towards enhancement   An Australian Learning and Teaching National Senior Teaching Fellowship Professor Sally Varnham (UTS) www.studentvoice.uts.edu.au Support for this activity has been provided by the Australian Government Department of Education and Training. The views expressed in this activity do not necessarily reflect the views of the Australian Government Department of Education and Training

The Fellowship National Senior Teaching Fellowship (began Sept 2016) - a sector-wide collaboration from April – June 2017 A Student Engagement Framework – student partnerships in quality Scotland (sparqs) Principles guiding a student partnership in the UK - Chapter B5 QAA Code and The Student Engagement Partnership (TSEP) Ireland - Principles of Student Engagement and National Student Engagement Programme – pilot New Zealand Union of Students Association (NZUSA) MoU with quality agency (AQA) We posed a series of self-reflective questions prior to this workshop to encourage consideration of what student engagement looks like at your institution. This is an important element of developing a national approach as different institutions will have different approaches and there is a lot we can learn from each other. Here we will pose a series of questions that we believe will allow us to articulate your ideas and experiences as a series of principles and national framework.

What? Essentially about working with students for students. The elements of student engagement as identified by the Student Engagement Framework for Scotland: 1. students feeling part of a supportive institution 2. students engaging in their own learning 3. students working with their institution in shaping the direction of learning 4. formal mechanisms for quality and governance 5. influencing the student experience at national level. Essentially about working with students for students. 1 and 2: A lot of work happening in Australia on the Student Experience and Students as Partners in learning and teaching in the classroom. These are all facets of the same philosophy, all is intertwined and their elements feed into a culture of student partnership. Here we are more focussed on 3-5

Why? Students – empowerment, employability, citizenship, belonging; Providers – material to inform enhancement of courses and student experience; transformation from traditional relationships in higher education; development of self sustaining communities with shared goals and values; reputation as being an institution ‘in touch’ with its students Student representatives and the wider student body – retention and success through belonging and empowerment, development of skills for critical thinking, innovation, leadership, citizenship - employability; seeing students can have a voice that is listened to and valued; seeing changes secured on their behalf Staff – ideas for collaborative processes, enhancement of learning and teaching, understanding of student needs, learning from and incorporating diversity; developing relationships as a community See: sparqs, 2017 – Celebrating Achievement Flint, Goddard & Russell/TSEP, 2017 – Architects of their experience: the role, value and impact of student academic representation systems in Higher Education in England HEA UK, 2015 – Framework for Student Engagement through Partnership; ] Students – empowerment, employability, citizenship, belonging; Staff – ideas for collaborative processes, enhancement of learning and teaching, understanding of student needs; Universities – course enhancement; transformation from traditional relationships in higher education; development of self sustaining communities with shared goals and values.

How? Common understanding of partnership; and Institutional commitment to working with students in partnership vital “The implications of perceiving students as partners, rather than consumers are substantial and deep. The student as partner is an active member of an institution with which s/he shares a strong allegiance and commitment.” (2016. Embedding the Principles of Student Engagement, Ireland QQI/USI, IUA, IoTI, HEA) A call for institutions to conduct audit to identify gaps, challenges and opportunities

Themes from sector collaboration echo those from international research National ongoing presence to sustain and strengthen partnership culture – resources for facilitation of partnership initiatives and for sharing ideas and experiences. Opportunities to be made clear from outset - at all levels and in all areas from the beginning. Important to include students from the start of the idea or work together with students to come up with issues and work towards solutions Students need to actively embrace, commit to providing sustainable student partnership – knowledge transfer

Themes from sector collaboration echo those from international research Student leadership has important role Professional support for student associations - ongoing presence to support transient student leaders Course/subject/year representative system valuable to embed culture – to develop knowledge and confidence in representation Training and support vital– dual responsibility as partnership between institutions and student leaders

Themes from sector collaboration echo those from international research Communication and transparency essential to build trust at all levels so students can: Know of opportunities See their voice counts Ask students what means of communication works for them Capturing every student’s voice – Australian unis are diverse – it is important for each institution to develop opportunities and support for varied cohorts – international, indigenous, postgraduate, off-campus … Incentives – recognition of value for considerable time students spend. Outcomes from partnerships celebrated.

Stages of student partnership Students as consumers students are paying for their education so universities ask them for feedback and consult with them to some extent. Leadership roles are limited and constrained. Students as passive recipients of education The university knows what is best for students and their education  Student activisim Students develop a voice and universities don’t always like what they have to say Students as partners in learning Students are recognised as expert learners and provided with opportunity to shape their educations Students as full partners in university life Participating in all levels of decision making

Principle 1: Building authentic partnerships

Principle 2: Communication- honesty and transparency Principle 1: Building authentic partnerships

Principle 2: Communication- honesty and transparency Principle 3: Strong student leadership Principle 2: Communication- honesty and transparency Principle 1: Building authentic partnerships

Principle 4: Training and Support- as a partnership Principle 3: Strong student leadership Principle 2: Communication- honesty and transparency Principle 1: Building authentic partnerships

Every student’s voice- diversity and inclusivity Principle 5: Every student’s voice- diversity and inclusivity Principle 4: Training and Support- as a partnership Principle 3: Strong student leadership Principle 2: Communication- honesty and transparency Principle 1: Building authentic partnerships

Every student’s voice- diversity and inclusivity Principle 6: Valuing student voice – recognition of formal and informal engagement Principle 5: Every student’s voice- diversity and inclusivity Principle 4: Training and Support- as a partnership Principle 3: Strong student leadership Principle 2: Communication- honesty and transparency Principle 1: Building authentic partnerships

Principle 7: A National Presence- for facilitation and support Principle 6: Valuing student voice – recognition of formal and informal engagement Principle 5: Every student’s voice- diversity and inclusivity Principle 4: Training and Support- as a partnership Principle 3: Strong student leadership Principle 2: Communication- honesty and transparency Principle 1: Building authentic partnerships

Stepup Principle 7: A National Presence- for facilitation and support Valuing student voice-recognition of formal and informal engagement Principle 4: Every student’s voice- diversity and inclusivity Principle 3: Training and Support- as a partnership Principle 2: Communication- honesty and transparency Stepup For Quality Enhancement Principle 1: Building authentic partnerships Students and tertiary education providers undertaking partnership for quality enhancement

Student partnership in university decision making Creation of a national agency to promote and develop student partnership is an ideal that requires funding and support that does not exist at present. Student associations and institutions are embracing student partnership and undertaking projects to embed student partnership. We need to continue to develop student partnership in Australia. We can do this by committing to four simple steps:

Thank you! Many thanks for your interest in student partnership. Contact me at: Sally.Varnham@uts.edu.au The Fellowship website: www.studentvoice.uts.edu.au studentvoiceaustralia.com Facebook: Student voice in university decision-making