1 / 6

Engaging and working with students in the further development of the HEAR

Engaging and working with students in the further development of the HEAR. David Croot Academic Associate, Higher Education Academy. Overall aim.

diem
Download Presentation

Engaging and working with students in the further development of the HEAR

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Engaging and working with students in the further development of the HEAR David Croot Academic Associate, Higher Education Academy

  2. Overall aim • To help ensure that the HEAR becomes embedded in the culture of the sector, both as a summative document that provides a permanent authoritative record of achievement and as a key tool in the formative processes that support progression through HE.

  3. Two key strands of student engagement. • Students as the primary beneficiaries and users of the HEAR. Ensuring that students are aware of the HEAR, the value placed on it by employers, the place that it has in their employability ‘toolkit’, the potential that it has in supporting their personal HE journey all require awareness raising, advocacy, marketing and promotion. • Students as co-creators and developers of Section 6.1. Many of the 30 institutions in the trial groups successfully collaborated with students in the development of the content of Section 6.1, which showcases student achievements outside their formal curriculum. Those HEIs which were not involved with the trial may be in the process of developing or may have yet to develop Section 6.1. In these cases, we must ensure that students are deeply engaged in this process from the outset. Such engagement will need to be locally contextualised.

  4. Contextual principles • National, regional and local levels of advocacy, marketing and promotion. • Identical philosophy and messages at each level, but managed orchestrated and delivered in ways that suit local contexts. • Develop a sustainable advocacy and support model that has impact at every level in the sector, but particularly on individual students. • Build on success of trial group institutional models which have all involved students in development and advocacy of the HEAR. • Move quickly to ensure support is provided for those embarking on HEAR development journey and put in place an effective and open community of practice. • Capitalise on effective existing infrastructures (eg NUS Charitable Services), networks, emergent themes (eg HEA Students as Partners) and planned events (eg conferences and meetings).

  5. Suggested hierarchical cascade • Lead organisations at national level : Higher Education Academy (HEAR and Students as Partners collaboration)and NUS Charitable Services. • Local leads: Permanent staff of local student unions/guilds could lead at local level in ways to suit local contexts with support from staff in similar roles in HEAR wave 1 and 2 trial institutions. Permanent staff at local level could raise awareness, advocate, and support student HEAR ambassadors in structures suited to the local context. • HEAR student ambassadors: These students would be the HEAR ambassadors on the ground for 1-2 years. They could receive support from permanent staff in their local SU/guild and from students in HEAR trial institutions on a “buddy” system basis.

  6. Contacts • Please feed any comments and suggestions to me (David Croot) or Erica Morris today or by e-mail : hear@heacademy.ac.uk.

More Related