towards an inclusive culture: engaging students in institutional enhancement dr helen may senior...
TRANSCRIPT
Towards an Inclusive Culture: Engaging Students in
Institutional Enhancement
Dr Helen May Senior Adviser
Higher Education Academy
Overview
The language of student engagement. The rationale for engaging with students. Strategies for engaging students. Towards an institutional culture. Concluding remarks.
The Language of ‘Engagement’
What does ‘ student engagement’ mean to you?
Reflect on these terms in widespread use:
Levels of Engagement
Low High
Why promote student engagement? Legal responsibilities: to implement disability duties Value position: to uphold institutional values Business need: to increase/maintain student numbers Shared ownership: to build partnerships with students Quality enhancement: to reduce burden of retrofitting Student satisfaction: to improve students’ perceptions Retention and success: to enhance students’
achievement, progression and retention.
May and Bryant, forthcoming
Risks of not engaging with students
Institutional compliance /litigation Institutional reputation Student performance Student complaints Student retention Staff understanding and development Performance relative to other institutions
May and Bryant, forthcoming
QAA Code of Practice: Disabled Students (2010) The revised code pays increased attention to
student engagement . For example: Staff should seek to work with disabled students (staff
development). The institution should seek to involve disabled students
in the design and review of inclusive provision (curriculum design).
Staff involved in the delivery of learning and teaching have a shared responsibility to support disabled students and should work in partnership with them, and with central services, to achieve this (learning and teaching).
Strategies for Engaging Students in Institutional
Enhancement
Methods of Engaging Students
May and Bryant, forthcoming
Enhancing the effectiveness of methods used
Consideration of : Context Timing Stage of involvement Shared responsibility Internal/external
collaboration Ongoing opportunities Use of information
Provision of: Opportunities to lead Incentivises Training Feedback and action Informed choice Tailored opportunities
and information Resources
May and Bryant, forthcoming
Towards an Inclusive Culture in HE
Institutional responses to inclusion…..
Modified provision
Inclusive provision
May and Bridger, 2010
From May and Bridger, 2010
Concluding Key Messages
Lessons learned…..
1. It is less important which method is used to engage with students and more important: in what context the method is used
and how the method is implemented.
May and Bryant, forthcoming
Contextual Factors Are there both informal & formal opportunities? Are these opportunities accessible for all students? Are there a range of strategies used? Are there opportunities for ongoing engagement? Are there opportunities at the planning stage? Are students provided with an appropriate level of
information and opportunities to express an opinion, negotiate and make choices and decisions?
Is it evident to students how information they impart is used?
From May, 2008
At what stage(s) of the process are you engaging students?
Lessons learned…..
2. Successful involvement requires institutions to consider the cultural, strategic & individual dimensions of their approach: Cultural: promoting proactive, whole
institutional response & responsibility. Strategic: developing embedded, holistic &
sustainable approaches . Individual: using reflective, inclusive practice.
May and Bryant, forthcoming
Conclusions:
May and Bryant, forthcoming
References QAA Code of practice for the assurance of academic
quality and standards in higher education. Section 3: Disabled students (2010)
May, H. and Bryant, A. (forthcoming) Furthering the Involvement of Disabled Students in Higher Education. London: Equality Challenge Unit
May, H and Bridger, K (2010) Developing and Embedding Inclusive Policy and Practice in Higher Education. York: Higher Education Academy
May, H. (2008) Student engagement. Inclusive Practice e-bulletin series Higher Education Academy
For more information please contact:
Dr Helen May Senior Adviser Higher Education Academy [email protected]