Consultation with students Clause Samples

Consultation with students. 8.1 The Student Charter sets out the Arts University Bournemouth’s commitment to provide students with a service of the highest quality and is an example of consultation and collaboration to ensure that students’ best interests are represented. 8.2 The continuous monitoring of performance against target, and of the success of the wide range of access measures, also enables these measures to be amended where appropriate to ensure that the identified groups are reached. In order to inform the efficacy of its arrangements, the University uses its Student Perception Survey to contribute to data collection, monitoring the satisfaction of different student groups. 8.3 The development of this Access Agreement was also informed by detailed discussions with the sabbatical officers of the Students’ Union. Given the scale and the nature of the University, discussions with these representatives are the most effective means of securing student feedback and ensuring the student voice is heard.

Consultation with students. In developing this agreement the University undertook consultation with students in a number of different ways. This took the form of a presentation and discussion with student representatives at Student Experience Sub-Committee, which in turn reports to the Learning and Student Experience Policy Committee. The University has also undertaken focus group work with potential applicants and has used the understandings gained from this to inform the development of its outreach work, particularly in relation to the explanation of the new funding system The Students’ Union Vice-President for Education has been a member of the planning group and has been involved in discussions and decisions throughout the development of this agreement.

Consultation with students. The LSE Access Agreement for 2017 entry follows the strategic direction that we set in our 2015 Agreement. We consulted on our 2015 approach with the LSE Students’ Union and student ambassadors, who deliver our WP programmes to schools in the London region. LSESU representatives and student ambassadors sat on the WP Advisory Group which met in March 2014 to discuss the direction of the 2015 Access Agreement upon which future Agreements have been based. Student representatives are members of the Academic Planning and Resources Committee, the Academic Board and the LSE Council which discussed and voted on the undergraduate tuition fee and associated bursary and access package in the Lent term of 2013.

Consultation with students. A. The faculty member should fulfill his or her role of “guide, counselor, and friend.” Faculty members should take the initiative in setting up individual conferences with students. They should be patient, friendly, and helpful to those needing help. They should challenge the capable student to spend time in pursuing independent study in areas of his or her interest. B. The faculty member should carry out academic advisement responsibilities with students in such a way that students may best profit from their attendance at the College.

Consultation with students. 10.1 In developing this Access Agreement UCL has consulted with students at key stages. The UCL Students’ Union (UCLU) is represented on the Access Agreement Steering Group, on UCL’s Academic Committee and on UCL Council, the bodies responsible for developing and monitoring the Access Agreement. UCLU was consulted in updating the Access Agreement for 2016/17 and was represented at working group meetings. 10.2 The Access Office runs focus groups with students throughout the year which look at the successes and weaknesses of outreach activities. These focus groups include the current student perspective from Student Ambassadors and Mentors and the prospective student view, working with students on the Horizons programme and those taking part in care-leaver activities.

Consultation with students. Consider how the employee was approachable and available to students by evaluating the following criteria: Always Sometimes Sometimes Does Not Not Adequate and acceptable office hours □ □ □ □ □ □ Adequate and acceptable office hours □ □ □ □ □ □ Able to answer students' questions □ □ □ □ □ □

Consultation with students. The Students’ Union is represented on the Widening Participation and Student Opportunity Group and on the Student Success Committee. Our partnership working with the Students’ Union has developed this year through the working group looking at financial support for students: members of this group were invited, along with members of the Widening Participation and Student Opportunity Group, to an away day to identify the strategic priorities for this access agreement and all members of these two groups were invited to comment on the draft access agreement. Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Stage of the lifecycle (drop-down menu) Target type (drop-down menu) Description (500 characters maximum) Is this a collaborative target? (drop- down menu) Baseline year (drop-down menu) Baseline data Yearly milestones (numeric where possible, however you may use text) Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum) 2016-17 2017-18 2018-19 2019-20 2020-21 T16a_01 Access HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants) Percentage of young full time first degree entrants from NS-SEC 4-7 No 2013-14 53.6% 53.6% 53.6% 53.6% 53.6% T16a_02 Student success HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants) Non-continuation rates No 2012-13 11.9% 11.6% 11.2% 10.7% 10.0% T16a_03 Student success Other statistic - Ethnicity (please give details in the next column) ▇▇▇▇ good honours attainment for young students No 2013-14 52.46% 57.5% 60% 62.5% 65% T16a_04 Student success Other statistic - Ethnicity (please give details in the next column) ▇▇▇▇ good honours for mature students No 2013-14 46.62% 55 57.5 60 62.5 T16a_05 Progression Other statistic - Progression to employment or further study (please give details in the next column) ▇▇▇▇ UK Domiciled full time first degree students in graduate level work or further study No 2013-14 45.2% 50% 52% 54% 56% T16a_06 Access HESA T7 - Students in receipt of DSA (full-time, first degree entrants) Percentage of full time undergraduate students who are in receipt of Disabled Students' Allowance No 2013-14 6.4% 8.2% 8.2% 8.2% 8.2% We are currently below the 8.2% benchmark but this target will need to be reframed in the context of changes to the DSA

Consultation with students. In autumn 2016, we reviewed the annual process of developing and monitoring our access agreement to ensure increased engagement and consultation with our student body through our Student Academic Council (SAC). As such the Access Agreement will be added to the agenda for the first SAC of the year and in Semester 2 to coincide with strategic discussions of new initiatives and commitments following the release of the OFFA guidance (see figure 1 below). Collect and evaluate data Identify and discuss new inititiatives In addition, the SU President is a member of the Widening Participation and Lifelong Learning Strategy Group, which advises on general direction for the Access Agreement, and is a member of Senate Academic Development Committee, which received and reviewed annual monitoring and evaluation data for 2015-

Consultation with students. This Access Agreement has been discussed with and approved by the Trinity Laban Students’ Union. Student views have been especially influential in the design of our financial support package, with strong support for the provision of cash bursaries for the duration of undergraduate study. Student representatives have also been consulted through their membership of the Equality, Diversity and Access Committee, Student Affairs Committee and Academic Board, which have debated and approved the Agreement.