Learning Advocates project evaluation
Draft
1. Research Aim
To examine the impact of the Learning Advocates project on a) participating students’
knowledge and skills b) the college as a whole.
2. Overarching research questions
1) What impact has the Learning Advocates project had on a) students’ learning and
skills b) students’ application of new skills and knowledge?
2) What impact has the Learning Advocates project had on improving teaching, learning
and student services across the college?
3) How can BSix develop meaningful student participation across the college?
3. Methods of inquiry

Semi-structured interview with Assistant Principal for Teaching and Learning

Semi-structured interview with Learning Advocate Co-ordinator

Focus group interview with learning advocates (three students)

Email inquiry to Managers about impact of project on BSix

Four Heads of Departments were asked about student voice activities as part of the
QIA (Quality Improvement Agency) research evaluation.
4. Limitations

A student questionnaire was developed to examine the impact of the Learning
Advocates project on students’ learning and skills, but this was not administered due
to lack of time.

Interviews with class teachers did not take place. As a result, the impact of the project
on students’ everyday performance in the classroom was not investigated.

The researcher set out to interview six to eight learning advocates. However, only
three were available on the day of the focus group interview.

Only three managers responded to the email inquiry about the impact of the project
on BSix.
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5. Findings
5.1 Student Voice and Student Participation within BSix
There are a number of activities that take place in the college that can be classed under the
banner of Student Voice or Student Participation. The term Student Voice is used here to
describe the process of listening to and gathering students’ views. The term Student
Participation refers specifically to the process of involving students in the process of decision
making.
Activities include:

Students as members of the board of governors

Student representatives in each college department

Student feedback in the form of course questionnaires and tutorial questionnaires at
the end of the year

Students are used to recruit teachers. Prospective teachers are requested to teach a
lesson as part of the interview process; student feedback on the lesson is elicited as
part of the process.

Students taking part in the Learning Advocates project

Student Union activities
At present responsibility for student voice initiatives is divided between the Assistant
Principal for Teaching and Learning, and the Assistant Principal for Student Support. There is
also a coordinator for the Learning Advocates project. The college has recently set up and
recruited for a new post entitled Assistant Director of the Student Experience. The post holder
will oversee student voice activities.
There has been no formal evaluation of student voice activities. Limited data and lack of
evaluation means it is difficult to ascertain the level of impact and influence these activities
have had on college decision making. It is therefore difficult to state which Student Voice
activities can also be classed as Student Participation.
There is no college wide policy on student participation, although the Assistant Principal for
Teaching and Learning is in the process of developing a Learner Involvement Strategy.
There is no specific monetary budget for student voice activities.
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As part of the QIA (Quality Improvement Agency) research evaluation, Heads of
Departments (HoDs) were asked about student voice activities. They noted that the student
consultations conducted as part of the QIA audit were useful as they helped to establish if
learners were satisfied with the quality of teaching and learning.
In relation to other student voice activities HoDs mentioned that this was generally restricted
to course evaluations twice a year via student questionnaire and in some cases focus groups.
Two HoDs commented that it was a time-consuming process, and one HoD noted that
students tended to give limited feedback, most of which was positive.
The feedback gathered from student questionnaires is used to inform departmental SARs (Self
Assessment Reports) and QIPs (Quality Improvement Plans). Although the information is
used to address the weaknesses identified, students do not get any feedback about these
changes.
5.2 Learning Advocates project
5.2.1 Aim of Learning Advocates project
The aim of the Learning Advocates project is three fold:

To develop students’ life skills and help them reflect and critically examine their own
learning.

To elicit their views of BSix to inform future planning (ie Student Participation)

To become champions and ambassadors of teaching and learning across the college
[The purpose of the project is] to get student voice heard across the college… to
improve teaching and learning and service provision across the college…to help
develop [students’] wider skills, [e.g.] team work, the ability to plan events,
communicate at different levels, develop research skills, critically analyse their
learning and college facilities, and help them become more employable.
Learning Advocates Co-ordinator
5.2.2 Recruitment of learning advocates
The project was targeted at Level three students. A job description for the role of a learning
advocate was drafted and circulated through tutorials to all college students. Students that
applied to take part underwent a selection process. This consisted of a group interview to
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examine their communication and interaction skills, and they were also requested to write a
short piece on why they wanted to become a learning advocate.
14 students underwent the selection process, of which 11 were selected to become learning
advocates.
The students that took part in the project were not necessarily representative of all Level three
students. Essentially it was the students who had the enthusiasm and initiative to apply, rather
than those most in need of developing life skills that took part in the project.
[It was] the students who took the initiative to apply, so they probably have less
need than other students but more willingness to participate…in a way we’re
looking at this project as an elite group of students.
Assistant Principal for Teaching and Learning
We do have a mix of students, but may be they would be high achievers. You have to
be organised and have commitment to manage this and their course…It was
important that they had a passion for the programme and had the desire to develop
those skills.
Learning Advocate Co-ordinator
Although this project was classed as an open opportunity, one of the learning advocates
interviewed noted that it was the class tutor that selected the two students that would take
part.
5.2.3 Learning Advocates programme
The Learning Advocates programme consisted of a range of activities. This included
developing presentation, communication and discussion skills; conducting mini-research
inquires (in the form of collecting views from students on how to improve teaching and
learning and evaluating student services); presenting research findings to the Curriculum
Committee and Managers; planning, promoting, and running a debate; and evaluating events.
The Learning Advocates programme was developed by the Assistant Principal for Teaching
and Learning and Learning Advocate Co-ordinator. While the students did not input into
developing the programme, they had an element of choice in relation to a couple of the
activities.
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All three of the learning advocates interviewed noted that this project gave them the
opportunity to engage in interesting projects. College lessons were described as subjectfocused, while this project was about engaging in activities that would have an impact on the
college. One learning advocate noted that the Learning Advocate project was different to
other classes because she had more freedom to speak her mind.
.
We do lots of projects. Each one is completely different from the other.
For me it was about being able to see and observe the college, see what is good and
wants needs to be changed.
[This was] a project that had meaning, to improve the college.
Learning Advocates
The opportunity to develop life skills through the Learning Advocates project is laudable.
Questions should however be asked about the extent to which life skills and student study
skills are, and should be embedded across the curriculum, rather than presented in a separate
programme. The Assistant Principal for Teaching and Learning felt that the present
curriculum lacked elements of skills development, while the Learning Advocate Co-ordinator
felt that this project was more about enforcement of these skills. Both felt it would be useful
for all students to develop these life skills.
.
I’d love for all our students to have these skills…They can put it on their CV and
demonstrate how they were involved in team work and managing events.
Learning Advocate Co-ordinator
Some classes focus more on essays. This project would be good for students that
don’t do presentation as part of their class[es].
Learning Advocate
There was a tension identified by both staff and students in relation to the fact that while the
project aimed to improve skills, it would not help students pass exams; this was seen to have
an impact on the attendance and retention of students.
5.2.4 Retention of learning advocates
Of the 11 students that were selected, only half remained active though out the programme.
Two students dropped out of the project as the Thursday meetings clashed with their revision
classes. For others it was the demands of their college work that had an impact on their
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commitment to the project. Both the learning advocates and the Co-ordinator noted that the
project started late and this was a drawback that had an impact on retention.
We had a lot that were interested but with time-table clashing and coursework
demands, some were not able to attend.
Learning Advocate co-ordinator
I think if the project starts earlier and ends earlier, students are more likely to get
involved.
Learning Advocate
The three student advocates interviewed noted that there were times when it was difficult to
manage academic work/ coursework and the project. Simultaneously, they felt by the end of
the project they had developed better management skills.
[It’s] been interesting….up and down really, trying to cope with everything…but it’s
helped me manage things better.
Learning Advocate
5.2.5 Perceptions of the project by other students and teachers
It was beyond the scope of this research to examine the awareness and perception of the
project among the rest of the student body. Teachers that attended the Big Debate (an event
organised by the learning advocates) were impressed with the learning advocates and were
pleased that the project was taking place in the college.
Both the Learning Advocates Co-ordinator and the learning advocates noted that some
confusion existed, among staff and students, about the roles of student representatives and
learning advocates, and a clear differentiation would be useful.
5.2.6 Impact of project on students’ learning and skills
According to the Learning Advocate Co-ordinator and based on the responses of the three
learning advocates interviewed, it is evident that the students benefited from taking part in the
project. Learning Advocates spoke about increased confidence, developing interpersonal
skills, the ability to do presentations, conducting classroom observations, developing
organisational skills and management skills.
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The Learning Advocate Co-ordinator also felt that the project had given students the
opportunity to engage in evaluation and reflection of their own work and the work of others
(e.g. giving feedback on performances and talking with other students about their own
performance), and engage in dialogue with teachers about classroom practices.
As part of the project, learning advocates were scheduled to write a critical reflective log on
their own learning. This activity had not taken place at the time of this research, but according
to the Co-ordinator, would be incorporated into the project if it continued at the start of the
new college year.
A student questionnaire was developed to examine the impact of the Learning Advocates
project on students’ learning and their ability to reflect on their learning, but this was not
administered due to lack of time.
Furthermore, it was not possible to ascertain whether subject teachers had noticed any
changes in the students that had take part in the project. Subject teachers had mentioned to
the Learning Advocate Co-ordinator that the students had told them about the project or
invited them to an event.
[I’ve gained] better communication skills, how to work with other people, how to
communicate in formal and informal [settings], how to get through to people.
It’s taught me management skill, how to mange a debate or meetings, and meeting
deadlines for events.
I can balance work and studies…learnt how to handle the two together.
[The project has] very definitely improved my presentation [skills].
I didn’t have the confidence to speak to teachers and students… getting more
confident now…getting there.
In class, I’m more ready to speak my mind. If I think something I’ll say it, but before
I’d sit there and not say anything.
[I’ve] also learnt about getting relevant information and [how to] search for it.
Talking to managers and seeing things from their perspective as well.
Comments from three Learning Advocates
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5.2.7 Impact on college
Another aim of the Learning Advocates project was to give students the opportunity to
conduct mini-research exercises on teaching and learning and college services, the finding of
which would inform the future planning of BSix.
The findings were presented to the
Curriculum Committee and associated managers of each area.
Both the Assistant Principal and the Learning Advocates Co-ordinator could not recall any
specific changes that had taken place as a result of the Learning Advocates project.
The Learning Advocate Co-ordinator mentioned that the project started late and therefore any
changes would take place next year. She also noted that the information generated from the
Big Debate would feed into college discussions on tutorials, provision, classroom situations,
contact with wider community etc.
5.2.7.1 Impact of research findings: perspective of three learning advocates
Activity one: Collecting the views of students on teaching and learning and presenting
this information to the Curriculum Committee
The three learning advocates were interviewed about collecting views on teaching and
learning, but only one said they had been involved in this activity. The learning advocate
noted that he gave a presentation to Curriculum Committee, but was not aware of any changes
in teaching and learning as a result.
Teachers have their own way of teaching, and we might do research but till this day
teachers keep teaching the way they do.
Learning Advocate
Activity two: Evaluating college services (Support Services, Canteen, LRC and ITC
suite, Security and Premises, Enrichment and Student Union) and presentation of
findings to the associated managers of each area.
Of the three students interviewed, one student did his own evaluation of the Learning
Resource Centre (LRC), and two students collected the views of college students on Support
Services and the Canteen.
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The learning advocate that evaluated the LRS said that improvements were taking place. He
noted that these changes were already taking place, but that his feedback reinforced the need
for improvements.
For me I have seen some changes, the way people are allowed to use computers,
and they are stricter about noise levels. It’s improving slowly.
Learning Advocate
The learning advocate reporting on Support Services felt that improvements had taken place
since her meeting with the Manager. She also received verbal feedback from the Manager
who mentioned that the students were getting seen much quicker as a result of the changes.
A lot has changed. People are getting seen more quickly. It’s working better for
students and staff.
Learning Advocate
The learning advocate that investigated the Canteen conducted a survey to gather students’
views on the service. Students reported that the price of food was too high and noted that the
quality of some of the food was not good. Since presenting the findings, the learning advocate
feels nothing has changed in the canteen.
I told him about what people said about canteen. We thought the food was expensive
but he told me it was cheaper than other places, and that makes it difficult to
change.
Learning Advocate
One learning advocate said she was waiting for feedback from a Manager. She noted that she
could not feed back to the students that took part in the survey until this happens.
I can’t tell students that did the survey or those in my tutorial about changes.
Learning Advocate
5.2.7.2 The impact of research findings: perspective of the managers
An email was sent to the Curriculum Committee and associated managers of each area about
the impact of students’ findings on changes in the college. Three responses were received,
one from a HoD and two from Service Managers.
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The HoD said no changes had taken place in response to student feedback on teaching and
learning.
One Manager noted that he was not able to meet the learning advocate and an alternative date
had not been arranged. As a result he did not get the feedback.
The second Manager emailed to say that ‘the advocates have given feedback in a constructive
way, covering good points about the service as well as what could be improved’. She noted
that the advocates had received verbal feedback but nothing in writing: ‘We wanted to
feedback once everything was in place but on reflection I think it would be good for us to
update them on progress so far.’
The Manager listed the following changes and improvements:
Noise
We are looking at strategies for dealing with this, it has proved to be an
ongoing issue for the LRC
Computers
Students believe that LRC and IT suite computers are not functioning
smoothly; we now have regular meetings with IT support in an attempt to
tackle IT concerns in the LRC. New computers will arrive in the summer
and we are also researching a cost effective computer booking system to
permit fair use amongst our students.
Books
We have received special funds to purchase a broader background reading
for the LRC. We have also been involved in teacher consultations looking at
strategies to encourage more reading.
5.2.8 Recognition and rewards
The rewards for taking part in the Learning Advocates project consisted of the following:

The opportunity to take part in training

Having a voice to influence the college

Receiving a certificate as part of a BSix Diploma (to show future employers and
universities)

£50 of book vouchers per term.
The three learning advocates interviewed noted that the certificate, having a voice and the
opportunity to gain skills were the best part of the reward. Learning advocates were not
however consulted on how they would have liked to be rewarded.
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5.3 Conclusion
The limitations of this research were highlighted at the start of the paper. Consequently, this
piece of work is not a substantial evaluation of the Learning Advocates project. The paper
does however reflect the views of a number of staff and students about the project and raises
questions about the future development of student participation activities.
Based on the response of the Learning Advocate Co-ordinator and the three learning
advocates, the Learning Advocates project has clearly facilitated the development of a
number of key life and study skills among the students that took part in the project. It is not
however possible to comment on the extent to which these skills are being transferred to other
situations, or to determine the extent to which the project has helped students reflect on their
own learning. The outcome of skills development among the three learning advocates does
however appear to be more evident than the outcome of developing reflective skills on
teaching and learning. As the project progresses, it would benefit from focusing further on the
latter aim in order to facilitate the long term objective of the project – i.e. the development of
student advocates as ambassadors of teaching and learning across the college.
Questions should also be asked about the extent to which life skills and student study skills
are, and should be embedded across the curriculum.
Another aim of the project was to give learning advocates a voice of influence teaching and
learning in the college, as well as Student Support services. Student advocates conducted
mini-research exercises and presented their findings to college managers. Based on a limited
response from managers, it is difficult to determine how useful the feedback on teaching and
leaning was to the Curriculum Committee and what (if any) changes took place. Although the
comment below was only made by one student, it would be interesting to investigate how
many other students hold similar views.
Teachers have their own way of teaching, and we might do research but till this day teachers
keep teaching the way they do.
It is positive to note that a couple of the learning advocates commented that action has been
taken as a result of their findings on Student Support services. The overall level of impact of
this project on college systems should be reviewed with managers. Barriers that prevent
students influencing discussion making should be examined and addressed. The college
should also consider how to improve the retention of students taking part in the Learning
Advocates project.
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From the perspective of the researcher, students taking part in research would benefit from
better training to ensure the results of findings are robust and better representative of the
student population. This would give findings more weight in influencing decision making in
the college.
One major shortfall highlighted in this paper is the lack of feedback students taking part in
student voice activities get from staff. For example, lack of feedback on the QIA audit which
students took part in, improvements initiated as a result of student questionnaires, and
changes to the college as a result of learning advocates findings.
5.4 Recommendations
The following recommendations are provided to help the college reflect on ways to develop
meaningful student participation across the college. The term participation is used to mean
the process of involving students in decision making.

At present there a number of activities taking place in BSix that can be classed under
the banner of student voice. The college would benefit from developing a coherent
structure that brings together all these activities.

The college is in the process of developing a Learner Involvement Strategy. This
should contain a set of standards that act as a benchmark to ensure that activities can
be classed as Student Participation. This would set out the difference between
activities that simply aim to listen to and gather views of students and activities that
give students the power to influence college systems. This can be developed with
reference to Fielding (2001) nine clusters of questions that seek to probe the rhetoric
and reality of student voice.
Any strategy should be constructed with students based on how they would like to
influence the college and how they define the minimum standards of participation.
(for example, this would include an equally opportunity policy, the level of feedback
they expect, and how they think participation should be recognised and rewarded).

There needs to be a system of accountability to ensure that the views of students are
actively considered and incorporated into decision making.

The college should develop a system of feedback to students that take part in student
participation activities. This would contain information on any action that has taken
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place and reasons for lack of action. It should be given within an agreed time-scale,
and in a form that is accessible to students.

Student participation activities should be recorded and evaluated. This can be done
through the use of a simple template that would record and summarise the aim of
each participation activity, demographics of students taking part, key messages from
the activity, influence their voices have had, feedback to students and what was learnt
from the exercise.
The use of the template will also help the college reflect on the effectiveness of such
activities. For example, how constructive are generic course evaluations and are they
the best method of eliciting student feedback on teaching and learning. The
introduction of online evaluations would also reduce the burden of analysis for HoDs.

It would be useful to investigate the potential role of the Student Union in relation to
Student Participation.
End.
References
Fielding, M. (2001) Beyond the Rhetoric of Student Voice: new departures or new constraints
in the transformation of 21st century schooling? Forum, 42 (2): 100-110.
Shayma Izzidien
Researcher-in-residence
25th July 2008
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