Recognising achievement beyond the curriculum: a survey of sector practice 26 March 2014 Harriet Barnes

Skills Award Task Group

B4: Enabling student development and achievement Expectation Higher education providers have in place, monitor and evaluate arrangements and resources which enable students to develop their academic, personal and professional potential.

Survey of sector practice  Available July – August 2013  85 responses from 69 higher education providers

Eligibility for award schemes  All award schemes currently running are open to undergraduate students  Nearly three-quarters are open to taught postgraduate students  Just over half to postgraduate research students  Almost one-third of awards are targeted at particular groups of students, such as those in student representative roles.

Who is responsible for coordinating the award?  careers service (61% of responses)  students' union (11% of responses)  learning and teaching unit (or equivalent) (8% of responses)  academic department (3% of responses)  other central services department (3% of responses)  careers service and students' union (9% of responses)

Does the students’ union have involvement in coordinating the award?  responsible for coordinating the scheme  work in partnership with the provider to deliver the award  run union scheme alongside that offered by the provider  identifying activities which count towards the awards and verifying participation  promoting the scheme to students

What activities are recognised?

Is there a reflective element?  learning journal  portfolio/webfolio  development record  interview and/or application form  reflective statement or essay  skills audit and action plan

How is achievement recognised?  Presentation of award certificates at a specific ceremony (73%)  Included on student’s HEAR (47%)  Included on degree certificate/transcript (not carrying credit) (35%)  List of award winners in graduation programme (14%)  Carries academic credit (6%)

Quality assurance and evaluation Two-thirds of awards are overseen by a steering group 57% have some form of quality assurance procedures Two-thirds of awards have been evaluated, in order to: inform future development collect feedback from students, staff and senior management measure whether the award had achieved its aims find out whether student behaviour had changed as a result of participation in the award.

The future of awards: prospects and challenges more students more technology more routes and optionsmore links to curriculummore employersmore verification