developments in the external environment · update was given to university court 23 march 2015...

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UNIVERSITY OF STIRLING UNIVERSITY COURT

DEVELOPMENTS IN THE EXTERNAL ENVIRONMENT

1. INTRODUCTION

This paper provides an overview of recent external developments that will impact upon the higher education sector. This paper contains information on developments since the last update was given to University Court on 23 March 2015. Further information about the Scottish Funding Council (SFC) allocations of funding for 2015/16 is included elsewhere on the agenda as part of the Plan for Academic Success (UC (14/15) 41(i)).

2. PURPOSE

Members of Court are invited to note recent developments in the external environment.

3. KEY DEVELOPMENTS

3.1 Comprehensive Spending Review At the UK level, a Comprehensive Spending Review (CSR) is anticipated in the coming months following the election of a Conservative Government in May 2015. UUK is preparing for a challenging spending review. On 4 June 2015 Chancellor George Osborne announced £3bn of savings from non-protected government departments. As a result the Department for Business, Innovation and Skills will have £450 million cut from its 2015/16 budget. It has not yet been announced how this will be achieved. Further cuts are expected in the Chancellor’s July budget. A spending settlement must be in place for the 2016/17 financial year and is likely to cover the duration of the next parliament. A one year settlement or emergency budget may, however, be developed if political or economic uncertainties are deemed too great. Universities Scotland has worked with the Scottish sector to draft a response to the CSR. A Scottish Government Spending Review is also expected. It is anticipated that the Scottish Government will undertake detailed consideration of budgets for 2016/17 after the Chancellor’s July budget. 3.2 UK Government In the new Government, Sajid Javid replaces Vince Cable as Secretary of State for Business, Innovation and Skills and Jo Johnson replaces Greg Clark as Minister of State for Universities and Science. The programme of government set out in the Queen’s Speech did not make direct reference to universities or a Higher Education Bill. However, a number of proposals will have a substantive impact upon the sector including the Europe referendum, devolution, taxes and budgetary controls, and extremism. UUK has initiated a proactive campaign to highlight how the UK’s membership of the EU enhances the impact of HE. Proposals related to higher education set out in the Conservative manifesto included development of a teaching quality framework and reforming the student visa system to tackle abuse.

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3.3 UK Visas and Immigration In March 2015, UK Visas and Immigration (UKVI) released revised Tier 4 Sponsor Guidance. All Tier 4 sponsors were asked to provide information on site and partnership arrangements to UKVI by May 2015, although institutions are permitted to continue sponsoring students under current arrangements until 30 September 2015. UKVI guidance places a greater emphasis upon quality assurance at integrated sites which will include partnership arrangements. A successful institutional audit at the University of Stirling took place in May including UKVI site visits at the Stirling and London campuses. The Home Office has also made changes to the arrangements for Secure English Language Testing, limiting the number of providers and test centres overseas. In Scotland, a Cross-Party Steering Group on Post Study Work Visas has been established including representatives of all major political parties to work for the reintroduction of the Post Study Work Visa. The new cross party group will take forward the work of the Post Study Work Working Group, formed in August 2014. 3.4 Counter Terrorism and Security Act 2015

The Counter-Terrorism and Security Bill published on 26 November 2014 was passed by the House of Lords on 9 February 2015. The Act includes a statutory duty for certain organisations, including universities, to prevent individuals being drawn into terrorism. For universities this requires policies to be in place regarding use of prayer rooms, extremist speakers on campus, procedures for referring concerns and staff training. The commencement date of the Act is 1 July 2015 with the exception of the higher education sector where commencement will be delayed until further guidance on extremist speakers on campus is issued. 3.5 Scotland Bill

The UK parliament considered plans to devolve more powers to Scotland as part of the Scotland Bill on 8 June 2015 which has progressed to committee stage. Amendments to ensure the Scotland Bill delivers the Smith Agreement have been proposed by the Scottish Government. The changes would implement the Smith Agreement in full by removing all vetoes in the Bill, giving Scottish Ministers the power to create new benefits in devolved areas and reversing limitations in the Bill’s clauses. The Scottish Government is preparing to publish proposals for further powers beyond those proposed by the Smith Commission. 3.6 HE Governance Bill A revised Higher Education Government Bill is expected to be issued by the Scottish Government by the end of June 2015. This follows consultation with the sector which concluded in January 2015. The stated intention is to strengthen governance in the HE sector in Scotland and, through legislative changes, support institutions to develop and refine their own governance systems. The University submitted a response following consultation with staff, students and members of University Court. The University’s response stressed a commitment to inclusive, open and accountable governance and the importance

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of institutional autonomy. The Scottish Government has committed to continue working with the sector with regard to the implementation of the Bill. 3.7 Postgraduate Funding A consultation by the Department for Business Innovation and Skills on support for postgraduate study closed in May 2015. The proposals centred around the introduction of a loans system for certain taught Masters students in England, and how support for postgraduate research students could be strengthened. Universities Scotland has argued for cross-border portability of support. The government will issue its formal response over the summer. Postgraduate loan provision for students is also being considered by Northern Ireland’s executive. A consultation launched by the executive in June 2015 includes an option to offer a £10,000 loan to Northern Ireland-domiciled students to mirror that proposed in England. A review of postgraduate taught provision in Scotland, Chaired by Professor Bryan MacGregor of the University of Aberdeen, is ongoing and is expected to report over the summer. 3.8 Scottish Funding Council – 10 year Infrastructure Strategy

In late 2014 the Cabinet Secretary for Education and Lifelong Learning asked the Scottish Funding Council to work with the sector to develop a ten-year investment strategy for infrastructure, to be ready in time for the 2015 spending review. A working group was assembled to take this forward, chaired by Sir Ian Diamond, and with a membership of Estates Directors, Finance Directors and representatives of the research and learning & teaching communities, supported by SFC and US officers. Consultation with the sector has taken place and recommendations are expected in summer 2015. 3.9 Fair Work Convention

The Scottish Government has introduced a fair work task group which will develop a fair employment and workplace framework for Scotland by March 2016. This will include matters related to the living wage, increased levels of gender equality and workplace democracy and include the higher education sector. 3.10 Audit Scotland Audit Scotland is considering examining Scottish Government funding of the sector. This is in recognition of the significant investment higher education and research receives from the Scottish Government. Higher education is not a sector Audit Scotland has previously examined in any detail. Universities Scotland is engaging with Audit Scotland on behalf of universities. 3.11 Review of Knowledge Transfer Grant The SFC is conducting a review of the Knowledge Transfer Grant which provides a flexible funding stream to support knowledge exchange activities. Current knowledge transfer funding consists of a baseline allocation to each institution and a formulaic element based upon knowledge exchange metrics. A Knowledge Transfer Grant Review Working Group is expected to report to SFC in June 2015. The funding council is expected to issue a

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consultation with the sector by autumn 2015 for implementation in 2016/17. Metrics used in the Knowledge Transfer Grant were previously considered by the SFC in summer 2014. 3.12 Higher Education in Wales and Northern Ireland Universities Wales (UW) is leading a joint initiative to promote international HE in Wales, which involves the Welsh universities, British Council Wales, the Welsh Government and the Higher Education Funding Council for Wales. Global Wales – which has drawn upon the model used by Connected Scotland1 – is committed to developing new initiatives that can contribute to the growth of the sector’s overall contribution to the Welsh economy and to attract inward investment and tourism. In Northern Ireland, UUK has published two reports that highlight a cash reduction in HE funding of 18% (or 28% in real terms) in the last four years at Queens University Belfast and the University of Ulster2. A budget has been approved by the NI Assembly for 2015/16 which imposes a further cut of 6.4% on the Department for Employment and Learning (DELNI), which funds HE. 3 DATA CLASSIFICATION POLICY

This paper is classed as internal. 4 RECOMMENDATION

Members of Court are invited to note recent developments in the external environment. Policy & Planning June 2015

1 Connected Scotland was launched in June 2014 and has Connected Scotland has a three year plan to increase the sector’s export income from international student recruitment, delivery of transnational education and the development of new research and commercialisation partnerships. http://connectedscotland.org/ 2 Reports available at www.universitiesuk.ac.uk

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http://connectedscotland.org/

http://www.universitiesuk.ac.uk/

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UNIVERSITY OF STIRLING

UNIVERSITY COURT

RESEARCH STRATEGY 2015-2021

Purpose 1. On the recommendation of the University Research Committee, this paper presents

the draft Research Strategy 2015-2021 to University Court for approval. The Research Strategy has also been considered by the Joint Policy, Planning & Resources Committee and Academic Council.

Discussion 2. The University requires a new research strategy that builds on the successes and

progress in the period to 2014 and incorporates a vision, mission and objectives that are shared across the University. The Research Committee has overseen the development of this strategy through an extensive consultation process with Academic Schools. The new Research Strategy was approved at the meeting of the University Research Committee on 20 May 2015.

3. The new strategy responds to the ever-evolving external environment. This includes changes in funding competitiveness, future research assessment arrangements, and other UK and international policy developments. The strategy, therefore, has been informed by appraisal of the opportunities and challenges this environment presents, as well as a robust analysis of current performance and our competitive position, including a full review of our REF2014 results.

4. Permeating all of the aspects of the development of a new Research Strategy is the

need to set challenging targets and measure our progress. The implementation of the strategy, therefore, will be supported by an enhanced monitoring regime. Keeping performance under review will ensure we respond swiftly to any lack of progress, focussing resources and activity on action that is critical to delivering our strategic aims. Regular analysis of progress will also allow us to respond appropriately to any changes in the external environment that may impact upon our targets.

5. The Research Strategy takes the form of a main document and a full implementation plan. The final strategy, which is expected to be delivered primarily in an on-line format as part of a strengthened research communication platform, will incorporate a series of portfolio statements which illustrate the thematic research strengths and capabilities set out in the strategy.

Data Classification Policy 6. This paper is classed as internal at present, however, the University Research

Strategy and Portfolio Statements will be published in due course. The Research Strategy Implementation Plan will remain internal.

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Equality implications 7. The Research Strategy sets out the University’s continued commitment to equality and

diversity and promoting an inclusive research community for all staff and research students. It contains strengthened targets for supporting equality and diversity in research careers.

Resource implications 8. There are significant resource implications arising from the new Research Strategy. 9. The strategy is designed, inter alia, to deliver a major increase in research income,

contribution and capability. To secure this increase, it requires investment in a number of areas:

• through a series of specific measures as set out in the Implementation Plan;

• through Academic Schools, particularly in terms of academic talent;

• in infrastructure to support enhanced competitiveness, process efficiency, performance monitoring and citation analysis.

10. All immediate investment requirements have been incorporated in the current planning

and budget-setting round. Future proposals will continue to be advanced through the University’s regular processes.

Recommendations 11. University Court are invited to approve the new Research Strategy 2015-2020.

John Rogers Director of Research & Enterprise June 2015

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University of Stirling

Research Strategy 2015 – 2021

Research responding to society’s needs

The University of Stirling is a research-led institution, delivering research that makes a difference. We will produce world-leading research across a distinctive subject mix of sciences, social sciences and humanities. We will capitalise on this outstanding research portfolio, enabling our staff and students to make a significant contribution to conducting research that addresses key economic, societal and cultural needs, both locally and globally. The University of Stirling’s research portfolio is distinctive. We will continue to develop our unique range of strengths based on our ability to forge innovative inter-disciplinary collaborations across the university. Our research is focussed around key priorities, with emphasis on our unique knowledge base and the contribution it can make. Our research portfolio encompasses broad strengths in health and wellbeing, culture and society, environment and communities, enterprise and economy, and sport. Within these areas we continue to develop, articulate and sustain programmes of research designed to address those societal challenges where we can offer profound insight which is translated into positive outcomes.

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Enhancing Research Excellence

We will: Build upon our current level of research activity, support our researchers and grow further in our areas of research distinction.

We will increase our research capacity by 30%, focusing on our areas of distinctive excellence

We will achieve this by:

• Continuing to recruit and retain outstanding researchers at all levels, who enhance our research profile on an internationally excellent scale.

• Explicitly focussing on supporting and building research skills and capability at all levels from students through to the professoriate.

• Investing in the next generation of researchers by doubling the number of University funded research postgraduates.

• Ensuring all staff on Teaching & Research contracts have at least 40% of their time protected for research activity and are engaged with the aims and targets of the University, recognising how their intellectual contributions fit within the wider framework of the organisation.

• Facilitating self-reliance and entrepreneurship in research leadership through the innovative use of our resources and infrastructure.

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Leadership and Ambition

We will: Nurture a culture of success and effective leadership across the University in order to enhance our competitiveness

We will accomplish sector-leading performance in research income


• Increasing the conversion rate of research applications to awards to the upper quartile for our subject discipline mix.

• Further improving our performance in the Research Excellence Framework (REF), reaching the top 25% of institutions in the next REF.

• Building on our existing strengths in securing research funding and expanding our research income in particular from research councils, industry and the European Union.

• Encouraging outstanding research leadership, a clear focus on success and sustained attention to developing and supporting researchers, providing training opportunities and ensuring effective mentoring is undertaken.

• Continuing our commitment to equality and diversity including achievement of an Athena Swan silver award, and ensuring all staff and research students see themselves as an integral part of Stirling’s research community.

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Partnership and Communication

We will: Extend and strengthen our research partnerships and collaborations and ensure that our research gains the recognition it merits.

Our research will gain greater international renown particularly in our areas of distinctive excellence


• Engaging with all relevant research, funding, policy and strategy organisations, involving them in our research from design to dissemination.

• Delivering our research outcomes through high quality channels, publishing in the most ambitious and prestigious outlets.

• Sustaining a multi-channel programme of research communication which highlights our strengths, capabilities and successes.

• Increasing the range of our international research collaborations through targeted partnerships with leading overseas institutions in our areas of distinctive strength.

• Building on our sector-leading commitment to open scholarship through our approach to research dissemination, including media presence; public engagement; and research data management.

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Engagement and Impact

We will: Ensure that our research activities are innovative and transformative, creating demonstrable impact that has reach and significance.

We will make a sustained, tangible and evidenced contribution to addressing societal issues


• Sustaining and enhancing partnerships with policy makers, communities of practice and the public, engaging them in the research process.

• Delivering research-based solutions to societal challenges and communicating the difference our research makes.

• Providing advanced support mechanisms, with a highly efficient, effective online research infrastructure that focuses on improving our ability to deliver, enhance and evidence impact.

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Research Strategy 2015 – 2021

Research responding to society’s needs

Implementation Plan

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Objective 1: Enhancing Research Excellence

We will: Build upon our current level of research activity, support our talented researchers and grow further in our areas of research distinction.

Overall target: We will increase our research capacity by 30%, focusing on our areas of distinctive excellence

Aim 1.1: Continuing to recruit and retain outstanding researchers at all levels, who enhance our research profile on an internationally excellent scale.

Aim 1.2: Explicitly focussing on supporting and building research skills and capability at all levels from students through to the professoriate.

Aim 1.3: Investing in the next generation of researchers by doubling the number of University funded research postgraduates.

Aim 1.4: Ensuring all staff on Teaching & Research contracts have at least 40% of their time protected for research activity and are engaged with the aims and targets of the University, recognising how their intellectual contributions fit within the wider framework of the organisation.

Aim 1.5: Facilitating self-reliance and entrepreneurship in research leadership through the innovative use of our resources and infrastructure.

1. Performance Measures 2015-2021 2015/16 target

2015/16 actual

2016/17 target

2016/17 actual

2017/18 target

2017/18 actual

2018/19 target

2018/19 actual

2019/20 target

2019/20 actual

Increase the number of PhD students 350 400 450 500 550

30% increase in Research Only staff (e.g. grant funded research assistants and fellows)

104 110 117 125 135

% staff time applied to research 40 42 44 46 48

100% eligible staff returnable in REF 2021

80 85 90 95 100

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Objective 1 – Action Plan: Activity Resource required Lead Target date Progress notes Recruit 5 new Impact Fellows annually

As set out in draft budget Dean for Research Impact

Commencing August 2015

5 Collaborative Studentships annually

As set out in draft budget Senior Deputy Principal Commencing August 2015

10 Partnership Studentships Annually


10 International Studentships annually


5 fully-funded Studentships annually


Increase School investment in studentships

To be developed in discussion with Academic Schools.

Head of Graduate School

From 2016/17

Sustain and expand the STAR: Students as Researchers programme

To be developed in discussion with the Stirling Students Union

Senior Deputy Principal From 2015/16

Direct management of salary recharges by Schools

Change in utilisation of existing resource.

Senior Deputy Principal Phased introduction commencing 2015/16 and complete by 2018/19

Workload allocations ensure minimum 40% research time


Deputy Principal (Operational Strategy and External Affairs)

Baseline assessment 2015/16

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Objective 2: Leadership and Ambition

We will: Nurture a culture of success and effective leadership across the University in order to enhance our competitiveness. Overall target: We will accomplish sector-leading performance in research income

Aim 2.1: Increasing the conversion rate of research applications to awards to the upper quartile for our subject discipline mix.

Aim 2.2: Further improving our performance in the Research Excellence Framework (REF), reaching the top 25% of institutions in the next REF.

Aim 2.3: Building on our existing strengths in securing research funding and expanding our research income in particular from research councils, industry and the European Union.

Aim 2.4: Encouraging outstanding research leadership, a clear focus on success and sustained attention to developing and supporting researchers, providing training opportunities and ensuring effective mentoring is undertaken.

Aim 2.5: Continuing our commitment to equality and diversity including achievement of an Athena Swan silver award, and ensuring all staff and research students see themselves as an integral part of Stirling’s research community.


2015/16 actual

2016/17 target

2016/17 actual

2017/18 target

2017/18 actual

2018/19 target

2018/19 actual

2019/20 target

2019/20 actual

Attain top quartile position by research income

£12m £14m £16m £18m £21m

Increase the value of research grant & contract proposals

£54m 56m 58m 60m 62m

Increase research grant application success rate to 40%

22% 24% 28% 30% 33%

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Retain HR Excellence in Research Award & attain Athena Swan Silver

Retain HR Excellence Award in 2016. First Athena Swan Silver Award submissions 2015-16.

All research staff engaging in professional development

Baseline number of research staff engaged in professional development to be established in 2015-16.

Increase the number and % of staff who are active PIs on a grant

This target will be developed with Academic Schools as part of their strategic funding plans and implemented from 2015-16.

Increase in grant awards over £500,000 3 5 7 9 10

Objective 2 – Action Plan Activity Resource required Lead Target date Progress notes Implement effective University-wide internal peer review system


Dean of Research Enhancement

Implemented by September 2015

Deliver HR Excellence in Research Award Action Plan

Existing resource. Director of Research and Director of Human Resources

Ongoing

Develop Athena Swan Silver Action Plan

Existing resource Dean of Equality and Diversity

Ongoing

Internal match funding for applications of scale and ambition

As set out in draft budget


Ongoing

Develop School Mentoring Programme Framework & roll-out



From 2015/16

Increase the amount of funding that PIs are able to directly


Director of Finance Implemented from August 2015

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access to 15% of overhead on all active grants

Develop and deliver School Strategic Funding Plans

Change in utilisation of existing resource

Director of Research and Enterprise

First semester 2015/16

Develop larger interdisciplinary research teams


Senior Deputy Principal

From 2015/16

Develop Stirling Sandpit programme


Senior Deputy Principal

Commencing 2015/16

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Aim 3.1: Engaging with all relevant research, funding, policy and strategy organisations, involving them in our research from design to dissemination.

Aim 3.2: Delivering our research outcomes through high quality channels, publishing in the most ambitious and prestigious outlets.

Aim 3.3: Sustaining a multi-channel programme of research communication which highlights our strengths, capabilities and successes.

Aim 3.4: Increasing the range of our international research collaborations through targeted partnerships with leading overseas institutions in our areas of distinctive strength.

Aim 3.5: Building on our sector-leading commitment to open scholarship through our approach to research dissemination, including media presence; public engagement; and research data management.


2015/16 actual

2016/17 target

2016/17 actual

2017/18 target

2017/18 actual

2018/19 target

2018/19 actual

2019/20 target

2019/20 actual

Increase global research reputation Measure to be developed during 2015-16.

% of highly cited output Full citation analysis to be in place by commencement of 2015-16

% of research awards with industry partner

Baseline established 2015-16.

% of research awards with public sector Baseline established 2015-16.

Objective 3: Partnership and Communication

We will ensure our research gains the recognition it merits and extend and strengthen our research partnerships and collaborations.

Overall target: Our research will gain greater international renown particularly in our areas of distinctive excellence

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partner

% of research awards with charity partner Baseline established 2015-16.

Value of EU funding New measure being developed for 2015-16 onwards.

% of research awards with international partner

Baseline established 2015-16.

3.1: Action Plan Activity Resource required Lead Target date Progress notes Engaging with and influencing global research networks


Dean for Internationalisation From 2015/16

Management of online research profiles

Existing resource Director of Research & Director of Information Services

From 2015/16

Develop and deliver individual publication strategies

Existing resource Heads of Schools In line with Achieving Success schedules

Systematic monitoring of citation impact

Investment in SciVal/Incites tools

Director of Research Commencing 2015

Sustained engagement with research partners


Dean for Research Impact From 2015/16

Making best use of our pump-priming funding to enhance collaborations, responsiveness and the public engagement element of research proposals

Existing resource Dean for Research Impact Ongoing

Sustained engagement with research, funding, policy and strategy organisations


Dean for Research Impact From 2015/16

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Enhance current and develop new research communication channels


Director of Research and Director of Development & External Affairs

Ongoing

Systematic monitoring of Altmetrics data

Existing resource Director of Research Commencing 2016

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Objective 4: Engagement and Impact

We will: Ensure that our research activities are innovative and transformative, creating demonstrable impact that has major reach and significance.

Overall target: We will make a sustained, tangible and evidenced contribution to addressing societal issues

Aim 4.1: Sustaining and enhancing partnerships with policy makers, communities of practice and the public, engaging them in the research process.

Aim 4.2: Delivering research-based solutions to societal challenges and communicating the difference our research makes.

Aim 4.3: Providing advanced support mechanisms, with a highly efficient, effective online research infrastructure that focuses on improving our ability to deliver, enhance and evidence impact.


2015/16 actual

2016/17 target

2016/17 actual

2017/18 target

2017/18 actual

2018/19 target

2018/19 actual

2019/20 target

2019/20 actual

Active partnerships between the University and external organisations, professionals and the public within every research unit

All units to have such partnerships in place by 2016-17.

Increase media presence reach A measure for this area will be developed in 2015-16.

Impact case studies developed and regularly updated in each School

Initial set of impact case study areas agreed by 2015-16.

Staff recording impact evidence in RMS 20% 40% 60% 70% 80%

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Objective 4 – Action Plan Activity Resource required Lead Target date Progress notes School-specific annual research impact event

Existing resource Dean of Research Impact From 2015/16

Develop impact case studies from 2015 in every School, updating and amending them up to 2021

Existing resource Dean of Research Impact In development from 2015/16, complete by 2021

Systematic recording of evidence of impact in RMS

Existing resource Dean of Research Impact From 2015/16

Continued delivery of Stirling Crucible

Within competitive applications funding


Enhance participation in national programmes including Scottish Crucible, Converge Challenge, Enterprise Campus



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UNIVERSITY OF STIRLING UNIVERSITY COURT

STRATEGIC PLAN DEVELOPMENT UPDATE

Introduction

1. In January 2015 the University of Stirling began the journey of developing its Strategic Plan to 2021. The University is taking a highly consultative approach using a wide range of activities to gather views, insights and comments from different members of the University community; students, staff and partners.

2. A series of consultation events were held for every School and Service Area, with all staff invited to share their views. Alongside this, two World Café events were held with over 100 participants, which included alumni, key external stakeholders and campus partners together with students and staff. Additional consultation and feedback events were also held with groups where further engagement was considered beneficial including the professoriate, early career researchers, recruitment agents and at the annual University Conference with external stakeholders. Free forms of engagement were also promoted. A Thought-Wall which invited feedback was put up in locations around campus and an exhibition of world café comments was held in Pathfoot. Comments were also received through postcards and direct to the Strategic Plan email account. The Art Collection has commissioned artist Jacqueline Donachie to suggest an art piece which will observe, reflect and respond to the process of developing the next strategic plan. Jacqueline has attended a number of consultation events and will be providing creative reflections in early autumn 2015.

3. Engagement and consultation opportunities have provided a wealth of thought-provoking and innovative ideas. Comments and feedback continue to be welcomed although the formal consultation events have come to a close. This marks the beginning of the second stage of the process, whereby the ideas and visions identified through consultation are used to inform a draft strategy. Once a draft has been produced a final phase of consultation will take place. The proposed timescale for the development of the Strategic Plan can be found in Appendix 1.

Purpose

4. Members of Court are invited to note the process of the Strategic Plan to date and consider the emerging priorities and proposed next steps and timescale.

Background

5. This paper sets out six key strategic areas which have emerged from the consultation process and which are proposed for development; values, growth, research, learner journeys, transformational experiences and underpinning operations. The consultation process has highlighted the importance of internationalisation and partnership activity to achieving all of the University’s ambitions. Therefore an approach has been taken to embed internationalisation and partnership working within all of the identified areas. Furthermore the ability of the Stirling to transform lives whether through ‘impactful’

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research, inspiring education, sport and creative experiences on campus or an ethos inclusivity and social responsibility has resounded throughout the process. The theme of transformative experiences may have merit for development as a broader overarching concept within the strategic plan.

6. Work has begun to investigate and inform the development of strategic aims within each of the six identified areas. Data gathering includes best practices within the sector and the University’s comparator institutions, utilising data from HESA and other internal sources of intelligence including the staff survey, student surveys, feedback gained through the Enhancement Led Institutional Review process and internal benchmarking exercises.

7. The process of developing potential strategic aims is joined-up with recent and ongoing strategy development exercises including the research strategy, sport strategy and internationalisation strategy. Due account is being taken of the direction and goals set by these exercises. This will assist in the formulation of University strategic aims which are fully cognisant of previous feedback received and streamlined for effectiveness.

Theme 1: Our Values

8. During the consultation process, participants considered which values are at the heart of University activities and those which should underpin our operations moving forwards. Comments received were wide-ranging but are broadly encapsulated by the following:

• Excellence- to be sector-leading in our areas of expertise and gain international recognition

• Ambition- we value a culture which seeks continuous improvement and which supports innovative and new approaches to enhance excellence

• Integrity- Stirling values ethical, fair and honest behaviour and promotes such practices

• Accessibility- to create a culture which values participation of all communities within teaching and research activities

• Equality- We believe in and encourage fair and equitable treatment of all our staff, students, and users of our services

• Community – enhancing the community ethos on campus through a welcoming and inclusive environment which promotes engagement.

Theme 2: Growth

9. Consultation events have highlighted a desire for growth across the institution to build the University’s resilience and critical mass so that student experiences and research performance can be enhanced. Stirling is amongst the smallest research intensive institutions in the UK and the limitation this places upon the investment potential of the University to enhance core activities was acknowledged through the process.

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10. Views were raised throughout the consultation meetings that growth should complement and further, rather than displace, the distinctive elements of the Stirling experience which have been associated with a smaller size. These included a culture of networking, interdisciplinarity, operational agility and high quality student experiences. These aspects should be retained in a growing institution and set new standards for the sector.

11. Key targets related to growth were included in the Strategic Plan to 2016 including research grant income, the number of research active staff, postgraduate taught students and income from non-public funds. These have contributed to incremental growth in a number of areas in a challenging external environment. To match the ambitions coming forward through consultation events, growth will need to be reinvigorated with related targets. Potential key performance indicators for development are:

• Income and surplus – income generation leading to an enhanced surplus position for reinvestment to compliment core activities

• Student population – growth in student numbers from unrestricted areas, particularly taught postgraduate students, will be a key driver of income generation, enhancing the institutional brand and establishing a growing, diverse community of learners

• Research active staff – growing numbers of research active staff will contribute to the generation of research grant and contract income and the delivery of high quality, research informed learning and teaching.

Theme 3: Research

12. The University’s research activity was widely commented on during the consultation. Prominent areas included improving upon the institution’s highly successful Research Excellence Framework (REF2014) results, raising the University’s research profile through enhanced communications and ambitions related to research excellence and impact. Engaging the public with research, knowledge transfer beyond academia and the application of research to innovations and enterprise were also emerging themes.

13. The consultation events reinforced the ethos the research at Stirling is rooted in solving ‘real world’ problems, responding to societal needs and attuned to local, national and international communities. The view emerged that research at Stirling influenced and transformed lives and should forge distinctiveness in this area. An interdisciplinary focus also arose as a distinctive feature of research at Stirling which, it was viewed, could serve the University more effectively as a vehicle for research excellence.

14. Priority areas emerging from the consultation process have been consistent with those set out in the revised research strategy and include priorities to:

• Build upon our current level of research activity, support our researchers and grow further in our areas of research distinction

• Nurture a culture of success and effective leadership across the University in order to enhance our competitiveness

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• Extend and strengthen our research partnerships and collaborations nationally and internationally and ensure that our research gains the recognition it merits

• Utilise our unique inter-disciplinary focus to address ‘real world’ problems and create innovative and influencing solutions

• Support the development of application and commercialisation from the outcomes of research to generate impacts on society and the economy

• Maintain a culture of openness and accessibility which contributes to the transfer of knowledge

• Increase our number of research active students, including maintaining our recognised Doctoral Training Centres and creating a ‘critical mass’ of researchers.

15. A variety of targets and key performance indicators (KPIs) related to research are

identified in the revised research strategy. Indicators and targets proposed for further development as part of the Strategic Plan are:

• Research capacity - increase our research capacity, focusing on our areas of

distinctive excellence

• Research excellence - accomplish sector-leading performance in research income

• International reputation - gain greater international renown particularly in our areas of distinctive excellence

• Research with impact - make a sustained, tangible and evidenced contribution to addressing societal issues

• Innovation and enterprise - grow innovation engagements with industry, charities and the public sector which are reflected in our income.

Theme 4: Learner Journeys 16. Discussion of strategic priorities related to students focused upon providing innovative

and engaging pedagogy of the highest quality alongside broader experiences which create graduates who are highly employable, global citizens. It was viewed that the learner journey at Stirling could be enhanced through an emphasis on personalised, flexible and interactive student experiences facilitated by digital technology and creative learning spaces. Some suggestions went further, raising the possibility of a University commitment to students through a student charter and encouraging all staff to be able to articulate how they contribute to the student experience.

17. Stirling’s strong track record in accessibility was a recurring theme for continued

attention. The concept of an extended ‘learner journey’ whereby engagement with the University starts earlier and extends to create an ethos of lifelong learning were raised as potential growth areas. Promoting employability for undergraduate and postgraduate students, in an increasingly global market place, formed a central component of discussions with commitments to an employability or international

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experience (including international experiences on campus) for all students introduced as a possible target.

18. Priority areas being distilled from the consultation process and informed by those set

out in the internationalisation and employability strategy are to:

• Invigorate pedagogy through digital provision; using technology creatively, guided by a digital strategy, to promote engagement, innovation and independent critical thinking

• Deliver programmes which are informed by the latest research findings, are led by research active staff and which are associated with a research theme so that students gain full benefit from studying at a research-led university

• Use leading technology to actively engage with students in new and innovative ways, creating a personal and unique relationship between the student and their University to complement flexible study programmes which adapt to the aims of the individual

• Attract the brightest minds nationally and internationally regardless of background

• Enable our students to succeed in their future careers by embedding employability and skills development in and out of the lecture-theatre with the involvement of our partners in the public sector, industry and third sector

• Embed international perspectives within our structures, creating socially-aware students who are global citizens

• Retain our diverse student body through fostering an inclusive environment with a focus upon support for key transitions through partnership working

• Allow our students to flourish through providing excellence in student support and academic guidance, maintaining an environment where students can achieve their full potential at graduate and postgraduate level.

19. Potential measures and targets related to the student experience for development include:

• Employability- develop our graduate attributes and maintain our positive destination figures for graduates

• First-class student experience- as measured by the National Student Survey, postgraduate research experience survey and postgraduate taught experience survey - overall Satisfaction scores and top-level satisfaction in core subject areas

• International experience- grow international student numbers (including transnational students), ensure that the University is consistently rated in the top 10% of UK institutions for international student experience as measured by the International Student Barometer and increase undergraduate student participation in international exchanges

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• Widening participation- maintain and develop our excellent record in widening access.

Theme 5: Transformational Experiences

20. Comments received throughout the process were that Stirling’s vibrant campus provides transformational experiences for all our communities; students, staff, collaborators and visitors and should be further developed. The University’s status as Scotland’s University for Sport, strong presence of the arts and an environmentally rich campus were viewed as assets which could cultivate continuous learning, enrich lives and promote public engagement. These aspects of the University were repeatedly viewed as distinctive in the sector and which contributed to a community feel and an ethos of social justice. The engagement of the University with local communities and connectivity with the city centre was viewed as an area for development, including through staff and student volunteering and provision of a range of events on campus to engage with the public.

21. Emerging priority areas include:

• Providing sporting experiences which change lives; supporting top performance athletes through leading facilities and expertise, whilst also fostering an environment of mental and physical wellbeing

• Deliver a stimulating agenda of public engagement activities to promote the flow of knowledge between the University and community

• Actively connect the University’s public engagement agenda to student and staff volunteering, drawing upon the arts-based, environmental and sporting assets of the campus

• Work in partnership with the University’s communities to generate a greater presence locally, nationally and globally making Stirling a destination for students, staff and visitors

• Champion environmental sustainability through our practices, research and public engagement making best use of the natural assets of our beautiful location

• Create an environment which reflects our commitment to social justice where transformational experiences are accessible to all without prejudice and where equality and diversity are actively promoted.

22. It was considered that these could perhaps be measured through:

• Equality and diversity – targets related to charter marks such as Athena SWAN and commitments related to the diversity of the student and staff body

• Environmental impact- targets to reduce carbon emissions and waste, promote recycling, performance in environmental league tables and uptake of sustainable transport

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• Well-being- targets to promote regular exercise amongst students and staff, measures related to satisfaction captured by the staff survey

• Social justice - commitments to ethical investments.

Theme 6: Operations which underpin excellence

23. Views forthcoming from the consultation process set out that the University’s operations should be agile, with transparent decision-making, clear communications and structures aligned to achieve the aims and objectives set by the strategic plan. Shared knowledge and expertise were also seen as important, with effective sharing of best practice across the institution. The ability to invest in infrastructure development was a recurring theme with views ventured that efficient and effective operations should contribute to generating funds for investment. The structure and organisation of the institution, both academic and professional areas, were raised in the context of improving effectiveness and joined-up processes. A ‘customer-oriented’ approach was seen as critical whereby services and infrastructure should be attuned to users to ensure high-quality experiences. A highly-skilled, empowered workforce with staff who are motivated and supported in their wellbeing were considered to be the University’s most valuable asset and that targets in this regard would support enhancement.

24. Emerging priority areas for development were:

• Systems which intuitively and holistically support ground-breaking learning and teaching, sector-leading research activity and community activity on our campuses

• Continue practices of engagement, consultation and transparent decision-making in order to develop an effective shared vision

• A physical and technological infrastructure which provides the facilities to foster academic excellence and transformational experiences

• Develop our service-oriented culture, where our staff feel valued and inspired to provide the highest quality of services

• Continue our development and leadership programmes, particularly with a focus of equality and diversity

• Clear, consistent and proactive communications externally and with staff and students to foster a community which is proud of its achievements and showcases excellence.

25. Indicators of achievement in this strategic plan which could be developed are:

• Sustainability measures – a percentage of surplus for reinvestment and proportion of income from non-public funding sources including philanthropic income

• Staff satisfaction – as measured by the staff survey and retention rates

• Infrastructure investment – committing to a proportion or level of income for infrastructure investment.

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Next Steps

26. The emerging priorities brought forward in this paper will now undergo development to bring forward draft proposals for consideration. This stage of research and drafting will draw upon internal management information including results of the staff survey, sector benchmarking data, best practices nationally and feedback associated with other consultation processes including the Research Strategy development and preparations for the Enhancement Led Institutional Review (ELIR).

27. Draft proposals will be brought forward to USPG in summer 2015 and it is envisaged that a consultation on a draft strategy will take place with staff, students and strategic partners in September 2015. Following feedback the plan will be revised and finalised for discussion through the 2015/16 semester-one committee cycle including the Court and Senior Management Team residential meetings. Sitting alongside the draft strategy will be an execution plan which will set out the context of development and specific ways in which this will be achieved through the period of the plan.

28. It is expected that the text of the final strategy will be presented to Court in December 2015 for approval. Thereafter design and print will be finalised for launch in the early part of 2016. The timescale envisaged is set out in appendix 1.

Equality implications 29. Equality and diversity has been actively considered in the development of the Strategic

Plan and its processes. The draft strategic plan will undergo an equality impact assessment.

Resource implications 30. There will be resource implications associated with the implementation of the agreed

Strategic Plan which are yet to be defined. Data Classification 31. This document is classified as internal. Recommendations 32. Members of Court are invited to note the process of the Strategic Plan to date

and consider the emerging priorities and proposed next steps and timescale.

Policy and Planning June 2015

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Appendix 1 – Strategic Plan Development Timescale

Date Event Action

22 June 2015 University Court

To consider initial emerging priorities and timescales for development

21 July 2015 USPG Consideration of initial draft plan 24 August 2015 USPG Consideration of draft plan for consultation

1 - 25 September 2015

Consultation Consultation on draft plan takes place online and with a question and answer event scheduled

27 - 28 September 2015

Court Away day

To consider the draft plan and receive details of feedback received through the consultation process

22 - 23 October 2015

SMT Residential To consider the revised draft plan

2 November 2015 USPG To consider the final plan text for onward transmission

through the committee cycle

24 November 2015 JPPRC To consider the final plan text

2 December 2015

Academic Council To consider the final plan text

14 December 2015

University Court To consider the final plan text for approval

January Plan design process takes place

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UNIVERSITY COURT

Enhancement-led Institutional Review Reflective Analysis

Introduction 1 The University is preparing for an Enhancement-led Institutional Review (ELIR) visit in

autumn 2015. ELIR is the Quality Assurance Agency’s (QAA) review method for universities in Scotland and the main focus is to consider an institution’s strategic approach to enhancement with particular emphasis on the arrangements for improving the student learning experience. It also examines the institution's ability to secure the academic standards of its awards.

2 The University will provide the review team with an advance information set (AIS) relating to how it manages and secures academic quality and standards, and a reflective analysis (RA) together with a case study to illustrate how the University has progressed since the last ELIR in 2011. Documentation is due to be submitted to the QAA by 24 July 2015.

3 The case study will explore the approach of the University to the development and

implementation of a programme of extensive change through the Transforming the Student Experience (TSE) project, and is currently being finalised.

4 The Reflective Analysis was endorsed by Academic Council at its meeting of 10 June

2015. Purpose 5 The purpose of this paper is to present the draft RA for approval by University Court.

Reflective Analysis 6 The RA has been developed on the basis of significant consultation with staff and

students, schools and service areas throughout the 2014/15 session.

7 The final version will differ only in terms of refinement, editing (including finalising incomplete sections and addressing cross referencing and repetition throughout the document), and presentation. It will be spiral bound and presented with a front and back cover. The panel will receive both printed and electronic versions of the document.

Equality implications 8 There are no direct equality implications arising from this paper. Resource implications 9 There are no direct resource implications arising from this paper. The essential work

associated with ELIR has required to be prioritised against the overall range of work of the Governance and Review team.

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10 The costs associated with the forthcoming ELIR visits will be built into the SACS budget for 2015/16.

Data Classification 11 This document is classed as internal. Recommendations

12 University Court is invited to approve the draft reflective analysis. Academic Registry & Governance Services June 2015

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22 June 2015 UC (14/15) 43(i) Introduction Update since ELIR 2011 0.1.1 The outcomes and recommendations arising from ELIR 2011 informed the University’s

work in terms of the review of the Learning and Teaching Quality Enhancement Strategy (LTQES), and more broadly within the more structured and comprehensive focus on the student experience that has been progressed. A wide range of developments have been taken forward since 2011 and are set out in detail throughout this document.

0.1.2 Following receipt in 2012 the summary report1 of the previous ELIR was disseminated widely throughout the University and formally through the University’s Committee structure including the Quality Enhancement Committee (QEC), Academic Council and University Court. In early 2012, the Deputy Principal, Education and Students, undertook a wide ranging consideration of the University’s approach and activity in relation to the student experience. This review included those areas highlighted by the ELIR and over the subsequent 12 month period, discussion and consultation took place with staff and students, schools and service areas, around change and enhancement. This work continued into 2013 and culminated in the proposal of the Transforming the Student Experience initiative that has sought to achieve broad, and quite fundamental change and enhancement.

0.1.3 An action plan was prepared specifically in response to the ELIR summary report,

through consultation with student representatives, academic and service areas and approved by QEC to address the recommendations highlighted in the report.

0.1.4 The action plan was used as an internal document for recording progress against

recommendations and to inform the development of the year-on follow-up report2. This report was submitted to the QAA in April 2013 and provided an update on action taken to address the key areas of development in response to ELIR recommendations. Action plan progress has continued to be monitored annually through the University’s learning and teaching committees (QEC and subsequently the Education and Student Experience Committee (ESEC)) to ensure that recommendations from ELIR 2011 have become embedded in University practice. Progress made in relation to each recommendation is set out in Annex 1 and further developed throughout the sections of the Reflective Analysis.

Preparation for ELIR 0.1.5 The preparation for ELIR 3 has involved reflection on our quality and enhancement

processes, internal structures and effectiveness of our strategic approach. Our preparation commenced with workshops attended by student representatives, academic and support staff. These workshops were guided by the ELIR 2011 report and our ELIR 2011 action plan and generated a wealth of material for inclusion in the Reflective Analysis.

0.1.6 Directors of learning and teaching (DLT) were key in the preparations as those staff members who act as a primary focal point within schools in relation to learning and teaching. DLTs provided direct input to the Reflective Analysis by each completing a school specific reflective document with examples of enhancement practice at school level. Although we routinely obtain reflective input through ongoing review

1 http://www.qaa.ac.uk/en/ReviewsAndReports/Documents/University%20of%20Stirling/University-of-Stirling-ELIR-S-11.pdf 2 http://www.qaa.ac.uk/en/ReviewsAndReports/Documents/University%20of%20Stirling/University-of-Stirling-ELIR-YO-13.pdf

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arrangements, this process enabled the early engagement of schools with the ELIR process, and comments specifically framed around the Reflective Analysis document.

0.1.7 An ELIR Steering Group, chaired by the Deputy Principal (Education and Students),

has had responsibility for overseeing the development of the Reflective Analysis, the inclusion of relevant data and examples of good practice. Membership of the Steering Group comprised the Dean of Student Affairs, directors of learning and teaching, school manager representatives, student representatives, the Academic Registrar and staff from Academic Registry and Governance Services. The Steering Group has promoted an open and consultative approach to developing the Reflective Analysis and promoting engagement with the ELIR process across the University.

0.1.8 The University has moved from a previous position of consulting with students to one

in which students are engaged as development partners in its work. Therefore, in preparing for ELIR 3, students have been involved throughout, and specifically in the preparation of the Reflective Analysis through:

• The participation of Students’ Union Sabbatical Officers and a wider group of students

in workshops; • Students’ Union and school officer representation on the ELIR Steering Group and

their direct involvement in contributing to the development of the Reflective Analysis and preparation of the Advance Information Set (AIS);

• Discussion of a set of reflective questions within a range of Students’ Union led events and meetings;

• Participation in focus groups based on the student experience and that contributed directly to the content of the Reflective Analysis.

0.1.9 The ELIR process and drafts of the Reflective Analysis have been considered at school learning and teaching committees and by a number of academic and support staff. Student representatives have contributed to the development of the Reflective Analysis, Case Study and Advance Information Set (AIS). The process overall has benefited from the matured system of school learning and teaching committees that is now in place, and therefore from the contributions of a wide range of staff members, and students.

0.1.10 During its development, the Reflective Analysis was discussed at meetings of the University’s learning and teaching committee, the Education and Student Experience Committee (ESEC), and Academic Council with reports informing the University’s governing body, University Court. The final Reflective Analysis was approved by University Court in June 2015.

0.1.11 The Transforming the Student Experience (TSE) project has been selected as a

Case Study to supplement the Reflective Analysis. In line with QAA guidance this case study seeks to demonstrate strategic alignment; illustration of our processes; evidence of impact and the distinctiveness of our approach and our commitment to enhancing the student experience.

Reflective Analysis focus 0.1.12 The Reflective Analysis reflects on transformational change underpinned by the

University ambitions, outcomes of ELIR (2011), the QAA Enhancement Themes, and sector-wide developments. It emphasises the challenges of implementing change and the issues that continue to be addressed.

0.1.13 A number of developments have had significant impact on the student experience in

the period since the last ELIR process, including the establishment of the Stirling Graduate School (SGS), the Transforming the Student Experience (TSE) project; the

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Student Engagement Programme (SEP); and an increased emphasis on internationalisation, student engagement and employability. These developments are reflected upon throughout the Reflective Analysis.

Engagement with ELIR 3 0.1.14 Our preparations for ELIR 3 have provided an opportunity for the University to focus

on the progress made in the time since our last ELIR in 2011. This progress will continue to inform the development of our strategy as we engage in the process to prepare a Strategic Plan for the period 2016-2021 and a new LTQES from 2016 going forward.

0.1.15 We would particularly welcome input from the team on the areas of our learning, teaching and student experience, including: managing quality across diverse locations; learning and teaching strategy implementation; and managing collaborative processes.

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22 June 2015 UC (14/15) 43(i) 1. Institutional Context and Strategic Framework

1.1 Key features of the institution's context and mission The University 1.1.1 Stirling was the first new university to be established in Scotland for nearly 400 years,

created by Royal Charter in 1967. Since its foundation, the University has embraced its role as an innovative, intellectual and cultural institution with an established reputation for blending arts and science. This is represented on our Stirling campus through the use of sculpture and the visual arts to reinforce and express our values.

1.1.2 The University’s main campus is in the city of Stirling and we also have centres in Inverness, Stornoway and London. The student population has grown from 164 undergraduate students and 31 postgraduates in 1967 to 9,000 undergraduates and 3,900 postgraduates in 2013/2014. With over 120 nationalities represented at Stirling, around one in five students come from overseas and this creates a diverse experience for students and staff.

1.1.3 The School of Health Sciences offers degrees at undergraduate and postgraduate

level in Nursing at both Inverness and Stornoway. Masters degrees specialising in business, finance, management, sport and education are offered in London.

1.1.4 The University is the smallest research-intensive University in the UK, and is home to

leading researchers and scholars attracted by the unique learning environment, exceptional facilities and student-centred approach, where ability, not background, is recognised and valued.

1.1.5 The University Art collection is recognised and promoted as something that sets the University campus and experience apart from others. Established in 1967 by the University’s first Principal, Tom Cottrell, who believed that arts should be “part of the everyday experience at University. This unique collection now includes art works covering the spectrum of modern Scottish painting and sculpture.

1.1.6 One aspect of the University’s distinctiveness is the flexible methods of teaching delivery and in the flexibility of subject choice at undergraduate level where students are able to study subject combinations across schools.

1.1.7 Our core values are set out our Strategic Plan (2011-2016)3 • Respect: we believe everyone should be treated with respect and we will deal with

people as equals. • Integrity: we value ethical behaviour and will be honest and fair in our relationships

with one another. • Quality: we strive to maintain the highest standards in all that we do. • Reputation: we believe it is important to help our students and staff to enhance

their capacities and academic reputations and we will celebrate their success. • Engagement: we reach out to our alumni, partners in business and industry, the

public sector and international associates, as valued and lifelong members of the University of Stirling.

3 http://www.stir.ac.uk/media/autoimport/data/assets/pdffile/0003/31836/StrategicPlan.pdf

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• Leadership: we believe we have a duty to take a leading role in society and encourage leadership at all levels within the University by investing in our staff and students.

• Responsibility: we work with other organisations, at home and abroad, to make a positive contribution to society.

• One University: we are one team working to achieve shared goals

1.1.8 Equality and diversity are central to our activities and we believe everyone should be treated with respect and as equals. We promote equality and celebrate diversity through a variety of initiatives. The University been awarded the Athena SWAN Bronze award, the national charter for women in science, which recognises and promotes good practice in advancing women's careers in STEMM academia (Science, Technology, Engineering, Mathematics and Medicine).

1.1.9 The University is proud of its designation as Scotland’s University for Sporting

Excellence. During 2013/14, the University played host to Team Scotland ahead of the Commonwealth Games and cheered-on 22 student and graduate athletes. Stirling’s International Sports Scholarship programme supported more students than ever before, with a further 38 Stirling students gaining support from the Winning Students national sports scholarship programme4 which is managed by the University.

1.1.10 The University is proud of its achievements and takes opportunities to celebrate

success and recognition. In 2013/14, Stirling was recognised within many forums on the national and international stage. Highlights include:

• The Queen’s Anniversary Prize for Higher and Further Education was awarded to Stirling for the ground-breaking research led by the Institute of Social Marketing regarding the effects of marketing on the health of young people, particularly in reference to tobacco, alcohol and food.

• In the 2013 Times Higher Education Awards the University received the accolade of Most Improved Student Experience which is based on a survey of more than 14,000 students at 111 UK institutions.

• Making the Most of Masters, an innovative partnership between the Universities of Edinburgh, Stirling and Aberdeen won the 2013 Times Higher Education Award for Outstanding Employer Engagement Initiative of the Year.

• Stirling featured in the QS World Rankings for the first time in the University’s history, reflecting progress made on the world stage. The University also improved its position in the 2014 Times Higher Education 100 Universities under the age of 50 league table with a ranking of 56.

• In the National Student Survey 2014, the University scores were higher than the UK average in the categories relating to personal development and overall satisfaction with the quality of the course.

• In 2014 the University was ranked in the QS World Rankings of the top 5% of universities in the world and received QS five star excellence awards in teaching, internationalisation, employability, facilities and access and inclusion.

1.1.11 The quality of the students and work of the School of Health Sciences was

acknowledged by reaching the finals of the Student Nursing Times awards 2015. The University was shortlisted in the following categories: Most Inspirational Student Nurse of the Year; Student Nurse of the Year; Education Provider of the Year (pre-registration and post-registration categories); and, Teaching Innovation of the Year – delivery of the Resuscitation Council (UK) Immediate Life Support course to final year undergraduate student nurses. The School of Health Sciences mental health team was successful in winning the Partnership of the Year award for their

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psychological trauma-informed care work with NHS Forth Valley Mental Health Services.

Institutional Strategies 1.1.12 The University operates on the basis of a range of institutional strategies, which are

discussed further in the following paragraphs. These include: • The Strategic Plan; • Learning and Teaching Quality Enhancement Strategy; • Research Strategy; • Internationalisation Strategy; • Employability Strategy.

1.1.13 Internal and external drivers influence our objectives and ambitions at different times and therefore our institutional strategies have different lifespans and evolve within different timescales. Each strategy is led by relevant teams, groups or committees, and are evaluated on an ongoing basis. Strategies are aligned with each other, and existing strategies provide context for the development of new ones.

1.1.14 The University of Stirling Strategic Plan sets out the objectives for our work during the period 2011-16. It articulates our vision, institutional priorities and the actions required to succeed. The plan, developed following the extensive consultation with staff, students and external stakeholders, reinforces the original aspirations for the University to ensure the delivery of a life affirming education and to add to the knowledge of humankind.

1.1.15 The commitment to continually enhance learning and teaching and the student experience is at the core of the strategic plan. The integration of research into our teaching develops graduates who are confident, critical and emboldened to shape the world. Our students are encouraged to take responsibility for their learning, and work closely with academic staff as scholarly partners, taking the initiative in searching out and applying knowledge. Students are supported on their learning journey, offered a high quality student experience, provided a curriculum that is relevant, distinctive, inclusive and engaged with the world. In terms of Learning and Teaching, our ambition is to: • Develop graduates who are knowledgeable and skilled, critical and intellectually

curious thinkers sought after by employers, and active global and local citizens

• Provide one of the best student experiences in the UK • Be recognised as the destination of choice for students in the subject areas we

offer • Provide a vibrant, multi-cultural student community by increasing our international

population and enriching the experience for home students.

1.1.16 The University has in place a process of planning, monitoring and evaluation of developments and progress on learning and teaching enhancement through the preparation of consecutive Learning and Teaching Quality Enhancement Strategies (LTQES). LTQES is approved by Academic Council and the University Court.

1.1.17 The Chair of the Education and Student Experience Committee (ESEC) launched a review of the LTQES 2010-15 in October 2012 by establishing working groups on Internationalising the Curriculum, Student Evaluation of Teaching and Students at Risk. The purpose of the review was to ensure the LTQES remained up to date in terms of areas of development in the internal and external environment. As a result,

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an updated version of the LTQES 2010-15 was approved for the period 2015-17. The updated LTQES takes cognisance of and is aligned to other institutional strategies that serve to enhance the student learning and teaching experience.

1.1.18 The University’s Research Strategy (2015-20) was approved at University Court in June 2015. The University has as an established reputation as an institution that contributes to innovative research that is relevant to the social, economic and cultural needs of society. Ranked 40th in the UK, and 5th in Scotland in terms of research intensity in the 2014 Research Excellence Framework (REF), the University has more than doubled its levels of world-leading research since 2008, with almost three quarters of research activity being rated as either internationally excellent or world-leading. The University’s new Research Strategy outlines how the University aims to build on this success in the future.

1.1.19 The University’s Internationalisation Strategy (2014-19) was approved by University Court in June 2014. A key focus of the Strategy is to ensure that internationalisation is embedded in all our activities from research and teaching to cultural engagement and overseas enterprises. The vision of the Strategy is that all staff and students value and embrace the diversity of international experiences, histories and cultures and actively strive to be global citizens.

1.1.20 The University’s Employability Strategy (2012-16) aims to equip students with life long career management and employability skills and aspires to create a positive and aspirational environment for students to develop into confident and employable graduates. The vision of the strategy is for the University to be acknowledged for our commitment to developing employable, confident graduates with the requisite skills, knowledge and experience to contribute and succeed in an ever-changing environment locally, nationally and globally.

1.1.21 A Strategy for Sport is currently being developed with the aim of implementation in 2015/16. This strategy seeks to set out the direction, aspiration and ambition of the University to the period 2020. The strategy will incorporate the full range and scope of Stirling’s sporting aspirations and Scotland’s University for Sporting Excellence including sporting performance, education, research and participation.

School Structure and Management Framework 1.1.22 In order to meet our strategic objectives in learning and teaching, and provide a focus

to facilitate solution-based interdisciplinary research and teaching, the University is organised for learning, teaching and research into seven schools which reflect our specialisms, these are: Applied Social Science; Arts and Humanities; Education; Natural Sciences; Health Sciences; Sport; and the Stirling Management School. In addition the Stirling Graduate School provides a virtual hub for the University’s postgraduate community. A school structure diagram is set out in Annex 2.

1.1.23 Each school has a head of school who reports to a deputy principal. Within the larger schools each division is managed by a head of division. The director of learning and teaching is a senior role within a School with responsibility for leading, stimulating, influencing and supporting good practice in learning and teaching on behalf of the head of school. A school manager provides leadership for the administration within each school.

Key Developments since ELIR 2011 1.1.24 In the time since the last ELIR, the University has embarked upon a programme of

extensive change in line with its strategic ambitions, informed by the outcome of the ELIR 2011 process, the QAA Enhancement Themes and sector-wide developments.

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Many aspects of the student experience have been reviewed including changes to structures within the University and to the committee structure in order to move to a more coherent approach. The appointment of the Deputy Principal (Education and Students) in January 2012 to succeed the Deputy Principal (Learning and Teaching) was a considered change that sought to strengthen and increase the focus on the student experience overall, and specifically in terms of the student learning experience.

Structural developments Establishment of Stirling Graduate School (SGS) 1.1.25 The Stirling Graduate School was established in October 2011 as a virtual school

encompassing both taught and research postgraduate students. It works with schools, service areas, students and senior management to better articulate and enhance the graduate student experience and to coordinate cross-institutional developments designed to boost the graduate population. These goals are key priorities within the institutional Strategic Plan 2011-16.

1.1.26 Raising the profile of postgraduate study, addressing the needs of postgraduate students and enhancing their experience are key priorities of the SGS. Since the last ELIR in 2011, SGS has embedded and consolidated practice across the University and made particular enhancements to the student experience by working in partnership with schools and service areas. These enhancements include: improvements to the applicant experience through revision of the application process and systems upgrade; promoting student engagement in the postgraduate taught experience survey (PTES) and the postgraduate research experience survey (PRES), providing an analysis of data and initiating and reporting on follow up action and enhancements.

1.1.27 The results of the PRES 2013 confirmed the University’s observations that some students had a poor understanding of what was expected of them in terms of their responsibilities, progress and assessment requirements. The University also scored below the sector average on research skills and professional development. In order to address this, the University, through the SGS, decided to establish a one-stop, web-based system providing a framework of support, formal and informal progress monitoring and an interactive skills development and skills training system for the research postgraduate community. This system was named Research Compass and its first phase was launched in October 2014 (see also section 5) and development of has been ongoing in session 2014/15. Structured team working arrangements and consistent communication are adopted within the overall approach to this important development. Such an approach is helpful in ensuring progress continues through the challenges that inevitably arise within a project of this nature.

1.1.28 The University was identified as a case study for good practice in meeting the information needs of applicants by the Higher Education Funding Council for England (HEFCE). SGS and the University Recruitment and Admissions Working Group have responsibility for ensuring that the University meets the expectations set out by Universities Scotland in terms of the information needs of applicants to taught postgraduate programmes. It considers developments on a regular basis and how they align to external guidance.

Review of Committee Structure 1.1.29 The Deputy Secretary’s Office (now Student, Academic and Corporate Services),

reporting to Academic Council and University Court, undertook a review of the University’s committee structure. The academic restructuring of 2011, which reconfigured 15 departments into seven schools prompted the review. The primary

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purpose of the review was to ensure that the committee structure remained fit for purpose following significant structural change. It also provided an opportunity to evaluate the impact of changes initiated during the previous review of committee structure in 2008-09, and to ensure that the committee structure was appropriate to support the delivery of the University’s Strategic Plan 2011-16. With these objectives in mind the review of committee structure aimed to ensure that:

• Committees remain fit for purpose: that their remits and composition

accurately reflect the business and strategic priorities of the institution • Committee structures support effective and efficient institutional decision-

making and governance • Duplication of business is avoided • The number of committees is kept to a minimum

The University committee structure is set out in Annex 3.

1.1.30 University Court and the Court Appointments Committee were outwith the scope of this review as they were considered as part of the review of Court effectiveness held in 2011/12.5

1.1.31 The review of the University’s committee structure was conducted in two phases. Phase 1 took place during the summer and autumn of 2011. The principle outcome of the first phase was the recommendation to replace the Finance and Resources Committee (FRC) and the Policy and Planning Committee (PPC) with the Joint Policy, Planning and Resources Committee (JPPRC), a joint committee reporting to both University Court and Academic Council. The committee met for the first time in February 2012.

1.1.32 Phase 2 of the review commenced following a pause in the review process pending the arrival of two new deputy principals for Research and Education and Students (in December 2011 and January 2012 respectively), the completion of the ELIR process in 2011, and the establishment of the Stirling Graduate School. This pause also provided an opportunity to reflect on the institutional priorities expressed in the Strategic Plan 2011-16, and to ensure that the committee structure was configured in such a way to support the delivery of the plan. The second phase of the review commenced in early 2012.

1.1.33 The review proposed that the Academic Council should continue to take a strategic overview of the activities of its reporting committees and should consequently instruct the review of strategy and policy as appropriate. In order to achieve this, the Academic Council receives regular and annual reports from each of its reporting committees (Education and Student Experience Committee (ESEC), Honorary Degrees Committee (HDC), Joint Policy, Planning and Resources Committee (JPPRC) and the Research Committee).

1.1.34 The review proposed that an institutional committee to direct and govern matters relating to learning and teaching quality enhancement and the student experience (for undergraduate, taught postgraduate and research students) should focus on strategic matters and governance, rather than on operational matters. The remit and composition of the Quality Enhancement Committee (QEC) did not adequately provide for the appropriate and effective exercise of governance functions and aspects of its remit remained operational in their focus. For these reasons and

5 University Court (11/12) Minutes 6, 6, paper 35 (i) 9

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acknowledging the functions and responsibilities of the newly formed schools, QEC was replaced by the Education and Student Experience Committee (ESEC). ESEC met for the first time in November 2012, and operates with an appropriate balance of academic and administrative representation, and holds adequate authority to facilitate action where required.

1.1.35 ESEC is chaired by the Deputy Principal (Education and Students) and has

responsibility for the governance and strategy relating to post-graduate and undergraduate learning, teaching and quality enhancement, as well as those relating to the enhancement of the student experience, including admissions. The committee reports to Academic Council, and recommends for approval, institutional strategies for learning and teaching quality enhancement and the student experience to Academic Council and University Court.

1.1.36 The management of student academic and disciplinary cases and appeals is achieved through panels reporting to ESEC. The remit and membership of ESEC and ESEC panels is set out in Annex 4. ESEC uses reports from the panels, schools and officers within Academic Registry and Governance Services to inform the review and approval of academic policy and regulations as well as the management of quality assurance.

1.1.37 The Academic Panel replaced the Admissions, Progress and Awards Committee (APAC), the functions of which are to consider individual student cases relating to progression and awards that fall outside routine regulations, and to ensure consistency across the University. The panel may also direct students to appropriate support services where necessary. The Academic Panel submits an annual report to ESEC.

1.1.38 The Academic Appeals Panel, University Disciplinary Appeal Board and the University Discipline Committee previously reported to Academic Council, however, the review of committee structure considered that it was more appropriate for these committees to become panels of ESEC.

1.1.39 The effectiveness of the joint meeting of the Students Union and the QEC was reviewed as an action arising from ELIR 2011. The subsequent recommendations of the review, to increase the focus of meetings and improve staff and student engagement were approved by ESEC in February 20136 and implemented in spring semester 2013. Students have welcomed this change, and the opportunity to chair the ESEC Students’ Union meetings. This revised structure enables the University to engage with and obtain feedback from students and in doing so, it strives to communicate effectively with students to enhance their learning experience.

1.1.40 The ESEC annual report to Academic Council in September 2014 stated that the committee had operated within the terms of its remit in session 2013/14. However, In November 2014 a working group was formed to review the effectiveness of ESEC during session 2013/14 following one full year of operation. Membership of the working group comprised two Directors of Learning and Teaching, representatives from Student Programmes and Governance and Review teams and the Students’ Union President. The working group reported to ESEC at its meeting in February 20157 and its recommendations that an enhanced set of student data should be considered by ESEC, enabling the committee to reflect on institutional-wide data that would have an impact across schools, were approved for implementation in session 2015/16.

6 ESEC (12/13), Minutes 2, 5, paper 10 7 ESEC (14/15), Minutes 2,10, paper 20

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1.1.41 The review of committee structure found that the process to approve, amend and

withdraw academic programmes was cumbersome and inefficient and recommended that the QEC programme business sub-group should be wound up. New arrangements for programme development and approval have been in place since January 2013 with greater emphasis on the approval process for new programmes at school level. The process is continuously under review to enhance its efficiency and further refinements will be made to the process during the current session. Module proposal forms are being revised during session 2014/15 to ensure that they capture the data required for systems developments to be implemented by the Student Engagement Programme (SEP)8.

Restructuring of the Centre for Academic Practice and Learning 1.1.42 Academic development activity was previously delivered by the University’s Centre

for Academic Practice and Learning (CAPL). CAPL was established in 2008 with a remit to:

• Promote educational development; • Deliver academic staff development; • Coordinate Enhancement Theme activity; • Support student learning; • Pedagogical development.

1.1.43 By 2013, a number of internal and external drivers were impacting on CAPL as an

area of the University, and its work. These included the restructuring of the former academic departments into schools that was implemented in 2010/11; the creation of the Stirling Graduate School; the role of directors of learning and teaching within the school structure; the publication of a new Strategic Plan; and the outcomes of the 2011 ELIR.

1.1.44 Schools were established as strategic entities with greater levels of ownership of their activity, and increased responsibility in terms of development and enhancement. As such, the schools were required to more directly and effectively contribute to the student experience, and manage responsiveness to students, as well supporting innovation in the learning and teaching they offer. Aspects of the new school structure therefore highlighted that CAPL held responsibilities that would more appropriately lie with schools.

1.1.45 The directors of learning and teaching became key in terms of this focus, and alongside the school learning and teaching committees, began to contribute both individually at school level, and together as a community of practice across the University.

1.1.46 At the same time, while the HR and Organisational Development (HR&OD) directorate held institutional responsibility for staff development, this did not include the key area of academic staff development as this was held by CAPL. This fragmented responsibility reduced the capacity for the University to deliver on its strategic objectives, within a backdrop of limited resources, and did not maximise potential in terms of academic staff development.

1.1.47 Moreover, the University had one of the lowest levels of HEA affiliation/accreditation in Scotland and its Postgraduate Certificate in Academic Practice engaged very small numbers of staff.

8 http://www.stir.ac.uk/academicpolicy/handbook/module-and-programme-approval/

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1.1.48 As a result of all of these factors, the University concluded that change was required

in relation to the infrastructure around academic development. On this basis, a decision was made to reorganise the activities undertaken by CAPL within the University and to move away from CAPL existing as a defined area. This reorganisation took place in January 2014.

1.1.49 Activity relevant to academic staff development, staff CPD and the promotion of academic development now sits within the responsibility of HR&OD, as an integrated function with broader staff development activity. Relevant staff roles previously based in CAPL became part of the HR & OD team. Within the revised arrangements, HR partners work directly with schools and service departments, and staff development is led from within a single area.

1.1.50 Academic staff development provision has also been strengthened with the addition of a new senior member of staff (an Academic Development Partner) within the HR&OD team.

1.1.51 Student Learning Services (SLS), as a valuable resource within the University’s provision around student support, became part of an expanded Careers and Employability Service and therefore part of a broader service that develops the key skills students require throughout their time at University, and through the transition into employment. SLS was previously at capacity with demand for its services continuing to grow. At the same time it was perceived that improved ownership of student support and the student experience within schools was a more effective and sustainable model than a ‘bolt-on’ service separate from the core curriculum.

1.1.52 This change has supported the development of further opportunities to exploit

synergies between the two services. Further development of service provision will be taken forward to create a more robust platform of activity. Session 2014/15 is a year of transition and development of the SLS strategy with a view to 2015/16 being a period of implementation of many of the proposed changes.

1.1.53 Overall, the re-organisation of CAPL has allowed the University to achieve a more integrated and focused approach to developing our staff in all of the roles that support the enhancement of student learning. Learning and teaching, and the student experience, are considered more broadly across the University and the directors of learning and teaching support an appropriately academic focus.

1.1.54 A year after the reorganisation having taken place, there are areas that are still being developed and in which further development is planned. These include a review of and redesign of the Postgraduate Certificate in Academic Practice in order to provide an appropriate structure to our staff for their professional development. One of our aims in this is to secure external accreditation of this programme with the Higher Education Academy (HEA) in order to re-launch the programme in Autumn 2015.

1.1.55 Additionally, a structured professional learning framework, specifically related to learning and teaching is being developed, which will include an increase in the number and range of CPD opportunities available, and reward engagement in these. External accreditation is also being sought for this framework with the HEA with an anticipated launch in January 2016.

1.1.56 SLS continues to work with schools to embed learning strategies within the curriculum, to develop a framework that is linked to the University’s specified Graduate Attributes for use with students and staff, and to develop a new ‘Learning Strategies’ module.

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22 June 2015 UC (14/15) 43(i) Service Area Review 1.1.57 A new approach to service area review is being developed during 2015, within which

we will undertake a periodic programme of reviews of service provision. This will focus on enhancing the 'stakeholder' experience, looking at coherent service provision, rather than simply reviewing a specific service directorate at a time. For example, we will review library services, counselling and wellbeing services, accommodation services, careers services etc. The reviews will consider the evidence base including student feedback, outcomes from LEAN9 reviews (based on the principle of continuous improvement), internal audit reports and actions, sectoral benchmarking materials, KPIs relevant to the service provision, strategic planning statements for the wider service area and service action plans. The review process will also engage with staff and stakeholder groups, and will focus on plans to enhance the service provision, sharing good practice and contribution to the University's strategic objectives. The process will also involve an external perspective through the inclusion of an external panel member. The outcomes of service area review for all student facing services and functions will be reported to ESEC, in order to ensure that one body oversees both service area and periodic learning and teaching review.

Developments in learning and teaching quality enhancement Teaching semester duration 1.1.58 The University had operated a 10-week teaching semester since 2004 following a

decision by the Academic Council to reduce the standard teaching period. However, the constraints of the teaching period and the difficulty in delivering the full curriculum within this timescale was raised by academic staff in learning and teaching reviews at the subject level and during the roadshows held by the Deputy Principal (Education and Students) in September 2012.

1.1.59 The publication of Key Information Sets (KIS) at undergraduate level provided new comparative data on teaching hours and contact time across the whole of the UK higher education sector. This data showed that a number of programmes in the University did not provide the balance of contact time that would normally be expected for a standard undergraduate module.

1.1.60 Following reflection of our practice at senior strategic level and informed by the publication of KIS, a proposal to increase the number of teaching weeks from 10 to 11 per semester was developed by the Deputy Principal (Education and Students) to: provide an effective curricular, teaching and assessment structure that supports student learning, retention and achievement; provide clear and streamlined structure; assist in promoting academic collaboration and student mobility nationally and internationally; increase amounts of teaching; and bring about an operating position more common within the sector. This proposal was considered by heads of schools, directors of learning and teaching, school managers, service directors and the Students’ Union. Consultation papers were also made available to all staff and students through the University website and three consultation events were held. The proposal to increase the number of teaching weeks was approved by Academic Council in March 201310 for implementation in session 2013/14. The increase in the number of teaching weeks has provided a platform in which academic staff can

9 http://www.stir.ac.uk/hr-services/learning-and-development/opportunities/ 10 Academic Council (12/13), Minutes 3, 35, paper 25

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deliver the full curricular content of a module and enables students to receive the best learning experience from their engagement.

1.1.61 The increase has however represented a significant change in the University’s

delivery of teaching and assessment and work is ongoing to fully embed the 11 week semester structure. The change has impacted upon a wide range of operational arrangements such as timetabling and exam scheduling and it has taken time to work towards achieving the full and consistent alignment of arrangements to ensure a robust operating platform. An ongoing focus is being maintained on this aspect of change by the Deputy Principal (Education and Students), directors of learning and teaching, Academic Registry and Governance Services, and ESEC.

Transforming the Student Experience (TSE) Project (see also Case Study) 1.1.62 In the last three years, the University has embarked upon a significant and extensive

programme of ambitious change through the Transforming the Student Experience Project. This large-scale project has been truly transformative and has resulted in change right across the University of Stirling learning experience at all levels of study. In light of the scale and importance of the project, TSE is provided as a case study to supplement this Reflective Analysis.

1.1.63 A more structured use of management information within the University, sector wide trends and the outcomes from the ELIR 2011 process influenced the University’s thinking in 2012/13 in relation to the processing of assessment information, its relationship to the structure of the academic year and ways to increase engagement between staff and students. Ideas for change in these areas reflected a variety of views, from both students and staff, expressing a desire to re-evaluate processes and practices and the acknowledgement that some of the existing arrangements needed to be examined. There was a clear need to review current practices in order to ensure that the student experience was the very best that could be offered.

1.1.64 The initial discussion of ideas for change with heads of schools, directors of learning and teaching, service directors and the Students’ Union, identified areas for potential improvement, four of which: moving to 20 credit undergraduate modules from the previous 22 credit arrangement; the introduction of compensation to contribute to the arrangements for student progression; the revised grading scheme; and moving to a GPA-based honours degree classification calculation, required whole-University policy consultation.

1.1.65 Compensation was considered to be relevant on the basis that where a student with a marginal fail in an examination can be reasonably considered to have achieved the learning outcomes of a module, it could be more appropriate to award them the credit for the module, rather than requiring them to undertake a re-sit of the examination which itself would have a capped grade outcome.

1.1.66 The process of consultation that followed, involved three open forums for staff and students as well as written submissions. The consultation was helpful in identifying implications of the proposed changes and, most importantly, in enabling the University to work towards improvement. The final, refined proposals covering the four specific areas detailed in 1.1.64 were approved by Academic Council in June 2013.

1.1.67 Following on from this, 14 wider areas in which the University wanted to achieve improvement were identified in a ‘Green Paper’ which was considered by ESEC in October 2013. The following specific proposals were subsequently developed: improvement of continuity between semesters; student progression, re-sits and deferral diets; and the introduction of personal tutors for all taught students. During

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this stage of the process four consultation events for staff and students were held. Following feedback, these proposals were revised prior to being circulated for further consultation. The final versions were debated and approved at Academic Council in December 2013. These were then endorsed by the University Court in December 2013 and implemented for the 2014/15 academic year11.

1.1.68 TSE project outcomes are summarised under the following areas: student engagement; assessment, progression and continuity of learning; student outcomes; teaching quality; internationalisation and the international student experience; and student support. Following approval of the proposals a project management approach was used to manage this large scale change project to ensure that all aspects were included in the action planning. A small core team, including the Academic Registrar and staff from Academic Registry and Governance Services, met regularly with the Deputy Principal (Education and Students) to closely manage the project and ensure that timescales were adhered to.

Student Engagement Programme (SEP) 1.1.69 The Student Engagement Programme (SEP) was launched in March 2013 to deliver

a step change in the data range and quality within the University, and in the electronic systems and processes which underpin a range of student and applicant services, therefore enhancing those services. The programme developed to include activities resulting from the TSE project including the development of technical systems to support the Personal Tutor scheme.

1.1.70 Within the business aims of this programme, the University identified the need for a method of systematically monitoring student engagement in their studies in order to: identify those students who might be at risk and put in place appropriate interventions; improve the information held on student engagement for reporting to funding bodies and the UKVI; and improve student retention and progression. The outcomes of the SEP are discussed in section 5.1.16.

Joint Venture 1.1.71 In order to support the realisation of the objectives of the Internationalisation

Strategy, the University signed a Memorandum of Agreement with INTO University Partnerships in 2014.

1.1.72 The University had previously worked in collaboration with Study Group for the purposes of providing pathways into degree level study for international students, but this arrangement came to an end on the basis of mutual agreement in 2012.

1.1.73 The University’s partnership with INTO is very different in nature in that it is based around a joint venture with mutual investment and a long term working relationship. We believe that the joint venture has the potential to effectively support the University’s Internationalisation Strategy and to deliver across a number of key areas including the diversification of international markets, the reach and scale of University activity, and the student experience.

1.1.74 Through the joint venture, we have created the INTO Stirling centre which is based on the main University campus and through which a range of foundation and diploma pathway programmes, and English language courses are offered. The pathway programmes provide a direct route into years 2 and 3 of degree programmes at the University of Stirling, as well as potential routes into years 1 and 2 of programmes at a number of affiliate universities.

11 University Court (13/14), Minutes 2, 11, paper 20 15

22 June 2015 UC (14/15) 43(i) 1.1.75 The INTO Stirling: London centre is based within the INTO World Education Centre

in east London and offers a range of Master's degrees specialising in business, finance, management, and education as well as preparatory courses for UK postgraduate study. These programmes commenced in September 2014 and a breakdown of student numbers during the first year of operation is provided in Annex 5.

1.1.76 Whilst not part of the structured joint venture with INTO, the University has also developed a working relationship with the London Academy of Diplomacy (LAD), the pre-eminent higher education institution for diplomats, NGOs and international organisations, as well as for those wishing to develop a career in the international field. Through this relationship, the University of Stirling undertakes to validate the degrees offered by LAD. These programmes commenced in October 2014.

1.1.77 Overall, the joint venture is overseen by the University Secretary and the Deputy Principal (Education and Students), who along with the Director of Finance are members of the Joint Venture Board. More specifically, key roles in terms of oversight and governance are held by the International Affairs, and Academic Registry and Governance Services teams, while the relevant schools retain core responsibilities in relation to academic delivery and development.

1.1.78 The International Affairs team provides a coordinating role in line with its responsibilities for collaborative activity, while Academic Registry and Governance Services retains oversight of academic quality assurance. The approach taken to academic quality arrangements has been to operate from the basis of core University policy and procedure. These arrangements are discussed in more detail in Section 6.

1.2 Strategic approach to enhancing learning and teaching Strategic Plan 2016-2021 1.2.1 In January 2015 the University started to develop its strategic plan, setting out the

vision, institutional priorities and objectives for the institution for 2016 – 2021. The University Strategic and Planning Group (USPG), chaired by the Principal and supported by Policy and Planning, is leading this process and will report to the University Court in late 2015.

1.2.2 The process to develop the strategic plan is highly consultative. A series of

consultation events are being held with all schools and services areas for staff to discuss and explore the University’s future direction with the Principal, Senior Deputy Principal and University Secretary. The student perspective is embedded in the events through a presentation from a Student Union sabbatical officer giving the student perspective on future priorities. All students and staff are invited to attend World Café consultation events – a highly interactive form of focus group. In addition, the views of the University’s strategic partners and stakeholders are being sought throughout the process including employers, alumni and campus partners. Details of the process and information on key themes arising is provided on dedicated webpages.12

Alignment of School Level Priorities to the Strategic Plan 1.2.3 The University operates a rolling planning process within which schools submit an

annual planning statement. A University Plan for Academic Success (PAS)13 is prepared from the school plans and outlines the activities that will be taken forward within each session in support of the strategic objectives and targets set out in the Strategic Plan.

12 http://www.stir.ac.uk/strategicplan2021/ 13 University Court (13/14), Minutes 4, 5(ii), paper 39 (ii)

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1.2.4 School priorities drawn up in the annual school plans are aligned with University’s

strategic objectives and wider higher education context including external stakeholders for accredited programmes and the QAA Enhancement Themes. Key priorities for schools include internationalisation and embedding employability within all programmes. Once approved, progress against the school plan is monitored regularly by relevant school committees and through regular dialogue between the head of school and relevant deputy principal.

Enhancing Learning and Teaching 1.2.5 The LTQES, aligned with other University strategies, is the main internal driver with

initiatives developed through a number of routes. The enhancement of learning and teaching and the student experience is led at a strategic level by the Deputy Principal (Education and Students) who provides leadership in this area, and engages with a wide range of staff and students through both formal and informal mechanisms.

1.2.6 Each school has a learning and teaching strategy or a dedicated section within their school plan which is aligned to the University LTQES. Learning and teaching activities are regulated through school and divisional learning and teaching committees, internal review processes and external benchmarks. The strategic approach to learning and teaching is also considered within the context of school staff development strategies and through the annual achieving success process where every member of staff has the opportunity to discuss their role, development needs, and every day contributions to their school strategic objectives.

1.2.7 The external drivers that influence the enhancement of learning and teaching are the ELIR outcomes, National Enhancement Themes and the development of policy and practice in the external environment, which is shared through our involvement in external groups such as the Scottish Higher Education Enhancement Committee (SHEEC), the Teaching Quality Forum (TQF) etc. All academic policy is developed through Academic Registry and Governance Services, which has responsibility for managing its development, consultation, implementation and review (see also Section 4).

1.2.8 Our approach to enhancement has brought about a range of initiatives from schools

and associated support areas, and the Students’ Union. These have included changes to school induction arrangements; the introduction of school officers, recruited by the Students’ Union and academic schools to work closely with staff and students within schools and divisions to ensure that students’ views are heard (see also 2.3.50-2.3.54); the student-led Recognising Achievement in Teaching Excellence (RATE) awards; and a student-led project on undergraduate student engagement in staff research.

1.2.9 Initiatives have been driven by school officers, academic staff and support staff individually and collectively, and illustrate the University’s approach to enhancement in terms of institutional and school level activity, and staff-student collaboration.

1.2.10 Employer and public engagement in curriculum development and delivery is

encouraged through a variety of school-led initiatives, for example the service user and carer groups within the School of Applied Social Sciences and the School of Health Sciences, where employers input to competency development during transition into and during work placements.

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22 June 2015 UC (14/15) 43(i) 1.3 Effectiveness of the approach to implementing strategies 1.3.1 Since the ELIR 2 process in 2011, the University has undergone a period of

transformational change to significantly enhance the student experience. Structural changes have been made to committees and service areas to increase their effectiveness in promoting student and staff engagement and to enhance learning, teaching and the student experience.

1.3.2 The University’s Strategic Plan 2011-2016 includes a set of ambitious targets that aim to strengthen our reputation as a ground-breaking institution that contributes innovative interdisciplinary perspectives on people’s needs. The Strategic Plan is implemented via the annual Plan for Academic Success (PAS), which reviews progress against targets on a rolling basis and sets out the specific activities that will be taken forward in each academic year. The annual PAS results from the integrated planning and budgeting process and is developed on the basis of annual plans from each school and service area.

1.3.3 In addition to the PAS, University Court is also responsible for reviewing institutional

performance against the Strategic Plan targets and against sector-benchmarks. This is done via the annual performance report, which is presented to Court in September of each year and is aligned with the University’s register of strategic risk.

1.3.4 The University operates an inclusive approach when developing strategies to ensure that both staff and students have opportunities to be involved from the outset. Once strategies have been formally approved, action plans are developed outlining how the priorities and targets within the strategy will be achieved. Involving staff and students at the early stage of the strategy formation ensures that they are engaged to take forward the actions in order for implementation to be achieved.

1.3.5 Strategy action plans are monitored centrally and progress is reported through the appropriate University committee(s). This happens on a regular basis throughout the lifetime of the strategy giving opportunities for committees to reflect on progress, and direct adjustments to action plans as appropriate. All governance committees feed into either Academic Council or University Court so that progress and outcomes are reported and considered at the highest levels.

1.3.6 The implementation of strategy sometimes requires the review of existing policy, for

example, the TSE project required the review and development of policy, which was taken forward by the Academic Registry in partnership with directors of learning and teaching. At times, not all staff and students were supportive of the policy reviews being proposed, it was therefore challenging for the University to explain the rationale behind changes occurring or what the intended outcomes were. The University strived to address this challenge through effective communication with students and staff.

1.3.7 Our experience in implementing the TSE changes and the challenges we’ve

encountered has allowed us to reflect quite significantly on the process followed, the timescales, and the communication approaches adopted. As a result, it was recognised how crucial it is to the effective implementation of strategy that consultation and communication are consistent and consistently effective throughout, and the approach to ongoing development has been enhanced. For example, the timing of the re-sit examination diet which was changed as an outcome of the TSE project resulted in an overburdening in the spring semester of students who were undertaking new modules while concurrently revising for resit examinations. When these issues became apparent, schools and central teams worked together to review the timing of

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resit examinations ahead of the 2015/16 academic year, and planned communications were undertaken to ensure a consistent awareness.

1.3.8 The regulatory changes, implemented in 2014/15, have been welcomed by students

and staff in making existing regulations more explicit. However, the revision of regulations has raised issues across the University where practices had varied and some changes created unforeseen circumstances requiring immediate review of particular regulations. A series of advice sessions, developed and delivered by Academic Registry and Governance Services in partnership with HR&OD, to communicate regulatory and operational changes have been implemented for key groups of staff such as Chief Examiners, Personal Tutors and Advisers of Studies and are ongoing during 2014/15.

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22 June 2015 UC (14/15) 43(i) 2 Enhancing the Student Learning Experience 2.1 Composition and key trends in the student population, including typical routes into and through the institution Admission, Retention and Success 2.1.1 The University aspires to its student learning experience reflecting the best of

accessibility, innovation and excellence in learning and teaching, and strives to support individuals from all backgrounds to achieve their full potential.

Admission

2.1.2 Data showing trends in tariff points is included in Annex 6.

2.1.3 Student enrolments (FTE) for the period 2011/12 to 2014/15 are set out in figure 2i. The University’s strategic aims are to increase student enrolments in currently under-represented areas including international undergraduate, international and EU taught postgraduate and research postgraduate. Figure 2i

FTE FTE FTE FTE FTE FTE

Fee Status Group

Course Level

2010/11 2011/2 2012/3 2013/4 2014/5* 2015/16**

Home and European Union RPG

249 254 270 238 248

Overseas 103 105 116 112 108 Total RPG 352 359 386 350 356 Home and European Union TPG

639 573 577 757 677

Overseas 692 787 875 563 521 Total TPG 1,331 1,360 1,452 1,320 1,198 Home and European Union

UG

6,828 6,352 5,809 5,949 6,235

Rest of UK 188 446 646 Overseas 751 603 521 556 567 Total UG 7,579 6,955 6,518 6,951 7,448 Grand Total 9, 262 8,675 8,356 8,622 9,002

*data correct at 26.5.15

**forecast data to be added 2.1.4 The University’s ambition is to increase taught postgraduate numbers by 30% from a

baseline of 1,300 FTEs in 2010/11 to c.1,700 FTEs by 2015/16. At the end of 2012/13, the University was broadly on track to achieve the Strategic Plan ambition by increasing student numbers by c.100 FTE per year. However, a number of factors then impacted upon student recruitment and numbers.

2.1.5 Until 2013/14, the University was particularly successful in recruiting overseas postgraduates from the Chinese market. The success in China contributed to overall growth in international TPG numbers but created a student population imbalance, with associated financial risk. In 2013/4 there was a sharp drop in taught

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postgraduate numbers, which was most acute in the Stirling Management School, which has the highest postgraduate students particularly from the Chinese market.

2.1.6 To aid recovery of the postgraduate market, current recruitment activity, in line with the Internationalisation Strategy is focused on improving conversion rates across all markets and subject areas, and fostering relationships with key agents and partners. The partnership with INTO provides an opportunity to improve brand awareness and to broaden Stirling’s reach, both for direct recruitment and in allowing the University to identify and engage with potential new agents and partners in new and developing markets.

2.1.7 In 2012/13, the number of places available for new RUK entrants on non-controlled undergraduate courses became unregulated. The University’s recruitment aim is to attract a sufficient number of new students to meet or exceed the places and funding withdrawn by the SFC. An increase in RUK students thus provides an opportunity for growth in core business and diversifies income that can be reinvested in strategic priorities.

2.1.8 The University of Stirling has a strong track record of achievement in widening

access and promoting educational opportunities for non-traditional students and students from particularly disadvantaged groups. The University has pursued a deliberate and consistent strategy which combines this commitment with a genuine and demonstrable parallel commitment to excellence in research, in learning and teaching performance and in student retention. The university has a long-standing commitment to widening access and was proud to be at the top of the Times Higher “Access Elite” league table in 2002 which ranked universities success in combining widening participation with low dropout rates and excellence in teaching and research. This commitment to widening access and maintaining high retention rates, through initiatives described in the following paragraphs, is an area within which the university continues to excel.

2.1.9 When the Scottish Funding Council made additional places available for learners domiciled in areas within the 40% most deprived in the Scottish Index of Multiple Deprivation (SIMD40), the University secured 125 additional places in 2013/14. These places were successfully filled and the University exceeded its target for SIMD40 entrants by recruiting over 190 additional students compared to the 2011/12 baseline. Not all universities in Scotland who were allocated additional places were successful in filling them and as a result, due to our success in recruiting in this area we were allocated a further 23 places taking us to 148 for 2014/15. The University again exceeded its target by recruiting 295 new entrants, or 34.8% of Scottish domiciled undergraduate entrants from the most deprived postcodes compared to a baseline of 30.7%. In 2015/16 the SFC will allocate 680 SIMD40 additional places and Stirling will receive 148 of these i.e. 22% of the additional places for Scotland. The University’s commitment is to continue to fill additional funded places.

2.1.10 The University is a member of the Schools for Higher Education Programme (SHEP), and supports all SHEP regional groups. In particular, the University provides targeted information, advice and guidance to secondary schools in Stirling, Falkirk and Clackmannanshire with below average HE progression. This has led to the development of a potential new project working with local authorities and Forth Valley College (FVC) to support schools with FE and HE progression rates that fall below the national average. The University and its partners will seek support from the Impact to Access initiative to tackle longstanding issues that have resulted in low progression rates in central Scotland.

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22 June 2015 UC (14/15) 43(i) 2.1.11 In partnership with FVC, the University was allocated 55 funded places across two

new undergraduate degree programmes starting in 2013/14. The University enhanced this sector-leading partnership in 2014 by launching two further degree programmes. The total allocation of articulation places in 2014/15 was 107, and these were filled across all four programmes.

2.1.12 The articulation degree programmes with FVC were designed together with relevant

stakeholders to provide employers with “work-ready” graduates with appropriate curricular, co-curricular and extra-curricular skills and work experience. A key facet of these programmes is an industrial placement module in which students gain hands-on experience of the post-university environment and see how the skills they acquire during their degree programme are key to successful transition into the workplace (see also 6.1.34).

2.1.13 The School of Health Sciences piloted a work experience project (2012-2014) for pupils in secondary education from remote and rural areas of the Highlands and Western Isles, which aimed to promote nursing as a first choice career, increase their understanding of health careers, employability, communication and networking skills whilst addressing issues of isolation within remote and rural areas. This project supported the strategic priorities of the school around increasing and sustaining recruitment of nurses from remote and rural areas and articulated with the national drive to support enhanced recruitment, selection and retention. The project is being evaluated at the time of writing and has led to a number of outputs and dissemination through published papers and conference presentations.

2.1.14 A key focus of the Internationalisation Strategy is to grow international student numbers by 30% during the life of the strategy, with a focus on diversification across programmes and across nationalities.

2.1.15 Research students are attracted by the University’s research profile and the

academic staff expertise. Recruitment activity focuses on leveraging postgraduate funding, including match-funding, and developing links with partner institutions, employers and other research funders. Opportunities exist to recruit fully funded PhD students from key overseas markets, such as Thailand and the Middle East. As with all Tier 4 applicants, these students are required to have a minimum level of English language proficiency, and our pre-sessional English courses are also open to research students which makes the University a more attractive and viable option.

2.1.16 To maintain growth in the RPG population, and to meet Strategic Plan objectives, the University aims to recruit a minimum of 135 FTE new PhD students during 2015/16.

Retention and Success 2.1.17 The University aims to maintain and where possible improve undergraduate retention

rates of 93.8% for all Scottish domiciled entrants compared to a 2011/12 baseline of 92.4%, and 92% for SIMD40 entrants. Continued monitoring of entry and progress by protected characteristic has been undertaken and reported in the April 2015 mainstreaming equality report14.

2.1.18 As part of our equality outcomes, the University is committed to ensuring that the student population, continuation rates and degree attainment of students who share a protected characteristic are broadly comparable to students who do not.

14http://www.stir.ac.uk/media/services/registry/quality/Equality%20Mainstreaming%20Report%202015%20(Progress%20Update).pdf

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22 June 2015 UC (14/15) 43(i) 2.1.19 In order to develop staff-student engagement, the role of personal tutor was

implemented as an outcome from the TSE project. Personal tutors are a specific and consistent source of guidance, information and support for students throughout their studies. The personal tutor should be the student’s first formal point of contact for general academic guidance and pastoral support.

2.1.20 The role of personal tutor complements the established adviser of studies scheme, where advisers provide a personalised point of contact for students to discuss, in an informed manner, particular academic concerns or queries. Students are made aware of the availability of the support provided by personal tutors and advisers of studies through University communications (for example, direct emails to students on the launch of the personal tutor scheme, and through information contained in the student bulletin and on the University portal and through the use of social media); school communications (for example, through invitations to meet with personal tutors and information contained in student handbooks); and through support provided for students by the Students’ Union.

2.1.21 In terms of student employability, the Strategic Plan ambition is to increase the

proportion of graduates entering graduate-level employment and improve the percentage of first-degree undergraduates entering work or further study. Both of these metrics are measured six months after graduation using the Destination of Leavers from Higher Education (DLHE) survey. The most recent results show that the proportion of all graduates in employment entering professional or managerial jobs increased from 73% to 75% for students who graduated in 2013 (Figure x). At undergraduate level, the percentage of full-time students who went into employment or further training remained at 94%.

Figure 2ii

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22 June 2015 UC (14/15) 43(i) 2.2 Supporting equality and diversity in the student population

2.2.1 The University promotes equality and diversity when carrying out all its activities,

from decisions on its mission and strategic objectives through to day-to-day operations. The University does not tolerate harassment, victimisation or discrimination in the context of the protected characteristics, and consolidates this in the equality outcomes. All staff and students (whether existing or potential) and visitors are entitled to receive fair treatment, whatever their relationship with the University.15

2.2.2 An Equality Steering Group (ESG) oversees and monitors the implementation of the

University’s strategy for equality and diversity and the fulfillment of its statutory equality duties on behalf of University Court. It is responsible for ensuring that the University’s statutory duties are being met and for taking executive action if actions are not progressing. It is chaired by the Deputy Principal (Operational Strategy and External Affairs) and reports formally to the Joint Policy, Planning and Resources Committee (JPPRC).

2.2.3 Equality and diversity is promoted through a variety of initiatives, through the

designation of Equality Champions within each school, and the establishment of an Equality Action Forum to drive forward the University’s equality activities and raise awareness of best practice and support in equality matters.

2.2.4 All staff are required to undertake online training on equality and diversity, and University and HEA training sessions on curriculum design to promote equality and diversity are also available to staff.

2.2.5 The University seeks the views of members of its community and liaises with

external bodies, representative groups and users when developing and reviewing policies. All individuals and organisations with which the University has a contractual arrangement are expected to accept the principles of equality and inclusion, and not to be party to situations that could lead to unfair discrimination.

2.2.6 In December 2009, the University published its Single Equality Scheme. The

Scheme was an integrated strategy and action plan that set out how the University would tackle discrimination and harassment and promote equality for staff, students and service users. The Scheme explained how the University would meet its statutory duties to promote gender equality, disability equality and race equality, and also included actions designed to help achieve equality relating to sexual orientation, age and religion/belief. The Single Equality Scheme ran until December 2012 before being replaced by a set of Institutional equality outcomes. The University's equality outcomes for 2013-2017 represent the areas that we regard as priorities for action, based on the analysis of evidence. The actions taken to achieve these outcomes are those which we consider will best maintain a fair and inclusive working, studying and living environment in which diversity is welcomed and respected.

2.2.7 The equality outcomes relating to learning and teaching for the period 2013-2017

are:

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• Culture: We will maintain a welcoming and inclusive culture and environment where staff and students feel valued, respected and supported, and where discrimination, harassment and bullying is tackled.

• Knowledge: Knowledge and understanding of equality issues in the institution will be enhanced.

• Continuation: Continuation rates of students who share a specific protected characteristic and those who do not share will be broadly comparable.

• Degree attainment: Degree attainment levels of students who share a protected characteristic and those who do not share it will be broadly comparable.

The full equality outcomes for 2013-17 are published on the University website16.

2.2.8 Linked to the equality outcome on culture is the University’s international and cultural festival which first took place in 2014. In 2015, this festival was held in the University’s Atrium and included a number of student led activities focusing on food, language, art, culture, and music (including a language café; a dance show; African drumming; Scottish dancing and music; poetry reading; traditional Chinese music and international food tasting). The event also provided family themed activities for visiting international families and their children The event was developed in collaboration with the Students’ Union and included representation from the University Student Support Services and societies to increase awareness and support international student integration on campus.

2.2.9 The effectiveness of the University’s approach to embedding equality and diversity

and its impact on enhancing the student learning experience is reviewed by the ESG. A comprehensive action plan associated with equality outcomes has been developed and informs the business of the ESG. Recent examples of this activity include:

• Students in the School of Health Sciences have been able to balance their study and caring commitments as a result of a new family-friendly timetable for the BSc in Nursing along with the introduction of a number of e-learning modules.

• The School of Natural Sciences has introduced initiatives which aim to promote gender equality and provide an inclusive and sensitive environment in which students feel comfortable, e.g. recruitment days have a gender, age and career stage mix of academic staff and students.

• The School of Management has ensured that a proportion of funding is assigned to help students from countries where access to study is challenging, e.g. the Great India MBA scholarship and the Dorothy Nicol Scholarship directed at students from Sub-Saharan Africa.

• The embedding within the curriculum of equality and diversity themes as part of the development of an inclusive curriculum.

2.2.10 The University is required to publish a biennial report on the progress it has made

regarding its equality duties (the ‘Mainstreaming Equality Report’). The report concerns staff, students and the culture of the organisation. The University’s second mainstreaming equality report was published in April 2015.

2.2.11 The pursuit of appropriate gender representation within the student body is an

institutional equality outcome. At present, 63% of students are female and 37% are male, and these proportions are representative of the three previous academic

16http://www.diversityandequality.stir.ac.uk/documents/UNIVERSITYOFSTIRLINGEQUALITYOUTCOMES2013-2017.pdf

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years. Within the HE sector there is a greater proportion of female students (Scotland 57% and UK 59%), however this trend is more pronounced at the University of Stirling. The gender profile by school is set out in figure 2iii.

Figure 2iii

Key: SASS: School of Applied Social Science

SAH: School of Arts and Humanities EDU: School of Education SHS: School of Health Sciences SNS: School of Natural Sciences SPO: School of Sport SMS: Stirling Management School 2.2.12 Work is ongoing to encourage more female students to take technology subjects and

sport; and male students to study nursing, education and social science subjects in line with the overall gender profile of the University’s students. For example, the Dean of Equality and Diversity, has established a short-life working group to consider how the University could become involved in the campaigns of various professional bodies to attract more male applicants to traditionally female dominated programmes.

2.2.13 Part-time student numbers increased from 19.7% in 2012/13 to 20.5% in 2013/14. At school level, the proportions of part-time students vary considerably with the highest levels in the School of Applied Social Science (36.4%) and the lowest in the School of Arts and Humanities (7.7%).

2.2.14 In curricular developments, the programme and module approval processes require consideration of the impact and adjustments that may be required for students undertaking and successfully completing their programme of study.

2.2.15 The following examples demonstrate our work towards achieving the outcome of increasing the number of women studying technology subjects and sport:

• The Students’ Union hosted their Inaugural Women in Sport conference in October 2014. The goal of the conference was to analyse how women can be

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empowered through sport and how student sport could actively promote equality and diversity.

• The launch, by the Students’ Union, of the Women in Sport Leadership

programme in Spring 2015. This programme presents an exciting blend of workshops and placement opportunities with national governing bodies to empower and equip the next generation of leaders in sport.

2.2.16 The University was awarded the Athena SWAN Bronze Award in September 2013.

The award follows examination of equality and diversity information relating to our academic activities and the creation of an action plan that includes the creation of a bespoke personal development programme for women (Stepping Stones), and sponsoring a further cohort of women to undertake the Leadership Foundation for Higher Education (LFHE) Aurora programme in 2015. The University was highly commended at the November 2014 Times Higher Education (THE) Awards for its Outstanding Contribution to Leadership Development (see also 3.4.18-3.4.23). A One Stirling campaign, with the Students’ Union, has been launched to promote equality and diversity in every area of the University’s activity and support the aim to ensure that students and staff are treated fairly at all times.17

2.2.17 The School of Arts and Humanities is actively exploring the Gender Equality Charter Mark. This charter mark is currently being developed by the Equality Challenge Unit and is the parallel award for non-STEMM departments.

2.2.18 Equality and diversity considerations are at the heart of the University’s values. This will be reflected in the development of the University strategic plan for the period 2016-21. The Athena Swan Bronze Award is due for renewal by November 2016 but the University’s intention is to submit an application for an institutional silver award in 2016.

2.3 Engaging and supporting students in their learning

Student Support 2.3.1 The University believes it has effective arrangements in place to support and engage

students in their learning across all levels, and locations of study. This support is provided through both academic staff and central support teams. Therefore, students are supported in their learning by having access to an academically based advisory team, as well as a provision focused on pastoral support.

2.3.2 Regardless of their location of study, it is a priority for the University that students have access to a wide range of support services during their studies to ensure the best possible student experience.

2.3.3 Students are engaged and supported in their learning through the provision of access to appropriate physical space and to their learning resources through IT and network facilities (including the use of the virtual learning environment (VLE) Blackboard Learn, known as Succeed). Over the summer of 2014, the University undertook an expansion of its Wi-Fi network to cover the whole of the Stirling campus, including the student residences, thereby improving students’ access to the University IT network.

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22 June 2015 UC (14/15) 43(i) 2.3.4 The provision of appropriate teaching and study space is an important topic for the

University that is considered and addressed by the Learning Spaces Group. This work is discussed further in section 2.3.62.

2.3.5 Through the review of the LTQES and the outcomes of the TSE project, the

University has developed strategies aimed at identifying students whose academic success may be at risk, ensuring early intervention and appropriate support. Part of this is the introduction of the personal tutor scheme that contributes to this endeavour by allocating each student an academic member of staff with a remit to provide pastoral support throughout the student’s time at University. This benefits the whole student body, facilitating greater engagement between staff and students, enabling students to develop a greater sense of belonging within the University community and aiding transition from one academic level to the next. Student feedback on the personal tutor scheme has been very positive with the University encouraged to strive towards a consistent approach to this support for all students.

2.3.6 In 2012 the directors of learning and teaching established a Students at Risk working group to develop policy, good practice guidelines and make recommendations for university-wide processes that would ensure that students at risk are systematically identified and supported. The recommendations of the group informed the TSE project outcomes and the good practice identified in student retention and success was shared and disseminated through ESEC.18

2.3.7 The outcomes of the Students at Risk working group have had a direct impact on the student experience. The recommendations led to the development of the personal tutor scheme and the following initiatives being taken forward at University and school level:

• The creation of a student support system that is unitary, highly visible,

appropriately confidential and easily accessible through a single point of contact. • Allocation of a STEER (peer mentoring scheme) buddy to students in the first

year of study. • The establishment of formal arrangements by each school to monitor student

progress and identify struggling students, to ensure that appropriate support options are in place as early as possible.

• Identification of a lead person by each school to ensure that arrangements for student support are in place.

2.3.8 The University is committed to supporting students through the implementation of

policies such as the new attendance and engagement code of practice implemented in session 2014/15.19 This policy has been developed as part of the University’s commitment to provide a comprehensive supportive learning environment in which all students are encouraged to develop a breadth of skills, abilities and approaches to their studies and maximise their full potential. Work is ongoing to further engage students in the development of policies and to make them more accessible, and to improve communication around their development and approval.

2.3.9 As part of the Student Engagement Programme (SEP), there is a requirement to develop an Enhanced Student Record (ESR). The aim of the ESR is to centrally collate and present a wider range of student information that is currently held in various locations around the University, to an agreed range of staff. The benefits of this will include better information sharing, identification of non-engagement at an earlier stage, and identification of students at risk of academic failure/withdrawal

18 ESEC (12/13) Minutes 3, 6.4, paper 18 19 http://www.stir.ac.uk/academicpolicy/handbook/attendanceandengagement

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and/or personal crisis. The intention is that the ESR will provide an overview of the student’s engagement across the institution, helping to ensure that support can be targeted at the most appropriate time. It is anticipated that the first version of the ESR will be launched in 2015/16, with further development taking place thereafter. A working group chaired by the Head of Student Support Services supports the development of the ESR and reports to the Student Engagement Programme Board.

2.3.10 At school and divisional level there are designated disability officers/advisers who work in collaboration with the Disability Service to agree and implement reasonable adjustments for students with a disability. Agreed adjustments are recorded on an Agreed Record of University Adjustments (ARUA).

Stirling Graduate School (SGS) 2.3.11 The Stirling Graduate School (SGS) was established in October 2011. Conceived as

a virtual school, seeking to align and influence postgraduate activities and postgraduate awareness across all campuses within the University, it works with senior management, academic schools, service areas and students and their representatives.

2.3.12 The broad direction of the SGS is set by the University’s Strategic Plan, through its

inter-disciplinary vision and mission to be ambitious, accessible and self-reliant (and to develop students and staff to be the same). The Strategic Plan notes the SGS as one of the University’s key priorities. The Plan sets priorities for SGS to increase the numbers and proportions of taught and research postgraduate students across the University, to better articulate and enhance the quality of the student experience. Evidence of the effectiveness of the SGS in enhancing the student experience is provided by the outcomes of postgraduate student surveys as detailed in sections 2.3.70-2.3.75.

University Support Services 2.3.13 Student Support Services (SSS) forms part of the Student, Academic and Corporate

Services (SACS) directorate under the leadership of the Deputy Secretary. It is managed by the Head of Student Support Services and currently comprises four teams (Disability; Counselling and Wellbeing; Money Advice and Student Guidance; and, the Chaplaincy). Proposals for policy developments in relation to the student experience go to ESEC for approval.

Disability Service 2.3.14 The Disability Service designs its services to offer a welcoming and supportive

service that assists in enabling disabled students to participate fully in University life. 2.3.15 The number of students disclosing a disability continues to increase year-on-year, the

number of disability declarations in 2013/14 was 1001 increasing to 1182 in 2014/15. The service is currently considering ways to deliver services more flexibly and efficiently in order to respond to increased demand, for example, more group training in the use of assistive technologies.

Money Advice and Student Guidance 2.3.16 The Money Advice and Student Guidance team offers a confidential advice service

on funding available including trusts, scholarships and external sources of funding, as well as advice on budgeting and money management. They also administer a range of discretionary hardship funds and loans.

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22 June 2015 UC (14/15) 43(i) Counselling 2.3.17 The Counselling and Wellbeing Service aims to support any student whose

psychological needs are in some way preventing them from achieving their full potential in the university.

2.3.18 A review of counselling provision and structures commenced in 2014/15. As a result, the framework underpinning the provision of counselling to students has been redeveloped to introduce a more flexible system (including assessment appointments and a series of drop in clinics) and a system to evaluate the impact of the service at the point of contact (entry and exit).

Chaplaincy, Peer and Development Support 2.3.19 In addition to offering confidential spiritual and pastoral care, the Chaplaincy

organises programmes of worship, discussion and social events, which include supporting local charities. One of the chaplains co-ordinates a host family scheme for our international students.

2.3.20 The University chaplaincy also provides meeting space for student groups, which in

turn facilitates social support networks for students. 2.3.21 A University-wide Student Peer Support Scheme (STEER) is in place,20 which is run

largely by students for students. The scheme is managed by a core team of student interns supported by senior mentors and senior buddies with co-ordination and oversight provided by the Student Support Services. The scheme complements other student support services provided by the University and the Students’ Union.

2.3.22 STEER provides successful, sustainable support for students from their first year of

study, and offers appropriate training and development opportunities for those undertaking support roles. The focus of the scheme is on identifying and meeting individual needs at all stages of the student life cycle, from pre-entry to exit on graduation. The scheme also supports the transition for students entering university at other points, and is particularly important in managing the transition from FE to HE for students on articulation degrees.

2.3.23 Mentors and buddies are current student volunteers. The University provides them

with initial training, a developmental pathway and recognition for their participation through the award of a certificate.

2.3.24 Student Learning Services (SLS), part of the Careers and Employability team,

supports students through work with experienced tutors to offer a variety of courses, workshops and tutorials to enable students to make the most of their time at University and enable them to become independent and successful learners.

Key Ambitions to Enhance Student Support 2.3.25 Following a review of student support services, structural changes within University

services and the outcomes of the TSE project which resulted in greater emphasis on student support, key ambitions to enhance student support have been identified as follows.

2.3.26 A priority for the University during 2015/16 is to strengthen mechanisms to evaluate the impact of Student Support Services on students, and to identify potential development areas to support retention and further enhancement of the student experience. To support this priority a Student Support Coordination group has been established to facilitate greater cohesion across service areas involved in the

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provision of student support to students at all campuses. Student feedback has identified the need for consistent support and for this support to be accessible and communicated effectively to all students; and that particular emphasis should be placed on the support for students in their first year of study to enable successful transition to University.

2.3.27 The SSS structure is currently under review. Following the appointment in May 2015 of a deputy head of SSS/head of Student Guidance and Wellbeing, the team will in due course transform from its current structure to one based on two teams (Disability Service and Student Guidance and Wellbeing), each of which will be overseen by a head of team who will report to the head of SSS.

2.3.28 A key ambition for the period 2015/16-2016/17 is to make a significant contribution to

the transformation of the student experience and launch the student ‘hub’. The student hub with initial front-facing service will be launched by September 2016. This service provision will take the form of a triage approach with many queries being resolved at this first point of contact, and further signposting and onward referral undertaken for the remainder. The aim of the hub is to enhance the student experience by providing professional, seamless, integrated support to students from one physical location at the Stirling campus.

2.3.29 Through the student hub, students will be able to access a wide range of support services, including: careers advice, care leavers guidance and support, counselling and wellbeing, disability service, financial and welfare advice, immigration and VISA support and guidance, registry (including enrolment, programmes, tuition fees and examinations) and advice if thinking of leaving university. Work is progressing across the University’s service areas to integrate front line support for the full range of student services through the hub, including library, IT, debt management, student mobility, internationalisation and other campus services. Students’ needs will initially be assessed and following an intake process, advice or information will be offered immediately where possible, and referrals to specialist support services will be made as required.

2.3.30 Plans to develop the student hub are being progressed alongside a review of the specialist support structures within Student Support Services and the Academic Registry and Governance Services, with the aim of optimising services to students and ensuring resources are targeted at the areas of greatest student need.

2.3.31 Work has commenced to explore options to expand pastoral support for students

outwith standard 9-5 hours. Exploration and generation of recommendations will progress during 2015/16 in partnership with the Students’ Union and Accommodation Services.

2.3.32 To support the successful operation of the student hub, and to strengthen information

sharing between staff with a role in supporting individual students, more robust data management and case management systems are required. Work to implement a new case management and enquiry management system has commenced and will continue into 2015/16.

Student Support at Other Locations 2.3.33 While student support arrangements at the University’s locations other than the main

campus cannot be the same, it is a consistent aim that an equivalence of support and experience are provided, and that University of Stirling students are supported, regardless of their location. Staff based at the main campus in Stirling work collaboratively with colleagues in the other campuses to achieve this and the Students’ Union represents and serves the interests of all students.

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2.3.34 All committees in the School of Health Sciences discuss their business in relation to

all three campuses at which provision is delivered - Stirling, Highland and Western Isles. Student feedback is considered at the school learning and teaching committee in the form of NSS results, annual programme review reports, SSC minutes and the NHS Education for Scotland (NES) survey results. Issues highlighted in the feedback in relation to the student experience at the Highland or Western Isles campuses are acted upon by relevant staff at both Stirling and Highland/Western Isles.

2.3.35 The size of the centres at Highland and Western Isles facilitates students receiving a

relatively personal approach to their support, and many opportunities for one-to-one support provision from staff. Additionally, where it is not feasible to make a particular support service available at these campuses, staff at the Stirling campus retain a focus on delivery, and offer support provision online and by telephone.

2.3.36 Student Support Services also provide a valuable local service ensuring students have access to financial, counselling and objective one to one support. A safe taxi scheme (designed to support students in emergency circumstances, by helping them get home safely if they run out of money) implemented by the University in 2013 has been rolled out to Highland campus.

2.3.37 At the beginning of the academic year the Students’ Union President and other

sabbatical officers visit each campus to establish contacts with new students and outline the support mechanisms that are available to them. A one day Fresher’s Fair event also occurs at the start of the academic year.

2.3.38 Students at Highland and Western Isles campuses have indicated a high level of satisfaction with their degree programmes and local student support. This is evidenced through NHS Education for Scotland (NES), NSS surveys, Information Services survey, programme feedback, staff student liaison and student staff consultative committees. Additionally, students have ‘RATED’ staff on both campuses and in the last two years, four teaching staff have received RATE awards (detailed further in section 3), with many being nominated.

2.3.39 Arrangements for student support at the University’s London campus, and indeed the INTO Centre at Stirling are implemented through the post of the Joint Venture (JV) Head of Student Support. This role exists in both centres, and works to provide support that is focussed on students and student success.

2.3.40 At the Stirling campus, support is provided in terms of initial induction and orientation, and ongoing pastoral and advisory support in relation to topics such as accommodation, immigration, social activities and disability. The JV Head of Student Support retains a close working relationship with colleagues in the University’s Student Support Services in order to ensure a streamlined provision. The approach does not seek to duplicate provision, but to offer an effective level of service from both the INTO centre, and the core University services, to best support students and the student experience.

2.3.41 The campus in London is different to the main campus, and indeed the INTO Centre at Stirling. This difference requires to be acknowledged, but an equivalence of service that appropriately takes account of the difference, while remaining focused on effective student support is our aim.

2.3.42 The JV Head of Student Support at London leads a small team of staff who provide a welcome desk service as a first point of contact for all students, and from which the

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staff try to resolve as many queries as possible on first-line basis. The team also works closely with the Academic Support Adviser at the centre who monitors student attendance and engagement. This collaboration supports the early identification of a student who may benefit from support, and an intervention as appropriate. Moreover, the team coordinates an arrangement for students to receive counselling support as required, through an agreement with an external company. The JV Head of Student Support also coordinates the social programme for students in London.

2.3.43 Oversight of the student support arrangements in place for the University’s joint venture sits within the structure of management groups that is in place. In order to effectively monitor and manage joint venture activity, a range of groups has been established that include membership from the University itself, INTO and the joint venture. This includes an Operations Group which is chaired by the Academic Registrar and that manages the ongoing operation of activity, considers its effectiveness, and takes action to bring about development, change and enhancement as required. Student support forms part of this group’s focus, although also spans into the focus of the Academic Management Group, and the Joint Venture Board.

Student Engagement 2.3.44 The University seeks to engage students in their learning from the beginning of their

studies and throughout. Induction arrangements at University and school level provide early information and experience to facilitate student orientation, and enable students to settle into their programme of study.

2.3.45 The University makes use of innovative learning approaches to engage students, examples include: student-led teaching; the use of e-Learning tools to develop quizzes/surveys, discussion tools, blogs, wikis and to enable peer to peer conferencing. The sector-wide enhancement themes, Developing and Supporting the Curriculum and Research-Teaching Linkages have facilitated the development of innovative learning approaches as discussed further in section 3.

2.3.46 The University believes strongly in working collaboratively with students and the

Students’ Union. As such, it aims to ensure that students have a voice at all stages of the decision-making process, that they have direct input in formulating learning and teaching policy and practice, and that their views provide evidence on which the quality of learning and teaching is assessed. A student charter is being developed for implementation during 2015/16, which sets out the expectations of the University and of the student body.

2.3.47 The Students’ Union Sabbatical Officers are members of ESEC, JPPRC, Academic Council and University Court and meet on a regular basis with the Deputy Principal (Education and Students) as well as with members of staff from Academic Registry and Governance Services. They are also represented on the Stirling Graduate School (SGS) working group and meet with the head of SGS to review the postgraduate student experience.

2.3.48 Partnership between the University and the Students’ Union was strengthened following the outcome of ELIR 2 when the effectiveness of annual meetings between QEC and the Students’ Union was reviewed and proposals to enhance the effectiveness of future meetings were approved by ESEC in February 2013.21 These included: the introduction of an open forum/student assembly meeting for all students - chaired by the Deputy Principal (Education and Students) to set out the priorities at a strategic level for learning and teaching and the establishment of a sub-group of

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ESEC to engage in joint ESEC/ Students’ Union meetings and be chaired alternately by a student and a director of learning and teaching.

2.3.49 The Stirling Student Forum was set up as a joint initiative between the University and

the Students’ Union in 2013/14 with the aim of establishing a pool of engaged students with an interest in providing feedback or contributing to discussions on pertinent topics. Since its launch, the Student Forum has participated in surveys on the operation of the forum; the student experience of coursework and feedback; and, student awareness and experience of the personal tutor scheme. Although response rates have at times been low, a range of qualitative data has been received which has been used to inform future developments to enhance the student learning experience.

2.3.50 As an outcome of the ELIR 2011 process, the role of ‘School Officer’ has been developed. School officers engage with course representatives and with directors of learning and teaching to maintain open dialogue and feedback, and undertake specific projects during their term of office, for example engagement in working groups gathering information from students, through tailored surveys, on feedback.

2.3.51 School officers are recruited by the Students’ Union in conjunction with the relevant

school and report to the Vice President (Education). They work closely with Students’ Union staff (in particular the Policy & Research Coordinator), other sabbatical officers and University staff, including heads of school and directors of learning and teaching. They provide a link between course representatives and the Students’ Union Executive Council and as such provide a mechanism for communication between these bodies.

2.3.52 Training is provided for school officers by the Students’ Union. A training programme

has been developed to include confidence building, acronym awareness, guidance on University structures etc. Schools also provide training with particular relevance to the school committee structure, management framework and reporting mechanisms.

2.3.53 School officers are engaged with their respective schools in relevant business and

strategy development, for example through input to the programme approval and module evaluation processes and through their contribution to school learning and teaching committee meetings. Currently, school officers are undergraduate students and as such represent their peer group. At the time of writing recruitment is underway for postgraduate school officers (seven taught postgraduate and seven research postgraduate) to be in post from session 2015/16.

2.3.54 The role of school officer has been very effective overall, although levels of success have varied to some degree across schools. There is an ongoing focus on factors such as supporting arrangements for communication with course representatives, and approaches to facilitating high levels of engagement are being considered. This is being addressed by the Students’ Union in partnership with the University through the development of an improved system for appointing and training course representatives and through a review of the communication of the school officer role. Outcomes from periodic learning and teaching reviews and from student focus groups have further identified that the role requires further clarification and communication to both student and staff groups. As such, the Students’ Union and University are working together to enhance and improve arrangements for the school officer role as a valuable element of our overall structure.

2.3.55 The University does not currently have a partnership agreement with Student Participation in Quality Scotland (sparqs), however it recognises the benefit of

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establishing an agreement to support the work done by the University in partnership with the Students’ Union to encourage and support student engagement.

Example 2i: student engagement at subject level An innovative approach to student engagement was implemented by the Division of Psychology through its graduated development of student leadership and student-led teaching. In their final year, all students begin by leading seminars for their peers. Some students then go on to design and run credit-bearing elective modules, supported as required by academic staff. Many final year students offer tutorials in statistics to their peer group in the autumn semester followed by delivering teaching (including tutorials and lectures) to second year students in the spring semester. The division has found that this approach has produced a high quality of learning and provided a real sense of co-operation between students. Their final year culminates in an extended period of six weeks when students work independently on two projects: an unsupervised group project applying psychology to the real world (and with an imagined real world client); and a final student-led conference, where all students give a presentation (e.g. talk, poster, demonstration, leaflet etc.) showcasing their work. This was designed, developed and fully organised by students. The British Psychological Society has awarded the Division of Psychology their Inaugural Award for Innovation in Psychology Programmes in recognition of the value of this final year programme. Student Feedback 2.3.56 The University of Stirling places importance on gathering and responding to student

feedback as an integral part of its work. As such, feedback is obtained through a wide range of means, both formally and informally.

2.3.57 All schools and divisions are required to convene a Student Staff Consultative

Committee (SSCC) meeting at least twice in each semester. The membership of the SSCC comprises student representatives for modules and/or programmes as appropriate, reflecting, as far as practicable, the different modes of study in operation. SSCC meetings routinely address issues arising from student feedback on modules as well as broader issues of academic policy. Meetings are formally minuted and reported to divisional and school learning and teaching committees as well as being circulated to students via email and Succeed. Schools and divisions are encouraged to disseminate information on follow up action arising. In some areas this is very effective with the feedback loop of outcomes and subsequent actions successfully communicated to students. However communication of the outcomes of SSCC meetings remains inconsistent and is being addressed by the University and Students’ Union as part of the review of course representative training.

2.3.58 The periodic learning and teaching review process engages directly with the SSCC

as a method of obtaining student feedback. A list of the subject areas reviewed since ELIR 2011 is detailed in 4.1.34. Student members of the SSCC for the subject area under review are invited to contribute to the review process by producing a document detailing any issues, which they would wish the review panel to be aware.

2.3.59 The panel meets with student representatives during the review. The review schedule

includes sessions with the review panel and undergraduate, taught postgraduate and research student representatives, approximately half of whom are nominated through the SSCC, and half by the subject area. The number of student representatives is dependent upon the size of the subject area, but would reflect different years and modes of study, including full time, part-time and, where relevant, distance-learning, as well as the range of provision, including single and combined honours

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programmes, articulation arrangements and access, as well as postgraduate taught and research programmes.

2.3.60 The review panel and student representatives engage in discussion focused (though

not exclusively) on the following areas; the adequacy and information provided to students’ quality of learning resources, learning and teaching (to include quality, effectiveness and satisfaction); responsiveness of school/division to feedback; quality of learning support; and, employability.

2.3.61 Areas of particular strength and good practice identified by the learning and teaching

reviews in the period from 2011/2 - 2013/14 included: the effectiveness of formal and informal student-staff arrangements; the excellent learning and teaching support available; and, the positive environment provided to students.

2.3.62 Areas identified, through focus groups with students, as having improved their

learning experience included the University library facilities through the provision of more study space and a wider range of online resources.

2.3.63 Periodic learning and teaching reviews identified a number of areas for further

development and subsequent action. Reports of the learning and teaching reviews and responses from subject areas are considered by ESEC. Follow up action is initiated by subject areas and monitored by officers in Academic Registry and Governance Services. Examples of areas identified for further action and work undertaken to address these areas include:

• The provision of more study space within the Pathfoot building for both group and

individual study.

In order to develop and implement a strategic approach to the creation, enhancement and re-development of learning space the University has established a Learning Spaces Group and a Space Utilisation Sub-group with a specific remit to advise the University on how best to accommodate teaching, learning and assessment activities.

• More consistent use by academic staff of Listen Again (lecture recording facility).

Periodic learning and teaching review outcomes recommended that a school-wide policy is in place for the use of Listen Again and with further review its use across the institution.

• The provision of training and review of teaching staff.

The engagement and academic development of staff is discussed further in Section 3. The University Postgraduate Certificate in Academic Practice (PGCAP), which all probationary academic staff are required to take, is under review during 2014/15. Accreditation will be sought for the revised programme through the Higher Education Academy (HEA).

• Increased communication of the role of school officer to students and staff and

clarification of the role within the student representative structure.

The Students’ Union and University are working together during session 2014/15 to clarify the role of school officer within the student representative structure and improve communication of this role to students and staff.

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• Improved promotion and visibility of the ‘Ask John’ process where students submit questions/comments to be addressed by the Deputy Principal (Education and Students).

The student body was invited to meet with the Deputy Principal (Education and Students), however these meetings were not well attended. Therefore the Deputy Principal will attend future scheduled Students’ Union meetings in order to improve engagement in the ‘Ask John’ process.

2.3.64 In response to ongoing student feedback, the University has implemented a number

of improvements to the student learning experience. Examples include: the removal of capping enrolment numbers on modules (except where specific requirements exist in relation to the availability of equipment etc.) and therefore prioritising student choice; improved provision (timeliness and access) of reading lists for modules; the provision of a searchable, interactive module database to assist students with module registration; and, increased access to Turnitin (originality checking software) to enable students to undertake originality checks on their work whenever they choose.

2.3.65 The University has revised its approach to conducting module evaluation, and obtaining student feedback on their experience at the module level. Following a successful pilot in Stirling Management School22, the EvaSys software has been implemented to support a consistent approach to module evaluation from Spring semester 2015. The feedback obtained, and the reporting that is possible from EvaSys will inform ongoing enhancement of the student experience and allow for comparisons to be made across the University through consideration of summary reports by ESEC (see also 3.2.16).

Student surveys 2.3.66 Student survey results inform the work of the University. Subject areas consider

student feedback (including NSS, PTES and PRES data) at school learning and teaching committees and as part of the annual programme review process. Student feedback and action taken in response to student surveys is overseen by ESEC and reported to Academic Council.

National Student Survey (NSS) 2.3.67 In 2014 the University achieved its best overall response rate to date of 70%, up from

64% in 2013. The UK’s average response rate was 71%. Overall satisfaction remained at the 2013 rate of 87%, level with the Scottish average and above the UK average of 86%. Our average score in the learning resources section increased marginally from 81% in 2013 to 83% in 2014. Our average score in the assessment and feedback section has remained static for the second year running at 68%, however the Scottish (and UK average have increased slightly). At 68% the University average is still higher than the Scottish average of 67% in 2014 but lower than the UK average of 72%. This is an area where we would wish to improve the student experience.

2.3.68 Schools have taken a number of steps to try and address some of the specific issues highlighted in the NSS in terms of assessment and feedback, for example, staggering assessment deadlines, producing clearer feedback reports and launching a feedback campaign. Assessment and feedback is a theme that all institutions are working on and the university engages in the sector wide discussions on this topic. The theme of assessment and feedback has been highlighted an area for enhancement in the institutional digest of the annual programme reviews from schools and discussions to share good practice will take place across the institution.

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2.3.69 Examples of changes made by the Students’ Union in response to NSS feedback

include: the continued development of the RATE Awards; changes to the Zone structure within which students could contribute to the areas of their interest and have a direct impact on the changes made to the Students’ Union and their policies; the introduction of a postgraduate representative and international representative on the Executive Council.

2.3.70 It is hoped that the enhancement to the student experience that has been progressed via the TSE project, as well as through developments such as: a 20% increase in study space in the library; a 24/7 study zone; increased investment in books to improve the library collections in a number of subjects; and revisions to assessment feedback sheets will positively impact on future NSS outcomes, but may in the short-term be impacted upon by some reaction to change.

Postgraduate Taught Experience Survey (PTES) 2.3.71 The University has participated in the PTES over several years. Results from PTES

2013 were used to inform an enhancement plan, developed in partnership with schools. This included commitment from schools to develop programme handbooks, to provide formal induction sessions, to use listen-again where appropriate and to provide feedback within 21 days of the submission deadline.

2.3.72 The PTES response rate in 2014 was 54%, well above the national average of 28%. Overall satisfaction in 2014 was 89%, above the UK average of 83%, and scores across summary scales were also above the national averages.

2.3.73 Outcomes from the PTES 2014 have been used to inform change, examples include: the implementation of a revised credit structure for all programmes reducing the number of modules and therefore the volume of assessment students are required to undertake; opportunities have been created for students to mix with peers such as a school-wide seminar series, formal programme induction sessions and dissertation forums for distance learners; consistent access to online resources to ensure that learning requirements are met; and, the continued commitment of the University to enhancing feedback processes on student work.

Postgraduate Research Experience Survey (PRES) 2.3.74 Overall the responses to PRES 2013 confirmed the following institutional areas for

enhancement: progress and assessment, responsibilities and research skills. It was agreed that an institutional level action plan was required to address these.

2.3.75 The research degree regulations and the associated code of practice have been re-

written to set out clear expectations, progress monitoring and responsibilities. The University has invested in the development of a bespoke system to support research students. This system, Research Compass, is a web-based system that enables transparency of progress and process amongst students, supervisors and administrative functions. As well as signposting to information and support services relevant to research students, Research Compass provides the mechanism to record supervisory meetings and associated actions, the annual review mechanism, portfolio development and a record of skills development. Staff and students are required to use Research Compass for standard monitoring and progress reporting and to aid in project planning which ensures clarity of aims and objectives between the two parties (see also 5.1.20).

2.3.76 Students are required to undertake a skills needs analysis and data gathered through Research Compass about the skills development needs of our research student

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population will be used to inform the planning of provision for skills training. SGS is also working across other training organisations, specifically RCUK doctoral training partnerships, to ensure that Stirling’s research students are aware of the training opportunities available to them. The development of Research Compass is on-going and iterative in response to feedback from staff and student users.

Postgraduate Student Experience Working Group 2.3.77 The Postgraduate Student Experience Working Group is constituted with members

from schools and service areas and chaired by the head of SGS. The group considers all aspects of the postgraduate student experience and is a key consultative group for the development of enhancement plans in response to student surveys.

Information Services (IS) Satisfaction Survey 2.3.78 An outcome from the Information Services satisfaction survey in 2014 was that

students did not think that their resource lists were very visible within Succeed (our institutional VLE) and these were accessible only once a module had commenced. Subsequent work was undertaken to develop a Succeed panel which makes resources lists highly visible and accessible upon their publication rather than when a module commenced.

Communication of survey outcomes 2.3.79 Action taken as a result of student feedback through external surveys and internal

processes such as SSCC meetings, discussion forums and learning and teaching reviews is communicated to students by a number of means including Succeed, email, social media (University and Student’s Union websites, Facebook and twitter sites), plasma screens in key locations and ‘ you said, we did’ announcements. The University continues to work with the Students’ Union to identify the most effective means of communicating with the student body.

2.4 Approaches to promoting the development of graduate attributes

including employability Employability Strategy 2.4.1 The aim of the University’s Employability Strategy, launched in 2012/13, is to develop

employable, confident graduates with the requisite skills, knowledge and experience to contribute and succeed in an ever-changing environment locally, nationally and globally.

2.4.2 The Strategy promotes the support and engagement of students through working with schools to embed employability in the curriculum, co and extra curriculum and to engage students with the development and articulation of their employability.

2.4.3 The period 2010-2015 has seen considerable progress on employability and

implementation of the Employability Strategy in a number of ways as discussed in the following paragraphs.

New Structures and Processes 2.4.4 One of the first outputs of the strategy was the integration of the Careers and

Employability Service, comprising the Career Development Centre, the Employability Hub and Student Learning Services. The Employability Hub is a central resource that supports the implementation of the strategy. It has created an employability website, blog (Employability Matters) and relevant resources.23 The Hub has also established the Employability Working Group. This group is chaired by the Deputy Principal

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(Education and Students) and has student, academic staff and employer membership.

2.4.5 Over the period both the Stirling Management School and the School of Natural Sciences have recruited employability managers to enhance and further develop employability activities within the schools, working closely with the Employability Hub.

Staff Development and Consultation 2.4.6 Staff development and consultation have been at the centre of the implementation of

the strategy. This has included activity such as a consultation on the University’s graduate attributes. In session 2013/14 the University’s graduate attributes were reviewed to ensure that they were still fit for purpose, reflect external and internal developments and are accessible, meaningful and useful to all stakeholders.

2.4.7 The review of the graduate attributes involved extensive analysis of practice at a range of institutions (both home and abroad), study of relevant research literature including the Curriculum for Excellence, and attendance at events focusing on graduate attributes. This resulted in the development of revised graduate attributes, which were shared and developed further through workshops and online consultation.

2.4.8 The proposed changes to graduate attributes were approved by ESEC in May 2014.24 It was agreed that the original graduate attribute definition should be changed to a broader definition reflecting a holistic approach to the student experience, which encapsulates all aspects of co/extra curriculum activities.

2.4.9 The University’s graduate attributes are embedded in the LTQES and the Employability Strategy and provide a broad framework against which to map opportunities and activities across the University. A key focus for the University is embedding graduate attributes in the curriculum and raising student awareness of graduate attributes. Work is ongoing in this area by schools, the CDC and Academic Registry and Governance Services and is actively monitored through annual programme review and periodic learning and teaching review of subject areas.

2.4.10 Staff have been engaged in a consultation, and discussion, on impact indicators for employability. In terms of development work the Employability Hub has worked with schools on reviewing current practice and planning for future developments around employability, and has delivered staff development workshops in the schools of Sport, Natural Science, Applied Social Science and Arts and Humanities. The Hub continues to develop tools and resources to build employability activity across programmes and developed, for instance, personal tutor guidelines and training on employability.

2.4.11 The Employability Hub, in conjunction with academic colleagues in the School of Natural Sciences, successfully bid to be part of the HEA Strategic Enhancement Programme – ‘Embedding Employability into the Curriculum’. This project will provide the groundwork for a staff development programme to be rolled out across the University in collaboration with HR/Organisational Development. To understand current practice and views and to aid further development, questions around employability are now included in the PTES and PRES surveys

Student Engagement 2.4.12 Raising student awareness of and engagement with employability both inside and

outside of the curriculum is a key goal of the strategy. School officers from Stirling

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Management School investigated the level of employability awareness by third and fourth year undergraduate students. The study specifically looked at career planning and internships and considered students’ engagement with employability opportunities and the services offered by the CDC. The findings of this survey indicated variations in students’ awareness of opportunities and engagement with the CDC and were shared with the school and the CDC in order to better inform future service provision.

2.4.13 An employability infographic and a series of films to illustrate the student employability journey have been developed with the student television station Air TV to produce engaging resources for students.

2.4.14 To encourage student involvement in the extracurricular opportunities that exist widely at the University, and to aid reflection and articulation, a student skills award25 entitled ‘My Stirling Award’ is currently being developed and will run for the first time in September 2015. Initially the award will be open to third year undergraduates who over the course of three semesters will undertake agreed activities across a number of categories (work experience, community activity, campus activity, careers activity). Students will use the e-portfolio facility on Succeed to record and reflect on these activities, prior to submitting a final application to complete the award. Successful completion of the award will be recorded on their transcript.

2.4.15 By taking part in the award, students will gain a better understanding of the workplace, and also learn more about themselves, including their strengths and areas for improvement. Through the experience students will develop new skills and be able to speak about them, increase their confidence and, through the use of the e-portfolio, provide strong evidence base for consideration by employers.

Employer Engagement 2.4.16 The period has seen the creation of advisory boards (e.g. Film and Media) and

employability focused committees in schools (e.g. Graduate Skills and Employability Committee in Arts and Humanities and the Employability Sub-Committee in Natural Sciences). As an example of the practical impact of such boards, the employer consultation panel within the School of Natural Sciences reviewed the University’s environmental science degrees. Significant changes to the structure and content of these degrees were made to incorporate knowledge and skills development that the broad range of employers considered to be essential within the workplace. While there is no University requirement for the creation of advisory boards, these are considered to be positive developments in helping to shape the curriculum and are highlighted in our internal review processes.

2.4.17 Employers are also active contributors to work placement preparation, activity and evaluation of the learning experience for students. Further examples of employer engagement are discussed in section 6.

Career Development Centre (CDC) 2.4.18 The University’s Career Development Centre (CDC) endeavours to enable students

to make informed career decisions and develop the skills necessary to allow them to manage their careers throughout their lives. It fulfils this mission through the delivery of careers education, information, guidance, work within the institution and work with employers. The period 2010-2015 has seen a number of new developments in CDC provision:

Work with Schools

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22 June 2015 UC (14/15) 43(i) 2.4.19 A number of schools, together with the CDC, have introduced undergraduate work-

based learning modules, enabling students to gain an insight into the world beyond university and gain valuable experience and contacts for future employment. For example, the development of work-based learning level 10 modules with Sport, Journalism and Law. These modules have received excellent feedback from students, academic staff and employers. The University is participating in the HEA Embedding Employability into the Curriculum Strategic Enhancement Programme (EESEP), which aims to ensure that employability is given enhanced emphasis in academic programmes.

2.4.20 Extensive employability developments are apparent across the University at both undergraduate and postgraduate level and the following provides some illustrative examples rather than a comprehensive list. The School of Arts and Humanities runs a final year conference at the beginning of fourth year, which encourages students to reflect on their skills and think about next steps. It also encompasses several subject-specific workshops and a set of skills sessions that focus on career planning and employability skills. The School of Applied Social Sciences has an employability conference in third year. Speakers from within and outwith the University gave different perspectives on the transition into employment and how students can more effectively articulate their skills and achievements to potential employers.

2.4.21 The joint heads of the Careers Development Centre have noted the widespread engagement of staff and their enthusiasm to understand the complexity of employability in the curriculum and to implement it in an evidenced based way. Staff have been engaged through their participation in workshops on employability; their use and discussion of the employability toolkit and mapping exercises; involvement of directors of learning and teaching on the Employability Working Group; the development and use of the Programme Employability Summary to map employability activities in schools (trialled by the School of Natural Sciences) and engagement with the HEA initiative Embedding Employability in the Curriculum.

2.4.22 There has also been a significant increase in partnership work around employability between the Careers and Employability Service and schools and services. This is illustrated in employability input and discussion on internationalisation, personal tutors system training, directors of learning and teaching attending the newly formed Employability Working Group, staff development in schools on creating a shared understanding of what employability means and the resources to implement the strategy in the curriculum, partnership work with the student union.

Work with Students 2.4.23 Successful student engagement is a key goal for CDC, and the service has focused

on enhancing its social media and online message over this period, completely redesigning and launching its website.26 It has also significantly increased the use of social media to now include Facebook, Twitter feeds, blogs, Pinterest and YouTube. To improve the consistency of student data and enhance student engagement with CDC’s online facility, Prospects Net, all student data is now downloaded directly into this online facility.

2.4.24 To build student confidence and aspiration CDC has developed a series of workshops (Lift Off) to provide students with a confidence toolkit. These have been delivered centrally, and piloted in schools, and have received very favourable feedback. CDC has also worked in partnership with alumni to develop specific alumni mentoring programmes for schools (management, arts and humanities, applied social science).

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22 June 2015 UC (14/15) 43(i) 2.4.25 There has been a growing partnership with the Students’ Union with joint activities

such as the volunteering fair, input to the Students’ Active and Innovative Leadership (SAIL) programme, and working, with Union support, towards the LGBT Youth Scotland Bronze Charter mark.

2.4.26 There is evidence that students are increasingly engaging with the development of

their own employability and improving their student experience, through growing attendance at workshops, events and on career management and work experience modules.

2.4.27 Students have reported positively on their experience of volunteering opportunities

and the range of workshops and personal development modules available to them. The University can build on this positive feedback by ensuring that volunteering opportunities are communicated to students at specific points during the academic year.

Work with Employers 2.4.28 Employers are key stakeholders and CDC has worked effectively with the full range

of employers throughout this period. The CDC co-ordinates two key internship programmes: the Santander Internship Programme (in collaboration with the Directorate of Development and External Affairs) and the Stirling internship programme.27 The CDC supports the scoping, advertising and recruitment of these internships. Additionally, the CDC advertises and markets other national and international-internship schemes, such as the Third Sector Internship Scotland (TSIS) project,28 and the Saltire internship scheme. The service supports students with applications for these schemes. Internships form part of a range of offerings to employers, which also includes employer-linked dissertation projects, work based learning and work experience module placements.

2.4.29 The economy has slowly improved over the period, and this is reflected in the significant increases in the number of advertised vacancies for students and graduates, and the interest in opportunity providers attending events, such as ‘Workfest’, ‘This is Your Life’, internship week and careers forums.

2.4.30 At postgraduate level the University is part of the Making the Most of Masters initiative29 (with Aberdeen and Edinburgh universities) which has worked successfully with staff, students and employers to provide the opportunity for work based dissertations at masters level. More than 700 masters students (across the 3 institutions) have undertaken dissertation work-based learning placements with a wide range of businesses and other organisations during 2011 to 2014 (exceeding the project target of 300 over three years). Making the Most of Masters won the 2013 Times Higher Education Award for Outstanding Employer Engagement Initiative of the Year.

2.4.31 The success of Making the Most of Masters in all three partner institutions has led to

the sustainability of the project. A coordinator post (based 70% in School of Natural Sciences and 30% in the CDC) has been made permanent. The split of the post between a school and the CDC enables the post holder to continue to disseminate good practice across the institution. An additional coordinator post has been funded by the SFC to work with other partner institutions across Scotland to increase

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involvement in the successful Making the Most of Masters model. This post will be based at the University of Stirling.

Example 2ii: Embedding Employability Flying Start Leadership Programme A programme for postgraduate students designed and delivered by Stirling Management School. This initiative supports the transition of students into postgraduate studies from their previous university experience, as well as focusing on the development of specific professional skills that are sought after by graduate employers. Postgraduate students from across Stirling Management School participate in a wide range of activities, workshops and information sessions during their first few weeks, which ensure that their time at the University gets off to a ‘Flying Start’. The programme is designed to ensure that they will graduate with the confidence and cultural intelligence to manage effectively in their chosen future career. The programme introduces students to the skills that will form the foundation of their future career. Introducing them to these aspects right at the start of their course not only leaves them better prepared, but also enables them to focus on how they can use their degree to further develop the key skills and attributes most sought after by graduate employers. Students participating in the programme will:

• discover more about the exciting period of learning ahead and the expectations of their course;

• discover more about their own personal goals and objectives at the outset of their studies in relation to future career aspirations;

• understand what it takes to work as part of a successful team enabling them to confidently lead any situation in the future;

• develop cultural intelligence and understanding of diversity of attitudes and behaviours, so that they can work responsibly in a global business environment;

• develop business presentation skills and improve public speaking skills; • develop and enhance levels of self-awareness to cope, work under-pressure, and

manage conflict; • improve time management skills that are applicable to any business environment; • make new friends and discover all that the University campus and the vibrant city of

Stirling has to offer. Students who participate in this programme find themselves ready to embark upon their Masters course invigorated, prepared and committed to the learning journey ahead with newly developed skills. Examples of feedback from participants include: "The Flying Start Leadership Program was an extremely valuable experience which not only helped set the tone for what was to come but also helped prepare us for the group work assignments we were to face throughout the semester." "I thoroughly enjoyed the Flying Start Leadership programme, in particular the team building and team working exercises as they gave me the opportunity to meet students and alumni from many different backgrounds and work alongside them on a various range of challenges, which I found really engaging and informative. I feel this emphasised the importance of communication and decision-making in the team whilst working with people who brought a range of different skills along in order to complete these challenges."

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22 June 2015 UC (14/15) 43(i) "I strongly believe that this programme has exceeded all its goals and objectives as, certainly this programme has surpassed all my expectations. It has equipped me with the most valuable properties that every student should have from the beginning of their academic year and throughout their studies at a University."

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22 June 2015 UC (14/15) 43(i) 3. Enhancement in Learning and Teaching 3.1 Introduction

3.1.1 The University’s strategic approach to enhancing learning and teaching is framed

around the Learning and Teaching Quality Enhancement Strategy (LTQES). Excellence in learning, teaching and quality enhancement encompass our objectives, strategies, targets and priorities. Key to this is the means by which the University supports and engages students in their learning and provides support and development opportunities for staff to be effective teachers. This support for students and staff is provided at institutional, school and divisional level and is further discussed throughout this section.

3.1.2 The University’s strategic approach to enhancing learning and teaching, and reflection of the effectiveness of this approach are set out in section 1. A key enabling factor in achieving the University’s strategic aims is through staff engagement and progress has been made in engaging and supporting staff through, for example: the role of director of learning and teaching (DLT); the increased provision of academic development opportunities; and through actions taken in response to the 2012 staff survey. These examples are developed further within this section.

3.1.3 In this section we also discuss approaches to identifying and sharing good practice, the impact of the national enhancement themes in relation to embedding the outcomes in our practice, our approach to engaging and supporting staff and reflections on the effectiveness of our approach.

3.2 Approaches to identifying and sharing good practice

3.2.1 Sharing good practice is an integral part of our quality enhancement process and is

facilitated in a number of ways. The UK Quality Code is used as a reference for quality assurance and the University ensures that activities are mapped to the quality code. Where necessary, policies and procedures are modified to ensure enhancement of these areas by adhering to good practice. The University also values participation in sector events and discussions of the quality code.

3.2.2 Good practice is identified across schools and shared through the University committee structure. For example, the good practice identified in internal periodic learning and teaching reviews is shared through school learning and teaching committee meetings and institutionally through ESEC. Monthly meetings of directors of learning and teaching also promote the sharing of best practice and enable cohesion of this group.

3.2.3 The role of DLT has developed and been enhanced in the period since ELIR 2011. DLTs now have a significant role in driving forward the enhancement agenda, they lead on enhancement theme projects within their schools and are members of (or have representation on) the University’s Enhancement Themes Steering Group.

3.2.4 With the establishment of monthly meetings, DLTs have led on the development of regulations and the implementation of operational practice arising from the TSE project in addition to sharing best practice across schools. DLTs were an important group in the identification and resolution of issues raised in implementing TSE project outcomes. One example of this is the re-design of the second semester. Feedback from students and schools showed that holding autumn re-sits during the second semester was not optimal. Using this feedback, the group discussed and proposed a

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revised profile of teaching for the second semester to address the points raised, and were central to liaising with staff and students within their schools. The DLT meetings have also included discussions on survey outcomes, system developments and other topics related to learning and teaching. Other members of staff are invited to meetings to input to discussions, this has proved valuable for all involved. DLTs find these meetings effective in facilitating discussion and sharing good practice.

3.2.5 Initially, meetings of DLTs were established as an informal forum with no formal record of discussion or outcomes. However, upon reflection it was felt that a record of developments and actions should be kept in the form of meeting notes. The provision of meeting notes has enhanced the operation of the group and provides a means of communication for those unable to attend meetings. Currently the outcomes of these meetings do not directly feed into a University committee, but they provide a mechanism for DLTs to directly input to policy development, prior to policy approval through the University committee structure.

3.2.6 In order to enhance the effectiveness of the DLT group, it is proposed that DLTs, schools and the Deputy Principal (Education and Students) work more closely together to develop, progress and implement a work plan for future enhancements to learning, teaching and the student experience.

3.2.7 The further development and promotion of a strong culture of enhancement was a key focus for the Deputy Principal (Education and Students), following his appointment in late 2011, supporting the strategic institutional objective to introduce improved processes and values across the institution to progress our ongoing commitment to enhancing the student experience. In doing so, four working groups were established in 2012 to focus on enhancing learning, teaching and the student experience. The working groups reported to ESEC during sessions 2012/13 and 2013/14 with recommendations for future action and examples of good practice for dissemination across the University.

3.2.8 The working groups were chaired by DLTs and developed remits for reviewing the following areas and developing recommendations for their enhancement: Review of the LTQES; Students at Risk; Internationalising the curriculum; and Student Evaluation of Teaching. Each working group included student representatives, who were integral to developing outcomes and recommendations within each area and engaged staff and students within and across schools to reflect upon current practice, address issues and identify areas of good practice.

3.2.9 The Students at Risk Working Group identified recommendations around six themes, which articulated to the outcomes of internal surveys and focus groups developed and facilitated by the working group. The six themes were:

• Pre-entry information, preparation and admission; • Induction and transition support; • Curriculum development; • Social engagement; • Student support; • Data and monitoring.

3.2.10 The report of the working group acknowledged that the issues around student

retention were complex and, in order to support students and facilitate their success, a holistic approach was required that involved all aspects of the student experience throughout the student journey. It concluded that a vital factor for improving retention and the overall student experience was the enthusiasm and willingness of staff to lead students by providing structure and continuity from the earliest stage. It was

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acknowledged that this would require increased engagement with a student enhancement agenda to embrace and instigate change and appropriate staff development would be required to support this.

3.2.11 Students at Risk Working Group outcomes have been developed and fed into the TSE project outcomes, for example, in the development of a University-wide personal tutor scheme; changes to assessment, progression and continuity of learning and the international student experience which are discussed further in section 1. Recommendations have also fed into the work of the University Induction Group and the Enhancement Themes Steering Group, and informed the University ambitions to enhance student support through the launch of the student ‘Hub’ (to provide a professional, seamless, integrated support to students from one physical location) and further development of the University Student Support Services. The ESEC effectiveness review considered the student data collected and monitored by the University and recommended enhanced reporting of student data for consideration by ESEC from 2015/16 (see also 5.1.6).

3.2.12 A number of examples of good practice were identified in supporting students at risk and shared with colleagues through discussion at ESEC. Examples included, the STEER peer mentoring scheme for undergraduate and taught postgraduate students; induction and welcome sessions for students and parents with increased emphasis on student support; and embedding study skills and aspects of academic literacy into modules and programmes through collaborative working between Student Learning Services and schools.

3.2.13 The Internationalising the Curriculum Working Group undertook a survey across all schools and a number of data collection activities and as a result of the information gathered, the group made the following recommendations:

• Changes to academic programme content; • An increase in study abroad opportunities; • Cultural shift in the promotion of the University as an outwardly focused

institution with a global presence and identity.

3.2.14 Work is ongoing to implement the outcomes of this working group in alignment with the strategic objectives of the internationalisation strategy. For example, the University established a Student Mobility (Study Abroad) Committee to ensure that there was a forum for communication between all internal stakeholders in the study abroad process. The cultural shift in the promotion of the University as an outwardly focused institution is evidenced in its proactive approach to establishing collaborations with international institutions (discussed further in section 6). In 2013, the University secured a significant investment from Banco Santander which, along with matched funding from the University, is used to specifically fund outward mobility. Over the past three years, the university has also submitted successful bids to the Scottish Government Outward Mobility fund.

3.2.15 The Student Evaluation of Teaching working group was formed in 2012 in recognition

of low student response rates to module evaluations which led to the concern that the information collated was not sufficiently comprehensive to be meaningful or helpful in improving teaching. An outcome of the working group was to develop mechanisms for collecting more effective student evaluations that can be used to improve the student experience of learning and teaching. The working group progressed the agenda and fed into the work of the Deputy Principal in taking forward TSE objectives. Several approaches were attempted in order to improve response rates, such as the types of incentives offered and modification of the online questionnaire.

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However these approaches did not achieve the change that was required and during 2013 a decision was taken to pilot EvaSys module evaluation software as a means of gathering student feedback. The University piloted the use of EvaSys in the Stirling Management School for all Spring semester modules in 2014.

3.2.16 Following the success of this pilot, the use of EvaSys has been rolled out across the

institution for the evaluation of modules in Spring semester 2015 and further tailoring of the institution’s arrangements for module evaluation will be completed ahead of 2015/16. The student evaluations collected will inform annual programme review and be used to identify trends in best practice and practice which requires review. Outcomes will be considered by ESEC during session 2015/16.

3.2.17 During the summer of 2014 schools were asked to review progress in relation to three aspects of the TSE project namely: fitness for purpose of assessment and feedback approaches; students at risk monitoring and follow-up processes; and peer and mentor-review of teaching. Responses were received from all schools and shared at the meeting of ESEC held in February 2015.31 Examples of good practice identified by the review were shared and used to inform the development of more consistent practice across the University.

3.2.18 Stirling Graduate School (SGS) is a key facilitator of sharing practice through

establishing a working group that brings schools and professional services areas together in order to share practice and the general understanding of recruitment and admissions. In addition, the working group is a forum to discuss sector developments, such as the information needs of postgraduates and from this we ensure the delivery of a top class service to applicants/prospective students. This is closely aligned to the institutional strategic plan to increase the number and proportion of taught postgraduate students and the applicant experience is considered critical to this strategic objective. A review of the application process and the systems that underpin this was undertaken and identified a suite of enhancements from revising the application form to systems upgrades which are now in place.

Mechanisms for Sharing Best Practice in Learning and Teaching 3.2.19 The e-Learning Liaison and Development (eLD) team (which forms part of the

Information Services Academic Liaison and Development Team) and the Academic Development team collaborate to develop and deliver a programme of events through an e-learning forum and teaching bites sessions to facilitate sharing best practice. The content of these sessions is posted on an e-Learning blog.

3.2.20 Through the e-Learning forum good practice is shared through the delivery of sessions by teaching staff to their peers enabling a participative and collaborative approach. Examples of sessions include: the use of wikis and blogs, the facilitation of online marking and the management of online assignments. Teaching bites sessions30 also cover a range of e-learning topics and topics on learning, teaching and assessment. These sessions are delivered mainly by the eLD team and guest speakers. Examples of sessions include module design, quizzes/surveys, discussion tools, blogs and wikis, collaborate (peer to peer conferencing tool), Turnitin, peer marking, identifying common problems in student writing and teaching, assessing and engaging large groups of students.

3.2.21 Teaching bites sessions have also been arranged for individual schools and provide flexibility in their delivery. While there has been good staff engagement at sessions

31 ESEC (14/15) Minutes 2, 9, paper 19 30 http://www.stir.ac.uk/hr-services/learning-and-development/staff-development-opportunities/#panel6

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tailored for schools, this has been otherwise variable and increasing staff engagement in learning and teaching development is a challenging area which the University strives to address.

3.2.22 The University Annual Learning and Teaching Conference31 (formerly named Edufair) seeks to showcase innovation and good practice in learning and teaching. The 2014 conference marked the culmination of work undertaken within the Developing and Supporting the Curriculum enhancement theme. The 2015 conference theme was Facets of Assessment, which provided an opportunity to explore our teaching as well as the ways in which we assess our students and how this impacts on their learning and their learning experiences. Through the conference, members of the University and external colleagues presented their own research and scholarship and shared practice within the sub-themes: assessment as a vehicle for learning; diversifying assessment to develop graduate attributes; uses of technology in learning and assessment; diversifying teaching to support learning; and, supporting student transitions. Outputs from the conference, including streamed content, PowerPoint presentations and related resources have been made available on the conference web pages.

3.2.23 Identified as a priority area by the Students’ Union to recognise and share best practice in learning and teaching, the Recognising Achievement in Teaching Excellence (RATE) awards scheme has continued to grow in success and popularity since it was introduced in 2010/11. Members of academic staff are nominated by students in recognition of the quality of their learning and teaching. In 2013/14 and 2014/15 there were 914 and 780 nominations respectively. The Students’ Union will continue to develop these awards and communicate the data with the University in order to recognise and share best practice in learning and teaching.

3.2.24 A RATE winner and member of staff from the School of Health Sciences was shortlisted for the 2014 Times Higher Education Award: Most Innovative Teacher of the Year. The data provided by the RATE awards was instrumental in supporting the application for this award.

3.2.25 The University has established the Stirling Enhancement of Learning Fund (SELF) to support developments in learning, teaching and assessment that are in line with the University’s LTQES. Funds for this initiative come from monies awarded to the University by the QAA (Scotland) to support enhancement work. Calls for proposals are open to all staff employed by the University (including Students’ Union sabbatical officers). Funds have been awarded for the development of projects including: the establishment of the school officer role; StirNav: a sustainable student-driven learning experience; engaging with Scottish poetry in the curriculum; and integrating international students into taught postgraduate programmes.

3.2.26 In 2014/15 five projects were developed to meet our enhancement theme commitments (see 3.3.2) and were supported through the SELF. Good practice identified from these projects will be disseminated internally through ESEC, school learning and teaching committees and the University Learning and Teaching Conference. It will also be shared externally through participation in enhancement theme meetings in order to influence policy and practice across the sector.

3.2.27 The Vice-Chancellor’s fund was launched in 2013 to support specific areas that enhance and enrich the student experience, particularly one-off or start-up costs for new projects. Any student is eligible to apply for grants, and these support a diverse range of projects that reflect the rich variety of life at the University. The fund made

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its first awards in May 2014 which included: an innovative volunteering initiative to target students not already engaged with volunteering, employability and other co-curricular aspects of student life. The initiative aimed to provide a supported and social opportunity for students to invest their time in a productive way enabling a sense of satisfaction and increased social engagement. Awards were also made to support the Generation Y Conference (a conference to bring leaders from various industries onto campus for a one day conference to support the University’s employability agenda) and the Women in Sport Conference (to promote the inclusion of women in sport).

Example 3i: School of Applied Social Science (SASS) Teaching Development Fund The SASS Teaching Development Fund (TDF) was established in 2012 and now has an annual budget of £3000 (increased from the initial £1500). This initiative was developed by the SASS Director of Learning and Teaching, to provide a small source of funding to encourage innovation, research and the sharing of good practice in relation to all aspects of learning and teaching. The fund has proved to be popular with SASS academic staff and continues to enhance teaching. Examples of projects supported by the fund include a study to build, pilot and evaluate the online teaching and learning platform for SASS staff on Succeed and a project to enable academic staff to participate in learning and development events, moving them beyond the VLE and into the social media arena. Good pedagogic practice has been developed and encouraged through: a research showcase event organised to enable postgraduate and undergraduate students to present the findings from their dissertations and projects; the development of a succeed site and website for PhD students; and the employment of an intern to assist in preparation of workshop materials and lesson plans that will be made available within SASS to incorporate in relevant courses. The SASS TDF thus continues to enhance research-led teaching and is proving to be a catalyst for energising staff in relation to their teaching and learning and also spreading good practice beyond SASS to the University more generally, for example in presentations to the University Learning and Teaching Conference and through the provision of funding for conference attendance to develop pedagogic practice. The TDF is considered to be very important for further enhancing, and cementing, the central role of teaching in the school. 3.3 Impact of the National Enhancement Themes and Related Activity

3.3.1 The University has engaged extensively with the national enhancement themes and

the outcomes of this engagement are discussed within this section. A steering group has been established to identify, develop and initiate work streams in support of the current enhancement theme, Student Transitions. Representatives from schools, services areas, students and the Student’s Union are members of the steering group to ensure that staff and students across the institution are involved and take ownership for embedding the theme throughout all areas of the University.

3.3.2 Five projects have been developed and are in progress for the Student Transitions

enhancement theme covering areas that not only complement current institutional transition activities but address particular areas within the student journey that were identified as critical points. Each project has a project plan with a clear rationale, timescale and outcomes. The projects have been designed to have areas of overlap with current activities and all map onto particular points within the student journey.

3.3.3 The five projects can be summarised as follows:

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• The transition into university of students taking undergraduate and postgraduate study: the main focus being on the specific transitional issues that affect mature students, those with non-traditional backgrounds, and advanced entry students. Acknowledging that many current students have different needs, expectations and priorities based on their backgrounds and entry points, necessitates the development of strategies to enhance a sense of belonging and community that may be lacking. Part of this will be to ensure adequate engagement in all facets of university life including enhanced interaction with the Student Union’s political framework including elected school officers, course representatives etc. It is also acknowledged that advanced entry students are often not recognised as being “new students”. It is aimed to identify the issues that they face and ensure recognition of these issues amongst staff and students. A major focus of this theme has been the inaugural Students’ Union Accessing Higher Education Conference, held in April 2015. The conference theme was Transition Issues Facing Non-Traditional Entrants to Higher Education and the conference was attended by university staff and external academics with responsibilities in this area. A range of themes were covered in the sessions including information on the University’s access course, budgeting and financial support, overcoming the challenges of lifelong learning and the routes to success for widening participation.

• A reflection of experiences of the first year and a half of the integrated (2+2)

degrees: (Biological Sciences, Media Studies, Computing, Heritage and Conservation) investigating the issues that affect these cohorts of students and developing strategies that will help ease the transition from FE to HE and facilitate a sense of belonging to the University community from the outset. The strategies developed will also be focussed on supporting other articulation arrangements with students entering on other routes from FE, such as into accounting degrees.

• The international experience: this focuses on entry into university and will reflect upon the experiences of international students studying at both undergraduate and postgraduate level. The project also examines the issues affecting Stirling students leaving for, and returning from, international placements and the issues relating to students visiting the University from universities around the world. It is anticipated that understanding the experiences of international students, and those participating in international programmes, will enable the development of good practice in university services, provision and pastoral care to ensure prompt, appropriate and effective help and intervention where necessary.

• The transition from second year to honours years: based on observations that

students have experienced difficulty in making the transition from second year into the honours years. The project determines the reasons for these difficulties and aims to develop learning strategies to facilitate a more effective transition.

• Navigating work places: is investigating issues related to the change in culture

from university to the workplace and developing interventions to make the transition easier and to produce more work-ready graduates. The project also examines the issues arising from transitions into and out of work placements.

3.3.4 Although the projects as described above are discrete projects in the first instance,

with small teams working on each strand, the aim of the steering group is to look at how each of these points of transition impact upon the student journey, into, through and out of the University. The overall aim is to establish how we can equip our students to successfully engage in and complete their studies.

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22 June 2015 UC (14/15) 43(i) 3.3.5 Overseen by the Enhancement Themes Steering Group and chaired by the now

Dean of Student Affairs, the University took a multi-faceted approach to the previous enhancement theme Developing and Supporting the Curriculum (DSC) that ran from 2011-14. This led to engagement across the institution with particular emphasis placed on increasing student engagement in the enhancement agenda. Its success was evident at the University Learning and Teaching conference in 2014, where over 70% of sessions were offered either solely by students or jointly with staff. The theme was a key influence of the TSE project, which has led to numerous curricular developments as described elsewhere in this Reflective Analysis. The introduction of personal tutors, complementing the role of advisers of studies stemmed from the theme, as did the enhanced participation of students in management processes, evidenced for example in the introduction of student School Officers. The influence of students in driving forward change can further be seen in the development of the STEER programme, a scheme that allowed new students to have a mentor/buddy to support their transition into university life.

3.3.6 The impact of work undertaken as a result of the DSC enhancement theme informed the review and updating of the LTQES (2015-2017) with particular reference to the development and implementation of the Curriculum for Excellence (CfE) and new University strategies on Employability and Internationalisation. The review of the LTQES was also underpinned by the outcomes of work undertaken by the working groups established by ESEC in the following areas: Identifying and Supporting Students at Risk; Internationalising the Curriculum and Student Evaluation of Teaching.

3.3.7 Developing student employability continues to be a key enhancement priority, overseen by ESEC. This is reflected in the creation of the Careers and Employability Service providing a more strategic and coherent approach. Extensive employability developments are apparent across the University at both undergraduate and taught postgraduate level and are discussed previously in 2.4.

3.4 Engaging and supporting staff University Infrastructure 3.4.1 As discussed in detail in section 1.1, academic development was previously

delivered by the Centre for Academic Practice and Learning (CAPL). Responsibility for academic staff development, continuous professional development (CPD) and the promotion of academic development now sits within the responsibility of Human Resources and Organisation Development (HR&OD), as an integrated function with broader staff development activity. Within the revised arrangements, HR partners work directly with schools and service departments, and staff development is led from within a single area. Many academic functions that underpin learning and teaching development have an HR component (for example, teaching criteria in probation and promotion policies, recognition and reward), and the co-location of academic staff development with staff and organisation development in HR&OD is considered to be a positive development.

3.4.2 Student Learning Services (SLS) staff (1.5 FTE) relocated to the Careers and Employability Service in August 2014. With an increasing emphasis on graduate attributes and the student life cycle, SLS is now part of a broader service which develops the key skills students require throughout their time at University, and through the transition into employment. There are now more opportunities to share resources, exploit synergies between the two services, and share teaching expertise and administration.

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22 June 2015 UC (14/15) 43(i) Engagement and Academic Development for Staff 3.4.3 Staff development opportunities have been, and will continue to be, offered at both

University and school level to facilitate staff engagement with enhancing their practice. Staff development needs are identified in a number of ways, including the appraisal system ‘Achieving Success’, through mentoring relationships and by self-evaluation. Working with line-managers and HR&OD, discussions take place on how staff development needs can be met. As part of the TSE project, it was recognised that training and development would be an essential part of introducing large scale changes (this is discussed in more detail in 3.4.4). Over the past year, a number of training events have run to support staff with the changes32 as well as the annual learning and teaching conference and teaching bites sessions to focus on a particular aspect of learning and teaching.

3.4.4 As part of the TSE project a new personal tutor scheme has been established, with tutors as an on-going point of contact for students, offering them guidance, information and support throughout their studies. Training days have been run to illustrate the scope of the tutor’s role and offer advice on how to be an effective tutor. Training has also been provided by the University for chief examiners and advisers of studies to provide information on the changes implemented by the TSE project and to support members of staff undertaking these roles. Advisers of studies have a role that complements that of the personal tutor, providing a point of contact for students to discuss more academic related issues. Training sessions for advisers of studies were offered covering topics identified by the advisors themselves.

3.4.5 Staff are also engaged in academic development through the University probationary scheme and the Achieving Success process. This engagement is supported at school level by the processes of peer review/assessment of teaching, training for teaching assistants and access to online training materials for equality and diversity awareness.33

3.4.6 All new probationary academic staff are registered on the University Postgraduate Certificate in Academic Practice (PGCAP). This programme has been reviewed and is currently being revised in the light of changes arising from the TSE project and to meet the definitions outlined in the UK Professional Standards Framework (UKPSF). Accreditation is being sought for the programme with the Higher Education Academy (HEA) to recognise exit points at Associate Fellow and Fellow of the HEA.

3.4.7 In order to enhance academic staff development, accreditation is being sought by the University for a CPD framework, through rolling out membership of the HEA and promoting opportunities for CPD through the HEA alongside accreditation of the PGCAP. This will bring together aspects of continuing professional development in learning and teaching (including academic staff development as well as other development opportunities in the University), and provide pathways for University staff who support learning to be able to seek recognition for their CPD engagement and for their academic practice in support of enhancing student learning.

University Staff Survey as a Measure of Engaging and Supporting Staff 3.4.8 Staff engagement is facilitated through staff input in University Surveys such as the

University Staff Survey.34 This is overseen by the University Strategy and Policy Group (USPG) and is currently run biennially. The University ran its 2014 staff survey from November 2014 until January 2015. The staff survey questionnaire provides an opportunity for staff to comment on what they value about the University,

32 http://www.stir.ac.uk/hr-services/learning-and-development/ 33 http://www.diversityandequality.stir.ac.uk/ 34 http://www.stir.ac.uk/haveyoursay/

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what is working well and what could be improved. The 2014 survey questionnaire has evolved from feedback following the 2012 survey and has been developed by a steering group of academic and support staff, with consultation across the University. The survey results were shared in early 2015 with the University senior management team who reviewed the findings to help inform the priorities for the University. Results were further disseminated to staff in the summer of 2015. Schools and services will also have the opportunity to develop local action plans over session 2015-16.

3.4.9 The results of the 2012 staff survey were collected and analysed by Capita and were made available for staff to review in May 2012. This was communicated to staff through an announcement in the Information Bulletin (received by email) and the results were posted in two documents on the staff survey webpage. The Capita newsletter provided an impartial third-party summary of key statistics and points, while the University report gave a more comprehensive and detailed account of the survey results.

3.4.10 Overall, staff who completed the 2012 staff survey were very positive. The results indicated that there were high levels of staff satisfaction across many key areas of working life at the University, including: equality and diversity, staff involvement and learning and development.

3.4.11 The results highlighted staff concerns in the following key areas: workload and bureaucracy; staff retention; communication and change. Following analysis of and reflection on the key outcomes of the survey, a two-tiered approach was used to address the four priority areas. An action plan was drawn up at an institutional level, and each school/service area also created a tailored local action plan.

3.4.12 The University responded to the survey outcomes through a ‘you said, we did’

approach, publishing the actions taken in response to feedback on the University portal. The steps taken to address the key areas highlighted in the staff survey are as follows detailed in the following paragraphs.

3.4.13 Workload management and bureaucracy tended to be a local issue rather than an

institutional one and actions therefore differed from school to school and from area to area. Various steps were taken by mangers to enable their teams to improve the management of work allocation, improve future planning and reduce bureaucratic practices. At the institutional level, the University:

• invested in new academic staff, bringing the student staff ratio down from

20.5 to 1 in 2010/11 to 15.7 to 1 in 2012/13; • provided ‘Lean’ training workshops which introduced staff to more efficient

work processes and styles while the ‘Lean for Leaders’ programme encouraged managers to make administrative processes more efficient and less bureaucratic;

• provided training workshops to help members of staff feel more positive in managing a busy workload;

• provided training sessions as part of the Management Development Programme to help managers become better able to recognise and manage stress within their teams.

3.4.14 In response to feedback, the University introduced new communication tools and enhanced existing ones, to improve the effectiveness of communications across the institution, for example:

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updates about University developments, news and events. • The new quarterly staff e-zine, launched in April 2014, has provided another

vehicle with which to keep the campus community informed. • The University has a much more active presence on social media channels

(with Twitter followers, for instance, up by 350% since June 2012). This has led to higher level of staff engagement with these communication platforms. Social media is an efficient means for the University to communicate important updates and research news and to celebrate achievements across the institution.

• Following the upgrade of the University website, schools can now edit and update sections of their own school microsites. This enables them to post messages, news and information to their respective audiences.

3.4.15 Institutionally, the University is proud of its record of staff retention (the current staff

stability rate is 88.45%35) which is well above the sector average (83.90%)36. In order to maintain its record of staff retention, the University has improved access to an increased number of staff development opportunities, examples include:

• The provision of workshops in academic promotions which informs and

supports academic staff pursuing career advancement. • Delivery of workshops on ‘Unconscious Bias in Decision in Recruitment and

Promotions’ aimed at staff with responsibility for decision-making in recruitment, selection or promotions. It explores unconscious bias, stereotypes and cultural values.

• In 2013/14, as part of its commitment to enhancing workplace equality, twenty female members of staff from across the university were selected for the LFHE Aurora initiative. This women-only leadership programme aims to encourage women to engage with leadership development at an earlier stage of their careers. This programme is running for a second time in 2014/15.

• The University has launched a range of development programmes for all-female participants in line with its Athena Swan action plan, these include the Stepping Stones programme to equip women with the skills to enhance their career potential and the women’s Academic Promotions Workshop which aims to support women who are seeking to apply for an academic promotion.

3.4.16 Due to ongoing changes in the external environment and within the University it was unsurprising that change was identified as an area about which staff felt concerned. At the time of the staff survey in 2012, issues surrounding change tended to be specific to individual schools and areas. However the University took a number of steps to address the concerns at an institutional level. These included:

• A managing change training workshop for line managers delivered as part of the Management Development Programme. This enables managers to learn about different types of change, individual responses to change and how to plan effective change projects.

• Management of change is closely related to the communication of this

change. Therefore, the actions introducing new and improved means of communication were anticipated to bring about improvement in staff perceptions about the management of change.

3.4.17 The preparation of a weekly higher education report for University senior management provides briefings on developments in the sector and is used to inform

35 Based on employees with one or more years of service 36 Workforce Performance Indicators 2014 Higher Education Sector report

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strategic planning and operational decision-making, and identify opportunities for positive change. Similarly, the University has introduced a new business intelligence (BI) tool to monitor trends and developments across the higher education sector. This benchmarking tool informs University strategy and enables the University to prioritise and plan more effectively.

3.4.18 As highlighted in 3.4.15, the University launched the Leadership Foundation for Higher Education (LFHE) Aurora programme in 2013, in recognition of the fact that whilst women and men are fairly evenly represented in HE the proportion of women in senior positions is significantly smaller. The Aurora Programme has been designed specifically to encourage women to think about leadership as a route to career progression much earlier in their careers. The programme combines education, mentoring and on-line resources. It supports the Athena Swan commitment and the University values of leadership, engagement, quality, equality, reputation, respect and integrity.

3.4.19 The Aurora programme supports the priorities of the University Strategic Plan to:

• build leadership capacity to ensure future challenges and changes can be managed

• develop a high performance culture which attracts and retains talented and ambitious staff

• match and develop resources to our organisational ambitions • nurture and further develop a culture of belonging and engagement • enhance employee relations across the University • review the way work is undertaken to optimise efficiency and effectiveness

across the University. 3.4.20 The Aurora programme is part of a long-term approach to career development and

does not provide an automatic link to promoted posts. It is anticipated that the Aurora programme will have a positive effect as participants progress through their career and professional development.

3.4.21 The first cohort (in 2013/2014) of Aurora participants consisted of 20 women leaders

from across the University. The composition was split between academic and professional services women. Each woman was appointed a mentor and a project to undertake (to allow them the opportunity to put their newly learned skills and knowledge into practice in a learning capacity). The University has in place a large number of role models to support the programme, which include the University Secretary, chair of the University Athena Swan Committee as well as the Dean of Equality and Diversity and the University Aurora Champion. While the Aurora programme does not provide an automatic link to promoted posts, a number of the first cohort have received promotion and have applied for and achieved new roles (some being external to the University).37

3.4.22 The second cohort (in 2014/15) consisted of 24 women, again split between academic and professional services. The University also runs a Stepping Stones Programme, a two-day, professional development programme for 20 female staff to develop their personal and professional skills and career paths.

3.4.23 The University was shortlisted in the Times Higher Education Awards 2014 in the Outstanding Contribution to Leadership Development category for our Gender Equality Initiative. This includes Stepping Stones and the LFHE Aurora women's

37 http://www.stir.ac.uk/haveyoursay/you-said-we-did/eileenmacdonald/)

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leadership programmes. 3.5 Effectiveness of the Approach to Promoting Good Practice in Learning and

Teaching

3.5.1 This section sets out the University’s approaches to enhancing learning and teaching, and particular developments in response to the implementation of the TSE project, implications of the CfE and work on the QAA Enhancement Themes. The University has recognised that promoting good practice in learning and teaching is a challenge and it has the ambition to address this and move forward with variety of relevant policies. Current challenges for the University include: the identification and consistent use of good sources of communication to ensure that staff are informed of university-wide developments to avoid differences in practice at school level; the provision of time and opportunities for academic staff to engage and look differently at their teaching practice; and, targeting the development of teaching practice where it is required.

3.5.2 The University Learning and Teaching Conference was originally run by CAPL. Following the restructuring, the conference is now organised by the Academic Development partner with support provided by the HR & OD team. The conference attracts a range of attendees including academic and service area staff, and students. The event is open to all with an interest in supporting student learning.

3.5.3 The conference provides an effective platform to showcase innovation and good

practice from across the University, including projects funded by the Stirling Enhancement of Learning Fund (SELF); benchmark practice at the University within the wider HE context on a local, regional and global basis; and to facilitate discussion, debate and engagement with current and forthcoming developments, both within the University and higher education more broadly. For the 2015 conference the call for abstracts and attendance was opened to other Scottish HEIs and as a result the conference included two presentations from colleagues at Glasgow University and a small number of external attendees.

3.5.4 The themes of the University learning and teaching conferences are closely aligned to the sector-wide enhancement themes, and provide opportunities for staff and students to deliver presentations, workshops and participate in poster sessions. While this conference is widely promoted to University staff, it has in the past remained a challenge for the University to increase staff attendance and engagement with this event. The 2015 conference saw a 50% increase in attendance compared to the 2014 event. This was due in part to the identification of a conference theme, Facets of Assessment, which promoted widespread interest. Early advertising of the conference and advertising more regularly and through different media also contributed to improved attendance. Direct involvement of DLTs in developing the conference programme and their role in publicising it at school level has proved to be effective in contributing to its success.

3.5.5 Ongoing development of the conference will be led by the Academic Development Team (which consists of Academic Development partners) in consultation with the Academic Development Advisory Team (which includes directors of learning and teaching, Deputy Principal (Education and Students), Deputy Director of HR&OD, a school officer and student representative). Planning for the 2016 conference has already commenced and will focus on the QAA Enhancement Theme: Student Transitions.

3.5.6 The RATE awards are a celebration of achievement and recognise good practice in learning and teaching. The awards ceremony previously took place during the

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University Learning and Teaching conference but in 2015 the ceremony was rescheduled to immediately after the conference in order to highlight the importance of the RATE awards to the University and Students’ Union.

3.5.7 Engagement with schools in implementing and reviewing aspects of the TSE project, for example, implementing school processes for monitoring student progress and identifying students at risk, has identified areas of good practice that will be used, going forward, to drive a more consistent University approach.

Measurement and Review of Effectiveness 3.5.8 Effectiveness of the approach to promoting good practice in learning and teaching is

measured through student feedback via internal and external surveys, though SSCC meetings and student feedback to schools, directly through school officers and via the student forum.

3.5.9 The curriculum is regularly reviewed using best practice to inform learning and teaching and to ensure that teaching methods are up to date. This is evidenced through periodic learning and teaching reviews. The development of an evidence-base for practice and decision-making in relation to the implementation of the curriculum for excellence (CfE) has been led and informed by the research of academic staff in the School of Education. This research has been complemented by active engagement with local schools and colleges. For example, three CfE Scholars (funded by the HE Academy) visited local secondary schools, engaging with teachers and pupils to consider, and report on, the potential impact of CfE on higher education curriculum content and delivery within their respective disciplines.

3.5.10 Investment in resources by the University, to enhance good practice can be evidenced, for example, through investment in in a new £330,000 Health Skills Centre, which opened in December 2011. The new Health Skills Centre allows Stirling students to benefit from training in a hospital-like environment consisting of a four-bed ward, intensive care area, multipurpose area and a domestic area for developing communication skills. Manikins are used as patients and the facility is covered by video cameras to allow students to be filmed and coached during skills practice.

3.5.11 Students find this facility to be an extremely worthwhile learning experience where they can practice skills in a safe environment before going out on placement. The Health Skills Centre is used for the Immediate Life Support (ILS) programme and the student feedback has been very positive. The ILS programme was recently shortlisted for a Nursing Times awards.

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22 June 2015 UC (14/15) 43(i) 4. Academic Standards 4.1 Approach to setting, maintaining and reviewing academic standards Academic Governance Arrangements 4.1.1 The University’s robust framework for academic quality assurance ensures that high

and consistent standards are set and maintained across the University and throughout the student journey and curriculum life cycle: from programme design through to its delivery and assessment and the subsequent award of degree.

4.1.2 At each level of the University, academic decisions are the responsibility of formally

constituted committees and sub-committees with appropriate external input and reference to external benchmarks. Policy development, review and the dissemination of good practice is undertaken by the University’s committees supported by staff from Academic Registry and Governance Services.

4.1.3 The academic regulations and degree programme tables form part of the University’s

regulatory framework that also includes: ordinances, codes of practice and the policies and standards which govern the academic conduct of both students and staff. This framework ensures that all students are admitted, assessed and awarded in an equitable way and that the academic standards of the University’s awards are maintained.

4.1.4 The University’s approach to setting, securing and enhancing academic standards is

measured against a number of criteria which are discussed further in this section, including: • the operation of committees • the effectiveness of academic policies and procedures • the engagement and commitment of students • compliance with external and internal reference points • continuous improvement

Governance and Management Framework: Roles and Responsibilities 4.1.5 The Academic Council is the ultimate authority for quality assurance and academic

standards, delegating the operational aspects to its committees and through these committees initiating developments in the area of learning, teaching and student support. It approves the regulations that form internal reference points for academic frameworks and the quality assurance procedures that are used to maintain those academic standards. Academic Council provides an annual evaluative report on its operation to University Court.

4.1.6 The Education and Student Experience Committee (ESEC), formed in 2012, has responsibility for the governance of strategic matters relating to undergraduate and postgraduate learning, teaching and quality enhancement, as well as those relating to the enhancement of the student experience at all levels of study. The management of student academic and disciplinary cases and appeals is managed by panels that report to ESEC, as set out in Annex 4. A review of the operation of ESEC was conducted in session 2014/15 and led to enhancements in quality assurance processes, for example; in the annual programme review process and in the reporting of data for monitoring and review purposes, including reports on grade 10 grade distributions and academic misconduct (see also 5.1.16-5.1.18).

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22 June 2015 UC (14/15) 43(i) 4.1.7 The Deputy Principal (Education and Students) chairs ESEC and is responsible for

the strategy and direction of the University’s approach to academic quality and enhancement and the student experience. The role of Dean was introduced by the University in August 2014 with the aim of utilising the resource, skill and interest of senior members of academic staff to support/operationalise institutional key strategic objectives in support of the deputy principals. The Dean for Student Affairs assumes cross-institutional duties in support of the Deputy Principal (Education and Students) in taking forward key strategic learning and teaching objectives as determined in discussion with the Deputy Principal. Specific areas of activity managed by the Dean of Student Affairs include the University’s engagement with the national enhancement themes, chairing a group that is a part of the HEA’s Embedding Employability in the Curriculum project and undertaking a review of the examination and grading procedures across the University.

4.1.8 Stirling Graduate School (SGS) is tasked with raising the profile of postgraduate matters and working with colleagues across schools and services. SGS feeds into all institutional level policies and strategies and maintains close working relationships with the Students’ Union. The SGS has a role in setting academic standards through the development of regulations and associated policy for postgraduate study in collaboration with Academic Registry and Governance Services.

4.1.9 SGS, in partnership with the Academic Registrar, is responsible for setting and monitoring the academic standards of research degrees. Effective monitoring and review processes are embedded into the student lifecycle not only to assure the quality of the student experience but to ensure each student is supported in achieving the standards set.

4.1.10 Heads of schools are responsible for the efficient planning and delivery of their

schools’ modules and programmes of study, for the assurance and enhancement of the quality of this provision, for the research supervision provided by the school, and for the establishment and maintenance of academic standards in both teaching and research supervision. All schools are required to have a school committee, which is advisory to the head of school, and a student staff consultative committee (SSCC) at undergraduate and postgraduate level. The SSCC provides a forum in which student representatives may comment on any aspect of activity, including matters relating to learning and teaching, and the school can inform and consult its students about proposed changes and developments.

4.1.11 The director of learning and teaching (DLT) is a senior role within a school with responsibility for leading, stimulating, influencing and supporting good practice in learning and teaching, on behalf of the head of school. The DLT role may vary depending on the school context but the core responsibilities will normally comprise leading and managing all aspects of learning and teaching within a school. A role descriptor for school DLTs was approved by the Quality Enhancement Committee (QEC) in October 2012.

4.1.12 The academic administration of the University is managed by the Academic Registry

and Governance Services, led by the Academic Registrar, who has overall responsibility for the integrity of the academic awards process and for the development and management of procedures for academic quality assurance and enhancement within the University.

4.1.13 The Governance and Review team within Academic Registry and Governance Services undertakes a number of functions to assure quality and academic standards including scrutiny of external examiners’ reports and annual programme reviews, and

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for ensuring that any issues are dealt with appropriately including referral of regulatory and procedural change in relation to academic standards and quality assurance to ESEC for approval.

Institutional Academic Policy and Practice 4.1.14 The University aims to ensure that its educational provision is of the highest quality

and that it has an established framework of quality assurance policies to support this objective. Academic policies are reviewed on a regular basis by officers in the Governance and Review team with input from students, DLTs and wider academic staff as appropriate. Fortnightly business meetings with the Deputy Principal (Education and Students), Academic Registrar and officers from Registry and Governance Services provide a regular opportunity for discussion and decisions on issues arising. Review is driven by both internal and external influences. For example, academic policies were reviewed and updated in light of the TSE project outcomes. Policy is informed by, and adheres to a range of external factors including:

• The UK Quality Code for Higher Education which informs the University’s approach to ensuring adherence to consistent academic standards, managed through University and school processes.

• The Scottish Credit and Qualifications Framework (SCQF), which informs the organisation and standards of the curriculum.

• The Scottish Funding Council’s requirements on internal subject review. • Requirements for professional standards as specified by professional and statutory

bodies for programme accreditation. • Measures to support internationalisation, such as incorporating UKVI requirements,

placement arrangements and work-based learning; and the Erasmus charter.

4.1.15 The University’s policies and procedures have been developed following extensive consultation with schools and are regularly reviewed and benchmarked externally. Review of a number of academic policies is ongoing during session 2014/15 in light of the implementation of the TSE project outcomes. University policies are contained within the Quality Handbook which provides a framework for reference by students and staff. Work is underway and will continue into session 2015/16 to develop the Quality Handbook to make it more user-friendly and accessible to students and staff. It is anticipated that the revised Quality Handbook will be re-launched in session 2016/17.

4.1.16 Academic policy incorporates appropriate use of new technology. For example, the use of plagiarism detection software (Turnitin) led to the development and approval by ESEC of consistent University-wide policy in this area.38

Ensuring the Quality of New Programmes and Programme Amendments 4.1.17 The aim of the University policy39 on module and programme approval is to ensure

that the University maintains a full and current record of the progress of proposals for academic developments. The policy ensures that all academic developments are consistent with the University’s strategy and with school plans. It ensures that proposals for new academic programmes are based upon a thoroughly researched evaluation of their recruitment potential and safeguards academic standards.

4.1.18 Since the last ELIR in 2011, the University has implemented an enhanced process for programme development and approval (see also 1.1.41). In developing the current policy, account has been taken of the UK Quality Code for Higher Education

38 http://www.plagiarism.stir.ac.uk/moreinfo.php 39 http://www.stir.ac.uk/academicpolicy/handbook/module-and-programme-approval

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(Part A: Setting and maintaining academic standards and Part B: Chapter B1 Programme design, development and approval) by aligning academic policies to relevant chapters of the Quality Code. The development of new programmes and modules is normally initiated at school level and the initial approval and quality assurance process is managed through the school learning and teaching committee. ESEC has the final institutional oversight and responsibility for programme approval, reporting to Academic Council.

4.1.19 Enhancements to the approval process since ELIR 2011 include the increased engagement of students. Student representatives are members of panels which develop new programmes. They also contribute to the programme approval process and annual programme review, through membership of school learning and teaching committees.

Internal review processes 4.1.20 The University’s internal review processes take account of chapter B8 of the UK

Quality Code for Higher Education, Programme Monitoring and Review and SFC guidance to higher education institutions on quality (August 2012) by aligning academic policies with the published guidance and Quality Code indicators.

4.1.21 The University’s approach to internal review of learning and teaching involves a number of periodic processes including module review, annual programme review and subject-level learning and teaching review. These processes are discussed further in the following paragraphs.

Module Review 4.1.22 The procedures for module review require module coordinators to consider feedback

from student module evaluation questionnaires, external examiner(s), and student staff consultative committee(s). Each semester the outcomes of module review are discussed at school learning and teaching committee meetings (or equivalent). A summary report of the outcomes and any action points are reported to divisional committees (where relevant) and to student staff consultative committees. The head of school, nominee or appropriate divisional committee is responsible for ensuring that appropriate follow-up action is taken.

Annual Programme Review 4.1.23 The procedures for annual programme review provide a framework for programme

directors to reflect upon the outcomes of the module review process, consider feedback from external examiner(s) and students (via undergraduate and taught postgraduate surveys and student staff consultative committees), as well as data on student achievement and the qualifications awarded.

4.1.24 Programme directors have responsibility for monitoring their honours programmes, their component of combined honours programmes, and taught postgraduate programmes of study. The review process takes into account external examiner reports. It requires comment on the curriculum and assessment methods across the programme, the learning resources that support it, the implementation of changes proposed in earlier monitoring reports and any future developments. Annual programme review reports are considered at school learning and teaching committee meetings (or equivalent). Any relevant points are reported to divisional committees and student staff consultative committee(s). Schools submit reports on annual programme review to the Governance and Review team which produces an institutional summary report for consideration by ESEC. Programme review reports are scrutinised as part of the periodic learning and teaching review process. Academic schools, have responsibility for ensuring that appropriate follow-up action is taken, which is monitored by the Governance and Review team.

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22 June 2015 UC (14/15) 43(i) Learning and Teaching Reviews 4.1.25 Learning and teaching reviews40 consider all aspects of operations at subject level,

including: organisation and strategy, management arrangements and undergraduate and postgraduate learning and teaching. Given the primary responsibility of schools/divisions for the quality of provision and the maintenance of academic standards, the rolling programme of reviews is a major element of the University’s quality processes.

4.1.26 The learning and teaching reviews are undertaken by a panel comprising an external adviser(s) (more than one external panel member may be required depending on the nature of the academic area under review); a professor from another school and a student representative. Each review is chaired by the Deputy Principal (Education and Students). A senior officer from the Governance and Review team is in attendance throughout the review as panel secretary.

4.1.27 The external adviser has a central role on the panel, both in terms of contributing to discussions on the day, and in contributing to the report. This external perspective is valued by the University, and by the divisions and schools undergoing review. The wider panel membership, provides a direct link with the senior management, and affords them an opportunity to see at first-hand how the work of the school and division engages with the University’s general direction and mission.

4.1.28 A recommendation from ELIR 2011 was that there would be benefit in the University reflecting on ways in which greater student reviewer capacity could be developed to support the learning and teaching review process. Discussions have taken place between the Governance and Review team and the Students’ Union on increasing student reviewer capacity. Currently, sabbatical officers are members of learning and teaching review panels. There are normally two learning and teaching reviews per semester and the Students’ Union nominates a sabbatical officer as a member of the review panels. The same sabbatical officer would not normally contribute to two learning and teaching reviews within one semester. The inclusion of a wider pool of Students Union officers, including school officers, has been considered and will continue to be discussed with the new team of sabbatical officers with a view to implementing outcomes in 2015/16.

4.1.29 The general aims of learning and teaching reviews are to:

• benchmark the school/division’s performance against national data provided by student surveys (NSS, PTES, PRES, etc.) and to evaluate its record in relation to relevant comparator institutions;

• identify good practice; • make recommendations for the future development of the school/division; • promote equality in learning and teaching activities and ensuring an excellent student

experience from recruitment to qualification.

Benchmarking the University against external reference points is a key feature of the University’s self-evaluative process and is discussed further in section 5.

4.1.30 In the period since ELIR 2011 the learning and teaching review process has been enhanced with the subject area under review also being required to:

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• indicate the ways in which it has promoted student engagement and generated, considered and acted upon feedback from students;

• show how it utilises the reports from external examiners and professional and statutory bodies and any other information in the evaluation of teaching;

• consider the effectiveness of the academic support provided for students including online resources, listen again, library resources, academic support, etc.;

• consider areas of strength or weakness in relation to key performance indicators (KPIs): for example, classification of honours degrees awarded, employability, number of international students, number of doctoral students, number of taught postgraduate students, etc.; and,

• identify good practice in pedagogy, assessment and student support and how this is disseminated.

4.1.31 It is intended that the review process should be positive and supportive and should involve the subject area as a whole in portraying an accurate and comprehensive picture of its learning and teaching activities. A central piece of evidence for the review is a reflective self-evaluation document, which sets out the strengths, weaknesses, opportunities and threats aligned to the school and University learning and teaching strategies. The subject area is required to reflect on learning and teaching, and to consider the effectiveness and continuing validity of taught and research student programmes and associated curricula, and the extent to which academic standards are being maintained. There is also a requirement to consider computing support, library support and any other aspects of the wider University learning and teaching infrastructure that impact upon provision.

4.1.32 The documentation provided allows the review panel to assess the quality assurance and enhancement of learning, teaching and assessment and how effectively the subject area responds to issues raised by student feedback, external examiner comments, survey outcomes etc.

4.1.33 The final version of the review report and the subject area response to its recommendations are submitted for formal approval to ESEC, which also monitors any follow up action. The review panel is able to make recommendations to a variety of groups within the University. The report also identifies good practice in the form of commendations which are shared through ESEC and disseminated throughout the University.

4.1.34 Learning and teaching reviews continue to provide a thorough, effective mechanism for engaging with and supporting schools and subject areas and managing and reviewing the standards and quality of provision across the University. The reviews that have taken place since the last ELIR are:

• Sport (Spring 2012) • Politics (Spring 2012) • Accounting and Finance (Autumn 2012) • Management Education Centre, Retail Studies and Socio-Management (Autumn

2012) • Computing Science and Mathematics (Spring 2013) • Economics (Spring 2013) • Education (Autumn 2013) • History (Autumn 2013) • English and Literature (Spring 2014) • Psychology (Spring 2014) • Social Work (Spring 2014) • Communications, Media and Culture (Autumn 2014) • Languages (Autumn 2014)

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• Housing and Dementia Studies (Spring 2015) • Sociology, Social Policy and Criminology (Spring 2015)

Example 4i: Learning and Teaching Review and Re-accreditation of Social Work Programmes The University of Stirling has offered qualifying courses in social work since 1972. Two programmes that offer academic and professional qualifications in social work were approved by the University and the Scottish Social Services Council (SSSC) in 2004. These programmes, the BA Honours in Social Work and the MSc/Postgraduate Diploma in Social Work Studies are delivered by the social work section within the School of Applied Social Science. The learning and teaching review of qualifying social work programmes was held as a joint event with programme re-accreditation by the SSSC. To comply with SSSC requirements the review panel was enhanced with the addition of a representative from the SSSC and a review secretary for the programme re-accreditation. The review process and the underpinning documentation ensured a comprehensive review of the programmes and their future curricular development within the context of internal and external requirements. The review was undertaken in June 2014. In a series of meetings, the panel met with members of staff from the social work section of the School of Applied Social Science, student representatives and representatives of employers and service users. Following the review detailed comments were received from the external panel member and incorporated into reports of the learning and teaching review and re-accreditation. In reflecting on how well this joint approach had worked, it was clear to the review panel chair and to ESEC that the joint learning and teaching review and programme re-accreditation had been efficient and effective with satisfactory outcomes achieved for both the University and accrediting body. It was decided that a similar approach would continue to be used across the University to combine these processes where possible. Research Student Progression, Monitoring and Supervision 4.1.35 The Academic Regulations provide the framework of principles and rules by which

the University determines the overall arrangements and criteria for the admission, supervision, progress monitoring and assessment of students undertaking research degrees. Their purpose is to assure the quality and maintain the standards of the University’s awards and to ensure that all students are admitted, assessed and awarded in an equitable way.

4.1.36 In the period since ELIR 2011 there have been a number of developments internally and externally including the inception of Stirling Graduate School in October 2011, student feedback received via the Postgraduate Research Experience Survey (July 2013), and the publication of Chapter B11: Research Degrees (QAA Quality Code) in June 2012, which made a review of the current regulations necessary.

4.1.37 Stirling Graduate School, in partnership with Academic Registry and Governance

Services, reviewed the relevant academic regulations and the associated code of practice during 2014/15 in order to ensure that both documents contained all the information relevant to those undertaking and supervising research degrees. Following a process of consultation the revised regulations and associated code of practice were approved by ESEC in May 201541.

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22 June 2015 UC (14/15) 43(i) 4.1.38 Key changes to the regulations include the enhancement of institutional milestones

for progress monitoring purposes with a number of specific requirements set out for students. There are also a number of areas where consistency of practice was appropriate and beneficial to students, for example the annual progress review and the processes for managing lack of student engagement and withdrawal.

4.1.39 The Code of Practice governing support for research students was updated to reflect

changes to the regulations and to provide the necessary additional detail regarding key aspects of the research student journey including: institutional expectations of students and staff and clarity about responsibilities; what staff and students should expect; clear policy guidance on obligations and requirements outlined in the regulations; details of the thesis requirements including the process for submission; clear explanation of the remit of the examining committee and the role of each participant; academic misconduct and its consequences; and guidance for staff and students on how to raise concerns regarding performance and progress.

4.1.40 A review of the effectiveness of the changes outlined will be conducted by Stirling

Graduate School in November 2015 in consultation with schools and Academic Registry and Governance Services and will be reported to ESEC.

4.2 Management of assessment 4.2.1 Consistent and equitable practice across the University is essential to the integrity of

its assessment processes and to the comparability of its students’ expectation and experience. The University policy on assessment42 is the means by which it meets this obligation. The policy aligns with the UK Quality Code for Higher Education, Chapter B7: External Examining and Chapter B6: Assessment of students and accreditation of prior learning.

4.2.2 As an outcome from the TSE project, the University adopted a revised Common

Marking Scheme (CMS) for undergraduate and taught postgraduate work from 2014/15. This replaced six different scales that had been in use across the institution and is used in denoting the levels of student achievement on returned assignments and examination scripts, at all examination boards, in all schools and university records and on any public notices. The revised CMS aims to make the levels of student achievement more transparent to students (and employers) and enables students to determine the requirements to achieve a particular degree classification outcome, which was more complex under the previous grading scheme.

4.2.3 In order to protect students from unfair or partial assessment; and staff from

accusations of bias, anonymous marking is used in assessing all coursework and examinations, including essays, laboratory work and field work except where this is not possible (for example, in live oral language examinations, dissertations and group work). When anonymous marking is not possible, the reason(s) must be clearly explained in module handbooks, and appropriate steps taken to safeguard the impartiality of the assessment process.

4.2.4 All formally assessed work is systematically moderated, based on a sample across the

full spread of marks, in order to verify the overall marking standards. Marking by new members of staff and teaching assistants is monitored as appropriate, which may include double-marking. Dissertations should be marked by the dissertation supervisor and one other internal marker.

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22 June 2015 UC (14/15) 43(i) 4.2.5 As part of the TSE project, schools reviewed the assessment approaches used for

each programme delivered and published clear details for students and staff on the feedback arrangements for the assessment of all types of student work. Work was also undertaken by schools to review the quality and consistency of their assessment processes leading to honours degree classification, with a view to identifying areas for enhancement and the actions required to address this (further information is contained in the case study).

Procedures for Assessment and Award 4.2.6 The University’s comprehensive policy on assessment was reviewed and developed to

align with the outcomes of the TSE project in relation to implementation of the common marking scheme, the application of compensation and the introduction of a revised system for honours degree classification. The revised policy was approved by ESEC to be effective from session 2014/15. This policy covers all aspects of the assessment process including guidance on academic misconduct.

4.3 Use of External Reference Points in Managing Academic Standards

The UK Quality Code for Higher Education (Quality Code) 4.3.1 The University aligns its policies to the UK Quality Code for Higher Education (Quality

Code) which sets out expectations that are consistent with the University’s approach to enhancing learning and teaching and the student experience.

4.3.2 The University’s Quality Handbook describes the principles and practices of quality enhancement and assurance at the University and these can be mapped closely to the expectation and indicators of each chapter of the Quality Code. The mapping process identified areas for development and enhancement of policy. The Advance Information Set (AIS) provides evidence of the review of University policy and practice to comply with the expectations of the Quality Code.

4.3.3 Existing policies have been mapped to the Quality Code (and are included in the AIS).

This led to the identification of areas for development across the University e.g. ongoing work on examination and grading procedures and the development of policy on student attendance and engagement.

4.3.4 The University has been engaged with developments across the sector and has input

to consultations in respect of the publication of the Quality Code chapters. Subject benchmark statements 4.3.5 Subject benchmark statements provide an important frame of reference for module

and programme design. Schools contribute to consultations on revisions to benchmark statements and receive the revised benchmark statements. To ensure ongoing relevance and compliance, the appropriateness of the way in which provision complies with these benchmarks is reflected upon and evaluated during learning and teaching reviews.

Role of External Examiners 4.3.6 The external examiner system has been developed with reference to the Quality Code,

chapter B7, External Examining. The aims of the system are to: • verify that the academic standards for each award or award elements are set and

maintained by the University at the appropriate level, and that the students’ performance is properly judged against these;

• assist the University to maintain levels of students’ academic attainment comparable with those in other universities in the United Kingdom; and

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• ensure that the assessment process measures student achievement against the intended outcomes of the programme appropriately and that the assessment system is fairly operated in the marking, grading and classification of student performance.

4.3.7 In order to achieve these aims external examiners are required to report whether the standards set are appropriate for the University’s awards by reference to published national subject benchmarks, programme specifications, the SCQF and other relevant information.

4.3.8 The University requires external examiners to comment on good practice and identify

areas of enhancement within their reports. Any areas of concern are drawn to the attention of the Deputy Principal (Education and Students) by the Governance and Review team who have oversight of the external examiner reporting process.

4.3.9 External examiners are appointed by the Academic Council on the recommendation of

schools in accordance with the nationally specific criteria. The normal period of appointment is four years with an exceptional extension of one year to ensure continuity. An external examiner may be re-appointed in exceptional circumstances, but only after a period of five years or more has elapsed since their last appointment. External examiners are responsible to the Academic Council.

Role of External Panel Member in Learning and Teaching Reviews 4.3.10 The institution-led learning and teaching review process includes at least one

external member on the review panel. The external panel member(s) is an academic expert in the area under review who does not have a recent link to the University and therefore provides an external reference point for the review of learning and teaching.

Professional and Statutory Bodies accreditation of programmes 4.3.11 Each school has programmes of study that are accredited by professional and

statutory bodies (PSBs). The University maintains an external accreditation register and information relating to accredited programmes is held on the University’s student and course management system. The process of accreditation/re-accreditation provides a valuable opportunity for programme teams to reflect on all aspects of the curriculum, learning and teaching and programme outcomes. This enhances the outcomes of the University’s internal review processes. Programme accreditation has been held as a joint exercise with learning and teaching reviews (see example 4i) but more often it is a separate approval event. Outcomes from accreditation events are reported to school learning and teaching committees in order to ensure that good practice and commendations are shared and any recommendations are addressed through the appropriate channels.

4.4 Effectiveness of the arrangements for securing academic standards

4.4.1 The University has effective, coherent arrangements in place for securing academic

standards. The information contained in this section and in the Advance Information Set describes our quality and management processes and provides evidence of their effectiveness. The University is confident that high academic standards are maintained and evidenced through numerous indicators of academic quality such as student surveys, league tables and graduate employment data, and through feedback on the quality of our graduates from employers.

4.4.2 The University is fully committed to engaging students in academic quality assurance processes centrally and within schools. Students are full members and active participants in key committees, such as Academic Council and ESEC, where they provide an active and valued contribution to committee business. Within schools

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students are members of formal committees including school learning and teaching committees and have a lead role in student, staff consultative committees. Student engagement is supported through regular meetings with sabbatical officers and members of staff from Academic Registry and Governance Services.

Continuous Improvement 4.4.3 The nature of learning and teaching within the University is continuously evolving and

it is therefore essential that our approach to securing academic standards evolves accordingly. Examples of developments include:

• The design, implementation and roll out of Research Compass – an on-line system to support research postgraduate students and enhance their studies by allowing them to assess and monitor their skills and proactively develop them;

• A consistent approach to the prevention of plagiarism through the provision of education and support for students (through schools, induction events and sessions offered by Student Learning Services) and the effective use of originality checking software;

• The enhanced engagement of students in programme development and approval.

Through the implementation of projects and review of project outcomes the University strives to secure academic standards and achieve continuous improvement in its student experience.

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22 June 2015 UC (14/15) 43(i) 5. Self-evaluation and Management of Information

5.1 Key features of the institution's approach Overview 5.1.1 The University’s approach to self-evaluation and the management of information is

informed by a commitment to the delivery of our strategic objectives. Through the effective use of data and the development of new technologies we seek to ensure that our self-evaluation is informed and evidence based.

5.1.2 Our approach is underpinned by the following key features:

• Continuous reference to external frameworks, QAA and SFC guidance. • Robust processes to ensure adherence to legislation and statutory reporting

requirements. • The self-evaluation of institutional strategies. • The use, throughout the University, of well-established review processes (including

annual programme review and academic learning and teaching review) for periodic reflection and evaluation.

5.1.3 Strategic committees play a critical role in our self-evaluation in the oversight and evaluation of data on student progression and success and in how we quality assure and enhance learning, teaching and the student experience. The key committees for learning and teaching are the: • Academic Council, which has responsibility for quality assurance and academic

standards • Education and Student Experience Committee (ESEC), which has responsibility

for the governance of strategic matters relating to undergraduate and postgraduate learning, teaching and quality enhancement, as well as those relating to the enhancement of the student experience.

5.1.4 In the period since the last ELIR (2011), our strategic processes have evolved

internally with the review and publication of an updated LTQES and to comply with external requirements including the introduction of the University Outcome Agreement and increasing emphasis on public information.

Monitoring Performance 5.1.5 The collection and monitoring of annual registration, retention, progress and

graduation data was previously within the remit of the Admissions Progress and Awards Committee (APAC). Following the review of committee structure in 2012 the collection and monitoring of data was formally delegated to officers within Academic Registry and Governance Services, reporting to schools and ESEC as appropriate.

5.1.6 In November 2014 a working group was formed to review the effectiveness and operation of ESEC which had been operational for a full academic year. The working group reported that ESEC had operated within the terms of its remit within 2013/14 but identified that some data, previously within the remit of APAC, had not been regularly reviewed.

5.1.7 The review proposed a number of actions relating to the enhanced monitoring and review of performance at school level. It was agreed that ESEC would directly receive reports, in addition to the report from the Academic Panel, from 2015/16 on the following data: level 10 grade distribution; distribution of honours degree classifications

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and academic misconduct.43 The development of a new Code of Practice on research degrees proposed that a number of research reports should be submitted to ESEC including the number of new students starting, length of time between submission and viva, and the level of turnover in supervisory arrangements.

5.1.8 During the first year of operation, ESEC identified a number of staff who should be in attendance regularly at meetings. These included the Head of the Career Development Centre, the University Librarian and Director of Information Services, and a wider pool of officers from Registry and Governance Services.

5.1.9 Ensuring consistency of practice, while accepting that there will be variation across

schools, is an ongoing part of the University’s attention to assessment and feedback. This is reflected in the outcomes of the TSE project and in the review of assessment and grading procedures across the University that is being led by the Dean of Student Affairs during 2014/15.

Annual and Periodic Processes 5.1.10 Periodic reflection and evaluation is carried out throughout the University through

well-established processes of review.

5.1.11 Annual programme review engages staff in reflection on the quality of our academic provision. It is an evaluative process that draws together evidence from external examiners, programme staff and students and reflects on programme outcomes. Annual programme review encourages self-evaluation at module and programme level by module co-ordinators and programme directors. The effectiveness of this process is monitored through school learning and teaching committees, with oversight by Academic Registry and Governance Services, who comment on the extent to which the reviews are reflective in their outcomes. An institutional summary is discussed at ESEC.

5.1.12 Periodic learning and teaching reviews ensure regular self-reflection at subject level where the staff of the area under review reflect on their practice and identify areas for enhancement ahead of the review itself. This reflection is provided as a self-evaluation document, drafted by the head of division/school in consultation with staff and including student feedback. Areas under review find this reflection process very worthwhile.

5.1.13 Learning and teaching reviews are conducted by a panel of peer reviewers including

an external subject specialist(s). This panel explores the areas raised within the reflective analysis document and also examines the extent of true reflection by the subject area and the extent of the engagement with staff and students throughout the process.

5.1.14 Reports from learning and teaching reviews are considered by the Deputy Principal

(Education and Students) and ESEC. Outcomes from reviews inform the content of learning and teaching guidelines for subject areas and panel members, which are updated on a continuous basis by officers in the Governance and Review team.

Transformational projects 5.1.15 A number of transformational projects have taken place in the period since the last

ELIR (2011) and have been developed as examples of proactive self-evaluation.

Student Engagement Programme (SEP)

43 ESEC (14 15) Minutes 2, 10 paper 20

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22 June 2015 UC (14/15) 43(i) 5.1.16 The purpose of the programme, launched in March 2013, was to deliver a step

change in the data range and quality and in the electronic systems and processes that underpin a range of key student and applicant services, therefore enhancing those services. The programme was developed in response to a range of committed developments including: the move to paperless admissions; improved on-line applications and the delivery of the Higher Education Achievement Report (HEAR).The SEP would also provide a comprehensive catalogue of enhanced programme and module data to meet a variety of internal and external needs, and a number of new requirements highlighted in the planning round and in response to urgent business needs (e.g. UKVI compliance and improving the postgraduate experience).

5.1.17 Within the business aims of this programme, the University identified the need for a

method of systematically monitoring student engagement in their studies in order to: identify those students who might be at risk and put in place appropriate interventions; improve the information held on student engagement for reporting to funding bodies and the UKVI; and improve student retention and progression.

The programme has delivered a number of business benefits, namely:

• An improved admissions service to applicants and to academic schools by the removal of a number of manual processes in admissions, the provision of simplified and more intuitive on-line application processes and achievement of greater transparency and collaboration with schools over taught postgraduate admissions decisions. The new paperless processes have led to an improved turnaround time for decisions and a reduction in transmission and storage of printed applications, with fewer losses and significant savings in physical space.

• Improved module information to support a number of core operations from the same data source, thereby offering richer data to students within the module registration process and via the new calendar, therefore providing greater transparency of module data in schools, with fewer duplicate requests for the same or similar data.

• Improved and robust processes to comply with UKVI attendance monitoring,

contributing to a positive outcome from the audit held in May 2015.

• A sector leading support system for research students (Research Compass) and their supervisors, providing a mechanism to assist research postgraduate students to navigate and optimise their experience.

• An improved, more intuitive, responsive design student and staff portal (University

intranet) providing a wider set of information accessible anywhere and anytime from a range of equipment and mobile devices.

• A significant improvement in the breadth and depth of information delivered on the

student transcript thereby assisting students to demonstrate and enhance their employability.

5.1.18 As the programme developed a number of activities were added including: those

resulting from the TSE project which required changes to existing systems (such as changes to grades upload, academic history pages on the portal, data structures within SITS programme tables, technical systems to support the personal tutor scheme etc.); improvements to research application process and system changes to support the University’s joint venture with INTO.

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22 June 2015 UC (14/15) 43(i) 5.1.19 As stated in 5.1.17, a key development of the programme was the design,

implementation and rollout of Research Compass for all research postgraduate students and their supervisors. This development supports and enhances their studies and allows students to assess and monitor their skills. Research Compass is an integral part of the University’s progress monitoring system and students are required to record supervisory meetings. The system generated data enables institutional oversight of student/supervisor engagement.

5.1.20 The progress of work within the SEP is monitored by the Student Engagement

Programme Board, chaired by the Deputy Principal (Education and Students) with membership comprising the Head of SGS, service area heads, academic staff and student representatives.

Transforming the Student Experience 5.1.21 Transforming the Student Experience has been the University’s most significant and

extensive transformational project in relation to the student experience in recent years. For this reason, it has been selected as the case study to accompany the Reflective Analysis and the details of the work undertaken are set out within the case study document.

Management Information in Self-Evaluation 5.1.22 Self-evaluation and reflective practices are underpinned by the use of management

information. One of the functions of the Policy and Planning team is to compile and analyse data about the University and higher education generally, which is used by University Court, senior management and other areas of the university to devise policy and review performance. The Policy and Planning team provide support for the use of internal and external data to benchmark academic areas and professional services against comparators in other institutions.

5.1.23 The University collects and holds student data for a number of internal and external

reporting purposes. This includes data on student numbers, level of study, subject, gender, student satisfaction, equality data and graduate destinations.44

5.1.24 Work has been on-going to fully implement a business intelligence (BI) tool. The BI

tool pulls together student data (currently five complete years) and staff data and will incorporate financial systems from August 2015 and research and estates systems in the future.

5.1.25 The tool is set up with a range of prepared dashboards for regularly required reports

and can be used to generate one-off management information reports. This has proved to be a very useful tool for analysing student and staff data and has been rolled out to schools.

5.1.26 The BI project is scheduled to end in June 2015, however the continued

development and support of BI systems will be provided through the relevant University service areas.

5.2 Commentary on the Advance Information Set

5.2.1 The Advance Information Set (AIS) provides an overview of quality management

processes and analysis, in line with requirements. Brief commentary on each item is included within the AIS.

5.3 Use of external reference points in self-evaluation

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22 June 2015 UC (14/15) 43(i) 5.3.1 Benchmarking the University against external reference points is a key feature of the

University’s self-evaluative process.

HESA Higher Education Information Database for Institutions (HEIDI) 5.3.2 The University subscribes to the HESA Higher Education Information Database for

Institutions (HEIDI), which is used extensively for providing benchmarking information relating to student, staff and financial data. The University has purchased student HESA data for 2010/11, 2011/12, 2012/13 and 2013/14 to enable benchmarking and market research to be completed. The data is used within the business intelligence system with the aim of replicating the data analysis performed with the University’s own student data for all the other institutions in the UK. Data has been purchased for one year, with a view to use it and measure its value prior to deciding if this is something that the University would purchase each year. Individual data sets are also purchased for specific market research purposes every year.

QAA Quality Code for Higher Education (Quality Code) 5.3.3 The Quality Code is integral to maintaining academic standards through the mapping

of its indicators to current policies and processes. With the publication of each chapter of the Quality Code, our policies were aligned to the indicators in order to determine whether change was required to ensure compliance. The development of policy and process was undertaken with both internal and external input.

Subject Benchmark Statements 5.3.4 Subject benchmark statements set out expectations about standards of degrees in a

range of subject areas. They describe what gives a discipline its coherence and identity, and define what can be expected of a graduate in terms of the abilities and skills needed to develop understanding or competence in the subject. The compliance of our academic provision with relevant benchmark statements is reflected upon during periodic learning and teaching reviews.

5.3.5 Subject areas are invited to contribute to benchmark statement consultations, through communications from the Governance and Review team, to ensure the continuing currency of benchmark statements. Upon publication, revised benchmark statements are circulated to relevant academic areas.

The Role of External Examiners 5.3.6 The use of the role of external examiners is summarised in the Quality Handbook and

discussed previously in Section 4. The University uses external examiners as external reference points in quality assurance and enhancement to participate in assessment processes for the award of degrees and to comment and give advice on programme content, balance and structure.

5.3.7 The effectiveness of external examiners in providing an external reference point is underpinned by the fact that they may only be re-appointed in exceptional circumstances, but only after a period of five years or more has elapsed since their last appointment.

5.3.8 The assessment of research degrees requires the involvement of external examiners

in viva voce examinations. The appointment of external examiners is governed by regulations and plays a critical role in assuring the standards of our research degrees.

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22 June 2015 UC (14/15) 43(i) Monitoring and Review 5.3.9 As noted previously in section 4, the institution-led periodic learning and teaching

review process includes at least one external member on the review panel to ensure that programmes remain current within the discipline. In many subjects this is augmented by professional, statutory and regulatory body (PSB) accreditation that contributes to the assurance of quality and standards. The University’s monitoring and review processes involve the evaluation of our provision with reference to external guidance.

External Engagement 5.3.10 As discussed in more detail in sections 4 and 6, the University engages with a range

of external partners. Our students benefit from partnerships with industry, business and the public and voluntary sectors at both undergraduate and postgraduate level. At postgraduate level the Making the Most of Masters initiative has worked successfully to provide the opportunity for students to undertake work-based dissertations. This engagement is a fundamental part of our employability strategy to provide opportunities for our students to develop the skills and attributes that will enhance their employability.

5.3.11 Student placement provision in professional programmes and the positive feedback received from employers is evidenced in periodic learning and teaching reviews, for example, the review of post qualifying social work programmes in June 2014.

5.3.12 All staff and students are encouraged to take part in the mobility options offered by

the University. A key priority of the Internationalisation Strategy is to increase the number of undergraduate students participating in some form of outward mobility programme. It is recognised that this significantly enhances the overall student experience whilst providing students with the requisite skills to increase their employability and become active global citizens in line with the University’s Strategic Plan. More details on student mobility are included in section 6.

5.4 Management of public information Records Management Policy 5.4.1 The University has developed a records management policy and strategy45 to

support the management of its public information. This is intended to ensure that the University: • Produces and retains in an easily accessible manner authentic, reliable records

which provide evidence and information on its decisions and activities.

• Reduces operating costs in terms of equipment and staff time and increases efficiency and productivity through faster, easier retrieval.

• Retains records for as long as they are needed to support its work and defend its

interests in an organised, secure and controlled manner.

• Destroys records with appropriate care for confidentiality as soon as they are no longer required.

• Meets its legal obligations in record keeping with particular regard to the Data

Protection Act (1998) and the Freedom of Information (Scotland) Act 2002. The FoISA requires the University to provide public access to much of its information and it is essential that records are properly managed to facilitate this.

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• Identifies and protects the vital records essential to the University’s continued and effective functioning and preserves records of archival value deemed worthy of permanent preservation.

University website 5.4.2 University web pages are subject to the Information Services Regulations and the

Information Technology Use Policy46 and are managed by the Development and External Affairs Directorate. The University website contains information relating to all aspects of the University’s operations. The University ensures that its website is accessible as possible to all users by adhering to required standards. The website also incorporates a responsive design to make it technically accessible.

5.4.3 As a result of feedback from the Information Service Satisfaction Survey 2014, the University portal was redesigned into a contemporary web application using the latest in front-end technology and launched in January 2015 for the start of spring semester. The University portal is now presented in a responsive design with clearer navigation and can be used on any device including tablets or mobile phones.

Freedom of Information 5.4.4 The Freedom of Information (Scotland) Act 2002 (FOISA) requires the University to

adopt and maintain a publication scheme. This is a set of information that the University proactively publishes which is likely to be of interest to the public. The University regularly reviews the information in the scheme to ensure it is kept up-to-date and new information is added when required. The University has adopted the Model Publication Scheme 2013 produced by the Scottish Information Commissioner who has responsibility for enforcing FOISA and the current scheme has been approved until 31 May 2017.47 There are 18 categories of information in the scheme including sections on teaching quality, student administration and support, and support for disabled students.

5.4.5 In addition to information routinely published in the publication scheme the University also has an excellent response rate to individual freedom of information requests. Over the past three years 99.5% of requests have been responded to within the 20 working day limit and only 3.5% have been fully refused due to the application of an exemption.

Higher Education Statistics Agency (HESA) Returns 5.4.6 A range of data is collected by the University and returned to HESA each year. Any

new data needed for inclusion in the return is collected from students during the online enrolment process to maximise the data quality and minimise the 'not known' values returned to HESA.

5.4.7 Information derived from the data is published on the University website as official statistics and in many accessible formats for use by a range of organisations and individuals for a variety of purposes, including HE providers, academic researchers, students, prospective students, private companies, professional bodies and the press and media.

Key Performance Indicators 5.4.8 The University regularly reviews its performance relative to its benchmark group

(twelve 1960s campus-based, research intensive universities) and the HESA performance indicators which are published for the sector annually.

46 http://www.stir.ac.uk/media/schools/is/documents/policy/itusepolicy.pdf 47 http://www.foi.stir.ac.uk/

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http://www.stir.ac.uk/media/schools/is/documents/policy/itusepolicy.pdf

http://www.foi.stir.ac.uk/

22 June 2015 UC (14/15) 43(i) 5.4.9 The University has a number of key performance indicators and top-level summary

indicators relating to sustainability and academic profile, which are reviewed throughout the year by the University’s senior management team and governing body, University Court. The University performance report contains a wide range of indicators that vary between schools and service areas, ensuring a high quality is maintained. Key performance indicators inform the University Plan for Academic Success (PAS) (see also section 1) and as such form an integral part of the University planning process, and help inform the strategic goals and objectives for future years, closely linked to the Strategic Plan. The University PAS is considered by USPG, JPPRC and Academic Council prior to its approval by University Court.

League Tables and Student Surveys 5.4.10 The University of Stirling features in all of the main domestic league tables, with

aspirations to improve year on year. The University also features in many of the international league tables. For example, it was listed among the world’s top 350 universities in the Times Higher Education World University Rankings 2014/15, an improvement from 350-400 in 2013/14. Many of the league tables, in particular those which are UK-based, provide a detailed overview of the University rankings at a subject level.

Governance 5.4.11 The University continually strives to create a more transparent governance process

so stakeholders can have a better understanding of how governance works and where they can obtain information about the rules and regulations that govern the University and the decision making process. Following the introduction of the Scottish Code of Good Higher Education Governance the University has made a number of changes to processes, for example:

• The Plan for Academic Success (PAS) is now approved annually by University Court;

• Full details of University Committee remits, Chairs and Secretaries are now available on the University website (this includes the academic related committees such as Academic Council and ESEC);

• Non-confidential/sensitive University Court papers are now published on the University website.

5.5 Effectiveness of the approach to self-evaluation and management of

information

5.5.1 Our annual periodic quality management processes (discussed in detail in section 4) are evaluated and reviewed in a reflective manner to ensure that they remain fit for purpose. The external input in these processes enables us to be confident that our self-evaluative processes are effective and align with sector-wide expectations.

5.5.2 The transformational projects undertaken in the period since the last ELIR (2011) are

documented throughout the Reflective Analysis and are discussed in this section as examples of our pro-active self-evaluative approach. The SEP and TSE project provide examples of planned developments in response to reflection of our processes and policies impacting on the student experience from the outset of the student journey.

5.5.3 The University has learnt from its transformational projects the importance of

consultation and communication for the staff and student body and seeks to continue to improve in these areas in future developments and in the evaluation of these projects.

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22 June 2015 UC (14/15) 43(i) 5.5.4 Our approach to self-evaluation is informed by the student voice through survey

outcomes, the committee structure and direct input to consultative processes.

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22 June 2015 UC (14/15) 43(i) 6. Collaborative Activity 6.1 Key features of the institution's strategic approach

Introduction 6.1.1 The University’s Strategic Plan 2011-2016 notes the priority to “connect locally and

globally to students.”, and highlights ambitions to “provide one of the best student experiences in the UK”, and “develop a focused set of international partnerships which expand the University’s reach in research and education”.

6.1.2 The focus on collaboration is reflected in the University’s Internationalisation Strategy 2014-2019, which highlights strategic partnerships as one of six key strategic focus areas. The strategy aims to: • Identify and develop key strategic partnerships with a small number of overseas

institutions. • Ensure that schools are appropriately supported to actively seek out and engage in

international partnership work by developing a business model, which recognises the true costs of delivering programmes overseas.

• Create a partnership development process that facilitates agility and flexibility in the pursuit of an opportunity, yet is sufficiently rigorous to mitigate unnecessary risk.

• Rationalise and consolidate the existing small-scale partnership arrangements.

6.1.3 Furthermore, the Internationalisation Strategy has a key strategic goal “to increase undergraduate student participation in international exchanges from 4% to 15% of the undergraduate population through developing distinctive programmes and curricula and extending the number and range of overseas exchanges available”. This objective is being measured in terms of the 3rd year student cohort and in 2010/11, 88 students (4%) took part in outward mobility whilst in 2014/15, the number was 154 (10%).

6.1.4 The strategic importance of the overall collaborative activity is reflected in the Outcome Agreement 2014-16 in the context of improving access to higher education for applicants from a wide range of backgrounds. The University’s work on the widening access agenda is supported by a number of articulation arrangements, including those in place within the strong partnership with the local FE institution, Forth Valley College.

6.1.5 Whilst seeking to develop collaborative activity, the University is already involved in

collaborative activities throughout undergraduate, taught postgraduate and research postgraduate education. It collaborates nationally and internationally to offer distinctive learning opportunities and to provide a breadth of experience for students. A number of different types of collaborative provision are offered by the University, including articulation programmes with home and international partners and the delivery of joint programmes leading to the award of joint and double degrees. Examples of provision are contained within this section.

6.1.6 The University is committed to ensuring consistency of provision and effective management of our collaborative partnerships. Partnership developments are directly informed by the expectations set out in Chapter B10 of the QAA Quality Code Managing Higher Education Provision with Others. Enhancements have been made to the University’s approach to collaborative provision and arrangements for securing its academic standards and are discussed further within this section.

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22 June 2015 UC (14/15) 43(i) Institutional approach to collaborative activity 6.1.7 The University’s approach to collaborative provision was previously fragmented in

terms of responsibility and coordination but has been developed to be more coherent and channeled through a structured process.

6.1.8 Responsibility for the coordination of collaborative activity now sits with the Development and External Affairs Directorate and is managed by the International Affairs (IA) team. Within this team there is a dedicated International Partnerships team with responsibility for the development of UK, European and international collaborations.

6.1.9 The Internationalisation Steering Group (ISG), (chaired by the Deputy Principal, Education and Students) now plays an important role in guiding the development of collaborations, and the associated business cases, and has a membership comprising academic staff and representatives from key service areas such as Finance and Academic Registry and Governance Services. ISG has a reporting line to the Education and Student Experience Committee (ESEC), which has responsibility for the approval and monitoring of academic partnerships. The role of ESEC in the approval and monitoring of academic proposals within collaborations ensures an appropriate consideration of both academic and business aspects of potential collaborations.

6.1.10 Since these committee arrangements are relatively new, and session 2015/16 will be the first complete year in which they have been in place, the University will reflect on their effectiveness throughout the coming year. ISG and ESEC will both have key roles in this reflection, and this will be based at least partly on the structured monitoring of developments and progress in relation to collaboration that will be undertaken.

6.1.11 A knowledge base is shared across two managers in the IA team, each with a responsibility for different schools but both managing collaborative provision from point of first approach through to agreement and monitoring/oversight.

6.1.12 The International Partnerships team works closely with Academic Registry and Governance Services in order to assure academic standards and quality across all collaborative provision.

6.1.13 The University has changed its approach from reactive to proactive in establishing collaborations. For example, the Stirling Management School is considering the potential for opportunities to grow provision in Hong Kong and is planning an exploratory visit to Hong Kong during 2015. Additionally, the School of Arts and Humanities is interested in extending provision in the broader Vietnam region. It is currently working to develop a new collaboration with an existing partner and having preliminary discussions about joint undergraduate provision as well as preparing to launch a new collaboration on postgraduate study with a new partner.

6.1.14 In the past, many partnerships developed on a relatively ad-hoc basis from an individual academic’s networks and contacts. This did not support collaborations being directed by the University's strategic aims and resources may have been spent developing collaborations and partnerships that were not in line with these aims. Moreover, a consequence of this ad-hoc approach was also that the University resources were not available to identify and pursue potential partnerships that could have enabled the meeting of objectives.

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22 June 2015 UC (14/15) 43(i) 6.1.15 In moving to a more proactive approach, the University sought peer advice and

reviewed best practice within the sector in order to broaden its professional network as well as introduce benchmarks to inform the formulation of University policy. For example, Heriot Watt University was consulted on their approach to managing collaborations and overseas activity; analysis of best collaborative practice around the UK was carried out; and engagement with a broader range of networks and professional forums was undertaken.

6.1.16 Work has been undertaken to develop a clearly documented process for the consideration of potential and new collaborations, and as a result a policy and procedure on collaborative provision is now in place. The agreed process is aligned to section B10 of the Quality Code, and internally supports a consistent approach. New collaborative proposals require to be considered against strategic interests and objectives, in terms of both academic and business potential.

Implementing a collaborative approach with industry and the external community 6.1.17 The alignment with industry and the professions is an important feature of

collaborative activity that directly impacts upon the student learning experience.

6.1.18 Professional bodies accredit particular undergraduate and postgraduate programmes whereby students receive a recognised professional qualification upon completion of their degree. All of the professional programmes offered by the University are accredited, including: the Stirling LLB, accredited by the Law Society of Scotland and the Faculty of Advocates; programmes in nursing approved by the Nursing and Midwifery Council; education programmes approved by the General Teaching Council for Scotland (GTCS); social work programmes approved by the Scottish Social Services Council (SSSC) and the housing studies programme approved by the Chartered Institute of Housing (CIH).

6.1.19 Moreover, professional bodies provide input to curriculum review and inform both programme changes and the development of new programmes. For example the taught postgraduate (MSc/PG Dip/PG Cert) programme in housing studies was developed in partnership with the Chartered Institute of Housing (CIH). The CIH defines a set of skills and knowledge expectations to be met in order to obtain professional accreditation and the University works in partnership with CIH to develop a programme within which these expectations are met. Having gained initial validation of its taught postgraduate programme the University undergoes a periodic (five yearly) re-accreditation process to ensure that the programme reflects current CIH expectations.

6.1.20 The accreditation process ensures that the learning, skills development and

professional development of students undertaking the housing studies programme are relevant to the housing workplace. The programme prepares students well for their intended career as evidenced by high rates of relevant employment amongst graduates.

6.1.21 Industry collaboration in relation to our academic programmes adds particular value to the student learning experience and student employability. As such the University places significant importance on the ongoing development of such collaborations. The integrated degree programmes, designed and delivered in partnership between the University and Forth Valley College (FVC), have been developed to ensure that graduates are work-ready and meet the critical skills requirements of key sectors within the Scottish economy. The curriculum for all four degrees (developed in partnership with FVC) is being driven by the needs of the life science; heritage and tourism; media and ICT sectors. Companies such as Charles River, Diageo, VisitScotland, Oracle and Scottish Canals have identified real challenges when

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recruiting appropriately skilled graduates into these industries and the collaborative courses with FVC are designed to address them.

6.1.22 The University employs a part-time consultant with responsibility for employer engagement activities within the life sciences and ICT sectors, on behalf of the integrated degrees. In practical terms, this employer engagement is undertaken through the following activities: • Industry consultation prior to development of curriculum, for example through

skills questionnaires • Ongoing employer feedback on the curriculum to ensure that it is current and to

identify gaps • Promoting degree outcomes to employers • Secure guest speakers for students, at the College and the University • Secure workplace visits for students • Secure industrial placements for compulsory placements as part of degree

course • Providing student updates • Ongoing general employer engagement/ maintaining relationships • Ongoing curriculum feedback

6.1.23 Advisory boards contribute to programme currency and development in particular subject areas, for example, the Publishing Studies Industry Advisory Board (IAB) has been in place for a number of years. Its membership and terms of reference are reviewed regularly in order to ensure that it provides a relevant focus for the MLitt in Publishing Studies programme offered by the University.

6.1.24 The Publishing Studies IAB meets annually to look at student work and meet with students. Members of the IAB are advocates for the University of Stirling degree programme. They provide industry data and expertise and are consulted on the content of the programme and provide guest lectures for students. The contribution of the IAB enhances the student learning experience through ensuring the currency of the curriculum and providing internships and prizes for students. The strong links between the University and Publishing Scotland, through the IAB, have led to the provision of a sponsored prize and a successful Arts and Humanities Research Council (AHRC) collaborative doctoral award application.

6.1.25 The partnership with the Publishing Studies IAB is effective in enhancing the student

learning experience. Membership of the IAB will continue to be reviewed on a regular basis to ensure its continued effectiveness. The provision of resources to fund travel expenses for members to attend the annual meeting of the IAB has been identified as a challenging factor and the University will continue to monitor this.

6.1.26 The University maintains strong and productive collaborations with the external community and recognises the importance of these collaborations. The MacRobert Arts Centre being based within the main campus facilitates a high level of interaction with the University and local community.

6.1.27 Collaborations with the external community include a wide range of activity such as: the provision of public lectures48; bringing pupils from local schools on to the campus to engage with academic schools; academic staff contributing to teaching and careers education within local schools; and working in partnership with the local authority. This activity not only contributes to the maintenance of the University’s

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engagement with the local community overall, but also relates to activity on student recruitment and widening access.

6.1.28 An example of such collaboration is the School of Natural Science hosting Science days49 for pupils of local high schools. At these events, school pupils experience and explore ideas and experiments relevant to the research areas within the academic school.

6.1.29 In order to support the realisation of the belief of the University’s first Principal, Tom

Cottrell, that arts should be “part of the everyday experience at University”, a Learning and Audience Development Curator (LADC) post related to the Art Collection, and funded by the Robertson Trust exists within the University. The purpose of this role is audience development, including increasing community involvement and heightening the profile of the art collection locally, regionally and within Scotland as a whole.

6.1.30 The LADC is part of the Art Collection team and works in a highly collaborative way both internally and externally. As such, engagement takes place with local schools, teachers and museums, as well as Forth Valley College.

6.1.31 An example of a project led by the LADC is the ‘Create and Curate’ project working alongside colleagues at HMP and YOI Cornton Vale that was completed in summer 2014. The project involved a group of women prisoners who participated in activities including creative writing, curatorial and visual art workshops. Participants created their own artworks and went on to curate an exhibition within the prison using works loaned from the Art Collection. The exhibition launched on International Women’s Day in March 2014, and remained in the prison until August 2014 when it transferred to the University’s main exhibition space in the Pathfoot building. The LADC, successfully leveraged an £8,000 grant from Scottish Government agency Education Scotland, to fund the exhibition.

6.1.32 In 2014 the LADC and Art Curator began contributing to teaching on the University’s MSc programme in Environment, Heritage and Policy, contributing perspectives and insights into exhibition design and interpretation. In September 2015 the University launches an undergraduate programme in the same field, making best use of the Art Collection’s social and historical impact and the teaching expertise of its staff. This will not only diversify the University’s academic offering but will have wide-reaching benefits to the Art Collection’s reach and impact.

6.1.33 In February 2015, the Deputy Principal (Operational Strategy and External Affairs) established an internal group to work on the development of a public engagement strategy for the University. Work in this area remains at an early stage, but our interest is in creating a clear strategic direction to underpin our ongoing focus on external collaboration and engagement. Against a backdrop of a wide range of existing external collaboration and engagement, the University is keen to ensure that further engagement arrangements are aligned strategically, and can be adequately resourced. The strategy will take account of the National Coordinating Centre for Public Engagement (NCCPE) manifesto for public engagement, and will align with the University policy on collaborative provision.

Widening Access 6.1.34 The University has a long-standing commitment to widening access and the external

collaboration, particularly with Forth Valley College (FVC), supports work in this area.

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22 June 2015 UC (14/15) 43(i) 6.1.35 The University has achieved a strong position in terms of local collaborative

approaches to widening access through the development of fully integrated skills-based programmes with college and industry partners. Working in partnership, the University and FVC have developed the four programmes in applied biological sciences, heritage and conservation, digital media and applied computing. These 2+2 articulation model degrees are wholly integrated, jointly designed, developed and delivered by the college, University and industry partners. They offer the added value of embedded employability and industrial awareness and include placement opportunities for students.

6.1.36 Undergraduates are enrolled at both institutions and are encouraged to make use of learning and student support facilities on both campuses. Students have full access to the range of facilities on the University campus including accommodation, library facilities, student support, Student’s Union and sports facilities.

6.1.37 The integrated degree model addresses key challenges often experienced by traditional direct entry students to university by engaging the students in all academic and social aspects of life at the University of Stirling from day one.

6.1.38 The curriculum for the programmes is being driven by the needs of key sectors that drive economic growth in Scotland: life sciences; heritage, conservation and tourism and the digital and technology sectors.

6.1.39 The partnership is supported by a designated project officer who manages the delivery of all activities relating to the planning, development, marketing and implementation of the integrated degree programmes. The project officer works with University and College departments and service areas and employers to coordinate and promote the programmes. A large part of the role is to directly support students to achieve their potential in a broad sense, but specifically in the transition from FE to HE. In addition to the joint University-College induction programme, this role provides a point of contact, working closely with staff across schools and service areas to provide a suite of University interactions for students during their time at FVC.

6.1.40 The enhanced support delivered to students as part of the integrated degree programmes is extensive and includes: access to a personal tutor at the University from their first day of study; access to guest seminars and public lectures; embedded study skills training and transition support; extensive employer engagement and joint workplace visits and industry guest speakers at FVC.

6.1.41 The first cohort of students (42) from this partnership will make the transition into

year 3 of University study, across two programmes, in September 2015. A transition event held in session 2014/15 for these students, included an evaluation of a student’s perceived readiness for University life, the outcomes of which will inform activities to be run at the start of the 2015/16 session. This approach aims to address gaps in information, skills and confidence and enables the University to guide students to the information and support they need at the outset of their studies, it also provides feedback on areas to be addressed earlier in the transition process.

6.1.42 Moving forward, the transition arrangements for these students will be further reflected on and developed in line with student and staff feedback. We will also give consideration to the experience of students in terms of becoming part of an overall cohort, and any particular support arrangements that may be beneficial, in addition to induction, and the mainstream support that is available to all students.

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22 June 2015 UC (14/15) 43(i) 6.1.43 A student experience survey has been developed specifically for students on the

programmes delivered through our partnership with FVC and will be distributed for the first time at the end of 2014/15. This will evaluate all aspects of the programmes and includes questions relating to student perception of being prepared for University study.

INTO University Partnership 6.1.44 In 2013/14, and in order to support the realisation of the objectives of the

Internationalisation Strategy, the University joined with INTO University Partnerships to create two new INTO Stirling centres in Stirling and London.

6.1.45 The University’s partnership with INTO is based around a joint venture, which has a basis of long term partnership and mutual investment. As such, it is a key collaboration that we expect to deliver across a number of areas including the diversification of international markets, the reach and scale of University activity, and the student experience.

6.1.46 The INTO Stirling centre is based on the main University campus and offers a range of foundation and diploma pathway programmes, and English language courses. The pathway programmes provide a direct route into years 2 and 3 of undergraduate degree programmes, and into Master’s degrees at the University of Stirling, as well as potential routes into years 1 and 2 of programmes at a number of affiliate universities.

6.1.47 The undergraduate pathway programmes comprise 120 credits, and a combination of core modules relating to English language, mathematics, study skills, IT, and UK society; and optional, subject specific modules. The graduate pathways that lead to Master’s programmes comprise a set of six core modules and 120 credits.

6.1.48 The INTO Stirling: London centre is based within the INTO World Education Centre in east London and offers a range of Master's degrees specialising in business, finance, management, sport and education as well as preparatory courses for UK postgraduate study. The provision facilitates the University reaching students who would not normally consider undertaking a Stirling programme.

6.1.49 The INTO Stirling centres in both Stirling and London are led by the Centre Director who is a member of staff of the joint venture. The centre director is supported by teams of staff at each campus, including an academic director and a head of student services in Stirling and an academic campus director, academic programme manager and head of student services in London.

6.1.50 The University validated the pathway programmes in December 2013 and student recruitment activity commenced in 2014. During session 2014/15, and linked to the relative lateness of this recruitment activity taking place, student numbers have been low, 60 students at the centre in Stirling and 47 in London (see annex 5). While the collaboration with INTO provides the University with new and greater opportunity to increase the diversity of overseas undergraduate and taught postgraduate students, successful recruitment activity remains a key focus.

6.1.51 Senior members of University staff from the schools of Management and Arts & Humanities have led the academic arrangements in London, with the approach of operating from the same principles, and mirroring the arrangements in place at the campus in Stirling. Therefore, academic arrangements in London were considered and approved through the relevant University processes at Stirling and retained a direct link to core learning and teaching in terms of the student experience and quality assurance.

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6.1.52 Teaching on the programmes in London is delivered by a combination of staff

appointed through the joint venture based in London, and flying faculty from the University of Stirling. This model has supported an equivalence of delivery and a consistency of approach, and the direct involvement of University staff has been beneficial in establishing the centre as a campus of the University of Stirling.

6.1.53 Students in London use the University’s VLE as a key point of interaction and contact, and receive support from staff in both London and Stirling. For example, Careers Development Centre staff from the Stirling campus visit the centre in London to make provision available to students based there.

6.1.54 Staff recruitment was an initial area of challenge for the University in delivering programmes at the London Campus. This was addressed in the short-term through increased input to programmes through the flying faculty model for programme delivery. The University has worked proactively to achieve the staffing arrangements required to support an efficient and effective delivery of teaching that involves staff based in both London and Stirling.

6.1.55 The academic campus director was appointed in April 2015, succeeding a temporary appointment to the post, to lead the overall operation of the centre. Further staff recruitment that took place in May 2015 and resulted in two appointments being made to the posts of academic programme manager, with a remit for academic oversight and development, and a senior teaching fellow.

6.1.56 Moving forward, it is the University’s intention to retain a flying faculty element of delivery, but for this to contribute to a lesser extent within the overall model, and to be focused on particular areas and times.

6.1.57 Initially, an implementation group was established to create a forum through which the implementation of the joint venture activity could be monitored and managed. This was chaired by the University’s Deputy Secretary and included representation from colleagues across the University and the INTO Stirling Centre Director. Regular meetings were held to maintain open communications, share new information, voice concerns, make informed decisions etc. A project officer was also temporarily seconded to the International Partnerships team to provide dedicated administrative support to the INTO project during the initial start-up phase.

6.1.58 The implementation group has now been replaced with a planned management arrangement that will be sustained in the long-term in relation to the ongoing management of the joint venture, and its activity. The arrangement is based around a structured set of management and governance groups: the Joint Venture Management Group, chaired by the Deputy Principal (Education and Students); the Academic Management Group chaired by the Head of the Graduate School; the Operations Group, chaired by the Academic Registrar; and the Recruitment and Marketing Group, chaired by the Deputy Director of Development and External Affairs.

6.1.59 The membership of these groups comprises relevant University and INTO staff, and have been designed, along with the groups’ remits, to support a streamlined, agile approach to the ongoing management of key areas, and the joint venture overall. It is anticipated that the work of the groups will effectively support a responsive, proactive management, and the ready resolution of issues that arise. The groups have been in place since May 2015, and remits and memberships are provided in Annex 7.

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22 June 2015 UC (14/15) 43(i) 6.1.60 Reflecting on the first year of operation of the joint venture, the University identified

areas for development and implementation for 2015/16 including; improvements to in-sessional English language provision, to deliver a more integrated approach tailored to disciplinary needs; increased presence of Stirling staff in the student induction process at the London campus; and, a more developed framework for staff communication between campuses based upon regular review meetings and clear designation of responsibilities.

Outward Mobility 6.1.61 Students have the opportunity to study abroad under either the University

International Exchange Programme (non-European exchanges) or the Erasmus Programme (European exchanges).

University International Exchanges Programme (UIEP) 6.1.62 The UIEP is coordinated centrally with the International Affairs team which oversees

all outward mobility activity. The team manages the promotion of the programme, selection of students to participate, and the ongoing support provided to students before, during and after their experience. The work of the team involves close liaison with academic staff in each division/school who provide academic guidance and oversight on course content and level to ensure academic equivalency. There is also joint-working with other service areas, including Academic Registry and Governance Services in terms of programme guidance to ensure progression within a programme of study. We currently have exchange arrangements with 42 partners in nine countries.

6.1.63 In 2014, a Student Mobility (Study Abroad) Committee (SMSAC) was established to provide an appropriate forum for communication between the IA team, schools and other internal stakeholders on all outward mobility initiatives. Issues raised at these meetings and any resulting proposals or recommendations are subsequently made to ESEC.

6.1.64 New exchange partnerships are considered and assessed on a number of factors including: the geographic location of the proposed partner; academic compatibility with our degree programmes; and the reputation, profile and learning experience quality of the partner university.

6.1.65 It is of particular importance to the University that the cost of living at the proposed

exchange partner university is comparable to the cost of living at Stirling and is not prohibitively expensive for students. For potential exchange partnerships in countries where English is not the first language, new partnerships are only considered where there are sufficient comparable academic modules taught in English.

6.1.66 A site visit is undertaken for all new exchange partner universities to ensure that the

student experience is comparable in terms of academic and pastoral support; access to services for students with specific support needs and access to a similar range of clubs and societies. Once all of this has been assessed, the exchange is approved by the Education and Student Experience Committee and made available to the next cohort of outgoing exchange students.

6.1.67 The IA team keeps a comprehensive list of all exchange partner universities and whether they are compatible with University of Stirling degree programmes. This information is available to all students on the exchange website so that they can make the most informed choice during the exchange application process. It is regularly reviewed based on student experiences of their exchange programme.

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22 June 2015 UC (14/15) 43(i) 6.1.68 The University requires feedback from students about their experience during

exchange programmes, so that this information can be used to assist future students. This is being taken forward within IA. The UIEP is managed centrally within IA and has a robust application and selection process, however this is currently devolved to schools for Erasmus exchanges and maintaining consistency requires constant monitoring. A new application and selection process, which is uniform for both the UEP and Erasmus exchanges is being developed by IA and will be considered by the Student Mobility Committee for the next outgoing cohort of students.

ERASMUS 6.1.69 ERASMUS student mobility was previously wholly devolved and managed at

divisional/school level. Academic colleagues carried out the selection of new partner institutions and this led to a number of agreements being in place that were inactive. Students were selected by divisions/schools and central administrative support was provided to manage the complex funding and reporting arrangements with the British Council.

6.1.70 With the approach of ERASMUS+, as well as self-reflection on the previous supporting arrangements, the University recognised the importance of investing in this important area and a new post was created within the International Affairs team in 2013 to provide additional, consistent central support.

6.1.71 A framework is now in place providing clear guidance to schools on the appropriate selection of new ERASMUS partnerships. A new application and selection process that is uniform for both the UIEP and Erasmus exchanges is also in development and will be implemented in 2015/16.

6.1.72 The University has embraced the introduction of ERASMUS+ but acknowledges that some gaps in knowledge and experience still exist within our structure and arrangements. To grow expertise, the International Affairs team regularly participates and contributes within sector wide ERASMUS events and information sharing groups (e.g. Group for ERASMUS and Mobility Scotland [GEMS]) to share best practice, experiences and challenges. The IA team also works closely with the EU funding officer in the Research and Enterprise Office to ensure a joined up approach to all the strands of ERASMUS activity. The University currently has ERASMUS partnerships with 69 partners in 22 countries.

6.1.73 Our obligations under the institutional equality outcomes extend to all staff and students of the University including those undertaking collaborative programmes.

6.1.74 A breakdown of our collaborative activities is provided within the Advance Information Set (AIS).

6.2 Securing academic standards of collaborative provision

6.2.1 In line with the previously reactive approach to collaborations, and their ad-hoc

development, previous arrangements for the approval and monitoring of academic associations and collaborative partnerships were not consistently understood or followed. While expertise existed centrally, the University recognised the importance of establishing clear and structured processes to ensure the quality of collaborative provision and consistency of practice across schools.

6.2.2 A key aim of the revised policy and process detailed within section 6.1.16 is to effectively support the academic standards of our collaborative provision. This is

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particularly important within the context of our institutional interest in growing the range of our collaborative arrangements.

6.2.3 There has been widespread enthusiasm for the new process and the strong focus on due diligence in relation to the business case and academic offering. The process will be managed on an ongoing basis through the IA team to ensure that it is sufficiently robust, and as part of its implementation, the process will be rolled out across the University via a series of workshops with schools. Effective working relationships between service areas including the IA team and Academic Registry and Governance Services will remain vital and as such, these will be proactively maintained both formally through the specified committee arrangements, and informally through regular meetings and communications.

6.2.4 The new policy makes very direct use of external reference points to secure the

academic standards of collaborative provision. Reference is made to subject benchmark statements in the development and revision of programmes while the policy and process have been mapped against the UK Quality Code for Higher Education, chapter B10, Managing Higher Education Provision with Others.

6.2.5 The University has overarching quality assurance processes in place, which are

discussed in section 4. Quality is assured and enhanced in collaborative arrangements through the standard University quality management process e.g. annual monitoring, periodic subject review and external examining processes within which collaborative programmes are reviewed by schools alongside their non-collaborative provision.

6.2.6 Each collaborative agreement is reviewed within the period specified by its Memorandum of Agreement. Each programme is reviewed annually through existing University processes and forms part of the annual programme review considered by school learning and teaching committees. From 2015/16 school learning and teaching committees will consider an overarching report on collaborative programmes.

6.2.7 The Memorandum of Agreement for each partnership requires the appointment of a review or programme board to oversee the partnership and evaluate its operation on an annual basis, reporting to school learning and teaching committees.

6.2.8 In the case of the collaboration with Forth Valley College, the programme board meets on a monthly basis to assess progress and discuss matters relating to the programmes.

6.2.9 There are specific arrangements for the partnership with Muscat College where a steering group exists to monitor the operation of, and outcomes from this collaboration. Academic and administrative support to Muscat College is provided by the University through a dedicated programme manager (from the School of Natural Sciences) and by the Director of External Programmes (from Stirling Management School). The Programme Manager and/or the Director of External Programmes facilitate programme management through visits to Muscat College three times per year, with a visit scheduled once per teaching semester and one additional visit specifically for quality assurance purposes.

6.2.10 A review of the academic programmes delivered at Muscat College was undertaken in session 2014/15 to ensure their alignment with the changes to University regulations and Muscat Government Education legislation. Muscat College teaches a range of SQA HND programmes, which are the normal access route to University undergraduate degree programmes and recently underwent a SQA audit process.

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6.2.11 Student performance analysis is carried out through the annual programme review

process, and the Academic Programme Director addresses academic matters, on a continuous basis. The academic programmes are delivered within the same timetable as at the University, monitoring of student performance, and programme delivery is carried out in exactly the same way as for Stirling students, albeit at distance.

6.2.12 Regular contact between module co-ordinators at both campuses ensures academic issues are identified as soon as they become known. Students are enrolled at both Muscat and the University, enabling students to have access to the relevant contacts and services at both institutions.

6.2.13 The programmes delivered through the joint venture with INTO are quality assured through the University’s core processes for assessment and review, e.g. through the appointment of external examiners and examination board procedures, through annual programme review and periodic learning and teaching review.

6.2.14 The approach to the initial implementation of the joint venture as set out in 6.1.44 -6.1.60 and the leading roles adopted by academic staff based at the main campus, have facilitated the assurance of quality on the basis of the core arrangements.

6.3 Enhancing the student learning experience on collaborative programmes 6.3.1 The University recognises the requirement for an equivalency of experience on any

collaborative programme offered in the UK or overseas. This includes IT and library support/access arrangements; student support; student union support; opportunities to provide feedback; and access to academic staff. These aspects of the student learning experience are considered and agreed during the partnership development process and where required detailed within the Memorandum of Agreement.

6.3.2 As outlined in section 2, the University is aware of and committed to meeting equality and diversity obligations and providing a supportive environment for all its staff and students.

6.3.3 Developments at the University which enhance the student experience also impact on to students on collaborative programmes in that change feeds through ongoing planning.

6.3.4 In the past, feedback from students undertaking collaborative programmes was not consistently or systematically collected, however this will now be included in all annual programme reviews for collaborative programmes and will be monitored through school learning and teaching committees.

Outward mobility 6.3.5 When establishing new exchange partnerships, a key requirement is to ensure a

comparable academic and extracurricular experience for students. The University undertakes a review of modular compatibility and a site visit takes place before new exchange agreements are concluded. Where students may have particular needs (e.g. university accommodation, a requirement for medical or other support reasons), the University ensures that students are placed with exchange partners where these needs could be met.

6.3.6 A situation that arose within a recent cohort of exchange students has highlighted that a student may have additional support needs, but may choose not to disclose this within the application and selection process. This can lead to difficulties for a

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student during a period of study abroad and work is being progressed by the International Affairs team to centralise the application and selection process for all students (including Erasmus). The aim of this is to facilitate an increased consistency in the information gathered during the application process, and to afford students a central contact within the IA team from the early stages of the study abroad process. There are inevitably students who will require a greater level of pre-departure support, and this centralised process will allow these students to be more easily identified, and more readily supported. The advice of students’ personal tutors will also be sought as part of the application process so that any known concerns can be flagged at an early stage.

6.3.7 We are currently working with an overall aim of ensuring that students are as prepared as they can be for their exchange experience. As part of this all students who are selected to study abroad are required to attend a series of three mandatory pre-departure orientation meetings. These meetings take place during the semester prior to the study abroad period and students are provided with a comprehensive handbook outlining the exchange process from selection to their return and beyond. The contact details of current and former exchange students are also provided and drop-in advising hours with the International Exchanges Manager (IEM) have been introduced in the past 18 months, so that students can meet on a weekly basis without the need for formal appointments. This has been working well, and is an effective contributor towards the overall management of the exchange programme.

6.3.8 The academic integrity of our exchange programmes is maintained by the retention of our existing robust processes for the selection of reputable exchange partners, and the need for students to have their academic programmes approved by their advisor of studies before departure.

6.3.9 In session 2014/15 the University approved a proposal for a ‘credit-only’ system of academic recognition for exchange programmes. Previously, individual marks received by students for work undertaken during their study abroad period were translated into University of Stirling marks using approved grade translation tables (one for each exchange partner country), with the marks being factored into the student’s final degree classification. It was recognised by the University that students may have been disadvantaged by the credit transfer system, which was difficult to apply consistently between schools and partner universities taking into account country variations. All of the students who have applied to study abroad in 2015/6 were informed of this change at the time of application, and the feedback from students has been overwhelmingly positive. The University believes that this will encourage more of its higher-achieving students to study abroad, as previously many did not want to jeopardise their current academic standing with the uncertainty of a semester abroad.

Example 6i: Only College, Tongji University – Shanghai, China (Articulation agreement with Stirling Management School) In order to both enhance the learning experience of students at Only College who plan to articulate to degree programmes at the University, and support their transition, the following approach is taken: A week-long event is held each year at Only College that involves University academic staff and an International Partnerships manager. During the event, a series of sessions on topics around academic and study skills and English language skills take place with the aim of developing student awareness of University of Stirling academic standards, academic structures, student life, and support services. A range of cultural information on Scotland and the UK is also provided.

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22 June 2015 UC (14/15) 43(i) Staff from the International Affairs team also visit Only College to undertake admissions activity and provide advice on visa arrangements (in consultation with the University admissions team and Academic Registry and Governance Services). Students also have the opportunity to raise questions and any concerns they may have about their transition to University. These arrangements have been replicated and rolled out to support students on our collaborative programmes with Hebei Normal University, China for the delivery of a 3+1 undergraduate programme in Translation Studies, which will see a cohort of around 50-60 students arrive each year, beginning in September 2015. 6.4 Effectiveness of the approach to managing collaborative activity.

Ongoing Management 6.4.1 The University has arrangements in place that it considers to be effective in

managing collaborative activity, and these can be illustrated through the long-standing partnerships that are in place with e.g. Tongji University and the Retail Academy of Singapore. However, the University recognises the scope for further development and strengthening of the arrangements, particularly with regards to monitoring and reporting. Opportunities to reflect upon experience gained through partnerships that have not been successful in the long term, and are being used to influence the direction of ongoing work.

6.4.2 Each collaborative agreement is reviewed within the period specified by the Memorandum of Agreement and each programme is reviewed annually through existing University processes. These form part of the annual programme review considered by school learning and teaching committees. From 2015/16, school learning and teaching committees will consider an overarching report on collaborative programmes.

6.4.3 The University has undertaken to invest in its business intelligence reporting and these arrangements will better support effective reporting of collaborative provision from the University’s systems.

6.4.4 A central register of collaboration-related contacts with other institutions has been created including student exchange programmes, Memoranda of Understanding and Memoranda of Agreement. Templates have been developed to facilitate improved reporting and reviewing of partnerships.

6.4.5 The IA team has identified and brought together areas across the institution who have been working on or exploring opportunities in the same country. For example, the School of Arts and Humanities and the Stirling Management School about running programmes in Vietnam, the School of Natural Sciences and Stirling Management School regarding possible articulation with the same institution in Singapore and discussion with regard to potential collaboration in Hong Kong. These meetings provide a forum not only for joint working, but also for sharing good practice and experience.

6.4.6 Progress in the development of international initiatives will be monitored through the Internationalisation Strategy action plan and from a learning, teaching and student experience perspective, through implementation of the LTQES. Committees at University and school level will continue to monitor the quality of the academic provision and the standard of the student experience to ensure that it meets the expectations of students.

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22 June 2015 UC (14/15) 43(i) Examples 6ii Vietnam National University (VNU) The University has a successful partnership with VNU for the delivery of a Master of Science in Media and Communications Management at the Ho Chi Minh City and Hanoi campuses at the University of Social Sciences and Humanities (USSH), which is part of VNU. This partnership was established in 2008 and although it was working well, the School of Arts and Humanities recognised the challenge and risk of heavily depending on one member of staff managing (and part-delivering) the programme. To effectively manage the risk, the School undertook a LEAN process mapping exercise and established a programme delivery team with defined roles and responsibilities. The team has subsequently streamlined and strengthened administrative processes to reduce admission timescales, and provide a comparable student experience in Vietnam (thus increasing student and partner satisfaction). The scope of partnership is deepening and providing opportunities for joint research and further academic engagement with the partner. Plans for undergraduate provision within this collaboration are currently under development. Example 6iii St Andrews Stirling Philosophy (SASP) Programme The St Andrews Stirling Philosophy (SASP) programme is a collaboration that has been ongoing since the late 1990s, for the delivery of a joint M.Litt programme. The SASP programme was expanded in 2008 to include all postgraduate degrees in philosophy (four M.Litt degrees in philosophy, a two-year MPhil degree and the PhD). The University of St Andrews currently administers the SASP programme while the SASP committee consists of three Stirling and three St Andrews staff members who take academic decisions. Teaching and supervision are shared between the Universities and campuses and each student is enrolled and can access facilities at both institutions. There are currently 35 MLitt students and 55-60 MPhil and PhD students in the SASP programme. Over the years, the SASP programme has built up a reputation as one of the top philosophy graduate programmes in the UK. It was recently ranked the 3rd best programme in the UK and 27th in the English-speaking world in the Leiter Report (http://www.philosophicalgourmet.com). Graduates of the M.Litt programmes have progressed to research at prestigious institutions (NYU, Rutgers, Yale, and others) and PhD graduates have been highly successful in the academic job market.

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https://owa.stir.ac.uk/owa/redir.aspx?C=cvdn35PeeEKkb5aYB1oyIKWYJIfELtJIAE11SRqbeFY8x7NMrgW_dV4X39c2SeJeaYOqDAH3zcQ.&URL=http%3a%2f%2fwww.philosophicalgourmet.com

22 June 2015 UC (14/15) 43(i) Annex 1: Action Plan from ELIR 2011

To be added

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22 June 2015 UC (14/15) 43(i) Annex 2: School Structure

Schools School of Applied Social

Science

School of Arts and Humanities

School of Education

School of Natural Sciences

School of Health Sciences

School of Sport

Stirling Management

School

Divisions Housing Studies

Literature and Languages

Education Aquaculture Health Sports Studies Accounting and Finance

Dementia Studies

Law and Philosophy

Biological and Environmental Sciences

Nursing and Midwifery (post-qualifying)

Sport Development Centre

Economics

Sociology, Social Policy and Criminology

Communications, Media and Culture

Psychology Nursing, Midwifery and Allied Health Professions Research Unit

Marketing and Retail

Social Work

History and Politics

Computing Science and Mathematics

Nursing and Midwifery Research

Centre for Advanced Management Education

Undergraduate (regulated)

Centre for Graduate Research in Management

Institute of Social Marketing

Management, Work and Organisation

Learning and Teaching Management Director of Learning and Teaching

Director of Learning and Teaching






Divisional Learning and Teaching Rep-resentatives

Deputy Director of Learning and Teaching




Divisional Learning and Teaching Officers

Divisional Directors of Learning and Teaching

Divisional Directors of Learning and Teaching

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22 June 2015 UC (14/15) 43(i) Annex 3: University Committee Structure

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22 June 2015 UC (14/15) 43(i) Annex 4: Remit and Membership of ESEC and ESEC Panels

Education and Student Experience Committee Reporting to: Academic Council Remit: The Education and Student Experience Committee governs the strategic direction and monitors the implementation of agreed strategy and policy relating to education and the student experience. Specifically, its remit is: a) To direct and oversee the development, review and revision of the University's suite of

strategies relating to learning, teaching, quality enhancement, student admissions and the student experience, and to recommend their approval to Academic Council and University Court.

b) To monitor the implementation of the University’s suite of strategies relating to learning, teaching, quality enhancement and the student experience.

c) To approve academic policy and regulations and revisions to the same, and to monitor their implementation by schools.

d) To oversee and monitor the development and implementation of school plans for

learning, teaching, quality enhancement and the student experience, in line with the University learning and teaching strategies and within the context of national and international learning, teaching and quality enhancement environments.

e) To advise the Deputy Principal (Education & Students) on matters relating to learning

and teaching strategy, policy and practice, as appropriate.

f) To report regularly to Academic Council as business dictates, including an annual review of its functions.

In discharging its responsibilities the committee will pay due regard to the promotion of equality and diversity.

Composition:

Post Category Committee Secretary Secretary Chair - Deputy Principal (Education and Students) Ex-Officio The Principal Ex-Officio The Head of the Stirling Graduate School Ex-Officio The Chair of the Academic Panel Ex-Officio The Academic Registrar Ex-Officio Dean of Student Affairs Ex-Officio

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22 June 2015 UC (14/15) 43(i) Seven Directors of Learning and Teaching Ex-Officio (one from each academic school) Four members of professorial staff appointed Appointed by Academic Council Three University of Stirling Students’ Union Appointed representatives appointed by the University of Stirling Students’ Union (to include one research postgraduate) Relevant officers will be invited to attend the committee as required

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22 June 2015 UC (14/15) 43(i) Academic Panel Reporting to: Education and Student Experience Committee

Remit:

a) To take decisions on undergraduate, taught postgraduate and research postgraduate

student cases relating to progress and awards. b) To engage with and receive reports from the appropriate school committees and boards

of examiners, in relation to student academic progress and awards. c) To refer issues of regulatory and procedural change in relation to progress requirements

and awards criteria (with recommendations as appropriate) to the Education and Student Experience Committee for consideration.

d) To act as the first court in the student appeal process. e) To report as business dictates to the Education and Student Experience Committee,

including an annual review of its activities.

In discharging its responsibilities the panel will pay due regard to the promotion of equality and diversity.

Composition:

Post Category Committee Secretary Secretary Chair - Appointed by Academic Council Appointed One of two staff members nominated by schools and appointed by Academic Council Appointed Two of two staff members nominated by schools and appointed by Academic Council Appointed An officer from Academic Registry and Governance In attendance Services

Appointed members of the panel will be drawn from a pool nominated by schools and appointed by Academic Council.

The pool will comprise at least seven members of staff concerned with research cases and seven concerned with teaching cases (UG/TPG), and all schools will be asked to propose one of each. Each panel will be appointed to reflect expertise required depending on the case.

In some instances, it will be permissible to convene a virtual panel.

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22 June 2015 UC (14/15) 43(i) Academic Appeals Panel (Taught)

Reporting to: Education and Student Experience Committee

Remit:

(i) To consider student appeals for undergraduate and taught postgraduate programmes which are not resolved by the Academic Panel.

(ii) To report as business dictates to the Education and Student Experience Committee (ESEC), including an annual review of its activities.

Panel will pay due regard to the promotion of equality and diversity.

Composition:

Post Category Secretary Secretary Deputy Principal (Education and Students) Ex-Officio (Chair) One of two staff members appointed by Appointed Academic Council, nominated by Schools Two of two staff members appointed by Appointed Academic Council, nominated by Schools One of one student representative nominated Appointed by the Students’ Union

Staff members of the panel will be drawn from a pool nominated by schools and appointed by Academic Council

The membership of the Academic Panel and the Academic Appeals Panels (T) and (R) will be drawn from the same pool. No member serving on an original panel will be involved in an appeal relating to the same case.

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22 June 2015 UC (14/15) 43(i) Academic Appeals Panel (Research)

Reporting to: Education and Student Experience Committee

Remit:

(iii) To consider student appeals for research programmes which are not resolved by the Academic Panel.

(iv) To report as business dictates to the Education and Student Experience Committee (ESEC), including an annual review of its activities.

Panel will pay due regard to the promotion of equality and diversity.

Composition:

Post Category Secretary Secretary Deputy Principal (Research) Ex-Officio (Chair) One of two staff members appointed by Appointed Academic Council, nominated by Schools Two of two staff members appointed by Appointed Academic Council, nominated by Schools One of one student representative nominated Appointed by the Students’ Union

Staff members of the panel will be drawn from a pool nominated by schools and appointed by Academic Council

The membership of the Academic Panel and the Academic Appeals Panels (T) and (R) will be drawn from the same pool. No member serving on an original panel will be involved in an appeal relating to the same case.

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22 June 2015 UC (14/15) 43(i) University Discipline Committee Reporting to: Education and Student Experience Committee

Remit:

(i) To deal with alleged major breaches of student discipline as detailed in Ordinance 2:

the Code of Student Discipline

(ii) To report as business dictates to the Education and Student Experience Committee (ESEC), including an annual review of its activities.

In discharging its responsibilities the committee will have due regard to the promotion of equality and diversity.

Composition:

Post Category Committee Secretary Secretary The Principal Ex-Officio One of Three staff members of Academic Council (Chair) Appointed Two of Three staff members of Academic Council (Deputy Chair) Appointed Three of Three staff members of Academic Council Appointed One of Two Substitute Members from Academic Council Appointed Two of Two Substitute Members from Academic Council Appointed One of Two Student members nominated by the University of Appointed Stirling Students' Union from the membership of the Council of the Association excluding members of the Executive Committee Two of Two Student members nominated by the University of Appointed Stirling Students' Union from the membership of the Council of the Association excluding members of the Executive Committee One of Two Substitute members from the University of Stirling Appointed Students' Union Two of Two Substitute members from the University of Stirling Appointed Academic Registrar In attendance

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22 June 2015 UC (14/15) 43(i) University Disciplinary Appeal Board Reporting to: Education and Student Experience Committee

Remit:

(i) To hear appeals against the findings of and the penalties imposed by the

University Discipline Committee pursuant to Ordinance 2: the Code of Student Discipline

(i) To report as business dictates to the Education and Student Experience Committee (ESEC), including an annual review of its activities.

In discharging its responsibilities the Board will have due regard to the promotion of equality and diversity.

Composition:

Post Category Secretary Secretary One of Two staff members of the Academic Council, nominated Appointed by the Academic Council, (Chair) Two of Two staff members of the Academic Council, nominated Appointed by the Academic Council, (Deputy Chair) The Principal Ex-Officio One of Two members of University Court, nominated by the Appointed University Court, not being students (Lay member) Two of Two members of University Court, nominated by the Appointed University Court, not being students One of Two Students appointed by the Council of the University of Appointed Stirling Students' Union from among its members Two of Two Students appointed by the Council of the University of Appointed Stirling Students' Union from among its members One of Two Substitute members from Academic Council Appointed Two of Two Substitute members from Academic Council Appointed One of Two Substitute members from University Court nominated Appointed by University Court not being students (Lay Member) Two of Two Substitute members from University Court nominated Appointed by University Court not being students One of Two Substitute members from the Council of the Appointed University of Stirling Students' Union Two of Two Substitute members from the Council of the Appointed University of Stirling Students' Union

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22 June 2015 UC (14/15) 43(i) Deputy Secretary In attendance Annex 5: Joint Venture Year One Student Numbers

INTO Stirling programmes Student Numbers 2014/15

English for University Study 11 International Foundation in Business, Finance, Economics and Marketing

15

International Foundation in Media, Humanities and Social Sciences

5

International Foundation in Science, Computing and Engineering

8

International Diploma in Business, Finance, Marketing and Humanities

12

Graduate Diploma in Business, Finance and Sport 4 Graduate Diploma in Media, Humanities and Social Sciences

5

Total 60

INTO Stirling:London programmes Student Numbers 2014/15

English for University Study 13 Graduate Diploma in Business, Finance and Sport 2 MSc School of Management 21 MSc Business, International Trade and Diplomatic Studies

11

Total 47

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22 June 2015 UC (14/15) 43(i)

Annex 6: Tariff Scores

Tariff scores for full-time, first degree students under 21 years old

School Average Tariff score

Average Tariff score

Average Tariff score

2012/3 2013/4 2014/5

School of Applied Social Sciences

404.22 391.72 374.33

School of Arts and Humanities

394.56 393.52 376.90

School of Education 408.53 421.21 422.54

School of Health Sciences

269.88 262.20 281.32

School of Natural Sciences

402.37 392.58 379.87

School of Sport 391.51 376.95 364.46

Stirling Management School

389.05 391.77 362.82

Grand Total 379.92 375.06 364.99

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22 June 2015 UC (14/15) 43(i) Annex 7: Joint Venture Management Groups Remit and Membership

The Joint Venture Board oversees the operation and performance of the joint venture overall. Stirling Joint Venture Management Group Remit: Management of the performance of the JV and relevant KPIs relating to financials, student recruitment and progression etc. The group will report to the University’s executive group and relevant University governance committee - JPPRC. Membership: Chair: Deputy Principal Director of Finance Director of Development and External Affairs Deputy Secretary Marketing and Recruitment Group Remit: Oversight of the marketing and recruitment to JV programmes, and London campus programmes; Agreement of marketing and recruitment strategies (including digital, web, promotional materials and in-country activity) ensuring effective co-ordination of activities; Review of target numbers and performance monitoring against targets; Reporting to the JV Board of matters relating to joint recruitment and marketing. Membership: Chair: Deputy Director Development and External Affairs Deputy Principal Centre Director INTO Head of Recruitment INTO Senior Recruitment Director UK INTO Director of Recruitment UK INTO Assistant Director Marketing and Communications University of Stirling Head of Student Recruitment and Admissions University of Stirling Director of Marketing University of Stirling Planning representative INTO JV Progression Officer Academic Management Group Remit Oversight and co-ordination of the joint venture academic management, academic quality monitoring arrangements and student experience;

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22 June 2015 UC (14/15) 43(i) Consideration of results from student feedback, annual programme monitoring and external examiners’ reports; Review of trends in performance in pathway studies, progression to UoS programmes and degree performance. Membership Chair: Head of Stirling Graduate School Centre Director INTO Stirling Academic Director London Campus Director Stirling Management School representative School of Arts and Humanities representative School of Sport representative School of Education representative School of Natural Sciences Representative School of Applied Social Sciences Representative Head of Governance and Review Operations Group Remit Oversight of the on-going operation of the joint venture in accordance with the legal agreements, and specified process and operational requirements; Resolution of operational issues as and when they arise; Coordination of effective operational support from services, schools and the JV; Contribution to communication and planning of services to/from the JV. Membership Chair: Academic Registrar Centre Director INTO Stirling Head of Student Services Head of International Affairs Deputy Director of Estates Head of Financial Services Head of Business Systems Deputy Head of Accommodation Services Head of Admissions School Manager (Arts and Humanities) School Manager (Stirling Management School) Student Immigration Manager Student Programmes Manager INTO JV Progression Officer

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22 June 2015 UC (14/15) 43(ii)


UNIVERSITY COURT

LEARNING AND TEACHING QUALITY ENHANCEMENT STRATEGY 2015-2017

Purpose 1. This paper presents the revised Learning and Teaching Quality Enhancement Strategy

(LTQES) 2015-2017 to Court for approval. LTQES 2015-2017 2. The strategy builds upon the LTQES 2010-2015 and is an update of the version

produced in 2014 to ensure the University has an up to date strategy in place. It is guided by the University Strategic Plan 2011-2016 and also takes account of developments over the last 18 months. It aims to underpin the continuing development of the University as an effective and inclusive learning community in which all students and staff are both learners and active participants.

3. Following the University’s Enhancement-led Institutional Review in autumn 2015, a new strategy will be developed during 2016 on the basis of a range of discussion and consultation. The lifespan of the current version is relatively limited but the document is important in the short term.

4. Academic Council agreed that brief details of recent key results from the Postgraduate

Taught Student Survey and the Postgraduate Research Student Survey should be added to section 2.2. Academic Council therefore recommends that Court approves the LTQES subject to this further revision.

Data Classification Policy 5. This document is classed as internal. Equality implications 6. The LTQES sets out the University’s continued commitment to equality and diversity

and promoting an inclusive curriculum and arrangements for learning, teaching and assessment.

Resource implications 7. Resource implications arising have been incorporated in the current institutional

planning and budget-setting round. Recommendations 8. Court is invited to approve the Learning and Teaching Quality Enhancement Strategy

for 2015-2017. Academic Registry and Governance Services June 2015

22 June 2015 UC (14/15) 43(ii)


Learning and Teaching Quality Enhancement Strategy 2015-2017

1. Introduction 1.1 The University of Stirling is committed to the pursuit of world-class research, learning

and scholarship in order to inspire, challenge, motivate and support individuals who want to shape their world. Excellence in learning, teaching and quality enhancement is a cornerstone of the University’s objectives, strategies and priorities, and central to this is the value placed upon life-long learning and education, research-led teaching and the provision of one of the best student experiences in the UK.

1.2 The University aims to promote a partnership between staff and students that creates

and exchanges knowledge, and at the heart of teaching is a commitment to producing graduates who are equipped to cope with the complexities of life and work in the 21st century.

1.3 This strategy builds on the Learning and Teaching Quality Enhancement Strategy

2010-2015, and is guided by the University Strategic Plan 2011-2016. The on-going process of ambitious change and development that has been launched through the Transforming the Student Experience programme will continue throughout the lifetime of this strategy and will provide ongoing opportunities for the enhancement of the student learning experience.

2. Current Context 2.1 The University is ambitious in terms of its objectives, and continues to achieve

success. The Enhancement-led Institutional Review (ELIR) that took place in 2011 was positive and further progress has been made since the review across the range of institutional priorities.

2.2 Success has been recognised through a number of avenues such as student

feedback, awards and rankings. Key indicators of success include: o The 2013/14 National Student Survey (NSS) results indicating that 87% of

Stirling students were satisfied with their experience;

o 94% of students being in employment or further study within six months of graduation (Destination of Leavers from Higher Education, 2012/13);

o Winning the ‘Most Improved Student Experience’ award at the 2013 Times Higher Education (THE) Awards;

o Ranked as 1st in Scotland for good sports facilities, environment on campus and

library (Times Higher Education Student Experience Survey 2015);

o The Making the Most of Masters (MMM) project also won a THE award for Outstanding Employer Engagement 2013 in partnership with Edinburgh and Aberdeen Universities;

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22 June 2015 UC (14/15) 43(ii)

o The University is ranked in the QS World Rankings of the top 5% of universities in the world (QS World University Rankings, 2014); in QS Stars, the University scored 5 stars (the top rating) for Access and Inclusion, Employability, Facilities, Internationalisation and Teaching;

o The University is ranked 2nd in Scotland and 8th in the UK in The Times Higher Education 100 ‘Under 50’ table, which ranks the world’s best 100 universities under 50 years old.

2.3 The current Strategic Plan spans the period 2011-2016 and details the University’s ambitions in terms of learning and teaching. These ambitions are to:

o Develop graduates who are knowledgeable and skilled, critical and intellectually

curious thinkers sought after by employers and active local and global citizens o Provide one of the best student experiences in the UK o Be recognised as the destination of choice for students in the subject areas we

offer o Provide a vibrant, multi-cultural student community by increasing the

international population and enriching the experience for home students

3. Internal Drivers 3.1 The University is currently implementing the ambitious set of proposals that were

formulated within the Transforming the Student Experience (TSE) programme. TSE seeks to improve the student experience and strengthen the University’s student focus both broadly, and specifically, in the areas of: a. Enhancing the Student Experience and Outcomes by:

i. Diversify assessment approaches and improving feedback processes; ii. Organising purposeful evaluations of teaching; iii. Improving pedagogic skills; iv. Providing a unitary, highly visible and easily accessible student support

system; v. Providing personal tutors for all students; vi. Monitoring student progress broadly, and to identify students at risk; vii. Improving home/international student integration; viii. Integrating the graduate attributes into all aspects of student engagement.

b. Academic Structure and Process

i. Introducing professional peer or mentor-led review of teaching ii. Effective progress monitoring within modules, facilitating early intervention for

students at risk c. Strengthening the Student-Focused Culture

i. Promoting student consultation and engagement through partnership and feedback

TSE will deliver significant change and development in terms of learning and teaching, and the student learning experience, and therefore represents a key internal driver for this strategy.

3.2 The University continues to value its engagement with the national enhancement themes and work in relation to the ‘Developing and Supporting the Curriculum’, and ‘Student Transitions’ themes to assist directly with learning and teaching enhancement.

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22 June 2015 UC (14/15) 43(ii) 3.3 Lifelong learning and widening participation continue to underpin Stirling’s

programme delivery. The Scottish Government’s post-16 education strategy places the learner at the centre of education policy and provision and the University of Stirling is committed to this principle.

3.4 Within schools, the learning and teaching committees (LTCs), chaired by directors of

learning and teaching (DLTs), and with membership including student members, support effective school and divisional level engagement in learning and teaching enhancement. These committees also facilitate the sharing of good academic practice. “School Officers”, are students that take on a representative role for all students in each school, support a learning infrastructure that proactively encourages and facilitates student engagement in learning and teaching enhancement.

3.5 The replacement of the Quality Enhancement Committee (QEC) by the Education

and Student Experience Committee (ESEC) has given schools greater responsibility and autonomy in the monitoring and development of enhanced learning and teaching delivery. This has extended engagement among academic staff with the University’s quality assurance and enhancement culture.

3.6 E-learning development is important within the University’s learning and teaching

provision and student learning experience, and will have an increasing impact in coming years.

3.7 The development of learning spaces and technology to effectively support

contemporary pedagogy, and the student learning experience is vital. The LTQES informs such developments and the work of the Learning Spaces Group in developing a strategy for the University’s teaching and learning accommodation and equipment.

3.7 In 2013, a professor at the University became the first principal fellow of the Higher

Education Academy (HEA) based at a Scottish higher education institution. The University wishes to extend and develop its work with the HEA.

4. External Influence 4.1 The University recognises the importance of responding in an agile way to factors in

the external environment including: • Changing learning needs and expectations • Curriculum for Excellence (CfE) • The shifting economic landscape • Developments in demographics and government policy • The international student market and student needs

5. Strategy 2015-2017 5.1 The purpose of this strategy is to underpin the continuing development of the

University as an effective and inclusive learning community in which all students and staff are both learners and active participants.

5.2 Key strategic learning and teaching enhancement themes for the period 2015-2017

include employability, internationalisation, research-teaching linkages, student evaluation of teaching, student support and accessibility, equality, inclusion and diversity.

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22 June 2015 UC (14/15) 43(ii) 5.3 Employability

The University’s Employability Strategy sets out the commitment to developing employable, confident graduates with the requisite skills, knowledge and experience who can contribute and succeed in an ever changing environment locally, nationally and globally. In progressing work on employability, the mission is to be ambitious in providing the opportunities for students to develop the skills and attributes that will enhance their employability. A University of Stirling student will have the opportunity to develop the knowledge, skills and characteristics that enable them to be: o Scholarly and skilled within and between disciplines o Intellectually curious and research minded o Committed to personal and professional development o Engaged citizens with a global perspective The University is committed to the development of these graduate attributes through the student learning experience and as such this strategy takes account of the Employability Strategy and seeks to support its success.

5.4 Internationalisation The Internationalisation Strategy aims to strengthen the University’s established reputation for providing world-leading research and developing knowledgeable, skilled graduates through a wide range of transnational research and educational activities, and mutually beneficial collaborations. The Internationalisation Strategy promotes the institution’s core values of respect for diversity in cultures and beliefs and a pursuit of knowledge that sustains beneficial change in local, national and international society. It builds on the University’s ambitions to improve its self-reliance and strengthen its position as a pre-eminent force in Scottish education and research where ability, not background, is valued. The strategy’s vision is that all staff and students value and embrace the diversity of international experiences, histories and cultures and actively strive to be global citizens. The links between this strategy and the goals detailed within the University’s Internationalisation Strategy are important. As such the LTQES seeks to complement and support internationalisation activity and strategic goals.

5.5 Research-Teaching Linkages Developing excellence in learning and teaching in a research-led institution necessitates quality research-teaching linkages. The University has a commitment to strengthen and enhance the links between research and teaching, through teaching that is research-led, research-oriented, research-based and research-informed as appropriate. This commitment is crucial as a defining characteristic of the student learning experience to enable students to develop expertise in critical thinking and synthesis of knowledge, whilst interacting with new ideas and thinking in the relevant subject area. This learning experience is progressed through the expertise and knowledge of staff, together with the associated ‘research skills’ to support and enhance student learning via the development of key inquiry, analytical and collaborative skills. Research culture, innovation and research outputs continue to be firmly embedded in the delivery of teaching and learning in each school, and indeed, in the teaching experience.

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22 June 2015 UC (14/15) 43(ii)

5.6 Student Evaluation of Teaching The current school structure provides formal mechanisms for involving students in teaching evaluation, and for sharing best practice. School officers now represent discipline or divisional student cohorts on school learning and teaching committees, and work with staff to progress improvements that are suggested by student evaluations and feedback. This work will be further supported by the new module evaluation software that was implemented in spring 2015. University strategy places students at the centre of their learning as partners in the learning community.

5.7 Student Support The University is committed to a holistic support system that maximises the opportunities for all students to succeed in fulfilling their potential. We seek to minimise the factors that increase the risk of students having a negative student experience or leaving university early, and that maximise the opportunities for all students to succeed in fulfilling their potential. The University works with students to encourage the development of a sense of belonging and purpose through induction, student-centred learning and social integration. Moreover, we monitor student retention and success and seek to further develop integrated data management systems to facilitate such monitoring and enable early support interventions.

5.8 Accessibility, Equality, Inclusion and Diversity The University is committed to promoting equality of opportunity and good relations between people. It is a key element of this strategy that we maintain a strong focus on supporting the accessibility and inclusivity of the University’s curricula and arrangements for learning, teaching and assessment.

5.9 Strategic Objectives Arising from the key enhancement areas above and a wide array of feedback and input from students, staff and stakeholders, a comprehensive but none the less not exhaustive list of strategic objectives include the aims to:

a) Nurture research awareness and aptitude in students through the use of research-based learning.

b) Provide innovative and effective teaching, learning and assessment.

c) Continue the development of stimulating, innovative and intellectually rigorous curricula, providing high quality teaching informed by excellent research.

d) Facilitate a flexible and interdisciplinary approach to learning, allowing transition, retention and progression through well designed and supported international curricula.

e) Provide appropriate technology to enhance the learning experience of students both on and off campus.

f) Respond rapidly to the opportunities offered by new technologies to engage with and utilise the capacity of scholars worldwide.

g) Facilitate entry and transition through degree programmes commensurate with the Scottish Credit and Qualifications Framework; the Bologna Process; and the expectations of an increasingly diverse student population, including Scottish students taught within the new environment of the Curriculum for Excellence.

h) Offer excellent student support across all programmes and locations of learning to enhance and personalise the individual’s learning experience.

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22 June 2015 UC (14/15) 43(ii)

i) Ensure that we are accessible and welcoming to all students who can benefit from the education we offer.

j) Provide a Graduate School and a graduate education system that delivers a supportive and stimulating environment for the postgraduate population.

k) Further strengthen the employability of students through continuous review and redevelopment of module and programme provision, emphasising capacities and skills for the market place and the contributions of employers

l) Embed the University’s graduate attributes within the curriculum and as appropriate

to the undergraduate and postgraduate community.

m) Maximise employment experiences, work placements and international study as integral to the student learning experience.

n) Enhance the international experience of our students through exchanges, recruitment and the internationalised curriculum.

o) Increase and raise the profile of the University’s engagement in creating and exchanging knowledge in the public domain.

p) Engage with, and contribute to, the national Enhancement Themes, and the Higher Education Academy’s recognition scheme, events and resources, to maximise opportunities for the exchange of best practice across the HE sector.

q) Work with partners in tertiary education to optimise the strengths of the university and college sectors.

r) Sustain and enhance the professional development of students and staff.

s) Develop a programme of academic staff development mapped against the UK Professional Standards Framework (UK PSF) that will be HEA accredited, and increase the number of its staff holding HEA fellowship status.

6. Action, Implementation and Success 6.1 A comprehensive action plan will be developed to underpin the strategic objectives, and

linked to the ongoing actions of the enabling strategies such as Employability, Internationalisation and E-learning.

6.2 Impact will be evaluated through criteria mapped to each action, based on performance in

the National Student Survey (NSS), Postgraduate Taught Experience Survey (PTES), Postgraduate Research Experience Survey (PRES), International Student Barometer (ISM) and internal feedback surveys, focus groups and engagement. Within each impact area, we shall aim to reach or maintain upper quartile position where sector benchmarks are available.

7. Strategy Review The University is developing a new Strategic Plan for the period 2017-2021. This strategy spans the period 2015-17 and as such an updated strategy will be developed during 2016 to take account of the new institutional plan. In reviewing this strategy and the University’s progress in learning and teaching quality enhancement, the school learning and teaching committees and directors of learning and teaching will provide key input and insight.

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22 June 2015 UC (14/15) 43(ii)

The University considers the Enhancement-led Institutional Review (ELIR) to be an excellent opportunity to reflect on progress within the enhancement journey. ELIR 3 will take place in autumn 2015. The preparatory work that the University has undertaken in relation to ELIR, as well as the review itself, will be invaluable in informing the development of a new strategy for learning and teaching between 2017 and 2021.

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22 June 2015 UC(14/15) 44


UNIVERSITY COURT

Appointment of Senior Deputy Principal

Introduction

1 Professor Edmund Burke has resigned from the University to take up a post at Queen Mary University of London and will leave the University at the end of August 2015. Having been first appointed as Deputy Principal in December 2011, Professor Burke has also held the duties of Senior Deputy Principal since August 2014.

Background

2 Ordinance 11 (attached) indicates that Court shall appoint a Senior Deputy Principal from amongst the Deputy Principals, on the recommendation of the Principal.

Main body/Proposals

3 Court is asked to endorse the recommendation of the Principal that the duties of Senior Deputy Principal be conferred on Professor John Gardner, initially for a period of 4 years. Professor Gardner will retain his current remit for Education and Students, and will also assume oversight of Strategic Planning, with effect from 1st July, 2015.

4 Court is also asked to note recruitment will start shortly for a new Deputy Principal and in the meantime the Deputy Principal duties will be distributed between Professor Gardner and Professor MacLeod. The Dean of Research Impact and Dean of Research Enhancement will also assist where appropriate with responsibilities relating to research.

Equality implications

5 No equality implications.

Resource implications

6 There are no direct resource implications other than budgetary adjustments.

Recommendations

7 Court is asked to endorse the above recommendation.

Eileen Schofield University Secretary

1

22 June 2015 UC(14/15) 44

Appendix 1

ORDINANCE 11 DEPUTY PRINCIPALS (Charter reference Statute 3.6)

1. There shall be such number of Deputy Principals as may be determined by Court from

time to time. 2. Deputy Principals shall normally be appointed from among the professorial

members of staff and shall have such duties and responsibilities as may be prescribed by the Principal from time to time.

3. Deputy Principals shall be appointed by an appointing panel on the basis of a formal

selection process determined by Court from time to time. 4. A Deputy Principal shall normally in the first instance be appointed for a period of four

years. This may be extended at the end of the initial period for further defined periods as agreed between the Deputy Principal concerned and the Principal.

5. The Principal may appoint a Deputy Principal as a member of such committees or

joint committees of the Court or Academic Council as the Principal deems appropriate.

6. A Senior Deputy Principal shall be appointed by Court from among the Deputy

Principals, on the recommendation of the Principal. 7. During the temporary absence or incapacity of a Deputy Principal the Principal may

appoint an Acting Deputy Principal, normally from among professorial members of staff, on such terms and conditions as the Principal may determine.

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22 June 2015 UC (14/15) 45(i)


UNIVERSITY COURT

Ordinance 1 - Constitution of the Students’ Association

Introduction 1 Article 15 of the University’s Charter specifies that there shall be a Students’

Association and that its constitution will be prescribed in the ordinances. This is fulfilled in Ordinance 1. Although the Constitution refers to the Students’ Association it makes it clear that the Association shall be normally be referred to as the University of Stirling Students’ Union.

2 During 2009/10 a full review of the Constitution took place and at the time significant revisions were made to ensure the constitution reflected the structures and legislative requirements, particularly charities law. The last review was concluded in June 2010 and it is now time for its quinquennial review in accordance with the Education Act 1994. The Act states that the provisions of the students’ union constitution ‘should be subject to the approval of the governing body and review by that body at interviews of not more than five years’ (Section 22(2)(b)).

Background and Purpose 3 Sabbatical Officers, Union staff and University staff have been working together over

the past few months to update the Constitution. The revised Constitution has been approved by the Students’ Union General Meeting and by the Trustee Board. The revised Constitution is being presented to University Court for final approval.

Main Changes 4 The revised Constitution is included in Appendix 1 showing track changes and

Appendix 2 showing the final document.

5 The majority of changes are minor clarifications and updates in terminology. Some of the slightly more significant updates include: • An update in the activities the Union to achieve its purpose and objectives. This

included the following additions to its list of activities: providing academic support services; providing a mediation service, and enhancing environmental sustainability. The amendment to the Union’s charitable purpose will be subject to approval by the charity regulator, OSCR.

• Updating the Equality & Diversity section to reflect the Union’s current policy in this area.

• Clarifying to process for resignations and removals from committees. • Clarification of quorum for the Trustees Board, Executive Council and Finance and

Resources Committee • Clarification about who will chair meetings in the absence of the chair. • Including reference to behaviour online and making information available on the

website. • Updating the list of schedules and references to these schedules.

6 Annexed to the Constitution are a number of more detailed schedules. The existing

Constitution has seven schedules and it is proposed these be increased to eight with the addition of a new schedule on clubs and societies. All the schedules are will be

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22 June 2015 UC (14/15) 45(i)

reviewed during 2015/16 by the Union and will be coming to University Court for noting once the review process has been concluded.

Equality implications 7 The Equality and Diversity section of the Constitution has been updated to reflect the

current policy of the Union. Resource implications 8 There are no resource implication resulting from this review. Data Classification 9 This document is classed as public. Recommendations 10 Members are asked to:

• approve the revisions to Ordinance 1: Constitution of the Students’

Association. Policy & Planning June 2015

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22 June 2015 UC (14/15) 45(i) Appendix 2

ORDINANCE 1 CONSTITUTION OF THE STUDENTS’ ASSOCIATION (Charter reference Article 15)

1. Name

1.1 The Students’ Association of the University is established in accordance with Article 15 of the Charter of the University of Stirling and shall be called: “the University of Stirling Students’ Union” (hereinafter referred to as ‘the Union’). The Union is a registered charity (no: SC023788).

2. Purpose and objects

2.1 The Union’s charitable object is the advancement of education of students at the University of Stirling for the public benefit through the purpose of the Union.

2.2 The purpose of the Union is to promote the interests and welfare of its members, to represent them and work in partnership with the University to provide support and development opportunities to meet the diverse needs of the student community. in the mission to ‘Make Students’ Lives Better’.

2.3 To achieve this the Union will: i) provide a student representative service and review and improve its representational

structure; (ii) review and define its mix of services to ensure its activities achieve the aims of the Union;

ii) (iii) provide academic support services; iii) provide a mediation service;

ii)iv) develop partnership opportunities with the University for the benefit of its members; v) (iv) facilitate student led co-curricular and collaborative activities through

clubs, societies and volunteering opportunities; iii)vi) provide facilities and support for clubs and societies for the advancement of arts,

heritage and, culture and the social life of students; vii) (v) provide facilities, coaching and other support for sports clubs and other

activities to promote participation and the general health and well-being of students;

viii) provide services that support student employment and enterprise; iv)ix) deliver commercial services that provide value for money and employment

opportunities for students; x) (vi) enhance environmental sustainability;

v)xi) ensure adequate, sustainable resources are available in order that its commitments and aspirations are achieved.

3. Definitions

3.1 The following words or phrases shall have the following meanings wherever they appear in the Constitution:

i) “Academic Council” means the Academic Council of the University; ii) “Academic year” means the period from the beginning of the Autumn Semester to

the end of the Spring Semester within one 12 month period; iii) “Alumni” means all students who have graduated from the University and all

students who have attended the University for at least one semester of study;

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iv) “Annual General Meeting” means the Annual General Meeting of the Union; v) “Union” means the University of Stirling Students’ Union; vi) “Chief Executive” means the Chief Executive of the Union; vii) “Court” means the Court of the University; viii) “Executive Council” means the Executive Council of the Union; ix) “Executive Officers” means those officers of the Union who are listed in the Officer

Profiles Schedule (Schedule 3) attached to this Constitution x) External trustee means an external trustee of the Union’s Trustees Board xi) “Finance and Resources Committee” means the Finance and Resources

Committee of the Union; xii) “Financial year” means from 1st August to 31st July in any year; xiii) “FTE” means full time equivalent and refers to the full time equivalent of student

population in the immediately preceding academic year; xiv) “General Meeting” means the General Meeting of the Union; xv) ‘Online’ means any online activity including social media, email, internet or any

other electronic transaction. xvi) “Sabbatical Officers” means the President, Vice Presidents and Sports President of

the Union; xvii) “Students” means the students of the University as defined in Statute 1; xviii) “Trustee” means a member of the Trustees Board of the Union xix) “Trustees Board” means the Trustees Board of the Union; xx) “University” means the University of Stirling; xxi) “University Day” means any whole day from Monday to Friday during semester but

excluding days which are University holidays and excluding parts of the University days.

4. Powers

34.1 The Union through its Trustees Board, General Meetings and Executive Council (subject to Court approval with respect to section xiii), has the power to:

i) administer the financial affairs of the Union; ii) pay all the Union’s expenses out of the funds of the Union; iii) borrow as necessary by bank overdraft; iv) buy, lease or sell goods necessary for the day to day running of the Union; v) invest or advance the funds of the Union, surplus to the immediate needs of the

Union as from time to time may be determined by the Trustees’ Board; vi) employ staff; vii) become members of any corporate body which has objects similar to those of the

Union and to meet the appropriate subscriptions and charges; viii) elect Office-Bearers of the Union in accordance with the Elections and Referenda

Schedule (Schedule 2) attached to this Constitution and to dismiss them in accordance with paragraphs 8.4 andparagraph 8.5 of this Constitution.

ix) exercise discipline over members of the Union in accordance with the Discipline Code Schedule (Schedule 56) attached to this Constitution

x) enter into, vary, carry out or cancel any contracts, agreements and undertakings which shall further the objects of the Union and to sue thereunder if the Trustees Board so decides;

xi) make and amend Schedules and Standing Orders as may be necessary for carrying into effect the provision of this Constitution, provided that, if there is any conflict between the provisions of the Constitution and those of the Schedules, the provisions of the Constitution shall prevail;

xii) do all such other things as may appear to be incidental or conducive to the attainment of the above;

xiii) provided that the consent of the Court shall be obtained before any action may be taken under any of the following heads and the Court may disallow, amend or refer

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back any such action if in the view of the Court it is in conflict with the general interests of the University:

a) to lease, purchase or otherwise acquire or dispose of any land or premises and to maintain or adapt these premises for the purpose of the Union;

b) to borrow money other than by way of bank overdraft; c) to sell, dispose of or transfer any part of the business, property or

undertaking carried out by the Union for any consideration the Trustees Board may see fit to accept.

d) to provide for the welfare of any existing or former employees

34.2 These powers may only be exercised in the furtherance of the Union’s objects and purposes and are the responsibility of the Trustees Board through as may be required, the operation of the Executive Council, Finance and Resources Committee and the General Meeting.

4. Equal Opportunities

45. Equality and Diversity

5.1 This Equal Opportunities Policy will Equality, Diversity and inclusion Statement shall be implemented in all areas ofenforced across the Union.

5.2 Equality, Diversity and Inclusion Statement:

The University of Stirling Students’ Union is committed to providing an inclusive and supportive space for all of its members and believes that all students should be free from feelings of intimidation or harassment resulting from prejudice or discrimination the grounds of age, disability, gender identity, race, religion, sexual-orientation, marital or maternity/paternity status, trans status, socio-economic status, or ideology or culture, or any other form of distinction, in or outwith Union premises, in person or online.

Please refer to the Union’s Equal Opportunities Policy for further information. This is in line with the Union’s Equality Steering Groups’ aims and terms of reference.

6. Membership 4.2 Equal Opportunities Policy:

The Union values the diversity of all of its members and staff. The Union through its Trustees Board, General Meetings, Executive Council, Committees, and Officers is dedicated to maintaining equal opportunities for all of its members and employees regardless of age, disability, gender, race, religion or sexuality.

The Union is committed to maintaining equal access for all its members to all the services that it provides, subject to the aims and objectives of the Liberation Groups.

No member should be refused access to any club or society or be refused access to any of the Union buildings on the grounds of age, disability, gender, race, religion or sexuality if they are a member of the Union unless disciplinary measures have been taken or are outstanding against them.

In turn, no member will harass, victimise or discriminate against any member, employee, contractor or any other 3rd party on the grounds of age, disability, gender, race, religion or sexuality whilst on Union premises or otherwise or disciplinary procedures will be taken against them.

5. 6.1 Definitions 5.1 The following words or phrases shall have the following meanings wherever they appear in the

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Constitution: (i) ‘Academic Council’ means the Academic Council of the University; (ii) ‘Academic year’ means the period from the beginning of the Autumn Semester to the end

of the Spring Semester within one 12 month period; (iii) ‘Alumni’ means all students who have graduated from the University and all students who

have attended the University for at least one semester of study; (iv) ‘Annual General Meeting’ means the Annual General Meeting of the Union; (v) ‘Association’ means the University of Stirling Students’ Union; (vi) ‘Chief Executive’ means the Chief Executive of the Union; (vii) ‘Court’ means the Court of the University; (viii) ‘Executive Council’ means the Executive Council of the Union; (ix) ‘Executive Officers’ means those officers of the Union who are listed in the Officer Profile

Schedule (Schedule 6) attached to this Constitution (x) ‘External trustee’ means an external trustee of the Trustees Board (xi) ‘Finance and Resources Committee’ means the Finance and Resources Committee of the

Union; (xii) ‘Financial year’ means from 1st August to 31st July in any year; (xiii) ‘FTE’ means full time equivalent and refers to the full time equivalent of student population

in the immediately preceding academic year; (xiv) ‘General Meeting’ means the General Meeting of the Union; (xv) ‘Liberation Groups’ means the Black Students’ Group, the Disabled Students’ Group,

LGBT Group and the Women’s Group” (xvi) ‘Sabbatical Officers’ means the President, Vice Presidents and Sports Union President of

the Union; (xvii) ‘Students’ means the students of the University as defined in Statute 1; (xviii) ‘Trustee’ means a member of the Trustees Board of the Union (xix) ‘Trustees Board’ means the Trustees Board of the Union; (xx) ‘Union’ means the University of Stirling Students’ Union; (xxi) ‘University’ means the University of Stirling; (xxii) ‘University Day’ means any whole day from Monday to Friday during semester but


6. Membership

6.1 Ordinary Members

Every matriculated student of the University shall be an Ordinary Member of the Union unless they have exercised their right to opt out of membership in accordance with s22 of the Education Act 1994., as the Act may be amended or reenacted from time to time.

Full-time Sabbatical Officers shall also be classed as Ordinary Members.

6.2 Associate Members

All matriculated students of any further or higher educational institution with whom the Union holds a reciprocal agreement shall be Associate Members unless they have exercised the right to opt out of membership of their institution’s Students’ Union in terms of the Education Act 1994., as the Act may be amended or reenacted from time to time. The following members of the University community may apply for Associate Membership and, if accepted, shall become Associate Members:

i) members of the University Court; ii) members of staff of the University and members of staff of the University’s Union

provided that said membership shall end on the termination of their employment;

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iii) persons attending conferences within the University and resident in University accommodation for the duration of the conference;

iv) any oneperson resident in University accommodation; v) any person participating in sports or recreational activities within the University’s

grounds.;

6.3 Life Membership

Members of the Union and any former Associate Member may apply for Life Membership of the Union and, if accepted, may become a Life Member.

The following Members of the University community may apply for Life Membership and, if accepted, shall become Life Members:

i) members of the University Court; ii) members of staff of the University; iii) members of staff of the Union;

Other persons, who in the opinion of the Union Executive Council would be of service to the Union, may be admitted to Life Membership.

Full-time Sabbatical Officers of the Union shall automatically be granted Life Membership of the Union upon completion of a year in office.

6.4 Alumni Membership

All students who have graduated from the University of Stirling shall hold Alumni Membership of the Students’ Union.

All students who have attended the University of Stirling for at least one semester of study shall hold Alumni Membership.

6.5 Honorary Members

Honorary Membership may be granted by the General Meeting to such persons and on such terms as it thinks fit.

6.6 Ordinary Members shall be the only members entitled to:

i) vote in General Meetings of the Union and vote in referenda. ii) nominate, stand and vote in Union Elections.

6.7 All members are entitled to use all Union facilities, subject to disciplinary sanctions.

7. Elections

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7.1 All Elections will be conducted in accordance with the Election & Referenda Schedule (Schedule2) Schedule 2), attached to this Constitution.

8. Tenure of Office

8. Sabbatical Officers

i) The term of office of the Sabbatical Officers shall commence on the 1st of June and terminate on the 31st of May in the following year;

ii) The Sabbatical Officers shall at the time of their election be registered students or currently in Sabbatical Office and shall, subject to the consent of the Academic Council, take, during their period of office, a year’s leave of absence from their studies. Where a non-continuing student is elected to one of these posts such consent is not required;

iii) The Sabbatical Officers-elect shall be full voting members of both the Executive Council and the Finance and Resources Committee as of the day they are elected and shall be invited, but not required, to attend the meetings of these bodies pending the start of their period of office;

iv) No person shall hold office as a Sabbatical Officer for more than two years; v) The duties and remits of the Sabbatical Officers shall be as provided in the Officer

Profiles Schedule (Schedule 63) attached to this Constitution.

8.2 Executive Officers

i) The term of office of the Executive Officers, shall commence the 1st of June and terminate on the 31st of May in the following year;

(ii) No Executive Officer shall hold the same position of office for more than two years; ii) (iii) The remit of the Executive Officers shall be as provided for in the Officer.

Profiles Schedule (Schedule 63) attached to this Constitution. iii) No Executive Officer shall hold the same position of office for more than two years.

8.3 Resignations

i) If any officerExecutive Officer ceases to be an Ordinary Member of the Union, as defined in paragraph 6.1 of this Constitution, his or her tenure of office or membership shall cease forthwith;

ii) Any member of any properly constituted Committee of the Union who misses three meetings, without good reason, during his or her yearterm of office and without apologies being accepted mayshall, by the said committee itself, be removed from membership by resolution of the that Committee. The General Meeting but shall have the right to make written and oral representations to the General Meeting before such a resolution is considered;shall be informed.

iii) Letters of resignation of any member of the Executive Council or Committee Member shall be addressed to the President. Such a letter shall then be presented to the first meeting of the General Meeting following its receipt (unless it has been withdrawn in the intervening period). Such a resignation shall take effect on the presentation of the letter of resignation to thatThe General Meeting. shall be informed.

8.4 Motions of Censure

A motion of censure of any elected officer of the Union or member of a Committee, or Club or Society of the Union, shall require a two thirds majority of those present and entitled to vote at a quorate General Meeting. The passage of such a motion shall signify the displeasure of the Union with the conduct of such officer or member of Committee, Club or Society;

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8.5 Vote of No Confidence

i) A Vote of No Confidence can be called for the sole purpose of removing elected officer(s) and shall be run in the same manner as a General Meeting as outlined in Standing Orders Schedule (Schedule 45) attached to this Constitution;

ii) Votes of No Confidence must take place within 5 days of the Chief Executive receiving a Motion signed by 1/40th of the FTE population of Ordinary Members;

iii) The quoracy for a Vote of No Confidence will be 1/20th of the FTE population of Ordinary Members;

iv) A Vote of No Confidence must receive two thirds majority to pass; v) If a Vote of No Confidence is passed, the officer shall be removed from office and

the General Meeting shall have the option to ban said officer from standing for election to any elected position within the Union for a period of normally not longer than one year.

8.6 Behaviour

All Sabbatical Officers and Executive Officers of the Union shall at all times behave in a manner which befits their office. at all times and in all circumstances, including in person and online.

8.7 Vacancies

Any vacancy(ies) other than as provided elsewhere occurring for whatever reasonreasons shall be filled via a by-election conducted in accordance with the Election & Referenda Schedule (Schedule 2) attached to this Constitution.

9. Trustees Board

9.1 Definition

The Trustees Board shall have responsibility for all activities of the Union and shall act at all times in line with their obligations in terms of the Charities and Trustee Investment (Scotland) Act 2005., as the Act may be amended or reenacted from time to time.

9.2 Membership

The Trustees Board of the Union shall be made up as follows: Ex-officio

i) 4 Sabbatical Officers

Appointed i) no more than 4 external trustees

Elected i) 3 student trustees

In attendance i) Chief Executive ii) Others as may be invited to present information at the request of the Trustees

Board. iii) Board Secretary appointed by the Chief Executive.

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9.3 Other than the appointment of the first 4 external trustees the appointment of which shall be conducted in accordance with the Trustees Schedule (Schedule 34) attached to this Constitution, the procedure for the appointment of the external trustees shall be as follows:

i) The Trustees Board and the Chief Executive, in dialogue with the University, shall

agree the required expertise of the new external trustee to be appointed and the best strategy to be employed to appoint him/her;

ii) The Chief Executive shall co-ordinate the appointment’s process of the new external trustee and produce a short list to be approved by the Trustees Board;

iii) The Sabbatical Officers on behalf of the Trustees Board shall present the recommendations of the Trustees Board for the appointment of a new external trustee at a quorate General Meeting for ratification;

iv) If the General Meeting rejects the recommendations of the Trustees Board, the Trustees Board shall review the recommendations and return to the following General Meeting with an amended proposal for ratification;

v) The cycle of appointment of external trustees shall be set out in the Trustees Schedule (Schedule 34) attached to this Constitution.

9.4 The external trustees shall as far as possible be appointed because of their specific experience in any area which the Trustees may from time to time deem to be beneficial to the good operation of the Union. OneReasonable efforts will be made to appoint an external trustee shall, if possible, havewith expertise in Finance and Audit.

9.5 The external trustees shall be appointed for a period of 3 years.

9.6 An external trustee may serve a maximum of two consecutive 3 year periods and on the expiry of two such periods will not be eligible for re-appointment until a further 3 years have elapsed. Where a trustee is elected to serve as Chair of the Trustees he/she will begin a new term of membership.

9.7 The 3 student trustees will be elected by a cross campus ballot conducted in accordance with the Elections and Referenda Schedule (Schedule 2) attached to this Constitution and cannot hold representative positionsany Executive Office during their time as a student trustee.

9.8 The Trustees Board shall:

i) seek, in good faith, to ensure that the Union acts in a manner which is consistent with its purposes;

ii) oversee the strategic direction of the Union; iii) ensure the proper and prudent administration of the Union both legally and

financially; iv) ensure the Union’s financial viability and sustainability to enable it to meet its aims

and objectives; v) ensure the Union complies with its governing documents, charity law and all other

relevant legislation or regulations; vi) protect and manage any property of the Union and ensure the proper investment of

the Union’s funds.

9.9 To enable it to do this the Trustees Board shall:

i) at each of its meetings, receive and consider the management accounts of the Union from the Finance and Resources Committee;

ii) receive and approve the Union’s Budget from the Finance and Resources Committee and make recommendations thereon;

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iii) at each of its meetings, receive the Minutes from the meetings of the Finance & Resources Committee and a report from it and, at least once each semester or otherwise as it may requiredrequire, receive a report from the President on the activity of the Executive Council and every other committee of the Union;.

iv) have the power to scrutinise, approve or refuse to approveoverturn decisions of the Finance and Resources Committee, the Executive Council and any other of the Union’s committees based on the principles outlined in the Trustees Schedule (Schedule 34) attached to this Constitution;

v) appoint the Chief Executive, ensure that proper employment legislation is applied in their dealings with him/her and to monitor his/her performance;

vi) act as an Appeal panel in any disciplinary or grievance matter as may be required and as an External Appeals Committee as provided for in the Elections and Referenda Schedule (Schedule 2) attached to this Constitution;;

vii) intervene in any area and instruct any officer or employee of the Union if it believes that the Union is failing to meet any financial or legislative requirements;.

(viii) elect from their number a nominee to sit as a member of the Finance and Resources Committee. Preference shall be given to external trustees and particularly to those with expertise in finance and audit.

9.10 The Trustees Board will meet not less than 5 times per year and at any additional times as may be necessary.

9.11 The Trustees Board shall each year elect a chair from their number. Preference shall be given towithin the membership of the external trustees. Should the chair be unavailable the Trustees shall elect a temporary chair from within the membership of their number.the external trustees. Sabbatical officersOfficers shall not be eligible to be appointed as chair.

9.12 The quorumQuorum for meetings of the Trustees Board shall be in excess of one half ofplus one of the current memberships (rounded up to the nearest whole number), provided that there are also at least 2 external trustees present.

9.13 An emergency meeting of the Trustees Board may be called on the request of 4 or more Trustees Board members. There shall be at least 5 University days’ notice of an emergency meeting.

9.14 Meetings and other operations of the Trustees Board shall be conducted in accordance with the Trustees Schedule (Schedule 34) attached to this Constitution.

9.15 In the event of a member of the Trustees Board being under eighteen years of age and therefore, under the Licensing (Scotland) Act 2005, being unable to act in that capacity, the Executive Council shall elect a member of eighteen years or over from the Executive Council, to act on behalf of the officer for this purpose.

9.16 Any Trustee may be removed from office if he/she is in serious and persistent breach of their duties in terms of the Charities and Investment (Scotland) Act 2005, provided that the no Trustee shall be removed from office on these grounds without having a reasonable opportunity to be heard in person by the Trustees Board and the removal having approved by a simple majority of the Trustees Board present and voting.

9.17 9.16 Any Trustee may be removed from the office of Trustee by the Trustees Board for “good

cause”. No Trustee shall be removed from office for good cause without having a reasonable opportunity to be heard in person by the Trustees Board and the removal having been approved by two-thirds of the members of the Trustees Board present and voting.

9.1817 “Good cause” when used in reference to removal from office shall mean: (i)

i) conviction of a criminal offence judged by the Trustees to be such as to render the person concerned unfit for the execution of the duties of the office of Trustee; or

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ii) if a member of the Trustees Board is declared bankrupt; or iii) failure through mental or physical incapacity or persistent neglect to perform

properly the duties of his or her office; or iv) if a Trustee fails to attend three consecutive meetings without apologies being

accepted, they may be removed by a simple resolution of the board; or v) conduct judged by the Board of Trustees to be such as to constitute a failure or

inability of the person concerned to perform the duties of his or her office. vi) Serious and persistent breach of the duties of the Charities and Investment

(Scotland) Act, 2005

9.1918 If a Trustee who is a Sabbatical Officer ceases to be a Trustee through the above provisions they shall not cease to be a Sabbatical Officersabbatical officer as a result.

9.2019 Where a Sabbatical Officer ceases to be a student officerhold that office they shall no longer be a Trustee.

9.2120 A Sabbatical Officer who is by reason of his office a Trustee shall not be eligible for

appointment as an external trustee until a period of 3 years has elapsed from the date of the Sabbatical Officer demitting his role as a Sabbatical Officer.

9.2221 The Trustees Board may appoint any person to be the agent of the Union for such

purposes and on such conditions as they determine.

9.2322 The Trustees Board may delegate any and all of their powers or functions to any committee or body, or the implementation of their resolutions and the operational management of the Union to any person or committee subject to the provisions set out in the Trustees Schedule (Schedule 34) attached to this Constitution.

10. General Meetings

10.1 All Ordinary Members are eligible to attend General Meetings. 10.2 The following shall attend General Meetings in an ex-officio capacity:

i) Executive Officers. ii) Standing Committee members.

10.3 The following shall be invited to attend General Meetings

i) Course Representatives. ii) Members of each club and society. and sports clubs.

10.4 The remit of General Meetings shall be as follows: i) vote on policy of the Union; ii) scrutinise a report from the President on all areas and committees of the Union; iii) vote on constitutional amendments; iv) refer such items as prescribed to referenda as set out in the Elections and

Referenda Schedule (Schedule 2).);

10.5 General Meetings shall be run in accordance with the Standing Orders Schedule (Schedule 45) attached to this Constitution.

10.6 There shall be a minimum of two General Meetings shall be every 4 weeks. per semester. The first must be no later than 5 weeks into the first semester. The final General Meeting shall be the Annual General Meeting.

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10.7 The President will chair General Meetings. In the absence of the President, the President will nominate another sabbatical officer to chair, or in the General Meeting will electevent of the incapacity of the President the remaining sabbatical officers will select a chair from within its membership.amongst themselves.

10.8 The quorum for General Meetings shall be 60 Ordinary Members of the Student’s Union.

10.9 General Meetings can express their dissatisfaction with the work or action of an officer(s), committee(s), committee member(s), or club or society by the submission of a motion of censure as detailed in paragraph 8.4 of this Constitution.

11. Emergency General Meetings

11.1 An Emergency General Meeting can be called upon the request of 20 officers, club or society presidents and/or course representatives60 ordinary members of the students’ union and have at least 48 hourshours’ notice.

11.2 Emergency General Meetings shall be run like a General Meeting and in accordance with the Standing Orders Schedule (Schedule 45) attached to this Constitution.

12. Annual General Meeting

12.1 The Annual General Meeting is the final General Meeting of the Union of the Academic Year and will be called by the President of the Union. It shall be held in the Spring semester and must be held no earlier than 5 weeks before the end of teaching.

12.2 An official notice of the Annual General Meeting shall be placedavailable on an official notice boardthe Union’s website not less than 10 University days prior to the Annual General Meeting.,

12.3 Annual General Meetings shall be run like a General Meeting in accordance with the Standing Orders Schedule (Schedule 45).

12.4 At the Annual General Meeting:

i) the President shall present an Annual Report containing a financial report for the year to date, the previous year’s audited annual accounts approved by the Trustees Board and information required by section 22(2)(g) and (h) Education Act 1994. Such report and accounts shall be exhibited on an official notice boardavailable on the Union’s website for at least five University days prior to the Annual General Meeting and shall be available for inspection in hard copy at any other time thereafter during office hours on application to the Chief Executive of the Union;

ii) reports from officers and standing committees will be combined into an end of year report and presented by the President;

iii) the President-elect shall present a plan on the conduct and management of the Union for the following year;

iv) any other competent business specified in the notice of the meeting may be transacted.

12.5 Annual General Meetings cannot pass policy nor submit items to referenda

13. Executive Council

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13.1 The membership of the Executive Council shall be made up as follows:;

i) The Sabbatical Officers and the Executive Officers of the Union as detailed in the Officer ProfileProfiles Schedule (Schedule 63) attached to this Constitution.

13.2 In attendance: i) Any member of staff of the Union as may be required ii) Others as may be invited to present information at the request of the Executive

Council;

13.3 The remit of the Executive Council shall be to: i) organise and operate all General Meetings and other meeting of the Union; ii) receive for scrutiny reports from each Sabbatical Officer; iii) receive for scrutiny reports from each committee as referred to in the Committees

Schedule (Schedule 1) attached to this Constitution; iv) receive for scrutiny reports from the Finance and Resources Committee on the

financial performance of the Union; v) scrutinise the work of all the officers of the Union; vi) receive policy passed by General Meetings or Referenda and delegate actions to

officers or committees; vii) report to the Trustees Board as required in paragraph 9.9 hereof.

13.4 The Executive Council can refer any motion passed by General Meetings and Emergency General Meetings to referenda on a 75% majority vote of the Members of the Executive Council entitled to vote.

13.5 The Executive Council will meet fortnightlyno less frequently than every 4 weeks during term-time and at additional times where necessary.

13.6 The President will chair the meeting. In the absence of the President the Executive Council will elect a chair from within its membership, the President will nominate a chair from the other Sabbatical Officers, or in the event of the incapacity of the President the remaining Sabbatical Officers will select a chair from amongst themselves.

13.7 Quoracy for Executive Council meetings shall be one half plus one of the current membership of the Executive Council.

13.8 An emergency meeting of the Executive Council may be called on the request of 8 or more Executive Council members. There shall be at least 48 hours notice of an emergency meeting.

13.9 Meetings shall be conducted in accordance with Standing Orders Schedule (Schedule 45) attached to this Constitution.

13.10 At the last meeting of the Executive Council before the end of each semester, the Executive Council shall lay down procedures for vacation powers and agree to what extent the Sabbatical Officers may act on behalf of the Executive Council when not in session. All decisions taken under these powers shall be reported to the Executive Council at the first Executive Council meeting of the next term.

14. Finance and Resources Committee

14.1 Membership The Composition of the Finance and Resources Committee shall be as follows:

i) theThe Sabbatical Officers who:

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a) willWill be signatoriesSignatories of the Union’s Bank Account; b) cannotCannot be elected as Chair of the Finance and Resources

Committee; ii) theThe Chief Executive or his or her nominee; iii) three studentsOne Executive Officer elected from within the General MeetingExecutive

Council; iv) oneAn external trustee who shall be nominated by the Trustees Boardwith expertise in

finance and audit where possible.

The following shall be invited to attend all meetings but shall have no voting rights: a

i) A Financial Adviser appointed by the University Secretary; ii) othersOthers as may be invited to present information at the request of the Finance

and Resources Committee;

14.2 In the event of a member of the Finance and Resources Committee being under eighteen years of age and therefore, under the Licensing (Scotland) act 2005, being unable to act in that capacity, the Executive Council shall elect a member of eighteen years or over from the Executive Council, to act on behalf of the officer for this purpose;

14.3 The three students who shallOne Executive Officer shall be elected from the membership to sit on the Finance and Resources Committee and shall be elected at the first General MeetingExecutive Council of the academic year in accordance with the Elections and Referenda Schedule (Schedule 2) attached to this Constitution.

14.4 The Finance and Resources Committee shall be a Standing Committee of the Union and shall be responsible to the Trustees Board and General Meeting for :

i) the delegation to the Chief Executive and staff of the Union the day-to- day operation of the Union including the administration of the Union’s bank account to be done in accordance with the financial regulations approved by the University Court and in accordance with the relevant legislation

ii) (i) receiving and analysing all financial results, information and monitoring income, expenditure and the wider financial environment including the scrutiny and approval of all budgets of the Union;

iii) (ii) formulating and recommending financial strategy and actions for the Trustees Board’s scrutiny and approval;

iv) (iii) annually researching and preparingPreparing the Union’s annual budget for the Trustees Board’s scrutiny and approval;.

v) (iv) ensuring that the annual accounts are audited and ready for presentation to the Trustees Board and to the General Meeting for noting;

vi) (v) ensuring compliance with the Licensing (Scotland) Act 2005; vii) (vii) reporting to the Trustees Board at each of the meetings of the Trustees

Board as required in paragraph 9.9 hereof.

14.5 The Finance and Resources Committee shall also be responsible for the following, but shall only discuss these matters in a closed session and treat all information regarding the following in the strictest of confidence:

i) the recruitment and employment of staff and the regulation of staff terms and conditions of employment in compliance with all relevant employment legislation;

ii) the reporting of any relevant staffing issues to the Trustees Board for their noting or decision;.

iii) to act as the body to which staff appraisals and scrutiny is taken and, if necessary reported to the Trustee Board;.

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iv) consultation and negotiation on behalf of the Trustees Board with the recognised staff Unions.

14.6 The procedure for meetings of the Finance and Resources Committee shall be as follows:

i) The Finance and Resources Committee shall meet no less than monthly during semesters;.

ii) For the duration of the summer and winterUniversity vacations, the Finance and Resources Committee may devolve its full powers to a Sub-Committee consisting of the Sabbatical Officers and Chief Executive of the Union. The Financial Adviser shall attend all such meetings of this sub-committee. In the event that the Financial Adviser or their designated deputy takes the view that any decision of the Sub-Committee is an improper or inappropriate use of the funds of the Union, he or she shall give written notice to the Sub-Committee to that effect and shall report the matter to the Chairman of the Trustees Board or, in his or her absence, to any otheranother external trustee member of the Trustees Board. In the event that such written notice is given, any action arising from the decision of the Finance and Resources Committee in question shall be held in abeyance pending confirmation of the decision by a quorate meeting of the Union’s Finance and Resources Committee which will be called as soon as practicable;

iii) The Finance and Resources Committee and the Financial Adviser shall receive monthly statements comparing the financial situation of the Union with the annual budgets and estimates, which shall be prepared by the Chief Executive in consultation with the Sabbatical Officers;.

iv) Such statements shall be made available to the University’s Director of Finance, who shall be entitled to refer any issues to the Trustees Board and call for and receive such explanations as he/she may require in order to satisfy the requirements of section 22(g) Education Act 1994 relating to monitoring of expenditure by the University Court;

v) The quorum for meetings of the Finance and Resources Committee shall be two thirds of the membership plus the Chief Executive, to include the chair of the Finance and Resource Committee, or their designated deputy;, who shall also be an external trustee, and the Chief Executive, or their designated deputy;

vi) Minutes of the meetings of the Finance and Resources Committee shall be presented to the next meeting of the Trustees Board which can challenge any decision made by the Finance and Resources Committee and, overturn or refer it back to that Committee for further consideration. any decision made by the Committee.

15. Other Committees

15.1 The Union shall have such other committees, other than the standing committees, which will be defined in the Committees Schedule (Schedule 1) attached to this Constitution. The Officers of each Committeecommittee are responsible for the budget assigned to their specific remit as defined in the Officer Profiles Schedule (Schedule 63) attached to this Constitution.

16. Licensing

16.1 The supply and consumption of alcoholic liquor shall be regulated in accordance with the Licensing (Scotland) Act 2005, as the Act may be amended or reenacted from time to time.

17. Supply of alcoholic liqueurliquor

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17.1 No member of the Trustees Board and no person employed by the Union shall have any personal interest in the sale of alcoholic liquor or in the profits arising from such sale by the Union.;

17.2 No alcoholic liquor shall be sold or supplied by the Union to any person under the age of eighteen.;

17.3 No alcoholic liquor shall be sold or supplied in the Union’s premises for consumption off the premises, except to a member of the Union in person for consumption by her or him or to a person holding a license or wholesaler’s excise license for the sale of such liquor.

18. Clubs & Societies and Sport Clubs

18.1 It shall be a condition of the use of the words ‘University of Stirling’, ‘Stirling University’ or ‘Oil -Thigh Shruighlea’ in the official designation of any club or society consisting wholly or mainly of students that the said club or society shall be affiliated to the Unions.Union;

18.2 Procedures for securing affiliation shall be as set out in the Committees Schedule (Schedule1) attached to this Constitution, in so far as it relates to Community, Events and Development Committee.

18.2 Sports Clubs should refer to the Sports Schedule (Schedule 7) and Clubs and Societies should refer to the Clubs and Societies Schedule (Schedule 8,) hereinafter, in so far as they relate to development, operation and events of their club, society or sport club.

19. Interpretation

19.1 In the event of a dispute as to the interpretation of any part of the constitution, the ruling of the President shall be sought. In the event of a challenge to the President’s ruling the matter shall be referred to the Executive Council for a final determination.

20. Amendments

20.1 Without prejudice to the powers of the Court of the University under the Charter and Statutes to amend this Ordinance:

i) TheOut with the constitutional 5 year review as determined by the University, the Constitution shall not be alterable except by a motion duly made and carried by a simple majority at a quorate General Meeting and then ratified by Referenda as set out in the Elections and Referenda Schedule (Schedule 2);

ii) All changes to the Constitution will be subject to approval by the University Court;. iii) The Schedules attached to this Constitution shall not be alterable except by motion

duly made and carried by a simple majority at a quorate General Meeting and then ratified by a second quorate General Meeting or Emergency General Meeting;;

iv) All changes to the Schedules will be subject to noting by the University Court. v) During the constitutional 5 year review, the views of relevant staff and committees

will be sought for input into the review, with the Trustee Board serving as the final stage of ratification prior to submission for approval to the University Court.

21. Referenda

21.1 Referenda shall be conducted in accordance with the “Elections and Referenda” Schedule (Schedule 2) attached to this Constitution.

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21.2 In order to validate the result, referenda shall require a minimum of 1/40th of the Full Time EquivalentFTE population of Ordinary Members to vote except in issues of affiliation which will follow regulations of the body in question.

22. Affiliations to External Organisations

22.1 The General Meeting shall have the power to affiliate the Union to any external organisation having educational charitable purposes. Any decision of the General Meeting so to affiliate shall be published by being displayed on an official notice boardthe Union’s website for at least five University days, shall be available for inspection in hard copy at any other time during office hours on application to the Chief Executive and shall be communicated in writing to the University Court. Such notice shall state: (i) the name of the organisation; and (ii) details of any subscription or similar fee paid or proposed to be paid, and of any donations made or proposed to be made, to the organisation.

22.2 The Executive Council shall publish as part of its Annual Report to the Annual General Meeting a list of the external organisations to which the Union is currently affiliated.

23. Indemnity

23.1 Each officer, appointee or member of staff of the Union shall be entitled to be indemnified out of the assets of the Union against all losses or liability which he or she may sustain or incur in or about the execution of his or her office, or otherwise in relation thereto and no officer, appointee or member of staff shall be liable for any loss, damage or misfortune which may happen to or be incurred by the Union in the execution of the duties of his or her office or in relation thereto; provided. Provided that nothing in this clause shall affect their liability for the consequence of any negligent or dishonest act on their part.

23.2 The Trustees Board may purchase and maintain trustee indemnity insurance for any and

all Trustees of the Union.

24. Cessation of the Union

24.1 If for any cause the Union ceases to exist, all funds and property held by the Union shall become the property of the University and be applied as the University Court may decide.

25. Entry into force, confirmation and review

25.1 This Constitution shall enter into force incrementally, at terms agreed between the Sabbatical Officers and the Court, between 1st1 January and 1st1 June 20102015, when it shall be implemented in full. It will be subject to confirmation or amendment by the Court no later than 1st1 June 20152020 and at further five year intervals thereafter.

26. Schedules

26.1 The This Schedules of this Constitution shall be as follows: i) Schedule 1 Committees ii) Schedule 2 Elections and Referenda iii) Schedule 3 TrusteesOfficer Profiles iv) Schedule 4 Trustees Schedule

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iv)v) Schedule 5 Standing Orders (vi) Schedule 5 Discipline Code v)vi) (vi) Schedule 6 Officer ProfilesDiscipline

vi)vii) (vii) Schedule 7 The Sports Union ConstitutionSchedule viii) Schedule 8 Clubs and Societies Schedule

27. Leeway Clause 27.1 A majority of the Executive with the President having a casting vote, may, until the 31st

of May, 2010 2015 and with the ratification of the Secretary of the University, authorise an amendment to the Constitution which is required by law or legally necessary or to give efficacy to the aims and objectives of the Constitution or for clarification or structural or grammatical reasons provided that any such amendment must be ratified by a quorate majority at the next General Meeting.

28. Acts during Vacancies 28.1 No act or resolution of the TrusteesTrustee Board, General Meetings, Emergency General

Meetings, Annual General Meetings, Executive Council or any Committee or other body constituted in accordance with this Constitution, shall be invalid by reason only of any vacancy in the body doing or passing it, or by reason of any want of qualification by or invalidity in the appointment of any de facto member of the body whether present or absent.

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ORDINANCE 1 CONSTITUTION OF THE STUDENTS’ ASSOCIATION (Charter reference Article 15)

1. Name

1.1 The Students’ Association of the University is established in accordance with Article 15 of the Charter of the University of Stirling and shall be called: “the University of Stirling Students’ Union” (hereinafter referred to as ‘the Union’). The Union is a registered charity (no: SC023788).

2. Purpose and objects

2.1 The Union’s charitable object is the advancement of education of students at the University of Stirling for the public benefit through the purpose of the Union.

2.2 The purpose of the Union is to promote the interests and welfare of its members, to represent them and work in partnership with the University to provide support and development opportunities to meet the diverse needs of the student community in the mission to ‘Make Students’ Lives Better’.

2.3 To achieve this the Union will: i) provide a student representative service; ii) provide academic support services; iii) provide a mediation service; iv) develop partnership opportunities with the University for the benefit of its members; v) facilitate student led co-curricular and collaborative activities through clubs,

societies and volunteering opportunities; vi) provide facilities and support for clubs and societies for the advancement of arts,

heritage, culture and the social life of students; vii) provide facilities, coaching and other support for sports clubs and other activities to

promote participation and the general health and well-being of students; viii) provide services that support student employment and enterprise; ix) deliver commercial services that provide value for money and employment

opportunities for students; x) enhance environmental sustainability; xi) ensure adequate, sustainable resources are available in order that its

commitments and aspirations are achieved.

3. Definitions

3.1 The following words or phrases shall have the following meanings wherever they appear in the Constitution:

i) “Academic Council” means the Academic Council of the University; ii) “Academic year” means the period from the beginning of the Autumn Semester to

the end of the Spring Semester within one 12 month period; iii) “Alumni” means all students who have graduated from the University and all

students who have attended the University for at least one semester of study; iv) “Annual General Meeting” means the Annual General Meeting of the Union; v) “Union” means the University of Stirling Students’ Union; vi) “Chief Executive” means the Chief Executive of the Union; vii) “Court” means the Court of the University; viii) “Executive Council” means the Executive Council of the Union;

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ix) “Executive Officers” means those officers of the Union who are listed in the Officer Profiles Schedule (Schedule 3) attached to this Constitution

x) External trustee means an external trustee of the Union’s Trustees Board xi) “Finance and Resources Committee” means the Finance and Resources

Committee of the Union; xii) “Financial year” means from 1st August to 31st July in any year; xiii) “FTE” means full time equivalent and refers to the full time equivalent of student

population in the immediately preceding academic year; xiv) “General Meeting” means the General Meeting of the Union; xv) ‘Online’ means any online activity including social media, email, internet or any

other electronic transaction. xvi) “Sabbatical Officers” means the President, Vice Presidents and Sports President of

the Union; xvii) “Students” means the students of the University as defined in Statute 1; xviii) “Trustee” means a member of the Trustees Board of the Union xix) “Trustees Board” means the Trustees Board of the Union; xx) “University” means the University of Stirling; xxi) “University Day” means any whole day from Monday to Friday during semester but


4. Powers

4.1 The Union through its Trustees Board, General Meetings and Executive Council (subject to Court approval with respect to section xiii), has the power to:

i) administer the financial affairs of the Union; ii) pay all the Union’s expenses out of the funds of the Union; iii) borrow as necessary by bank overdraft; iv) buy, lease or sell goods necessary for the day to day running of the Union; v) invest or advance the funds of the Union, surplus to the immediate needs of the

Union as from time to time may be determined by the Trustees’ Board; vi) employ staff; vii) become members of any corporate body which has objects similar to those of the

Union and to meet the appropriate subscriptions and charges; viii) elect Office-Bearers of the Union in accordance with the Elections and Referenda

Schedule (Schedule 2) attached to this Constitution and to dismiss them in accordance with paragraph 8.5 of this Constitution.

ix) exercise discipline over members of the Union in accordance with the Discipline Code Schedule (Schedule 6) attached to this Constitution

x) enter into, vary, carry out or cancel any contracts, agreements and undertakings which shall further the objects of the Union and to sue thereunder if the Trustees Board so decides;

xi) make and amend Schedules and Standing Orders as may be necessary for carrying into effect the provision of this Constitution, provided that, if there is any conflict between the provisions of the Constitution and those of the Schedules, the provisions of the Constitution shall prevail;

xii) do all such other things as may appear to be incidental or conducive to the attainment of the above;

xiii) provided that the consent of the Court shall be obtained before any action may be taken under any of the following heads and the Court may disallow, amend or refer back any such action if in the view of the Court it is in conflict with the general interests of the University:

a) to lease, purchase or otherwise acquire or dispose of any land or premises and to maintain or adapt these premises for the purpose of the Union;

b) to borrow money other than by way of bank overdraft;

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c) to sell, dispose of or transfer any part of the business, property or undertaking carried out by the Union for any consideration the Trustees Board may see fit to accept.

d) to provide for the welfare of any existing or former employees

4.2 These powers may only be exercised in the furtherance of the Union’s objects and purposes and are the responsibility of the Trustees Board through as may be required, the operation of the Executive Council, Finance and Resources Committee and the General Meeting.

5. Equality and Diversity

5.1 This Equality, Diversity and inclusion Statement shall be enforced across the Union.

5.2 Equality, Diversity and Inclusion Statement:

The University of Stirling Students’ Union is committed to providing an inclusive and supportive space for all of its members and believes that all students should be free from feelings of intimidation or harassment resulting from prejudice or discrimination the grounds of age, disability, gender identity, race, religion, sexual-orientation, marital or maternity/paternity status, trans status, socio-economic status, or ideology or culture, or any other form of distinction, in or outwith Union premises, in person or online.

Please refer to the Union’s Equal Opportunities Policy for further information. This is in line with the Union’s Equality Steering Groups’ aims and terms of reference.

6. Membership

6.1 Ordinary Members

Every matriculated student of the University shall be an Ordinary Member of the Union unless they have exercised their right to opt out of membership in accordance with s22 of the Education Act 1994, as the Act may be amended or reenacted from time to time.

Sabbatical Officers shall also be classed as Ordinary Members.

6.2 Associate Members

All matriculated students of any further or higher educational institution with whom the Union holds a reciprocal agreement shall be Associate Members unless they have exercised the right to opt out of membership of their institution’s Students’ Union in terms of the Education Act 1994, as the Act may be amended or reenacted from time to time. The following members of the University community may apply for Associate Membership and, if accepted, shall become Associate Members:

i) members of the University Court; ii) members of staff of the University and members of staff of the University’s Union

provided that said membership shall end on the termination of their employment; iii) persons attending conferences within the University and resident in University

accommodation for the duration of the conference; iv) any person resident in University accommodation; v) any person participating in sports or recreational activities within the University’s

grounds;

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6.3 Life Membership

Members of the Union and any former Associate Member may apply for Life Membership of the Union and, if accepted, may become a Life Member.

The following Members of the University community may apply for Life Membership and, if accepted, shall become Life Members:

i) members of the University Court; ii) members of staff of the University; iii) members of staff of the Union;

Other persons, who in the opinion of the Union Executive Council would be of service to the Union, may be admitted to Life Membership.

Sabbatical Officers of the Union shall automatically be granted Life Membership of the Union upon completion of a year in office

6.4 Alumni Membership

All students who have graduated from the University of Stirling shall hold Alumni Membership of the Students’ Union.

All students who have attended the University of Stirling for at least one semester of study shall hold Alumni Membership.

6.5 Honorary Members

Honorary Membership may be granted by the General Meeting to such persons and on such terms as it thinks fit.

6.6 Ordinary Members shall be the only members entitled to:

i) vote in General Meetings of the Union and vote in referenda. ii) nominate, stand and vote in Union Elections.

6.7 All members are entitled to use all Union facilities, subject to disciplinary sanctions.

7. Elections

7.1 All Elections will be conducted in accordance with the Election & Referenda Schedule (Schedule 2), attached to this Constitution.

8. Tenure of Office

8.1 Sabbatical Officers

i) The term of office of the Sabbatical Officers shall commence on the 1st of June and terminate on the 31st of May in the following year;

ii) The Sabbatical Officers shall at the time of their election be registered students or currently in Sabbatical Office and shall, subject to the consent of the Academic Council, take, during their period of office, a year’s leave of absence from their studies. Where a non-continuing student is elected to one of these posts such consent is not required;

iii) The Sabbatical Officers-elect shall be full voting members of both the Executive Council and the Finance and Resources Committee as of the day they are elected

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and shall be invited, but not required, to attend the meetings of these bodies pending the start of their period of office;

iv) No person shall hold office as a Sabbatical Officer for more than two years; v) The duties and remits of the Sabbatical Officers shall be as provided in the Officer

Profiles Schedule (Schedule 3) attached to this Constitution.

8.2 Executive Officers

i) The term of office of the Executive Officers, shall commence the 1st of June and terminate on the 31st of May in the following year;

ii) The remit of the Executive Officers shall be as provided for in the Officer Profiles Schedule (Schedule 3) attached to this Constitution.

iii) No Executive Officer shall hold the same position of office for more than two years.

8.3 Resignations

i) If any Executive Officer ceases to be an Ordinary Member of the Union, as defined in paragraph 6.1 of this Constitution, his or her tenure of office or membership shall cease forthwith;

ii) Any member of any properly constituted Committee of the Union who misses three meetings, without good reason, during his or her term of office and without apologies being accepted shall, by the said committee itself, be removed from membership of that Committee. The General Meeting shall be informed.

iii) Letters of resignation of any member of the Executive Council or Committee Member shall be addressed to the President. Such a letter shall then be presented to the first meeting of the General Meeting following its receipt (unless it has been withdrawn in the intervening period). The General Meeting shall be informed.

8.4 Motions of Censure

A motion of censure of any elected officer of the Union or member of a Committee, or Club or Society of the Union, shall require a two thirds majority of those present and entitled to vote at a quorate General Meeting.

8.5 Vote of No Confidence

i) A Vote of No Confidence can be called for the sole purpose of removing elected officer(s) and shall be run in the same manner as a General Meeting as outlined in Standing Orders Schedule (Schedule 5) attached to this Constitution;

ii) Votes of No Confidence must take place within 5 days of the Chief Executive receiving a Motion signed by 1/40th of the FTE population of Ordinary Members;

iii) The quoracy for a Vote of No Confidence will be 1/20th of the FTE population of Ordinary Members

iv) A Vote of No Confidence must receive two thirds majority to pass; v) If a Vote of No Confidence is passed, the officer shall be removed from office and

the General Meeting shall have the option to ban said officer from standing for election to any elected position within the Union for a period of normally not longer than one year.

8.6 Behaviour

All Sabbatical Officers and Executive Officers of the Union shall at all times behave in a manner which befits their office at all times and in all circumstances, including in person and online.

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8.7 Vacancies

Any vacancy(ies) other than as provided elsewhere occurring for whatever reasons shall be filled via a by-election conducted in accordance with the Election & Referenda Schedule (Schedule 2) attached to this Constitution.

9. Trustees Board

9.1 Definition

The Trustees Board shall have responsibility for all activities of the Union and shall act at all times in line with their obligations in terms of the Charities and Trustee Investment (Scotland) Act 2005, as the Act may be amended or reenacted from time to time.

9.2 Membership

The Trustees Board of the Union shall be made up as follows: Ex-officio

i) 4 Sabbatical Officers

Appointed i) 4 external trustees

Elected i) 3 student trustees

In attendance i) Chief Executive ii) Others as may be invited to present information at the request of the Trustees

Board. iii) Board Secretary appointed by the Chief Executive.

9.3 Other than the appointment of the first 4 external trustees the appointment of which shall

be conducted in accordance with the Trustees Schedule (Schedule 4) attached to this Constitution, the procedure for the appointment of the external trustees shall be as follows:

i) The Trustees Board and the Chief Executive in dialogue with the University, shall

agree the required expertise of the new external trustee to be appointed and the best strategy to be employed to appoint him/her

ii) The Chief Executive shall co-ordinate the appointment’s process of the new external trustee and produce a short list to be approved by the Trustees Board

iii) The Sabbatical Officers on behalf of the Trustees Board shall present the recommendations of the Trustees Board for the appointment of a new external trustee at a quorate General Meeting for ratification;

iv) If the General Meeting rejects the recommendations of the Trustees Board, the Trustees Board shall review the recommendations and return to the following General Meeting with an amended proposal for ratification;

v) The cycle of appointment of external trustees shall be set out in the Trustees Schedule (Schedule 4) attached to this Constitution.

9.4 The external trustees shall as far as possible be appointed because of their specific experience in any area which the Trustees may from time to time deem to be beneficial to

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the good operation of the Union. Reasonable efforts will be made to appoint an external trustee with expertise in Finance and Audit.

9.5 The external trustees shall be appointed for a period of 3 years.

9.6 An external trustee may serve a maximum of two consecutive 3 year periods and on the expiry of two such periods will not be eligible for re-appointment until a further 3 years have elapsed. Where a trustee is elected to serve as Chair of the Trustees he/she will begin a new term of membership.

9.7 The 3 student trustees will be elected by a cross campus ballot conducted in accordance with the Elections and Referenda Schedule (Schedule 2) attached to this Constitution and cannot hold any Executive Office during their time as a student trustee.

9.8 The Trustees Board shall:

i) seek, in good faith, to ensure that the Union acts in a manner which is consistent with its purposes

ii) oversee the strategic direction of the Union; iii) ensure the proper and prudent administration of the Union both legally and

financially; iv) ensure the Union’s financial viability and sustainability to enable it to meet its aims

and objectives; v) ensure the Union complies with its governing documents, charity law and all other

relevant legislation or regulations; vi) protect and manage any property of the Union and ensure the proper investment of

the Union’s funds.

9.9 To enable it to do this the Trustees Board shall:

i) at each of its meetings, receive and consider the management accounts of the Union from the Finance and Resources Committee;

ii) receive and approve the Union’s Budget from the Finance and Resources Committee;

iii) at each of its meetings, receive the Minutes from the meetings of the Finance & Resources Committee and a report from it and, at least once each semester or otherwise as it may require, receive a report from the President on the activity of the Executive Council.

iv) have the power to scrutinise, approve or overturn decisions of the Finance and Resources Committee, the Executive Council and any other of the Union’s committees based on the principles outlined in the Trustees Schedule (Schedule 4) attached to this Constitution;

v) appoint the Chief Executive, ensure that proper employment legislation is applied in their dealings with him/her and to monitor his/her performance;

vi) act as an Appeal panel in any disciplinary or grievance matter as may be required; vii) intervene in any area and instruct any officer or employee of the Union if it believes

that the Union is failing to meet any financial or legislative requirements.

9.10 The Trustees Board will meet not less than 5 times per year and at any additional times as may be necessary.

9.11 The Trustees Board shall elect a chair from within the membership of the external trustees. Should the chair be unavailable the Trustees shall elect a temporary chair from within the membership of the external trustees. Sabbatical Officers shall not be eligible to be appointed as chair.

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9.12 Quorum for meetings shall be one half plus one of the current memberships (rounded up to the nearest whole number), provided that there are also at least 2 external trustees present.

9.13 An emergency meeting of the Trustees Board may be called on the request of 4 or more Trustees Board members. There shall be at least 5 University days’ notice of an emergency meeting.

9.14 Meetings shall be conducted in accordance with Trustees Schedule (Schedule 4) attached to this Constitution.

9.15 In the event of a member of the Trustees Board being under eighteen years of age and therefore, under the Licensing (Scotland) Act 2005, being unable to act in that capacity, the Executive Council shall elect a member of eighteen years or over from the Executive Council, to act on behalf of the officer for this purpose.

9.16 Any Trustee may be removed from the office of Trustee by the Trustees Board for “good

cause”. No Trustee shall be removed from office without having a reasonable opportunity to be heard in person by the Trustees Board and the removal having been approved by two-thirds of the members of the Trustees Board present and voting.

9.17 “Good cause” when used in reference to removal from office shall mean:

i) conviction of a criminal offence judged by the Trustees to be such as to render the person concerned unfit for the execution of the duties of the office of Trustee; or

ii) if a member of the Trustees Board is declared bankrupt; or iii) failure through mental or physical incapacity or persistent neglect to perform

properly the duties of his or her office; or iv) if a Trustee fails to attend three consecutive meetings without apologies being

accepted, they may be removed by a simple resolution of the board; or v) conduct judged by the Board of Trustees to be such as to constitute a failure or

inability of the person concerned to perform the duties of his or her office. vi) Serious and persistent breach of the duties of the Charities and Investment

(Scotland) Act, 2005

9.18 If a Trustee who is a Sabbatical Officer ceases to be a Trustee through the above provisions they shall not cease to be a sabbatical officer as a result.

9.19 Where a Sabbatical Officer ceases to hold that office they shall no longer be a Trustee. 9.20 A Sabbatical Officer who is by reason of his office a Trustee shall not be eligible for

appointment as an external trustee until a period of 3 years has elapsed from the date of the Sabbatical Officer demitting his role as a Sabbatical Officer.

9.21 The Trustees Board may appoint any person to be the agent of the Union for such

purposes and on such conditions as they determine.

9.22 The Trustees Board may delegate any and all of their powers or functions to any committee or body, or the implementation of their resolutions and the operational management of the Union to any person or committee subject to the provisions set out in the Trustees Schedule (Schedule 4) attached to this Constitution.

10. General Meetings

10.1 All Ordinary Members are eligible to attend General Meetings.

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10.2 The following shall attend General Meetings in an ex-officio capacity:

i) Executive Officers. ii) Standing Committee members.

10.3 The following shall be invited to attend General Meetings

i) Course Representatives. ii) Members of each club and society and sports clubs.

10.4 The remit of General Meetings shall be as follows: i) vote on policy of the Union; ii) scrutinise a report from the President on all areas and committees of the Union iii) vote on constitutional amendments iv) refer such items as prescribed to referenda as set out in the Elections and

Referenda Schedule (Schedule 2);

10.5 General Meetings shall be run in accordance with the Standing Orders Schedule (Schedule 5) attached to this Constitution.

10.6 There shall be a minimum of two General Meetings per semester. The first must be no later than 5 weeks into the first semester.

10.7 The President will chair General Meetings. In the absence of the President, the President will nominate another sabbatical officer to chair, or in the event of the incapacity of the President the remaining sabbatical officers will select a chair from amongst themselves.

10.8 The quorum for General Meetings shall be 60 Ordinary Members of the Union.

10.9 General Meetings can express their dissatisfaction with the work or action of an officer(s), committee(s), committee member(s), or club or society by the submission of a motion of censure as detailed in paragraph 8.4 of this Constitution.

11. Emergency General Meetings

11.1 An Emergency General Meeting can be called upon the request of 60 ordinary members of the students’ union and have at least 48 hours’ notice.

11.2 Emergency General Meetings shall be run like a General Meeting and in accordance with the Standing Orders Schedule (Schedule 5) attached to this Constitution.

12. Annual General Meeting

12.1 The Annual General Meeting is the final General Meeting of the Union of the Academic Year and will be called by the President of the Union. It shall be held in the Spring semester and must be held no earlier than 5 weeks before the end of teaching.

12.2 An official notice of the Annual General Meeting shall be available on the Union’s website not less than 10 University days prior to the Annual General Meeting,

12.3 Annual General Meetings shall be run like a General Meeting in accordance with the Standing Orders Schedule (Schedule 5).

12.4 At the Annual General Meeting:

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i) the President shall present an Annual Report containing a financial report for the year to date, the previous year’s audited annual accounts approved by the Trustees Board and information required by section 22(2)(g) and (h) Education Act 1994. Such report and accounts shall be available on the Union’s website for at least five University days prior to the Annual General Meeting and shall be available for inspection in hard copy at any other time thereafter during office hours on application to the Chief Executive of the Union;

ii) reports from officers and standing committees will be combined into an end of year report and presented by the President;

iii) the President-elect shall present a plan on the conduct and management of the Union for the following year;

iv) any other competent business specified in the notice of the meeting may be transacted.

12.5 Annual General Meetings cannot pass policy nor submit items to referenda

13. Executive Council

13.1 The membership of the Executive Council shall be made up as follows;

i) The Sabbatical Officers and the Executive Officers of the Union as detailed in the Officer Profiles Schedule (Schedule 3) attached to this Constitution.

13.2 In attendance i) Any member of staff of the Union as may be required ii) Others as may be invited to present information at the request of the Executive

Council;

13.3 The remit of the Executive Council shall be to: i) organise and operate all General Meetings and other meeting of the Union; ii) receive for scrutiny reports from each Sabbatical Officer; iii) receive for scrutiny reports from each committee as referred to in the Committees

Schedule (Schedule 1) attached to this Constitution; iv) receive for scrutiny reports from the Finance and Resources Committee on the

financial performance of the Union v) scrutinise the work of all the officers of the Union vi) receive policy passed by General Meetings or Referenda and delegate actions to

officers or committees vii) report to the Trustees Board as required in paragraph 9.9 hereof.

13.4 The Executive Council can refer any motion passed by General Meetings and Emergency General Meetings to referenda on a 75% majority vote of the Members of the Executive Council entitled to vote.

13.5 The Executive Council will meet no less frequently than every 4 weeks during term-time and at additional times where necessary.

13.6 The President will chair the meeting. In the absence of the President, the President will nominate a chair from the other Sabbatical Officers, or in the event of the incapacity of the President the remaining Sabbatical Officers will select a chair from amongst themselves.

13.7 Quoracy for Executive Council meetings shall be one half plus one of the current membership of the Executive Council.

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13.8 An emergency meeting of the Executive Council may be called on the request of 8 or more Executive Council members. There shall be at least 48 hours notice of an emergency meeting.

13.9 Meetings shall be conducted in accordance with Standing Orders Schedule (Schedule 5) attached to this Constitution.

14. Finance and Resources Committee

14.1 Membership The Composition of the Finance and Resources Committee shall be as follows:

i) The Sabbatical Officers who: a) Will be Signatories of the Union’s Bank Account; b) Cannot be elected as Chair of the Finance and Resources Committee;

ii) The Chief Executive or his or her nominee; iii) One Executive Officer elected from within the Executive Council; iv) An external trustee with expertise in finance and audit where possible.

The following shall be invited to attend all meetings but shall have no voting rights:

i) A Financial Adviser appointed by the University Secretary; ii) Others as may be invited to present information at the request of the Finance and

Resources Committee;

14.2 In the event of a member of the Finance and Resources Committee being under eighteen years of age and therefore, under the Licensing (Scotland) act 2005, being unable to act in that capacity, the Executive Council shall elect a member of eighteen years or over from the Executive Council, to act on behalf of the officer for this purpose;

14.3 One Executive Officer shall be elected from the membership to sit on the Finance and Resources Committee and shall be elected at the first Executive Council of the academic year in accordance with the Elections and Referenda Schedule (Schedule 2) attached to this Constitution.

14.4 The Finance and Resources Committee shall be a Standing Committee of the Union and shall be responsible to the Trustees Board and General Meeting for:

i) the delegation to the Chief Executive and staff of the Union the day-to-day operation of the Union including the administration of the Union’s bank account to be done in accordance with the financial regulations approved by the University Court and in accordance with the relevant legislation

ii) receiving and analysing all financial results, information and monitoring income, expenditure and the wider financial environment including the scrutiny and approval of all budgets of the Union;

iii) formulating and recommending financial strategy and actions for the Trustees Board’s scrutiny and approval;

iv) Preparing the Union’s annual budget for the Trustees Board’s scrutiny and approval.

v) ensuring that the annual accounts are audited and ready for presentation to the Trustees Board and to the General Meeting for noting;

vi) ensuring compliance with the Licensing (Scotland) Act 2005; vii) reporting to the Trustees Board at each of the meetings of the Trustees Board as

required in paragraph 9.9 hereof.

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14.5 The Finance and Resources Committee shall also be responsible for the following, but shall only discuss these matters in a closed session and treat all information regarding the following in the strictest of confidence:

i) the recruitment and employment of staff and the regulation of staff terms and conditions of employment in compliance with all relevant employment legislation;

ii) the reporting of any relevant staffing issues to the Trustees Board for their noting or decision.

iii) to act as the body to which staff appraisals and scrutiny is taken and, if necessary reported to the Trustee Board.

iv) consultation and negotiation on behalf of the Trustees Board with the recognised staff Unions.

14.6 The procedure for meetings of the Finance and Resources Committee shall be as follows:

i) The Finance and Resources Committee shall meet no less than monthly during semesters.

ii) For the duration of University vacations, the Finance and Resources Committee may devolve its full powers to a Sub-Committee consisting of the Sabbatical Officers and Chief Executive of the Union. The Financial Adviser shall attend all such meetings of this sub-committee. In the event that the Financial Adviser or their designated deputy takes the view that any decision of the Sub-Committee is an improper or inappropriate use of the funds of the Union, he or she shall give written notice to the Sub-Committee to that effect and shall report the matter to the Chairman of the Trustees Board or, in his or her absence, another external trustee member of the Trustees Board. In the event that such written notice is given, any action arising from the decision of the Finance and Resources Committee in question shall be held in abeyance pending confirmation of the decision by a quorate meeting of the Union’s Finance and Resources Committee which will be called as soon as practicable;

iii) The Finance and Resources Committee and the Financial Adviser shall receive monthly statements comparing the financial situation of the Union with the annual budgets and estimates, which shall be prepared by the Chief Executive in consultation with the Sabbatical Officers.

iv) Such statements shall be made available to the University’s Director of Finance, who shall be entitled to refer any issues to the Trustees Board and call for and receive such explanations as he/she may require in order to satisfy the requirements of section 22(g) Education Act 1994 relating to monitoring of expenditure by the University Court;

v) The quorum for meetings of the Finance and Resources Committee shall be two thirds of the membership, to include the chair of the Finance and Resource Committee, or their designated deputy, who shall also be an external trustee, and the Chief Executive, or their designated deputy;

vi) Minutes of the meetings of the Finance and Resources Committee shall be presented to the next meeting of the Trustees Board which can challenge, overturn or refer back for further consideration any decision made by the Committee.

15. Other Committees

15.1 The Union shall have such other committees, other than the standing committees, which will be defined in the Committees Schedule (Schedule 1) attached to this Constitution. The Officers of each committee are responsible for the budget assigned to their specific remit as defined in the Officer Profiles Schedule (Schedule 3) attached to this Constitution.

16. Licensing

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16.1 The supply and consumption of alcoholic liquor shall be regulated in accordance with the Licensing (Scotland) Act 2005, as the Act may be amended or reenacted from time to time.

17. Supply of alcoholic liquor

17.1 No member of the Trustees Board and no person employed by the Union shall have any personal interest in the sale of alcoholic liquor or in the profits arising from such sale by the Union;

17.2 No alcoholic liquor shall be sold or supplied by the Union to any person under the age of eighteen;

17.3 No alcoholic liquor shall be sold or supplied in the Union’s premises for consumption off the premises, except to a member of the Union in person for consumption by her or him or to a person holding a license or wholesaler’s excise license for the sale of such liquor.

18. Clubs & Societies and Sport Clubs

18.1 It shall be a condition of the use of the words ‘University of Stirling’, ‘Stirling University’ or ‘Oil-Thigh Shruighlea’ in the official designation of any club or society consisting wholly or mainly of students that the said club or society shall be affiliated to the Union;

18.2 Sports Clubs should refer to the Sports Schedule (Schedule 7) and Clubs and Societies should refer to the Clubs and Societies Schedule (Schedule 8,) hereinafter, in so far as they relate to development, operation and events of their club, society or sport club.

19. Interpretation

19.1 In the event of a dispute as to the interpretation of any part of the constitution, the ruling of the President shall be sought. In the event of a challenge to the President’s ruling the matter shall be referred to the Executive Council for a final determination.

20. Amendments

20.1 Without prejudice to the powers of the Court of the University under the Charter and Statutes to amend this Ordinance:

i) Out with the constitutional 5 year review as determined by the University, the Constitution shall not be alterable except by a motion duly made and carried by a simple majority at a quorate General Meeting and then ratified by Referenda as set out in the Elections and Referenda Schedule (Schedule 2);

ii) All changes to the Constitution will be subject to approval by the University Court. iii) The Schedules attached to this Constitution shall not be alterable except by motion

duly made and carried by a simple majority at a quorate General Meeting; iv) All changes to the Schedules will be subject to noting by the University Court. v) During the constitutional 5 year review, the views of relevant staff and committees

will be sought for input into the review, with the Trustee Board serving as the final stage of ratification prior to submission for approval to the University Court.

21. Referenda

21.1 Referenda shall be conducted in accordance with the “Elections and Referenda” Schedule (Schedule 2) attached to this Constitution.

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21.2 In order to validate the result, referenda shall require a minimum of 1/40th of the FTE population of Ordinary Members to vote except in issues of affiliation which will follow regulations of the body in question.

22. Affiliations to External Organisations

22.1 The General Meeting shall have the power to affiliate the Union to any external organisation having educational charitable purposes. Any decision of the General Meeting so to affiliate shall be published by being displayed on the Union’s website for at least five University days, shall be available for inspection in hard copy at any other time during office hours on application to the Chief Executive and shall be communicated in writing to the University Court. Such notice shall state: (i) the name of the organisation; and (ii) details of any subscription or similar fee paid or proposed to be paid, and of any donations made or proposed to be made, to the organisation.

22.2 The Executive Council shall publish as part of its Annual Report to the Annual General Meeting a list of the external organisations to which the Union is currently affiliated.

23. Indemnity

23.1 Each officer, appointee or member of staff of the Union shall be entitled to be indemnified out of the assets of the Union against all losses or liability which he or she may sustain or incur in or about the execution of his or her office, or otherwise in relation thereto and no officer, appointee or member of staff shall be liable for any loss, damage or misfortune which may happen to or be incurred by the Union in the execution of the duties of his or her office or in relation thereto. Provided that nothing in this clause shall affect their liability for the consequence of any negligent or dishonest act on their part.

23.2 The Trustees Board may purchase and maintain trustee indemnity insurance for any and

all Trustees of the Union.

24. Cessation of the Union

24.1 If for any cause the Union ceases to exist, all funds and property held by the Union shall become the property of the University and be applied as the University Court may decide.

25. Entry into force, confirmation and review

25.1 This Constitution shall enter into force incrementally, at terms agreed between the Sabbatical Officers and the Court, between 1 January and 1 June 2015, when it shall be implemented in full. It will be subject to confirmation or amendment by the Court no later than 1 June 2020 and at further five year intervals thereafter.

26. Schedules

26.1 This Schedules of this Constitution shall be as follows: i) Schedule 1 Committees ii) Schedule 2 Elections and Referenda iii) Schedule 3 Officer Profiles iv) Schedule 4 Trustees Schedule v) Schedule 5 Standing Orders vi) Schedule 6 Discipline vii) Schedule 7 Sports Schedule viii) Schedule 8 Clubs and Societies Schedule

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27. Leeway Clause 27.1 A majority of the Executive with the President having a casting vote, may, until the 31st of

May 2015 and with the ratification of the Secretary of the University, authorise an amendment to the Constitution which is required by law or legally necessary or to give efficacy to the aims and objectives of the Constitution or for clarification or structural or grammatical reasons provided that any such amendment must be ratified by a quorate majority at the next General Meeting.

28. Acts during Vacancies 28.1 No act or resolution of the Trustee Board, General Meetings, Emergency General

Meetings, Annual General Meetings, Executive Council or any Committee or other body constituted in accordance with this Constitution, shall be invalid by reason only of any vacancy in the body doing or passing it, or by reason of any want of qualification by or invalidity in the appointment of any de facto member of the body whether present or absent.

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University Court

HR UPDATE

Introduction

1 This paper updates University Court on HR matters.

Purpose

2 For information.

Main body/Proposals

3 UNIVERSITIES SUPERANNUATION SCHEME REFORMS

Agreement has been reached at the Joint Negotiating Committee of USS, regarding proposed reforms to Scheme benefits. These reforms are deemed necessary to address a substantial Scheme funding deficit, and current proposals include increased employer (+2%) and employee (+1 or 1.5%) contributions, and a hybrid CARE (1/75 accrual)/Defined Contribution Scheme with an earnings cap of £55,000 per annum. Statutory Member consultation commenced mid-March 2015, with a closing date of 22nd May. The proposed implementation date for any changes is April, 2016.

4 UCU SUPREME COURT APPEAL – COLLECTIVE CONSULTATION

The University, in January, defended its previous judgements from EAT and Court of Session regarding the law on collective consultation with respect to the ending of Fixed Term Contracts. This case originated following the 2009 Voluntary Severance exercise and UCU continued to pursue the judgement despite the 2013 UK Government amendment to employment law, which now excludes Fixed Term workers from collective consultation obligations.

The Supreme Court allowed the UCU appeal in finding against the University, ruling that the EAT and Court of Session had erred in finding that the fixed term contracts considered as test cases were “individual” to the persons and therefore outwith the scope of collective consultation according to the law at the time. It therefore referred the claims back to Employment Tribunal for consideration of other legal matters, which will include definition of those affected by this ruling and the nature of protective award.

While, due to the April 2013 change in the law, this does not affect employers going forward, it nevertheless exposes the University to paying a proportion of UCU costs at Supreme Court and Court of Session, and orders to pay claims for protective awards dating back to 2009 and 2010.

5 EQUAL PAY AUDIT

The University has recently completed an equal pay audit based on staffing at August, 2014. The findings were that there were no significant gender pay gaps within grades, but an overall gender pay gap of 21.2% across the organisation, down from 25% in 2009.

The primary reason for this is occupational segregation, with very high proportions of female staff in lower grades, and higher proportions of male staff in the highest grades.

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The report has been considered in detail by USPG and the Equalities Steering Group, and work continues to address these issues, as detailed in the University’s Equality Action Plan. The summary Equal Pay report is attached at appendix 1. 6 STAFF SURVEY OUTCOMES Reports from the 2014/15 staff survey have now been received and briefed to USPG and SMT, and the process of communication of outcomes has commenced across the University. A copy of the summary staff survey newsletter is attached at appendix 2. Results indicate continued high employee satisfaction with working at the University, notably with pay and conditions, along with pointers of further work to be done in the areas of workload management, communication and management of change. Following communication of outcomes, action planning will commence at School, Service and Institutional level to address areas for improvement. Full results and an update on action planning will be presented to the first meeting of University Court in the 2015/16 cycle.

7 JNCHES 2015 PAY NEGOTIATIONS

The third new JNCHES negotiating meeting of 2015-16 took place on Friday 24 April. Further exploration took place on the core components of the trade unions’ pay claim and the challenging context for the HE employers before an above inflation 0.9% offer was made. A further and final offer of 1%, plus up to 2.65% for the lowest eight grades in the 51 point pay spine, was subsequently made.

This pay uplift offer, made against a backdrop of unprecedented uncertainties and challenging circumstances, seeks to address all elements of the trade unions’ joint pay claim. The pay claim itself does not refer to an actual figure but does seek an offer that addresses the cost of living and meets the ‘Living Wage Foundation’ rate on the lowest point.

Unison have sought member views indicating that this is “the best that can be achieved through negotiation”; UCU and Unite have, however, put it to members with a recommendation to reject the offer, with the potential for subsequent industrial action ballots.

8 LIVING WAGE

At its meeting on 16th March, USPG agreed with a proposal and recommendation to reconfigure the pay and grading structure with effect from 1st August 2015 to ensure that all directly employed staff be paid the Living Wage (LW) as a minimum.


9. No equality implications.

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10. Additional costs should the pensions proposals be agreed with higher contribution levels.

11. Costs as described in regard of the Supreme Court outcome.

Data Classification This document is classified as internal.

Recommendations

Court is invited to note this update.

Martin McCrindle Director of HR & Organisation Development June 2015

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22 June 2015 UC (14/15) 47 Appendix 1

Appendix 1

EQUAL PAY AUDIT 2014/15

Key Findings & Recommendations

1. Pay Gap Analysis 1.1. The key analysis is by pay grade, following the principle that staff in the same pay

grade are in jobs that have been subjected to an analytical job evaluation scheme (Higher Education Role Analysis or HERA) and rated as being equivalent.

1.2. As a general guide, any differences of 5% or more, or patterns of 3% or more, require exploration and explanation.

2. Gender Pay Gap 2.1. There is an uneven distribution of male and female staff by grade and staff

(occupational) group and this is the cause of the overall gender pay gap of 21.2% within the University (this gap has reduced from 25% in the previous equal pay audit). The total average basic pay for male staff is £41,763 and total average basic pay for female staff is £32,891.

2.2. There are no significant pay gaps in the average basic pay of male and female staff in the same pay grade for grades 1 to 10.

2.3. The average basic pay of female staff was slightly higher in grades 2, 3, 5, 7 and 8,

while male staff earned slightly more in grades 4, 6, 9 and 10.

2.4. The average basic pay of male staff in grade 10 is very similar to that of female staff (£77,561 and £76,573 respectively).It should be noted that grade 10 pay arrangements are not a single pay grade in the sense of the other pay grades because it contains a collection of senior posts of different ‘sizes’ and at different management levels.

2.5. A key feature of the University’s staffing is the uneven distribution of male

and female staff by pay grade: There is a higher proportion of female staff in the lower grades and a lower proportion of female staff in the higher grades. An analysis of the average basic pay of male and female staff in the same grade for each staff group (e.g. academic, support, technical) found the gender pay gap is generally negligible. This is the key analysis since staff in these jobs have been rated as equivalent using an analytical job evaluation system.

2.6. The distribution of male and female staff by pay grade within each staff group is

skewed in that there are generally more male staff in the higher pay grades and more female staff in the lower pay grades. This skewed distribution causes some

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differences in the average basic pay earned by all male and all female staff within some staff groups.

3. Ethnic Group Pay Gaps 3.1. The lack of data on ethnicity for a large number of staff continues to hinder the

analysis of pay by ethnic group and makes it difficult to draw definitive conclusions as to the size of any pay gap.

4. Disability 4.1. The lack of data on the disability status group of large numbers of staff continues to

hinder the analysis of pay by disability and makes it difficult to draw definitive conclusions as to the size of any pay gap.

5. Summary of Recommendations (in addition to ongoing actions since previous audit) 6.1 The University should continue to review and develop its recruitment and promotion procedures, to ensure there is no bias in appointing to senior posts and should review its arrangements for succession planning and leadership development to help it to achieve a more even gender distribution of staff in its higher grades.

6.2 The University should continue to explore ways of encouraging disclosure, so that records are as complete as possible in order to allow the University to meet its obligations in promoting and monitoring equality for ethnic groups and disabled staff.

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Equal Pay Review – Data Analysis

1. The University’s commitment to equal pay

1.1 The University of Stirling was established on the principle of equal opportunity

articulated in its founding instrument, the University Charter. This underpins our main purpose and objectives. The University believes that staff should receive equal pay for work of equal value, for the same or broadly similar work and for work rated as equivalent irrespective of gender or any other protected characteristic contained in the Equality Act 2010.

2. The University’s approach to equal pay

2.1 We aim to eliminate any bias in our pay systems, not only to protect the UK

and European legal rights of our employees but also to increase their confidence that the work men and women undertake is equally valued. It is in the interest of the University to have fair and just pay systems to attract the best staff from domestic and international arenas and to send a positive message to our students, customers and other stakeholders.

2.2 We recognise that in order to achieve equal pay for employees doing equal

work we should operate a pay system which is transparent, based on objective criteria, free from bias and which does not discriminate unfairly between those on different contractual arrangements.

2.3 Whilst it makes good business sense to have a fair and transparent reward

system that will help us to control costs and follow good practice in workforce planning, we are also aware that avoiding unfair discrimination will improve morale and support motivated individuals committed to excellence. To this end we have instigated a job evaluation scheme to assess, systematically, the relative contributions of existing roles within the institution and to provide fair and equitable grading structures. Additionally steps have been taken to harmonise terms and conditions across roles and to remove or reduce non-transparent aspects of the reward system. Evaluation processes for new roles and for the re-grading of existing roles have also been set in place. During the implementation of these processes we worked closely with the recognised campus unions and within the spirit of national agreements. The University has developed an Equality Impact Assessment process which enables relevant policies, procedures, practices and decisions to be reviewed to identify any discriminatory impact and required actions across all characteristics.

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3. The University’s equal pay objectives

3.1 The University’s objectives are to:

• Eliminate any unfair, unjust or unlawful practices that impact on pay.

• Take appropriate action to address any unwarranted discrepancies in pay that are discovered.

3.2 In order to put its commitment to providing equal pay into practice, the

University will: • Conduct an equal pay review every 3 years, covering all staff and develop

an action plan;

• Consistently monitor and review existing and future pay practices;

• Ensure that existing and future pay practices are fair and transparent;

• Plan and implement any changes to pay related processes, practices and systems. Where appropriate the University will consult on these with recognised campus unions and staff representative groups;

• Provide equality and diversity training and guidance for those staff directly

involved in decisions about recruitment and section, pay and benefits, job evaluation and re-grading;

• Inform employees how their pay is determined;

• Deal with grievances on equal pay as a priority;

4. Responsibilities

4.1 The Director of Human Resources and Organisation Development is

responsible for ensuring that the University’s employment policies and practices comply with Equal Pay Legislation.

4.2 The University is committed to setting aside appropriate resources necessary to achieve equal pay.

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5. What is an Equal Pay Audit?

5.1 An Equal Pay Audit involves:

• The comparison of pay of men and women doing equal work

• The identification of any equal pay gaps

• The explanation and justification of gaps using objective criteria

• The addressing of any gaps that cannot be satisfactorily explained on the grounds of work content

• Ongoing monitoring

6. Benefits of conducting an Equal Pay Audit:

• Identifying, explaining and, where justifiable, eliminating pay inequalities

• Supporting rational, fair and transparent pay arrangements

• Demonstrating to employees a commitment to equality

• Demonstrating the University’s values to those it does business with

• Helping to meet the public sector equality duty

7. Recommended model for carrying out an Equal Pay Audit (EHRC)

7.1 Step 1 – Decide the scope of the audit and identify the information required 7.2 Step 2 – Determine where men and women are doing equal work

7.3 Step 3 – Collect and compare pay data to identify any significant pay

inequalities between roles of equal value

7.4 Step 4 – Establish the causes of any significant pay inequalities and assess the reason for them

7.5 Step 5 – Develop an equal pay action plan to remedy any direct or indirect

pay discrimination

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8. Approach taken to Equal Pay Audit

8.1 This is the University of Stirling’s second equal pay audit since the completion of the implementation of the framework agreement.

8.2 The last audit was completed in 2009 and this detailed information on salaried staff.

9. Data Collection Approach

9.1 Data used in the Audit was extracted from SAP, the University’s HR Information System, on 1st August 2014. The previous audit used a snapshot of 1st August 2009.

9.2 The equal pay review highlights the key analysis and findings. The review examined potential differences in pay between the following equality groups to test whether they are significant and to determine their cause:

• Gender • Disability • Ethnicity

10. Calculating the Gender Pay Gap

10.1 The gender pay gap is calculated using the mean salaries of females expressed as a percentage of the average salaries of males doing work of equal value.

10.2 For the purpose of this report ‘Salary’ is defined as basic annual salary and does not include any contractual or non-contractual allowances. All salaries have been adjusted to represent a full time equivalent salary to allow direct comparison of salary whether an employee is full or part time.

11. Progress on Actions since last Equal Pay Audit

11.1 In its previous equal pay audit (2008/2009) the University identified a number of factors which may contribute towards the gender pay gap. Progress has been made against each of these factors, as follows:

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12. Starting Salaries

12.1 Action: Review paperwork to capture reasons for higher starting salaries: The recruitment process has now been revised to include guidance on the appropriateness of minimum qualifications and on starting salaries. All starting salaries above minimum spine point for the grade now have to be reviewed and verified in writing by an HR Partner to confirm these arrangements are appropriate and necessary.

13. Recruitment

13.1 Action: Review staff training on equality and diversity in recruitment and selection: On-line Equality and Diversity training was introduced in February 2010.

13.2 Action: Review policy practice regarding the necessity of panels having trained members: The University has introduced an on-line Recruitment and Selection training module which is mandatory for all staff involved in recruitment & selection. The chair of selection panels is responsible for ensuring members of the panel have completed this training and HR now regularly sample selection panel composition to confirm this. To emphasise the importance of the training as essential development and the importance in helping re-enforce the University’s equality goals the HR Director has written to Chairs of panels to remind them that training is mandatory and should be completed by a stated dated. The HR Admin team will continue to monitor Panels to ensure members have completed the training.

13.3 Action: Review variances in local recruitment and selection practice: The implementation of the Talentlink eRecruitment system in 2011 has improved the consistency of recruitment and selection practice across the University. Standard further particulars have been developed for Academic, Teaching and Research adverts and standard further particulars for Research roles are due to go live in January 2015.

13.4 Action: Review appropriateness of advertised minimum qualifications, experience etc.:

13.5 The recruitment process has been revised to include guidance on the appropriateness of minimum qualifications and on starting salaries. The implementation of the Talentlink eRecruitment system has improved the recording and monitoring of this. Invites to interview require candidates to bring with them relevant qualification certificates and offer letters states that the offer of the post is subject to the relevant certificates being produced. Staff can now update their qualifications held by HR through the University Portal.

13.6 Certain post adverts for School of Natural Sciences have the following statement: “We welcome applications from everyone but, as women and members of ethnic minority groups are currently under-represented in the School of Natural Sciences, we would encourage applications from members

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of these groups. Part-time applications will be considered. Appointment will be based on merit alone”.

13.7 This statement supports the school’s objective of trying to attract female/ethnic minority candidates.

13.8 We are working with other Schools to encourage the use of similar statements which would be applicable to their areas.

14. Part Time Staff

14.1 Action: Investigate causes of low numbers of male part time staff and options for increasing numbers of male part time staff: Discussions were held with managers on measures to encourage male part time workers and a recommendation was made to add a general statement to encourage part time and flexible working to the further particulars for all adverts.

14.2 Action: Investigate opportunities for increasing the proportion of higher paid staff working part time: Opportunities to increase the proportion of higher paid staff working part time was reviewed. The proportion of Grade 6-10 staff working part time has not increased. Further consideration should be given to approach on how to improve this.

14.3 Action: Investigate dominance of male employees in roles requiring shift allowance. Advertising, selection practice, required experience etc. were reviewed.

15. Monitoring

15.1 Action: Carry out qualitative analysis to look at why few female members of academic staff become Heads of Department or Deputy Principals: A series of focus groups to gather feedback on staff experience of development and progression have been held.

15.2 Action: Review Academic Promotions and identify why female employees are less likely to apply. Use surveys, interview or other qualitative techniques to investigate this:

15.3 Work has been carried out on the Academic Advancement and Promotions process to make it more transparent and objective. The process was reviewed again in 2014 – an equality impact assessment has been be carried out as part of this process. The University has signed up to Athena SWAN with aim of ‘recognising and celebrating good employment practice for women working in science, engineering and technology (SET) in higher education and research’ and has achieved the Bronze Award.

16. Grading – Support roles

16.1 A formal Grading Review Panel meets once a month or by Email circulation. Roles are identified to be consistency checked.

11

22 June 2015 UC (14/15) 47 Appendix 1

16.2 Action: Consider sampling grading decisions for consistency over a longer period of time: New roles are compared to existing roles ensuring consistency is applied across grades.

17. Recognition and Reward Scheme

17.1 May be implemented in the latter part of 2015. Equality and analysis reports will be undertaken.

18. Equal Pay Review

18.1 Action: Schedule regular equal pay reviews: This is the second Equal Pay review which is to be completed early 2015.

12

22 June 2015 UC (14/15) 47 Appendix 1

19. DATA ANALYSIS

20. Gender Pay Gap Analysis 20.1 The University reviewed pay data for 1498 Salaried employees, of whom 60%

are female (892) and 40% are male (606). This excludes offscale staff, Principal and Deputy Principals.

20.2 The key analysis is by pay grade since staff in the same pay grade are in jobs that have been subjected to an analytical role analysis scheme (Higher Education Role Analysis or HERA) and rated as equivalent.

20.3 Our analysis found there is no significant difference in the average basic pay

earned by male and female staff in the same pay grades.

19.5 The chart above shows the basic pay gap between male and female staff by pay grade. There are five grades (grades 2, 3, 5, 7 and 8) where the average basic pay of female staff is slightly higher than the average basic pay of male staff. The average basic pay of male staff is slightly higher in grades 4, 6, 9 and 10.

[Figure 1 in the appendix shows the average basic pay for all staff and for male and female staff by grade, and the basic gender pay gap for each pay grade]

-2.0

-1.5

-1.0

-0.5

0.0

0.5

1.0

1.5

GRA

DE1

GRA

DE2

GRA

DE3

GRA

DE4

GRA

DE5

GRA

DE6

GRA

DE7

GRA

DE8

GRA

DE9

GRA

DE10

% Basic Pay Gender Gap by Pay Grade

13

22 June 2015 UC (14/15) 47 Appendix 1

20. Gender Distribution by Grade

20.1 Analysis of the distribution of male and female staff by pay grade shows there is an uneven distribution within the University, with a significantly higher proportion of female staff than male staff in the pay grades (2, 3, 4, 5, 6, 7 and 8) and a significantly lower proportion of female staff than male staff in the higher grades (9 and 10).

20.2 It is this uneven distribution of male and female staff by grade that is the cause of the overall gender pay gap of 21.2% within the University.

[Figure 2 in the appendix shows the distribution of male and female staff by pay grade in chart and table formats.]

21. Disability Analysis

21.1 Only 4% of Staff have reported a disability. There are a significant number of staff who have not declared their disability status or for who this status is not known and this makes it difficult to undertake a robust analysis of pay by disability status.

22. Ethnicity Analysis

22.1 The proportion of BME staff is 2%. There are a significant number of staff who have chosen not to disclose their ethnicity or who have not provided any information on their ethnic origin, it makes it difficult to undertake a robust analysis of pay by ethnicity.

14

22 June 2015 UC (14/15) 47 Appendix 1

Appendix: Charts and Tables

Figure 1: Average basic pay and gender basic pay gap by grade:

Grade All Staff Ave Basic Pay

Male Ave Basic Pay

Female Ave Basic Pay

Basic Pay Gender Gap %

1 £14,873 £14,873 £14,873 0

2 £15,668 £15,462 £15,696 -1.5

3 £17,204 £17,167 £17,213 -0.3

4 £19,905 £20,075 £19,805 1.3

5 £22,909 £22,823 £22,952 -0.6

6 £28,654 £28,788 £28,584 0.7

7 £35,874 £35,660 £36,009 -1.0

8 £44,730 £44,602 £44,847 -0.5

9 £53,507 £53,519 £53,490 0.1

10 £77,215 £77,561 £76,573 1.3

This is the key table which shows that the basic pay gender gap is not significant for staff in pay grades 2 to 10. There are five grades (grades 2, 3, 5, 7 and 8) where the average basic pay of female staff is slightly higher than the average basic pay of male staff. The average basic pay of male staff is slightly higher in grades 4, 6, 9, 10.

Grade 10 has different characteristics than other pay grades because it contains a collection of senior posts of different ‘sizes’ and at different management levels.

Figure 2: Distribution of Male and Female Staff by Grade

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

GRA

DE1

GRA

DE2

GRA

DE3

GRA

DE4

GRA

DE5

GRA

DE6

GRA

DE7

GRA

DE8

GRA

DE9

GRA

DE10

Male

Female

15

22 June 2015 UC (14/15) 47 Appendix 1

The table below shows the number (and proportion) of male and female staff in each grade.

Grade Total Staff Gender 1 2 3 4 5 6 7 8 9 10

Male 3 16 13 57 54 53 95 138 99 78 606 0.5% 2.6% 2.1% 9.4% 8.9% 8.7% 15.7% 22.8% 16.3% 12.9%

Female 3 117 49 97 107 102 151 152 72 42

892 0.3% 13.1% 5.5% 10.9% 12.0% 11.4% 16.9% 17.0% 8.1% 4.7%

Analysis of the distribution of male and female staff by pay grade shows there is an uneven distribution within the University, with a higher proportion of female staff than male staff in the lowest pay grades (2, 3, 4 and 5) and a lower proportion of female staff than male staff in the higher grades (8, 9, and 10).

It is this uneven distribution of male and female staff by grade that is the cause of the overall gender pay gap of 21.2% within the University.

16

Staff Survey Results 2014‐15

For the staff of the University of Stirling This Staff Survey results newsletter has been prepared for you by Capita Surveys & Research, who undertook the survey of University of Stirling employees between November 2014 and January 2015. The Staff Survey was designed by Capita in conjunction with the University Staff Survey Steering Group to ask staff for feedback about their experience of working at the University ‐ what they enjoy and which areas need some improvement. The findings will be used to create action plans, progress against which will be monitored and communicated to staff.

Capita Surveys & Research received completed questionnaires from 997 employees (by e‐survey, paper or telephone interviews). This gives a response rate of 67% based on the 1,483 surveys sent out.

The 2014‐15 response rate is equal to the 2012 survey response rate of 67%, many thanks go to all who participated.

Who participated?

Overview Top scoring questions relate to pay and benefits, roles and

responsibilities as well as equality and diversity, local management, and quality of service.

Staff have some concerns about workload and bureaucracy, staff retention, co‐operation and communication, and change.

The most improved scoring questions from the 2012 survey were:

The University Executive Team support new ideas for improvement across the University

I feel my job security at the University is good

I understand what the values of the University are

I am able to identify with the University’s values.

The questions with the largest deteriorations since 2012 were:

In my opinion recent changes have been well explained

I am unable to handle all the conflicting demands on my time at work

I know where to go to get advice on equality and diversity.

33%

61%

6%

Gender

Male

Female

Prefer not to say

24%

15%

24%

24%

14%

0 ‐ 2 years

3 ‐ 5 years

6 ‐ 10 years

11 ‐ 20 years

Over 20 years

Length of Service

28%

4%

5%

27%

36%

Teaching and Research

Teaching only

Research only

Support Grade 1 to 5

Support Grade 6 to 10

Job/Group Role

92%

1%

1%

1%

6%

White

Mixed

Asian

Other ethnic background

Prefer not to say

Ethnic Origin

22 June 2015 UC (14/15) 47 Appendix 2

What the University does well

Pay and benefits Most respondents say the University offers a good sick pay scheme (98%), maternity (95%) and paternity (92%) entitlement. Most respondents, overall, feel the University offers a good pay and reward package (86%), and they feel fairly paid in relation to people doing similar jobs for other local employers (80%).

Three quarters of respondents say they feel fairly paid for the work they do; fairly paid in relation to other staff at the University doing the same job; and fairly paid in relation to similar roles nationally in other similar organisations.

Roles and responsibilities Most respondents say they have a clear understanding about expected standards of behaviour (96%) and performance (92%). Most (92%) feel trusted to do their job, and 93% say they can decide on their own how to go about doing their work.

92% say they have a clear understanding about their role within the University, 91% say they have a clear understanding about what they are expected to achieve in their job, and 81% have clear, planned goals and objectives for their job.

Equality and diversity Most respondents say they feel the University acts fairly, regardless of ethnic background, gender, religion or belief, sexual orientation, disability, age, gender identity, marital/civil partnership status, and pregnancy/maternity status with regard to recruitment (94%), access to training (91%), investigating complaints (90%) and career progression/promotion (83%).

Most respondents (93%‐98%) believe the University respects equally people of each protected characteristic.

Management Most respondents say their team leader/line manager/immediate supervisor is available when needed (87%), gives them recognition for work done well (79%), and ensures they have the skills to be able to do their job well (83%).

In addition, most respondents say their manager/supervisor involves them in achieving safe and healthy work conditions (82%), has sufficient authority to make decisions (80%), understands the technical aspects of their work (79%), and provides them with feedback about their performance (73%).

Most respondents say their manager/supervisor provides them with help and support to enable them to achieve their objectives (74%), keeps them informed about things they should know about (75%), and involves them in decisions made that affect them in their own area of work (74%).

Quality of service Most respondents feel their school/service area delivers good quality service to students and other service users (90%).

In addition, most respondents feel the University delivers good quality service to students and other service users (85%).

99% of respondents say

holiday entitlement at the University is

good

73% are satisfied with their current role and level of responsibility

Nine out of ten staff (91%) feel

their team leader/ line manager/ supervisor is

approachable and supportive in a personal crisis

95% feel their team area delivers good quality service to students and other

service users

85% believe the University is committed to equality of

opportunity for all of its staff

22 June 2015 UC (14/15) 47 Appendix 2

What the University does well Satisfaction at work 92% of respondents say generally, they enjoy their work, 89% say their work is varied and interesting to them, and the University is a good place to work. Most respondents say their work offers them opportunity to use their initiative (88%) and abilities (86%). Most respondents say their motivation at work is generally high (82%), their work gives them a sense of personal achievement (81%), and they feel inspired to do their best work every day (77%). Most say they feel proud to work for the University (83%).

Feeling valued and supported Most respondents say their team leader/line manager/immediate supervisor respects and values them (87%) and the same proportion feel valued by colleagues. 90% say they are satisfied with the support they get from their work colleagues and 79% say they are satisfied with the support they get from their immediate manager.

Working together Most respondents say people are willing to help each other even if it means doing something outside their usual activities (82%) and they feel part of their school/ service area (78%).

Working patterns and work‐life balance Most respondents say they can approach their manager to talk openly about flexible working (81%), and they are able to work their regular working hours without difficulties (78%).

University values Most respondents (81%‐87%) agree that staff at the University live up to each of its values of respect, quality, engagement, responsibility, integrity, and reputation.

Ideas and information Most respondents say if they want to put forward new ideas or suggestions for improvement, they know how to do so (83%).

Your comments Respondents were asked to comment on one thing they like about working for the University. The top 3 themes arising from people’s comments are listed below:

1. Job satisfaction 2. Relationships/co‐operation 3. Feeling valued/supported

83% of respondents say

they are interested in the University; to them it’s more than just a job

81% of respondents feel they belong to a

team

77% of respondents say they are happy with their current pattern of work

“The team spirit in my office” “The sense of shared

purpose and respect between colleagues”

“The work is challenging and enjoyable”

“Feeling that my contribution is

valued” “Beautiful

surroundings”

84% of respondents say the information

they receive is straightforward and they understand it

22 June 2015 UC (14/15) 47 Appendix 2

Issues for the University to improve on

Workload and bureaucracy Many respondents feel they have had to put in a lot of extra time in the last 12 months to meet the demands of their workload (72%), and they often worry about work outside their working hours (62%).

In addition, many respondents feel that too many approvals are needed for routine decisions (55%), and say they do not have time to carry out all their work (49%).

Staff retention Many respondents do not feel the University is doing a good job of retaining its most talented people (60%).

Co‐operation and communication Many respondents do not feel, on the whole, the different parts of the University communicate effectively with each other (54%).

Change Many respondents do not feel, generally, change within the University is managed well (53%), and 51% of respondents do not believe that recent changes have delivered business improvements.

In addition, 52% of respondents do not feel, in their opinion, recent changes have been well explained.

Training, learning and development Many respondents do not feel their development needs are regularly reviewed (51%).

Your comments

Respondents were asked to comment on one thing they feel could be improved in the University. The top 3 themes arising from people’s comments are listed below:

1. Communication 2. Feeling valued/supported 3. Senior Management

“Improve means of communicating with

Schools/Service Areas”

“Senior management could respect the views of staff

and students”

“Local management listening to and acting on the concerns of staff who know their own area of

work”

49% say they are required to do

unimportant tasks which prevent

them completing more important

ones

53% of respondents do not believe that recent changes have had a

positive impact

54% of respondents do

not feel communication

between University senior management and staff is effective

“I think the University could value its staff much better, I

feel that morale is low” “Treated as an equal”

22 June 2015 UC (14/15) 47 Appendix 2

22 June 2015 UC (14/15) 48

UNIVERSITY COURT – 23.03.15 Report from Academic Council (Chair: Professor G McCormac) The following matters are reported from the meeting of Academic Council on 10 June 2015. Items for approval (a) Enhancement-led Institutional Review (ELIR) Council endorsed the draft reflective analysis (RA) for the forthcoming ELIR.

Council noted that the RA had been developed on the basis of significant consultation with staff and students, schools and service areas and that the final version would differ only in terms of refinement, editing and presentation. Council also noted that the case study to accompany the RA would be submitted to the next meeting of the ELIR steering group for final review. The final version of the RA was due to be submitted to the Quality Assurance Agency by 24 July 2015. (The reflective analysis is a separate item on the Court agenda.)

(b) Learning and Teaching Quality Enhancement Strategy (LTQES) Council received the revised LTQES for 2015-17. The strategy built upon the

LTQES 2010-2015 and was an update of the version produced in 2014 to ensure the University had an up to date strategy in place. A new strategy would be developed during 2016 following receipt of the outcomes of the ELIR.

During discussion Council noted minor amendments that would be made to the

document prior to publication.

Thereafter, Council recommended that Court approve the LTQES for 2015-2017. (The LTQES is a separate item on the Court agenda.)

(c) Research Strategy Council received the Research Strategy for 2015-2021. The strategy had

been developed through extensive consultation with schools and had been endorsed by the Research Committee and the Joint Policy, Planning and Resources Committee. The strategy included a set of thematic areas aimed to identify the areas of research strength at Stirling.

During discussion Council:

Data Classification: Internal

22 June 2015 UC (14/15) 48

• agreed that the list of thematic areas should be replaced by broad themes that effectively reflected the range of Stirling’s research strength and allowed emerging areas to evolve;

• noted that consideration should be given to including the Students’ Union ‘Students as Researchers’ scheme within the strategy;

Thereafter Council recommended that Court approve the Research Strategy for 2015-2021.

(The Research Strategy is a separate item on the Court agenda.)

(d) Plan for Academic Success Council received the Plan for Academic Success (PAS) for 2015/16 which

reflected the outcomes of the integrated planning and budgeting process. The PAS had been endorsed by JPPRC for onward transmission to Court.

Council noted that there had been significant investment prior to the Research

Excellence Framework with 120 staff appointed in the two years preceding the REF submission. The current PAS represented a period of consolidation while the new Strategic Plan was developed. The number of investments would be more limited than in previous years focussing on a small number of academic appointments and support for implementation of the new Research Strategy.

(The Plan for Academic Success is a separate item on the Court agenda.)

(e) University of Stirling Students’ Union Council received the revised Ordinance 1, Constitution of the Students’

Association. A full review of the constitution had taken place during 2009/10 and at the time significant revisions were made to ensure the constitution reflected the structures and legislative requirements, particularly charities law. The revised constitution was the result of quinquennial review in accordance with the Education Act 1994.

Council endorsed the revised Ordinance for onward transmission to the Court.

(Ordinance 1 is a separate item on the Court agenda.) Items for noting

(a) UK Visas and Immigration (UKVI)

Council noted that the University had recently undergone an institutional audit by the UKVI which visited campuses in Stirling and London. No issues were raised in relation to the University’s arrangements for managing its sponsor licence.

(b) Staff Survey Results

Council received the results of the recent staff survey and noted the following: • The participation rate was 67%; response rates varied between schools and

service areas from 41% to 100% with the highest response rates in service areas.


22 June 2015 UC (14/15) 48

• Changes since 2012 included improvements in confidence in the University Executive team, strategy and direction, and in awareness and take-up of learning and development opportunities. There had been deteriorations in staff perception of changes made within the University, increasing difficulty in managing workloads, and a decline in satisfaction with internal communications.

• Results were being presented to Heads of Schools and Service Directors and would be cascaded to all staff. Local action plans would be developed during the summer which would be consolidated into a University action plan for implementation before the next staff survey.

(c) E-learning Update

Council received an update on the work of the e-learning strategy working group. The group had been convened in autumn 2014 to explore expansion of the University’s on-line programme portfolio with an external partner. Council noted: • that the planned external partnership had been deferred but the University

would be going ahead with the development of an over-arching digital strategy, of which e-learning would be one element;

• that a technical and functional review of the University’s virtual learning environment ‘Succeed’ was taking place and that an e-learning developer had been placed within the School of Education as a pilot exercise.

Council extended its appreciation to the Director of Information Services and her team for securing direct access to the JANET network at minimal cost to the University. This represented a significant improvement to the technical infrastructure that would provide increased capacity and resilience.

Donna Waddington 11.06.15


22 June 2015 UC (14/15) 49

UNIVERSITY COURT Report from the meeting of the Joint, Policy, Planning and Resources Committee held on 26 May 2015. Items for Approval 1. RESEARCH STRATEGY 2015 – 2021 Members received a draft Research Strategy that aimed to build on the successes and progress in the period to 2014. The strategy incorporated a vision, mission and objectives that would be shared across the University and would be overseen by the Research Committee. In responding to the ever-evolving external environment, the strategy was informed by an appraisal of the opportunities and challenges associated with research funding and future research assessment arrangements. The strategy was supported by an implementation plan that included a set of KPIs that would be monitored regularly. It was noted that the Strategy included a set of thematic areas that aimed to identify the areas of research strength at Stirling, while avoiding being too broad. The intention was therefore to produce a set of portfolio statements to supplement the Strategy that would further highlight areas of distinctiveness. Members commented that targets were ambitious, and that further work would be undertaken to ensure that metrics were aligned with the University’s new Strategic Plan. A small number of minor amendments was requested:

• The importance of strategic partnerships is included within the draft Strategy, however further emphasis could be given to the importance of research impact that will impact policy.

• Consideration should be given to highlighting the importance of research students and the development of a metric that measures media presence.

Subject to the amendments outlined above, members endorsed the draft Research Strategy for onward transmission to the meetings of Academic Council and University Court in June 2015. The Research Strategy 2015 – 2021 is an item on the agenda in its own right. 2. PLANNING AND BUDGETING (i) PLAN FOR ACADEMIC SUCCESS 2015/16 Members received a draft Plan for Academic Success (PAS) for 2015/16, which represented the outcomes of the integrated planning and budgeting process. The PAS was developed to support delivery of the University’s ambitions set out in the Strategic Plan 2011-2016. The updated PAS included a snapshot of institutional performance data at the mid-year point of 2013/14 covering the University’s academic profile and performance as well as service area performance. Sections 4 and 5 of the PAS outlined proposed new investment that would be taken forward in 2015/16 and was reflected in the draft Infrastructure Plan and Budget.

Data Classification: Internal 1

22 June 2015 UC (14/15) 49

Members noted that the University had invested significantly across a range of new initiatives in previous planning and budgeting cycles, and had increased the number of teaching and research staff by over 30%. The University was, however, entering a period of consolidation while a new Strategic Plan was developed. The number of new investments was considerably more limited than in previous years, and would be focused on a small number of academic appointments and support for the implementation of a new Research Strategy. This would enable the University to maintain positive momentum while meeting the financial imperative to deliver an appropriate level of surplus on a continuing basis. It was noted that the direction of travel for most performance indicators was positive, despite a high proportion of performance indicators that had been assigned red ‘traffic-lights’ against 2016 targets. Members commented that 2016 targets had been set in a different funding environment, and with a high-level of ambition across a range of metrics. Members requested a small number of minor amendments in relation to the INTO JV and clarification on the ratio of research students to academics. Subject to these amendments, members endorsed the PAS 2015/16 for onward transmission to the meeting of University Court on 22 June 2015. The Plan for Academic Success 2015/16 is an item on the agenda in its own right. (ii) INFRASTRUCTURE PLAN 2015/16

Members received a draft Infrastructure Plan for 2015/16, which represented the outcome of a rigorous exercise to create a holistic view of all infrastructure-related requirements across the institution. The paper provided information on projects that would be taken forward in 2015/16, and noted the challenges associated with maintaining an estate that was approaching 50 years old. The amount of capital expenditure planned for 2015/16 amounted to £4.5 million, and the revenue implications had been incorporated into the draft budget for 2015/16. Members noted that a risk-based prioritisation exercise had been undertaken and that a significant number of projects would not therefore be taken forward in 2015/16. The University had made provision for high priority projects to address issues of legal and regulatory compliance. Network upgrades would be taken forward and a limited number of new projects to improve and refurbish learning spaces and upgrade essential systems had also been included. Provision had been made for a phased redevelopment of the Atrium and the creation of a student hub at the heart of the campus in the Andrew Miller Building. It was noted that funding for other large capital projects had not been included in the Infrastructure Plan, but that the University was continuing actively to explore other sources of external funding. The draft Infrastructure Plan was endorsed for onward transmission to the meeting of University Court on 22 June 2015. The Infrastructure Plan 2015/16 is an item on the agenda in its own right. (iii) THREE-YEAR BUDGET 2015/16 – 2017/18 Members received a near final draft budget for 2015/16 and indicative budgets for 2016/17 and 2017/18. Three-year projections were a product of the integrated planning and budgeting process and reflected new and continuing investment


22 June 2015 UC (14/15) 49

summarised in the Plan for Academic Success (PAS 2015/16) and the Infrastructure Plan. It was noted that the University faced a number of significant challenging issues. In terms of income, Government grants particularly in respect of research post REF were to be phased in over three years. Also, over the three year period there was uncertainty of the level of public funding which had been included on a level cash basis. As regards tuition fees the University experienced a downturn in overseas fee income in 2013/14, and had taken steps to diversify the student base. The total value of overseas fee income was not, however, expected to fully recover in 2015/16 and the University faced additional risks associated with the deregulation of undergraduate student numbers in England that could affect student recruitment in Scotland. With regard to the cost base, it was reported that the ending of the state second pension and increased employer contributions as part of reforms to the Universities Superannuation Scheme (USS) would add materially to total payroll costs. There was also a general pressure on payroll costs which were showing significant growth year on year. Members commented that the priority for 2015/16 was to invest in a limited number of areas to maintain positive momentum, particularly in relation to the Research Strategy. At the same time, there was an imperative to generate an appropriate level of financial surplus to meet long-term strategic objectives. The draft budget therefore included an assumption that the University would deliver a net financial improvement of £3.75 million. This would result in a projected year-end surplus of £3 million and would position the University in a more sustainable position to meet the varied challenges impacting the sector, and to generate headroom for future investment. It was noted that the University would continue to prioritise income growth in commercial operations and areas of unregulated tuition fee income. Members discussed the issues associated with achieving c3% efficiency savings across all academic schools and service areas, and noted that action plans were being led by Deputy Principals and the University Secretary. Further detail was requested for the meeting of University Court on 22 June 2015. It was agreed that further information was also required in relation to the budget provision made to operate the INTO Joint Venture (JV) in 2015/16. Members noted the detail of budgetary assumptions for the financial year 2015/16 that were presented in Appendix 2 of the paper, including assumptions for both income and expenditure.

Subject to the additional information outlined above, members endorsed the draft budget for 2015/16 and indicative budgets for 2016/17 and 2017/18 for onward transmission to the meeting of University Court on 22 June 2015. The Three-Year Budget 2015/16 – 2017/18 is an item on the agenda in its own right. Items for Noting 3. DEVELOPMENTS IN THE EXTERNAL ENVIRONMENT

Members received a paper on recent developments in the external environment. The paper highlighted a number of developments since the last update given to JPPRC on 3 March 2015, including:


22 June 2015 UC (14/15) 49

• The outcome of the UK general election in May 2015 and the potential impact on higher education policy, immigration and a planned referendum on EU membership.

• An update on the Counter Terrorism and Security Bill, and in particular the four areas where universities would be expected to undertake ‘Prevent’ activity; leadership, staff training, safety online and welfare and pastoral care.

Members noted that UK Visas and Immigration (UKVI) had completed an on-site visit to the Stirling campus and that no significant issues had arisen. A visit to the London campus would take place in June 2015, and the final audit report was expected shortly thereafter. It was noted that Audit Scotland would undertake a review of the Scottish Government’s funding of the higher education sector, which may include work to identify examples of best practice at individual universities. Terms of reference had yet to be agreed for this exercise. The review was scheduled to report in spring 2016 and would come at a time of significant pressure on higher education funding. 4. MANAGEMENT ACCOUNTS 2014/15 Members received a report that presented the management accounts for the third quarter of 2015/16. The paper included a forecast outturn to 31 July 2015 based on actual income and expenditure to 30 April 2015 and on additional information on projected income and expenditure. The report noted that the forecast outturn for 2014/15 was a net surplus of £797k against a re-based budgeted surplus of £496k. Members commented on the positive and adverse variances against the re-based budget, including a positive variance due to the favourable renegotiation of leases payable to Link Housing. The largest adverse variance was against the INTO Joint Venture (JV), however there was also an adverse variance due to lower than budgeted research overhead generation. Members noted that the position of the INTO JV would be considered elsewhere on the agenda and that the University would remain strongly covenant compliant for the financial year 2014/15. The management accounts for the third quarter of 2014/15 were noted. 5. IMPLEMENTATION OF INTO BUSINESS PLAN Members received an update report on on-going negotiations with INTO University Partnerships (IUP) to contain the current year deficit position and consider revisions to the existing business plan that would improve the out-turn in future years. A further progress update would be provided at the meeting of University Court, and JPPRC would continue to receive regular reports at each meeting. The INTO Update Report is an item on the agenda in its own right. 6. HUMAN RESOURCES (HR) UPDATE Members received a report that provided an update on matters relating to Human Resources and Organisational Development (HR&OD). It was noted that the statutory consultation period for changes in the USS had passed and that it was expected that proposed changes would be implemented. The Supreme Court had found against the University in a historic case involving collective consultation, and it was expected that a claim for compensation would be forthcoming.


22 June 2015 UC (14/15) 49

It was noted that the University had completed its regular audit of equal pay and that some progress had been achieved to close the gender pay gap. Results of the staff survey were being disseminated across academic schools and service areas, and it was agreed that further information on comparative performance and sector benchmarks would be presented at the next meeting. The HR Update Report is an item on the agenda in its own right. 7. RESIDENCES REDEVELOPMENT PROJECT Members received an exception report relating to the Residences Redevelopment Project, including the most recent dashboard report from the Project Manager and an overall financial summary. It was noted that the contractor was reporting a delay of ten days against the contract programme for Juniper Court, however it was expected that practical completion mid-August 2015 was achievable. This was ahead of the completion date in earlier phases and would enable students to move into the accommodation at the start of the 2015/16 academic session. The demolition of Geddes Court was a variation to the contract for Juniper Court and would commence in June 2015. This paper is included as Annex 1. 8. OPERATIONAL RISK AND ENVIRONMENTAL SUSTAINABILITY REPORT Members noted the annual report on the University’s operational risk and environmental sustainability performance and commented that notable progress had been made to improve recycling and reduce energy consumption. This paper is included as Annex 2. 9. UPDATE ON NURSING PROVISION IN INVERNESS AND STORNOWAY Members received a short update report on progress made to develop a business case for transferring nursing provision in Inverness and Stornoway to the University of the Highlands and Islands (UHI). Members noted the update and that the Scottish Government was particularly interested in a robust business case that clearly highlighted the benefits to students and had the support of relevant stakeholders. This paper is included as Annex 3. 10. EQUALITY AND DIVERSITY Members noted an update on equality and diversity. This paper is included as Annex 4. Policy and Planning 1 June 2015


22 June 2015 UC (14/15) 49 Annex 2


JOINT POLICY, PLANNING AND RESOURCES COMMITTEE: 26 MAY 2015

OPERATIONAL RISK AND ENVIRONMENTAL SUSTAINABILITY

ANNUAL REPORT 2013/14

Introduction and purpose

1. The purpose of this report is to provide members of the Joint Policy, Planning and Resources Committee (JPPRC) and thereafter University Court, with a concise record of the University’s safety and environmental performance in 2013/14. The consideration of this report by senior managers and the relevant formal committees forms part of the University’s risk management and governance processes. The report may also be of interest to staff, students and stakeholders.

2. The report was presented to the Safety, Health and Environment Committee (SHE) Committee on 22 April and the University Strategy and Policy Group on 4 May. A discussion took place at the SHE Committee on how stress related ill health is monitored. It was agreed that this is something that Human Resources and Organisational Development will report on in due course.

3. An executive summary is provided at the beginning of the full report.

4. The statistical information presented in the report is for the academic year 2013/14 although this is supplemented by information that reflects more recent events.

5. The main report is presented in two sections. Section A: Safety Management, highlights the University’s safety performance, accident statistics, fire safety, and changes to safety regulation. Section B: Environmental Management, highlights progress against the targets set within the University’s Carbon Management Plan, initiatives to reduce carbon emissions, and an update on the implementation of the Environmental Management System.

Key performance highlights

6. Overall, the University has made further progress during 2013/14, in particular the following highlights:

• An improvement in the Health and Safety Management Profile (HASMAP) score, from 89% to 91%

• All Academic Schools and Service Areas again provided the Annual Safety Return

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• A reduction in the number of injury incidents, down from 75 in 2012/13 to 61 in 2013/14

• A reduction in the number of reportable accidents, down from 5 in 2012/13 to 2 in 2013/14.

• An improvement in waste recycling to 82%, up from 34% in 2010/11. • A reduction in gas consumption of 5.5 million KWh since 2012/13 • A reduction in electricity consumption of just over 2 million KWh since

2007/08 • Overall CO2 emissions down by 15.5% (2,584tonnes) since 2007/08

7. This information will be communicated more widely.

Data classification

8. This document is classified as restricted until it has been approved by Court. Once

this document has been approved by Court it becomes public.


9. There are no equality implications associated with this paper

Action requested of JPPRC

10. JPPRC is asked to note and endorse the report for onward consideration by University Court.

OR&ES/ E&CS

May 2015

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22 June 2015 UC (14/15) 49 Annex 2

OPERATIONAL RISK AND ENVIRONMENTAL SUSTAINABILITY

ANNUAL REPORT 2013/14

1. This report provides information on safety and environmental matters for the period 2013/14. The statistical information presented in the report is for the academic year 2013/14 although this is supplemented by information that reflects more recent events. The report is presented in two sections. Section A: Safety Management, highlights the University’s safety performance, accident statistics, fire safety, and changes to safety regulation. Section B: Environmental Management, highlights progress against the targets set within the Carbon Management Plan and initiatives to reduce carbon emissions, and progress towards the implementation of the Environmental Management System.

Executive summary

2. Overall, the University has made further progress during 2013/14, in particular the following highlights:

• An improvement in the Health and Safety Management Profile (HASMAP) score, from 89% to 91%

• All Academic Schools and Service Areas provided the Annual Safety Return • A reduction in the number of injury incidents, down from 75 in 2012/13 to 61

in 2013/14 • A reduction in the number of reportable accidents, down from 5 in 2012/13 to

2 in 2013/14. • An improvement in waste recycling to 82%, up from 34% in 2010/11. • A reduction in gas consumption of 5.5 million KWh since 2012/13. • A reduction in electricity consumption of just over 2 million KWh since

2007/08. • Overall CO2 emissions down by 15.5% (2,584tonnes) since 2007/08.

3. The University continues to achieve a good standard of safety performance and has

improved its position over last year, recording a 91% compliance score in the Health and Safety Management Profile (HASMAP) 1 indicators as reported through the Annual Safety Returns by Academic Schools and Service Areas.

1 HASMAP is the HE sector standard for Health and Safety Management and is based on the Health and Safety Executive’s guidance HSG65 ‘Successful Health and Safety Management’. In HASMAP, the best practice standards of HSG65 are arranged into 12 performance indicators:

• Planning to improve performance • Risk control • Control • Co-operation with staff • Communication of information • Competence • Surveying • Accidents and incidents • Corrective and preventative measures • Benchmarking and review • Leadership • Integration

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4. The number of injury accidents reported has decreased over last year, falling from 75 in 2012/13 to 61 in 2013/14. The number of staff related injury incidents has decreased significantly from 48 in 2012/13 to 28 in 2013/14. Two incidents were reportable to the HSE under the Reporting of Injuries, Diseases and a Dangerous Occurrences Regulations (RIDDOR) compared with 5 in the previous year.

5. During 2013/14, there were no formal visits by the Health and Safety Executive.

6. In 2014 the University was audited and received certification to Phase 3 of the Institute of Environmental Management and Audit (IEMA) Acorn Environmental Management System (EMS). Achieving Phase 3 of the scheme confirms that the University now has a fully operational Environmental Management System in place.

7. The total domestic waste2 generated by the University has significantly reduced from 1387 tonnes in 2013 (1390 tonnes in 2012) to 985 tonnes in 2014. The percentage of domestic waste that is recycled has improved dramatically from 34% in 2011 to 82% in 2014.

8. Gas consumption decreased significantly by 17% during 2013/14, from 32,744,366 KWh in 2012/13 to 27,275,498 KWh in 2013/14. This represents a decrease in consumption of 14% from the baseline year 2007/08.

9. Electricity consumption has also reduced by 5.5% from 17,861,011KWh in 2012/13 to 16,893,231 KWh in 2013/14, and by 11 % since the baseline year of 2007/08, a reduction of just over 2 million KWh.

10. Overall, taking into account oil and biomass (Lyons Crescent) consumption, energy usage has reduced by 15.5% since the baseline year of 2007/08 and the combined CO2 emissions from the use of electricity, gas, oil, fleet transport water and waste have continued to reduce so that total CO2 emissions are now 2,584 tonnes lower than they were in 2007/08.

11. Water consumption increased further during 2013/14, rising from 322,304m3 in 2012/13 to 372,740 m3 in 2013/14. This is the highest water usage for any year since 2007/08 (256,304m3).

2 Waste figures are recorded using the calendar year. 4

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Section A: Safety Management

Health and Safety Management Profile (HASMAP)

12. The University aims for continual improvement in the performance of health and safety management, working towards the objective3 to achieve a 95% implementation of the HASMAP standards by all Academic Schools and Service Areas by 2016, as reported through the Annual Safety Returns.

13. Academic Schools and Service Areas complete an Annual Safety Return each year, reporting on the period from 1 September to 31 August. The Annual Safety Return enables Academic Schools and Service Areas to self-assess and report on their implementation of the core HASMAP standards. All Academic Schools and Service Areas provided an Annual Safety Return for 2013/14 and there was an improvement in the number of Annual Safety Returns submitted by the due date.

14. Overall in 2013/14, the University achieved a 91% score in the HASMAP indicators, representing an improvement over the implementation score for 2011/12 (84%) and 2012/13 (89%). Figure 1 provides a summary of the safety performance of the University under the main HASMAP standard indicators.

15. The implementation of HASMAP within HE does not currently support performance benchmarking between HE institutions.

16. It can be seen that performance has either been maintained or improved across all of the HASMAP indicators except for Control (the arrangements Schools and Services have to manage safety) which reduced slightly from 99% to 94%. The indicators for Cooperation and Competence remain the lowest scoring indicators at 77% and 75% respectively. If the University were to improve on these aspects of the HASMAP standard, the 95% compliance target would be achieved.

3 Safety Objectives endorsed by SHE in 2011 5

22 June 2015 UC (14/15) 49 Annex 2 Figure 1

Safety Auditing

19. Each year, OR&ES routinely undertakes a programme of safety audits for Academic Schools and Service Areas based on the HASMAP standard. The Universities Safety and Health Association are currently undertaking a development review of HASMAP with an aim to implement a new audit tool during 2015.

University accident statistics

20. OR&ES monitors all accidents reported through the University’s Accident Management System (AMS), identifying where further investigation is required and monitoring the trends in the types of accident. Where practicable, OR&ES make recommendations to reduce the potential for injury accidents.

21. The statistics for safety and fire safety are reported within the Higher Education Statistics Agency (HESA) Estate Management Returns. The reporting period is between 1 August and 31 July each year. Use of the HESA statistics enables some comparison to be made of incident ratios per number at risk between HE institutions.

22. A summary of the reported incidents between 1 August 2013 and 31 July 2014 is shown in Table 1. The statistics include injury incidents affecting all staff, students, contractors and general visitors to campus. The statistics shown do not include incidents arising from activity that is not under the direct control of the University e.g. incidents reported voluntarily by University tenants (shops, Innovation Park, Scottish Institute of Sport, Macrobert).

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Table 1: Summary of incidents reported between 1 August 2013 and 31 July 2014 2013/14 2012/13 Incidents reportable under RIDDOR (Reporting of Injuries, Diseases and Dangerous Occurrences)

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Number of injury accidents reported (excluding RIDDOR and Sports related injuries)

59 75

Number of sports related injuries 162 165 Total number of injury incidents reported 223 240

23. All staff are encouraged to report near miss incidents and the University’s Accident Management System (AMS) provides a quick and easy way to do this. However, very few entries are made in this section. Near miss reporting is important as it provides an opportunity to identify and implement further controls to minimise the potential for injury accidents. School and Service area managers should remind their staff of the importance of this.

24. Figure 2 shows the trend in the number of injury incidents reported within the categories Employee, Student, Visitor and Contractor for the past 15 years. The number of injury accidents reported during 2013/14 has decreased over the previous year, from 75 in 2012/13 to 61 in 2013/14. The number of staff related injury incidents has decreased significantly from 48 in 2012/13 to 28 in 2013/14 and are now at their lowest level since the records began in 2001.

25. During 2013/14, two incidents were reportable to the HSE under the Reporting of Injuries, Diseases and a Dangerous Occurrences Regulations (RIDDOR). These Regulations require the reporting to the HSE of major injuries or accidents resulting in over 7 days absence from work (or ability to work normally). The two RIDDOR incidents during 2013/14 involved injury accidents which resulted in more than 7 days absence from work. The ratio of RIDDOR accidents to employees at risk is 1.4 and brings the University below the HE sector rate of 1.59 per 1000 employees. All RIDDOR incidents are investigated by the OR&ES team.

26. The increase in accidents between 2001/02 and the peak seen in 2005/06 is attributable to better awareness of the need to report accidents. The decline in accidents reported between 2005/06 and 2011/12 is attributable to the implementation of safer systems of work and control precautions e.g. for manual handling, improvements in paths and walkways. The Accident Management System was introduced in 2011/12 which encouraged better reporting of student, contractor and visitor accidents and a small increase in overall number of injury incidents was seen at this point.

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22 June 2015 UC (14/15) 49 Annex 2 Figure 2

27. Figure 3 provides a breakdown of the 61 injury incidents in 2013/14 into their causal categories. These categories align with the HESA reporting categories.

28. Slips, trips and falls continue to record the highest incidence rate although this has decreased from 27 in 2012/13 to 18 in 2013/14. Five of these incidents were caused by an uneven surface, five had no apparent cause, four were caused by intoxication (student) and four were caused by a slippery surface (wet areas).

29. Eighteen incidents were allocated under ‘another kind of accident’ and include causes such as lacerations (broken glass, scalpels) and puncture injuries from sharp objects (needlestick, broken pipette).

30. Fewer people were injured as a result of being hit by something moving, falling or flying, decreasing from 9 in 2012/13 to 6 in 2013/14. Four of these incidents were caused by doors opening unexpectedly (by another person) and two were caused by small falling pieces of wood during woodland maintenance.

31. Incidents caused by manual lifting or handling remain at a low level (6) indicating that risk assessment and control precautions for these types of activity remain effective.

32. For comparison with the HE sector, the UCEA report on Health and Safety 2012/13 in the HE sector provides a summary of accident and injury statistics for 2012. The report concludes that:

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a. Reportable accident rates fell in 2012 to 1.59 accidents per 1000 staff, down from 2.1 in 2011, the lowest rate since 1986 (the University recorded a rate of 1.4/1000)

b. The rate of RIDDOR reportable accidents due to slips trips and falls has fallen to its lowest level since 2004 at a rate of 0.62 accidents per 1000 staff (the University recorded a rate of 0.0/1000)

c. The rate for RIDDOR reportable manual handling accidents dropped to 0.41 per 1000 staff, the lowest rate since 2004 (the University recorded a rate of 1.4/1000 – the two RIDDOR accidents were a result of manual handling activity).

Figure 3

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Type of Incident: 2011/12 - 2013/14

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Liaison with Health and Safety Executive

33. Although 2 incidents were reported to the HSE under RIDDOR, neither of these incidents were investigated by the HSE and there were no formal visits during the period.

Safety legislation implemented during 2013/14 with particular relevance to the University

34. The HSE has continued its programme throughout 2013/14 to review, propose changes to and consult on a number of safety regulations and Approved Codes of Practice (ACOPs) to implement the recommendations made in the Losftedt report (reported on in last year’s Annual Report).

35. On 1 October 2014, a new version of the Genetically Modified Organisms (Contained Use) Regulations was introduced, making the regulations more risk based and proportionate. This is relevant to the School of Natural Sciences.

36. Other regulations which came into force on 1 October 2014 include: The Petroleum (Consolidation) Regulations (regulate how petrol is stored safely and dispensed at work but also in domestic premises/ clubs and societies); The Acetylene Safety (England, Wales and Scotland) Regulations (controls the storage and use of acetylene). This is relevant mainly to activities with Property Management.

37. Subject to Parliamentary approval, new Construction (Design and Management) Regulations will come into force on 6 April 2015. Important changes within these regulations include the replacement of the CDM co-ordinator by a principal designer; recognition that the client is head of the supply chain and best placed to set standards throughout the project; the arranging of competence into skills, knowledge, training and experience, and providing clarity to help organisations both assess and demonstrate that construction project teams have the right attributes to deliver a safe project. Transitional arrangements will run from 6 April 2015 to 6 October 2015. This is relevant to every significant construction or refurbishment project.

38. Revised ACOPs published in 2014 relevant to the University include: The Provision and use of work equipment, Safe use of woodworking machinery, Safe use of lifting equipment, Managing and working with asbestos, and Safety of pressure systems.

39. Fee for Intervention (FFI), which was introduced in 2012, was reviewed by an independent panel in 2014. FFI is a cost recovery regime which places a duty on the HSE to recover its costs for carrying out its regulatory functions from those found to be in material breach of health and safety law. The panel concluded that the concerns voiced about FFI have not materialised, that the HSE have implemented FFI consistently and fairly, and that FFI should continue.

40. OR&ES will continue to monitor legislative updates and will brief SHE, USPG, JPPRC and University Court, as appropriate.

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Safety training

41. All staff are required to complete an online safety and fire safety course, and staff who use a computer are required to complete an online display screen equipment course and online workstation assessment. The completion of basic safety training is a mandatory requirement for all staff.

42. School and Service area managers have continued to encourage their teams to undertake the Safety and Display Screen Equipment e-courses, resulting in a welcome rise in the number of staff who have completed these courses. However, none of the Schools and only three Service areas reported in their annual safety return that all their staff had completed these courses. Therefore, Heads of Schools and Service Directors should continue to review the uptake of training by their staff and ensure that all staff complete the online safety course, the online display screen equipment course (where appropriate) and the online manual handling course (where appropriate).

Fire safety

43. There were 2 fires in University premises that necessitated the intervention of The Scottish Fire and Rescue Service. One fire occurred in a kitchen in Donnelly when a pan of oil caught fire. The second fire occurred during repairs to Macrobert roof when a contractor ignited a wooden window ledge with a blow torch. These fires resulted in little or no damage to property although the fire in Donnelly did result in a student being taken to hospital suffering from smoke inhalation. The student was released from hospital the same day.

44. A formal fire safety audit was carried out (May 2014) at Stirling Court Hotel by The Scottish Fire and Rescue Service. The fire safety arrangements were recorded as satisfactory.

45. Duty fire crews carried out familiarisation visits to Willow Court and Alexander Court.

46. All on campus residences received a formal practice evacuation at the start of the first semester. For non-residential buildings, where a fire detection signal has generated an alarm, the resulting evacuation is monitored to ensure correct evacuation procedures are being adhered to. The Iris Murdoch, Colin Bell, and RG Bomont buildings did not receive a monitored evacuation during the reporting period, therefore, a practice evacuation will be scheduled for each of these buildings at the earliest opportunity.

47. Fire Safety training was provided for the Accommodation Liaison Students. Training on the evacuation lifts in the new residences was provided for security.

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Environmental Management system

48. In 2014, the University was audited and received certification to Phase 3 of the Institute of Environmental Management and Audit (IEMA) Acorn Environmental Management System (EMS). Achieving Phase 3 of the scheme confirms that the University now has a fully operational Environmental Management System in place. Work continues to maintain the EMS at Phase 3 with a further recertification audit to Phase 3 in 2018.

49. The EMS is a framework for identifying, assessing and managing the University’s environmental impacts. It provides a commitment to achieving improved environmental performance and legal compliance and helps to embed a good environmental management culture within the University’s operations. Implementation of the EMS provides assurance of environmental performance to key stakeholders, supports the overall aims of the University’s Carbon Management Programme, provides a systematic approach to environmental management that engages the organisation at all levels, and provides assurance of the University’s compliance with environmental legislation and regulation.

50. Key stages to maintain the EMS at Phase 3 of the scheme include: the annual evaluation of environmental impacts, annual review of the Sustainability Policy, the monitoring of objectives and targets (the environmental objectives were endorsed by SHE during 2014), the monitoring of indicators for environmental performance, the annual monitoring of the environmental management programme and operational control procedures.

Carbon emissions reduction

51. In Scotland, the Climate Change (Scotland) Act sets national targets for the reduction of CO2 emissions of 42% by 2020 (interim target) and 80% by 2050 (long term target).The University’s targets set within the Carbon Management Plan (CMP) are to reduce CO2 emissions by 38% by 2020 (interim target), compared to baseline year emissions in 2007/08.

52. The majority of emissions come from electricity and gas consumption. The University’s demand for energy is linked to a number of factors, some of which tend reduce consumption and others tend to increase it e.g. changing infrastructure and complexity of buildings and facilities on campus tend to increase consumption whereas the implementation of energy reduction projects and changes in behavioural patterns of staff and students in terms of their approach to energy usage tend to reduce energy consumption. The changing weather patterns can either markedly increase or decrease consumption.

53. Gas consumption decreased significantly by 17% during 2013/14, from 32,744,366 KWh in 2012/13 to 27,275,498 KWh in 2013/14. This represents a decrease in consumption of 14% from the baseline year 2007/08.

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54. Electricity consumption has also reduced by 5.5% from 17,861,011KWh in 2012/13 to 16,893,231 KWh in 2013/14, and by 11 % since the baseline year of 2007/08, a reduction of just over 2 million KWh. Electricity consumption is less influenced by the weather and the significant reduction in electrical usage results from the investment in, and implementation of, energy reduction projects.

55. Overall, taking into account oil and biomass consumption, energy usage has reduced by 15.5% since the baseline year of 2007/08.

56. The combined CO2 emissions from the use of electricity, gas, oil, fleet transport water and waste have continued to reduce so that total CO2 emissions are now 2,584 tonnes lower than they were in 2007/08, as shown in Figure 5.The trend in CO2 emissions is consistent and downwards.

Figure 5

Investment in energy saving projects

57. E&CS continues to implement a programme of energy efficiency projects. These

have included the installation of heat meters across the campus, a change in heating controls (through the conversion of a 3-port control valve system to 2-port system and the installation of pressure monitoring and variable speed drives on the main heating pumps) resulting in improved efficiency in heating control. Additionally, the continuing installation of energy efficient lighting in academic buildings continues and phase 3 of the installation of LED street lighting across campus is due to commence in 2015.

58. A Combined Heat and Power plant was installed and became operational in September 2014. The anticipated annual savings in utility costs are estimated at around £450,000 per annum with an associated annual reduction in carbon

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emissions just under 3000 tonnes CO2. By December 2014, a saving of £189k had been made in comparison to expenditure in the previous year, most of this saving being directly attributable to the first four months of operation of the CHP plant and this is in line with the expected savings. The full impact of CHP will be known in 2014/15 with an expectation that it will bring the University’s carbon emissions close to the 38% reduction target by 2020.

Water consumption

59. Water consumption increased again during 2013/14, rising from 322,304m3 in 2012/13 to 372,740 m3 in 2013/14. This is the highest water usage for any year since 2007/08 (256,304m3) and are in part attributable to an increase in the en-suite residential accommodation and the construction works for the residences redevelopment e.g. dampening down of demolition work, accidental water pipe fractures during excavations, cleaning construction equipment and surfaces.

60. Water consumption at the University will never be ‘low’ given the water demands from Aquaculture, the increase in en-suite student accommodation and the 50m size swimming pool. However, additional water meters are being installed to get a better understanding of water consumption, enabling areas of high water consumption to be identified, including the ongoing work to trace water leaks.

General waste and recycling

61. The total domestic waste generated by the University has significantly reduced from 1387 tonnes in 2013 (1390 tonnes in 2012) to 985 tonnes in 2014. The percentage of domestic waste that is recycled has increased dramatically from 34% in 2011, 56% in 2012, 74% in 2013 to 82% in 2014. This puts the University’s recycling in a very strong position in relation to Scotland’s Zero Waste Plan (2010) which establishes a target of 70% recycling of all waste generated in Scotland by 2025.

62. The Waste (Scotland) Regulations 2012 require Scottish businesses to adopt measures to improve their waste performance through the segregation of individual waste streams i.e. plastics, cardboard, paper, metals, glass. The Regulations also require food preparation and catering outlets to segregate food waste. All food waste generated by the University’s commercial catering outlets is segregated and sent for anaerobic digestion to form compost material. A project, funded by the Climate Challenge Fund and initiated by the Student Union, will introduce food waste recycling into the University’s residential accommodation through 2015.

63. During 2014, the University recycled 166 tonnes of dry mixed recyclate (paper, cans, plastic bottles), 72 tonnes of glass, 35 tonnes of wood and metal, and 23 tonnes of food waste.

64. The Student Union have continued to promote the ‘unwanted items’ re-use scheme where unwanted items from students leaving the University can be offered to new or current students. All items are checked prior to re-use and any electrical items undergo a portable appliance electrical test (PAT test). Although the scheme operated throughout the year, the main impact of the scheme diverted 4.5 tonnes of

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re-usable items from the University’s domestic waste at the end of the 2014 Summer semester.

65. An external web-based recycling/re-use initiative (WARPit) was launched in 2014 to help reduce the volume of waste furniture and other assorted items currently being directed to landfill. The online tool enables individuals within an organisation to give away or loan unwanted items to others inside the same organisation or organisations in the local area. The system can be used for any unwanted resource e.g. furniture, electrical items, specialist items (such as engineering, medical research and lab equipment), fixtures and fittings and office consumables such as unused inkjet cartridges and stationery.

Communicating progress

66. The Green Champions group4 met twice during 2014 and continued their contribution in promoting initiatives to reduce energy consumption within their areas.

67. Information on the University’s carbon footprint, the Carbon Management Plan and the Universities and Colleges Climate Change for Scotland report is made available on the University’s Carbon Management Web page. Reporting requirements will become increasingly demanding as the political pressure mounts for universities to contribute to the delivery of the targets for reduced greenhouse gas emissions specified in the Climate Change (Scotland) Act 2009 and the University’s Outcome Agreements make direct reference to carbon reduction. During 2015, the Scottish Funding Council intends to provide the Scottish Government with an overall assessment of whether the HE sector is likely to meet the legislative requirements specified by the Climate Change Act. To achieve this, the SFC will assess where Higher Education Institutions are in terms of implementing their carbon management plans, setting targets for carbon reduction, and establishing a carbon foot print reporting tool that covers scope 1, 2 and 3 emissions5.

68. The CRC Energy Efficiency Scheme is a Government incentive to improve energy efficiency in large public and private sector organisations. In Scotland, the scheme is enforced by the Scottish Environment Protection Agency. Each year, the University must report its total carbon emissions and pay a tax for each tonne of carbon. In 2014, the tax was £12 per tonne of carbon. In 2015, the tax will be £15.80 per tonne.

4Green Champions are volunteers within each School or Service Area who:

• Promote and encourage support for initiatives to reduce energy consumption/ carbon emissions within the department

• Act as the focus for communicating green awareness issues within the department and provide feedback on department opinions/ new energy saving projects at review meetings.

• Undertake periodic monitoring within the department on the use of/ change towards green initiatives and provide feedback to review meetings.

5 Greenhouse gas emissions are categorised into three groups or 'scopes' by the most widely-used international accounting tool, the Greenhouse Gas (GHG) Protocol. While scope 1 and 2 cover direct emissions sources (e.g., fuel used in company vehicles and purchased electricity), scope 3 emissions cover all indirect emissions due to the activities of an organization (Source: Carbon Trust).

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The CRC charges are set to increase year on year and therefore there is a priority to identify and implement all viable energy reduction opportunities. The achievement of the University’s carbon reduction target of 38% will equate to an annual CRC tax saving of just under £100,000 per year.

Loch water quality

69. Following an approach by Triathlon Scotland requesting the use of the loch for Triathlon open water swimming training and events, quotations were obtained from specialist water quality consultants to undertake a feasibility study. The study will cover a general site assessment to determine the bathymetry of the Loch i.e. to identify any significant foreign bodies within the loch and sediment depth in order to better understand the current water quality/condition and to allow the consultants to provide an indication of its suitability for the proposed use. This will also involve sediment sampling and analysis to gain a better understanding of the sediment composition and its effects on the water quality, plus water sampling at 9 points initially to establish quantities of dissolved oxygen but then progressing via more detailed analysis to examine the water quality parameters around E’coli, Enterococci, Cyanobacteria, Ammonia, total Nitrogen, total Phosphorous. Iron, BOD

70. The output from these exercises will allow the consultants to undertake a water quality management options assessment and to provide recommendations for effecting improvements to the water quality and proposals for the future management/monitoring regimes for the loch. This will focus on providing proposals based on sustainable natural ecological water quality management solutions with standby contingency interventions held in reserve for specific sporting events. As such it will consider and provide advice in respect of a wide range of options including the suitability of water inflow/influent filters; precipitation/flocculation phosphorous binding; active edge/bio-filter circulation systems; floating ecosystems; sectional separation/baffling; event management and contingency planning/intervention and aquatic weed harvesting.

71. In discussions with Triathlon Scotland agreement has been reached to support them in their application for an “Awards for all” grant from Sportscotland to assist with the funding of the feasibility study. A draft application for grant is being co-authored by Triathlon Scotland and Property Management with the intention that this will be formally lodged with Sportscotland by no later than end March 2015. It’s understood that Sportscotland provide swift feedback and decision on the grant application. If the application for grant is successful this will provide 50% of the funding with the remainder (match funding) being met by the University (the budget is already allocated and available) and therefore the feasibility study would likely commence before end April 2105.

Travel

72. In September 2014, the University participated in a joint initiative with Nextbike, Transport Scotland, Forth Environment Link, and Stirling Cycle Hub to provide approximately 100 hire bikes in the Stirling area, with approximately 30 bikes located on campus at Logie, Willow Court and Alexander Court.

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73. To encourage use of the bikes as an alternative mode of travel, the University funded a corporate subscription with Nextbike. This allows all staff and students free rental of a bike for the first hour of every ride. A small charge of 50p per ½ hour will apply for bike rentals longer than one hour. This subscription is being funded from the revenue raised from car parking charges as part of the University’s commitment to green travel initiatives. Between 29 September 2014 and 28 February 2015, a total of 448 bike rentals were made from the University Nextbike stands. It is expected that this will dramatically increase as better weather encourages more staff and students to hire a bike

74. Estates & Campus Services continues to produce biodiesel from waste cooking oils generated by the catering outlets on campus and, during 2014, produced 580 litres of diesel from waste cooking oil collected from University catering outlets. The fuel is used by E&CS vehicles including security and maintenance at approximately 20 - 25% mix of biodiesel to normal diesel and delivers a financial saving. Glycerine is produced as a waste product of the process and this is uplifted as part of the food waste (biodegradable) collection.

75. The environmental impact of travel (business travel, staff and student commuting travel) has been identified as significant within the University’s Environmental Management System. There are also pressures to record and report these emissions within the Scope 3 emissions reporting of the Carbon Reduction Commitment energy efficiency scheme (CRC). The recording of scope 3 emissions from staff and student travel is an area that the University needs to implement.

76. During 2014, a review of the University’s Transport strategy was commissioned to provide a vision for transport for the University, reflecting on the future development opportunities within the campus and transport aspirations identified in the Campus Masterplan.

Biodiversity

77. An objective set within the University’s Environmental Management System is to implement the key action points of the University’s Biodiversity Plan. This will involve establishing a Biodiversity Steering Group during 2015 to prioritise the Biodiversity Plan action points and develop a schedule for their implementation.

78. Concerns were raised in 2014 about sightings of American Mink on campus. American Mink is an aggressive invasive species that can devastate other small animal populations. During 2014, the University worked with the River Forth Fisheries Trust and the University's Nature Society to implement a programme of monitoring of American Mink on the University campus. Monitoring stations, camera traps and humane cage traps were set around the loch in locations that were likely routes for Mink but that also are unlikely to get disturbed. Although the traps were deployed over several months, no mink were observed. The camera traps will be deployed again during 2015.

OR&ES/ E&CS

April 2015

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22 June 2015 UC (14/15) 49 Annex 4


JOINT POLICY, PLANNING AND RESOURCES COMMITTEE

REPORT FROM THE EQUALITY STEERING GROUP (ESG)

Introduction & Purpose

1. This paper provides an update on the Mainstreaming Equality Report 2015 and a brief summary of key achievements since the last update from the Equalities Steering Group in February 2015. This paper is for the JPPRC to note.

Progress in Equality and Diversity

2. In February 2015, Professor Malcolm MacLeod, Deputy Principal and Deputy Vice-Chancellor (Operational Strategy and External Affairs) took over as Chair of the Equality Steering Group. A revised membership and remit of the group was approved by ESG on 22 April 2015, subject to minor amendments.

3. The Equality Act 20101 (Specific (Equality) Duties) (Scotland) Regulations 2012, requires all public sector authorities to produce a report on the progress it has made in integrating the general equality duty to the exercise of its functions, so as to better perform that duty (the Mainstreaming Equality Report).

4. In March 2015, JPPRC granted delegated authority to ESG to approve the final version

of the Equality Mainstreaming Report at its April 2015 meeting and this was subsequently published on the University website on 30 April 2015. It should be noted, however, that there are a few aspects of the report where further data will be added once the results of the Staff Survey have been made available.

5. In producing this report, the University had been presented with the opportunity to reflect

on the progress made to better perform the general equality duty and consider the impact of our actions in relation to eliminating discrimination and other unlawful conduct, to advancing equality of opportunity and to fostering good relations. Noted against each of our nine equality outcomes, ‘next steps’ include:

• Build upon our Athena SWAN institutional Bronze award and grow the number of departmental Athena SWAN submissions made

• Aim to submit an application for an Institutional Silver award in 2016 • Improve the gender balance across our discipline areas to increasing reflect the

overall gender profile of the student body • Increase work related to promoting the ethnic diversity at Stirling

6. The Equality Mainstreaming Report, which is accompanied by the Equality Outcomes

2013-2017, the Employee Equality Report 2015 and the Equal Pay Review 2014/15 can be found at: http://www.stir.ac.uk/media/services/registry/quality/Equality%20Mainstreaming%20Report%202015%20(Progress%20Update).pdf

1 Specific (Equality) Duties (Scotland) Regulations 2012

1

http://www.stir.ac.uk/media/services/registry/quality/Equality%20Mainstreaming%20Report%202015%20(Progress%20Update).pdf

http://www.stir.ac.uk/media/services/registry/quality/Equality%20Mainstreaming%20Report%202015%20(Progress%20Update).pdf

22 June 2015 UC (14/15) 49 Annex 4

Update on other Activities 7. The Division of Computing Science and Math’s application for a Bronze departmental

award in November 2014 was unsuccessful; however the School intends to re-submit in November 2015. Further submissions by the Institute of Aquaculture (Bronze), Biological and Environmental Sciences (Silver) and Health Sciences (Bronze) were made in April 2015 with Psychology aiming to submit an application for Silver in November 2015.

8. The School of Arts & Humanities is currently working on its submission for an Athena

SWAN award and Stirling Management School have confirmed that it will shortly prepare its submission for a departmental award as a result of the scheme being extended to arts, humanities, law, business and social sciences in November 2015.

9. In view of the recent incident involving the University’s football teams ‘blacking faces’, a campaign has been launched to reaffirm the University’s commitment to the promotion of equality and diversity. As part of this campaign, a short-life working group has been established to consider how an educational programme on equality, diversity and respect can be rolled out to all members of the University of Stirling clubs and societies.

10. The University of Stirling has been shortlisted for the Times Higher Education

Leadership and Management Awards 2015 (THELMA) under the category ‘Outstanding Strategic Planning Team of the Year’ for our work to deliver the University’s strategic objectives for equality and diversity.

Data Classification Policy

11. This document is classed as internal.

Recommendations 12. The JPPRC is invited to note the Mainstreaming Equality Report 2015 which identifies

the impact of progress and next steps required to achieve our Equality Outcomes and meet our Equality Duties.

Policy & Planning May 2015

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UNIVERSITY COURT Report from the meeting of Audit Committee 1 June 2015 Items for Approval 1. RISK MANAGEMENT POLICY

The Committee considered the revised Risk Management Policy which had been updated to take account of recommendations made in the recent internal audit of risk management. The following points were made during the discussion:

• The policy should make it clear that the identification of risks did not just take place as part of the annual planning & budgeting cycle but was active and ongoing.

• It was agreed that the University’s appetite for risk should be discussed again by University Court to gauge the current appetite for risk.

• In order for the Committee to satisfy itself that less significant risks were being managed it was agreed that it would be useful for the Committee to see a sample School/Service area risk register.

• The reference to corporate risks should be clarified in the context of the definitions of strategic and operational risks.

Subject to the amendments discussed and the correction of typos, the Committee endorsed the updated Risk Management Policy for final approval by University Court.

The updated Risk Management Policy is a separate item on the Court agenda.

2. EXTERNAL AUDIT CONTRACT

The External Auditors contract with KPMG was due to expire on 31st December 2015. The current contract had the provision for a one year extension. It was agreed to recommend approval to Court of an extension to the contract for one year to 31st December 2016. The extension would be subject to agreement by KPMG and ensuring the proposed fees were acceptable.

Items for Noting 3. OUTSTANDING AUDIT ACTIONS

The Committee noted the update on the status of outstanding audit actions that had been completed internally. The internal auditors would be carrying out their own independent review shortly. Since the last review a significant number of actions had been completed or were no longer relevant. During the discussion of outstanding actions the following issues were raised.

• There was an action from the Cyber Defence audit to develop a new IT Security Policy. The status update showed that the implementation had been delayed pending implementation of new systems. It was agreed that the development of the policy should not be delayed any longer than was necessary.

22 June 2015 UC (14/15) 50

• There were a number of outstanding actions relating to taught postgraduate recruitment (TPG), however it was noted that progress had been made in relation to all the actions and that TPG recruitment was a standing item discussed at the University Strategy & Policy Group (USPG).

4. REGISTER OF STRATEGIC RISKS

The Committee considered the Register of Strategic Risks and noted the updates that had been made since the previous meeting. The Committee commented as follows:

• The Register reflected the recent ruling against the University at the Supreme Court relating to consultation with individuals on fixed term contracts prior to termination of those contracts. It was noted that UCU had also announced that the University of Stirling would be used as one of four test cases following action taken by the University to dock a full day’s pay for from staff taking part in strike action of less than a full day.

• It was agreed to review the scoring where the scores assigned to risks had changed but the accompanying commentary had not been altered.

• It was noted that the Register of Strategic Risks would be rebased once the new Strategic Plan was finalised.

• A new risk had been added to the Register relating to securing funds to invest in infrastructure. It was clarified that this included technology and teaching facilities as well as buildings. The University had an infrastructure plan in which the list of projects and their associated costs exceeded the funds available. The development of an optimal financial solution was under active consideration.

• A recent UKVI audit visit to Stirling Campus had been successfully completed and would be followed by a visit to the London Campus. Risks remained in relation to changing government policies relating to international students.

The updated Register of Strategic Risks is attached as Annex 1.

5. INTERNAL AUDIT PROGRESS REPORT

The Committee considered the progress report from the Internal Auditors. It was noted that discussions had taken place with the internal auditors regarding the grading of overall reports and recommendations within them. The following had been agreed:

• Ernst & Young would prepare a matrix to clarify what factors should be taken into consideration when grading individual actions including the likelihood and impact on aspects such as reputation and financial position. This would be aligned to the University’s appetite for risk.

• The way an overall report was graded in relation to individual risks would also be reviewed.

• It was agreed that, where possible, the Deputy Secretary or Head of Policy & Planning would attend the closing meeting of each internal audit along with the audit sponsor. This would allow a more effective overview of all audits in the context of the University as a whole.

It was further agreed that sponsors of audits where high risks had been identified should be invited to attend the Audit Committee if appropriate. This would allow an opportunity for the sponsor to explain to the members in more detail the background to some of the findings.

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(i) Financial Controls Review The Committee noted the final internal audit report on Financial Controls. The report had an overall high risk rating and identified one high risk, two medium risks and one low risk recommendation. The high risk recommendation related to independent verification of new suppliers. As reported to the previous meeting of the Committee this matter was resolved at the conclusion of the audit fieldwork. (ii) Financial Controls Follow Up The Committee also considered the follow up report on the Financial Controls audit and noted that the procedures had been put in place to address the high and medium risks that had previously been identified. (iii) Management of Research Data The Committee noted the final internal audit report on Management of Research Data. The report had an overall high risk rating and identified two high risk and four medium risk recommendations. The high risk recommendations related to the lack of effective co-ordination between areas in relation to research data management and the lack of appropriate mechanisms to ensure research data was being managed in accordance with funding council and internal policy requirements. Some concerns were expressed about the way some of the findings and recommendations in the report were expressed. It was agreed that dialogue between the internal auditors and the University would be enhanced during the sign off process to ensure that all parties could support the findings and recommendations before they were presented to Audit Committee.

6. INTERNAL AUDIT PLAN 2015/16 The Committee received the internal audit plan for 2015/16. The proposed audits had been identified by taking into account the University’s Register of Strategic Risks, the external environment and knowledge gained by the internal auditors during their first year of contract. The five areas proposed for review were:

• Staff Performance Management • Payroll processes as part of a rolling review of core financial controls • IT Disaster Recovery • International Student Lifecycle • School of Education deep dive

Thereafter the Committee approved the internal audit plan for 2015/16.

7. EXTERNAL AUDIT INTERIM MANAGEMENT REPORT

The Committee received and noted the interim management report from KPMG. The report did not identify any new significant risks. The report stated that there would be four areas of focus for the 2014/15 financial statements audit which were: the accounting associated with the student residences project; accounting for retirement benefits; research grants and contracts, and the INTO joint venture. The report made 4 low graded recommendations relating to bank reconciliations, journal controls, Agresso system administrator and Agresso programme changes.

Policy & Planning June 2015

22 June 2015 UC (14/15) 51


ANNUAL REPORT ON COMMITTEE EFFECTIVENESS

Academic Advancement and Promotions Committee 2015

Purpose 1 This is a report from the Chair of the Academic, Advancement and Promotions

Committee to Court. The report covers the period 1 August 2014 to 31 July 2015 and details the main issues considered by the Committee during that year.

Remit and Membership 2 The remit of AAPC is:

a) To consider all applications and nominations for internal advancement and

promotion according to official University procedures, including applications/nominations for internal promotions to Chairs and Readerships.

b) To determine all academic staff promotions within the agreed resource limits and decisions on earmarking approved by the University Court or it’s duly authorised bodies.

c) To review promotions criteria and the application and assessment processes on an annual basis to ensure that they are fair, clear and transparent, and to publish criteria and processes thereafter; and

d) To submit a report on the exercise of its functions, including trend data where appropriate, to University Court on an annual basis.

3 Membership of AAPC for 2014/15 and the proposed membership for next academic

year can be found at Appendix 1.

4 The AAPC met on Thursday 21 May 2015, those in attendance included:

Professor Gerry McCormac Principal & Vice Chancellor (Chair) Professor Edmund Burke Senior Deputy Principal & Deputy Vice Chancellor Professor John Gardner Deputy Principal Professor Jayne Donaldson Head of School Professor Ian Simpson Head of School Professor Kirstein Rummery Professorial Member appointed by Academic Council Dr Paul Dimeo Non-Prof Member appointed by Academic Council Eileen Schofield University Secretary (In Attendance) Martin McCrindle Director of HR & OD (In Attendance) Karen Lawson Head of HR Services & Systems (In Attendance) Lucy Begley HR Advisor (Secretary) Peter Holmes Lay Member of Court (provided comments in advance)

5 The AAPC remit changed slightly to accommodate the appeals process. AAPC appeals will be considered by a Deputy Principal (not a member of AAPC) rather than the Senior Deputy Principal.

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Meetings during the year 6 At its meeting on 21st May 2015, the AAPC considered 34 applications for academic

promotion. Of that 34, one application was not supported by the School panel. The outcomes can be summarised as follows:

7 AAPC also considered a number of in year retention cases (via circulation) out with

the annual meeting as follows: School Position Outcome Effective Date

School of Health Sciences Senior Lecturer Successful 01/08/2014

School of Natural Sciences Senior Lecturer Successful 01/12/2014

Stirling Management School Reader Successful 01/01/2015

School of Arts & Humanities Reader Successful 01/05/2015

School of Natural Sciences Professor Successful 01/05/2015

Equality implications 8 Membership of the AAPC is gender balanced with 2 female members and 6 male

members in the 2014/2015 composition.

9 Equality data in terms of promotion outcomes is summarised at Appendix 2.

Opinion 10 AAPC has properly fulfilled its remit during the year. Heads of School have been

commended for their efforts in preparing supporting evidence and engaging with the

Applied Successful

Female Male Total Female Male Total Personal Chair 0 4 4 0 4 4 Reader 1 2 3 1 1 2 Senior Lecturer 8 15 23 5 10 15 Senior Research Fellow 0 1 1 0 1 1 Research Fellow II 1 1 2 1 1 2 Professorial Fellow 0 0 0 0 0 0 Senior Teaching Fellow 1 0 1 1 0 1 Total 11 23 34 8 17 25

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22 June 2015 UC (14/15) 51

process.

11 Feedback was sought, discussed and considered from members with regard to process improvements and this will be factored into next year’s academic promotion activities.

Data Classification 12 This document is classified as internal.

Recommendations 13 The University Court is invited to note this report. Professor G McCormac Principal & Vice Chancellor June 2015

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22 June 2015 UC (14/15) 51 Appendix 1 – Committee Membership Overview

Committee Role Category Name Department Name Department Name Department CommentsThe Principal Ex-Officio Professor Gerry McCormac Principals’ Office Professor Gerry McCormac Principals’ Office Professor Gerry McCormac Principals’ Office

Deputy Principals (Appeals) Ex-Officio Professor Steve Burt Deputy Principals' Office Professor Malcolm MacLeodDeputy Principals' Office Professor Malcolm MacLeodDeputy Principals' Office2014/2015 membership change as Professor Burt's Senior Deputy Principal appointment finished

One of Two Deputy Principals Ex-Officio Professor Edmund Burke Deputy Principals' Office Professor Edmund Burke Deputy Principals' Office Professor Edmund Burke Deputy Principals' OfficeTwo of Two Deputy Principals Ex-Officio Professor John Gardner Deputy Principals' Office Professor John Gardner Deputy Principals' Office Professor John Gardner Deputy Principals' Office

One of Two Heads of School Appointed Professor Douglas Brodie School of Arts and Humanities Professor Jayne Donaldson School of Health Sciences Professor Jayne Donaldson School of Health Sciences2014/2015 membership changed due to Professor Brodie resigning from his position at the University

Two of Two Heads of School Appointed Professor Ian Simpson School of Natural Sciences Professor Ian Simpson School of Natural Sciences Professor Alison Bowes School of Applied Social ScienceProposed replacement for 2015/2016 for Professor Simpson whose membership is due to end 31 July 2015

One of Two Members appointed by Academic Council (Professoressorial)

Appointed Professor Kirstein Rummery School of Applied Social ScienceProfessor Kirstein Rummery School of Applied Social ScienceProfessor Isobel Anderson School of Applied Social ScienceProposed replacement for 2015/2016 for Professor Rummery whose membership is due to end 31 July 2015

Two of Two Members appointed by Academic Council (Non-Professoressorial)

Appointed Dr Sarah Neely School of Arts and Humanities Dr Paul Dimeo School of Sport Dr Paul Dimeo School of Sport2014/2015 membership changed due to Dr Neely completing a period of Research Leave for the remainder of her committee membership.

Lay Member of Court Appointed Mr Peter Holmes n/a Mr Peter Holmes n/a Mr Peter Holmes n/aProposed extension to Peter Holmes membership for a further three year team as his current membership is due to end 31 July 2015

University Secretary In AttendanceMs Eileen Schofield University Secretary's Office Ms Eileen Schofield University Secretary's Office Ms Eileen Schofield University Secretary's Office Director of HR Services In AttendanceMr Martin McCrindle HR Services Mr Martin McCrindle HR Services Mr Martin McCrindle HR Services

2013/2014 2014/2015 2015/2016 Proposed

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22 June 2015 UC (14/15) 51 Appendix 2 – Equality Data

2015 AAPC Applications

Applications Made Successful

Count Percentage Count Percentage Male 23 68% 17 74%

Female 11 32% 8 73% Total 34 100% 25 74%

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22 June 2015 UC(14/15) 52


UNIVERSITY COURT

CJNCC REPORT 2014-15

Introduction

1 This paper summarises for Court CJNCC matters and discussions for the current academic session.

Purpose

2 For information and noting.

Background

3 The recognition and procedure agreement with UCU, Unite and Unison was renewed from October 2014 for two years duration.

Main body/Proposals

4 With arrangements to rotate the Chair of this committee, union side (Simon Booth, UCU President) chaired the committee in this session. CJNCC met in September, November, January and May.

5 A range of topics have been the subjects of consultation, including:

6 Staff survey; updates on external environment and university issues; Trade Union

involvement/facility time; Recognition Award Scheme; capability procedure; disciplinary procedures; Ordinance 68 review; change management; zero hours contracts; pay negotiations; overtime and holiday pay; parking charges; student numbers; undergraduate nursing programme and UHI links; Tribal report; living wage; Equal Pay review; staff holidays.

7 Meetings have been constructive and informative, and informal contact and

engagement on a variety of issues and some matters of casework continue outwith the meetings.


8 No equality considerations.


9 No resource implications.

Data Classification 10 This document is classified as internal.

Recommendations

11 Court is invited to note the progress of the CJNCC arrangements.

Martin McCrindle June 2015

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UNIVERSITY COURT

Risk Management Policy

Introduction 1 As part of a recent internal audit of risk management, a small number of

recommendations were made relating to the University’s risk management policy. The current policy was developed in May 2013 and was endorsed and signed-off by University Court in June 2013. An updated version of the policy is attached, with key amendments highlighted in red.

2 Key updates relate to:

• Clarification of the role of the University Strategy and Policy Group (USPG) in relation to risk management;

• Definitions to explain the difference between strategic and operational risk; • Clarification that business units should update risk registers on an ongoing basis; • Establishment of a feedback mechanism to ensure that actions arising from Court

and executive risk discussions are cascaded throughout the organisation; • Awareness of training needs and provision of training opportunities included as part

of the risk management policy. 3 At the meeting of Audit Committee on 1 June 2015, the revised Risk Management

Policy was endorsed for Court approval, subject to a small number of minor amendments and the correction of typos.

Purpose 4 University Court is invited to approve the updated risk management policy. Equality implications 5 There are no equality implications arising directly from this report. Resource implications 6 There are no resource implications from this report. Data Classification 7 This document is classed as internal. Recommendations 8 University Court is invited to approve the updated risk management policy. Policy & Planning June 2015

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RISK MANAGEMENT POLICY

June 2015

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Contents

1. Introduction

2. Purpose

3. What is risk?

4. What is risk management?

5. The University’s approach

6. Responsibilities

7. Defining the risk appetite

8. Management of risk

9. Annual review of effectiveness

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1. Introduction The University faces numerous risks that could affect any aspect of its academic, administrative or commercial business activities. Sound risk management is therefore required to ensure the University is able to achieve its operational aims and strategic objectives. The University considers risk management to be fundamental to good management practice and a significant aspect of corporate governance. Risks include not only threats facing the University, but also a failure to seize opportunities. An assessment of risk must therefore be conducted to identify, analyse and report to the most appropriate management level within the University. It should be noted that risk management is the responsibility of everyone at the University, not just a small number of named individuals. The University maintains a register of strategic risks, and all academic schools and service areas maintain operational risk registers that are integrated into the planning and budgeting process. 2. Purpose This risk management policy identifies the underlying approach to risk management across the University. It defines the roles and responsibilities of senior managers and governing bodies together with the annual mechanism for reviewing risk management processes. The policy is informed by the good practice guide for higher education institutions published by the Higher Education Funding Council for England1. The purpose of this policy is a formal acknowledgement of the commitment made by the University to risk management. The University considers that taking well-managed risks is essential to the success of higher education, in the management of its core activities of research and teaching, as well as its supporting activities. The aim of the policy is not eliminate risk from the University’s activities, but rather to manage risk appropriately. This document is supported by a concise risk management policy statement that is published online as a quick reference guide for all staff (Appendix 1). 3. What is risk? Risk is commonly defined as the possibility that an action, event or set of circumstances will adversely or beneficially affect an organisation’s ability to achieve its objectives. Risk exists as a consequence of uncertainty and is present in all University activities. The exposure is normally expressed in terms of the failure to reach an objective and the operational, reputational and financial damage that may be incurred as a result. 4. What is risk management? Risk management is the planned and systematic approach to identifying, evaluating and controlling risks at all levels of the organisation. 5. The University’s approach The University’s approach to risk management is guided by the following principles:

• the University Court has responsibility for the effectiveness of internal controls based on information provided by Audit Committee

• risk management is implemented as an integral part of University activities at all levels and is monitored by the Audit Committee

1 Risk Management: A guide to good practice for higher education institutions, HEFCE, May01/28

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• risks are identified, analysed and recorded as appropriate, normally within a risk

register that scores the likelihood and impact of risks

• the management of risk will involve user-friendly language and University processes will be kept as simple and effective as possible

• the financial and non-financial implications arising from risks and associated controls

will be estimated as accurately as possible

• the University Strategy and Policy Group (USPG) will support, advise and implement risk management processes and will act as a risk management committee when required

• risk will be a standing item at meetings of the Senior Management Team (SMT), and

heads of academic schools and service directors will be responsible for embedding good risk management practice within their school or service area.

The University uses five steps to manage risks, and a common template to record and report strategic and operational risks: Step 1 – Identifying risks The identification and review of risks takes place throughout the year and is a formal part of the planning and budgeting cycle. Each management group is encouraged to carry out ongoing reviews and updates of the linkages between strategic objectives and risks to ensure that focus is maintained on priority activities. Strategic risks typically affect the whole of an organisation and not just one or more of its parts. Because of this, strategic risks are recorded and monitored at an institutional level and form a key part of strategic management. Operational risks refer to issues arising from the normal business operations. Accordingly, they affect the day-to-day running of the University in contrast to strategic risks that arise from the organisation’s strategic positioning. Operational risks are typically managed at school or service level and can be managed and mitigated by internal control systems. Step 2 – Analysing the risk The University uses a risk model to measure the likelihood and impact of individual risks identified in operational or strategic registers. Impact is the potential severity or effect of the risk. Likelihood is the frequency or probability of a risk occurring. The risk score is calculated using the impact and likelihood to produce an evaluation of net risk that can be translated into a traffic light system. Step 3 – Determining the risk owner Strategic and operational risks should be assigned to a risk owner, who is responsible for managing the risk and associated control measures. Step 4 – Identifying control measures The identification of control measures will depend on the treatment category of the risk at residual level. The University uses the 4Ts to categorise risk:

• Tolerate – risks are accepted and built into operational or project management

• Treat – risks are reduced by management action (e.g. putting in place a business continuity plan)

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• Transfer – risks are passed on to another organisation or body (e.g. outsourcing,

insurance or subcontracting)

• Terminate – risks are avoided by doing something else Actions to mitigate or control a risk will have a direct cost or an opportunity cost that should be recorded in the risk register. The risk should be reassessed to identify the impact of any action on the net risk. The result of any control measure is known as the residual risk. Step 5 – Reviewing the risk Risks should be reviewed on a regular basis to ensure that strategic and operational registers are kept up-to-date. At a University level, the register of strategic risk is reviewed and discussed at each meeting of Audit Committee. 6. Risk responsibilities It is essential that all participants in risk management are aware of their roles in the overall process and their own responsibilities. The key responsibilities are outlined below: University Court The Court has a fundamental role to play in the management of risk and in setting an overall culture of risk management within the University. This includes:

• determining and reviewing the risk appetite of the University as a whole, and agreeing a risk appetite statement that is reviewed annually

• approving major decisions affecting the University’s risk profile or exposure

• determining what types of risk are acceptable or not acceptable

Audit Committee Acting on behalf of Court, Audit Committee will:

• monitor the management of key strategic risks

• satisfy itself that less significant risks are being actively managed, with the appropriate controls in place and working effectively

• annually review the University’s approach to risk management, and approve changes or improvements to key elements of its processes and procedures

• approve the internal audit plan which is linked to the Strategic Risk Register

• report to Court on the effectiveness of risk management processes as appropriate

Executive Group The University Strategy and Policy Group (USPG) is responsible for strategic risks by:

• identifying and evaluating significant risks faced by the University for consideration by Court, via Audit Committee

• implementing policies on risk management and internal control

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• providing adequate information in a timely manner to Court, via Audit Committee, on the status of risks and control measures

• regularly reviewing the effectiveness of internal controls

• identifying and acting as risk owner for appropriate strategic risks

Senior Management Team (SMT) Heads of school and service directors are responsible for identifying, assessing and monitoring risks at school and service level. They will:

• disseminate good and appropriate risk practice within their school/service

• identify, monitor and assess risk issues within their school/service

• monitor and discuss risk as a standing item on the agenda of SMT

• report on risk and control issues in their annual Planning Statement, and review regularly as appropriate

• alert the risk management committee (USPG) to risks which may have strategic

importance Staff and students Effective risk management depends on the commitment and co-operation of all staff and students. All staff have a significant role in the management of risk, particularly within their own areas of control. Project managers and project teams are responsible for managing project-specific risk and will complete a project risk register to demonstrate that this is being done. 7. Defining the risk appetite The University Court determines the extent to which the University is “risk-taking” or “risk-averse”. The evaluation of the University’s strategic risks via Audit Committee provides a regular review of the University’s risk tolerance line. 8. Management of risk The management of risk is supported by a system of internal control, and is closely related to the planning and budgeting process and institutional performance management. This enables the University to respond to a variety of operational, financial, reputational and commercial risks. The elements of this system include: Policies and procedures Attached to significant risks are a series of policies that underpin the internal control process. These policies are approved by Court and are supported by written procedures where appropriate. Reporting Strategic risks are reported regularly to Audit Committee via the risk register or on an ‘exception’ basis as required, for example, on risks associated with new projects, or on emergent external risks. Planning and Budgeting The annual planning and budgeting process is used to set objectives, agree action plans and allocate resources. Schools and service areas are responsible for updating their planning

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statements and associated risk registers and performance measures as part of this process. Progress towards meeting planned objectives is monitored regularly by the senior management team. Risk Framework The register of strategic risks is reviewed by the risk management committee (USPG) and is used to identify, assess and monitor risks significant to the University. Improvement actions and risk indicators are monitored regularly. Audit Committee Audit Committee is required to report to Court on internal controls and inform Court about any emerging issues. In addition, Audit Committee oversees internal audit, external audit and management as required in its review of internal controls. Audit Committee will advise Court on the effectiveness of the risk management and internal control systems. Internal audit Internal audit is responsible for aspects of the annual review of the effectiveness of the internal control system within the University. The internal audit strategy will be developed around the University’s strategic objectives and is informed by the register of strategic risk.

External audit External audit informs the Audit Committee on the operation of internal financial controls reviewed as part of the annual audit. However, external audit is not part of the risk management process.

Third Party Reports From time to time, the use of external consultants may be appropriate in areas such as health and safety (e.g. radiation protection adviser), and human resources. The use of specialist third parties for consulting and reporting can, in some cases, increase the reliability of the internal control system. Operational Risk and Environmental Sustainability (OR & ES) The University has access to competent safety advice through the Head of OR & ES, who advises the University on aspects of health and safety management and business continuity. The Head of OR & ES reports operationally to the Director of Estates and Campus Services, but also has a reporting line to the University Secretary. Overall responsibility for ensuring that the University complies with health and safety legislation lies with the University Court. Policy and Planning The Policy and Planning team compiles risk issues, supports University staff in the assessment and management of risk, and reports emergent strategic risks as appropriate. The team also reviews operational risk registers from schools and service areas, identifies training needs and identifies emergent risks to be included within the register of strategic risk. 9. Annual Review of Effectiveness The University Court is responsible for reviewing the effectiveness of internal control of the University, based on information provided by Audit Committee. In doing this, Court will consider the following:

• The University’s objectives and its financial and non-financial targets

• The University’s performance in identifying, assessing and reporting risks

• Prioritisation of risks and the allocation of resources to areas of high exposure

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• Effectiveness of control measures

Audit Committee, on behalf of University Court, will review the risk register and this policy document to ensure on-going effectiveness in the management of risk. Policy and Planning May 2015

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UNIVERSITY COURT

SEALING DOCUMENTS

Introduction 1 This guidance has been produced to provide clarity on the use of the University’s

Common Seal and the procedures that should be followed when it is used. The common seal is a device for embossing the University’s name in paper. There are currently two University Seals, a large one and a small one, which are held by Registry and Governance Services.

2 Article 8(2) of the University Charter states

“The Court shall direct the form, custody and use of the Common Seal and shall control, manage and administer all the revenue and property of the University, and shall have general responsibility for the conduct of the affairs of the University and shall exercise all such powers and duties as may be conferred upon it for these purposes by the Statutes or the Ordinances.”

3 It is therefore up to the Court to determine how the seal is used and who has custody of the seal.

Background 4 Historically under common law, any contract entered into by a company had to be

under seal. The University of Stirling was incorporated under the Companies Act 1948. This legislation gives some details of how a seal can be used, particularly in relation to deeds:

“A deed to which a company is a party shall be held to be validly executed according to the law of Scotland on behalf of the company if it is executed in accordance with the provisions of this Act or is sealed with the common seal of the company and subscribed on behalf of the company by two of the directors or by a director and the secretary of the company, and such subscription on behalf of the company shall be binding whether attested by witnesses or not.”

5 In relation to the Seal it also states that:

“The directors shall provide for the safe custody of the seal, which shall only be used by the authority of the directors or of a committee of the directors authorised by the directors in that behalf, and every instrument to which the seal shall be affixed shall be signed by a director and shall be countersigned by the secretary or by a second director or by some other person appointed by the directors for the purpose.”

6 Since the Companies Act 1989 was introduced there is no legal requirement to use a

seal. Although a company can still have a seal it is not bound to do so. However, in practice many companies still use a common seal for deeds, share certificates and other important documents.

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7 The formal execution of a deed is a complex area of law currently covered by a range of legislation including the Companies Act 2006 and the Requirements of Writing (Scotland) Act 1995. In most circumstances the following would meet legal requirements for executing a document:

• The common seal can be applied in the presence of the company secretary and one director, or two directors who attest the sealing by countersigning the deed and describing themselves by the respective offices.

• A document can be executed by a director and secretary or by two directors.

• A document can be executed by a single director if that signature is witnessed

and attested.

8 Directors can include members of the governing body and the secretary can be replaced by another permanent officer or deputy but evidence may be required that the individuals concerned have Court’s authority to sign.

Purpose 9 It is proposed that new guidance on the custody and use of the Common Seal are

approved by Court. Guidance on Custody and use of the Common Seal 10 The University Secretary shall be responsible to Court for the security of the Common

Seal and for regulating its use.

11 In accordance with the Charter, the Seal should be used primarily on legal documents relating to property or financial transactions. Documents that can be sealed include:

• Deeds (especially those relating to land or buildings) • Legal documents relating to property such as leases or licences • Documents/certificates relating to shares/dividends/stocks • Legal documents relating to pension schemes • Special resolutions relating to the Charter & Statutes • Other documents as required by Court or approved by the University Secretary

(or deputy) particularly those relating to long term contracts or involving a sums over £500k (as defined in the Schedule of Delegated Authority under 2(c) ‘Other expenditure’).

12 Other legal documents such as those relating to academic agreements, commercial

contracts, student recruitment etc. would not normally require the use of the Seal.

13 The wording on documents being sealed shall be “Executed by affixing the common seal of the University of Stirling in the presence of:”.

14 Officers authorised to authenticate the seal shall be specified in the Schedule of Delegations.

15 The Deputy Secretary shall maintain a Register of Sealings by recording the details of the document sealed and the date it was sealed. The Deputy Secretary shall also report a list of those documents sealed to Court.

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Degree Certificates 16 Historically degree certificates were individually stamped with the University Seal. This

is no longer required as they are pre-embossed by the printer. Degree certificates will continue to be embossed with the University shield but degree certificates issued will not be reported to Court.

Court documents 17 The Schedule of Reservations and Delegations (Appendix 1) and the University Court

Standing Orders (Appendix 2) have been amended to take account of these changes. In addition to the changes relating to the use of the common seal, the opportunity has been taken to update some terminology in these documents and make changes in relation to the introduction of the Data Classification and Handling Policy. All amendments are shown as track changes.

Equality implications 18 There are no equality implications relating to this proposal. Resource implications 19 There are no resource implications relating to this proposal. Data Classification 20 This document is classed as public. Recommendations 21 Members are asked to:

• approve the new procedures relating to the custody and use of the

University’s Common Seal • approve the revisions to the Schedule of Reservations and Delegations • approve the revisions to the University Court Standing Orders

Policy & Planning June 2015

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UNIVERSITY COURT & ACADEMIC COUNCIL SCHEDULE OF DELEGATED AUTHORITY Introduction 1 The Court is the University’s governing body and Academic Council is responsible for the academic work of the University both in teaching and research. Court and Academic Council have defined, at a high level, the specific powers that they wish to reserve to themselves for decision. These are set out in the University’s Schedule of Reservations, which is attached to this document as appendix 1. 2 This document presents a framework for exercising those powers that Court and Academic Council have delegated by virtue of them not being included in the Schedule of Reservations General matters 3 This schedule lists those people and bodies who are authorised to commit the University to a contractual or quasi-contractual relationship. 4 Subject to any restrictions that might be imposed by Court or Academic Council, those to whom authority is delegated may delegate it further if they so wish and are responsible for approving such delegation as appropriate. In addition, a nominated deputy or alternate may exercise the same power in the absence of the post-holder. Such delegation does not diminish the personal responsibility to Court or Academic Council of the office-holder to whom the initial delegation has been made. 5 All authorities are subject to policies approved by or on behalf of Court or Academic Council and where relevant to the availability of sufficient budget, and must be exercised in accordance with relevant current procedures and such statutory requirements as may be applicable. 6 This schedule covers the authority to make a commitment with resource implications. Operational transactions that give effect to such decisions are covered by operational procedures such as the Financial Regulations. 7 In respect of new business contracts and key projects, full delegation is given on the basis that Court and Academic Council expects that in all cases: • A business case will have been prepared and assessed before any commitment is

entered into, including a full assessment of risks; • The full costs of the project will have been identified, including any matched funding

costs, additional overhead costs and estates costs; • Where the proposal would commit the University to additional costs, it will not be formally

entered into until a decision has been reached regarding how those additional costs are to be met;

• All contracts will normally be expected to make an appropriate contribution to central University overheads in accordance with University policy, although the Principal has authority to choose to cross subsidise projects within the overall budgetary limits agreed annually by Court;

• A legal opinion will be sought in respect of all non-standard contracts.

Data Classification: Public

22 June 2015 UC (14/15) 54 Appendix 1

Schedule of reservations 8 The Schedule of Reservations sets out those specific powers that Court and Academic Council have decided to reserve to themselves. In addition, Court will be informed about any major litigation affecting the University. 9 Where certain powers are not reserved and have therefore been delegated to a particular committee or post-holder, the latter may nevertheless decide that a particular matter requires to be ratified at a higher level of authority. It should be assumed as a matter of basic principle that all significant matters are routinely reported to Court unless explicitly stated. Delegation to the Principal 10 Under the Charter & Statutes, the Principal is responsible for all matters relating to the effective working and good order of the University. Court delegates full authority to the Principal to act on its behalf in order to exercise these responsibilities, subject to the following principles: • The Principal will at all times act in accordance with the best interests of the University

and be mindful of the importance of preserving and enhancing the University’s reputation;

• The Principal will act within the terms of the conditions of his/her appointment; • The Principal’s actions will be consistent with the University’s budget and its strategic

plan as approved by Court; • The Principal’s actions will be consistent with relevant legislation and externally

prescribed conditions such as those set out in the Scottish Funding Council’s Financial Memorandum;

• The Principal’s actions will be consistent with the principles of public life enshrined in the Nolan Report on Standards in Public Life;

• The Principal will report to each meeting of Court all significant decisions taken, and will be accountable to Court for those decisions;

• The Principal will consult with the Chair of Court, whom failing the Vice-Chair of Court or an appropriate lay member of Court, in respect of on any potentially contentious, novel or controversial matters prior to exercising his/her delegated authority;

• In his/her absence, the Principal may delegate authority to an appropriate senior officer acting on his/her behalf.

11 In approving the annual budget for the year, Court grants full delegated authority to the Principal. Within the approved budget, the Principal has delegated authority to vire between budget headings. 12 Court may, from time to time, via the Joint Policy, Planning & Resources Committee, additionally delegate to the Principal the authority to contractually commit the University beyond the agreed budget for a given year. The extent of this further discretionary delegation will vary, and shall be informed by the advice of the University Secretary and Director of Finance depending on the University’s Financial Strategy and the prevailing financial position of the University at the time. Under such circumstances, normal University tendering procedures would be followed and no commitment made without investment appraisal being undertaken. Where the transaction is one which would otherwise have required Court’s approval, this will still be required. 13 All further delegation to members of staff of the University set out in this document derives from the Principal. Specific authority 14 The tables below sets out specific levels of authority associated with various types of decision undertaken within the University.


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Delegations from Court NATURE OF DECISION

AUTHORITY

1 Property transactions

(a) Transactions, including the purchase and

disposal of fixed assets, up to £0.5m (b) Transactions, including the purchase and

disposal of fixed assets, in excess of £0.5m

Principal with agreement of the Director of Finance and following discussion with the Director of Estates & Campus Services Court, on the recommendation of the Joint Policy, Planning & Resources Committee

2 Other expenditure (within the limits of the budget

framework in consultation with the Director of Finance)

(a) Up to £100k (b) Up to £500k

(c) £500k or more

Member of University Strategy & Policy Group Principal with the agreement of the Director of Finance and University Secretary Court, on the recommendation of the Joint Policy, Planning & Resources Committee

3 Non-salary expenditure commitments (within the

limits defined by school/service budgets in consultation with the Director of Finance)

(a) Purchase orders and other non-salary

expenditure (b) Expenses claims

Heads of School/Service Directors Heads of School/Service Directors

4 Staffing matters

(a) Formal offers of appointment (b) Promotions to Professorship, Readership,

Senior Lecturer and Senior Teaching Fellow

(c) Overtime payments

(d) Voluntary severance

(e) Termination of employment

(f) Implementation of nationally-negotiated annual pay awards

Director of HR & OD Services Academic Advancements & Promotions Committee Heads of School/Service Directors Principal on the advice of the Senior Deputy Principal or University Secretary Principal on the advice of the Senior Deputy Principal or University Secretary Court

5 Student matters

(a) Undergraduate student admission (b) Postgraduate student admission

(c) Admission to short courses and CPD activities (d) Academic agreements and memoranda

(e) Granting of degrees and diplomas

Heads of School/Student Recruitment & Admissions Heads of School/Student Recruitment & Admissions Heads of School/Student Recruitment & Admissions The University Secretary on the advice of the relevant Deputy Principal in relation to Memorandums of Agreement Academic Council and its Committees

6 Non-academic agreements and memoranda

Principal on the advice of the University Secretary


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7 Recurrent estates expenditure within agreed

budgets

Director of Estates & Campus Services

8 Financial transactions, borrowing, lending and

investment

(a) Treasury management within agreed borrowing consent limits

(b) Secured or unsecured loans to third parties

(c) Investments/divestments in subsidiaries, non-

subsidiaries, joint ventures and spin-outs (d) Borrowings above the SFC approved levels

(e) Management of University bank accounts (f) Changes to cheque signatories

Director of Finance Joint Policy, Planning & Resources Committee Joint Policy, Planning & Resources Committee Joint Policy, Planning & Resources Committee to approve in advance of approval being sought from SFC Director of Finance Director of Finance

9 University facilities and accommodation

(a) Allocation of accommodation for commercial

purposes (b) Room hire

Director of Estates & Campus ServicesCommercial Services Director of Estates & Campus ServicesCommercial Services

10 Institutional Gifts/Donations

(a) Non-contentious gifts/donations, value up to

£50k (small gifts) (b) Non contentious gifts/donations, value over

£50k (large gifts) or contentious1 gifts/donations, regardless of value

Principal on the advice of the Director of Development & External Affairs Donations Review Group (Chair of Court, Chair of Joint Policy, Planning & Resources Committee, Principal, University Secretary) in consultation with the Directors of Finance and Development & External Affairs. In the case of restricted funds donated the relevant Head of School/Service Directors will also be consulted.

11 Endowments

(a) Release of funds for investment (b) Release of income to beneficiary as a budget

for specified purposes

(c) Specific decisions on application of endowment funding within the specified purpose

Director of Finance Director of Finance Head of School/Service Director or Principal in the case of University-wide funds

12 Common Seal

(a) Custody of the Common Seal

(b) Officers authorised to authenticate the Seal

DeputyUniversity Secretary University Secretary, or Deputy Secretary in his/her absence, and a member of Court

1 ‘Contentious gifts’ are those which might have the potential to jeopardise the University’s reputation as an ethical institution, or which might create an unacceptable conflict of interest. Data Classification: Public

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1213 Research and Enterprise

(a) Applications

• Standard applications • EC applications where Stirling is the

coordinator

• Applications to the SFC (b) Contractual agreements

• Up to £250k • £250k and over

(c) Awards (letters of acceptance, start

certificates, claims and staff appointment forms)

Research Development Manager Director of Research & Enterprise or Director of Finance Principal or University Secretary Contracts Manager Director of Research & Enterprise Research Accounts team


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22 June 2015 UC (14/15) 54 Appendix 1

Delegations from Academic Council

NATURE OF DECISION AUTHORITY

1 Granting of degrees and diplomas

Academic Panel

2 Academic agreements and memoranda

The University Secretary on the advice of the relevant Deputy Principal

3 Approval of academic policy and academic

regulations

Education and Student Experience Committee

4 Student discipline (Ordinance 2)

(a) Within Academic Departments (b) Library or computer network (c) University residences (d) Traffic and car parking (e) University grounds or non residential buildings (f) Any other activity

Head of School Director of Information Services Head of Residential Services Head of Facilities Director of Estates and Campus Services University Secretary or Deputy Secretary

5 Exclusion from University

Principal

6 Management of research plans and strategies

Research and Knowledge Exchange Committee

7 Admissions policy


8 Appointment of External Examiners

Deputy Principal Education and Students

9 Appointment of Internal Examiners and examining

committees for PhD students

Head of School

10 Admission of students to the University

Heads of School/Student Recruitment and Admissions Service

11 Approval of new programmes of study and

amendments to existing programmes

School Learning & Teaching Committee/Deputy Principal Education and Students

12 Regulation and conduct of examinations



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Appendix 1 SCHEDULE OF RESERVATIONS 1. UNIVERSITY COURT Introduction 1 The purpose of this schedule is to define, at a high level, those specific powers that the Court has decided to reserve to itself. Where certain powers are not reserved and have therefore been delegated to a particular committee or post-holder, the latter may nevertheless decide that a specific issue requires to be ratified at a higher level of authority. Where powers are reserved to, or delegated to, individuals, a nominated deputy or alternate may exercise the same power in the absence of the post-holder. 2 It should be assumed as a matter of basic principle that all significant matters are routinely reported to Court unless explicitly stated. Matters reserved to the University Court Constitution and governance framework • Amendments to the University’s Charter & Statutes (subject to the further approval of the

Queen in Council or the Privy Council respectively). • The making and amendment of Ordinances. • Appointment of the Chancellor and the Chair of Court. • Major changes to the University’s organisational and committee structure. • Establishment and abolition of academic schools and other units. • Approval of major statements and policies complying with statutory requirements (health

and safety, equal opportunitiesequality and diversity etc). • Approval of Court’s Standing Orders and Statement of Primary Responsibilities. • Monitoring of the effectiveness of Court itself. • Approving and monitoring the University’s key performance indicators. Vision, mission and strategy • Approval of, and amendments to, the University’s overarching mission and vision. • Approval of the University’s strategic plan. • Approval of entry into major strategic partnerships and alliances, including mergers with

other institutions. • Approval of the following key strategy documents:

- Estate Strategy - Human Resources Strategy - Financial Strategy - Information Strategy - Research Strategy (on the recommendation of Academic Council) - Learning & Teaching Quality Enhancement Strategy (on the recommendation of

Academic Council) Financial and capital expenditure matters • Approval of the University’s annual budget. • Approval of the University’s annual reports and financial statements. • Approval of the Capital Plan, the annual spend associated with that programme and all

significant variations arising in year; Data Classification: Public

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• Approval of additional/new borrowings by the University • Approving the opening and closing of University bank accounts • Approval of the disposal of the University land and buildings unless to a wholly owned

subsidiary; and of all assets valued at more than £0.5m. • Appointment of Trustees to the University Pension Scheme. Audit, monitoring and review • Appointment and removal of the University’s internal and external auditors. • Consideration and approval of the Audit Committee Annual Report. • Consideration of the internal auditor annual report. • Approval of the University’s arrangements for risk management and internal control. Human resources matters • Appointment and dismissal of the Principal, Senior Deputy Principal, University Secretary

and Librarian. • Decisions on participation in national arrangements for pay bargaining. • Implementation of nationally-negotiated annual pay awards • Statutory responsibilities under Statute 17 and Ordinance 68 relating to academic staff. • Granting of Emeritus titles. 2. ACADEMIC COUNCIL Introduction 2.1 The purpose of this schedule is to define, at a high level, those specific powers that the

Academic Council has decided to reserve to itself. Where certain powers are not reserved and have therefore been delegated to a particular committee or post-holder, the latter may nevertheless decide that a specific issue requires to be ratified at a higher level of authority. Where powers are reserved to, or delegated to, individuals, a nominated deputy or alternate may exercise the same power in the absence of the post-holder.

2.2 It should be assumed as a matter of basic principle that all significant matters are

routinely reported to Academic Council unless explicitly stated. Matters reserved to the Academic Council

• Approval of Academic Council’s Standing Orders • Recommendation to Court for the approval of Ordinances • Recommendation to Court for the approval of the Learning & Teaching Strategy • Recommendation to Court for the approval of the Research & Knowledge Exchange

Strategy • Granting of Honorary Degrees • Dates of semester and graduations • Consideration of the annual reports of the committees of Council

Policy, Planning & Governance Approved by Court 12 December 2013


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22 June 2015 UC (14/15) 54 Appendix 2

UNIVERSITY COURT STANDING ORDERS I Meetings

1 The Court shall hold four or more Ordinary meetings during each financial year, viz. 1 August to 31 July.

2 The dates of Ordinary meetings shall be determined annually by the Court.

3 A special meeting of the Court may be held at any time on the instruction of

the Chair or the Principal. A special meeting shall be held on the written request to the Chair from not less than one-half of the members or from the Auditors appointed under Statute 7.

II Notice of Meetings

1 Notice of Ordinary meetings together with the agenda papers shall be sent to members of at least four days in advance of each meeting.

2 Notice of special meetings shall be as determined by the Chair. III Agenda

1 The notice calling a meeting shall state the business to be transacted at the meeting.

2 A member requesting to have a substantial matter placed on the agenda for

an Ordinary meeting shall give at least ten days notice to the University Secretary, normally to be accompanied by a paper for presentation to the Court on the item to be discussed.

3 At an Ordinary meeting the Chair may table business of which notice has not

been given on the agenda, but which the Chair considers to be business of urgency which it was not practicable to include on the agenda.

4 At a special meeting business may not be transacted of which notice is not

given on the agenda. IV Quorum

1 One-third of the total membership of the Court shall form a quorum for any meeting, provided that the number shall include at least three lay members and at least three members of staff.

Data Classification: Public 1

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V Decisions of the Court

1 In the absence of consensus a vote shall be taken on a motion being put and seconded by members of the Court

2 Subject to the provisions of the Charter, Statutes and Ordinances and of

these Standing Orders, a simple majority of the members present and voting shall be sufficient to take any decision.

3 The Chair shall have both a deliberative and casting vote.

4 The dissent of individual members shall not be recorded unless a member or

members ask that their dissent be so recorded.

5 Decisions of the Court which are intended to be definitive may not be reviewed until six months have elapsed from the date of the decision.

6 Decisions of the Court shall be effected by officers of the University. No

member of the Court, except the Chair and Principal shall be deemed to be authorised to communicate a decision of the Court, unless requested by the Court to do so.

VI Court Papers

1 All Court papers must be classified in accordance with the Data Classification and Handling Policy. All agenda, reports and other documents are issued to members of the Court in advance of the meeting. Prior to the meeting, all documents should be considered as private papers. A member may discuss with another member of the University community any matter under consideration by the Court provided:

(a) that the matter or paper has not been designated as being restricted or

confidential; (b) that views are not attributed to individuals. 2 In no circumstances shall any Court paper be made available to the media or

any statement made on behalf of the Court to the media relating to the business of the Court except with the authority of the Chair or the Principal.

3 Copies of Court agenda, papers and minutes (including minutes not yet

approved) other than those designated as being confidential shall be lodged in the University Library following each meeting of the Court. Copies of Court agenda, papers designated as public or internal, and approved minutes shall be made available on the University’s website following the meeting.

VII Confidentiality 1 The designation of papers as restricted and confidential is defined by the

Data Classification and Handling Policy. Subject to the provisions of these Standing Orders it is the policy of the Court to minimiserestrict as far as


22 June 2015 UC (14/15) 54 Appendix 2

practicable the range of business to be designated as restricted or confidential., either to protect the legitimate commercial interests of the University or to protect the rights of individual members of the University.

2 It is the duty of every member of Court and every officer in attendance to

preserve the confidentiality of any item of business so designated by the member in the Chair.

3 The following items would not normally be classified as restricted or

cConfidential items of business consist of:

(a) matters which affect the appointment, promotion or personal affairs of individual members of staff, other than

(i) routine notification of staff appointments, resignations,

retirements, promotions, advancements and merit awards; (ii) appointment of existing staff to additional offices (Deputy

Principal, Head of School and acting appointments to these offices);

(iii) appointments to Committees; (b) matters relating to the admission, progress or discipline of individual

students; (c) matters which in the view of the Chair require to be considered solely by members of Court in order to fulfil its statutory duties or to

meet the requirements or expectations of persons or bodies outwith the University concerned with the business before the Court.

4 Reserved business shall be used to discuss items relating to individuals such

as approval of emeritus professors or student discipline and for items where the discussions are confidential or the outcome of the discussion is likely to result in a restricted or confidential minute. ReservedConfidential business shall normally be taken at the conclusion of an Ordinary meeting of the Court.

5 For items of confidential business

(i) all persons (whether members or in attendance) having any personal or

pecuniary interest in the matter under discussion and (ii) all observers other than any Deputy Principal in attendance, shall retire

from the meeting of the Court.

65 The minutes of reserved businessconfidential items of business shall be separately recorded and sent or otherwise made available only to those entitled to be present during the items.

VIII Observers


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1 Except as otherwise provided by these Standing Orders, observers attending meetings at the invitation of the Court shall have the same rights as members of the Court to participate in the discussion of items of business.

2 Observers may not propose or second motions to be put to the Court, nor

vote on any item of business. 3 These Standing Orders shall, in so far as the sense allows, apply to persons

attending meetings of the Court as observers. IX Sealing of Documents 1 Any document executed on behalf of the Court shall be valid if it is sealed

with the Seal of the University and signed by one member of the Court and the University Secretary, or in his/her absence, the Deputy Secretary. The wording on the documents being sealed shall be “Executed by affixing the common seal of the University of Stirling in the presence of:”.

2 All sealing of documents on behalf of the Court shall be reported to athe

subsequent meeting of the Court. 3 The Deputy Secretary shall maintain a register of sealed documents

recording the details of the document sealed and the date it was sealed.An entry of every sealing of a document shall be made and consecutively numbered in a register and shall be signed by the persons who have attested the use of the Seal.

4 The Sealing register shall be available for inspection by any member of the

Court upon request to the University Secretary. X Declaration of Interest A member of Court who has a pecuniary, family or other personal interest in any

matter under discussion at any meeting of the Court or one of its committees at which he/she is present shall as soon as practicable disclose the fact of his/her interest to the meeting and shall withdraw from that part of the meeting. A member of the Court is not, however, considered to have a pecuniary or personal interest in matters under discussion merely because he/she is a member of staff or a student of the University.

XI Suspension of Standing Orders Any Standing Order, except Standing Order IV.1, and VII.5 and VII.6 may be

suspended at any meeting of the Court, provided that two-thirds of the members present and voting shall so decide.

XII Plenary Powers The Chair and the Principal are authorised to act on behalf of the Court during

University vacation periods. Additionally, the Chair may at any time which he or she considers to be an occasion of emergency take such steps on behalf of the


22 June 2015 UC (14/15) 54 Appendix 2

Court as he/she may think fit, provided that he or she makes a report to the Court at its next meeting for the ratification of such action.

Court may grant delegated authority to the Chair or other appropriate senior officer

or lay member of Court to take specified action on its behalf between meetings. Action taken must be reported to the next meeting of Court for ratification.

XIII Interpretation, etc. A ruling by the Chair as to the construction or application of any Standing Order or

as to any proceedings of the Court not covered by the Standing Orders shall be final.

Approved by the University Court at its meeting on 20 November 1995 (amended in 1998, 2000, June 2012 and December 2013).
