1. Glasgow Caledonian University
‘What works?’ (Phase 2)
Student partnerships: normal and democratising practice in higher education

2. ‘What works?’ for GCU

3. Key Findings
Co-curricular theme with an initial focus on Academic Advising.
High level findings indicate that the introduction and mainstreaming of co-curricular support mechanisms (such as academic advising):
supports the development of attributes such as belonging, engagement and self-confidence as part of an overarching institutional strategy to enhance retention and progression
adds credibility to the idea that the use of co-curricular activities such as academic advising can add value and contribute to the development of belongingness, engagement and confidence in students

4. Developing Student Engagement
Findings align with:
Whole of institution approach (Kift and Nelson 2010)
Culture of active participation designed to build confidence and develop a sense of belonging (Thomas 2012)

5. Developing Student Engagement
Building on the key findings of belongingness, engagement and confidence we worked with the GCU Students’ Association to develop a model to support and empower students to influence learning, teaching and quality enhancement through a ‘spectrum’ of opportunities embedded in mainstream Schools, Departments and University processes.

6. GCU Student Engagement
GCU Student Engagement Model
GCU Student Engagement
Partnership
Working with Students as Partners
Active Participation
Enhancing the Student Experience
Involvement
Engaging with the University
Consultation
Capturing the Student Voice
To ensure that student engagement in learning, teaching and quality enhancement is accessible to all students, regardless of programme, level or mode of study, we adopt a ‘Ladder’ or ‘Spectrum’ approach, encouraging students to participate in a broad range of ways.

7. Spectrum of Student Engagement
Consultation
Student Involvement
Active Participation
Partnership
Completing MEQs
Providing feedback to class reps
Completing NSS, ISB, PRES, PTES
Completing other GCU/SA approved surveys
Participating in focus groups
Contributing to discussion at SAGE meetings
Contributing to discussion at annual Student Experience Summit
Participating in School Conferences
Becoming a student rep (class rep, school officer, PGR/T rep)
Participation in SSCGs, Programme or School Boards, L&T Conferences
Participation in formal university committees
Engaging with the QAA Enhancement Theme through the student network and/or institutional team
Student participant in institutional, subject or programme level approval/review
Full panel member in programme or subject level approval or review
Co-development of policy or practice to enhance the student experience
Co-developing/ facilitating annual Student Experience Summit
Co-developing and delivering staff/student projects, including Enhancement Themes Scholar projects

8. Working in Partnership with GCU Students’ Association
Student Action Group for Engagement (SAGE): Student-led committee established “to enable genuine student participation in learning, teaching and quality enhancement, and with the wider student experience.”
Student Experience Summit: Annual event where staff and students come together to discuss key issues surrounding the University's commitment to deliver an outstanding student experience
Student Partnership Agreement: Currently being finalised, based on the concept of a ‘GCU Community’
Quality Enhancement and Assurance: Working towards having a student panel member in all quality management processes/events

9. Looking Forward
Continue to work in partnership with the academic Schools and Students’ Association to embed student engagement across core academic activity and professional functions
Develop mechanisms to support student participation in learning, teaching and quality enhancement, including student training materials and staff CPD resources
Encourage a wider range of students to engage with activities
Consider how to recognise and reward student engagement in learning, teaching and quality enhancement at all levels

10. Contact For more information Nicky Andrew: n.andrew@gcu.ac.uk
Lesley McAleavy: