STUDENT VOICE FRAMEWORK
Background
The Welsh Assembly Government’s For our Future publication outlines the need to
ensure that the Student Voice strengthens higher education and that students are
more than passive consumers of learning. Students are active contributors to
improving the learning environment and, collectively, to being a force for influence
and change. Good practice in student engagement and representation should be
developed and embedded into the governance of higher education institutions.
The change in the balance of funding may have an impact on student expectations
and we need to ensure that an even greater weight will be given to the Student
Voice in assuring that provision meets student needs; including developing
interdependencies with our quality systems.
Institutional Review in 2013-14 will look at, amongst other aspects, the
effectiveness of an institution's approach to building systematically upon the
outcomes of feedback from students in order to develop and implement
institutional approaches to enhancing the quality of provision. It will cover the use
made of students as partners in quality enhancement.
Students as partners is one of the key themes of the new Education Strategy, with
the main emphasis on working in partnership with our students to improve their
educational experience.
Student Voice
Student Voice is the opportunity for students to actively express their opinions and
be partners in the decision making of the University regarding the planning,
implementation and evaluation of their educational experience.
The Cardiff University approach to Student Voice has been developed, in
partnership with students, based on the concept that there are opportunities to
involve students at three levels of engagement:
Involvement
Participation
Opportunities are provided for students to express individual
opinions, perspectives, ideas and concerns on their experiences.
Opportunities are provided for students to take a more active role
in a defined activity.
Partnership
Collaboration between the University/Schools and students,
involving joint ownership and decision making over both the process
and the outcome.
The Student Voice Framework (Appendix 1) has been developed based on the NUS
Student Engagement Toolkit. The Framework provides an overall matrix of good
practice that will be used to:



benchmark current practice;
provide a threshold across each of the three levels of engagement;
highlight areas of new practice that need to be developed.
1
The activities incorporated in the Student Voice Framework are: gathering,
evaluating and responding to School-level, University & National feedback; Student
Academic Representation; Student-Staff Panels; Students’ Union Elected Officers;
and Student engagement with curriculum design.
The Student Voice Framework will be used to achieve more consistent approaches
to Student Voice activity across the University. Appendix 2 provides a reflection on
current practice within the University against the threshold benchmarks set out in
the Student Voice Framework, highlighted as follows:
grey font
– university-wide practice already meets the benchmark
normal font – the threshold-level is met in some (but not all) Schools or instances
bold font
- not currently in practice, new practices will need to be developed
The Student Voice Framework provides a structure to allocate priorities to
activities that require development, ensuring that the threshold-levels outlined can
be achieved across the University. It will also be used as a communication tool
with both staff and students to articulate clearly the responsibilities of the
University and the students in relation to the strategically important area of
Student Voice, and will be used to evaluate progress in the development of this
area.
The Student Voice Framework will bring together several key areas of development
in its implementation: student surveys; Proving Excellence; the development of the
Student Academic Representative system; and the PALET project. Plans for the
enhancement of practice, which will build towards meeting the threshold-levels
outlined in the Student Voice Framework, will be included in the short and
medium-term targets of the Education Strategy.
It is anticipated that the Student Voice Framework will not be a static document,
and that it will evolve based on developments both within the University and
externally; this will require the good practice described in the Framework at
present to be built upon.
2
Appendix 1 - Student Voice Framework (good practice, threshold level for engagement with students)
Involvement
Opportunities are
provided for
students to express
individual opinions,
perspectives, ideas
and concerns on
their experiences
Participation
Opportunities are
provided for
students to take a
more active role in
a defined activity
Partnership
Collaboration
between the
University/Schools
and students,
involving joint
ownership and
decision making
over both the
process and the
outcome
Gathering, evaluating and
responding to School-level
feedback
Students are invited to
participate in module/
programme evaluation
surveys throughout their
studies.
There is a consistent set of
core questions for module/
programme evaluation
across the University.
Student Academic Reps are
routinely provided with the
results of module/
programme evaluation.
The results of module/
programme evaluation are
explored at Student-Staff
Panels.
The results of module/
programme evaluation
questionnaires are discussed
at Student-Staff Panels and
responses and actions are
jointly decided by staff and
students.
Decisions and actions that
have been informed by
survey results are
consistently fed-back to the
student body in all Schools.
Outcomes from module/
programme evaluation are
used to inform quality
processes and operational
activity.
Gathering, evaluating and
responding to University &
National feedback
Students are invited to
participate in university and
national surveys at various
stages of their academic
career on a range of topics
(experiences, expectations, IT
and libraries, residencies).
Student Academic Reps are
routinely provided with the
results to university and
national surveys.
The outcomes from university
and national feedback are
explored at university
committee level.
All students are given the
opportunity to participate in
focus groups on key university
initiatives/ priorities.
The outcomes from university
and national feedback are
discussed by staff and
students at institutional-level
committees and responses
and actions are jointly
decided by staff and students.
Decisions and actions that
have been informed by survey
results are consistently fedback to the student body in
all Schools.
Outcomes from university and
national surveys are used to
inform quality processes and
operational activity.
The outcomes of student
focus groups are routinely
used to inform University
policy.
Student Academic
Representation
Student-Staff Panels
Students’ Union
Elected Officers
Student engagement
in curriculum design
Student Academic
Representatives (SARs) should
be appointed via a democratic
election process, with all
students having the
opportunity to stand.
Students are well aware of
who their SARs are and what
their defined role is.
SARs attend meetings and
regularly contribute, bringing
the views of students they are
representing.
The Students’ Union is in
regular communication with
SARs about HE issues,
university issues, and
information about the
Students’ Union and the
university in general.
Student-Staff Panels (SSPs)
meet at least once per
semester to discuss the
educational experience.
Minutes of SSPs are made
available to all students
within a week of the
meeting.
Information is
provided to Elected
Officers on student
involvement in
university processes,
e.g. Programme
Approval Panels.
Students are invited
to provide comment
on their curriculum
and its delivery
through
module/programme
evaluation.
SARs determine, with the
Senior SAR, the issues to be
highlighted at the Students’
Union’s Academic Council,
where cross-School issues
can be identified and raised
at higher levels.
SARs compile a single
‘Annual Review of Business’
for their School and the
Students’ Union at the end
of each year.
Elected Officers sit
on all formal
university
committees.
A monthly forum is
held with Elected
Officers, PVCs and
key senior
directorate staff.
Schools regularly run
student focus groups
to gain student
feedback on learning
activities.
Student-Staff Panels
are routinely used to
inform developments
in the curriculum.
SARs are respected within
their School and their opinion
is valued and actively sought
by staff.
The SARs system works
because it is a partnership
between the Students’ Union
and the university, where
roles and responsibilities have
been clearly defined in a code
of practice or guidance doc.
Students are aware of the
impact that SARs have on
improving their educational
experience and the Students’
Union is able to measure the
impact and demonstrate this
to the institution.
The SSP is chaired by Senior
Student Academic Rep.
There is regular
communication between
meetings ensuring business
can be acted on quickly.
There are reporting
mechanisms into other
School committees to
ensure adequate
consideration is given to the
outcomes of the SSP.
The Annual Reviews of
Business are analysed for
University-wide issues,
changes and successes for
consideration by the Pro
Vice-Chancellor for
Education and Students.
Elected Officers have
a voice on all formal
university
committees and are
jointly involved in
formal decision
making processes.
The President of the
Students’ Union
meets weekly with
the Vice-Chancellor
to discuss core
business.
The President of the
Students’ Union
signs-off on key areas
of university business
on behalf of the
student body (e.g.
the Fee Plan).
Students understand
the concept of
curriculum design
and the role they can
play in its
development.
Decisions on changes
to curriculum design
and delivery are
made in partnership
with students and
staff within schools.
Students are partners
in the process for the
curriculum design of
new programmes.
3
Appendix 2 - Student Voice Framework (reflection on current practice)
Involvement
Opportunities are
provided for
students to express
individual opinions,
perspectives, ideas
and concerns on
their experiences
Participation
Opportunities are
provided for
students to take a
more active role in
a defined activity
Partnership
Collaboration
between the
University/Schools
and students,
involving joint
ownership and
decision making
over both the
process and the
outcome
Gathering, evaluating and
responding to School-level
feedback
Students are invited to
participate in module/
programme evaluation
surveys throughout their
studies.
There is a consistent set of
core questions for module/
programme evaluation
across the University.
Student Academic Reps are
routinely provided with the
results of module/
programme evaluation.
The results of module/
programme evaluation are
explored at Student-Staff
Panels.
The results of module/
programme evaluation
questionnaires are discussed
at Student-Staff Panels and
responses and actions are
jointly decided by staff and
students.
Decisions and actions that
have been informed by
survey results are
consistently fed-back to the
student body in all Schools
and from the university as a
whole.
Outcomes from module/
programme evaluation are
used to inform quality
processes and operational
activity.
Gathering, evaluating and
responding to University &
National feedback
Students are invited to
participate in university and
national surveys at various
stages of their academic
career on a range of topics
(experiences, expectations, IT
and libraries, residencies).
Student Academic Reps are
routinely provided with the
results to university and
national surveys.
The outcomes from university
and national feedback are
explored at university
committee level.
All students are given the
opportunity to participate in
focus groups on key university
initiatives/priorities.
The outcomes from university
and national feedback are
discussed by staff and
students at university
committee level and
responses and actions are
jointly decided by staff and
students.
Decisions and actions that
have been informed by survey
results are consistently fedback to the student body in
all Schools.
Outcomes from university and
national surveys are used to
inform quality processes and
operational activity.
The outcomes of student
focus groups are routinely
used to inform University
policy.
Student Academic
Representation
Student-Staff Panels
Students’ Union
Elected Officers
Student engagement
in curriculum design
Student Academic
Representatives (SARs) should
be appointed via a democratic
election process, with all
students having the
opportunity to stand.
Students are well aware of
who their SARs are and what
their defined role is.
SARs attend meetings and
regularly contribute, bringing
the views of students they are
representing.
The Students’ Union is in
regular communication with
SARs about HE issues,
university issues, and
information about the
Students’ Union and the
university in general.
Student-Staff Panels (SSPs)
meet at least once per
semester to discuss the
educational experience.
Minutes of SSPs are made
available to all students
within a week of the
meeting.
Information is
provided to Elected
Officers on student
involvement in
university processes,
e.g. Programme
Approval Panels.
Students are invited to
provide comment on
their curriculum and
its delivery through
module/programme
evaluation.
SARs determine, with the
Senior SAR, the issues to be
highlighted at the Students’
Union’s Academic Council,
where cross-School issues
can be identified and raised
at higher levels.
SARs compile a single
‘Annual Review of
Business’ for their School
and the Students’ Union at
the end of each year.
Elected Officers sit
on all formal
university
committees.
A monthly forum is
held with Elected
Officers, PVCs and
key senior
directorate staff.
Schools regularly run
student focus groups to
gain student feedback
on learning activities.
Student-Staff Panels
are routinely used to
inform developments
in the curriculum.
SARs are respected within
their School and their opinion
is valued and actively sought
by staff.
The SARs system works
because it is a partnership
between the Students’ Union
and the university, where
roles and responsibilities have
been clearly defined in a code
of practice or guidance doc.
Students are aware of the
impact that SARs have on
improving their educational
experience and the Students’
Union is able to measure the
impact and demonstrate this
to the institution.
The SSP is chaired by Senior
Student Academic Rep.
There is regular
communication between
meetings ensuring business
can be acted on quickly.
There are reporting
mechanisms into other
School committees to
ensure adequate
consideration is given to the
outcomes of the SSP.
The Annual Reviews of
Business are analysed for
University-wide issues,
changes and successes for
consideration by the Pro
Vice-Chancellor for
Education and Students.
Elected Officers have
a voice on all formal
university
committees and are
jointly involved in
formal decision
making processes.
The President of the
Students’ Union
meets weekly with
the Vice-Chancellor
to discuss core
business.
The President of the
Students’ Union
signs-off on key areas
of university business
on behalf of the
student body (e.g.
the Fee Plan).
Students understand
the concept of
curriculum design and
the role they can play
in its development.
Decisions on changes
to curriculum design
and delivery are made
in partnership with
students and staff
within schools.
Students are partners
in the process for the
curriculum design of
new programmes.
Key: Grey = Currently happens Normal = Happens in some Schools/instances Bold = Not current practice
4X