Towards an Inclusive Culture: Engaging Students in Institutional Enhancement Dr Helen May Senior Adviser Higher Education Academy

Overview The language of student engagement. The rationale for engaging with students. Strategies for engaging students. Towards an institutional culture. Concluding remarks.

The Language of Engagement What does student engagement mean to you? Reflect on these terms in widespread use: InvolvementConsultationParticipation PartnershipEngagement

Levels of Engagement ConsultationInvolvementParticipationPartnership Low High

Why promote student engagement? Legal responsibilities: to implement disability duties Value position: to uphold institutional values Business need: to increase/maintain student numbers Shared ownership: to build partnerships with students Quality enhancement: to reduce burden of retrofitting Student satisfaction: to improve students perceptions Retention and success: to enhance students achievement, progression and retention. May and Bryant, forthcoming

Risks of not engaging with students Institutional compliance /litigation Institutional reputation Student performance Student complaints Student retention Staff understanding and development Performance relative to other institutions May and Bryant, forthcoming

QAA Code of Practice: Disabled Students (2010) The revised code pays increased attention to student engagement. For example: Staff should seek to work with disabled students (staff development). The institution should seek to involve disabled students in the design and review of inclusive provision (curriculum design). Staff involved in the delivery of learning and teaching have a shared responsibility to support disabled students and should work in partnership with them, and with central services, to achieve this (learning and teaching).

Strategies for Engaging Students in Institutional Enhancement

Methods of Engaging Students Scoping /auditResearchEvents/campaignsStudent representationAction/working groupsTechnologyEmployment May and Bryant, forthcoming

Enhancing the effectiveness of methods used Consideration of : Context Timing Stage of involvement Shared responsibility Internal/external collaboration Ongoing opportunities Use of information Provision of: Opportunities to lead Incentivises Training Feedback and action Informed choice Tailored opportunities and information Resources May and Bryant, forthcoming

Towards an Inclusive Culture in HE

Institutional responses to inclusion….. Students are consulted or their views sought to fulfil a pre-defined purpose Students established as partners & agents for change in an ongoing enhancement process Modified provision Inclusive provision May and Bridger, 2010

Institutional Change Aiming for widespread use of inclusive practice Ensure a shared vision and inclusive philosophy Review & develop policy Embed equality impact assessments Changes to management processes (quality, performance, validation) Changes to induction Exploit existing change Individual Change Aiming to promote understanding & action Form advisory or working groups Work with influencers or advocates Continuing professional development Ongoing dialogue Dissemination of information and practice Conduct research Resources and materials From May and Bridger, 2010

Concluding Key Messages

Lessons learned….. 1. It is less important which method is used to engage with students and more important: in what context the method is used and how the method is implemented. May and Bryant, forthcoming

Contextual Factors Are there both informal & formal opportunities? Are these opportunities accessible for all students? Are there a range of strategies used? Are there opportunities for ongoing engagement? Are there opportunities at the planning stage? Are students provided with an appropriate level of information and opportunities to express an opinion, negotiate and make choices and decisions? Is it evident to students how information they impart is used? From May, 2008

At what stage(s) of the process are you engaging students? Establish Needs Scoping /preparation Planning/ design Implementation/ action Analysis /Reflection Dissemination Monitor /review

Lessons learned….. 2. Successful involvement requires institutions to consider the cultural, strategic & individual dimensions of their approach: Cultural: promoting proactive, whole institutional response & responsibility. Strategic: developing embedded, holistic & sustainable approaches. Individual: using reflective, inclusive practice. May and Bryant, forthcoming

Conclusions: Take a strategic approach Develop individuals practice Work towards cultural change May and Bryant, forthcoming

References QAA Code of practice for the assurance of academic quality and standards in higher education. Section 3: Disabled students (2010) May, H. and Bryant, A. (forthcoming) Furthering the Involvement of Disabled Students in Higher Education. London: Equality Challenge Unit May, H and Bridger, K (2010) Developing and Embedding Inclusive Policy and Practice in Higher Education. York: Higher Education Academy May, H. (2008) Student engagement. Inclusive Practice e-bulletin series Higher Education Academy

For more information please contact: Dr Helen May Senior Adviser Higher Education Academy