1. Responsible Futures
Collaborative Workshops | 15 and 16 Sept 2014

2. What is it like to be a YP?
National debt to inherit
We have burnt more fossil fuels in last generation than whole of humanity, now have climate change to deal with
Its like older generations have had a massive carbon party, spent all the money, and YP are the ones who inherit the hangover. Great stewardship!!
It wouldn't be so bad if they could agree action, but they don’t seem to be able to, and even when they do they often don’t deliver
More immediately, the worry of getting a job. There are 25m young people in this country, 7.5m aged 16 to 24. Nearly 1 million of these are unemployed.
And to top it all off, it is YP that are appalling portrayed in the media. YP often struggle to find a local space in which they can express themselves, which is symptomatic of the fact that YP and not consulted enough, not given the space, or the opportunities they deserve. Shutting out YP is disastrous for long-term decision-making, but that seems to be the norm

3. What is it like to be a YP?
National debt to inherit
We have burnt more fossil fuels in last generation than whole of humanity, now have climate change to deal with
Its like older generations have had a massive carbon party, spent all the money, and YP are the ones who inherit the hangover. Great stewardship!!
It wouldn't be so bad if they could agree action, but they don’t seem to be able to, and even when they do they often don’t deliver
More immediately, the worry of getting a job. There are 25m young people in this country, 7.5m aged 16 to 24. Nearly 1 million of these are unemployed.
And to top it all off, it is YP that are appalling portrayed in the media. YP often struggle to find a local space in which they can express themselves, which is symptomatic of the fact that YP and not consulted enough, not given the space, or the opportunities they deserve. Shutting out YP is disastrous for long-term decision-making, but that seems to be the norm

8. Bottom-up, behaviour change

10. Top down, institutional change
Change the social norm

11. Responsible Futures Accreditation Mark
Collaborative partnerships
Criteria framework:
Environmental sustainability and social responsibility (ethics, wellbeing, social justice, global citizenship, moral responsibility)
Formal and informal curriculum
Mandatory and optional; self defining; score threshold – finalised within the next month!

12. Partnerships have c5 months to implement actions
Active support: jiscmail; regular pilot teleconferences; visits as you need us
Partnerships have c5 months to implement actions
Student auditors and external assessment
Report; Working towards or Accredited (3 years)
End of pilot celebration events
Resource bank
Responsible Futures is certification of a whole institution’s commitment to SRS, and having an enabling environment for it to thrive, rather than an endpoint

13. Timeframe

14. Partners Pilot institutions and SUs
Coventry University, Dumfries and Galloway College, Edinburgh University, Keele University, Manchester Metropolitan University, Sheffield College, South Lanarkshire College, SRUC, University of Bristol, University of Chester, University of Plymouth, University of Worcester
TBC: City of Glasgow College, Edinburgh College, South Thames College,
Advisory Board
EAUC, HEA, UCU, AOC, SOCENV, RCE

15. Commitments from you
A desire to develop a whole-institution approach to sustainability and social responsibility
A close collaborative partnership
A senior sponsor in the institution and SU
Engage trade union environment reps
Monitoring and evaluation surveys

16. Legacy A successful and impactful pilot
Openly accessible from next summer
Only pay to be audited, once every three years
Extra support and facilitation
Students leave with the knowledge, skills and attributes required to critically challenge the world around them, and a desire and willingness to tackle social, economic and environmental issues and inequalities

17. Challenges FE and HE Institutional change! Your time for this
Local partnerships
Keep in mind that this is a pilot – it doesn’t matter if you hit problems, so long as we learn from them!

18. Sharing good practice on education for sustainable development

19. Monitoring and evaluation

20. Why is M&E important to our pilot?
M&E is an essential part of an effective project
Without it, you won’t know what you’re achieving
It will help you learn what is/isn’t working (so you can adapt)
It will help others learn from what you are doing
Finally, it will help others judge your effectiveness
In short, M&E is primarily there to enable learning… and thereby deliver change:
Learning and change are intertwined

21. Evidence and understanding in the draft criteria
RF-09 and 10 – Baseline and follow-up curriculum audit
RF-11 – Active use of student course work and/or dissertations
RF-12 – Engagement of academic staff in primary research
RF-13 – Published survey of student understanding of sustainability
RF-14 – Published survey of staff understanding of sustainability
RF-15 – Participation in NUS HEA research on skills and sustainability
RF-16 – Inclusion of sustainability question in the NSS (TBC, HE only)

22. Existing practice
What is happening across the partnerships already that would contribute to monitoring and evaluating progress?
Please share with us what you’re doing!
We will have three control institutions

23. Central research alongside the criteria…
Dependent on the final criteria
Focused on qualitative approaches including:
Focus groups with staff and students
Developmental learning timelines/diaries with students
In-depth interviews with staff and students

24. Argyris & Schon’s Double Loop Learning (1978)

25. Developing and defining the criteria
Partnership, policy and commitment (x8)
Evidence and understanding (x8)
Engagement and empowerment (x11)
Embedding, interventions and impact (x24)
Three questions:
What needs amending / deleting / adding?
Which should be mandatory for all pilots?
What score should it have? (H, M or L)

26. Open discussion and questions

27. Thank you!