PGT Training Adam Wigley – Vice President Academic Affairs Richard Buckley – Education Caseworker

1. PGT Training Adam Wigley – Vice President Academic Affairs Richard Buckley – Education Caseworker

2. Session contents By the end of this session, you will have explored: • Why the PGT Rep role matters and the role that you play in the University and Students’ Union • How to plan your communication networks as a PGT Rep • What is meant by ‘effective representation’, in terms of your role both inside and outside of meetings • What the key issues are affecting PGT students from a diverse range of backgrounds • The support and opportunities for taking the role further that are open to you

3. Representation at all levels

4. History of representation • Course Reps – joint-managed (University/SU) • School Reps – introduced by Students’ Union (SU) • PGR Reps – Graduate School / SU collaboration • PGT Reps – SU lobbied Deputy Vice Chancellor • Progress • Awards – www.nusawards.org.uk

5. Being a PGT School Rep… …what qualities will the ideal PGT Rep have?

6. Where do you fit in… School Learning and Teaching Committee • Approval of new programmes (and modules) • Update on quality assurance processes • Any universal standards to be implemented across the School • Wider issues relating to enhancing teaching and learning School Student Affairs / Wellbeing Committee • Student recruitment, retention and ‘widening participation’ • Student engagement – with representation and with activities • School policies for complaints, appeals, PECs etc How much of this can you realistically contribute to?

7. Where do you fit in… You shadow and work closely with: • Director (or Associate Dean) for Student Affairs • Associate Dean for Learning and Teaching • Course Reps on individual PGT programmes • Any PGT student looking for guidance! Your remit is to: • Represent the views of students on your programme to senior figures – quality assurance • Be involved in new initiatives and developments to improve the student experience on your programme – quality enhancement

8. And within the Students’ Union... PGT School Rep Forum • Once every 4 weeks (approx) • Sharing issues between Schools • Proposing ideas to take higher up the chain Student Council • Once every 4 weeks (approx) • One PGT School Rep to make sure that the PGT student experience is represented in Union policy-making

9. Building your network Put together two Communications Plans for your School – one for staff, one for students – and share it with other PGT Reps. Who are useful contacts to have in your School? How many of these people are you already in touch with? If you’re not yet in touch with key figures, how could you approach them? Why have you identified these people? What can they help you achieve? How regularly should you be meeting with them (or in contact with them by e-mail)? You will be aiming to stay on top of issues on a wide range of programmes – how can you achieve this?

10. The Representation Cycle Gather ideas… Form arguments… Feed in… Feedback!

11. The Representation Cycle Gather ideas Form arguments Feedback Feed in

12. Applying theRepresentation Cycle When it comes to reaching all of the students on your programme to gather ideas and feed back… What are the advantages and disadvantages of the following communication methods: • Facebook / social networking sites • University e-mail • Lecture shouts • Suggestions box • Forums for PGT Course Reps Think about inclusivity – are there any students or groups of students who these channels won’t reach? Now revisit your Communications Plan – is there anything that you’d change?

13. WHAT DO YOU KNOW SO FAR? Think about your School What are the positives/negatives?

14. Improving the student experience... • In pairs, discuss possible solutions to the problems you’ve highlighted so far. • Then think about other ways to enhance the PGT student experience as a whole – what are our PGT students really looking for?

15. Getting to know PGT students... In two teams – have a go at the quiz (prize for the winning team!)

16. Diversity • Who are you really representing? • Six strands: Race, religion, gender, sexual orientation, disability, and age. • In groups – list some of the things that all PGT students will have in common – and all of the ways in which students from diverse backgrounds might have a different study experience

17. Being truly representative • Who are Northumbria’s students? • 19,000 Mature students • 27,000 from North East region • 5,000 International students • 1,300 Disabled students (registered) • 2000 Distance Learners • 11,000 Part-time students • 19,000 female students/15,000 male students

18. Other forms of representation in the Students’ Union • Black and Minority Ethnic • Part-Time • Disabled • Mature • Lesbian, Gay, Bisexual, Trans • Collaborative Venture • International • Women • Students with Caring Responsibilities su.democracy@northumbria.ac.uk

19. Case Study: International Students • Culture shock • Higher fees • Integration with local community • Integration with other students • Idea of what a Students’ Union is • Vacations • Language barriers • Immigration law / visa issues • Differences in ‘academic practice’ – higher recorded rates of academic misconduct

20. Understanding meetings • Terms of Reference • The documents: Agenda, Minutes, Papers (numbered by item) • Matters Arising • Any Other Business • The people: Chair, Secretary • The actions: • To consider a report… • To discuss / debate a proposal… • To ratify a decision…

21. Tips for meetings Be punctual, and if you can’t make it send your apologies Are there any allies you could sit with to boost your confidence? Offer positive as well as negative feedback Suggest specific changes that could be made Make a note of any actions agreed that relate to what you’ve raised Never be personal about a lecturer – you could fall foul of the complaints procedure

22. Meetings: A trial run... Imagine you’re attending this meeting in 5 minutes’ time. How would you prepare? Think about: • Which items do you have relevant knowledge on? • Which items do you feel passionately about? • Is this a personal passion, or do you feel that you can reflect the diversity of student opinion? • Are there any particular groups of students who are more likely than others to be affected by any specific items to be discussed? • Which items are you not likely to have much to say about?

23. The Education Caseworker’s Remit • Academic misconduct • Appeals • Complaints • Disciplinaries (including Professional Suitability and University-owned accommodation disputes) • Finance-related disputes • Personal Extenuating Circumstances claims • Accommodation advice • Admissions issues for non-current students • Appeals against academic judgement • General welfare advice • Visa / immigration issues (unless complaints-related)

24. SCENARIOS Have a look at the following case studies… Think carefully about: Where you can make a difference through effective representation Where you should involve the Education Caseworker Where you might involve the Vice President – Academic Affairs or raise a point at the Forum Where you might prepare a motion for Student Council

25. Session contents revisited… By the end of this session, you should now have explored: • Why the PGT Rep role matters and the role that you play in the University and Students’ Union • How to plan your communication networks as a PGT Rep • What is meant by ‘effective representation’, in terms of your role both inside and outside of meetings • What the key issues are affecting PGT students from a diverse range of backgrounds • The support and opportunities for taking the role further that are open to you

26. Thanks for coming!Any questions? a.wigley@northumbria.ac.uk richard.buckley@northumbria.ac.uk