Supporting students, supporting staff

Our context: On campus: c12,000 students full team restructure for ‘Enquiry Services’: re-named as Information, Advice & Guidance team, with change in role from Administrator to Advisor combining 2 teams (Information, Advice & Guidance and Programme Advisory Service) under one manager to create Student Centre team 4 Student Centres (9 desks, 13 advisors, equiv to 9 FTE 5 administrators on back office work, including student attendance monitoring across university and full range of administration and student support for Joint Honours (1200 students) Move from physical submission of coursework (50,000+ a year handled by team) to majority e-submission Expectation for information, advice and guidance across a broader range of queries Closer connection with supporting Student Wellbeing Service activity Continual development and support for student attendance monitoring and Joint Honours administration

How we look now: Kedleston Road, Main Campus site, majority of on-campus students Term-time pm Britannia Mill – covering 2 teaching sites Buxton – covering HE & FE students Atrium (central social space) Student Wellbeing Centre (shared with GP practice reception)

More stuff happening … University restructure in 2014: from 4 Faculties to 7 Colleges (plus Joint Honours, plus University of Derby On-line, plus University of Derby Corporate, plus Buxton & Leek College) Creation of ‘Academic Centres’ for administrative support for academic staff and programmes New sites being acquired: new building in Derby for Law & Criminology department, new site in Chesterfield, new STEM building in Derby for 2016/17

Familiar? Tier 3 highly specialist Tier 2 Specialist Tier 1 Generalist

Generalist? assignments explaining regs ID cards loan queries car park permits council tax exemption confirmation letters records amendments timetable queries Joint honours signposting extenuating circumstances late submission complaints triage appointment booking wellbeing triage results queries

Tier 1 / Generalist : 80% of queries?! (we don’t have CRM) These queries aren’t superficial, but they can be recurring regular queries, where it’s our day job or we can access guidance information quickly and easily From Tier 1 queries, we should and could be building up a knowledge base to anticipate trends for future, provide virtual advice, or can train staff to be absolutely confident with them Tier 1 queries can usually be resolved without high levels of systems or security access, in-depth knowledge of a particular area of the University or specialist/practitioner training. The interaction should leave the ‘client’ confident that their query has been resolved, or with sufficient information provided which gives them a clear understanding of how the resolution will take place or what their next steps should be.

Highly specialist Specialist SFE links Student records AdmissionsGraduation Student Liaison Officers Finance Halls Timetabling Academic Centres debt IT Wellbeing practitioners Complaints

Tier 2 / Specialist: a higher level of system access or security? an in-depth knowledge of a particular area of the University business and the needs of a client which comes from dealing with that type of business on a day to day basis or specialist/practitioner training. Tier 3 / Highly Specialist: Tier 3 queries will require high level access or privileged system access and/or specialist or practitioner training. A query or task doesn’t have to go through all 3 tiers: student crisis situation - straight from tier 1 to 3 And tier 1 may be the specialist e.g student car parking

T1 T2 T3 Over to you Your own one stop shops: Do you have a similar model? Do you have similar tasks/functions/activities to Derby? What’s different?

Exceptional Extenuating Circumstances and Late Submission Requests

EEC & LSR Historically: Students ‘applied’ through carbon copy form for an extension to coursework or to take exam at a different point approved by module leader for up to 7 days, new deadline set by module leader approved by programme leader for longer extension, new deadline set by programme leader one copy of form held by Enquiry Services team Advantages: student relationship with module and programme leader module and programme leader have better understanding of work involved and realistic new deadline Disadvantages: copy of form didn’t get to Enquiry Services substantiation of reasons for extension not provided assessment boards didn’t know what had been agreed soft versus hard line module and programme leaders lack of consistency (how many module leaders agreeing, how many different deadlines funding arrangements expected students to attempt all assessments – loss of income

review of EEC and LSR regulations move to EEC panels for each Faculty (College) students have to submit ‘something’ by deadline (essay plan, notes, part completed or almost completed coursework) students have to submit evidence, from an impartial, professional source standardised new deadlines based on assessment periods in the academic calendar students made aware of mark for partially completed assignment students then accept or reject offer of deferral of deadline from EEC panel students must undertake a fresh assessment (some exceptions for placement, portfolio, independent study) late submission of up to 7 days to be approved by Deputy Head of Department (late decision in 2014 changed this from programme leader) students have to submit ‘something’ by deadline students have to supply evidence approval equals 7 extra days to complete – but same piece of work, not fresh assessment

Our system: Moved from carbon paper To scanned pdfs collated by College with an overview report, stored with restricted access on the intranet To using the student record system from application to approvalstudent record system

students Student Wellbeing Academic staff Student Liaison Officers Quality and Regs Panel Officers Academic Centres Panel Chairs Student Experience Training othersSystem development Regs Review Auditing Statistics

Boundaries?

Your own one stop shops … Are there defined boundaries? What are they and why? How do you negotiate them? Do they become blurred?