The five focus groups have proved to be very valuable for two main reasons: as a first step in the dissemination of the research within the University, and as a consultation exercise with key stakeholders on how the participants’ lived experience of working in partnership could be used to inform the Guide for the wider audience of Ulster staff and students. The final focus group in particular has allowed me to situate the emerging evidence-base at a
project for incoming students
member of the group will take charge of a context pod. Contact will be made with me in relation to how the Guide might be used to inform the making of a video aimed at new students. The online module will be piloted over the summer 2016.
Corresponding staff advice should
recommend that staff take students on a tour of the campus that includes Student Support as well as suggesting that students familiarise themselves with Student Support.
I agree that the onus shouldn’t just be on the students to find out about Student Support so I have added and additional recommendation for staff to take students on a tour and include a visit to Student Support.
Work with SU in relation to the development of a Partnership Agreement
This was also raised in FG1 and FG3 and represents a great opportunity to influence at an institutional level. Since this focus group, I presented a paper on ‘students as partners’ at the University and SU forum in April 2016, which incorporated the results and outcomes of this work-based study. This paper was welcomed and the SU are now developing a draft Partnership
Agreement for the next forum meeting in June 2016.
The Guide could be used as further reading or another resource for staff and students in relation to the new Ulster Student Learning Experience Principles, which are being
developed.
As I was also involved in the development of the new Principles, in particular
Principle 1: the Ulster Learning Model. The Guide could underpin the model and suggest practical recommendations. The Principles being rolled out in 2016/17.
strategic institutional level and will help facilitate further buy-in to considering the wider promotion and adoption of staff student partnership as an ethos to enhance SE. This is discussed further in Chapter 8.
Each focus group uncovered different ideas and suggestions as to how the Guide might be enhanced, and subsequent reflection on these and actions taken are detailed in Tables 4-8 above. A synthesis of these is summarised below as: refining the Guide, exploring opportunities for dissemination, and further implementation.
6.3.1 Refining the Guide
There was a number of very useful suggestions made in relation to the content and format of the Guide and these have been actioned and are reflected in the final version (see appendix 2):
The Guide is written for both staff and students to: provide the
opportunity for both parties to appreciate the other’s perspective, help each see what is expected of the other, to break down the ‘them and us’ approach to engagement, and enable partnership working at a modular level.
The Guide includes an introductory text which sets the context for partnership in HE and situates it in relation to engagement through
partnership.
The benefits and challenges of partnership are portrayed based on the results discussed in Chapter 5. It was felt that challenges should remain in the Guide as not all potential readers might necessarily want to embrace engagement through partnership and some might continue to resist a change in practice. The advice to ‘start small’ was felt to be particularly apt.
Recommendations are included which provides evidence-based practical advice for staff and students on engagement through partnership. This draws on research carried out at Ulster as part of the WWSRS change programme.
Text that was in vertical columns is now displayed in horizontal rows to improve readability.
Further reading and resources drawing on a sector-wide evidence base are included.
6.3.2 Exploring opportunities for dissemination
The dialogue with all the focus groups provided useful suggestions for dissemination of the Guide. These include:
Incorporate into content of the Postgraduate Certificate in Higher Education Practice (PgCHEP). This programme is taken by all new staff and offered to PhD students involved in teaching.
Include in revalidation workshops with staff to inform discussions when planning new curricula.
Include in Course Director Induction programme
Liaise with staff on the Making the University Work for You project, which is an online programme, aimed at new incoming students. Advice for students could be incorporated into the context pods.
Liaise with the SU as to how the Guide can be used in Student Representative training.
Liaise with Heads of School and Faculty Learning and Teaching Coordinators to see how the Guide can be used in different disciplines. It was felt, in particular Heads of School, need to embrace partnership, as there is inconsistency in practice amongst staff and in some cases a preponderance to work in silos. The Guide may help to promote a more collegiate way of working.
6.3.3 Further Implementation
Suggestions were also made in relation to how the outcomes from this research study and the Guide might inform strategic work being planned for implementation in 2016/17. In essence these are aimed at enhancing and developing staff and student practice. These include:
To underpin Principle 1: the Ulster Learning Model – in particular the practical recommendations for staff and students;
To inform future policy/strategy, in particular a Partnership agreement that would replace the Student Charter;
Inform the Learning Landscape Project to underpin capacity building for staff and students to work in new active learning spaces;
To inform further work with the SU in relation to capacity building of students to develop curricula with staff;
To explore alternative formats of the Guide, which may include: an infographic, and a video, which could be used for multiple purposes.
6.4 Summary
Considering the positive reaction and feedback received, it has become apparent that there is an appetite for the Guide and with the content aimed at both staff and students, there are multiple purposes and discrete audiences for which the Guide might be targeted. Another key learning point has
emerged due to the consultation and that is that whilst not all of the content is necessarily ‘new’ information, how it is packaged and the media format is important.
It may not be possible, or particularly wise to seek to ‘complete’ the Guide for now while it is being developed and risk the danger of it becoming another policy document, dated, and put on a shelf. Participant responses
suggested that it is desirable that the Guide becomes a ‘living’ document, which can be added to as time goes on, and as new effective practices emerge. Ultimately, it is the enhancement and development of staff and student practice that is sought, through the adoption of a partnership ethos, where each appreciates the others’ perspective and the barriers to learning are reduced. Chapter 7 discusses the results from the interviews and the outcomes of the focus groups in relation to current literature and Chapter 8 provides conclusions and next steps for this work-based study.