executive board open agenda · the hr director reported the information on the survey would be...

EXECUTIVE BOARD

OPEN AGENDA

Monday 25th April 2016 (Room 115)

I Minutes To approve: minutes of the meeting held on 18th April 2016

[Attached]

II Action Points

[Oral Updates]

III Matters Arising/Matters for Report EB Away Day – 11 July Complete University Guide

[Oral Updates]

IV Risk Register & methodology To discuss: A paper from the Secretary

[Appendix A]

V SU Priorities To note: A paper from the Secretary

[Appendix B]

VI HEFCE Grant To note: A paper from the Director of Finance

[Appendix C]

VII Student Engagement & Leadership To approve: A paper from the Registrar

[Appendix D]

VIII HE Horizon scan To note

[Appendix E]

20160418 Executive Board Open Minutes_Draft

These minutes are for information only. Any corrections to the minutes will be recorded in the minutes of the subsequent meeting of the committee.

SOAS, UNIVERSITY OF LONDON

EXECUTIVE BOARD

Monday 18th April 2016

OPEN MINUTES

Members: Baroness Valerie Amos (Chair) Mr Graeme Appleby Professor Richard Black Professor Chris Bramall Mr Paul Doyle Ms Laura Gibbs

Dr Deborah Johnston Professor Lutz Marten Professor Gurharpal Singh

In attendance: Dr Chris Ince (Minutes) Apologies: 167. Minutes The minutes of the meeting on 11th April 2016 were approved. 168. Action Points (i) MIN 118 – League Table Working Group The Pro-Director, Research & Enterprise reported that the first meeting of the Group would take place on 26 April. (ii) MIN 139 – Scholarships Committee The Registrar reported that the Committee had been established but a report on its activity would need to be delayed until later in the term. (iii) MIN 152 – Recruitment Strategy EB agreed that this action would be delayed until the meeting on 9 May. (iv) MIN 162 – Staff survey The HR Director reported the information on the survey would be circulated later in the day. 169. Matters Arising/Matters for Report (i) BDS EB noted that a number of students wished to raise the BDS vote with it and this would be included on the agenda for the following week.

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170. Horizon Scan [Appendix A] EB noted the latest Horizon Scan. The School’s Diversity Office was participating in the work by HEFCE on tackling gender based violence, which was running in parallel with the UUK Taskforce. The Pro-Director, Research & Enterprise would report back on the African Leadership University that had been launched in Mauritius. The Registrar would ask the Director of Academic Services to review the details on the PRES consultation and discuss with the Head of the Doctoral School as appropriate.

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EXECUTIVE BOARD: Action Points

Minute Item Action 2014/15 Deadline for

report to EB

By

227 Monitoring recruitment on programmes

Agreed process for monitoring recruitment on existing and new programmes. To be agreed with new Head of Planning.

9/5/16 GA

Minute Item Action 2015/16 Deadline for

report to EB

By

118 Risk Register Revision to format to allow for better use by staff and to

incorporate comments from minute

25/4/16 CI

139 Scholarships Committee

Report on activity to EB 23/5/16 LG

141 SU Priorities Update on progress and timescales before Student

Experience Committee

25/4/16 CI

152 Future recruitment

Discussion of future student recruitment strategy and 5-10

year plan

9/5/16 LG

156 Email acceptable use policy

Discuss ways of cascading the new policy to all staff with the

Director of MSRC

25/4/16 LG

164 Curriculum Review

Update on process and any resources to allow a third department in the pilot.

9/5/16 DJ

169 BDS Receive statement from student group

25/4/16 CI

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170 Horizon scan Report on African Leadership University

25/4/16 RB

170 Horizon scan Director of Academic Services to consider PRES consultation

25/4/16 LG

Institutional Risk Register – Updated April 2016

Risk 1: Failure to meet income targets EB risk owner: Pro-Director, Learning & Teaching

Risk Cause Risk Consequences Gross risk Existing Controls Sources of Assurance Early Warning Flags Current risk Net risk

What might cause the risk to occur?

What are the possible consequences should the risk occur?

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What existing strategies, processes or controls are in place to manage the risk?

How do we know that these controls are efficient and effective? What are our sources of assurance over the controls for this risk?

What would indicate that the likelihood or the impact of the risk is increasing?

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Fall in student recruitment, change in government policies/funding, exchange rates, income from OS and premium courses, changes in HEFCE funding, PGR students, REF, 3rd stream and external research grant income, loss of HEIF income

Do not meet financial targets and do not generate a sustainable surplus. Leads to no scope for investment, impact on courses failing to recruit

5 5 25 Financial Strategy, Recruitment and Admissions Steering Group, and Recruitment and Admissions Implementation Group - recommendations for new activities and regular updates on application and enrolment targets to EB. Centenary Planning Group. Monitoring by Executive Board and RPC. MSR strategies and action plans. R&E action plan and strategy. New research grants application procedure. REF Steering Group

Regular reporting to EB on recruitment against target and research & enterprise income. Externally commissioned review on fundraising. Sub-risk registers. Continual monitoring of market information including Higher Expectations Reports and Student Barometer track our performance vs. competitors, plus the introduction of monthly MSR reporting to track performance against KPIs. Continued brand awareness raising activity in key markets, development of messaging, targeted promotions and the new Saturday Open Days to maximise interest in the School. Roll-out of enhanced conversion programme, including the introduction of incentives and telephone activity.

Financial Strategy Performance Indicators. Research & Enterprise Strategy Performance Indicators

4 5 16 3 3 9

Actions for further control to deliver net risk based on existing environment

Action for Further Control Action Owner Due Date Status update

Further growth in philanthropic income and development of Case for Support as part of the Centenary Fundraising Campaign. Director to input into Case for Support (to be launched in Sept 2016 after sign off by EB and GB).

Director of DAEE Sept-16

A postgraduate UK recruitment strategy will be developed in response to market pressures in this area and the international recruitment strategy will be reviewed and refined after a full year of operation.

Pro-Director, L&T / Director ERD Sep-16

Assess and explore areas for possible future growth

Pro-Director, L&T Feb-16 Close. Included in faculty sustainability plans

Undertake curriculum review to ensure our curriculum is robust, attractive and aligned to national benchmark statement and implement changes for 2016/17 academic years onwards.

Pro-Director, L&T Sept 16

Work with Deans, Heads of Departments, Student Recruitment and Marketing to ensure that student number target setting within faculty plans is more robust: Remove PGT growth from financial forecasts Reassess growth plans for sustainability plan to be formally consulted on Inclusion of growth plans in sustainability plan for consideration by BoT

Director of Finance & Planning Nov 15 Jan 16 Apr 16

Complete Complete Complete

Develop and run a training programme: series of workshops for academic staff, departmental meetings Director REO / Pro-Director, Research & Enterprise

Jan-16

Action plan to be agreed, and monitored, by Recruitment & Action Steering/Implementation Group Director, L&T / Registrar Feb-16


Risk 2: Failure to meet rising student expectations, leading to poor retention rates and loss of reputation

EB risk owner: Pro-Director, Learning & Teaching




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Quality of Estate, student support problems, teaching & assessment, poor academic offering

Drop in NSS, downward spiral

5 4 20 Student Admin & Support Strategy, Estates Strategy. Monitoring by GB, AB, EB and SEC. NSS Action Plans. Portfolio Board, Capital planning process

NSS scores, league tables, internal surveys, Capital expenditure and long term maintenance plans approved by GB annually, SHNB risk log (and other risk registers), Planning permission for SHNB obtained. Three yearly condition survey cycle

Projects running behind schedule; significant underspends on cap ex or long term maintenance. Student Experience and Learning & Teaching strategy Performance Indicators. Deterioration in the estate within the three yearly condition survey cycle

5 4 20 3 3 9



Delivery of North Block project for occupation

Registrar Jun-16

Develop Learning & Teaching Strategy and action plan

Pro-Director, Learning & Teaching Jul-16

Delayed due to change in Pro-Director. Draft went to AB in March

Development of capital improvement programme for the School's main building

Registrar/Director of Estates Jan-16

Develop and implement new Student Accommodation Strategy Registrar, Director of Estates Jun-16

Improvements to the links between professional and faculty services Registrar Jun-16


Risk 3: Failure to recruit and retain world-class staff Director of HR

Risk Cause Risk Consequences Gross risk Existing Controls Sources of Assurance Early Warning Flags Current risk

Net risk



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Poor recruitment, poor management of staff, London effect, UK salaries, staff morale, management capacity & capability, staff performance

Poor teaching and research. System and process failures. Lack of innovation

5 3 15 HR Strategy Action plan, Revised Academic Performance Framework (covering Probation; Promotions; Recognition & Rewards; Reasonable Expectations; Capability); current recruitment procedures, monitoring through i-Grasp ;Phased increase in London Weighting for all staff, golden hellos, relocation packages, training, SDR scheme etc. Development of individual REF plans; The SOAS Centenary Programmes and associated publicity drawing attention to SOAS

Rewards and promotions procedures are reviewed regularly and updated as required; Staff T/O rates are currently very low across the board; We have been able to fend-off approaches for staff from other institutions (sometimes, but not all the time).

a) Staff t/o rates increasing (especially for senior academic and senior professional services staff) - currently extremely low for all groups; b) Pulse Survey 2015 indicating low morale and a desire to leave SOAS;

5 3 15 4 2 8



Employee Approval and Recruitment Process Improvement Project (EARPIP) is part-completed. This has resulted in a reduction in the number of steps required to recruit a member of staff from the start to the end of the process. When fully completed the aim is to reduce the time taken to complete each recruitment process to a maximum of 3 months.

HR Director, EARPIP Project Board, EB, HoDs, Recruiting Managers

Jul-16

The Academic Performance Framework Working Group has been re-established to develop and agree a final framework by the end of the current session; Academic Workload model has been taken out of scope for this group but work on School promotions criteria has been included;

HR Director, Pro-Director (Research & Enterprise), HRM’s, APF Working Group and its five sub-groups

Ongoing Need update

Develop and introduce "broad-banding" salary scales for G10 Professional Services staff; HR Director, Registrar, HRM (Change) Jul-16

Improve staff facilities, including physical working environment; Director of Estates and Facilities, EB, GB Sep-16

Agree the proposed revisions of the Professorial Salary Scales, to make them more competitive particularly at the top end, with UCU.

HR Director, EB, UCU Jul-16

Look at allowances and incentives for academic appointments HR Director / Deans Sep-16

Raise brand awareness and high profile of SOAS as an attractive place to work. HR Director/ Director MSRC. July-16

Embed new HR Business Partner model effectively within the School, with more proactive and strategic support and guidance available to Managers on robust workforce planning and recruitment and retention of staff.

HR Director/Deans/DoPs Sep-16

Ensure any future voluntary severance scheme is dealt with in a strategic manner and does not adversely affect staff in key positions

HR Director Apr-16 Close. New scheme implemented


Risk 4: Failure to manage institutional reputation EB risk owner: Registrar




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Governance failure, lose completive or market position, QAA, staff and student relations, adverse publicity event, cyber crime

Loss of reputation with internal and external stakeholders

4 3 12 Communications Strategy; Process Improvement plans; Gift acceptance Policy. Monitoring by ERCC + EB/GB. Introduction of JNCC, Briefings for GB on key issues (e.g. BDS). School e-bulletins

Action plans in place and progress reported to the Recruitment and Admissions Steering Group and the External Relations and Communications Committee. UKBA audits. MIA Group work

Slippage on agreed deliverables; significant underspends on key budgets. Drop in performance indicators

4 3 12 4 2 8



Develop and implement crisis communications procedure

Director of MSRC, Registrar Jul-16 Delayed with appointment of new Head of Comms

Establish working group on ethics and then report back to Board of Trustees. To cover gift income, research income, gifts in kind, investment and procurement and other relevant areas.

DAEE / Secretary Jul-16 Final report due by July meeting of Board of Trustees


Risk 5: Failure to manage academic reputation EB risk owner: Pro-Director, Research & Enterprise




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Drop in quality of teaching offering, research, poor NSS scores, funding outcomes. Poor QAA/REF outcomes

Downward spiral in league tables resulting in drop in recruitment numbers and/or difficulties in attracting/retaining outstanding academic staff

5 4 20 Monitoring also by EB and GB. Academic planning cycle

League table position Drop in league table position. KPIs. Drop in student numbers, poor REF performance, decline or stagnation in research income and/or donations

5 4 20 4 2 8



EB to regularly review development of academic programmes prior to inclusion in the Faculty Plans and then process for regular monitoring agreed.

Pro-Director (L&T) Oct-16 New process under discussion

Develop and implement a revised Learning & Teaching action plan for 16/17, as part of development of new Strategic Plan and curriculum review work

Pro-Director (L&T) Jun-16 Revised date

Project to procure new research management system for implementation Director REO Jul-17 Procurement phase completed

Reinstate League Table Working Group Pro-Director (R&E) May-16 Completed


Risk 6: Failure to take advantage of strategic opportunities and be agile in a competitive marketplace

EB risk owner: Registrar




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Poor horizon scanning. Lack of institutional agility, capacity or capability

Fail to keep up with competitors or develop in new areas

5 4 20 Reports to EB from all members on key developments in sector. GB/EB Away Days & informal meetings. Close relationship with UoL

Ability to take recognise and submit responses to new sector initiatives e.g. HEFCE, research councils. Routine benchmarking

Competitors announcing new developments. Known missed funding opportunities.

5 3 15 4 2 8



Agree plans to capitalise on opportunity presented by Centenary

Director Feb-16 Centenary Planning Group overseeing. Can close now

Work more closely with SOAS academic community to build and capitalise on existing collaborations and embed those more closely into SOAS research strategy, establishing new strategic research collaborations

Director REO, Pro-Director (R&E) Jun-16

Development and communication of a clear strategy (including areas for growth and partnership) to achieve the SOAS vision

Director Jun 16


Risk 7: Failure to manage the School's cost base and ensure a sustainable institution

EB risk owner: Director of Finance & Planning


Net risk



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Increasing staff costs, pension liabilities, failure to meet targets for north block project costs. Lack of institutional appetite for change

Do not meet financial targets, run at a deficit, no scope for investment. Lack of agility to respond to changes in sector, financial impact

4 4 16 Financial Strategy, Monitoring by Executive Board and RPC. VFM policy, monitoring by Executive Board, Portfolio Board and Audit Committee. Grant application process & costing

Financial Strategy KPIs, Detailed management information reports. Detailed sub-risk registers. ASSUR submission to HEFCE. Annual VFM Report, KPIs from revised Financial Strategy, Internal audit of risk management. Detailed sub-risk registers

Increase in staff costs as % of income. Financial Strategy Performance Indicators. Increase in % staff costs against target, failure to achieve objectives agreed in VFM plan. Financial Strategy Performance Indicators

4 3 12 3 2 6



Undertake curriculum review to improve the efficiency of delivery and implement changes for 2016/17 academic years onwards.

Pro-Director, L&T / Director MSRC Sept 16

Undertake and implement recommendations of a review of academic organisational structures with the goal of creating stronger units based on teaching and research synergies

Pro-Director, L&T Sept -16

Devolution of planning and budgetary authority to Academic Departments and roll out, post pilot phase

Director of Finance & Planning

Jun-16

Review of workload model to provide transparent and fairer allocation of effort - Develop policy and guidelines

HR Director Feb-16

Reduction of use of temporary fractional teachers Phased reduction over three years

Pro Director, R&E Sept-17

First phase of aligning all institutional promotional and marketing activities

Registrar / Interim Director MSRC Mar-16

Project Board to implement full set of facilities management service across the campus including SHNB Registrar & Director of Finance & Planning Jun-16

Informal consultation within Faculties and Professional Services (PS) on plans for achieving financial sustainability (“the plans”)

Deans / Registrar Jan 16

Completed

Formal consultation at School and Faculty/PS level regarding plans

Pro-Directors / Deans / Registrar Mar 16 Completed

Agree financial sustainability plans with Board of Trustees Deans / Registrar Jul-16 Revised to last meeting of year

Implement formal Faculty/PS plans

Deans / Registrar Aug 17


Risk 8: Failure to manage plans for a major business continuity incident

EB risk owner: Registrar


Net risk



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Poor preparation of plans, lack of testing, incident outside of plans scope, significant industrial/student action

Major impact on School’s activities with possible serious financial impact if uninsured risk

4 3 12 Business continuity plans. Monitoring by EB. Detailed IT contingency plans. Managing Industrial Action Group. Annual formal updates of plans. Prevent Working Group

Post-event review of any incidents. Periodic test exercises. Sub Risk registers. Deep dive review by Audit Committee in May 2014

Minor incidents that are not handled appropriately. Increase in fire alarm activations or security incidents

4 2 8 3 2 6



Repeat of externally facilitated test exercise Secretary May-16

Implementation of new IT disaster recovery solution Registrar Jan-16 Believe this is now in place

Implement recommendations from IT audit Registrar Feb-16 Follow up at Audit Committee

Implement results/plans from Prevent self-assessment Registrar Apr-16 Completed

EXECUTIVE BOARD 25.4.16 APPENDIX B

Students’ Union Non-Educational Priorities

EB is asked to note the report.

Executive Summary The attached report provides an update on progress against the SU non-educational and welfare priorities

Recommendations Executive Board is asked to note the update against the priorities

Financial Impact None from the paper but several of the priorities would require additional resources

Risks These are the key issues raised by the SU for non-educational and welfare matters so are those that are of importance to students and have a higher priority for the School to consider.

Equality implications None from the update but some of the actions would have direct implications

SU Non Educational Priorities (October 2015)

Issue & summary (How/where was issue(s) raised?)

EB Responder or lead

February update April update Deadline

Increasing SU space (all issues raised at SEC – Appendix F, 23.10.15)

Losing shop at VS, request new SU shop within SHNB

Re purpose of SCR (Staff Common Room)

Laura Gibbs This has been discussed with the SU at formal and informal meetings. The SCR and other spaces are under discussion within the CDP Project Board. Committee: Informal/formal meetings with SU; CDP Project Board

Additional space included for SU in first draft of CDP. Elior to run facility in SHNB for first year then review as part of overall catering contract

Autumn 2016

Increasing resources for Student Advice & Wellbeing

Staff resource/availability within the Student Advice & Wellbeing service

Laura Gibbs To be considered as part of the Professional Services Plan and response to the Financial Sustainability Consultation Committee: Sustainable SOAS Programme Board

Overall plans to be finalised for BoT in July

11/7/16

Decolonising SOAS

Valerie Amos

To be considered as part of the work stream on the curriculum Committee: Sustainable SOAS Programme Board

Discussions started under leadership of PD, L&T

Autumn 2016

Funding a fourth Co-President SU requested a 4th Co-President “Liberation” in 2014/15

Chris Ince Not supported by EB. Will be taken to RPC by the SU Committee: RPC

SU to fund. Position requires changes to SU constitution, which needs BoT approval

11/7/16

Keeping Wednesday afternoons free for sports & societies

SU requests timetabling ends Weds at Noon in line with other London HEI’s

Laura Gibbs No further discussions to date. Committee: Student Experience Committee and/or

Check if on agenda for SEC on 28 April

28/4/16

to allow time for sports & social activities

Academic Board

Supporting International Students

“Support” for PhD students – such as UKBA issues

Funding/ring fenced budget for non UK students with disabilities

SOAS as guarantor for students renting in private sector

Laura Gibbs

SOAS has launched a rent guarantor scheme. No further discussions on other issues. Committee: Student Experience Committee and/or EB

No further discussion from SU TBC

Bringing the cleaners in house Justice for Cleaners Campaign

Laura Gibbs Part of the discussions around the IFM contract Committee: IFM Project Board

Commitment made by School. Implementation under discussion with UNISON

1/9/16

Improving SOAS accessibility & Inclusivity

Action points from Accessibility & Inclusivity forums are implemented

Renewal of Time to change pledge

Laura Gibbs/Chris Ince

Revised EDI Strategy and consolidated action plan have been discussed in key committees. Time to Change part of action plan. Committee: Equality & Diversity Committee

All included in revised EDI Strategy and action plan. To be approved by EDC this term.

24/5/16

Improving staff pay & conditions

Fractionals for Fair Play Campaign

Action to eliminate gender/race gaps

SOAS to support pay, pensions requests by SOAS staff in national negotiating bodies

SOAS to commit to no compulsory redundancies in AY 2015-16

Laura Gibbs/Paul Doyle

Issues to be considered by HR Committee where appropriate. Other issues for discussion via JNCC etc and recognised forums when raised by Trades Unions Committee: JNCC, JIG, HR Committee

Meeting held with GTA group. Actions in EDI plan on attainment gap and SU appointed staff to research. Pay negotiations held nationally. VS scheme launched as voluntary process

Ongoing

Preventing Prevent Laura Gibbs School has a Prevent Working Prevent submission made to Report end of

Opposition to PREVENT implementation

Defence of freedom of speech on campus

SOAS to lobby against PREVENT

Group. SU has not engaged with this or attended meetings but has been provided with all information. Committee: Prevent Working Group

HEFCE on 1/4/16. School clear on position and steps necessary to maintain freedom of speech

year

APPENDIX C – EXECUTIVE BOARD 25.4.16

HEFCE Grant letter April 2016

EB is asked to note the recent grant announcement

Executive Summary The attached is a summary of the recent HFCE grant announcement for 2016-17. The table shows we will receive a fall in funding of £739k when compared to 2015-17. This can largely be attributed to the loss of specialist institutional funding. The grant letter also informed us of a £141k downward revision to our 2014-15 teaching grant, £122k of which has already been provided in the 2014-15 financial statements in anticipation of this reduction. Sponsor Graeme Appleby

Recommendations

Financial Impact A reduction in funding of £739k compared with 2015-16.

Risks

Equality implications A brief section, with any details in the report, on the equality implications of any decisions for people with any of the protected characteristics in the Equality Act (2010) [i.e. age, civil partnership / marriage, disability, ethnicity, gender including pregnancy & maternity, religion / belief /non-belief, sexual identity, sexual orientation] Full guidance on Equality Impact Assessments is available on MySOAS

https://mysoas.sharepoint.com/directorates/gcd/edi/eia/Pages/default.aspx

HEFCE Grant letter April 2016

1. Introduction

HEFCE released the details of our recurrent funding allocation for the academic year 2016-

17 on 19 April (note this information is embargoed until 6 May). We will receive a fall in

funding of £759k when compared to 2015-16. This can largely be attributed to the loss of

specialist institutional funding. The salient changes are considered below

2 Recurrent Grant 2016-17

The table below compares the grant for 2016-17 with our allocation for 2015-16.

HEFCE Grant funding comparison Ref Letter Actual Change

2016-17 2015-16

£'000 £'000 £'000

Teaching Funding

High cost subject funding (1) 198 236 -39

Student opportunity allocation 370 327 43

Part-time undergraduates 0 0 0

Intensive postgraduate provision (1) 169 200 -31

Erasmus+ and overseas study programmes (1) 335 317 18

Students attending courses in London (1) 769 756 12

Institution-specific (2) 0 729 -729

Supplement for old-regime students (3) 40 119 -80

Total Teaching funding 1,880 2,685 -805

Research Funding

Mainstream QR (4) 3,950 3,876 74

QR Charity Support (5) 315 238 76

QR business research 4 6 -1

RDP supervision funds (6) 949 1,005 -56

QR funding for NRL (7) 654 654 0

Total Research funding 5,872 5,779 94

Knowledge exchange funding (8) 281 309 -28

Total funding 8,033 8,772 -739

(1) Teaching funding: The movements are as a result of changes to our student numbers

relative to the sector as a whole. The grant for 2015-16 is based on student numbers

reported in our HESES 2015 return.

(2) Institution specific funding: As anticipated this funding has been withdrawn in full. While

some Institutions who did not secure an institution-specific allocation in in 2016-17 will

receive transitional funding we do not meet the necessary criteria that 2015-16 institutional-

specific allocation represents at least 10 per cent of their 2015-16 HEFCE recurrent grant.

(3) Supplement for old-regime students: this will fall as the old fee regime students graduate

and exit the system

(4) Mainstream QR: HEFCE are increasing by £20 million the 2016-17budget for mainstream

quality-related research (QR) and its London weighting to a total of £1,070 million. This 1.91%

is applied consistency across all recipient institutions and will increase our income by £74k

(5) QR Charity Support: While the sector allocation will be maintained at 2015-16 levels, our

allocation will increase as our average annual charity income (based on the previous two

years income) has increase from £930k to £1.2m

(6) RDP supervision funds: The movements are as a result of changes, relative to the sector

as a whole, to our postgraduate research student numbers- based on eligible PGR FTEs

derived from 2014-15 and previous years’ HESA student data.

(6) QF funding for NRL – This will be maintained at the same cash level as 2015-16 for the

all six HEIS receiving this.

(7) Knowledge Exchange funding – While at sector level this funding source will be

maintained at the same cash level as 2015-16, our allocation will fall as our knowledge

exchange income (reported via the HE business and community interaction survey 2015)

has fallen.

3.Revised teaching grant allocations for 2014-15

The grant letter also included a historical revision to the 2014-15 teaching grant allocation.

Our allocation has been revised down by £141,109. As HEFCE have retained the same

scaling factors and rates of grant previously applied to the recurrent teaching grant budgets

for 2014-15 this change has arisen largely as a result of changes to the mix and volume of

students (as reported in our HESA 2015 return) compared with our previous data returns. A

provision of £122k was included in the financial statements for 2015-16 in anticipation of this

reduction.

Graeme Appleby, Director of Finance & Planning

APPENDIX D – EXECUTIVE BOARD 25.4.16

Proposal to Enhance Student Engagement and Leadership

EB is asked to approve the recommendations in the report

Executive Summary This paper recommends the enhancement of student engagement and leadership provision through the development of a coordinated and centralised programme of co-curricular and extra-curricular activities. This coordinated programme will foreground student leadership and provide a mosaic of opportunities for all SOAS students to develop personal and professional skills alongside academic studies. The proposed Centre for Student Engagement and Leadership will be a key facilitating mechanism for the delivery of student-experience related strategic aims.

Recommendations 1. That a framework for the Centre for Student Engagement and Leadership is

developed during the remainder of this academic year; 2. That seed funding is provided as a catalyst for initiatives and that recurrent budget is

built via the current budget setting process; 3. That opportunities for philanthropic and alumni support for the suggested

programmes are considered and identified; 4. That appropriate space is identified within space planning activities.

Financial Impact In the first instance, EB is asked to approve an initial budget of £15k (during 2016) as a catalyst for developing the concept. This will provide for:

i. Seed funding for student led ideas and projects to be launched in 2016; ii. Funding to enable student participation in relevant external programmes (e.g.

Common Purpose Leadership programme); iii. Equipment, consumables, materials, including branding and web page development; iv. Student attendance at relevant conferences and events.

It is proposed that recurring funds will be built into the Academic Services budget for 2016/17.

Risks The relationship with the SU may be negatively impacted if they feel that their responsibilities are being encroached.

Equality implications The recommended actions promote equality of provision for all students and aim to enhance the outcomes from increased engagement of all.

1

Proposal to Enhance Student Engagement and Leadership

1.0 Introduction

1.1 The first draft of the refreshed SOAS Strategy points to a heightened focus on the development of our students as “high quality graduates who can understand and engage with the world” (p.2). It is suggested that all graduates should leave SOAS with:

A sense of purpose and responsibility Openness to new ideas The ability to question and challenge in an effective and ethical manner A thirst for life-long learning The ability to work as part of a team The ability to lead others Employment skills and experience.

1.2 This paper recommends the enhancement of student engagement and leadership provision through the development of a coordinated and centralised programme of co-curricular and extra-curricular activities. It is proposed that this programme will be high profile, branded and scalable through support from alumni and donors. In time, the development of a Centre for Student Engagement and Leadership will be realised and be a model of best practice in the UK HE sector. Critically, this approach will demonstrate what is special or unique about the SOAS Student Experience and foreground particular attributes that our students develop - this will include a focus on cultural competencies and global citizenship.

1.3 By developing provision in this area, we will:

Create and deliver a comprehensive range of student engagement and leadership programmes;

Foster increased collaboration between SOAS services, departments and the Students‟ Union - facilitating joint projects within a coordinated structure;

Catalyze and support student opportunities in leadership, volunteering, enterprise and other activities which lead to enhanced student outcomes;

Develop and utilise peer support to ensure that activities are student led;

Work proactively with external bodies and alumni to provide a suite of relevant training and development opportunities for SOAS students;

Measure the impact of engagement in such co-curricular programmes to understand the contribution made to student outcomes and „learning gain‟;

Significantly increase the number of SOAS students who are participants in these activities, driving a step change in student engagement;

Demonstrate the unique and rich experience available at SOAS, thus attracting more students to study with us;

Support the need to demonstrate the „learning gain‟ of our students at a time of heightened policy focus in this regard;

Increase potential for external funding to support the student experience.

https://mysoas.sharepoint.com/Documents/SOAS%20Strategy_Draft%20160301%20v1.0.pdf

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2.0 Why do we need a different approach? 2.1 SOAS and the SOAS Students‟ Union (SU) currently support student personal and professional development in a variety of ways, both within and outside the taught curriculum (some examples are given in Table 1). However, some opportunities may only be accessible to particular cohorts, or be difficult to access for all students. There is also a sense of „competing brands‟ rather than a joined-up, holistic mosaic of provision. Opportunities are therefore uncoordinated across the School and large-scale student engagement appears lacking. It is also difficult to track learning and development accrued through engagement or indeed know how many students have been involved. Table 1 Examples of current student engagement and leadership provision

Function/Service Examples of activities

Students’ Union societies, sports clubs, support groups, campaigns, current affairs lecture series, course reps programme

Careers Service Micro placements, workshops, advice and guidance, careers registration

Widening Participation Student ambassadors programme; Centenary Leadership Programme

Marketing student ambassadors scheme

Student Advice & Wellbeing Personal development Workshops; Peer support programme

Learning & Teaching Development

study skills

Enterprise Student Hubs: volunteering, placements, project incubation and events.

2.2 In many UK Universities, the extra and co-curricular programme is led by the SU. At SOAS, whilst we wish to work positively and in strong partnership with the SU, it is possible that student development programmes are not necessarily foregrounded amongst other priorities. A case in point is a recently tabled idea to develop a „SOAS Student Think-Tank‟; founding members do not view the SU as an appropriate home for its deliberately apolitical activity. It is pleasing to note, however, that employability featured as a priority within the Union‟s recent referendum. 2.3 Current thinking within Academic Services suggests an appetite for increased collaboration and cross-service delivery. A skills award/skills passport is currently in development (a partnership between Careers, Widening Participation, Learning and Teaching Development and Student Advice and Wellbeing). There is also a stated desire to expand the existing peer support programme - this also has significant potential to be a driving force for increasing student engagement. 2.4 The approach being advocated in this paper is akin to models commonly seen in US Colleges. A variety of Student Leadership Centres, with varying missions and approaches can be found, such as those at Yale and Fordham.

http://liatyale.com/#about-marquee

https://www.fordham.edu/info/24257/student_involvement_and_leadership

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3.0 Seeking support 3.1 The external financial support achieved for the creation of the Garfield Weston Student Hub in Senate House North Bock (SHNB) demonstrates an appetite amongst some funders to support the SOAS student experience. The Hub will create better physical student support spaces and provides an opportunity to create more integrated services. The parallel creation of student development opportunities will increase appropriate levels of challenge; finding the right balance between support and challenge is one of the keys to facilitating a high quality student experience. The provision of funding for SHNB can also be described as funding for „hardware‟, whereas we now wish to expand and develop the „software‟ of the SOAS experience. 3.2 The new spaces in SHNB will be occupied by existing Academic Services (the Careers Service, Student Advice and Wellbeing, Student Records, The Hub and other registry functions), and co-location will foster increased collaboration. However, additional space for student led activities such as those described in this paper is not provided for, other than the general teaching and learning spaces within the building. Additional space for the activities described in this paper will be necessary, and the case for additional space will need to be considered amongst wider space planning activity. 3.3 In the first instance, EB is asked to approve an initial budget of £10k (during 2016) as a catalyst for developing the concept. This will provide for:

i. Seed funding for student led ideas and projects to be launched in 2016 ii. Funding to enable student participation in relevant external programmes (e.g. Common

Purpose Leadership programme) iii. Equipment, consumables, materials, including branding and web page development iv. Student attendance at relevant conferences and events

It is proposed that recurring funds will be built into the Academic Services budget for 2016/17.

Dr Ian Pickup Director, Academic Services April 2016.