The Student Voice: a vital and
powerful catalyst for change
Dr Alastair Robertson
Director of Teaching and Learning Enhancement
Abertay University
SRHE Seminar, 23rd January 2015
abertay.ac.uk
Introduction
• Background: changes in HE
• Outline of personal experience in the field of student
engagement- national and institutional
• Focus on one case study:
 Student Attitudes towards and skills in SD
abertay.ac.uk
Background
• Changes in HE, particularly post Browne (2010)
abertay.ac.uk
Student Engagement
• Dewey (19th Century); experiential learning
•
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•
•
•
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Students as Producers (Neary et al)
Students as Co-Creators (Bovill et al)
Students as Partners (HEA)
Students as Consumers (Which?)
Students engaged in their own learning
Student engagement in institutional and national
policy development
abertay.ac.uk
Personal involvement in
“Student Engagement”
• As a student!
HEA (2005-13):
• subject networks with
• Student engagement taxonomy
• Student Led Teaching Awards (SLTA) with NUS
• Student attitudes towards and skills in Sustainable
Development with NUS
abertay.ac.uk
Personal involvement in
“Student Engagement”
Abertay University (since April 2013)
• Student Partnership Agreement
• HEAR
• Student Surveys
• ATLEF
abertay.ac.uk
Student Attitudes Towards and
Skills for SD
• NUS-HEA- Change Agents collaboration
since 2010
• Longitudinal study (4 sweeps, 5th this
year)
• Economic downturn since 2008
• “The Green Economy”
• Significant changes to student funding
• Evidence- based policy development
• Track changes throughout students’
time at university
abertay.ac.uk
Methodology
• 2010-12 online questionnaire,
15,712 responses in total.
• 2013-14, desk-based plus
empirical research.
• 2013-14, 3845 first year and
1747 second year respondents,
21,300 in total.
abertay.ac.uk
Survey core themes
• Student attitudes to SD
• Student definitions of SD
• Student aspirations towards
SD and expectations from
HEIs
• Student attitudes towards
future SD policies
• Student awareness of the
Green Economy and skill
requirements
abertay.ac.uk
abertay.ac.uk
“SD is something which universities should actively
incorporate and promote”- national differences
Strongly agree
Other (n=55)
27.3%
45.5%
Agree
20.0%
Neither agree nor
disagree
Wales (n=188)
36.2%
46.3%
11.2%
Disagree
Scotland (n=153)
38.6%
46.4%
10.5%
Strongly disagree
Don’t know
England (n=3437)
40.9%
0%
10%
20%
44.9%
30%
40%
50%
60%
9.9%
70%
80%
90%
100%
Rather not say
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“SD is something I would like to learn more about”national differences
Other
16.4%
43.6%
29.1%
Strongly agree
Wales (n=188)
19.1%
37.8%
27.1%
Agree
Neither agree nor disagree
Disagree
Strongly disagree
Scotland (n=153)
25.5%
England (n=3437)
37.3%
22.0%
0%
10%
37.7%
20%
30%
40%
Don’t know
26.8%
Rather not say
26.7%
50%
60%
70%
80%
90%
100%
abertay.ac.uk
Students’ definitions of
“Sustainable Development”
Brundtland Commission “Our Common Future” (1987).
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Students’ Future Aspirations;
earning potential and environmental/ social consciousness
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Students’ Future Aspirations;
earning potential and environmental/ social consciousness
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Impact of the research
• Government:
2013 guidance to HEFCE from BIS
We thank the Council for its activity which has contributed to the HE sector’s
good progress in sustainable development. … We look forward to the
development of a new sustainable development framework that should seek
to build on the achievements of universities and colleges and the enthusiasm
of students. (para 28)
• HEFCE SD Framework…..
• HEFCE- NUS Students’ Green Fund, £5M
(2013-15), 25 projects, 26 student
unions
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Impact of the research
• Other national agencies
e.g. QAA, HEA
• Supporting
institutions: Student
Green Fund, Green
Academy etc.
• Partnership working
abertay.ac.uk
Abertay Attributes
• Series of descriptors
for each dimension.
• Influence curriculum
design….
• Aid student career
planning and
reflection, HEAR…
• Parallels with Geddes’
Scottish generalism,
early C20th and CfE
capabilities
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Active Citizen Attributes
Abertay will foster individuals to:
• Deploy their skills and learning to make a real
contribution to society locally, nationally and
internationally;
• Be active citizens who are inclusive, globally
conscientious, socially respectful, and self-reflective;
• Maintain and continuously develop awareness of
their civic, ethical and environmental responsibilities.
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Reflections on success
• Evidence-based policy making and
lobbying: filled a gap.
• 4 years, longitudinal study: enhanced
evidence base, allowed messages to
be conveyed annually
• Supports NUS’ agenda; focussed
political campaigning and lobbying
• Good relations critical to partnership
working.
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And finally… Student led
teaching awards
• Another HEA-NUS success story
• Pilot 8 Scottish HEIs in 2009-10 then
went viral!
• Another example of bottom-up
through to strategic level engagement
• Wealth of new data on student
perceptions around T&L
abertay.ac.uk