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Towards an Inclusive Culture: Engaging Students in Institutional Enhancement Dr Helen May Senior Adviser Higher Educa

Towards an Inclusive Culture: Engaging Students in Institutional Enhancement Dr Helen May Senior Adviser Higher Education Academy . Overview . The language of student engagement. The rationale for engaging with students. Strategies for engaging students. Towards an institutional culture.

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Towards an Inclusive Culture: Engaging Students in Institutional Enhancement Dr Helen May Senior Adviser Higher Educa

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  1. Towards an Inclusive Culture: Engaging Students in Institutional Enhancement Dr Helen May Senior Adviser Higher Education Academy

  2. Overview • The language of student engagement. • The rationale for engaging with students. • Strategies for engaging students. • Towards an institutional culture. • Concluding remarks.

  3. The Language of ‘Engagement’ • What does ‘ student engagement’ mean to you? • Reflect on these terms in widespread use:

  4. Levels of Engagement High Low

  5. Why promote student engagement? • Legal responsibilities: to implement disability duties • Value position: to uphold institutional values • Business need: to increase/maintain student numbers • Shared ownership: to build partnerships with students • Quality enhancement: to reduce burden of retrofitting • Student satisfaction: to improve students’ perceptions • Retention and success: to enhance students’ achievement, progression and retention. May and Bryant, forthcoming

  6. Risks of not engaging with students • Institutional compliance /litigation • Institutional reputation • Student performance • Student complaints • Student retention • Staff understanding and development • Performance relative to other institutions May and Bryant, forthcoming

  7. QAA Code of Practice: Disabled Students (2010) • The revised code pays increased attention to student engagement . For example: • Staff should seek to work with disabled students (staff development). • The institution should seek to involve disabled students in the design and review of inclusive provision (curriculum design). • Staff involved in the delivery of learning and teaching have a shared responsibility to support disabled students and should work in partnership with them, and with central services, to achieve this (learning and teaching).

  8. Strategies for Engaging Students in Institutional Enhancement

  9. Methods of Engaging Students May and Bryant, forthcoming

  10. Enhancing the effectiveness of methods used Provision of: Opportunities to lead Incentivises Training Feedback and action Informed choice Tailored opportunities and information Resources • Consideration of : • Context • Timing • Stage of involvement • Shared responsibility • Internal/external collaboration • Ongoing opportunities • Use of information May and Bryant, forthcoming

  11. Towards an Inclusive Culture in HE

  12. Institutional responses to inclusion….. Inclusive provision Modified provision May and Bridger, 2010

  13. From May and Bridger, 2010

  14. Concluding Key Messages

  15. Lessons learned….. • 1. It is less important which method is used to engage with students and more important: • in what context the method is used and • how the method is implemented. May and Bryant, forthcoming

  16. Contextual Factors • Are there both informal & formal opportunities? • Are these opportunities accessible for all students? • Are there a range of strategies used? • Are there opportunities for ongoing engagement? • Are there opportunities at the planning stage? • Are students provided with an appropriate level of information and opportunities to express an opinion, negotiate and make choices and decisions? • Is it evident to students how information they impart is used? From May, 2008

  17. At what stage(s) of the process are you engaging students?

  18. Lessons learned….. • 2. Successful involvement requires institutions to consider the cultural, strategic & individual dimensions of their approach: • Cultural: promoting proactive, whole institutional response & responsibility. • Strategic: developing embedded, holistic & sustainable approaches . • Individual: using reflective, inclusive practice. May and Bryant, forthcoming

  19. Conclusions: May and Bryant, forthcoming

  20. References • QAA Code of practice for the assurance of academic quality and standards in higher education. Section 3: Disabled students (2010) • May, H. and Bryant, A. (forthcoming) Furthering the Involvement of Disabled Students in Higher Education. London: Equality Challenge Unit • May, H and Bridger, K (2010) Developing and Embedding Inclusive Policy and Practice in Higher Education. York: Higher Education Academy • May, H. (2008) Student engagement. Inclusive Practice e-bulletin series Higher Education Academy

  21. For more information please contact:Dr Helen May Senior Adviser Higher Education Academy helen.may@heacademy.ac.uk

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