National Student Forum's 2009 Report

09
National
Student
Forum
Annual Report
Foreword 03
Executive Summary 05
Introduction 10
Chapter 1: Teaching and Learning 12
Chapter 2: Employability 32
Chapter 3: Postgraduate students 46
Chapter 4: Mature and Part-time students 60
Chapter 5: Disabled students 72
Chapter 6: Accommodation 78
Appendix A: NSF Member biogs 88
Appendix B: Update and review of progress 94
Contents
02 National Student Forum – Annual Report
Welcome to the second Annual Report of the National Student Forum, which outlines our work during
the academic year 2008-09. Since the publication of our first report in October 2008, we have
been pleased to see the growing interest in the Forum from ministers and policymakers as well as
from universities and colleges. I hope that the work that we’ve undertaken this year will continue to
encourage and inspire continuing improvement across the sector.
This year, the impact of the economic climate on graduating students has been a major concern
across HE and this was the driver behind our decision to focus on improving employability. It also
provided the backdrop to our reflections on the experiences of postgraduate, mature and part-time
students and the need for higher education to continue to evolve to meet the changing needs of
students and the wider community.
Our job as a Forum is in some ways a simple one. Our membership comprises a diverse range of
higher education students who volunteer their time: undergraduates and postgraduates, full-time and
part-time; younger and more mature; disabled and non-disabled; home and international students. As
such, we don’t profess to be experts in the sector in all its complexity, but we are experts in what it is
like to experience higher education and in understanding how different aspects of HE might look from
a student perspective if things are working well.
I would like to take this opportunity to thank the ministers, sector experts and Vice-Chancellors
who met with us over the course of the year and provided invaluable information about what is
already happening in the higher education landscape. We’ve outlined recommendations on specific
aspects of Government policy that we would like to see addressed. As we further engage with
sector organisations, we have become increasingly aware that some of the issues that we have
surfaced arise from a gap between the rhetoric of systems and procedures and the reality of many
students’ experiences. In these instances, we are particularly keen to work with sector organisations
and institutions to hear their views on what else could be done – by Government, by their particular
organisation or by other organisations or institutions – to help to close this gap.
This year, we’ve also included ‘snapshots’ and case studies as illustrative examples of what is already
working well, along with the ways in which we would hope to see all universities and colleges
supporting students in each of our key areas of discussion. We welcome feedback from individual
universities and colleges about any specific improvements or approaches that our report encourages
you to take.
Finally, many of our members came to the end of their term of appointment in June, and I’d like to
take this opportunity to thank them for their energy and dedication over the course of this year. It has
been inspirational to work alongside so many people committed to improving the experience of their
peers. I look forward to taking forward our work next year, with members both old and new and to
continuing our collaboration with the Department for Business, Innovation and Skills and other key
sector stakeholders to improve the experience of all students in higher education.
Maeve Sherlock,
Chair, National Student Forum
0 D H YH¡

Foreword
For each key topic, the Forum developed: We therefore urge Government and/or
Overview national sector organisations, as appropriate,
of report an ideal vision of what it would be like for to consider how these recommendations
students if everything is working well in might be taken forward most effectively –
approach this area either individually or collaboratively. We invite
and suggestions as to how individual stakeholders to view our work as an invitation
to engage in ongoing dialogue to bring about
outcomes universities and colleges can support
students in this area improvement for all students in the future.
The NSF was set up to help define ‘a The Government will respond publicly to the
reasonable student experience’ and to report’s recommendations.
make recommendations to Government to
help to achieve this. However, many of our The National Student Forum was set up by the
suggestions for improvement fall within the gift former Department for Innovation, Universities
of individual universities and colleges, rather and Skills (now the Department for Business,
than Government policy. Therefore, we outline Innovation and Skills) in early 2008 to give a
our recommended practice for universities and greater voice to students on higher education
colleges in each of our key discussion areas, (HE) courses across England and to ensure that
against which we invite individual institutions to policies are the better for being informed by the
measure their current practice. student voice. It is required to produce an annual
report for ministerial review and comment.
We readily acknowledge that many universities
and colleges may already be implementing The 2008-09 Forum consisted of an
some of these practices, but urge all independent Chair appointed by BIS and
institutions to consider whether adopting new eighteen members who reflect the diversity of
ways of working and/or reviewing the extent the undergraduate and postgraduate population.
to which guidance is being implemented in Members participated in four full Forum events
practice, could lead to further improvement in and three subgroup meetings to develop
this area. recommendations and proposals to improve the
student experience.
recommendations for Government,
and/or for areas which require further This year, we chose to focus on: teaching
consideration and collaboration at a and learning (including technology-enhanced
national strategic level learning); employability; the particular needs of
postgraduate, mature and part-time and disabled
We have drawn upon our expertise in what it students; and accommodation. A summary
is like to study in higher education to develop of our visions, suggestions for how individual
recommendations that we believe require universities and colleges can support us and
attention at a national strategic level. Some recommendations for consideration at national
recommendations may involve a shift in current policy and strategy level is outlined overleaf.
policy or practice, or new collaborations at
a national level. However, others may more
appropriately require careful consideration
of how effectively or how widely existing
programmes of work or specific initiatives are
being implemented. As students we are not
experts in the workings of the sector, and we
both value and respect the sector’s autonomy.
Executive
Summary 05 National Student Forum – Annual Report
Vision – what does it look like when we’re How can universities and colleges support
Teaching getting teaching and learning right? teaching and learning?
and Learning As I a student, I acknowledge that I am an active We would like to see all universities and colleges:
partner in the learning process, but I also expect
professionalise teaching and learning within
to find that:
the institution
my learning experience is a high priority for
personalise and differentiate approaches to
the university
take account of disabilities, learning difficulties
my learning is, where possible, personalised to and learning styles
my needs
increase flexibility in course structures and
my courses are flexible yet structured, modes of study
and transferable
develop a cross-institutional strategy to
essential resources are easy to access and enable students to co-design and manage
readily available their learning
assessment and feedback are used to help undertake regular reviews of course content
me learn and material to ensure currency and relevance
(where appropriate to subject matter)
I can be an active partner to my university or
college in the design and management of my ensure a university-wide focus on assessment
own education for, not just of, learning
my university/college encourages me to review adequacy and accessibility of study
view my education as more than just resources for number and range of students
subject knowledge
monitor and formally record students’
broader learning
Issues and challenges
The Forum raised a series of challenges and In particular, we identified some of the current
issues relating to teaching and learning that barriers to the growth of technology-enhanced
are faced by students at some institutions. learning: unequal digital access; unequal digital
These included: a lack of clarity and advance literacy for both students and staff; the lack of
information about what learning at university is time and lack of support for tutors to develop the
like; insufficient emphasis on the development necessary skills and restrictive university policies
of lecturers’ pedagogical skills; too much and practices at some institutions.
assessment of learning rather than for learning;
insufficient course innovation; confusion around We would like to see all universities and
transferability of credit between institutions; colleges: implement a systematic policy to
lack of sufficient choice in mode of study; and enhance traditional teaching methods with new
insufficient opportunity to collaborate, engage technologies; leverage technology to provide
with and co-design the learning experience. innovative methods of assessment and feedback;
implement a dedicated support programme
for students and lecturers to develop skills
and confidence in using technology; support
whole campus access to ICT resources for all
students; and promote the university or college’s
technology-enhanced learning approaches and
resources to prospective students.
Recommendations
1. Incentivise universities to achieve excellence in
teaching and learning, as well as research
2. Encourage greater transferability (of credits)
between institutions
3. Increase flexibility and innovation in course
structures and modes of delivery
4. Develop a national strategy to increase
students’ access to academic texts through
electronic means

We acknowledge that, as students, we need to systematic integration of the university or
Employability take advantage of the opportunities universities college careers service into students’
and colleges make available to us, if we are everyday lives
to be in the best possible position to secure
adequate levels of resourcing, awareness-
employment post-university. However, we
raising and monitoring of careers services
also believe that an effective university-wide
employability strategy, high profile careers Priority 2: a well-informed, well-resourced,
services and high quality work placement high profile university or college
programmes are critical factors in improving careers service
our employability. We would like to see: better integration of
careers services into different aspects of
Vision: how will we know if we are university life; improved support and training for
getting it right? careers advisors in how to best support particular
As I student I am motivated and proactive in student groups such as disabled students and
improving my employability, but my university also international students; and university and college
supports me so that I feel: careers services placing more emphasis on
able to make an informed decision about the promoting success stories of alumni from
next step non-traditional universities and alumni
mentoring schemes.
confident that I have valuable skills and
experience to offer potential employers Priority 3: a high quality, well-structured
work placement programme
optimistic about my career prospects
We acknowledge that there are three partners to
Priority 1: a clear university or a successful work placement – the student, the
college-wide employability strategy placement provider and the university. To improve
We would like all universities and colleges work placements at an institutional level, we
to incorporate the following aspects into the would hope to see all universities and
development or review of their colleges implementing:
employability strategies: a dedicated work placement specialist unit
explicit recognition and active promotion of a structured, phased approach to the
the value of work placements, volunteering delivery of information and guidance about
programmes and part-time jobs work placements
increased resources for, and the promotion of a formal agreement with placement providers
the use of, personal development plans that sets out guidelines for what students need
the provision of optional modules/classes that to learn on their placement
consider how the skills/knowledge developed training programmes for provider mentors
during study/placements translate across into
the work environment sufficient communication with students on
placements and the provider
an employer mentoring scheme in which
employers volunteer to mentor students a commitment to listen equally to both the
student and employer perspective to resolve
a curriculum offer that includes the opportunity any matters of dispute over the quality of the
for students to engage with alumni or placement; and to enable students to change
employers working in a related field and is placements if necessary
co-developed with employers
Recommendations
5. Incentivise placement providers to increase
the number of, and improve the quality of,
placements on offer
6. Identify ways in which university careers
services can be better supported to meet the
specific needs of particular student groups
(e.g. disabled students, international students
and postgraduate students)

A vision for a positive postgraduate lack of focus on the development of transferable
Postgraduate experience: where are we trying to get to? skills; difficulty in accessing appropriate
students If all is working well in the system, a postgraduate accommodation and social isolation.
student would be able to say:
How can universities further support
I received appropriate information, advice postgraduate study?
and guidace (IAG) prior to embarking on ensure postgraduate student handbooks are
postgraduate study and I am clear about the relevant and accessible
levels and types of funding available to me
encourage personal mapping and development
I benefited from a structured, tailored of skills needs
induction process
improve teaching opportunities for
I have reasonable levels of contact postgraduate students on
with supervisors research programmes
I have access to adequate research facilities implement banks of postgraduate ambassadors
I have access to teaching opportunities, that feed into wider networks
together with training and ongoing support use teams of supervisors where possible
for this
I feel part of a wider research community Recommendations
7. Increase opportunities for cross-institutional
I can access effective, ongoing guidance on networking and ideas exchange for
subsequent career development postgraduate students
Issues and challenges 8. Improve access to independent, impartial
Currently, common challenges for postgraduate advice about the benefits of postgraduate
students include: patchy information, advice and study and the practicalities of study
guidance; financial issues (e.g. lack of access
to student loans or research grants); variable 9. Improve awareness about the full costs of
support from supervisors – and training for postgraduate study and sources of finance
supervisors; insufficient teaching opportunities;
Liam’s story: a snapshot of the ideal Issues and challenges:

Mature and university experience for a mature, We identified the system-specific issues and
part-time part-time student challenges for mature and part-time students
Liam was able to access a nationally recognised including limited public funding or subsidies for
students one-stop-shop source of information that part-time students, the lack of entitlement to
contained everything mature and part-time funding to re-train in a different area; the lack of
students need to know to make their decision clarity about where to source independent IAG;
about institution. He was relieved to find out the lack of sufficiently tailored IAG; insufficiently
that he was still eligible for the same funding, flexible modes of study and course structures.
pro-rata, as full-time students. Liam was given
the opportunity before his course began to How can universities and colleges support
update his study skills. Liam’s timetable was mature and part-time students?
set significantly far enough in advance that he increase flexibility for modes of study and
was able to arrange for childcare and to let his course structures
employer know that he would be absent from tailor IAG specifically to the needs of mature
work regularly at the same time each week for and part-time students
the entire duration of his degree course.
provide and widely promote ‘returning to
At university Liam found his lecturers relatively learning’ courses
easy to access because they held their office
ensure that support facilities and services are
hours on the day he attended lectures and used
available for those studying part-time
an appropriate communication channel. They
recognised university was just one element to his ensure that timetabling is sympathetic to the
busy life. Liam appreciated that both his employer needs of mature and part-time students
and university understood when deadlines
clashed and so both were reasonably flexible Recommendations
around dates. Liam was reassured to know that See recommendations 2 and 3, plus:
if, for any reason, he was unable to immediately 10. Review student finance policy to provide
complete his studies, his university was comparative funding for part-time students
sufficiently flexible to enable him to complete and the universities that teach them
it in future, or he would be able to formally 11. Review Equivalent or Lower Qualifications
transfer credit for the learning he had achieved (ELQ) policy, especially for courses that
elsewhere, if necessary. address specific skills shortages

Issues and challenges raise awareness of disability issues within
Disabled We reviewed some of the issues faced by some universities and colleges amongst the wider
students disabled students. These comprised the need student community and improve awareness of
for more tailored information before entry into disability issues amongst academic staff
higher education; insufficient awareness of
ensure that institutional feedback mechanisms
the specialist financial support available; the
capture data for disabled students, and use this
existence of misconceptions and stigma that
data to improve future provision
unwittingly perpetuate discrimination; and both
academic and non-academic disadvantages. Recommendations
See recommendations 4 and 6, plus:
How can universities and colleges support
12. Improve disability awareness training
disabled students?
and awareness-raising within universities
To improve the experience of disabled students,
and colleges
we would like to see all universities and colleges:
improve IAG for prospective disabled students

ensure enrolment and induction procedures
are inclusive and tailored to meet the needs of
disabled students
Accommodation Vision: where are we trying to get to?

If my living circumstances as a student
At an institutional level, we would like to
see all university accommodation services:
are ideal… negotiating a range of prices/types of
accommodation and more local travel subsidy
I feel like an included, valued and respected schemes for students
member of my community
working with the Students’ Union and local
I feel financially secure community associations to build relationships
My living space is appropriate to my needs and improve perceptions of students within the
wider community
I feel safe
working with private landlords to encourage
Issues and suggestions for improvement them to be more open to renting to students
We raised the following issues: increasing outside the ‘traditional’ student areas
costs of accommodation in relation to student supporting collaboration between local
loans; patchy relationship between students authority planning services and students
and the wider community; variable quality
of accommodation and contractual issues; increasing awareness amongst students of
insensitive allocation within halls of residence, the basic standards they should expect when
and a lack of accessible accommodation for looking for accommodation – and what to do if
different student groups. We would like to see these aren’t being met
Government introduce incentives for private offering contract checking services
landlords to adapt their properties to better
accommodate disabled students and/or other offering prospective students the chance
student groups who may have additional to express a preference about types of
accommodation requirements. We would also accommodation; and all residential managers
like private providers of student halls to increase being flexible and accommodating people’s
the number of rooms that are available and individual request
accessible for disabled students and for students The Forum did not make formal recommendations
with families. for accommodation but invites stakeholders to
engage in further dialogue about how the issues
might be tackled effectively.

What is the The National Student Forum provides students with a direct line to Government and other national
policy makers. It was set up by the Department for Innovation, Universities and Skills (DIUS, now the
National Student Department for Business, Innovation and Skills, BIS) in early 2008 to give a greater voice to students
Forum? on higher education (HE) courses across England and to ensure that policies are the better for
being informed by the student voice. The Forum consists of an independent Chair, Maeve Sherlock,
appointed by BIS, a Vice-Chair (elected by members), and up to 18 other volunteer members who
reflect the diversity of the undergraduate and postgraduate population.
Forum members draw on their experience as students to identify the areas that they believe are
genuinely important for students, to define a reasonable student expectation in these areas and,
where appropriate, to make specific recommendations for improvement.
This report summarises the Forum’s views on the topics selected for detailed consideration this year:
teaching and learning, including technology-enhanced learning; employability, including information,
Report purpose, advice and guidance services, and work placements; postgraduate study; the continuing issues faced
by disabled and mature and part-time students; and student accommodation. It makes suggestions
approach about how the Forum feels the student experience could be improved in these areas.
and targets for
recommendations This report is aimed at policymakers, sector organisations and universities and colleges,* but takes a
differentiated approach for each audience, in acknowledgement of the sector’s autonomy. For each
topic, it outlines the rationale for focusing on the subject, along with a summary of common issues
faced by students. It also sets out:
‘ideal visions’ of how things should be if everything is working well

outlines of how universities and colleges can support students in each area – with illustrative
examples of where this is already happening
recommendations for new policy or increased focus, for further consideration by Government and/
or sector organisations as appropriate
BIS Ministers have committed to providing a formal response to the Forum’s recommendations.
Where the focus of recommendations falls outside the immediate scope of BIS policy, the Forum
invites sector organisations to consider how these relate to existing or potential activity and welcomes
suggestions from the sector as to how these might best be achieved. NSF members look forward
Report to engaging with sector organisations over the course of next year to explore how these might be
outcomes approached in more detail.
Finally, the Forum encourages individual universities and colleges to listen, reflect and consider any
action that it might be appropriate to take at an institutional level to improve the student experience in
the featured areas. It also actively encourages individual universities to feed back to the Forum on any
specific actions, improvements or initiatives that are taken in response to this report.†
*
We use the terms ‘universities’ and ‘universities and colleges’
interchangeably to refer all institutions providing higher education
†
Contact details for the NSF can be found on its website at
http://www.nationalstudentforum.com
Introduction 10 National Student Forum – Annual Report

National Student Role and remit
A key strand of the government’s Student Listening Programme was the launch of the National
Forum: remit, Student Forum (NSF) in early 2008, set up to provide students in higher education with an
membership and enhanced voice in the development of the policies that affect them. The NSF provides the
ways of working Government and partner organisations with direct access to the views of students from a wide
range of backgrounds and study environments. Its remit is to:
advise Government on the reasonable expectations of students
provide a student perspective on emerging policy areas, feeding views to policymakers
help evaluate the impact of existing policies on students in different circumstances
initiate discussion on areas of potential policy interest for the NSF or for Government
produce an annual report for Ministers’ attention and comment which includes recommendations
for Government
Membership
During the academic year 08-09, the NSF had eighteen members, initially appointed for a
two-year period, plus a Chair. Members were drawn from nominations put forward by the following
stakeholder bodies, working together with BIS to ensure that the Forum is reasonably reflective
of the diversity of the higher education student population: National Union of Students (NUS);
National Postgraduate Committee (NPC); Mature Students’ Union (MSU); Open University Students’
Association (OUSA); Skill: the Bureau for Students with Disabilities (Skill); British Council
(to nominate international students).
Forum Ways of Working

The full Forum meets four times over the course of the academic year. In addition, subgroup
meetings are held, where discussion of issues facing particular sections of the student population is
needed, or to develop initial proposals for further consideration by the Forum as a whole. During the
academic year 08-09, three such subgroups were held.
The NSF sets its own agenda. Meetings are regularly attended by Ministers, policymakers and
partner organisations, in accordance with the topic selected by the Forum. In addition, the NSF
contributed to the BIS consultation on the Future of Higher Education.

01
Teaching
and
supporting
learning
Why focus All of our thinking about teaching and learning is We were joined in our discussions by Professor
underpinned by the fundamental belief that, as Paul Ramsden (Chief Executive of the Higher
on students, we are active partners in the learning Education Academy, HE Academy), who was
teaching process and have a critical responsibility in terms invited by John Denham (then Secretary of State
and of achieving success. However, we believe this of the Department for Innovation, Universities
success can only be achieved in partnership with and Skills) to set out key issues for teaching
supporting excellent teaching at the universities and colleges and the student experience over the next ten
learning? at which we are studying. to fifteen years to feed into the debate on the
Future of HE. Professor Ramsden highlighted the
We are aware that in recent years many increasing requirement for the academic world to
universities and colleges have placed an recognise that curriculum and teaching methods
increased emphasis on raising the standard of must continue to evolve to meet the broader
teaching within their institutions. We welcome needs of the economy and society and to ensure
this focus, and are delighted to share examples currency beyond the university walls.
of such practice in this report. Each year, the
National Student Survey (NSS) reports on various As Forum members, we welcome the steps
aspects of teaching and supporting learning, already being undertaken by many individual
ranging from academic support to assessment institutions and the HE Academy to encourage
and feedback. The 2008-09 survey found that and promote professional development in
83% of students are satisfied with their teaching in higher education. We have learned
teaching on their course. We acknowledge that that these include such initiatives as:
this is a strong overall satisfaction rate and
commend those institutions who are achieving paid teaching fellowships (e.g. Greenwich
well in this area. University and Kings College London, as just
two examples)
Nevertheless, the student juries (held in early
explicit links between achievement in teaching
2008) revealed that students were facing
and learning* and the criteria for promotion
a range of issues relating to teaching and
from lecturer to senior lecturer (for example,
supporting learning and ranked this as a priority
Roehampton University)
area to be addressed in future. This chimes with
many of our own experiences in this area. The Associate, Fellow and Senior Fellow status in
NSS also shows that satisfaction rates with recognition of an individual’s commitment to
assessment and feedback remain comparatively enhancing the student experience
low at 65% and that the general satisfaction (HE Academy)
rate varies considerably from one university to
the HE Academy’s annual high profile fellowship
another. We were therefore keen to create a
awards scheme for excellent teaching†
vision of what it would look like if all universities
and colleges provided outstanding teaching to However, the student juries, our own experiences,
support their students to learn to the best of their and the NSS results indicated to us that
individual abilities. although many institutions are already achieving
excellence in teaching and learning, others
have further to go, and we cannot afford to be
complacent if we are to ensure that all students
achieve as well as they might.
Our work, therefore, covered a broad examination

of issues relating to teaching and supporting
learning, along with a more detailed exploration
of the opportunities and challenges relating to
technology-enhanced learning in particular.
*
Linked to the UK Professional Standards Framework for teaching
†
HE Academy National Teaching Fellowship Scheme, in which fifty
academics receive a £10,000 grant in recognition of individual
excellence in teaching

As a student, if I am to be successful
in my learning experience,
I acknowledge that I need to:
be an active partner in my learning
strive for excellence in all my academic achievements
be pro-active in undertaking any research
view my learning whilst in higher education as broader than just
my academic achievements
take seriously the feedback I am given in order to maximise
my potential
In recognition of learning as a partnership between me as an individual and
my university or college, I expect to find that:
A Vision for
Teaching and
Learning:
how will we know if we are
getting it right?
I can be an active partner to my
my learning experience is a high
university or college in the design and
priority for the university
management of my own education
my lecturers enjoy teaching, influencing course development

and value their interactions and content where appropriate
with students
there is sufficient contact time engaging with my assessment
for my particular course and I am and ways of being assessed
clear about the degree to which
my lecturer is available to me for working with my peers to
additional support – and how to go collaborate, support and mentor
about getting this each other
essential resources are easy to
the university has clearly taken the access and readily available
time to construct a course that is
relevant, and varied in its methods
of delivery
there are different resources

and areas of buildings to suit
different learners
resources are available to me at assessment and feedback are

a time that is convenient to me used to help me learn
all resources and buildings

are accessible to all students,
including those with disabilities assessment methods are
varied, relevant to the content
taught and include feedback
where possible
feedback is used to help me,

my learning is, where possible, not judge me
personalised to my needs
I feel comfortable discussing

any learning or support needs I my university/college encourages me
have because tailored support to view my education as more than
and a personalised approach is just subject knowledge
mainstream
I am encouraged to develop an
awareness of my strengths and
my courses are flexible yet
structured, and transferable weaknesses with regard to my
research and study skills and
how these are applicable to
different contexts of my life
I can study for a degree in any I am encouraged to develop
mode (e.g. full-time, part-time, ‘soft’ skills in the classroom
distance) and be successful
that translate into broader
I can access lectures in a variety of interpersonal skills for life
formats e.g. podcasts after lectures
my course offers the right balance I have a clear acknowledgement
between structure and flexibility of my experiences and
of modules, appropriate to the achievements, including non-
particular subject I am studying academic achievements, e.g.
I can transfer credit between
my time spent volunteering is
universities and colleges for credited towards my degree
appropriate degrees

What are the It can sometimes feel as if some of my We understand that the focus of universities as
underlying lecturers…don’t really take their teaching research institutions has understandably evolved
problems? commitments seriously. It’s as if it’s not seen as a culture in which funding structures, reputations
a priority by the university. (NSF member) and career paths are forged largely upon
research achievements, rather than teaching
The student juries and our own experiences achievements. Historically, there has been little
surfaced a variety of issues relating to teaching financial or reputational incentive for institutions
and supporting learning, ranging from the to be viewed as leaders in the field of teaching
pedagogical (e.g. insufficiently differentiated and learning; consequently making teaching more
teaching methods, poor practice in the lecture student-centred and developing pedagogical
room etc) to the logistical (e.g. inflexible modes skills has not necessarily been viewed as
of study; lecturer/tutor inaccessibility etc). priorities.
We outline these issues in more detail below, However, with increasing numbers of students
but it is our perception that some arise because entering higher education, and with the pressing
teaching and supporting learning are simply not need to ensure that we are all learning not only
as high on the agenda for some universities as subject knowledge, but useful transferable skills,
they might be; others because ways of working we are pleased to see that many universities
are still heavily biased towards meeting the needs are now considering how they can operate as
of the ‘traditional’ student; others still because of centres of excellence for both research and
the potential cost implications or because there teaching and learning. As a Forum, we would like
hasn’t been sufficient emphasis on ensuring that to see a system that values and promotes both
existing requirements and guidelines are being in equal measure and we outline our suggestions
met as effectively as they might be. for helping to achieve this below.
What are Lack of clarity and advance information Insufficient emphasis on the
some of the about what learning at university is like development of pedagogical skills
issues faced In some cases – especially for those of us While most of us are happy with our lecturers,
by students? coming straight from environments or cultures we have experienced some lecturers who are not
where study has been more guided – we aren’t very good teachers – in some cases, this may
always sufficiently aware of the difference simply be because there has not been sufficient
between studying at school or college, and emphasis on learning how to teach effectively.
studying at university level. This can lead to a For example, many of us have experienced the
mismatch of expectations amongst students benefits of personalised learning approaches at
from different backgrounds about how we will be schools and colleges, during which we became
expected to learn. aware that we all learn in different ways. We
acknowledge that, in a lecture hall, it is not
I had no idea that I’d end up having to structure going to be possible to personalise approaches
so much of my time myself! And that I’d have to for every individual student. However, lecturers
take so much more responsibility for my learning. can maximise the potential for positive learning
It’s not that I mind, but it would have been useful outcomes by varying their teaching methodology
to know beforehand so that I didn’t waste so and delivery to take account of a range of
much of my time during the first year.” learning styles in any given session.
(NSF member)
Most of my lecturers have been great, but one
We would like to see all higher education or two seem really ill-at-ease in front of a class.
institutions working closely with colleges, schools (NSF member)
and applicants coming via both traditional
and non-traditional routes to make sure that Academic support is rarely geared to individual
prospective and new students are clear about the requirements or factors, such as learning style,
level of personal responsibility we need to take disability, gender, age, mode of study, religion or
for our learning. This is especially important for culture. (NSF member)
those of us who face particular difficulties with
time management (e.g. students with dyspraxia,
or autism), as we need to understand the
implications for how we will need to work.

What are We have learned that most new staff now receive Insufficient course innovation
some of the initial training in teaching skills and are expected
We know that there are standard validation and
issues faced to demonstrate a commitment to continuing
review processes for courses,† nevertheless
professional development.* However, we believe
by students? in our experience the course content on some
there is still a challenge in encouraging and
(Cont...) courses at some universities and colleges
supporting some mid-career staff who, perhaps,
is simply repeated year on year and so risks
weren’t required to undertake training in this
seeming irrelevant to current students, and out
area. We would also like to see individual
of touch from the employer perspective. Whilst
universities and colleges strengthening their
we appreciate that this is more critical for some
existing commitments to improving teaching and
subjects than others, it is obviously important
learning as a core element of their professional
that resources and content are engaging and are
development programmes.1
meaningful for the context of study.
Lecturer inaccessibility If you look at the reader for my module, you
We sometimes find that lecturers can be will find it was the same four years ago, when
difficult to contact and insufficiently available for my friend took exactly the same course.
personalised support. (NSF member)
It is often incredibly difficult to get hold of my In whatever way is most appropriate for the
lecturers. Some fail to show up at their own subject area, we would like to see regular course
appointed office hours and can be impossible to content reviews that are influenced by the latest
reach by phone or email. (NSF member) developments in the field, and universities and
colleges building stronger links with relevant
We are aware that lecturer availability will vary, professional bodies and employers to ensure
but each department should work with current course relevance to, and currency with, the
students to establish appropriate levels of wider world.2
contact time with academic staff, as appropriate
to the nature of the course. In addition to course content, it is also important
that teachers are innovative in their teaching
Clear communication of lecturer availability delivery. Adopting varied teaching methodology
for course X at institution Y to prospective ensures that students with all learning styles
students would not only ensure that we make an are catered for and it enables disabled students
informed decision when choosing a course, but to access material more readily. We address
would provide guidance for lecturers and tutors this issue further in our section on technology-
as to the university’s expectations on student enhanced learning.
responsiveness (e.g. standard expectations of
response times and procedures).
e
urse relevanc
2
Improving co
and currency ted the Postgra
duate
d Brighton crea fication
s of Sussex an recognised quali
The Universitie g De sig n to develop a wo uld like to
Le ar nin wh o
Certificate in e- lea rning de signers and those
ing e-
for both practis
ustry in future.
work in the ind p
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It was developed
throug s of Sussex
d the universitie ed out
d employers an ds analysis carri
of Brighton-base co m pr eh en sive training -nee
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Brighton, followi e-Learning Allia
nce.
of the Brighton
1
Emb with members
olved with the
teac edding ics an d industry experts
were closely inv
th e programme
hing a Both ac ad em
content, ensurin
g th at
and commi development of th e co urse
al em ployers. The qu
alific ation is now
an industry
The lear tm would meet the
need s of loc
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com niversity
preh
ning ent to recognised by lea ding e-learning compa
again o
ensiv f East in C benchmark.
e L
teac st the U CPD p ondon PD /www.sussex.
ac.uk/
op
h K r
focu ing and Profes ogramm erates a in fo rm at io n, go to: http:/
s on supp sion e, spe For further
teac o al
hing rting lea Standar cifically 2-2-5.html
For a r ds ma informatics/1-
nd le n
f
ac.u urther i arnin ing in HE Framew pped
k/lt n g . , with ork
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fram ttp:/
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*
As outlined in the UK Professional Standards Framework for
teaching and supporting learning in higher education
†
See, for example, section 7 of the QAA’s Code of Practice
(programme design, approval, monitoring and review).

What are Insufficient choice in mode of study3 Balancing choice with coherence
some of the There are also still relatively few institutions We are in favour of students being able to
issues faced that allow the same degree to be completed in ‘shape’ their learning by choosing from a range of
by students? a variety of modes (e.g. full-time, part-time day, modules (as appropriate to the subject matter);
(Cont...) part-time evening, modular), according to the however, we are aware that this desire for
need of prospective students. This is increasingly flexibility needs to be balanced with ensuring that
important for a growing number of prospective the overall course is coherent. Ideally, this would
students, including mature and part-time result in a balance where students feel that they
students, who may have competing demands have some choice in what they study, while at the
upon their time and so be unable to complete a same time their courses are structured and build
degree course run according to a traditional cumulatively.
full-time schedule.
Too much assessment of learning
I was unable to enrol on the course I wanted to rather than for learning
take because I was not able to study full time.
In our experience, assessment and feedback
I had two children still at school and I worked
is not always implemented as well as it might
part time, so studying full time would have been
be: we are not always given feedback on our
impossible. (NSF member)
assessments; feedback, where it is given, does
Confusion around transferability of not always enable us to progress because of
how it is delivered; and assessment methods are
credit between institutions
not always relevant to the content taught. Our
Particularly amongst the increasing numbers experience is echoed in the 2009 NSS results,
of mature and part-time students, there is an in which only 65% of respondents expressed
increasing requirement for courses that offer satisfaction in this area.
flexibility and transferability – and we outline our
recommendations for these particular student We are aware that universities and colleges
groups in more detail in Chapter 4. There still need to assess our learning summatively, but
appears to be much confusion (amongst students, we feel that many universities do not leverage
if not the universities and colleges themselves) the potential for using assessments as a tool
about whether and how credit for individual for learning. Probably the best evidence for
qualifications is recognised and transferable. this is that at most universities, markers do not
provide feedback on examinations so, when this
We have learned that although there is now assessment method is used, we are often unable
a system* that describes the typical number to learn from our mistakes.
and value of credits required to gain an HE
qualification, not every university has to use Different students will benefit from different
the credit system. In addition, many students methods of feeding back – for example, it can
are not sufficiently aware of this system and be particularly helpful for some students (e.g.
further work needs to be undertaken within and students with anxiety or mental health issues) to
across universities and colleges to develop a receive audio rather than written feedback.
common understanding and recognition of credit
accumulation, and to explain to students how and Assessment methods need to be reviewed.
whether they are able to carry credit across to Some departments use the same examinations
different courses or institutions. year on year – meaning there are no sample
scripts for us to practice on. If we are not told
what we did wrong in the examination, how are
we meant to improve? (NSF member)
xibility
3
Increasing fle
bility
and transfera
dents
me to enable stu
ive rs ity se t up the 2plus2 sche ion s to ga in a
The Open Un evious qualificat
o m ay no t ne cessarily have pr ed to study pa rt time from
wh e expect
ce. Students ar fer to their chos
en
degree in scien th th e OU , and then trans rs ity) to
ar s wi Un ive
home for two ye (e.g. Loughborou
gh
ll-time university
participating fu s of th eir de gr ee.
al two year
complete the fin
ound their
re their study ar
se allow s stu dents to structu OU , co ur se materials are
The cour s first two years at the ey study
de nt y an d th
work. During stu or electronicall
r deliver ed to students’ doors resid en tia l co urse is a
eithe one week
eir own time. A rial support lesso
ns
the course in th Stud en ts can attend tuto (H on s) in
de nt s. BS c
requisite for stu ents gain a *
The HE Credit Framework for England was developed by the QAA,
e se lf- he lp stu dy groups. Stud er un ive rs ity. UUK and Guild HE
or organis ll-time partn
ysics from the fu
Chemistry or Ph

What are We wholeheartedly support the findings of We readily acknowledge that we are in higher
some of the the recent NUS Feedback Amnesty on the education to learn from those who know more
issues faced importance of providing feedback that offers about our subject than we do, and that this
clear guidance on how to progress.4 necessarily affects the role that students are
by students?
best placed to play in this process. We are aware
(Cont...) Furthermore, on occasion, some of us have found that this shift would also require a shift in some
that assessment methods do not always feel students’ perspectives, to viewing ourselves as
relevant to the content being taught. This can much more than passive recipients of knowledge.
mean that we underachieve, because whilst we Nevertheless, in our experience, the opportunity
might have excellent knowledge of the subject, for students to co-design and collaborate in their
our skills for the assessment method might be own learning can be motivating and powerful, and
weaker. We would like universities and colleges probably provides us with one of the most useful
to work with current students to implement and transferable skills to take out to the wider
a robust review of their current assessment world. We hope to return to the specifics of how
methods (e.g. oral, practical) to examine whether students might be best placed to collaborate in
they are fully appropriate, and to explore their own learning in future.
alternatives that are feasible, and perhaps even
preferable, for the particular subject matter. “It is now time to move beyond simply
collecting and responding to students’ views.
Insufficient opportunity to collaborate, We should embed the student perspective in all
engage with and co-design the aspects of teaching, quality enhancement and
learning experience5 quality assurance.” (Paul Ramsden, ‘The Future
of Higher Education: Teaching and the Student
Over the past ten years there has been a growing
Experience’, 2008)
trend amongst universities and colleges to seek
students’ views about their university and their “Students shouldn’t just be passive. Most of us
education. We are often asked to fill out course are motivated by the opportunity to be active
evaluation forms and to comment on our tutors’ partners in our learning.” (NSF member)
skills, and we support this move towards valuing
the student voice in improving the teaching and We would, therefore, like to see universities
learning experience. However, we still feel that and colleges developing and implementing a
it would be beneficial if universities and cross-institutional strategy for collaborative and
colleges offered more opportunities to co-designed learning.
leverage our potential as active partners in
the development and management of our own
education where appropriate.
dback
4
Improving fee sty 2008 iden
tified that
Feedback Amne
The Great N US
ld be:
feedback shou 5
Enabling s
ing, not of learn
ing
ment attempt) tudents to
• used for learn e to infor m our next assess learning ex co-design th
• timely (provid
ed in tim
perience eir
process advance
• a continuous been laid out in The Uni versity of Sa
ed to clear cr iteria that have 2009-15, w lford’s Learni
ng, Teaching
• relat as written w and Enhanc
mind to enco ith ac
• constructive urage a partn ademic, support services ement Strate
gy,
ar designing an ership approach and student
• legible and cle d managing be twee n the Univers au diences in
aminations include: the learning
• provided on ex nt needs experience. ity and its le
arners in
le an d suited to stude feedback
Elements of
student colla
• be fle xib
en t and peer-to-peer boration
lf assessm • A strong re
• inclusive of se lationship with
all students were invited the Students’
• accessible to ine. to input into Union (SU) e.
ource.nusonl strategies an new institutio g.
nal learning an the Union Executive
rm at io n go to: http://res sty_
d policies an
d a d teaching re
For further in
fo ne assurance ha major review
-Feedback_Am ndbook is un of the Univers lated
esource/2008 derway, guid ity’s academ
co.uk/media/r the institution,
including studen ed by a group of stak ic quality
r1.pdf • Internal pr
Briefing_Pape ogramme re ts represente
d by th
eholders from
across
reflection on view procedur e SU
the results of es were amen
the student vo th e National S de d in 20 08/09 to incl
ice with curric tudent Surve ude
Increasingly, ulum design y to more clos
Schools are and quality as ely align
‘unpick’ the N ho lding informal su ra
SS scores of discussions w nce processes.
improvemen the previous ith current st
t and strength cohort to bette udents to
• A research s to build upon r understand
project into th areas for
although it w e student ex
ill be led and perience is in
(Academic) w conducted by the design ph
ill provide su the Students’ ase and,
the University pport and gu Union, the P
and actions ar idance. The re VC
• Faculty sp ising from th sults are to be
ecific progra e research w shared with
its PDP sche m mes, e.g. one ill be jointly ag
me while othe faculty is focu reed
representatio rs are expand ssing on stre
n on learning ing mentorin ngthening
and teaching g systems an
committees d student

What are Inadequate study resources We recognise that there are financial
some of the considerations in relation to all of these areas,
Although we recognise that many universities and
issues faced but we urge universities to review whether their
colleges have made major capital investments
current practice or level of resourcing in these
by students? in order to improve their resources, some of us
areas is enabling them sufficiently to meet the
(Cont...) still find it difficult to access the resources we
needs (and, in some instances, entitlements) of
require. In particular we have found that:
their students and, if not, to factor this into priority
the physical environment of many libraries is development planning.
still not sufficiently accessible for students
with some physical disabilities (e.g. working A narrow view of learning
elevators, Braille copies) While many of our universities are improving
pedagogically and have intensified their focus
libraries/resource centres are not open
on improving students’ research and study skills,
sufficiently long hours, especially for those
reading and writing abilities, and critical thinking,
of us who work full time/shifts and can
we feel that it would be useful if all universities
only access the library at night or during
demonstrated a more explicit focus on helping us
university holidays such as mature students or
to recognise and develop the non-academic skills
postgraduate students
that will be important to us in the wider world.
there can be insufficient recognition of
different studying styles and student Communication skills are important for life
requirements in the provision of resources beyond the protective walls of universities. We
(e.g. a balance between sufficient quiet spaces need to know what we are good at so that we
and less formal, ‘mobiles-allowed’ spaces) can make more informed choices about careers.
(NSF member)
journal access can be limited at some
universities, negatively impacting upon We were delighted to hear that some universities
postgraduate students in particular and colleges are piloting the Higher Education
access to e-books is still relatively limited Achievement Record (HEAR) because this has
despite their wide-ranging benefits, particularly the potential to reflect a more holistic view of
for disabled students, distance learners etc our learning and experience during our time in
higher education (e.g. acknowledge any time
spent volunteering and key transferable skills we
have developed). We strongly support the future
rollout of this initiative across the sector, which
we believe is scheduled for 2010-2011.

How can universities and
teaching and learning?
Ensure internal continuing professional
The NSF was set up to help to define ‘a development programmes for staff are
reasonable student experience’ and to make mapped against the UK Professional
recommendations to Government to help to Standards Framework
achieve this. However, many of our suggestions Formally link promotion criteria for lecturers
for improvement fall within the gift of individual to achievement against the UK Professional
universities and colleges, rather than government Standards Framework
policy. Therefore, we have outlined recommended
practice for universities and colleges in each of Personalise and differentiate
our key discussion areas, against which we invite approaches to take account of
individual institutions to measure their current disabilities, learning difficulties and
practice. learning styles
Ensure all staff are implementing existing
We readily acknowledge that many universities guidance* to ensure inclusive approaches for
and colleges may already be implementing some students with learning difficulties
of these practices, but urge all institutions to and disabilities
consider whether adopting new ways of working Provide and promote existing tools and
and/or reviewing the extent to which guidance training† that enables lecturers to tailor their
is being implemented in practice, could lead to learning for different students’ needs
further improvement in this area. Implement a personalisation policy outlining
expectations that teaching staff will adapt
To improve teaching and learning at an
methodologies to take account of different
institutional level, we would like to see all
learning styles and abilities (including students
universities and colleges:
with learning disabilities)
Increase flexibility in course structures

Increase transparency and raise awareness
Professionalise teaching and learning about the process for transferring credit
within the institution between universities and colleges – and
Strongly encourage all teaching staff to provide students with help in navigating this
undertake formal training that is aligned with process
the UK Professional Standards Framework Allow students to build to a full degree by
e.g. the Postgraduate Certificate in Learning taking modules over time
and Teaching in Higher Education and the Extend time limits for completion of
MA Education professional training courses (where the
nature of the course permits this, without
compromising subject knowledge
currency)
Provide support on module choice
rting module choice through module guides, both from academic

6 uppo staff, alumni and current peers (at later stage
S ly uses the
results of
common guides
n University s in module of study) to ensure overall balance
Anglia Ruski ’ module evaluation form ul e to take. The
ents od and coherence6
former stud ts to de cide which m e gu ides’
re studen of modul
to help futu nce on the contents ud e de tails of the
‘G uida e to in cl
university’s good practic ious delivery
of
considered ts on the prev ample, the
states, “It is om stud en
ceived fr rm. For ex
comments re evaluation fo module guides'
m od ul e via the module logy re qu ire
the chno module
cience and Te results of the previous tion
Faculty of S th e ription of ac
summary of g with a desc sponse to any
to include a nn aire alon
estio the re
evaluation qu se to comments where
sp on sa gree’.”
taken in re ‘strongly di lic/
es tion w as ‘disagree’ or n et/a ca demic/pub
qu lia .ac. u k /a
.ang *
E.g. as outlined in the HE Academy/ECU Disability Legislation:
http://web elines.pdf
uide_guid Practical Guidance for Academics (2006)
module_g
†
For example, JISC TechDis’ ‘Teaching Inclusively’ staff development
modules www.techdis.ac.uk/getTeachingInclusively); the Higher
Education Academy’s Inclusive Practice Bulletins http://www.
psychology.heacademy.ac.uk/networks/sig/index.asp), and the OU’s
Inclusive Teaching resource www.open.ac.uk/inclusiveteaching

colleges support
Increase range of modes of study Offer a broad range of feedback methods (e.g.
Enable any given degree to be completed in written, by phone, virtual learning environments,
a variety of modes e.g. full time, part-time day, podcasts) to suit, for example, students with
part-time evening, modular, etc visual impairments, students with mental health
issues, anxiety, autistic spectrum conditions and
Develop a cross-institutional strategy students with non-traditional studying patterns
to enable students to co-design and Consider a broader range of assessment
methods as appropriate to the subject matter
manage their learning
(e.g. oral, practical, portfolio creation etc)
Inspire student engagement in learning and
Implement the feedback strategies outlined in
broader decision-making
the Great NUS Feedback Amnesty Report
Consider how the student perspective can be
Monitor the quality and consistency of the
further embedded into quality enhancement
implementation of these strategies across
and assurance processes (compare with recent
the university
QAA initiatives)
Raise students’ awareness of their individual
learning styles and the implications for their Review adequacy and accessibility of
modes of study/chosen subject etc study resources for number and range
Strengthen the involvement of current and of students
former students in course content review Provide prospective students with brief
Maximise the use of individual learning plans as overview of availability of standard resources
an opportunity to set learning targets between (e.g. access to online archiving systems such
teachers and students as JSTOR, the US-based online system for
archiving back issues of well-known
Undertake regular reviews of course academic journals)
content and material to ensure Stage and widely promote ‘Using Study
Resources’ session(s) for all students on arrival
currency and relevance (where
at university
appropriate to subject matter) Consider the potential for collaboration with
Involve industry or non-institutional subject
other universities to maximise resources at
specialists in the review – and alumni now
minimum cost
working in the field
Review current levels of accessibility of libraries
and other study resources for a wide range of
Ensure a university-wide focus on students, including:
assessment for, not just of, learning – part-time students (who in particular may
Clarify students’ expectations of feedback need 24 hour access)
when they start university – disabled students (access to Braille or other
differentiated resources)
– students with different learning styles
(different areas of libraries for different types
of learning e.g. individual, group,
7 ecognis ing and capturing semi-formal etc)
R
ing
broader learn nts to develop
a
supports stude Monitor and formally record students’
of Huddersfield a record of
The University t. They suggest
rs onal Re cord of Achievemen broader learning
pe
achievement ca
n:
velopment
Identify the transferable skills (hard and
ng, and the de
ab ou t th e pr ocess of learni sk ills , an d subject soft) that each course can help to develop in
ess neral academic
• raise awaren bl e sk ills , ge programme specifications, in addition to subject
nsfera
of personal tra ental
e the developm knowledge – and detail these in the course
specific skills on yo ur lea rning, and evaluat
flect up outline that is shared with prospective students
• help you to re for you ills
e taking place ntly to identify sk
changes that ar r yo u to work independe Provide a similar outline for each module,
uctu re fo
• provide a str t, and in to enable current students to make an
ts gained onal developmen
and achievemen ing , in study, in pers
ard pla nn informed choice
• assist in forw
career terms Implement review sessions at the end of
ng titles:
with the followi
gg es ts an 8- part structure ed its ; Ac ademic a course to acknowledge the transferable
The university
su
ur se s, Qu ali fications and Cr tiv itie s and skills gained
ent; Co paid Ac
Personal Statem History; Specific Projects; Un
m en t Identify opportunities to recognise and capture
Work; Employ es.
lvement; Outcom the development of such transferable skills
Community Invo
and also non-academic achievements etc in a
broader achievement record7

“The more technology advances in our day-to- Our discussions were informed by
day lives, the more we naturally expect this to be representatives from the Joint Information
reflected in the way we learn.” (NSF member) Systems Committee (JISC) and inspired by
examples of innovative practice shared by Russell
As with the discussion above on improving Stannard, lecturer at Westminster University and
teaching and learning in general, our discussions winner of the JISC award for Outstanding ICT
on technology-enhanced learning are based on Lecturer of the Year 2008.
the assumption that students are active partners
in the learning process. Clearly, both individuals What is technology-enhanced
and institutions have a role to play in ensuring learning?
that the possibilities of technology-enhanced
Technology-enhanced learning, as the name
learning are leveraged as fully as possible.
implies, includes teaching, learning, assessment
As forum members studying a wide range of and feedback methods that are enhanced by
subjects in a wide range of study environments, technology – whether this be distance learning,
we all agreed that the use of technology- flexible learning or blended learning (where
enhanced learning is on the increase. This was, technology is used in conjunction with face-to-
therefore, an aspect of teaching and learning face teaching).
that we were particularly keen to explore in
more detail. As technology continues to develop Technology-enhanced learning: the
in all spheres of life, this not only increases its benefits
potential for use within the lecture room and The Joint Information Systems Committee (JISC)
beyond – but also our expectation that this will defines the potential benefits of technology-
happen. The increasing numbers of us who are enhanced learning as:
studying at unconventional hours and/or from
home or work need the flexibility offered by flexibility in learning
technology-enhanced learning methods because increased accessibility
we are unable to study on campus in the
‘traditional’ way. personalised support
rapid feedback
During our discussions, it emerged that many
of us are increasingly interested in how social participation
‘technologically rich’ a university or department
opportunities for more collaboration and
is when considering which university to apply
interdisciplinary approaches
for. Currently, most universities do not tend to
advertise this information to prospective students enhancement of the quality of teaching
– but we now recognise the clear advantages to and learning
technology-enhanced learning and expect that, in improved access to learning for students off
future, students will want to know what they will campus and for part-time students.
have at their disposal.
Teaching and
Learning focus:
technology-
enhanced learning
Technology We identified some of the current barriers to the unequal digital literacy
-enhanced growth of technology-enhanced learning:
We are aware of ‘skills gaps’ – for example where
learning: unequal digital access8 certain groups of students (e.g. mature students
the pitfalls who may be returning to study after a long time,
Access to IT resources can vary enormously
or students from poorer backgrounds, who may
between universities. This includes, but is not
not have had the same access to technologies
limited to, unequal access to:
as other students) do not have the same levels
laptops and desktop computers of familiarity with technology. Mature students
high speed internet can be bewildered by the growth of a new
‘technological language’ that has developed in
large inboxes their absence from study and can feel intimidated
software and lack confidence when faced with the double
challenge of renewing their skills and having to
online journals (due to a university’s learn a new language.
subscriptions policy – this is particularly
significant to postgraduate and I don’t know how to write a wiki or use twitter – I
research students) don’t even really know what these things are!
(NSF Member)
assistive technologies
In addition, the financial constraints and For all of us it is becoming more and more
circumstances of individual students can standard that some element of our learning takes
sometimes mean that access to technological place online, so we all need to learn how to learn
resources is not as readily available as necessary. online or in a technological environment.
The NUS has successfully negotiated discounts
for all students to purchase certain software I’m trying to re-skill and I don’t want the
and technological apparatus but, particularly for technology to get in the way of my learning
some courses where there is a heavy reliance on (NSF Member)
technology, some students from disadvantaged
socio-economic backgrounds still struggle to gain
the access they need.
ICT
ual access to
8
Promoting eq
rticularly
udents, and pa
ity aim s to en sure that all st ss to In fo rmation
rs nds, have acce
The Open Unive ge d ba ck gr ou op po rtunity
those from disa
dvanta ware and the
tio n Te ch no logy (ICT) hard m m en ce th ei r study. It
and Communica de ve lo pm en t before they co th ey be gin their
skills as
for appropriate ag e of su pp ort to students
sive pack
provides a cohe
ie s, in clu di ng :
stud to purchase
able students
on of fin an cia l support to en st ar t da te
• early provisi le to the course ovide
near as possib e centres to pr
computers as lo ca l lib ra rie s and U K onlin
ects with
• 10 pilot proj ICT hardware OU, how to
sed access to is used in the
community ba ba sic ad vic e about how ICT
oviding ing
• a booklet pr to access train the
ware and how e gap between
purchase hard ills m od ul e to br id ge th
hi ch ar e not ICT
T sk (w
• an accredite
d IC
or y le ve l “O pe nings” courses
duct curriculum
University’s intro of the Level 1
d other areas
dependent) an bedding Inclusiv
e
K. (2 00 8) De veloping and Em : Higher
d Bridger, mmary York
From May, H. an r Education: Su
y an d Pr ac tic e within Highe
Polic
emy
Education Acad

Technology Critically, in addition to the ability to access Whilst many of us keen to embrace the flexibility
-enhanced information online or via technology, is the issue and innovation that technology-enhanced
of how effectively students are able to filter or learning brings, those of us who are still studying
learning:
analyse information that is so freely in the ‘traditional’ way (i.e. in the classroom) are
the pitfalls available online.* not advocating technology-enhanced learning as
(Cont...) a replacement for effective traditional teaching
the lack of time and lack of support for
methods, with all the benefits of personal
tutors to develop the necessary skills
interaction, but as an enhancement to them.
No less crucial than the skills gap of students
is the potential skills gap of lecturers – many of We are keen that new learning technologies are
whom might not be comfortable with the use of not used as an excuse to reduce contact time
technology, and for whom the necessary training between students and lecturers or to replace
and support is not always provided traditional teaching methods – except where
by universities specifically implemented to support distance/
out-of-hours students.
restrictive university policies and
practices For a few of us, this has already begun to
Investment in ICT is not always seen as a priority, happen, as lecturers choose the ‘easy’ option
and where investment is made, issues around e.g. email contact with students over face to
institutional culture and practice still need to face conversations or phone calls. Whilst we
be considered further. For example, in some acknowledge that email can be a very efficient
institutions there is: means of contact (particularly for those of us
with different working patterns), it is important
– a continuing policy to refuse online that this does not become the default means of
submission of assignments even though communicating for those of us who would prefer
online receipt systems are available and a more personalised approach.
increasingly credible
– inadequate storage for students’ needs in We also believe that increased technology-
university email inboxes enhanced learning should not mean the use of
technology for technology’s sake. We want to
– an underdeveloped infrastructure for online see more emphasis on blended learning, where
course registration technology is used to produce an inspiring
– a lack of readily available technical support learning experience, not as a replacement for
(particularly acute for students living off intellectual challenge and good pedagogy. For
campus or undertaking field research in example, an over-reliance on PowerPoint during
remote areas) sessions is not an inspired approach to teaching,
but can nevertheless be a useful summary tool.
It is boring and uncomfortable to spend hours
in front of a computer screen reading large Nobody should worry about putting up teaching
amounts of text! We love ICT – but it’s not a resources online after a class, it’s just that we
replacement for the traditional. (NSF Member) shouldn’t only be reading from PowerPoint
during class – it’s important for revision that we
have access to this information. (NSF Member)
We would like universities and lecturers to review

their teaching methods and use of available
systems to assess whether they are sufficiently
taking advantage of new technologies to ensure
that the approach is as accessible, engaging
and as relevant as possible to the future world in
which we are going to be working
*
As identified in the CIBER report on the Information Behaviour of
the Researcher of the Future, commissioned by JISC and the British
Library in 2008.

technology-enhanced lea
The NSF was set up to help to define ‘a reasonable
student experience’ and to make recommendations 1: Adopt and implement a systematic
to Government to help to achieve this. However, policy to enhance traditional teaching
many of our suggestions for improvement fall within methods with new technologies
the gift of individual universities and colleges, rather avoid over-reliance on PowerPoint
than government policy. Therefore, we have outlined presentations as a replacement for interactive
recommended practice for universities and colleges teaching and lecturing. However, do ensure
in each of our key discussion areas, against which that they are available to students online after
we invite individual institutions to measure their lectures for revision purposes
current practice. use ‘blended’ formats for distance learning –
don’t just re-create a book on a screen
We readily acknowledge that many universities encourage the increased use of podcasts as
and colleges may already be implementing some a learning or revision mechanism
of these practices, but urge all institutions to
consider whether adopting new ways of working 2: Leverage technology to provide
and/or reviewing the extent to which guidance is innovative methods of assessment
being implemented in practice, could lead to further
and feedback
improvement in this area.
leverage technology to assess students in a
Having explored both the potential for and variety of ways (e.g. allow students to respond
to questions orally using audio-recording
some of the challenges relating to
software in supervised rooms)9
technology-enhanced learning we would like to use screen capture software to provide visual
see all universities and colleges: and audio feedback on assessment10 which
would particularly benefit some
disabled students
use technology to track group work assessment
g
anced learnin
so the assessor can see what individual
nology-enh
9 everaging tech
students have contributed
L
nt
for assessme ment ort e-assess
nologies to supp d
velop ed a wi de range of tech n be us ed to support peer an
JISC has de tech no log ies ca e- ba sed
s. For example, iving, evidenc
in diverse form and feedback-g oject:
sessm en t, on screen marking details, see the WebPA pr
group as ion . Fo r fu rther ey ha ve also
and reflect webpa.aspx). Th
learning, planning news /s to ries/2008/02/ bid fo r sm all items
c.ac.u k/ staff ca n f
(http://www.jis
established the
HEAT scheme
where teaching
w approach to their
teaching and
ploying innovative use o
ve lop a ne 10 Em
re software to
th wh ich to de ch em e
of technology wi s.ac.uk/gethea
ts
assessment. Se
e www.techdi screen captu ing
ing and learn
improve teach
er of 2008 JISC
(W es tm ins te r University, winn screen
rd the year) uses
Russell Stanna g ICT lecturer of
fo r Ou tst an din nc e
award ways to enha
e in innovative
capture softwar
.
students’ learning
the lecturer to
used to enable
Sc reen ca pt ure software is ho w to pe rform certain
•
e shor t vid eo s demonstrating lly us ef ul for learning
mak r. This is especia
th e co m pu te are
tasks on tools and softw
ovative Web 2.0 dents to view
how to use inn ite fo r stu
ca n be up loa ded onto a webs m at er ial.
• Videos revision
ting as effective
after lectures, ac
rainingvideos.com back
www.multimediat y can be used to give “live” feed
e tech no log ed ba ck both visual
• The sam Th is ap proach makes fe
nt s.
videos to stude ging for student
s.
n be very enga .com/luFeedb
ack/
and oral and ca rtr aining vide os
w .te ac he
http://ww
index.html

colleges best support
rning?
3: Implement a dedicated support 4: Support whole campus access to ICT
programme for students and lecturers resources for all students
to develop skills and confidence in provide free broadband access for all students13
using technology develop a resource pool for students to borrow
provide induction courses to teach students technological items that are fundamental to the
how to use technology-based resources course (e.g. laptops, cameras)
encourage student-led laptop trouble-shooting ensure all students have access to computer
and training sessions, set up in collaboration facilities on campus and/or to laptop
between student unions and university ICT loan facilities
support departments11 ensure all students, including disabled students,
ensure lecturers are adequately trained and can access university websites and course
feel confident in using technology-enhanced material by following accessibility guidelines
learning technologies12 through a CPD and by providing free access to accessibility
framework that encourages and rewards staff software such as JAWS
for up-skilling in this area
5: Promote the university or college’s
technology-enhanced learning
taff in approaches and resources
12 Supporting s to prospective students
ent of
the developm Provide prospective students with such
nhanced
technology-e information as:
ls
teaching skil
the degree to which innovative approaches to
technology-enhanced learning are used within
ia and Netskills various departments
SC Digital Med
JISC TechDis, JI ur ce s for staff. For
training reso university technology partners – and how open
all provide free ly deliver training
TechDis regular these partnerships work
example, JISC e sk ills to begin using
e staff th ck,
sessions to giv d audio feedba the degree to which particular technology
as podcastin an g
techniques such applications are in use e.g. Microsoft,
software, use ts.
screen capture d learning objec
d crea tion of self-pace Blackboard etc
of video an
services these access to online resources, including
As JISC-funded ities.
avail able to all univers
are freely journal subscriptions
13
Supp
o
acce rting wh
p surgery ssibi o
a free lapto lity to le-camp
11 Running ery to off
er The U
n
IT us
top Surg ms a Lap ble learn iversity of
ics runs ff with pro ing p
olicy Northum
ol of Econom d e nts and sta ptops and prom b
don Sc h o nce to s tu
wned la otes ria IT and
The Lon hands-on assista om personally-o • pro
viding acces t
sibility echnolog
dvi c e and so u rce s fr wirele the e to all y-e
a E re stude nhanced
ng to LS ss b ntirec
connecti ces. • en
abling roadband ampus wit nts b
y:
e vi t h acc
mobile d vironmen Citrix all s
(remo tudents to ess to
w ith : s to L S E’s IT en over a te ac
he lp lapto p oval cess access th
ery offers -owned n or rem • run net
The surg on of personally n, disinfectio ning work and software e learning
e cti c tio ano the for
• Conn are’ prote ardware learn
ing p nline foru Internet) delivering rtal using
po
and ‘malw nosing h
• Virus ic data retrieval b lem s and diag ortal m to
su
applic
ations
m m pro For fu pport
• Acade n operating syste r learn
eo sues ac.uk ther inform ing o
• A dvic devices is /s a n the
b le m s to p an d mobile ac.uk d/central/ tion, go to
p ro on la p ervices/ /infok lib ht
ral advice .ac.uk/its case- it rary
studie s/learning /nora/; ht www.nort
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For fu rgery/ re/ et.
laptopsu
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29
9NNational
ationall S
Student
tu
udent Forum
Forum – A
Annual
nnual R
Reportt
NSF We have drawn upon our expertise in what it indicators of success. As students we are not
recommendations is like to study in higher education to develop experts in the workings of the sector, and we
for Teaching and recommendations that we believe require both value and respect the sector’s autonomy.
attention at a national strategic level. Some We therefore urge Government and/or national
Learning
recommendations may involve a shift in current sector organisations as appropriate to consider
policy or practice, or new collaborations at how these recommendations might be taken
a national level. However, others may more forward most effectively – either individually or
appropriately require careful consideration of how collaboratively. We invite stakeholders to view our
effectively or how widely existing programmes of work as an invitation to engage in an ongoing
work or specific initiatives are being implemented. dialogue to bring about improvement for all
students in future.
We have indicated what it would mean for
students in our day to day lives if these
recommendations were successfully
implemented, along with some potential
What would this mean for students? How might we measure success?
1. Incentivise universities to achieve See vision for Teaching and More lecturers are achieving a
excellence in teaching and Learning on pages 14-15 formal teaching qualification
learning, as well as research
All universities and colleges have
increased emphasis on teaching
within their CPD requirements,
and offer progression routes that
are clearly linked to achievement
in teaching and learning
There are fewer variations
between institutions in the NSS
survey for satisfaction in teaching
NSS results for satisfaction with
assessment and feedback have
risen significantly
2. Encourage greater transferability I am aware that I can transfer There are high levels of awareness
(of credits) between institutions from one university or college to amongst students that transferring
another easily between courses and between
institutions is both possible and
relatively simple
More universities and colleges
accept applicable credit transfer
from another university
3. Increase flexibility and innovation I am able to complete my degree Most universities offer choice of
in course structures and modes in a variety of modes to suit my mode of study on most courses
of delivery needs, e.g. full-time, part-time,
modular or distance Time limits for completing
degrees are only imposed where
In most cases I am able take a absolutely necessary (e.g. where
break from my studies and return course currency is critical e.g.
to it at a later stage, even if that medicine, law etc)
is much later
4. Develop a national strategy It is easy for me to access the E-books are in widespread use,
to increase students’ access academic texts I need, regardless particularly by distance learners
to academic texts through of what type of student I am, or and disabled students
electronic means where I am studying from
Disabled students routinely have
access to software that ensures
academic texts are accessible
In the longer term, all texts
are simultaneously published
electronically at the time of initial
hard copy publication

02
Improving
our
employability
Why focus on The whole process should be viewed as a The NSF, AGCAS and NCWE are all in
partnership with shared responsibility for success. agreement that students have a responsibility to
employability? (NSF member) be proactive in developing employability skills and
seeking advice and opportunities. Ultimately, we
Although many of us choose to go to university recognise that as students we are responsible for
simply to study a subject we enjoy and to ensuring we are employable and that we need to
reap the wider benefits of a positive university start thinking about what comes after university
experience, we are increasingly aware of the or college sooner rather than later, if we are to
role that higher education plays in improving our develop the right skills and make the most of the
employability. Our report last year touched briefly opportunities on offer during our time in higher
on this topic, providing suggestions for further education. For example, we should consider
development in this area for both Government participating in a range of extra curricular
and universities and colleges. However, in activities and/or working part-time while we
recognition of the current economic situation in study or over the summer. We also need to be
which we are emerging into a depressed, and realistic about the opportunities that are likely to
therefore more competitive, job market, we were be available to us in any particular career, given
particularly keen to explore what more could be our individual level of ability and
done to improve students’ work-related skills and current experience.
knowledge, so that we are in the best possible
position when seeking employment. However, as forum members, we feel that there
is still more that some universities and colleges
In our discussions, we were joined by: could do to ensure all students can access
the Association of Graduate Careers Advisory adequate support for their endeavours. We
Service (AGCAS), the professional association believe that:
for higher education careers practitioners who
a clear university or college-wide
lead, support and provide resources to facilitate
employability strategy
the delivery of careers services for HE and
related sectors an impartial, well-informed, well-resourced,
high profile careers service
the National Council for Work Experience
(NCWE), which works to support the high quality, well-structured work
development of quality and standards across placement programmes
all forms of work experience and to encourage
more employers to provide work placements are critical factors in increasing our employability,
and in this section we share our suggestions for
the ways in which universities and colleges can
address these three priority areas, along with
specific recommendations for consideration at a
national level to incentivise and monitor progress
on this front.

If students are motivated,
proactively engaged and
supported by an effective
strategy to improve
employability, how should it feel
from the student’s perspective?
NSF vision
for improving
employability:
how will we know if we are
getting it right?
I feel optimistic about
my career prospects
I am proud of what I have achieved

I have a good understanding of my
personal skills and strengths – and
how I can address any weaknesses
I may have over time
I am able to make an informed
my expectations about what I can decision about the next step
achieve are informed by knowledge
of the graduate labour market
my university has strong links to
local and national employers that My university or college
it can leverage to help provide encouraged me to consider
me with opportunities to learn whether entering into employment
and grow or continuing with further study
is the best option for me at
the moment
I know where to go for up to date
information about graduate jobs
and training opportunities
My university careers service
provided me with impartial, well-
informed advice and guidance
about the range of potential
sectors where I could consider
seeking employment – or about
I feel confident that I have valuable the particular sector and/or
skills and experience to offer occupation(s) I am interested in
potential employers I have developed a realistic
expectation about the current and
future employment market for
these sectors/occupations
My university or college has
provided me with opportunities to I have been able to speak
work, undertake work placements with someone with first-hand
and volunteer during my studies experience in this sector/
and understand the transferable occupation, signposted and
skills and experience I have supported by my university
developed during my time in or college
higher education I am aware of the financial
My university or college implications of entering the world
encouraged me to consider how of work at the moment (e.g.
I can improve my employability repayment of student loans)
by choosing particular modules, or continuing with further study
where applicable (e.g. taking on additional
financial responsibilities)
My university or college
encouraged me to capture these
skills and experiences in a Personal
Development Plan (PDP) or a
Record of Achievement as
I progressed
My university or college offered
seminars or courses that helped
me to understand how to translate
these skills to market myself
successfully to potential employers

Priority1: a clear university
employability strategy
We would like to see every higher education institution
not only implementing a clear employability strategy, but What should universities and colleges
co-developing it with students, and promoting its existence include in an employability strategy?
to all staff and students from the time they sign up for
explicit recognition and active promotion of the
their courses. Clearly, some subjects (especially vocational
value of:
courses) have a more explicit focus on employment and
career-specific skills and knowledge than others – and – work placements (whether short or long
we are not suggesting, for example, that every English term/voluntary or compulsory)
literature module have clear employment-related objectives.
– volunteering programmes (and recognition
However, we do think that a whole-institution approach of this experience as part of a student’s
to the development of transferable skills, such as critical ‘record of achievement’)
thinking, problem solving and the use of complex data, – part-time jobs (either while studying and/or
will ultimately benefit all students.14 during the holidays)
Of course, we acknowledge that many universities are increased resources for, and the promotion
already undertaking work in this area. However, the level of the use of, personal development plans to
of emphasis given to developing employability varies explicitly outline and monitor the transferable
significantly from one institution to the next, and we skills developed through both academic and
would like to see all universities and colleges commit non-academic experiences
to an internal review of current initiatives and develop
a strategy to cohere these and to foster employability
across the institution.

student experience’ and to make recommendations
to Government to help to achieve this. However,
ls
many of our suggestions for improvement fall within
g r a d uate skil
able
the gift of individual universities and colleges, rather
oping transfer s around
the
than government policy. Therefore, we have outlined 14 Devel ategy centre evelop and
ility str d
recommended practice for universities and colleges in loyab ent to
ity’s emp very stud has identified
each of our key discussion areas, against which we invite M o o re s Univers which expects e iv e rs ity
n cess, n
Liverpoo
l Joh
oW®) pro le graduate skill
s the u ndertake
individual institutions to measure their current practice. W o rk (W b r le s s e r extent, u kills are:
World of ht tr a n sfe ra
d, to a g re a te r o d u ate s
n the eig ential gra al skills, verbal
reflect o s u b je c t skills an g. The eight ess rp e rs o n ,
We readily acknowledge that many universities and alongsid
e their d learnin -working and inte g and organising
d o f w o rk-relate g, te am l p la n n in
a
colleges may already be implementing some of these some kin nd problem-solvin nication, person d IT skills
.
a mu eracy an
practices, but urge all institutions to consider whether analysing tion, written com nd information lit
ica g, a
commun merical reasonin ry
adopting new ways of working and/or reviewing the itiative , nu ble to eve
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ro gra m me availa have acquired
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how they s
Key Poin
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rtific a te of highe a nd
ac e bility
student, e duate skills and employa
We would like all universities and colleges gra to build in
eight key very curriculum vice
w of e ability ad a
to incorporate the following aspects into • Revie le a rn ing sk ills an d employ l employers and
-re la te d lica tion d n a tio n a
work p
the development or review of their rk job ap gional an
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employability strategies: • Read tio n s h
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For more

or college-wide
the provision of optional modules/classes that reputation they need within the university or
consider how the skills/knowledge developed college to carry out their important role for
during study/placements translate across into all students
the work environment (e.g. a course in ‘How to
Market Yourself to Employers’) – further work with student unions to raise
awareness of the nature and breadth of the
an employer mentoring scheme to enable careers services on offer
current students to develop a greater
understanding of the business world15 – reciprocal agreements with other universities
and colleges so that students can access
a curriculum offer that: local career information when home over
the summer
– covers not only academic subject
knowledge, but also includes the opportunity – rigorous internal monitoring of the
for students to engage with alumni or implementation of the existing AGCAS code
employers working in a related field of practice by university and college
careers services
– is co-developed with employers and
experts in the field to ensure contemporary – an explicit commitment to support students
relevance (where subject-appropriate) with a wide range of specific needs e.g.
disabled students, international students,
systematic integration of the university or
mature students, students of varying
college careers service into students’ everyday
academic abilities
lives e.g. helping them to find summer or part-
time jobs, short or long term work placements, a sufficiently resourced, high quality work
‘summer camps,’ giving advice on module placement programme (see Priority 3 for
choices which may impact upon future career further detail)
paths etc (see Priority 2 for further detail)
adequate levels of resourcing, awareness-
raising and monitoring of careers services
to ensure that they have the high profile
file and
nding
ro ving understa
15 Imp ills
tr an sferable sk
of
ployer
as an Em
u sk in U niversity h tra nsl ate “ability
Anglia R , to help to ntified
S ch em e ru rs ide
ite
Mentoring bility.” Graduate rec ng graduates
ya mo
into emplo ness awareness a gress. To
o f busi r to pro
a la ck b a rr ie loyer
e ing a significant y d evi se d the Emp ts
as b u n ive rs it r st ud en
address th
is, the cond yea
S ch em e to give se n d m e n to red
a
Mentoring ity to be supported al
un profession
the opport s by a graduate or r h elps the
o n th e nto
for six m s. Each m onal
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on a one-t ate a n d d in g of
student to
evalu understan ive free
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ess world training a
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Anglia Ru

Priority 2: We recognise that the demands on information, and reach out in ways that are appropriate to the
a well-informed, advice and guidance services at universities various stages of our university life:16
well-resourced, and colleges are challenging in their breadth
and complexity and it is critical that resourcing Admittedly in Fresher’s’ Week, we’re not likely
high profile to be thinking about the job we’ll be applying for
levels reflect this. Some students will be seeking
university or advice on next steps with no particular career when we graduate – but we’d welcome help in
college careers in mind, whereas others will already be studying getting a part-time job during term time, or over
service on courses that have a clear progression route the Christmas holidays. That way, we’d become
from university. In addition, some students aware of the range of services they could offer
may wish to consider further study – and we right from the start. (NSF Member)
outline our recommendations for information,
advice and guidance for postgraduates in The careers service could advise on whether
particular in Chapter 3. However, here we are some module choices will affect your potential
focusing on the role that IAG services can career path. Then you’d know it’s not just about
play in supporting students to improve their going to them when you’re about to leave!
employability in particular, and we outline some (NSF Member)
current challenges and suggested strategies for
addressing these below.
Insufficiently differentiated support for
different student groups
Insufficient integration of careers Many careers services are excellent and provide
services into the mainstream outstanding facilities for all student communities.
student experience However, in our experience, some students
have sometimes felt their careers services could
All too often the careers service can operate, or
provide better tailored provision.
be perceived by students to operate, in a silo.
Many students only consider engaging with Some disabled students have found that they
careers services as they prepare to leave. We were unable to access sufficiently specialist
believe that more could be done to leverage the advice and guidance from university careers
service’s skills and knowledge base to improve services. We would like to see all careers
the employability of students through more advisors being trained in how best to support
sustained engagement throughout the entire disabled students, whether in the provision of
period of study. direct support or, where appropriate, of better
signposting to someone who can offer specialist
We would like to see all careers services
knowledge or advice.
being better integrated into different aspects
of university life, e.g. working with academic
departments to integrate career planning into
the curriculum, working with student unions to
energise their approach to student engagement,
d
rs guid ance an
e m
16 Integrat
ing care the mainstrea
nto
ability i (CCMS)
is
employ er Management Skills
career advi ce
the
are
tre for C sely with ctice at
o f R e a ding Cen tre that works clo thinking and pra rriculum-
ive rs ity n t c e n rw a rd H E cu
The Un velopme move fo g role in r the
res ea rc h and de d ep a rt ments to ersity’s pioneerin and resources fo
a c a d e m ic th e U n iv lea rn in g
nd a her ation,
service a d to develop furt are inform
Reading
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c a tio n, and to sh S: for
reers ed
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based ca e whole sector. e P h D , an online luding a
benefit o
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es (e.g. B management lea ot o
ve o n line resourc ’ care e r h ich is used n
e ve lo ps innovati s u pp o rt students s tin atio ns® – w
• D ) to D e for
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major n many o nd caree in and ou
but also in ademic a tives with
Reading cts which allow ac bility-related initia
proje and emp
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• Funds careers- -based H
innovative m c e s of c urriculum
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the curric the development affecting
a rc h e s in c lud ing factors
• Rese ducation ate emplo
yment,
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careers e earch into gradu f careers educatio interested in care ts
p o rts re s im p a ct o all th o s e a nd even
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es rea omm
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educ .rdg.ac.uk
se e h ttp://www
on
informati
For more

Priority 2: In the past, some international students have Striking the balance between realism
a well-informed, felt that careers advisors have not viewed them and aspiration
well-resourced, as an equal priority, because their immediate
The student population encompasses a wide
employment opportunities in the UK were more
high profile range of abilities, and we recognise that we need
limited.17 Careers advisors need to be fully
university or aware of the new immigration laws allowing
to be realistic in our expectations (a top law firm
college careers international students to remain in the UK
is unlikely take us on if we are heading towards a
service for two years after graduation, and the impact
third class degree!). Careers and academic staff
(Cont...) have a critical role to play in helping us to develop
this may have on their employment options
reasonable expectations, whilst encouraging us
and employability.
to be the best that we can be.
Many prospective postgraduate students continue
It doesn’t always feel as if we’re being taken
to struggle to access accessible, student-facing
seriously if we are not heading towards a first or
information about the differences between
upper second-class degree. (NSF member)
various postgraduate courses; and postgraduate
researchers report difficulty in ascertaining their This encouragement is essential at all universities
long-term career options and prospects. We would – regardless of the perceived ‘prestige’ of the
like to see the development of existing IAG for university we are studying at. We would like to
prospective postgraduates and training for research see university and college careers services place
supervisors to provide careers advice. For a further more emphasis on promoting:
discussion of careers guidance for postgraduates
see chapter 3. success stories of alumni from
non-traditional universities
alumni mentoring schemes to inspire and
motivate all students to achieve all that they are
capable of
stories of graduates who have been successful
regardless of the class of degree they attained
major employers who do not necessarily require
outstanding academic achievement, but who
place a greater emphasis on a broad range of
skills, with whom students can embark on a
potentially successful and rewarding career.
s to
ti o n a l student
terna
s upport for in
17 Tailoring
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a re : d e ve lo p specia re c ru ite to
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Priority 3: Work placements can play a key role in the A well structured, stretching placement should
a high quality, formal and informal learning of students. mutually benefit students and providers – we
well-structured Sometimes we organise optional work develop further and faster, and they can better
experience for ourselves (often outside of the meet their business’s requirements.
work placement
academic term) to improve our chances of (NSF member)
programme finding employment. In other instances, we are
required to undertake a work placement as a We examined some of the most common issues
component of our course. We primarily focused faced by students on compulsory placement, and
our discussions on the latter, as we acknowledge used these to inform our recommended practice
that, although we value any support offered by for universities, placement providers –
university careers services in sourcing optional and students.
work experience, responsibility for these
placements rests primarily with us as individuals. What do we, as students, need to
demonstrate to maximise our chances
Clearly, there are three partners in the creation of of a successful placement?
a successful compulsory work placement:
a positive, open-minded, flexible attitude
the student
professionalism: politeness to colleagues; time-
the university keeping and a commitment to quality work
the employer/placement provider an understanding that sometimes we will be
required to undertake routine tasks – because
In our experience, there is a great deal of that is the reality of some aspects of that type
unevenness across the country with regard to of work and/or is essential to the provider
the level of support provided by universities organisation’s immediate requirements
for compulsory work placements. Some of us
have had great experiences where we have felt a willingness to stretch ourselves by trying new
nurtured by our university; learned a great deal; things and ‘going the extra mile’ to impress
and become more employable as a result – as a desire to open up future leads for placements
demonstrated by Sheffield Hallam University in or jobs by networking and speaking to people
our excellence in action case study. However,
others of us have experienced intense frustration What can placement providers do to
over our work placement and come away feeling support work placements?
as though we have gained very little. In this time
We agree with the National Council for Work
of economic instability it is more important than
Experience that the best work placement
ever that work placements are fully leveraged
providers ensure that there is:
to supplement formal academic teaching and to
increase students’ employability. senior management buy-in to internship
programmes and the resulting business
benefits, ensuring continued widespread
internal commitment to the scheme
a dedicated mentor or buddy who takes the
time to get to know our incoming strengths and
weaknesses, and supports our development
a structured placement with a reasonable level
of variety and stretch which encompasses
academic objectives if needed
a pastoral interest in students’ wellbeing
a commitment to paying all expenses, and/
or to pay students the minimum wage if they
are carrying out a role that the company would
have to hire somebody else to do
The National Council for Work Experience runs

a Quality Mark accreditation/benchmarking
scheme for placement providers who exemplify
good practice. We would like to see more
providers applying for this – and for Government
to provide financial support by subsidising and
encouraging employers who want to follow best
practice in this respect.

How can universities
best support work placements?
a structured, phased approach to the
The NSF was set up to help to define ‘a reasonable delivery of information and guidance
student experience’ and to make recommendations about work placements e.g.
to Government to help to achieve this. However, – a general overview before we sign up for
many of our suggestions for improvement fall within the course
the gift of individual universities and colleges, rather – tailored input in the months leading up to the
than government policy. Therefore, we outline placement (e.g sessions to explore student
recommended practice for universities and colleges perceptions of work experience in advance)
in each of our key discussion areas, against which – detailed information in the days immediately
we invite individual institutions to measure their prior to the placement beginning
current practice. – structured debriefing sessions to follow up
on what was learned during the placement
We readily acknowledge that many universities
and colleges may already be implementing some
the option to set up our own work
of these practices, but urge all institutions to
consider whether adopting new ways of working placement if the university is
and/or reviewing the extent to which guidance is struggling to find one that we feel is
being implemented in practice, could lead to further appropriate to our needs
improvement in this area. (as long as it meets the university or
college’s requirements too)
To improve work placements at an institutional
level, we would like to see all universities and a formal agreement with placement
colleges implementing:
providers that sets out guidelines for
what students need to learn on their
a rigorous internal review of current placement – and sharing this with
practice against the best practice students
guidance forwork placements*
training programmes for
a dedicated work placement provider mentors
specialist unit that: – general training on how to supervise and
– builds and maintains excellent relationships support placement students professionally
with many providers locally, nationally and and effectively
internationally so that students have – specific training, where relevant, on how to
a choice support the needs of international students
– maintains clear and current profiles of the and disabled students in the workplace18
placements available (e.g. enabling disabled students to have time
– provides specialist help to disabled students out of the placement to access
to help them find placements appropriate disability support)
to their needs (e.g. some disabled students
may need specialist IT equipment, quiet sufficient communication with
environments and extra time) students on placement and the
– works closely with, or is part of, the careers
provider to ensure progression
service to provide continuity for students
and employers
against learning objectives – and to
maintain students’ motivation and
d e n ts in work connection with the university

d stu
orting disable a commitment to listen equally
18 supp
ents in to both the student and employer
placem ilable to
assist un
iversities
urces ava perspective to resolve any matters
r of reso award-
a g o od numbe inc lu ding: ty Division of dispute over the quality of the
h ere are stu d e n ts loy ab ili
T
g disable
d and Emp roviders when
supportin Careers nt p a placement and to enable students
f M an chester’s an d placeme fully undertaking
rs ity o rsitie s ess ation
• Th e U n iv e
as s is t un ive
g and su cc
ore inform to change placements if necessary
toolkit to students in findin lkits.ac.uk/ for m students, a good
winning abled ilitytoo abled
suppo rt in g d is w w .dis ab ts fo r d is t support
n t. S e e http://w w o rk p lacemen n c e in Specialis
ding ra
placeme its: ‘provi Quality A
ssu *
Outlined in QAA’s Code of Practice for work-based and placement
fES’ toolk lines for
• The D guide’ and ‘Guide learning, section 9. See: www.qaa.ac.uk/academicinfrastructure/
practice SpLDs’ codeofpractice/section9
nts with
for stude
NSF vision for
an ideal work Samantha is just coming to the end of her work placement,
placement which took place in her third year of university. Work placements
are a significant part of her degree and successful completion is a
pre-requisite to her graduating.
Samantha had been looking forward to her work Once on placement Samantha was paid the
placement since she applied for her course. minimum wage. In addition she was only
The course prospectus provided a rich insight required to pay half of her university fees
into what it would be like because it included during this placement year as the university
stories from former students who had completed acknowledged that during work placement years,
similar placements. It also told her when and how its responsibility as a learning provider is greatly
she would receive further information about it reduced. In recognition of the fees she continued
during her course. to pay, she was given structured support from
the university, including a half-day’s lecture back
Throughout her second year she was well on campus per week. Samantha was assigned
prepared for the year-long placement, which to a mentor at the placement who looked after
took place in her third year. Over the course of everything she did academically, and she was
the year, in different modules, she was taught given a ‘go-to person’ to speak to if she had any
the knowledge and skills she would need for her non-academic needs or concerns. Her mentor
placement. She was also in regular contact with assigned her clear objectives detailing what she
her university’s placement unit, which matched needed to accomplish and learn. These were
her skill set with a placement provider to find created in conjunction with her university, and
her the perfect employer. Additionally, she was they continued to check in on her to ensure she
assured that if this process had not worked, she was progressing. She was given a logbook with a
would have been able to request a change of list of tasks she needed to accomplish, a box for
placement. A specialist support unit supported her to fill in the date where she achieved this, and
one of her fellow students, Paul, who has a then a place for a signature from her mentor. She
disability. They worked hard behind the scenes to was regularly assessed and given clear feedback
ensure he too got a valuable placement, ensuring so that she was able to improve. What was really
that his particular support requirements were met great though, was that they were flexible with this
and that the placement provider was aware of learning. There was some box ticking involved,
how best to support him to create a placement but in the areas in which she was clearly already
that was mutually beneficial to both Paul and competent they didn’t make her continue the
the employer. programme. Instead, they designed a bespoke
programme to stretch her.
On reflection, as Samantha drew towards the end

of the placement, she felt she was given a great
insight into the world of work and the culture
of the work place. She felt more secure about
her future employment because she had made
great contacts on her placement – in fact she
was even hopeful that she might be offered a job
there at some stage in the future.

recommendations is like to study in higher education, to develop experts in the workings of the sector, and we
for supporting recommendations that we believe require both value and respect the sector’s autonomy.
employability
students in future.
What would this mean for students? How could we measure success?
5. Incentivise placement providers See vision for an ideal work Government is supporting/
to increase the number of, placement on pages 34-35 sponsoring the NCWE Awards
and improve the quality of, for quality work placements
placements on offer.
Government is subsidising a
number of SMEs to take part
in the Quality Assurance Mark
Schemes
More employers are adhering to
a framework for the quality and
standards of work placements
(or have achieved the NCWE
Quality Assurance Mark)
Increased numbers of employers,
including SMEs and large
corporations, are offering
internships
6. Identify ways in which university I am satisfied that I have been All universities offer dedicated,
careers services can be better able to access satisfactory tailored support for disabled,
supported to meet the needs of specialist careers guidance that international, postgraduate
particular student groups takes account of my personal and other student groups with
(e.g. disabled students, situation specialist needs – and this is
international students and widely acknowledged to be the
postgraduate students) case by these particular
student groups

03
Improving
the
postgraduate
student
experience
Why focus on There are more, and different, students entering We acknowledge that the majority of students
postgraduate study than ever before – and we have a very positive experience of postgraduate
postgraduate really need to think about what that means, what study, with PRES and PTES figures for 2009
students? changes it might necessitate. (NSF member) indicating that more than four out of five
postgraduate students felt that their experience
Increasing numbers of us are choosing to enter had met or exceeded their expectations. We
postgraduate study, and we are motivated by also acknowledge that the experiences and
a range of reasons. Both the Postgraduate expectations of students on, for example, a
Research Experience Survey (PRES) and the taught Masters programme may be very different
Postgraduate Taught Experience Survey (PTES) to those undertaking a PhD. However, in our view,
results from 2009* demonstrated that these there are three major challenges that need to be
motivations range from interest for their subject addressed if all postgraduate students are going
to improving employment prospects. to be able to achieve to their potential. These
challenges are:
In a job market in which having a degree
is increasingly becoming the norm, and in an infrastructure that has historically
an economic climate in which employment predominantly focused on the needs of
opportunities are reduced in the short term, many undergraduates (ranging from funding structures
of us are continuing with our studies in the hope to IAG and university support services)
that the situation will have improved by the time
we complete them – or returning to If the nation wants more highly skilled postgrads
re-skill in a different sector. This link with coming out of universities, they need to do more
improving employability is demonstrated by to support and finance that. (NSF member)
increasing interest in options such as the
perceived patchiness of academic support for
New Route PhDs, which combine a structured
postgraduates – both between universities,
programme of training in discipline-specific and
and even between different departments in the
transferable professional skills (for example,
same university
teaching and management) with traditional
research. We have been pleased to see the At the moment it’s too much of a lottery. It’s
Government recognise the importance of brilliant at some places, and poor in others.
postgraduate study and we welcome the review (NSF member)
of postgraduate education that was announced
by Lord Peter Mandelson in July 2009. academic and social isolation, due to the lack
of sufficiently developed support networks
We need to encourage current and former
postgrads to form a community to support each
other – often those who are going through it, or
have recently been though it, are the best placed
to help (NSF member)
We therefore placed a high priority on developing

our thinking on the postgraduate experience
for the Forum this year. Last year, a subgroup
developed draft proposals for this area, and this
year we held a further subgroup meeting and
also worked as a full Forum to review and refine
our final recommendations. We were joined in
our discussions by the Quality Assurance Agency
(QAA) and Research Councils UK (RCUK), who
offered contextual advice on current policy and
practice around postgraduate study.
*
We recognise that not all universities choose to participate in PRES
and PTES and so these results only demonstrate findings from the
82 universities that took part in 2009. We use these results as a
general indication of the feelings of English postgraduate students
today. 34% of PRES respondents and 45% of PTES respondents
were motivated by subject interest; 50% of PTES respondents
were motivated by employment prospects, with 32% of PRES
respondents wanting to progress in academic careers.

In our view, if all is working well in the
system, a postgraduate student would
be able to say:
I received appropriate IAG prior to embarking on postgraduate
study, in which I was encouraged to consider subsequent career
opportunities in both academic and non-academic contexts
I am clear about the levels and types of funding available to me
…and about
I benefited from a structured, tailored induction process, and I am information, advice and
consequently clear on the levels of support my department will guidance in particular,
provide me with – and what is expected of me in turn a postgraduate
I have reasonable levels of contact with supervisors student would be able
to say:
I have access to adequate research facilities
I have access to teaching opportunities, together with training and
ongoing support for this
I feel part of a wider research community, as my university provides
networking opportunities for social and research purposes
I feel supported in addressing the cultural challenges that I may face
as an international postgraduate student
I can access effective, ongoing guidance on subsequent career
development (whether within or beyond academia)
A vision for
a positive
postgraduate
experience:
where are we trying to get to?
I feel reasonably confident I am
making the right choice about
my course because:
I have a clear idea of what my

course will involve (and have
spoken to students already on
the course)
I know how many people will
be on my course and that
the university has sufficient
resources for the course
I know about the potential
career opportunities (either
inside or outside of academia)
that are open to me after I
finish my studies I feel confident about my
chances of prospective
I know that the university to
employment because:
which I am applying has year-
round and 24 hour access to
libraries and other facilities
I know the likely added value
to my employability before I
choose my course
I know the potential range of
employment opportunities that
I feel comfortable with my finances this course could open up to
because: me – both academic and
non-academic
My supervisor/department
I know how much my course will advise me on career
will cost (including hidden development opportunities
costs such as equipment, throughout my course
memberships, work placements
and travel costs)
I know what bursaries are
available and how to apply
for them
I have a good chance of getting a

place on my course because:
I know how to find the right

information at the right stage of
my application
I know how to access relevant
people to discuss the possible
academic content of
my proposal
I know how to find the right
supervisor and the right support
package for me

Unfortunately, not all students currently have Postgraduate survey results are not widely
Summary such a positive experience – and we outline promoted within universities and it can be difficult
of common below some of the common issues and problems to speak with current/former postgraduate
faced by some postgraduate students, collated students from other universities to get a first-
issues and from our discussions both this year and last. hand picture of what it might be like to study
problems ‘postgraduate course X’ at ‘university Y’.
Patchy quality of information, advice, (NSF member)
and guidance
difficulty in ascertaining long term career
There can be the assumption within universities
prospects
that people who undertake postgraduate
research programmes know what their next Vitae19 provides career information and
steps will be and how to reach them. Although, guidance for those starting out on doctorates
particularly at postgraduate level, we fully and for experienced researchers, helping
acknowledge that students need to take researchers manage careers over the long
responsibility for exploring and weighing up the term. However, PRES results for 2009
avenues available to us, we find that this can be indicated that only just over a third (37%) of
hampered by: respondents were encouraged to think about
the range of career opportunities available to
the lack of accessible, student-facing
them. In our experience there is more to do
information about the differences
here, both in raising awareness of Vitae and in
between various postgraduate courses
providing IAG at an institutional level.20
and the differing expectations of the students
who take these. In my experience, careers services for PhD
As postgraduate courses are so diverse, students students just tell you to look on the internet!
often require independent information, advice and (NSF Member)
guidance about the different types of courses
(e.g. masters vs. PhD courses; diplomas vs
certificates; research vs taught programmes, etc)
and the implications for our academic or non-
academic careers in future
Prospects* offers basic information that
provides a useful starting point, as do individual
universities for specific courses – but not always
in sufficient detail. In addition, the QAA describes
certain aspects of courses† but, given that its
primary audience is universities and colleges, the
content is understandably not always particularly
student-facing.
ice on
19 providing adv
ers at a
research care
l
national leve nsideratio
n
or ting c o
20 supp n
Vitae provides ca
reer information
and
doctorates fu tur e ca reers at a
ose starting ou t on of
guidance for th al level
institution
lping
researchers, he
and experienced cruitm en t pr ocesses
vigate re
researchers na lon g term. ng
reers over the ity of Readi
and manage ca , go to ww w.vitae.ac.uk dthe ph d’ is a Univers ts and humanities
mation ‘Beyon pport ar
For further infor at aims to su in their future career
s.
initiative th se ar cher s s of
e re reer
postgraduat udes profiles of the ca
Its website
incl
om a va riety of fields,
searchers fr of careers
previous re and videos
ht-pro vo ki ng articles rm ation available at
thoug rs. Further info
ad viso
and skills .uk
dthephd.co
www.beyon
*
See www.prospects.ac.uk for detail
†
QAA descriptors are provided as part of the Framework for Higher
Education Qualifications www.qaa.ac.uk/academicinfrastructure/
fheq/EWNI/default.asp

Student finance issues lack of accessible, clearly defined
Summary expectations and support for the
Finance issues for postgraduates are
of common exacerbated by:
particular course being studied
issues and the lack of access to student loans
The Postgraduate handbook is so thick!
problems the lack of public funding support for
I wish there was a more user-friendly type of
postgraduates (despite access to career
information that would have told simply told me
(Cont...) ‘these are the things you need to look at’.
development loans)
(NSF member)
insufficient awareness of the full cost of
studying on a particular course, including inadequate induction and integration
hidden costs, such as conference attendance,
field study expenses etc Finding your way about when you start can be
really hard, especially when you’re not part of
lack of funding opportunities for the more structured Freshers’ Week programme
international students (in particular, those that’s usually on offer to undergraduates. This
who have completed undergraduate courses in was true for me, especially when I was part-time.
the UK) But now I know who to pester – befriend your
insufficient awareness of other potential departmental secretary! (NSF Member)
sources of funding (e.g. charities)
patchy support from supervisors – and
difficulty in obtaining research grants for supervisors
challenges for disabled postgraduate
Ongoing emotional and practical support
students
provided through contact time with a supervisor
Where can you access a comprehensive and up is crucial to preserving morale, and we concur
to date database of all the other organisations, with previous PRES respondents that it is
apart from RCUK, who fund postgraduate probably the most important factor in successful
study? (NSF member) completion. Whilst most of us are happy with
our supervisors’ skills and knowledge*, some
There are particular implications (time, resources of us have struggled to secure sufficient
and funding) for postgraduates taking medical supervisor contact time†. We also believe it is
suspensions due to disability or illness. critical that, in turn, supervisors receive adequate
(NSF member) support and training in how to supervise. We
are aware that some universities are already
Academic issues whilst at university using supervisor teams21 and we would like to
Unsurprisingly, much of our discussions focused see this more widely implemented. We feel it
upon the variation in the academic support and encourages a rounded approach to academic
provision between different universities: support (especially when our research crosses
disciplines), whilst guarding against individual
personality clashes.
Providing appropriate handbooks: what can sometimes go wrong?

University-specific guidance on postgraduate study should readily be available to all postgraduate
students, but in reality, degrees of accessibility and levels of awareness about this can be variable:
“Recently I went to my department to ask if I could have a copy of our postgraduate handbook.
They didn’t seem to know how I could access it and sent me to the faculty office, which sent me
to the academic registry, which sent me to the careers advice people. It transpires that we don’t
have one.
Eventually, they printed off a 26-page “Higher degrees by research” booklet which has info
about how long a PhD thesis should be, how to bind it and footnote it etc and supervisory info
which appears to be taken from the QAA Code of Practice, but that’s all. There’s nothing about
social/cultural aspects of the university, or the union or any kind of orientation; no information
at all beyond supervision and how to submit your thesis – there didn’t seem to be anything at
all for Postgraduate Researchers. Most of the students I know weren’t given a handbook.”
(NSF member) See NSF suggested content for handbooks on p.58.
*
In concurrence with PRES 2008 results, in which 84.4% of
respondents were satisfied with supervisor skill and knowledge.
†
Approximately one in four (according to PRES 2008) and just under
one in three (according to PTES 2008)

insufficient teaching opportunities lack of focus on the development of
Summary transferable skills
of common If we are going to have more and more people Some of us have a general concern that our
going to university, we need more and more transferable skills are not being as fully developed
issues and people to teach them – and we believe that as possible. This is supported by PRES results
problems investing in postgraduates is one means of from 2009 which showed over a third of
achieving this. However, some of us have respondents did not feel they had adequate
(Cont...) struggled to access teaching opportunities during opportunities to develop their transferable skills.
our postgraduate study.* Whilst we recognise that This is of particular concern to those who may
there is no formal requirement for universities not be eligible for some of the existing excellent
to provide teaching opportunities, and that the schemes that can help to develop these e.g.
appropriateness may vary from course to course, Vitae’s National GRADschool or the RCUK’s
we would encourage universities to be creative Researchers in Residence programme. Some
about identifying more opportunities for us to training and development opportunities are offered
develop our skills. by the universities themselves (often accessing
support and resources from Vitae), but are not
Not everyone’s cut out for teaching – and, always of the same high quality. We would like to
yes, we’ve got to think about the quality of the see more emphasis on providing equivalent high
teaching experience for undergraduates. But quality provision to develop transferable skills for
even if you’re not the right personality for, or are ‘non-sponsored’ postgraduate students – perhaps
not yet ready for, taking a full class, you can help through greater collaboration between universities.
lecturers prepare; help out with marking; help
with lab preparation etc. (NSF member) Postgrads not funded by the research councils
can sometimes slip through the net.
insufficient departmental support and (NSF Member)
guidance for teaching experience
We are also aware that proper guidance and uninspiring research environments within
support should be provided for teaching,† but some departments
some of us have found that this is not always the Although we believe that the research
case. Again, this is backed by 2009 PRES results environment is critically important to successful
which showed that 54.1% of students didn’t feel completion, it is an aspect that we often
that they had received adequate support and find unsatisfactory. Indeed, the 2009 PRES
guidance for teaching. results revealed that only a little over half of
postgraduate students felt that they had good
I have been fortunate to have been encouraged access to seminars, opportunities for social
by my supervisor and head of department to contact with other research students and become
teach, and have received training as well as involved in the broader research culture. In our
support from many members of my department. view, the research environment of a department
Although I am still doing my PhD, when it comes is reflected in:
to my teaching I am treated very professionally,
which is enormously helpful in terms of – a department’s explicit strength of interest
developing my teaching and also future career in research
prospects. (NSF member)
– nurturing of social contact between research
students and the integration of students into
the departmental community.
of supervisors
using teams
21 – opportunities to become more involved in
the university’s broader research culture; a
QAA’s Code of
ecept 3 of the
am s ar e re co mmended in pr good seminar programme
Supervisor te in the USA.
eady widely used
Practice and alr supervisory – research ambience (i.e. physical resources –
ing students a
ive rs ity ha s a policy of allocat e m em ber of the such as a desk to study at – and atmosphere)
Nottingham Un st tw o su pe rvi sors. At least on th e relevant
team containing
at lea d in research in
te am wi ll be currently engage and m on ito rin g of the Basics, such as a desk to study at, can make a
supervisory en su re th at the direction led ge and
as to kn ow
discipline(s), so date subject big difference to the general research ambience!
prog re ss is inf ormed by up to ) ne ed no t ne cessarily have
student’s r member(s d (NSF member)
ments. The othe of experience an
research develop pertise, so long as the breadth stu de nt wi ll
relevant disciplin
e ex that the
ry team means g research
ss the superviso nce of supportin
knowledge acro to so m eo ne wi th ex pe rie
ram m e. One of
ce ss pr og
always have ac cc es sf ul co m pletion of their de signated as
ugh to su ent must be
student(s) thro nt su pe rvisory arrangem e stu de nt. Please
in a joi and th
the supervisors een the Univers
ity ion,
of contact betw r more informat
the prime point ttingh am Qu ality Manual’ fo rc h-stu dents/
see ‘The Unive
rsity of No anual/resea
w.no ttin gh am .ac.uk/quality-m
ww *
PRES 2009 results show that only 49.4% of postgraduates feel
found at http:// umber
ointment.htm#n they had adequate teaching opportunities
supervisors-app
†
As outlined in the QAA Code of Practice, precept 19

insufficient access to study resources
Summary Postgraduate students may have greater need of
of common longer university opening times, library opening
times, year-long taught courses etc. In addition,
issues and for research students, access to online resources
problems is critical – but not yet available to all.
(Cont...) By now, access to online digital archive
resources like JSTOR* should be standard for
all postgraduates – not just for some students in
some universities. (NSF member)
Non-academic issues whilst

at university
difficulty in accessing appropriate
accommodation
As with all students, we need accommodation

to be affordable. However, in addition, we may
need childcare, a family friendly community
and the option to choose to live mixed in with
the undergrad community – or in dedicated
postgraduate accommodation. (NSF member)
See Chapter 6 on student accommodation for

further detail.
social isolation
Research work can be isolating (especially in
certain subjects, such as arts and humanities),
and there can be a lack of peer networking and
social opportunities for postgraduates.
*
www.jstor.org/

Support whilst at university
Ambassador schemes and support

networks can inform, encourage
Individual departments
and inspire prospective, current and could empower these same
completing postgraduate students. ambassadors to provide
informal peer support on
We would like to see increased use common questions (e.g.
submission of dissertations,
of such schemes to provide: applying for extensions,
claiming conference
allowances, arranging
interlibrary loans, postgraduate
social opportunities)
The university could work with
the student union to ensure
a co-ordinated approach and
Help in choosing a course link with wider student support
or university services and networks – a
postgraduate peer support
network could help to counter
social isolation, as well as
Individual university provide informal support on
departments could source academic issues
and administer a bank of
postgraduate students willing The student ambassadors
to act as ambassadors for the could promote initiatives such
subject and: as Vitae’s Academic Network,
Support moving on from university an excellent initiative enabling
– post their contact details Masters, PhD and Postdoctoral
on the relevant department researchers to grow their own
website or a social academic networks and make
networking site contact with other researchers
Individual universities could
– arrange for them to be who share their research
encourage alumni of the
available on university open interests. Find out more at
university to act as informal
days; by phone or face to www.graduatejunction.com/
mentors or advisors about
face or online at specific site/index
potential careers opportunities
times
– consider incentivising
participation in the scheme
(e.g. nominal payment; book
vouchers, etc)
NSF vision for further

development of
postgraduate ambassador
schemes and support
networks
How can universities furt
postgraduate study?
The NSF was set up to help to define ‘ Ensure postgraduate student
a reasonable student experience’ and to make handbooks are relevant and accessible
recommendations to Government to help to
achieve this. However, many of our suggestions Undertake informal research with current
for improvement fall within the gift of individual postgraduates to establish a baseline for
universities and colleges, rather than government handbook content (e.g. ‘What I wish I’d known
policy. Therefore, we have outlined recommended when I first started’)
practice for universities and colleges in each of Ensure all departments develop appropriate
our key discussion areas, against which we invite postgraduate student handbooks, featuring
individual institutions to measure their current both general information on university life and
practice. information specific to the student’s department/
course (see What we’d like to see: postgraduate
We readily acknowledge that many universities handbook contents p.58 for further detail)
and colleges may already be implementing some
of these practices, but urge all institutions to Distribute more comprehensive student
consider whether adopting new ways of working handbooks in both hard copy and electronic
and/or reviewing the extent to which guidance is form (e.g. on a CD Rom or online), ensuring the
being implemented in practice, could lead to further content is accessible to disabled students and
improvement in this area. can be easily navigated
Within some universities there are already some

Encourage personal mapping and
excellent examples of good practice that we would development of skills needs
like to see implemented more broadly. Use institutional level results of PRES and
PTES* to identify the development needs and
requirements of postgraduates – and make
n these available to prospective students
s to G RADschools for no
22increasing acce
s Investigate the usefulness of implementing
s tudents personal development plans for postgraduates
RCUK-funded to all postgradu
ate where required (not as standard)
e open
ae.ac.uk) and ar ed
ru n na tiona lly by Vitae (www.vit e fre e to re se arch council fund e Implement a GRADschool at a local institutional
Dsch oo ls are ov e (p lac es ar ex pe rtise to th
GRA ar and ab sources and
their second ye have provided re eir own level, open to all researchers irrespective of
researchers in we ve r, Vi tae l m odel for th
searchers). Ho e GRADschoo pidly
Postgraduate Re titutions to use
and develop th has increased ra funding22
in orde r fo r ins ing th e G RA Dschool model be r of pla ce s
sector iversities us reach and num
e number of un increasing the
researchers. Th 30 ins titutio ns
C
Consider whether and how the RCUK-funded
years to around of funding.
over the last 5 ers irrespective
all re se ar ch are split Researcher in Residence programme could be
R
available to ere participants
pe rie nt ial lea rning courses wh sim ula te d bu siness made more widely available to all researchers,
m
ex a
ch oo ls ar e three to four day tiv itie s inc lud ing working in rson al
GRADs mber of ac s about their pe irrespective of funding.
ir
d undertake a nu es and session
in to groups an en t, pr ac tical team exercis
vir on m
or academic en
career. Dschools
motivations and they have, GRA
ct up on an d develop the skills an d in the future and
ne d to he lp researchers refle ey ca n ap ply their skills now re er .
Desig ider how th ca
archers to cons xt step in their
encourage rese es about the ne
m ak e m or e informed choic
aim to help them
ers to:
enable research
GRADschools onal effe ctiveness
pe rs e next step of
• develop their m un icate effectively and manage th
• identify ways
to com
es ab out their future and own
ormed choic
• make more inf
their career
*
Postgraduate Research Experience Survey and
Postgraduate Taught Experience Survey

her support
Improve teaching opportunities If postgraduates are required to undertake
for postgraduate students on preparation and marking, they should be paid
research programmes23 for this time. If preparation and marking time
is included in their hourly teaching rate, this
Universities should identify an increased
should be made clear
number and wider range of teaching or
teaching-related opportunities to help Implement banks of postgraduate
postgraduates get some experience of
ambassadors that feed into
classroom teaching, depending upon the
skills, knowledge and ability of the individual wider networks
postgraduate student e.g. assisting a more
Increase the use of postgraduate ambassador
senior lecturer, preparing lectures and lecture
schemes that can provide both academic and
materials, assisting smaller groups in lab work
non-academic peer support, and which can
etc., in addition to opportunities to take full
feed into wider academic networks
responsibility for delivering certain elements of
the course Use teams of supervisors
Postgraduates who are offered teaching Implement greater use of supervisory teams,
opportunities should be given full induction rather than just individuals*
and support by their department, along with a
departmental mentor, and encouraged to take a
professional development course in teaching
ort for
ities and improving supp
23increasing opp
ortun
teach
ostgradua tes who wish to
p sential part of hing as an es
am regards teac t this:
, Un iversity of Nottingh ch stu dents. To suppor
ho ol of En gli sh St ud ies
lop m en t fo r all its re se ar
ide fu nd ing (equivalent
The Sc ng and career deve (P GT F), which prov
ec ific tra ini llo ws hip s
subject-sp ate Teaching Fe s each year.
ated Postgradu for 1-2 student raduate teachin
g
• It has a dedic ) an d te ac hin g opportunities nd ing ) to apply for underg
AH RC fund ing nd ed or se lf-fu
to dents (fu
all research stu office hours.
• It encourages registration onwa
rds. g, holidays and
from their se co nd ye ar of
ar e pa id fo r pr eparation, markin g on co re level 1 and
hin
stg radu at e pa rt-time teachers lly co nt rib ut e to seminar teac ed ar e offered the
• Po e teachers initia nc
du at e pa rt- tim se an d wh en suitably experie ac hin g fellowships
• Postgra
lat ed to th eir research experti tu rin g ex pe rie nce. Those on te em ber
2 modules re ment and lec by a full-time m
po rtunit y to ga in course develop pe rie nc e, wh ich is overseen
op el 3 ex
given limited lev teaching by
are occasionally pects of module
of staff. ar e su pp or te d through all as d by a tra ini ng programme
ra du at e pa rt time teachers d te ac hin g on the module an en cin g teaching, all
• Po stg an m m
nc ed sta ff alr eady convening m en t Un it (P DU). Before co al Lo ok at Core
experie nal Develop ions – ‘A Practic
rsity’s Professio U training sess
run by the Unive e fo llo wi ng PD
quired to take th
students are re sessment’. hing. S/he mee
ts with all
g Sk ills ’ an d ‘Marking and As r of part-time teac e them a chance
Teachin ed co -o rd ina to ic ye ar to giv
has an appoint nin g of the academ and questions.
In
• The School at th e be gin y co nc er ns
stg ra du at e pa rt-time teachers ex pe cta tio ns an d to discuss an
hin g als o he lps identify
po t out of part-time teac
each other, to se e co-ordinator t and mentoring
to get to know de nts’ supervisors, th s an additional contac
wi th stu d pr ov ide
consultation ses needed an
ant training cour r postgraduate
part-
any further relev ac ad em ic ye ar. is undertaken fo
ro ug ho ut th e of Te ac hin g) SE T go to the
point th dent Evaluation g. Reports on
nised SET (Stu on their teachin stem of peer
University-orga rece ive fe ed ba ck e Sc ho ol’s sy
d ensures they issues raised. Th and
time teachers an llows up on any going feedback
te ac hin g co -o rdinator who fo ov ide s th e op portunity for on
part-time additionally pr
module review
observation and g.
achin
discussion of te
*
In line with the QAA’s code of practice precept 12

Sample students
handbook table
of contents
Contents
ersity in formation e they an d when are
they open?
G eneral univ acilities who are th ey, where ar
services/f nt services:
University About stude
y course?
1. w d o I re gister for m
H o it open? ional
and when is ents, internat
2 . Where is th e lib ra ry
pp or t fo r disabled stud
su
ation about
3. I find inform
Where can
c?
4. students, et
k?
my first wee y studies?
a s to ra l at ca n I ex pect during ar e as o ther than m societies
Social/ P W h life in ion,
in university ations, the student un
et involved ci
5. How can I g ring, PG studies asso
e
(e.g. volunte
6. s) nt space?
and activitie ra d u at e /m ature stude
st g
I find the po
Where can
guidance?
7. re e rs advice and g my studie
s?
it y n I ac ce ss genera l ca
jo b o p p o rt unities durin
il How ca cific
Employab n about spe
8. re ca n I fi n d informatio iversity)
Whe eu n
bs within th d optional,
9. (including jo m p u ls o ry, hidden an
ude co
ly to be (incl
n ce th e co st s of study like work etc)?
Student F
ina What are ce; field
nce attendan
10. e.g. confere
led to?
g am I entit
What fundin
n
11.
-specific informatio
nt/course
Departme as o n ab ly ex p e ct from my su
pervisor?
tr ai n in g can I reason
ably expect
I re d
Academic What can support, ad
vice an
12. as to ra l an d academic
What p
partment? to me? (e.g
. IT,
13. from my de s are available
s co u rs e
l skill
What generat, communications)
e m e n d output?
14. m an ag
m e in te rm s of study an
ected o f n?
What is exp s submissio
ir e m e n ts for my thesi
15. e requ
What are th d against?
e m e w ill I be assesse
16. sch
What mark
ns?
17. or mitigatio
o I ap p ly fo r extensions
l How d ng?
Procedura ing goes wro
18. sh o u ld I d o if someth
What
19. publish?
jo u rn al s d o my faculty
General What
tment?
20. in the depar to me?
Who’s who iti e s are available
p o rt u n
21. rking op
What netwo ?
open to me
22. rences are
What confe
23.
dbook 02
Student’s Han

recommendations is like to study in higher education to develop experts in the workings of the sector, and we
for postgraduate recommendations that we believe require both value and respect the sector’s autonomy.
study
students in future.
What would this mean to students? How could we measure success?
7. Increase opportunities for I feel I am part of a wider There is a coherent online

cross-institutional networking research community networking and
and ideas exchange for knowledge-sharing resource,
I have the opportunity to
postgraduate students that brings together existing and
exchange ideas about my
new mechanisms
research with my peers
Postgraduates at all universities
have increased access to
conferences and development
opportunities regardless of how
they are funded (e.g. whether
they are self-funded or
RCUK funded)
8. Improve access to independent, I can easily access the The work of Vitae and Prospects
impartial advice about the information advice and guidance is more widely known about
benefits of postgraduate study I need to make an informed by prospective and current
and the practicalities of study decision postgraduate students
I can talk to someone who did There is comprehensive,
my course, or something similar, impartial IAG for postgraduates
before I make my decision on an online portal (possibly
(see vision for postgraduate as an extension to the NSF’s
ambassador schemes) recommended IAG portal)
For further detail see vision for a Postgraduate student
positive postgraduate experience ambassador schemes are widely
on pages 48-49 used at an institutional level and
prospective postgraduates have
routine opportunities to engage
with these
9. Improve awareness about the full I am fully aware of how much my The Student Loan Company’s
costs of postgraduate study and postgraduate study will cost me ‘My Fact Find’ service has
sources of finance been extended to incorporate
postgraduate costs
A database of alternative sources
of funding for postgraduates has
been developed which is widely
known about by prospective and
current students

04
Improving the
experience
of mature
and part-time
students
Why focus We can see that the landscape of higher Much of what we suggest below may seem
education is changing. Rising costs of higher obvious, and most institutions are already
on mature education and the desire to improve our beginning to adapt their practice and provision to
and employability in a competitive job market are some extent. However, our key message is that
part-time leading to increasing numbers of us choosing to the need to adapt is urgent – and the extent of
study part-time whilst continuing to work/bring the adaptation is potentially radical. The question
students? up children and/or return to study at a later stage “How can we adapt what we already do to
in life. better meet the needs of a changing student
population?” may take us some way towards
We are already in a situation in which the improving the experiences of mature and part-
proportion of ‘traditional’ students (who enter time students. However, we may all do better to
higher education at eighteen, and study full- ask ourselves “If we set out to design a higher
time) is decreasing, while universities that cater education system to meet the current and future
specifically for the needs of mature and part-time needs of students from scratch, what would be
students have seen a rapid increase in demand different – and how quickly can we get there?”
for their courses. We were therefore keen to
examine, not only the shift in practice that might Our approach
need to take place within individual universities,
We piloted an approach in which we invited
but the entire shift in culture required of a system
guest students with first hand experience of the
in which those who historically have been viewed
issues facing mature and part-time students to
as ‘the exception’ are rapidly becoming ‘the rule’.
participate in our work on this topic. We were
In our view, universities can benefit enormously also joined in our discussions by Tricia King,
from increasing numbers of older or part-time Pro-Vice-Master of the Student Experience at
students, through the creation of a more inclusive Birkbeck University (which has a large number
and culturally diverse university experience. of both mature and part-time students) and
Some universities are already leveraging these Lesley Rollason, Head of Policy and Planning,
benefits, and have made significant changes Staffordshire University and co-author
to their traditional ways of working in order to (with Christine King) of Part Time Study in
attract and support these student groups – and Higher Education:*
we commend this. However, at other institutions,
In discussing these two student groups alongside
according to both the student jurors and Forum
each other, we are not suggesting that all of
members, their experience is not always as
the issues faced by part-time students are
positive as it might be.
completely interchangeable with those of mature
students. However, there is often an overlap in
terms of the students themselves (i.e. many part-
time students also happen to be mature), and
also in the problems that arise for them due to
the lack of flexibility in current funding structures,
and institutional systems and processes.
Our recommendations for Teaching and Learning

(see Chapter 1) highlighted the urgent need
to increase flexibility of course structures and
modes of study in recognition of this shift in the
student demographic. However, there are other
generic issues that need to be addressed if we
are to improve the experience and the outcomes
for mature and part-time students. In so doing,
universities will also, no doubt, be improving the
experience for other student groups including
disabled students (and mature and/or part-time
disabled students). Unfortunately, while many of
You get the feeling that the rules are written the generic issues we highlight below may seem
obvious, they still need to be addressed if we are
already, not everyone’s up for changing them. to improve the experience of many mature and
(NSF Member) part-time students.
*
commissioned by Government to feed into its Future of HE
Review (2008, ongoing), http://www.dius.gov.uk/higher_education/
shape_and_structure/he_debate/~/media/publications/P/part_time_
studies_and_he_131008

Liam’s story:
an ideal Liam is 36 years old and about to return to study for the first time since
he completed his A-levels 18 years ago. He has been working in an
university office for the last three years and his employers are keen that he should
experience increase his skills set. He plans to study part time so he can continue
working where he is. He has a young son.
for a mature,
part-time
student
Prior to starting at university Arriving at university
Liam recognised the long-term benefits of going The first day of Liam’s Induction (or Freshers’)
to university, but was quite nervous. He lacked Week was on the usual day that he was
confidence in his academic abilities and in how scheduled to attend university. His department
current his study skills were. Most of all, he ran a special induction for the students on his
didn’t know how he was going to juggle having a course. He was guided through the day by his
career, being a dad, and studying. peer mentor/buddy who was from the year
above him and in the same department – and
Liam was grateful that he was able to access a had as much access as he needed in person/by
nationally recognised one-stop-shop source of phone/email over rest of the week. Over time, her
information that contained everything he needed support would prove to be invaluable. In Freshers’
to know to help him, and other mature and Week Liam joined a wine society run by his
part-time students, make their decision about student union, enabling him to feel like a student
institution. He could access this service online, as well as a parent and employee, rather than just
over the phone and in person. He was relieved to rushing in and out to do his studies.
find out that although he would be studying
part-time, he was still eligible for the same Ongoing university experience
funding, pro-rata, as full-time students.
Now that he’s at university, Liam finds his
Once Liam had chosen his university he was lecturers relatively easy to access. They hold
pleased to discover how understanding it was their office hours on the day he attends lectures,
about his situation. Firstly, he was given the respond to emails reasonably quickly, and speak
opportunity, before his course began, to update to him on the phone because they recognise
his study skills through a series of evening university is just one element to his busy life.
courses, or a two day intensive course covering They also give him feedback on his work in a
such content as accessing the library, using way that he can access despite the fact that
electronic resources and referencing. Secondly, he’s part-time: rather than posting results on
Liam’s timetable was set significantly far enough the department notice board (which isn’t always
in advance that he was able to arrange for accessible at his times of study), they post his
childcare and to let his employer know that he work back to him, or give him brief feedback over
would be absent from work regularly at the the phone.
same time each week for the entire duration
Liam appreciates that both his employer and
of his degree course. The timetable showed
university understand when work deadlines
understanding of his needs in that all of his hours
clash with university deadlines and that both are
were in one block of time each week. Thirdly, a
reasonably flexible around dates. However, most
month before Liam was due to begin university
of the time, Liam has found his workload to be
he received a comprehensive pack that included
relatively manageable, particularly because his
a mature and/or part time handbook, information
work is spread equally over the semester.
about Freshers’ week, his university user name
and information on how to access his email. Liam is reassured to know that if, for any reason,
he is unable to immediately complete his studies,
his university is sufficiently flexible to enable him
to complete it in future, and he will be able to
formally transfer credit for the learning he has
achieved so far elsewhere, if necessary.

Mature and/or Competing priorities At Birkbeck, it usually takes 3 years for a mature
part-time Many mature and part-time students have
student to move from making the first tentative
students: work and/or family commitments which make
enquiry through to actual application. In the end
they will often submit their application very late
understanding a significant claim on our time – meaning that
in the summer because only then do they know
the context our studies are not always our first priority, or
whether they can afford it and whether it is
at least need to share equal priority with other
important aspects of our lives. Getting the
possible to juggle study with family and work, and
balance right between work pressures, university
only by then have they built up the courage. Their
pressures and family responsibility can be
needs are very different to full time 18 year olds
incredibly difficult. Work meetings can clash with
and we work hard to meet those needs. (Tricia
King, Pro-Vice-Maser of the Student Experience)
classes or examinations; work deadlines with
essay due dates; and all of these can be further
Skills gaps
exacerbated if we are in an unsupportive work
environment or if childcare arrangements Those of us who have not been in formal
fall through. education for many years, or who have been
working in certain jobs and careers for some
All of this can make it difficult for us to find the time, may have a gap in some key skills (e.g.
time to study, let alone the time to socialise and technological, written communication etc) that
integrate properly with other students, if that is can make the prospect of study daunting and
something that is important to us – which it may could make it harder for us to succeed once at
or may not be! university. Technological advances in education
have meant that many of our study resources
Freshers’ Week was a full time affair! I needed are now accessible online and many courses
to take a week off work to be able to participate routinely use technology that we might not
– or risk feeling that I’d missed out on a key be familiar with. In addition, using the library,
opportunity to meet everyone and to settle in referencing, formal writing and even note taking
properly. (NSF member) are all skills that we may need to learn or refresh.
To be honest, as a mature student, I’m really not Different starting points
that bothered about joining the students’ union –
I’ve got my life outside university, and I’m happy For those students entering into full-time higher
with it! It’s good to know what opportunities are education at eighteen, the progression and
there though. (Guest student) support routes are clearer – we know we can
get advice from our schools and colleges, from
Lack of confidence Connexions etc. However, for those of us who
are ‘outside’ the system, there is no ‘one route’ in.
In addition, for those who have been out of
formal education for some time, and/or for whom When I was thinking about becoming a mature
our former educational experience was not student, I ended up going to Connexions and
particularly positive, lack of confidence can be telling them I was going to need their help,
a major issue. Plucking up the courage to make because I didn’t know where else to start.
the application itself can be the first hurdle – (NSF member)
especially if the process itself seems complicated
and inaccessible.

Excellence in action: tailoring support for mature and part-time students
within a specialist university
Birkbeck College (part of the University of London) is a specialist provider of part-time education
and describes itself as ‘London’s evening university’. It provides a comprehensive array of courses
from certificates in HE to first degrees, from masters programmes to PhDs – all mostly studied in
the evening.
Most Birkbeck students are mature learners – the average undergraduate is 35, but students of
all ages study at Birkbeck. Most students are juggling study with working and/or raising a family.
Many students are admitted without traditional qualifications.
A new student experience project is currently exploring how best to support the needs of part-
time and mature learners. Phase one of the student experience project is a set of My Birkbeck
student support services that launched in August 2009. The project aims to provide a seamless
student journey through the college, from first enquiry to graduation and beyond, for all students
at all levels.
The My Birkbeck services include:
a new interactive website that will be the starting point for most students’ enquiries and gathers
information from across the college. Experienced Birkbeck students, who are often juggling
study with work and childcare, will be able to resolve issues from home or the office. Less
experienced students or prospective students will be able to talk to someone on the helpdesk.
a ‘one stop shop’ helpdesk will be open when students need it, including evenings and
weekends and will provide access to all the advice and information students need face to face,
over the phone and by email. Helpdesk staff have been trained on the extensive student support
services available throughout the college and will immediately be able to answer frequently
asked questions, enabling other student support specialist departments to deal with more
detailed and complex enquiries.
a new student communication plan that sends timely and targeted information and support
to prospective and current students, especially before and after term one. Over the next few
months Birkbeck will trial using the new communication channels to connect its prospective and
current students with its enthusiastic alumni for mentoring, buddying and careers support.
a new set of induction activities and a new handbook that will ensure that all new students get
the best start possible and help with the transition back to study.
a student support forum that connects the My Birkbeck services with all student support
services across the college. This will allow a dynamic relationship between the support students
are looking for and the services that can help them.
a student voice forum that ensures that the service is meeting the needs of students.
There will be three tiers of service available to students:
level one will be the help desk, providing a front door to all student support services. Referrals
will be made for issues that can’t be resolved immediately and expert advice will be arranged or
an appointment made for a later date; this will reduce the pressure on all specialist services.
level two will be co-located in the front of house area and will include services such as the
library issue and help desk, the ITS help desk, self-service PCs, flexible, one to one interview
spaces and an expanding coffee bar.
level three will be located behind the helpdesk and can be accessed via the helpdesk.
The expertise in school offices will be closely involved with the helpdesk.
Excellence in action: tailoring support for mature students within a non-

specialist university
The Lifelong Learning Centre (LLC) at Leeds University provides specialist support,
services and programmes to mature undergraduate part-time and full-time students. In addition to
running its own part-time certificates, Foundation degrees and Honours degrees, it also acts as a
‘home’ for mature and part-time undergraduates across the institution.
The specialist support it provides includes:
comprehensive web pages with a range of advice tailored to mature students
two-day Academic Support Workshops that include sessions on registering/applying to
university, using the library, writing essays and coping with study
a physical space on campus for mature students can study, socialise, and access specialist
advisors
In the 2007/08 National Students Survey 96% of Lifelong Learning Centre students expressed
‘overall satisfaction’ with their student experience.
For further information visit http://www.leeds.ac.uk/lifelonglearningcentre/

What are the 1. Limited public funding or subsidies this information, as it is not provided on the
system-specific for part-time students UCAS site. In addition, there isn’t the equivalent
of Connexions or the schools careers advisor to
issues for mature We believe the student finance system unfairly
help us navigate our journey.
and part-time disadvantages individual part-time students.
students? We are also aware that universities who Sometime, you don’t even know the right
predominantly teach part-time students also tend questions to ask, or what kind of things to take
to be financially disadvantaged.* We would like to into consideration. (Visiting student)
see both these imbalances redressed.
Full-time undergrads have UCAS – everyone else
Part-time students cannot access student has Google! (NSF Member)
loans and this can lead to massive pressures
on students who may already be juggling work Some colleges run courses which act as ‘feeders’
and families. While some mature and part-time to university, and some universities run taster
students are eligible for the access to learning courses – both of which can be great, but we
fund, they often don’t hear of it. need to know where to go to get independent
advice before we make a decision about whether
There should be pro rata financial entitlements to go ahead with it as a full course.
for part-time students. It’s just unrealistic to
expect all employers are going to be happy to A taster course can be very misleading about
pay for this, especially if they think you’re doing it what it’s like to study somewhere full-time as a
to get a better job somewhere else! mature student. Also, the college can sometimes
(Visiting student) ‘push’ you towards their affiliated university –
even though that might not be the right choice.
I’m a part-time student who also gets funding You need to be encouraged to weigh up the
from my employer. Employer co-funding is at options and make sure it’s the right place for you.
about 41% – but then we are often bound to our (Visiting student)
place of work for years afterwards.
(Visiting student) 4. Lack of sufficiently tailored IAG
In addition, only full-time students are exempt It can be difficult for us to assess whether a
from paying council tax. university will suit our needs and enable us to
complete our studies successfully because, at
2. Lack of entitlement to funding to present, many universities are still providing us
re-train in a different area with the information they supply to traditional
students. We need to know how flexible the
Some of us who are mature students may have university is, what its childcare provision is like,
returned to higher education to retrain due to how many hours/days we will realistically need to
losing our jobs, or due to concerns about the lack devote to our studies, when university resources
of opportunities in the future in the area in which will be available to us, how we can bridge the
we originally studied. However, we are concerned gaps in our education etc. For mature students
the withdrawal of funding for ELQ (equivalent or who are also disabled, the need for specialist IAG
lower qualifications) will have a huge impact on us, is particularly acute. Lack of this information in
preventing many of us from being able to re-train. advance leads to higher dropout rates because
we were not able to make a sufficiently
I just don’t understand it. Government says it
informed decision.
needs people to re-train in areas that are going
to be useful to the economy – but then won’t Information also needs to be appropriately
allow you to apply for another loan to retrain if pitched for people who may not have been in
you’ve already studied another subject before, formal education for years.
no matter how irrelevant that original subject
may be! Maybe they could drop the ELQ rule for The information often unwittingly says ‘it’s not
key skills or subjects – a bit like they did with for people like you’ because it’s full of education
the golden handshakes with teaching for the jargon. (NSF Member)
shortage subjects. (NSF member)
Support on how to get an academic reference
3. Lack of clarity about where to source when you left school 20 years ago is essential!
independent IAG (Visiting student)
For those of us who are looking for a part-time
course, it can be difficult to know where to get
*
For example, the current funding structure means that Birkbeck,
University of London receives funding as if it were an HEI educating
just over 7000 full time students – when in fact it actually educates
19,000 part-time students. There is a part time funding premium
but it does not come close to covering the costs when all 19000
students need to attend open evenings, use the application and
enrolment facilities, access the library, use student support services,
attend induction etc

What are the 5. Unsympathetic timetabling 7. Inadequate childcare provision
system-specific It may sound trivial but, for mature and Childcare provision can be great at some
issues for mature part-time students who are often balancing universities, but many universities have limited
and part-time families, careers and caring duties with their spaces and inflexible opening hours – which isn’t
students? studies, the timetable can be the difference helpful for those of us studying in the evenings,
(Cont...) between successful completion and failure. Some or during half-terms or work placements, when
universities understand this and so, for example, our childcare needs will vary significantly.
streamline contact hours into blocks of time at
manageable times of the day. I only attend lectures one day per week, but
I can’t access campus childcare because the
A 10am start allows for the school run – a 9am nursery requires children to be enrolled at least
start doesn’t! (Visiting student) three days per week. (Visiting student)
We also need advance notice of the timetable 8. Lack of opportunities to socialise

and consistency of study days to enable us and integrate
to plan.
As we identified previously, not all mature/part-
When my timetable changes each semester, time students want to get involved with aspects
or even each year, these things can be hard to of student life beyond the classroom. However,
manage. As a part-time student, I need timings to for those of us who do it can be difficult to
be constant. (Visiting student) find out about opportunities or activities that
are targeted directly at students like us – or to
6. Lack of sufficiently flexible modes know which ones attract such a diverse bunch
of study, course structures and study that we wouldn’t feel out of place. We also
resources recognise that integration and involvement with
other students is one way in which the student
The issue of flexibility around study modes, learning experience can be improved (and can be
course structures and access to study resources correlated with student success), for this reason
is clearly critical for mature and part-time we feel it important that opportunities for wider
students, but is symptomatic of many students’ participation are available to mature and
increasing expectations of personalisation and part-time students.
responsiveness in response to a broader societal
shift. We have covered this in more detail in
Chapter 1.
It’s so urgent, it’s mainstream! It’s not just for

mature and part-time students. The whole system
needs to move on and adapt to meet today’s
changing world. (NSF member)
This need for flexibility also has implications

for support systems ranging from tutors and
academic staff to student finance advisors; from
student unions to the cafeteria.
It can also be an isolating experience attending

lectures at night, when even the cafeteria is no
longer open. Sometimes it’s the caretaker who’s
directing you to the lecture room.
(Visiting member)

and part-time students?
1. Increase flexibility in modes of study and
The NSF was set up to help to define ‘a reasonable course structures
student experience’ and to make recommendations See our section on general Teaching and
to Government to help to achieve this. However, Learning for further detail
the gift of individual universities and colleges, rather 2. Tailor IAG specifically to the needs of
than government policy. Therefore, we have outlined mature and part-time students
recommended practice for universities and colleges in Systematically promote part-time courses
each of our key discussion areas, against which we invite through UCAS
individual institutions to measure their current practice.
3. Create a ‘know before you go’ pack
We readily acknowledge that many universities and of information specifically to support
colleges may already be implementing some of these prospective mature and
practices, but urge all institutions to consider whether part-time students
adopting new ways of working and/or reviewing the
extent to which guidance is being implemented in 4. Provide and widely promote ‘returning
practice, could lead to further improvement in this area. to learning’ courses that develop
transferable study skills e.g. basic IT,
Our primary recommendation for improving the writing, researching, referencing24
experience for mature and part-time students is to
increase flexibility of modes of study, course content 5. Implement optional buddying schemes
and study resources. Details are outlined in our chapter for mature and/or part-time students
on Teaching and Learning. In addition, we urge all
universities and colleges to take the time to consider 6. Ensure that support facilities and
their current offer from the perspective of a prospective services are also reasonably available
mature, part-time student – and consider the aspects for those studying part-time
that could potentially be easily adapted and those which e.g. student union; finance office; academic
might require a more systematic review. registry; student support services; cafes
In the meantime, we outline below ten steps that 7. Consider offering specific ‘study
universities and colleges can take to improve their overall counselling’ sessions for students who
offer to mature and part-time students. are struggling to cope with competing
study, work and life pressures
dents to return
24 preparing stu
to learning
Certificate
Step Up to HE 25
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colleges support mature
8. Ensure that timetabling is sympathetic 9. Ensure childcare provision is as flexible
to the needs of mature and as possible25
part-time students
consider offering ‘pay as you go’ services
stick to set class times over the course of a that provide additional flexibility
year, don’t change each term
childcare provision should mirror study
consider whether start/end times enable patterns (if the course is in the evening,
students to work around childcare or childcare should be open in the evening too
work commitments
10. Work with the Students’ Union to
provide notification of the timetable as early provide social spaces and opportunities
as possible to enable students to plan for for mature and part-time students
childcare and/or work arrangement
We recommend that universities and colleges Specifically targeted information from student
include the following content for mature and part- unions about:
time students in a ‘know before you go’ pack:
– the range of services available to all
The average number of mature and part-time students, but which highlight those which
students studying on the course (broken down may be of particular interest or relevance to
by demographic into number of 21 – 25 year mature and part-time students
olds and number of 25+ year olds)
– how to get more involved in student life
Transparent information about the application (if they wish) – either socially or politically
process including how non-traditional – any activities and social networks aimed
qualifications are assessed for credit towards directly at them, or which attract a diverse
meeting application criteria range of students in which they won’t
feel isolated
How to access support during the
application process (e.g. help with getting Childcare costs and levels of provision
academic references)
Information on ‘returning to learning’ courses
Information on any funding options and (e.g. to support the development of specific IT
entitlements that may be available (including and study skills)
discretionary grants, childcare funding etc)
Information on the university’s support and
Early notification of the timetable, both ‘buddying’ policies for mature and/or
numbers of hours and specific day/s and times part-time students
students will be expected to attend university
The university policy on work extensions,
An indication of likely peaks in activity and deferral of course completion, and re-takes
assessment deadlines during the course
NSF ideal ‘Know Before You Go’ pack for

mature and part-time students
NSF We have drawn upon our expertise in what it implemented, along with some potential
Recommendations is like to study in higher education to develop indicators of success. As students we are not
for mature and recommendations that we believe require experts in the workings of the sector, and we
part-time students attention at a national strategic level. Some both value and respect the sector’s autonomy.
recommendations may involve a shift in current We therefore urge Government and/or national
policy or practice, or new collaborations at sector organisations as appropriate to consider
a national level. However, others may more how these recommendations might be taken
appropriately require careful consideration of how forward most effectively – either individually or
effectively or how widely existing programmes of collaboratively. We invite stakeholders to view our
work or specific initiatives are being implemented. work as an invitation to engage in an ongoing
dialogue to bring about improvement for all
We have indicated what it would mean for students in future.
What would this mean for students? How could we measure success?
2. Encourage greater transferability I am aware that I can transfer High levels of awareness
(of credits) between institutions from one university or college to amongst students that
(also featured in Teaching and another easily transferring between courses
Learning, Chapter 1) and between institutions is both
possible and relatively simple
More universities and colleges
accept applicable credit transfer
from another university
3. Increase flexibility and innovation I am able to complete my degree Most universities offer choice of
in course structures and modes in a variety of modes to suit my mode of study on most courses
of delivery needs, e.g. full-time, part-time,
Time limits for completing
(also featured in Teaching and modular or distance
degrees are only imposed where
Learning, Chapter 1)
In most cases I am able take a absolutely necessary (e.g. where
break from my studies and return course currency is critical e.g.
to it at a later stage, even if that medicine, law etc)
is much later
10. Review student finance policy As a part-time student I can There is a significant increase
to provide comparative funding afford to go to university, in part-time student applications
for part-time students and the regardless of my age or and admissions
universities that teach them other circumstances
Increasing numbers of part-time
I can access student loans, students are completing
council tax exemptions and their degrees
wider benefits packages that are
More universities have access
comparable to full-time students
to the equivalent of full-time
funding and are offering a much
wider range of part-time courses
Part-time study is no longer
considered to be ‘the exception’
11. Review ELQ policy, especially I am able to return to university The UK’s skills needs are being
for courses that address to re-train in a skills-shortage effectively met because more
specific skills shortages subject even if I already have people are choosing to go back
a degree to university or college (to study
shortage subjects in particular)

05
Improving the
experience
of disabled
students
Improving As a Forum, we recognise that any discussion We welcome this focus, and look forward to the
surrounding disabled students sits within the improvements that these initiatives will hopefully
the broader context of equality and diversity within bring. However, we don’t think that there is room
experience higher education. We certainly don’t consider for complacency, and there is still more to be
of disabled disability to be more important than any other done to ensure that all disabled students have a
aspect of equality and diversity, and when we positive experience of higher education.
students develop recommendations for key topics we
aim to ensure that our approach is inclusive of With this in mind, and in order to further develop
as wide a range of perspectives as possible. our recommendations from last year in this area,
Nevertheless, having considered issues that were we reviewed some of the persisting issues faced
raised by the student juries and in the light of by disabled students as identified by the Forum’s
some of our own experiences, last year we held a subgroup in 07/08. In summary these comprise:
subgroup to explore some of the issues that are
1. The need for more tailored information
particular to this group of students in more detail.
before entry into higher education
The subgroup developed draft proposals for about:
improving the experience of disabled students, what learning support is available
for further consideration and refinement by
how accessible different aspects of university
the full Forum this year. We invited the Equality
life are
Challenge Unit to work alongside us to identify
a number of ways in which universities can 2. Insufficient awareness of the specialist
support disabled students, along with several financial support available
recommendations for Government and 3. Misconceptions and stigma that
partner organisations. unwittingly perpetuate discrimination,
such as:
We were delighted to learn that much is already
happening in the sector to improve the disabled well-intentioned assumption e.g. some
student experience. Some examples both at a staff assume that all disabled students will
national and institutional level include: automatically have issues with time management
subconscious discrimination e.g. when
Government published a statistical report on disclosure of a disability sometimes leads
disabled students in higher education in May to subsequent problems in obtaining work
2009, exploring both the issues faced by, and placements or affects expectations of
the progression of, disabled students* performance during assessment processes
HE Academy convened a year long summit 4. Academic disadvantage arising from:
programme on inclusive learning and teaching in
association with the ECU and Equality Forward uneven access to electronic textbooks and
in 2009. It is completing research on the the inconsistent provision of transcription and
experiences of ten institutions developing and interpretation services
embedding inclusive policy and practice. It has insufficient training and awareness for teaching
published a series of resource bulletins focusing staff about accessible approaches
on inclusive learning and teaching. With the ECU, patchy use of personal development plans
it is in the process of updating its current version (PDPs), which can be a particularly powerful
of Disability Legislation: Practical Guidance for support tool for disabled students when
Academics, which highlights inclusive practice implemented effectively
when teaching disabled students
5. Non-academic challenges arising from
ECU (funded by HEFCE) has commissioned insufficiently accessible:
the Inclusive campus: practical guidance
on sensory accessibility research project orientation processes
to improve general accessibility and the accommodation
accessibility of student services and teaching social activities and opportunities
environments for sensory-impaired students.
Findings will be available later in 2009 A more comprehensive overview of our
discussions last year can be found in our 2008
Aimhigher North London (now Aimhigher report†. We outline below our suggestions for the
WECAN) is continuing with its successful ways in which universities can help to support
This-Ability ambassador programme in which disabled students, along with some examples
disabled students and recent graduates work of institutions who are already implementing
with disabled school pupils to encourage them excellent initiatives to do so.
to enter higher education
Anglia Ruskin University has developed a *
http://www.dius.gov.uk/~/media/publications/D/DIUS_RR_09_06
blended learning module on inclusive practice †
http://www.dius.gov.uk/higher_education/students/student_
(accredited by the Staff and Educational listening_programme/national_student_forum
Development Association), which will shortly be
available to academic and support staff

disabled students?
many of our suggestions for improvement fall within 1. Improve IAG for prospective disabled
the gift of individual universities and colleges, rather students
than government policy. Therefore, we have outlined actively promote the involvement of disabled
recommended practice for universities and colleges in students in all student ambassador schemes
each of our key discussion areas, against which we invite
individual institutions to measure their current practice. include tailored information, advice and
guidance on the specific provision for disabled
We readily acknowledge that many universities and students at individual universities
colleges may already be implementing some of these
practices, but urge all institutions to consider whether
adopting new ways of working and/or reviewing the
extent to which guidance is being implemented in
practice, could lead to further improvement in this area.
To improve the experience of disabled students, we

would like to see all universities and colleges:
ility
ising awareness of disab
26 ra
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aching and management
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of disability issue for all staff ining
s aw ar en es s
, University thof e Arts y awareness tra
that raise
s. In March 2009 ess of art ity of Li ve rp oo l offers disabilit stu de nt s and those
awareness week Disability Week to raise awaren Example 1: The
Univers
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an d
. The week focu
sed on d practices as pa de rs ta nd ing nt s wh o are
arts institutions ental health an hance staff’s un ing with stude
d hid de n dis ab ilities such as m inc lus ive?’ is designed to en ive rs ity an d staff when work od _P ra ct ice .htm for
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of films, artist ta d consultation an ity of Yo rk ob tained £14,000 eg ra te d eq uality
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for disabled stu e departmenta aching and learn
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and guidance fo ol for academic
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disabilit

colleges support
2. Review and, where necessary, revise widely promote the benefits of using personal
enrolment and induction procedures development plans (PDPs), especially for
to ensure that they are inclusive disabled students; ensure facilities and
and tailored to meet the needs of resources are available to support students to
make PDPs when they choose to; and ensure
disabled students
new e-versions of PDPs are accessible for
work with current disabled students to evaluate disabled students
how effectively current guidance* on enrolment
and induction for disabled students is 4. Improve awareness of disability
being implemented issues amongst academic staff
3. Raise awareness of disability issues ensure staff with pastoral responsibilities are
within universities and colleges able to signpost students to relevant people
amongst the wider student community and organisations
establish disability awareness activities within ensure all staff are trained in accessible
universities and colleges e.g. encourage halls approaches to teaching and learning as part of
of residences to run specific events26 standard training and development processes27
5. Ensure that institutional feedback
embed equality and diversity training into the
mechanisms capture data for
student curriculum and/or offer certificate
short courses on equality and diversity disabled students, and use to
improve future provision
Empowering and supporting disabled international students

The issues faced by disabled students can be particularly exacerbated for students from overseas,
who are also dealing with cultural differences and a lack of knowledge of how the UK system
works. It is important that these students feel that the university or college understands the
particular issues they are facing (culturally, physically and emotionally) and that they can talk to
other students who are in a similar situation.
We encourage individual institutions and/or sector organisations to consider how the needs of this
student group might be met more effectively. For example:
setting up an association of disabled international students, or the equivalent mechanism, to

meet the needs of this student group via peer support
promoting awareness in universities about the particular needs of disabled international students
tailoring information advice and guidance to this specific student group, perhaps through an
extension of the NSF’s proposed IAG portal
*
Currently (September 09) Precept 7, section 3 of the QAA Code of
Practice

Recommendations We have drawn upon our expertise in what it implemented, along with some potential
for supporting is like to study in higher education to develop indicators of success. As students we are not
disabled recommendations that we believe require experts in the workings of the sector, and we
attention at a national strategic level. Some both value and respect the sector’s autonomy.
students
recommendations may involve a shift in current We therefore urge Government and/or national
policy or practice, or new collaborations at sector organisations as appropriate to consider
a national level. However, others may more how these recommendations might be taken
appropriately require careful consideration of how forward most effectively – either individually or
effectively or how widely existing programmes of collaboratively. We invite stakeholders to view our
work or specific initiatives are being implemented. work as an invitation to engage in an ongoing
dialogue to bring about improvement for all
We have indicated what it would mean for students in future
What would this mean to students? How could we measure success?
4. Develop a national strategy It is easy for me to access the E-books are in widespread use,
to increase students’ access academic texts I need, regardless particularly by distance learners
to academic texts through of what type of student I am and disabled students
electronic means
Disabled students routinely have
(also featured in Teaching and
access to software that ensures
Learning, Chapter 1)
academic texts are accessible
In the longer term, all texts
are simultaneously published
electronically at the time of initial
hard copy publication
6. Identify ways in which university I am satisfied that I have been All university IAG services offer
careers services can be better able to access satisfactory dedicated, tailored support for
supported to meet the needs of specialist careers guidance disabled students – and this is
particular student groups (e.g. widely acknowledged to be the
disabled students) case by these students
(also featured in Employability,
Chapter 2)
12. Improve disability awareness I am able to access course Disability awareness training
training in universities and teaching and materials, is standard in all initial lecturer
colleges regardless of my disability training
I am confident my tutor can Disability awareness events are
support me standard at all universities
and colleges (e.g. during
I find my university/college
induction weeks)
experience inclusive and equal,
and do not face active or Lecturers tailor their teaching to
inadvertent discrimination ensure it is accessible by
from my peers or university/ all students
college staff
Disabled students report
consistently high levels of
satisfaction with all aspects of
their higher education experience

06
Student
Accommodation
Why focus As a Forum, our criteria for developing our work We learned that these organisations, along with
programme includes a commitment to focusing the Accreditation Network UK (ANUK, a network
on student on the areas which are of high importance to, and that promotes accreditation in private rented
accommodation? which are relatively widely experienced by, students residential accommodation), Unipol (who work to
but also on which we can potentially make improve training, standards and professionalism
the most impact. We are aware that, although in student housing) and CUBO (College and
accommodation issues can cause high levels of University Business Officers who administer
stress and anxiety for students, any discussion the UUK Code of Practice and manage student
around improving the situation is necessarily accommodation across the sector) are already
complex, since so many factors that are external to working to:
the higher education system are involved e.g. the
general cost of living, geographical variations and develop, revise and join up existing
property market forces. accommodation Codes of Practice*
Nevertheless, because accommodation promote social integration into

issues can impact so greatly upon a student’s local communities
experience of university, and therefore remain
high up the student agenda, we were keen to provide dedicated help at universities
lay out some of the widespread problems and and colleges
challenges and identify any simple steps that
We identified some of the key accommodation
could potentially be taken to improve matters.
issues for students and then developed our ideal
We invited Universities UK (UUK), Unite (the vision for a university that is tackling this problem
largest provider of student accommodation in as well as can be expected, given the complexity
the UK), the National Union of Students (NUS) of the external factors.
and the International Accommodation Officer
We have not developed formal recommendations
at London Metropolitan University to join us to
in this area, but rather invite stakeholders such as
outline some examples of positive action already
the NUS, UUK, Unipol, CUBO, ANUK, UKCISA,
being undertaken – for example, a review of
the Department for Communities and Local
‘Codes of Practice’ to set out clearer guidance for
Government and accommodation providers, to
those working in the student accommodation field.
view our initial work on this as an invitation to
engage in an ongoing dialogue – with us, and
with each other – to explore these issues in
further detail. However, we urge university and
college accommodation services, in particular, to
consider the implications for their practice, and to
make improvements as necessary.
When things go wrong with accommodation, it can affect every aspect

of our life: we risk being less likely to succeed academically or losing
control of our finances. Worse though, it can seriously affect our
overall sense of wellbeing.
(NSF Member)
*
Current Codes of Practice include the UUK Code of Practice (which caters for predominantly university owned and administered
accommodation) and the ANUK Code of Practice (which caters predominantly for privately provided student accommodation).
For UUK, see http://www.universitiesuk.ac.uk/PolicyAndResearch/Guidance/AccommodationCodeofPractice/Pages/default.aspx
For ANUK, see:
http://www.anuk.org.uk/LargeCode/Introduction.asp

If my living
circumstances
as a student
are ideal:
NSF vision
for student
accommodation:
where are we trying to get to?
We have outlined our vision of where we are trying to get to – and
invite sector organisations to engage with us in further dialogue to
explore how we can get there.
I feel like an included, valued
and respected member of my
community because:
Students are treated and

perceived as equal members of
the community, and I make an
effort to contribute towards this
positive perception
I am consulted about issues
that affect me, for example, I
or my fellow students have had
the opportunity to comment on
planning applications for new
student accommodation
I can see that building an
inclusive community, where I I feel safe because:
feel comfortable regardless of
my age, gender, disability, race,
religion or sexual orientation, is
a high priority for my university
and the local community I feel protected by the law
I am confident of my rights
and that I have made an
informed choice
I feel there is someone
to support me in my
I feel financially secure because:
accommodation choices
I know how to lodge complaints
and I am confident they will be
followed up
I feel I get reasonable value for I feel comfortable walking
money, given the general cost home in the evening because
of housing in my local area there is adequate lighting
within the complex and its
I am able to pay for my
immediate vicinity
accommodation and my living
expenses with the money I get
from my student loans and a
part-time job if I need to
My living space is appropriate to my

needs because:
I am able to study and get on

with my work
I have access to the internet
and other specialist facilities to
meet my needs
I have the amount of space
I need especially if I have a
disability or dependents
I can choose who I live with

Student Increasing costs of accommodation, Patchy relationships between students
accommodation: especially in relation to the size of and the wider community
common student loans As students, we want to be a part of our
issues and Our accommodation costs continue to rise communities and be supported to make
challenges year on year and, although there are often vast informed choices about our housing. In some
regional variations in prices, there is no variation cities (e.g. London and Manchester) students
(beyond the additional London allowance) in are spread out all over the city and in these
student finance entitlements to take account of situations, it can be easier to integrate fully into
this. The NUS/Unipol Accommodation survey the wider community if we make the effort to
2006/07 states: do so. In other situations, where we are living
in purpose-built student accommodation or in
London is, predictably, the most expensive area areas of a city that are heavily inhabited by other
for living in student accommodation with an students, this integration can be harder. Many
average rent of…£4,038 a year. Wales is the of us enjoy the camaraderie and relative sense
cheapest area for students with an average rent of ‘security’ that living amongst other students
of…£2,581 a year. It is 56% more expensive can bring, but everyone (from students to local
to live in institutional accommodation in London government planning officers) should be aware
than it is in Wales.* of the artificial barriers it can potentially create
between students and the rest of the population
Rents will inevitably have increased since this last in the local area. In these situations, it can be
survey, and indeed student accommodation in harder to promote a sense of connection and,
some areas, like London, Oxford and Birmingham, therefore, hopefully a mutual respect, between
is now so expensive that our student loans the student population and the wider community.
barely cover the rental costs. Obviously, it is often Obviously we acknowledge that we are only likely
cheaper for us to live further out of town, but the to command this respect when we behave in a
transport costs can sometimes wipe out constructive way that does not reinforce negative
the benefits. stereotypes of student behaviour.
We would like to see all Students’ Unions and/or Students are rarely involved by local authorities
accommodation services trying to negotiate: in planning decisions that can affect us e.g. limits
to the number of new build accommodation for
a range of prices/types of accommodation
students, and we would like to see more of
to reflect the different needs and wants of a
this happening.
diverse student body
affordable accommodation for those students We would like to see:
unable to pay high rents
more Students’ Unions and accommodation
more travel subsidy schemes for students at a services working with local community
local level28 associations to build relationships and
improve perceptions of students within the
We hope that forthcoming student finance wider community29
reviews will take into account students’ increased
cost of living.
uilding
29 pro-actively b r
with the wide
relationships
tudent community
28 subsidising s ents’
’s Guild of Stud
travel of Birmingham
The University rks with loc al
dens Scheme wo and fire service
Community War uncil, po lic e
discounted e the co
ndon provides organisations lik a large student
Transport for Lo k (an area with s)
dying at London to m ak e Se lly Oa gbaston campu
travel for all stu
dents stu
ne ar to the University’s Ed St ud ent
s and tu bes. populat ion place to liv e.
Universities on
bu se more pleasant iversity
a cleaner, safer, are stu de nts from the Un
discounted ity W ar de ns th issues
bridge provides Co m m un
who are trained
in deali ng wi
In addition, Cam between of Birmingham qu eries, deposit
nts commuting unity such as lan dlord
travel for stude pu ses on certain within the comm behaviour and
disparate unive
rsity cam
ry, ne igh bo ur issues, antisocial
recove
bus lines. rity at home.
safety and secu
*
NUS, UUK, Accommodation Costs Survey 2006/07, p.6,

Student more university accommodation services During our discussions, we learned that there
accommodation: working with private landlords to encourage are supporting laws and guidance in place
common them to be more open to renting to students that set out the specific standards that rented
outside the ‘traditional’ student areas – and accommodation must meet,* and the requirement
issues and
promoting these new areas to students, to have a clear complaint system in place if it
challenges alongside the usual ones30 doesn’t. However, we are not sure that these are
(Cont...) always particularly clearly communicated to, or
more universities and local authority planning
understood by, students in general.
services collaborating with students to explore
the issues and co-design solutions31 We want university accommodation services to
increase awareness amongst students of the
Variable quality of accommodation basics they should expect when looking for
Of course we accept that, in a situation where accommodation. We also want to be sure that
much student accommodation is owned or every university has a clear policy in place for
managed by private companies or landlords and dealing with accommodation that doesn’t come
is therefore subject to wider market forces, the up to scratch – and that students know what to
quality of accommodation is, to a large extent, do if they have concerns that these standards
going to be determined by what you can afford to aren’t being met.32
pay as an individual. However, we don’t want to
see a situation in which only wealthier students Lack of sufficient accessible
can afford reasonable quality accommodation. accommodation for certain groups
of students
One challenge is that we may all have a different
interpretation of what counts as ‘reasonable Those of us with access requirements often
quality’: aspects that some students may consider lack the same choices in accommodation as
to be luxuries (or which would have been viewed our non-disabled peers. Limited appropriate
as luxuries for students in the past e.g. en-suites), accommodation is also an issue for those of us
others may view as part of the basics of modern with children† or those of us who are disabled
living. The criteria for what constitutes ‘quality’ are and/or have caring responsibilities. Often,
constantly shifting. university-provided halls of residence are our
only choice – and even these often have very
I think that things like broadband access should limited numbers of accessible rooms, and too
automatically be included in the package for few options for student parents. Private landlords
university halls in this day and age. have little incentive to upgrade or adapt their
(NSF member) properties to meet our needs.
e areas
diversifying th
31
30 invo
ents live l
proc ving stu
in which stud
ess den
of advertising ts in
makes a point York the
Unipol in Leeds ical S
neig t John plan
outside of the typ nts
accommodation has seen stu de their
hbou
rs, st
Univ
ersit ning
which
‘student’ areas, t into other areas.
n u
four ewest h dents, a worked
y
read ou
starting to sp s a n
Awa hortliste lls of re d the cit losely w
c
r d s y co it
could d for Na scheme idence. uncil h develo
tio T p
the h demons nal Ou s in the 2 he acco in the pla ers,
ut
nts abo
alls a trate tstan 00 mmo n ning
exce d 9 d
s tu d e ption re home that it: w ing New Times H ation wa of
ring
mpowe
al fa ; imp on th R esid ig her s on
cilitie ro e e
an d e It ha s for ved ene approv ence be Educatio of
32 Informin
g s be disa r a c
n issues
g y l o a u n
o guidance stud en a bled e f
stud fficiency ose for it
th se
od ati e advice and e e
deve nts, com odel of
m
ents ; and
accomm
en siv who
mpreh n onlin lope mun succ . provid m
s offer co ctor. They have a nt, direc rs it
tor o all play y police ss – wit
e
n service e e about re
private s
ed
modatio ring advic f fac ing a team h loc
niversity’s accom mmodation in the sive website offe ation, A Rough ilities n int s, lo al re
lla m U a cc o he n u blic , Coli eg ca sid
Sheffield
H a find th eir
nd a com
pre
ition, the ir p n Pa ral part l counc ents, th
tude n ts wishing to ccommodation a nsing e tc. In add rkin) . (Yo il
rk S lors and e
for s red a ion lice t Joh
of registe nd televis n Un the
database osit protection, a s ivers
de p clud e ity’s
tenancy unting, in ccommodation
House h a
Guide to nd private sector rea
fi s to live y given a
• how to convenient place a contract m m o da tion in an
ost ing acc o the
• the m ts of sign ifferent types of students
quiremen rd y
er to give on on a univerrssitity
• legal re le rents to pay fo r problems. e k of S e p tem b
m oda ti
n a b oth e tw e co m
• reaso pairs and g Week in the firs ing for ac
g with re ile search rt
• dealin n a House huntin d information wh re p o
ru an arents
They also to access advice eet the P
po rtu n ity ted in th e NUS M
op h
ur. Highlig
minibus to
*
e.g. the Housing Act 2004, the UUK and ANUK Codes of Practice
†
Highlighted in the NUS Meet the Parents report

Student We welcome Equality Challenge Unit’s We would like to see all university
accommodation: forthcoming guidance on inclusive design, accommodation services offering prospective
common and would like to see Government introduce students the chance to express a preference
issues and incentives for private landlords to adapt their about types of accommodation; and all residential
properties to better accommodate disabled managers being flexible and accommodating
challenges
students and/or other student groups who may people’s individual requests.
(Cont...)
have additional accommodation requirements.
Contractual issues
We would also like to see private providers of
Some of us have faced difficulties because
student halls (who are already legally required to
we did not understand the full implications of
provide appropriate accommodation under the
the contracts we were signing; others because
DDA) to increase the number of rooms that are
landlords are unfairly failing to return deposits
available and accessible for disabled students,
when there are no basis on which to be
for students with families – and for disabled
withholding the money.
students with families.
In addition, those of us renting shared properties
Insensitive allocation within halls with an annual joint rental of £25,000 or over
of residence lack the protection afforded by an assured
There is often a lack of transparency about how shorthold tenancy (AST), such as the requirement
rooms get allocated and against which criteria. that the landlord has to lodge our deposit in one
Sometimes universities will place all international of the deposit protection schemes.
students together without asking them their
preference first. We would like to see more accommodation
services offering contract checking services.33 In
I didn’t come all the way from China to study in addition, we lend our voice to the current NUS
England just to be surrounded by other Chinese campaign to revise and raise the AST threshold.
students all the time! I just wish they’d asked me
what I’d prefer first. (Student juror) Insufficient information provided by
accommodation services
Similarly, postgraduates and/or mature students
We sometimes struggle to access the
can find themselves put in amongst younger
information that we need from some university
undergraduates – some may prefer to be with
accommodation services. Many of us are
those in a more similar situation, whereas others
still experiencing:
would enjoy being ‘part of the melting pot.’ There
are also those who, for religious or cultural out of date accommodation lists for
reasons, may not feel comfortable being with private landlords34
members of the opposite sex.
ontract
33 providing a c
ice
checking serv
am,
s including Durh
Many universitie rm ingham
ndlords
d Bi
rmingham an
Nottingham, Bi
City universities
prov ide free co ntract
, students
34 accrediting la
basis
checking service
s. At Nottingham
wn with traine d ad visors on an annual
are able to sit do es and jargo n to make
claus
who will explain e agreement credited lists of
private
e happy with th Unipol update ac
sure students ar s and No ttin gh am
before signing. landlords in Leed be
landlords ask to
annually. Private in orde r to fill their
ipol
accredited by Un wa nt to live in
e students
houses becaus using . Un ipol also
ed ho
Unipol-accredit
checking service
has a contract
for students.

Student These should be updated annually – and if insufficient promotion of the full range of
accommodation: students have made substantiated complaints accommodation options
common about any properties or landlords, they should
be struck off the list if the issue hasn’t been I know international students who weren’t told
issues and that they could have saved money by renting
resolved. (NSF member)
challenges privately – they were only told about university
(Cont…) lack of awareness raising for students re halls. (NSF member)
contractual rights and responsibilities and
‘things to watch out for’ (e.g. lease flexibility) We outline our suggestions for the service a
university accommodation service should ideally
For those of us renting for the first time, we provide below. In addition, we would like to see
don’t always know the pitfalls to look out for, services promoting transparency about the
or what is expected of us vs. the landlord. We priority that we should – or conversely needn’t –
need support in understanding the meaning be placing upon finding accommodation, in our
behind the jargon of contracts – especially particular city or institution of study. We need to
international students, who don’t always have a better understanding of when it’s urgent –
fully get the finer points of the complicated and when we can afford to take our time.35
language that’s used. (NSF member)
lack of access to ‘virtual tours’

of accommodation
Most estate agents have these now – it’s pretty

basic technology, and really useful for disabled
or international students, or even those with
long distances to travel within the UK.
(NSF member)
35
prev
enti
ng ‘
Som pan
to ‘p
e un
scru ic re
a p
there nic rent’ ulous la
ntin
will b at the ndlord g’
ha ve to e n e s n e
pay othing a d of the ncourag
high vaila Chris e pro
Durh e r tha b t s
am S n ma le by the mas ter pective
urgin rket s m te
t
g stu udents’ value pring – , sugges nants
befo de n Unio p ric or th ting
r t n run es. at th th
first e the en s not to s an ey w at
y d ru ill
• e ear stud of the C sh to sig annual
ncou ents hris nu ‘Rela
befo rages s in each tmas te p for ac x' camp
• in r e tu d c o rm co aig
form friendsh ents no llege ea . Throug mmodat n
of ac s stude ips are p t to settle rly each h p rese ion
c n n
value ommod ts that in roperly c into ho Decemb tations t
d at eme u e o
• d
istrib prices ion, so th urham
D nted sehold g r, the SU
utes ere is there roup :
guid no n is s
es to
hous eed often a
to pa surp
e hu y ove lus
nting r ma
and rket
‘livin
g ou
t’

How can university or coll
services best support stu
the gift of individual universities and colleges, rather
than government policy. Therefore, we have outlined Service principles and ethos
recommended practice for universities and colleges in A service which is:
each of our key discussion areas, against which impartial, and within which success is
we invite individual institutions to measure their measured by finding the right accommodation
current practice. for the student
inclusive and accessible to all students
We readily acknowledge that many universities and regardless of their age, disability, gender, race,
colleges may already be implementing some of these religion or belief, or sexual orientation
practices, but urge all institutions to consider whether honest in its advertising (it should not imply
adopting new ways of working and/or reviewing the that its best accommodation is standard or that
extent to which guidance is being implemented in all accommodation provided by the university is
practice, could lead to further improvement in this area. like the one in the brochures or website if that
isn’t the case)
If a university accommodation service is working well, committed to listening to and collaborating with
we would expect to see the following in place: students to help inform the service it provides
active in promoting a positive image of
students to local communities to support better
social cohesion
dedicated to promoting and providing high
quality student accommodation, by ensuring
that all student accommodation is registered
with either the UUK or ANUK Codes of
Practice* or the local authority
Staff
Staff who are:
culturally sensitive, honest, helpful – and
sympathetic when things go wrong
factually aware of the entitlements of different
types of students (e.g. disabled students)
knowledgeable about different welfare
agencies and contacts
familiar with the area and transportation links
and very knowledgeable about private landlords
and properties
operating within the guidance laid out in the
ECU Handbook for Student Accommodation
Providers: Support and Guidance for Equality
and Diversity (2009)
*
For further information on these Codes of Practice, see UUK:
http://www.universitiesuk.ac.uk/PolicyAndResearch/Guidance/
AccommodationCodeofPractice/Pages/default.aspx
Or ANUK:
http://www.anuk.org.uk/LargeCode/Introduction.asp

ege accommodation
dents?
Service provision excellent links and cross-departmental work
Service provision includes: between accommodation and student
comprehensive pre-arrival information to all support services
students about the range of accommodation 360° virtual tours of all university-owned
available and other related issues e.g. accommodation (not just the best rooms) to
– university owned and private accommodation enable all students (including international and
options, including an up to date private disabled students) to choose accommodation
landlord list without having to visit the campus
– costs (including overheads) excellent information for students wishing to
– information on accessible accommodation rent privately including:
– transport links in the local area (including – annual lists of well maintained properties,
distances from key services, buildings of ‘good’ landlords, and black listed landlords, in
worship etc) the private sector
– a guide on ‘what to look out for’ when • use this as leverage to encourage private
looking for accommodation (e.g. common landlords to adapt more accommodation to
pitfalls around contracts; unexpected costs; meet the needs of disabled students
rent negotiation opportunities etc) – information on the right to negotiate on rent
– information on contract-checking services – a contract checking service for students
– advice on how to complain if things go wishing to rent privately
wrong, both in private and university-owned – information on the secure deposit scheme
accommodation and council tax
– information on how to express a systematic feedback mechanisms so
preference for where you would like to be that students can inform the provision of
accommodated (e.g. mixed/single sex; with accommodation and accommodation services
other international students/integrated etc) – e.g. seek international students’ views
– general information about the local on whether they would like their
community (e.g. councillors; local community accommodation to be segregated, or
groups etc) integrated with home students
a commitment to meeting individual student a commitment to providing/sourcing
preferences for accommodation where possible and promoting adequate affordable
– and to promoting the option for students to accommodation, and a range of types of
express this accommodation to suit the range of
increased availability of information, not just student budgets
between 9am and 4pm during term time widespread promotion of the university’s policy
for tackling accommodation that is not fit
for purpose
an arbitration service for students who fall into
conflict with their landlords

Appendix A
NSF
member
biogs
Graham Bates Yee Xian Choi
I live in Sutton Coldfield, Birmingham. I completed I am a medical student from Malaysia currently
my A-Levels in 2005 at Plantsbrook School. studying at Newcastle University. Coming to the
I had two years out of education working within UK to further my studies three years ago was
the customer service sector of local government. definitely a life-changing experience for me.
I applied for University in 2007 as I felt I would Besides gaining knowledge from lecturers to
like to go down the career path of being a clinical bedside teachings, I have now learned
primary school teacher. I was accepted at to become a learner, which is essential for my
Newman University College to study BSc future career as a doctor. I am having a good
Geography and ICT. I joined the National Student time making friends and getting to know British
Forum in June 2008. During my time on the culture. I hope the diversity created between
Forum I have met some very interesting people different cultures can contribute towards a better
and have made some great friends. I enjoy outcome, especially in helping to improve the HE
discussing issues with the Forum and sector in the UK through the work of the NSF.
creating recommendations.
Phoebe Hoi Ki Lau
Joel Braunold I am an undergraduate student at Durham
I am a third year undergrad at the University of University, pursuing Law. I was born in Hong
Bristol reading Philosophy. I am actively involved Kong and I am an international student here in
in student life having served as a Trustee of my the UK. It will be my third year studying abroad
Students Union and having been president of and I continue to enjoy my time here. At the
the Jewish Society in Bristol. I am a player in the beginning, I experienced a bit of a cultural shock
largest university intramural 11 a side football but have now successfully gotten over it. For
league. I’m also a national officer in the National this reason, I would like to be able to voice the
Union of Students and work on the faith and thoughts and needs of an international student
inclusion portfolio as well as being active in through the platform that this Forum offers. I am
issues of housing and international justice. I head also now the President of the Durham University
up the NUS anti-racism anti-Fascism campaign. Hong Kong Society which is working with the aim
Before attending Bristol, I spent two years in to promote the Chinese and Hong Kong culture
theological college in Jerusalem. to the university and aid new students from
Hong Kong in making as smooth a transition as
Lisa Carson possible. I am looking forward to the progress of
I have been a student with the Open University the forum this year and hope that I can contribute
since 2002 and am working towards a BSc in anyy way possible.
Open Degree studying a range of courses,
predominantly in the Computing and Technology
area. I have been involved with the Open
University Students Association for most of my
OU career becoming President in June 2007.
This is a voluntary role which I manage alongside
my employment as a Software Engineer and
being a student.
< HH;LD Q
* UD K D P
3KRHEH
-RHO
/ LV D

Tshering Lama Aaron Porter
I was brought up in a very remote part of Nepal I was re-elected with a landslide majority as
(Sermathang) and became involved in the health the Vice-President (Higher Education) for the
sector at the age of 13 as a volunteer health National Union of Students to serve a second
worker. I graduated from Northumbria University term which is due to end in June 2010. In this
with a BSc Health Development Studies and post, I am responsible for leading representation
with a Masters of Public Health. Since I arrived and campaigns for students in UK higher
in the UK, I’ve been volunteering with several education. Alongside this role, I am also a
student projects within our university and with Non-Executive Board Director for the Office
local Communities in Newcastle. I have been of the Independent Adjudicator (OIA), a Board
awarded with the first even Lord Glenamara member for the European Students’ Union (ESU)
International Scholarship in recognition of and an observer to the Board for the United
my efforts in improving public health and the Kingdom Council for International Student Affairs
environment through volunteering. I have also (UKCISA). I am also on the Academic Council
been named the North East’s International of the Higher Education Academy (HEA), the
Student of the Year 2006. I was further honoured National Student Survey Steering Group, the
by our university by establishing 20 scholarships Burgess Implementation Steering Group and the
for Nepalese students under my name Tshering HEFCE Online Learning Task Force.
Lama Northumbria University Scholarships. It was
the greatest honour for me from Northumbria Prior to this, I graduated with a BA English from
University. Currently I am a PhD Research the University of Leicester in 2006, and then
student and looking at the possibilities and spent 2 years as a sabbatical officer and trustee
limitations of telemedicine (telehealth) being of the Students’ Union. During this time I was
applied in rural Nepal. I believe “do what you love the Deputy Chair (Communication) and a Board
doing and you will change the world while you’re Member for NUS Services Ltd, the commercial
doing it”. arm of NUS. I also founded and was elected
as the first Chair of Unions94 (the Student
Ismail Malik Unions of the 1994 Group of Universities) and
I have been involved in higher education since chaired the Student Loans Company Student
the early 90s, studied distance, on campus, Consultative Group. As a student, I was editor
undergraduate and graduate courses. I have of ‘The Ripple’ the student newspaper for the
also been active in the Student Movement, as University of Leicester.
Union President of two different institutions,
UK Ambassador for SOCRATES, National Rosemary Rimmer-Clay
Postgraduate Forum, University of London Union As a student with a newly acquired label of
Exec, NUS, Council for International Students ‘disability,’ my years as a student have been
London Coordinator, Student with Disability challenging, it has been disappointing to discover
Officer, Mature Students Union. My passion is that higher education still has a long way to go to
cricket which I actively lobby to be an Olympic accommodate the right to educational equality for
Sport. I believe in a more OpenCourseWare-led ‘non standard’ students. Without effective support
higher education system with great flexibility students with disabilities continue to struggle
in examinations alongside more emphasis on with inflexible bureaucracies unwilling to adapt.
Public Lectures and Learning. Current research But as a Quaker committed to promoting human
proposal: Widening Participation through a multi rights and social justice I have found the National
modal OpenCourseWare and Public Lectures, Student Forum a very worthwhile, lively and
University of London. accessible Forum. I believe that higher education
still offers the most potent solution to an
unequal society: disabled social workers are also
essential. Taking my didgeridoo, marimba and
poetry, I went forth and stood on the Fourth Plinth
to make the same point!
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Samina Sabir Armineh Soorenian
My name is Samina Sabir and I am 21 years of I am a disabled, postgraduate, mature
age. I recently completed a degree in Education international student, and have been in UK
with Early Childhood Studies at Roehampton Higher Education for the last eight years.
University and I am enrolled to undertake a In this period, I have been interested in and
PGCE this year at Anglia Ruskin University. campaigned for various issues relating to
Over my three years at Roehampton, I took disabled, postgraduate and international students.
an active role in working in the student union My involvement in organizations such as the
working on many campaigns as Welfare Officer, National Postgraduate Committee and the British
and Cultural and Diversity Officer. I was also a Council has strengthened these efforts. The
teacher of Roehampton Opportunity Accreditation PhD research that I am conducting at present,
Development whereby I taught key skills to investigates disabled international students’
other students, I was trained by NUS to do this. experiences. Through this research, I hope to
Furthermore, I was a student representative identify barriers faced by disabled international
for Early Childhood Studies and a Sport and students, and recommend ways to address these
Wellbeing Ambassador. Due to my commitment difficulties, in order to strive towards an inclusive
and participation at Roehampton I was awarded Higher Education system for ‘all’.
the principal award which is given to one student
every year. From these opportunities I have learnt By participating in the National Students Forum,
many new things and gained valuable experiences. I endeavour to contribute towards and promote
this inclusive educational structure further.
Christopher Sadler
I am a third year student at Birmingham City Wes Streeting
University studying Visual Communications I am President of the National Union of Students,
(Photography) with the Birmingham Institute of an elected position responsible for representing
Art and Design. My interests and hobbies include the interests of more than seven million students
a range of outdoor activities; walking, kayaking in Further and Higher Education across the UK.
and climbing. I am also an active member of the Before taking up my current position in
scouting movement. July 2007, I was NUS’ Vice-President for
Education. Prior to joining the NUS, I served as
Maeve Sherlock President of Cambridge University Students’
I am currently at Durham University doing Union, after graduating with a bachelor’s degree
research for my doctorate on the subject of the in History from Selwyn College. I was a member
interface between Faith and the State in modern of the Burgess Steering Group on Measuring
Britain. Until October 2006, I was Chief Executive and Recording Student Achievement and I am
of the Refugee Council and previous to this, a member of the Delivery Partnership Steering
spent three years as a member of the Council Group on admissions. I am a non-executive
of Economic Advisers in the Treasury on issues director of the Higher Education Academy, the
including child poverty, labour markets and the Universities and Colleges Admissions Service
Third Sector. During the 2007 Spending Review, (UCAS) and Endsleigh Insurance Services. I have
I chaired an Advisory Panel advising ministers on previously served as a non-executive director
the future role of the Third Sector in economic of the Office of the Independent Adjudicator
and social regeneration. Before moving to the for Higher Education and was a member of the
Treasury, I was Chief Executive of the charity One government’s Youth Citizenship Commission,
Parent Families, director of UKCOSA (Council which published its report to the Prime Minister in
of International Education) and President of the June 2009.
National Union of Students.
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Beth Timney Serena Trowbridge
For the past few years I have been at the I am a PhD student at Birmingham City University,
University of Nottingham studying Archaeology, having obtained a Masters from the University
as both an undergraduate and a postgraduate of Birmingham and a BA (Hons) in English
student specialising Osteology and the Iron Literature and Language from King’s College
Age in Britain. Following this, I spent a year as London. My thesis is entitled “Christina Rossetti’s
a Sabbatical Officer at Nottingham’s Students’ Fractured Gothic” and considers the effect on the
Union where I was responsible for representing work of Rossetti of Gothic literature. I am also
the needs and interests of a diverse and growing the editor of the Review of the Pre-Raphaelite
PG community. For the next two years I will, once Society, and I am currently undertaking some
again, be a student as I am starting a MSc in teaching at Birmingham City University. I am a
Occupational Therapy at Teesside University. school governor and take a strong interest in
secondary and higher education. I have been
Steven Thomson involved with the NSF since its inception and am
I am currently at Sheffield Hallam University particularly interested in aspects of learning and
studying towards a degree in Biomedical teaching, and postgraduate issues.
Science. I am 25 years old and have been a
student at Sheffield Hallam University since Kate Wicklow
2001, having previously studied a BSc (hons) I have been the Academic Affairs officer Anglia
Sports Development with Coaching and BSc Ruskin Students’ Union from Sept 07-09. While
(hons) Computing Degree Routes. During my a student at Anglia Ruskin I studied drama with
time at university I have taken an active role in music on the Cambridge campus and was the
university life. I was president of an extremely president of the Anglia Theatre Society (ATS)
popular Students’ Union society (2001 – 2003); in 2005-06. My love of theatre and music has
I have also been deputy chair of the Student meant that I have worked with lots of local
Union’s governing council (URC); and faculty theatre groups both in Cambridgeshire and in
representative, representing students at the my home town of Luton and have performed at
highest level within the university. As well as the Queen Elizabeth Hall and the Royal Albert
my active involvement at university I am also a Hall. As well as representing the views of my
football association referee, officiating semi- own students, I am also heavily involved in the
professional football. campaigning work of NUS including the higher
education funding campaign and helping to
I enjoy keeping fit, socialising, going to the strengthen student representation.
cinema and other leisure activities.
I am delighted to have been the Vice-Chair of
the National Student Forum and have enjoyed
working with such a diverse group of students.
I am proud of our achievements to date.
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Appendix B:
update and
review of
progress from
Year 1
The establishment of the Forum has been 1. Information Advice and Guidance
welcomed across the sector, and its profile and (IAG)
impact is gradually increasing. Since the NSF’s
One of the Forum’s key recommendations last
first report was published in October 2008:
year was the development of an online IAG portal
Government responded to the Forum’s to bring coherence, consistency and ultimately
recommendations through its report, published customisation to the plethora of information that
in January 2009.* is already available online. Its recommendations
on IAG, prior to entering higher education, have
stakeholder and partner organisations continue remained high on the agenda this year:
to participate in Forum meetings to help advise
and inform its recommendations Government subsequently commissioned
UCAS and NUS to undertake a review of
the NSF engaged with Vice-Chancellors, UUK on-line information and consider how it helped
and other key higher education partners at a applicants to make well-informed choices.
major seminar in May 2009 Forum members have been consulted during
the course of the study and participated in the
some individual institutions have begun to project steering group. BIS are now working
consider the implications of the first report’s with UCAS and Direct Government to see how
recommendations for their practice36 they can improve sign-posting for prospective
students. UCAS and NUS confirmed the
Forum members have attended various Forum’s central finding – that the issue is
sector events to discuss the Forum’s navigation of information (not availability).
recommendations on particular topics in more
detail, for example, members spoke on IAG Vice-chancellors met with the Forum in May
at the National Conference for Teachers and to discuss how universities could improve the
Advisors and at The Career Development information they provide to students prior to
Organisation’s annual conference entry into higher education
Forum members were invited to further
Although the Forum has gone on to look at discuss the recommendations at conferences
a number of new areas in its second year, organised by CRAC: The Career Development
for students, the themes from last year have Organisation, the National Council for Teachers
continued to resonate and the Forum has worked and Advisors and the Higher Education Liaison
to keep these high on the agenda of government, Officers Association
universities and higher education partner bodies.
We outline below the progress on the key topics Last year, the Forum committed to continuing its
discussed by the Forum last year. work on IAG by looking at the needs of mature,
part-time and postgraduate students and this is
covered in the relevant chapters in this report.
s of
e implication
36 considering th
endations
NSF recomm
ropolitan
s at Leeds Met
Student Service ademic Board,
The Director of a briefing pape
r to the Ac
Univers ity pr es en ted giving consideration
NS F re co m m endations, and
outlining the
’s response.
to the university
at:
per identified th
The briefing pa of
nts at the centre
is re lev an t to... putting stude no t re viewi ng
The report of the university
r wa ys of wo rking... the risk t Foru m is th at insights
ou uden
the National St nt-centred may
the outcomes of be co m ing more stude
ies fo r
and opportunit
be missed.
Briefing Paper,
ademic Board
urce : Le ed s Metropolitan Ac
So
February 2009
*
The government’s full response can be accessed at
http://www.dius.gov.uk/higher_education/students/student_
listening_programme/national_student_forum/~/media/
publications/R/response_to_national_student_forum_report

2. Student Finance 3. Employability
Student Finance was a key theme for the Forum Although not originally identified as a priority
last year, with one of its major areas of concern area, employability emerged as a recurring
being improvement to the Student Loans issue across the Forum’s first year discussions.
Company’s (SLC) service, which it committed to Therefore, last year the Forum developed informal
monitoring. The SLC returned in May 2009 to proposals, rather than formal recommendations in
update the Forum on their progress including: this area. Its continuing importance – especially
in the current economic climate – led to it
the launch of the new Student Finance
remaining a key priority for Forum members
England service
this year, and this report dedicates a chapter to
the recruitment of new senior management exploring this in more detail.
responsible for customer experience
4. Specific student groups:
the implementation of a customer
engagement strategy International, Disabled and
Postgraduate students
The SLC also outlined the elements of the review Last year the Forum held subgroups to explore
that are still to come including: the concerns particular to Disabled Students,
the My Fact Find service – an online calculator International Students and Postgraduate
providing information on financial entitlement Students and published a series of draft
and comparing bursaries from different HE proposals for further consideration by the full
institutions Forum this year.
the My Application and Offer programme – a With the limited time available to the Forum in
simpler online application process which will mind, it was agreed to:
work out from the student’s individual profile
the steps they will need to take and remove the dedicate time to developing recommendations
necessity to work through lengthy forms for improving the postgraduate experience as a
and guidance priority (see chapter on Postgraduate students)
The Forum was particularly pleased to hear review and refine the disabled student
that the SLC is now actively listening to and draft proposals, and publish the updated
acting upon customer feedback. The Forum will recommendations (see update on Disabled
continue to monitor these developments and the Students). The Forum also agreed to continue
impact they have upon students. to consider all core topics from the perspective
of equality and diversity for all students and to
keep a watching brief as to whether it might be
appropriate to hold further discrete subgroups
in future
review the international student draft proposals

in the context of current developments in this
arena, and identify any immediate implications
for our work.
The Forum was joined by UK Council for

International Student Affairs (UKCISA), who
updated members on the new immigration
laws (‘Tier 4’) that will potentially have a great
impact upon international students. The laws
are designed to make the visa application more
transparent, ensure those students that do come
into the country have sufficient means to live
comfortably during their time here, and allow
them to remain in the country to contribute
to the UK economy for two years after the
completion of their studies. However, there may
be unintended consequences, and we therefore
agreed to suspend our work in this area for
this year, until the effect of these new laws has
become known.

National Student Forum
Annual Report 09
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06 National Student Forum – Annual Report

07 National Student Forum – Annual Report

Liam’s story: a snapshot of the ideal Issues and challenges:

08 National Student Forum – Annual Report

improve IAG for prospective disabled students

Accommodation Vision: where are we trying to get to?

09 National Student Forum – Annual Report

‘ideal visions’ of how things should be if everything is working well

Introduction 10 National Student Forum – Annual Report

advise Government on the reasonable expectations of students

provide a student perspective on emerging policy areas, feeding views to policymakers

help evaluate the impact of existing policies on students in different circumstances

Forum Ways of Working

11 National Student Forum – Annual Report

Our work, therefore, covered a broad examination

13 National Student Forum – Annual Report

my lecturers enjoy teaching, inﬂuencing course development

there are different resources

resources are available to me at assessment and feedback are

all resources and buildings

feedback is used to help me,

I feel comfortable discussing

15 National Student Forum – Annual Report

17 National Student Forum – Annual Report

18 National Student Forum – Annual Report

19 National Student Forum – Annual Report

20 National Student Forum – Annual Report

21 National Student Forum – Annual Report

Increase ﬂexibility in course structures

rting module choice through module guides, both from academic

22 National Student Forum – Annual Report

23 National Student Forum – Annual Report

25 National Student Forum – Annual Report

We would like universities and lecturers to review

27 National Student Forum – Annual Report

28 National Student Forum – Annual Report

31 National Student Forum – Annual Report

33 National Student Forum – Annual Report

I am proud of what I have achieved

35 National Student Forum – Annual Report

The NSF was set up to help to deﬁne ‘a reasonable

36 National Student Forum – Annual Report

37 National Student Forum – Annual Report

39 National Student Forum – Annual Report

40 National Student Forum – Annual Report

The National Council for Work Experience runs

41 National Student Forum – Annual Report

d e n ts in work connection with the university

On reﬂection, as Samantha drew towards the end

43 National Student Forum – Annual Report

45 National Student Forum – Annual Report

We therefore placed a high priority on developing

47 National Student Forum – Annual Report

I have a clear idea of what my

I have a good chance of getting a

I know how to ﬁnd the right

49 National Student Forum – Annual Report

51 National Student Forum – Annual Report

Providing appropriate handbooks: what can sometimes go wrong?

52 National Student Forum – Annual Report

53 National Student Forum – Annual Report

Non-academic issues whilst

As with all students, we need accommodation

National Student Forum's 2009 Report

National Student Forum's 2009 Report