Engagement approaches to democratise programmes?

1. Engagement approaches to democratise programmes?

2. Context of this work • Brief details of engagement approaches • Students' words • Wicked issues for engagement in this context? • How do you 'tame' these issues in your own context? Presentation overview:

3. This programme aims to provide you with a supportive and inclusive learning experience; support the development and maintenance of a course focus within the BA (Hons) in Health and Social Care Leadership and Management; actively encourage your engagement and participation in the design, delivery and quality enhancement of the BA programme Critical Thinking Task 1: Student-defined engagement in peer and self-review processes • Using good practice exemplars • Collective prioritisation in session and discussion board • Construction of an engagement composite, entitled Ideas for effective engagement 'Student' engagement or EFFECTIVE ENGAGEMENT?

4. Assessment is viewed as an integral part of the learning process – as assessment for learning – and will be used to assess progress and broaden / deepen learning, not solely as a stand-alone concept measuring your attainment of the learning outcomes at the end of a module. Clear pass criteria will be made available to you and you will be involved in negotiating these parameters wherever possible. Recommendation to add a process-based learning outcome to every module, comprising: • 'Conceptualise and formulate appropriate pass criteria' • Negotiated across all modules - includes activities and evidence required • Documentation then formalised to reflect agreed input CO-CREATING ASSESSMENT CRITERIA EVIDENCE

5. The Critically Thinking Leader modules which run throughout both levels of the programme are designed specifically as practical mechanisms for developing innovative assessment for learning processes, drawing upon notions that putting a complex theory into practice should be given more attention within the field of health and social care education; especially in relation to the ways in which the process of your development is assessed in a very practically-grounded academic area. The task is production of a single piece of coursework (100%) as a Patchwork (Text) which will be completed after a supportive and deliberative process, comprising: • Part 1 explores student-defined engagement in peer and self-review processes by means of blogs and action learning. • Part 2 considers the identification and generation of appropriate evidence that can be used to demonstrate your workplace impact as an effective leader. • Part 3 involves the production of an individually-justified personal and professional development and improvement plan, taking into account all appropriate programme outcomes for the level of study. USING PATCHWORK (TEXT) APPROACHES

6. What’s your view of the overall approach to engagement on the programme? I have been pleasantly surprised, with no prior university awareness, how much engagement we have been encouraged to have.  I think the request for feedback after each module has been really useful and highlights that, as students, we are working jointly with our tutors, to ensure the course delivers what we need and that the learning is supported.  Whilst the approach to engagement from the tutors' side has been proactive and consistent, unfortunately the same cannot always be said from the student side and that is a shame as it could work even better with more engagement across the wealth of experience the students have amongst them.  Having said that, the current climate we are working in within the NHS does add additional pressures on staff and I wonder whether staff just have no time/energy/enthusiasm to engage any more than they are doing. I think students have been engaged on many issues throughout the programme such as a) drawing up expectations for the group b) setting up extra study time c) listening to worries regarding deadlinesd) when to set tasks etc. However, even though it is great to be consulted, sometimes the group discussions are very time consuming. STUDENTS' WORDS: Overall engagement

7. Does co-creating assessment criteria and identifying activities and evidence help? Yes, however, it is very time consuming and the time for this hasn't always been factored into the timetable. By taking longer than expected on this task, it makes me feel that we're missing out on other learning for the day.  I have used the information when writing up my assignment so find it valuable. This does help to a certain extent.  This isn’t something I find particularly valuable although, on the last session for Task 2 of the current module, the co-creating of the criteria did seem to work better than on previous occasions and some of the discussions were helpful.  Generally though, I would have to say, it does feel as they we are simply playing with words on the assessment criteria – “good” becomes “very good” etc., but the activities and evidence has much more value. Students' words: Assessment CRITERIA

8. Do you envisage that using Patchwork Text approaches will give you more choices and control regarding what is assessed? The patchwork text assignment, if I've understood it, makes sense and enables you to think about your learning and link it all together. I'm not sure how much 'choice' it will bring as yet though. I am still getting to grips with the patchwork text and I think I understand this and what is required but not sure what you mean by more choices and control over what is assessed.  If this is more about it being personal rather than a  given topic, then yes I do think it will give us more choices.  For example, I may choose to look at an area of my development identified through the patchwork text while colleagues may look at other things.  If this is what you mean then yes, absolutely and I can see great value in ensuring the largest piece of work we do, which goes the whole way through out learning, is an excellent way of drawing together a very personal piece of work which will be of great value and very practical learning for moving on both to the degree level study and in my career. STUDENTS' WORDS: PATCHWORK TEXTS

9. WICKED ISSUES FOR ENGAGEMENT?

10. What's your view of our approach to engagement and the students' responses? • Do you agree with our assumptions about key stakeholders in this kind of provision? • Which of the issues are 'wicked' and which can be 'tamed'? How do you do it? • Do you have any good practice interventions to share? MANY THANKS! your views: