Blueprint - Increasing the Student Experience

Meeting expectation through partnership:A Blueprint

Foreword

Students choose Leeds because of the incredible experience they hear about; where academia and co-curricular activity go hand in hand. Leeds has a reputation for recruiting students for their character, potential and dedication as well as their academic standard. Helping students achieve their potential should be the aspiration for any world class university.

The new fee regime shines a brighter spotlight on the value that higher education adds to both students and society. Expectations will rise.

At Leeds University Union we understand how current students feel about their university experience and where Leeds can grow to meet their expectations. The quality of the Leeds experience is inconsistent, which is evident from NSS scores amongst other measures. However, we believe that Leeds has the potential to be truly “World Class”, through research excellence and inspiring teaching, blended with exceptional co-curricular development and support.

We have had an incredible experience at Leeds. We are like thousands of others students who have joined clubs and societies, volunteered in outreach activity, participated in policy-making and built a social network that will last our lifetime. In short, we have used the platform offered by our Union to the envy of our friends at other universities and generations of former students who missed out. As we move on in the next few months, the shared vision of this Student Executive is that our experience should be part of the Leeds guarantee and must be nurtured and better resourced in the future.

This document outlines how we can bridge the gap between expectation and delivery. This is intended as a starting point for improvement, not a complete action plan. Partnership work lies at the heart of every proposal in this document. The partnership between the University and students, facilitated through their Union, is Leeds’ biggest and most distinctive asset and represents the formula for creating a truly world class student experience.

Rachel, Elliot, Tim, Marcus, Jack and PaulLeeds University Union Executive 2010–11

Introduction

We believe that the University of Leeds student experience should, and can, be the best in the UK. We have the foundations of an excellent student experience, a buoyant and youthful city, the UK’s best students’ union and a history of recruiting students who become future leaders of society. We know that the changes to HE funding, with students bearing the cost of the benefits that it brings to them and to wider society present the need to review the delivery of the Leeds student experience.

Over the past year the University has doubled efforts to address issues around the student experience and is challenging all Faculties to provide action plans for improvement. We are concerned that students are not being considered as a major vehicle to aid this improvement. Leeds University Union can offer a continued student perspective on all areas of university life and we understand the need for improvement as a matter of urgency as we approach 2012.

Students want to be active participants in this process of partnership-working. At Leeds University Union we’ve developed strong platforms for student engagement. Student participation is embedded into our governance and day to day activity.

In this report we outline a number of areas of activity where the Union needs to be regarded as the main vehicle for embedding student partnerships in activity and service delivery. The Blueprint for improving the student experience at Leeds is based on a growth in the number of academics and support staff who embrace students into reviewing, planning and implementing change.

The quality of life in the city of Leeds and the students’ union are among the best in the UK. However, the student experience offered by the University of Leeds is not as good as it should be. The THESE Survey, whilst limited in student respondents, is the most notable national survey for comparison purposes. Leeds appears at 8th overall. Yet the categories where students are working through their union place Leeds scores in the highest percentile – these areas include “Good social life”, “Good co-curricular activities/societies”, “Good students’ union”, “Good support/welfare”.

This document summarises feedback that students have asked us to bring to the University on their behalf. We have also challenged ourselves to respond with ideas for new activity which can help bridge the gap between expectation and reality.

With enhanced resource to the students’ union, much of the content of this document could be addressed with short term (by September 2012) and medium term activity. The flexibility of unrestricted funding to Leeds University Union allows priorities to be agreed and delivered in partnership, embedded and responding to students needs.

We have drawn from surveys and research including our own Rate Your Union research 2011, Student Expectations Survey 2011 and Curriculum Enhancement Survey 2011 alongside other surveys such as the NSS, International Student Barometer Entry Wave 2010 and Times Higher Education Student Experience Survey 2011.

Theme 1: Recruiting and retaining Leeds studentsProposal 1 WP students achieving their maximum potential

Theme 4: Living in LeedsProposal 12 TransportProposal 13 Renting in LeedsProposal 14 The Environment

Theme 2: A culture for learningProposal 2 Meeting expectations from the startProposal 3 Improving relationships between academic staff and students.Proposal 4 Supporting students locallyProposal 5 An active, defined, partnershipProposal 6 Improving campus learning facilities

Theme 3: Ensuring the best student experience for all Proposal 7 Embedding employability, opportunities and volunteeringProposal 8 Bringing postgraduates togetherProposal 9 Increasing integration between International and UK students Proposal 10 Ensuring the right health and money advice is available to help students through UniversityProposal 11 Enabling co-curricular activity

Executive SummaryThis Blueprint outlines 14 proposals in four themes. They cover the diverse aspects of the student experience which need significant improvement to meet expectations.

Alignment with the University’s Strategy Map • Deliver an exceptional student experience centred on inspirational learning and teaching• Inspire our students to develop their full potential • Develop outstanding graduate and scholars.

Recommendations1. That the proposals act as a starting point for discussing activity to improve the student experience at the University of Leeds in preparation for the new fees strategy. 2. That all new activity should be designed and executed in partnership with students through Leeds University Union.

3. That this document forms the basis of Student Forum discussions over the coming months. 4. That the current model of resourcing the overall student experience isn’t sufficient to meet expectation from 2012 onwards.

The current situation:

The University’s Access to Leeds scheme (A2L) has proven the success of making an alternative offer to applicants from non-traditional backgrounds with proven potential to succeed in HE. We believe that more could be done to promote this work and the wider WP activity done in partner schools to raise aspirations. With wider publicity and rewards for staff doing excellent work in this area, Leeds should aspire to lead the sector in relation to applications from WP students.

Senate noted in March (minute ref 10/174) that we should explore how the Union could be involved in further work on WP. At the moment we play little or no role and yet can offer the very best link to students who would celebrate and communicate the potential offered by higher education.

Useful data: 902 current undergraduate students have contributed to outreach activity for young people (through acting as mentors, tutors, summer school hosts etc. Engaged 40,985 young people (19,783 of those were post 16 students) in aspiration and achievement raising activity – a 29% increase on last year. There is scope for Leeds University Union to better support outreach work given extra resource. (Source: ACE figures for the 2009/10 academic year)

What students will expect:

Fair access to Leeds on the basis of talent, not circumstance.

Examples of proposed activity:

• To increase strategic student involvement within outreach activity to assist Admissions Tutors and Schools in increasing the number of offers made. Support the action plans drawn up where Faculties don’t meet WP benchmarks.

• Co-creating a communications campaign to capture WP activity. Including initiatives detailing: — How academics work with partner schools to raise aspirations — How many of our existing students volunteer to help raise aspirations — Case studies so that best practice and best impact can be shared — The benefits of a University education — Why someone from a less well-off background can afford to study at Leeds — That it is normal for students to work whilst they study

• We believe that internal governance around the new bursary package is required to allow students to monitor what is achieved by the University. This may be in the form of a regular meeting between the Exec and key University staff. We further believe that University should continue to prioritise activity to get student support right at School level. Help should be available when needed and Schools should continue to refer to specialist support services for referrals including within LUU.

• Linking with the ACE Outreach program LUU could provide a summer school or operate specialised modules around the student experience. We should continue to work with Leeds City Council and other HE providers across West Yorkshire.

Theme One: Recruiting and retaining Leeds students

Proposal 1 WP students achieving their maximum potential


Leeds University Union and the University’s International Student Office, Lifelong Learning Centre and Equality Service work closely to provide a good induction experience for new students. The Union’s Freshers’ Fortnight introduces new arrivals to Leeds through a series of networking events (specifically for postgraduates, international students, mature students, part time students and students with dependents), social activities and opportunity fairs. This is an area in which there is already a degree of financial partnership, with the University contributing £12,400 and the Union £16,000 plus management time, to welcome students to Leeds.

Useful data:

Students’ main concern before University: — 41% said not knowing what to expect — 51% said making friends— 34% said finding their way round campus— 32% said their course and if they’d enjoy it 87% of international students were satisfied with social activities during the arrival period. 90% of international students were satisfied with meeting people from other countries, 86% were satisfied with meeting people from their own country, however only 63% were satisfied with meeting people from the UK.

(Sources: First impressions survey 2010, International student barometer entry wave 2010, Rate your Union survey 2011)


All students already expect to be inducted into all aspects of University life, especially as UG courses are structured with the first year to be preparatory.

Examples of proposed activity: :

• Induction should take account of specific course requirements. The Union is developing departmental specific induction meetings for September 2011 where students can meet their departmental society and reps. The induction programme should extend beyond initial induction and needs to feed into and support the student life cycle of different cohorts. Support needs to be offered at different times for different students.

• Joint research should reveal student needs at each stage of their time at Leeds. Services and communications should be designed to suit these needs.

• Passing advice from final year students to new students should be more common taking inspiration from initiatives such as http://advicetosinkinslowly.net/about.

• Enabling a fresh induction programme, which meets the needs of diverse groups requires investment. It is important that students feel like part of a global community and are aware of support services. More support for international arrivals has been requested, especially where accommodation is concerned so this should be a priority for development. A new activity we propose is a series of summer internships, whereby students from specific groups (e.g. PGR / international students) create a program of events for students from the same cohort.

• A further new activity should be the articulation and communication of the Part-Time Student Experience at Leeds. This group clearly has specific needs and expectations. Part time students have flagged simple issues such as lockers, sympathetic office hours, remote IT access, flexible accommodation, and improving use of the VLE.

Theme Two: A culture for learning

Proposal 2 Meeting expectations from the start


The University of Leeds is recognised for its academic excellence and high quality staff in both teaching and research. However, feedback shows that the high quality of academics’ experience does not always result in a positive, and therefore productive, personal relationship between students and their lecturers. Feedback from School Reps and other students shows that there is an inconsistency in teaching quality that students receive not only between Schools, but on the same course and even within modules. This is further highlighted through the THESE Survey and open comments on the NSS.

Useful data: The recent Times Higher Education Student Experience Survey positioned Leeds at 8th in the country. This high position was a result of the consistently high results in the areas of the social experience and support services. Disappointingly “high quality lectures” placed Leeds 17th and “good personal relationship with teaching staff” saw Leeds in the bottom part of the table at 76th.

The Union received 941 nominations for the Student Choice Awards 2011.

The 2010 NSS results highlight variation in satisfaction across campus, with some parts of the University scoring 100% levels of satisfaction, whilst others only half of that.

Student satisfaction for ‘the teaching on my course’ ranges from 61%–98% in different Schools., Student satisfaction for ‘staff have made the subject interesting’ ranges from 56%–100% in different Schools. Student satisfaction for ‘staff are enthusiastic about what they are teaching’ ranges from 58%–100% in different Schools.

(Sources: THESE 2011, NSS 2011)


Evidence from the NSS indicates that currently student expectation is not being met in all areas of the University. It is fair to conclude from data collected that students expect staff to be helpful, communicative and respectful.

Examples of proposed activity :

• There are many ways that the relationship between academic staff and students can be improved, and much that we can bring to this conversation, from what students have reported through the Student Choice Awards and the continual feedback we receive through our academic representation.

• Analysis of NSS results and open comments to create a central priority list, establishing themes and an action plan to remedy the cross campus issues raised by students.

• Working with the relevant University departments and students, we can create additional training resources in areas of best practice for student-staff relationships.

• One key area of work will be around the newly adopted Partnership, and ensuring that the principles outlined within it are disseminated and adhered to by all. We will revisit this in a later theme.


Proposal 3 Improving relationships between academic staff and students.


Faculties and Schools who have embraced the School Rep system provide a model of good practice of how to achieve high standards of student learner experience. Thanks to our focus on local representation, there have been huge advances in the School Rep System over the past two years. Every school in the University has at least one School Rep. This year four Faculties have had a minimum ratio of one student rep for every thirty students. We have further negotiated with each school in the remaining five Faculties to ensure that the best representation structures possible are achieved.

Within the first two terms of 2010/11 student reps made over 600 positive changes across the University. These changes ranged from altering module content and conducting their own seminars, to working with their school to increase contact hours. Many of these changes will have had an immediate impact on the learning experience.

Useful data: 60% knew their course rep for their course/programme compared to 23% in 2010.

61% of students knew how to contact their course rep compared to 23% in 2010.

42% of students who know who their course rep is feel their course is better because they have a rep. 50% of these students also feel they have a say in how their course is run. 30% said they have a say in how their course is run (first impressions survey 2010).

80% of international students said teaching quality is the most important factor when deciding to study at Leeds.

(Sources: International student barometer entry wave 2010, Rate your Union 2011)


Students expect that they should be able to help shape, and in many cases be involved in, the delivery of their course. Demand on courses to take on student feedback will only grow from 2012 onwards.


• We need to move to a scenario where local representation structures are the norm and are a key part of the University’s procedures and processes. Where the structure has been accepted we need to embed it further. Where there has been resistance, there needs to be further work from both partners, to ensure support.

• We would like to co-create a development plan for every school to ensure the longevity of their representation structures. This could include training for course reps in how to build connections and represent students and training for academic staff in how to engage effectively with Reps.

• Unfortunately, despite our overall success in this area we have faced various challenges in implementing the representation structures. Poor communication within Faculties, a reluctance to improve where current representation is deemed by university staff to be adequate, the absence of a clear, consistent understanding (in both students and staff) of the learning relationship at Leeds and a lack of support for student representation from academic staff have hindered progress in Schools and Faculties. It is vital that at every level of the University there is student engagement and representation.

• In line with the current student representation on high level appointing committees in the University (Chancellor, VC, DVC, PVCs), and agreed representation for future appointing committees (Pro-Deans for Student Education), it is important that students are also represented on others such as HoS, DLT, and Deans.


Proposal 4 Supporting students locally


Proposal 5 An active, defined, partnership


Partnership between academics, support staff and students should make the University of Leeds distinctive. The Union recently designed a participatory process to find out what students and staff expected from each other. This resulted in a new, meaningful and communicative Partnership Agreement. This was a vibrant, participative and all together new initiative for both the University and the Union and highlights what can be done when students and staff come together. However, the process illustrated that 80% of students hadn’t heard of the previous agreement.

Useful data: In 2010/11 we have drafted a new dynamic, relevant and co-authored partnership agreement, with over 1,000 students feeding into the process through LUU.

941 nominations for the Student Choice Awards 2011.

69% of students feel that staff and students at Leeds know what to expect of each other generally.

63% of students said the most important process is receiving feedback. (Source: Student Expectation Survey 2011)


• To make the new Partnership Agreement live and breathe, it has to be seen as a central tenet of campus relationships by both students and staff. We need to cultivate an environment where the agreement is used by students and staff to hold each other to account.

• It is clear that we need to ensure that all prospective, incoming, and returning students, are exposed to the agreement during their induction sessions. It is going to form a central part of our ‘Welcome Talks’, and in the true spirit of partnership, we are in conversation with LTSO and the University of Leeds Communications Team to ensure we are in place to deliver this for the 2011 intake.

• The Partnership should also play a key role in staff and student recruitment to highlight the expectations surrounding those who are part of the University of Leeds community. To ensure that new and current staff are fully inducted into the Partnership, there should be a full integration into all SDDU training modules.

• The agreement should be hosted on line and supported with digital feedback mechanisms to make it live and breathe, and to allow for annual updates.

• To ensure the Partnership is adopted by all within the University community, each school needs to interpret how the agreement relates to them. Within the first semester of 2011, there need to be conversations in each school – between students and staff – in which they discuss each principle of the Partnership Agreement. Using the local interpretations, we suggest that Schools host the agreement on their website, with the local information sitting behind each statement. This can then by pushed to students through the Portal, allowing them to see the detail of the agreement that pertains to them.

• Other possible uses of the Partnership are to use the key principles as a branding tool across campus. Examples of this could be ‘Fair and equal treatment’ being branded on the Equality Unit, and ‘Ensure all spaces are fit for purpose’ featuring on spaces across campus. It could also be used as a basic communications framework for all physical works, repairs or improvements made on campus.

• We are currently working on a communications strategy with LTSO on the PA for 2011/12.


Students expect an academic environment in which they are seen alongside research as a key priority. Through the participative process we used to create the new agreement, the detailed principles outlined are a clear indication of the basic expectation of students.


Students need space for many different activities - studying, learning, socialising, relaxing, getting help and living. The quality of student space across campus varies significantly. Whilst there are some exceptionally good quality spaces for meeting and learning, there are also some extremely poor spaces. Spaces such as Parkinson Court, Leeds University Union, and the affectionately named Worsley Building ‘Airport Lounge’ are vibrant and well used for a verity of purposes. There are, however, new developments such as the Liberty Building which seem to have moved away from the collegiate feeling so important to the University experience.

Useful data: The most important resource to students in descending order are access to core texts, library opening times, access to suitable equipment and quality of teaching space.

Having the right resources are the second most important category (out of 4), Support being the most important.

There were a number of comments from the Rate your Union survey regarding a lounge space/more seating areas generally for the campus as well as LUU.

96% of students said the use of the Union building is an important opportunity/service provided by the Union.

(Source: Student Expectation Survey 2011)


Students will expect to have access to both the academic resources and facilities needed to complete their study at the University of Leeds.


• We believe that Leeds University Union can help develop a consistent approach to consultation on many issues, but especially on the issue of student space on campus. We believe that the provision of quality social space and learning space across campus would be greatly aided through more student involvement, taking into account the recommendations from Space to Learn.

• Staff and students should agree a cross campus student space strategy. This should include central learning study spaces, as well as local spaces for students.

• In the spirit of partnership, clear agreements should be developed in all Faculties on spaces that can be used by students and societies. School-based spaces for learning could include lab spaces for science students, computers labs for engineering students, quiet reading areas for humanities and social science students and extended opening hours for medics who have exams outside of the standard UG timetable.

• With more funding available for student experience and strategic planning, focus needs to be put on the accessibility of learning resources. This should include access to academic texts, library opening hours and greater support for online learning.


Proposal 6 Improving campus learning facilities


While LeedsforLife provides a great way for students to reflect on their learning from co-curricular activities, LUU provides the majority of these activities and opportunities. LUU has over 15,000 students registered in volunteering, clubs and society activity and employs over 300 students at any one time directly with many more opportunities available through our temping agency.

Students are becoming increasingly concerned about their future prospects and demand on services e.g. Careers Centre Drop-In, Joblink and volunteering have grown dramatically this academic year. It is also unclear how many students are using LeedsforLife to its full potential or whether the LeedsforLife website has evolved enough to realise the aims of the project.

Useful data: 84% of students said it’s important to have the opportunity to develop and learn new skills.

38% of students said the Union helps them develop their skills and experiences.

50% of students want to learn skills and boost employability through clubs, societies, volunteering and representational opportunities.

What employment/careers support do you expect from the university? — In terms of advice, 61% said advice, 54% said information and 56% said support — In terms of interactions, 52% said opportunities to meet employers; 55% said training; 51% said placement; and 36% said networking with Alumni — In terms of recruitment, 25% said representation; 30% said employment

International students are least satisfied with work experience and careers advice, which are moderately important to them.

(Source: International student barometer Entry Wave 2010, Curriculum Enhancement Research 2011, Rate your Union 2011)


A consistent level of access to activities, support for skills development, supported by good quality tools and tutoring.


• The Careers Centre, LeedsforLife and LUU all assist students with their skills development and ultimately help them reach the graduate destination of their choice. We need a strategy that integrates three services together in order to build upon their success. This strategy should address, but not be limited to, further targeting and more innovative marketing of careers and networking events.

• With more investment in society activities and Joblink, we believe LUU could create far stronger integration between specialists in the Careers Centre and the student-led activities that are an integral part of the Leeds experience.

• The University can add more value by seeking to create more jobs on campus for students and graduates by increasing flexible working, job sharing and ensuring temporary positions are offered initially to Leeds graduates through Joblink.

• To help students capitalise on their experiences, we propose the development of an effective volunteer support package, facilitating international and other diverse students to participate more. Some groups struggle to volunteer due to constraints with CRB checking, difficulties applying for opportunities, complex funding applications, language and cultural barriers. This package should cover time management, sourcing activities where children are welcome, access to support for carers and sourcing opportunities for students with disabilities.

• Practical sessions should be delivered which complement student activity and show a community of students developing together, rather than a sense of this as an individual option. An example could be to introduce third years to LinkedIn and their personal brand going into the jobs market.

• Creating a LinkedIn group, perhaps linked to LeedsforLife, that can be used to strengthen relationships between students based on their affinity with their University Faculty, LUU or individual clubs and societies. LUU’s student staff and society volunteers could be the leaders in adopting this kind of approach.

Theme Three: Ensuring the best student experience for all

Proposal 7 Embedding employability, opportunities and volunteering


Postgraduate research students feel that the student experience focuses mainly on undergraduate students and that campus wide help, support isn’t always geared to their specific needs. Greater engagement with postgraduate research students has led to more of them contacting their students’ union for help, setting policy for the Union and engaging in representation. This is evident by nearly 10% of PGR students filling out our recent survey about PGR students who teach. We need to work together to further increase this engagement.

Useful data: 83% of research postgraduate students receive funding for their research.

88% have undertaken demonstrating, marking or teaching assistant/ tutorial/ seminar work.

56% feel the teaching they do is relevant to their subject area and 26% feel it’s usually relevant to their subject area. However, 21% said the teaching they do is irrelevant to their subject area.

19% of these students get paid for preparation time.

19% of these students have been asked to supervise Masters or UG student’s projects and only 3% are paid for this work.

54% of students get paid for marking, from this 87% receive a full rate of pay.

30% of students have performed teaching work “off the books” i.e. outside of their agreed contract.

67% feel their teaching/ demonstrating work is valued within their department.

(Source: Postgraduate Research Teaching Survey. 2011)


PGR students also expect to love their time at Leeds.


• A new approach to integrating PGR students needs to support them in a way that works for them, rather than attempts to replicate what may work for undergraduates. PGR students have expressed interest in events that helps them share their research and network with fellow researchers. The Union is looking into supporting a PGR networking event.

• Creating a postgraduate research society run by students for students in every Postgraduate School.

• Working with other students’ unions and the NUS to establish best practice in PGR representation.


Proposal 8 Bringing postgraduates together


Leeds talks proudly about its global community on campus. However, there is little evidence of a consistent community feeling between students of different nationalities. This year we have made progress in providing opportunities for integration between International and UK students through the relocation of Global Café and by directly targeting groups of UK students interested in travel and other cultures. 15% of the regular attendees of Global Café were UK students in 2010-11. We can, however, improve this, and work towards increasing integration at a range of different events, making it ‘the norm’. We need to do this by showing UK students the benefits of this, and finding common ground where all students can come together.

Useful data: International students want to integrate more with UK students. Only 63% of international students were satisfied with meeting friends – however, this is one of the elements they feel are highly important to them.

85% of international students say the Union is contributing positively to their experience at university.

83% of international students feel catered for by the Union.

89% of international students feel it’s important to develop and learn new skills, and 92% feel it’s important to meet new people.

(Sources: Rate your Union 2011, International student barometer Entry Wave 2010)


As part of a global campus, students will expect to interact with various cultures on campus.


• There is more work to be done to create an integrated international community on campus. This should be articulated in pre-induction material so both home and international students understand that Leeds offers them a global experience.

• Enabling a fresh induction programme, which meets the needs of diverse groups requires investment. Making sure that students feel like part of a global community at Leeds, centred around their Union and knowledge of other support services is important. More support for international arrivals has been requested, especially where accommodation is concerned so this should be a priority for development. A new activity we propose is a series of summer internships, whereby students from specific groups (e.g. PGR / international students) create a program of events for students from the same cohort.

• The Intercultural Ambassadors Project is currently quite modest but with more involvement of LUU, through our Volunteering and Community Office and more synergy with Global Café, we believe that the project could have an even greater impact and deliver on some of the aims of this proposal.


Proposal 9 Increasing integration between International and UK students


The last full review of student health issues was completed in 2004/5. It is important that we work together to get up to date annual information on the current health needs of our students in order to accurately assess their health needs. With the current situation facing the NHS, it is important that we support student health through the GP Consortium or Primary Care Trust.

Money advice continues to be a high priority for students. One in ten students told us in 2009 that help with debt was the most important help that we could give them at the Union. Students must have a clear picture of the financial commitment of study before they arrive and before they make choices on accommodation and method of study. This is particularly important when there is an expectation to take part, for example in assessed field trips that can be unaffordable.

Useful data: 88% of students said it’s important to get support and advice from the Union.

66% of students strongly agree/agree with statement: the Union gives me great support, services and facilities.

69% strongly agree/agree with the statement: it is easy to get help from the Union when I need it.

International students said having financial support is important to them; however they are not satisfied with this element.

93% of international students are satisfied with the Student Advice Centre.

(Source: Rate your Union 2011. International student barometer Entry Wave 2010

What students will expect: Students want good quality, impartial support throughout their time in Leeds.


• Building on the excellence of the student medical practice, the University and LUU should develop links with local GPs, the PCT and local authority under the new NHS regime. We should aim for a regular survey or other way of ascertaining what students feel the issues are in relation to health – sexual, mental, drugs or alcohol – this could be conducted every year to ensure our students are being provided for effectively.

• Research to establish the general financial advice that students want and need while at University with the data used to design and deliver money advice.

• Hidden and extra costs should be published for students to see at recruitment stage.

• The university should work towards incorporating as many course costs as possible into the £9k fee.


Proposal 10 Ensuring the right health and money advice is available to help students through University


Proposal 11 Enabling co-curricular activity


The Leeds experience goes beyond attaining a highly renowned degree. It is the co-curricular activity at Leeds that makes our students’ experience unique. LUU has over 330 clubs and societies, more than most other Unions, providing quality opportunities for Leeds students to achieve great things, gain new experiences and develop themselves as people. We know these clubs and societies are a major factor in many students decision to choose Leeds. However, not only do these clubs and societies struggle financially, their needs and potential can often go unrecognised.

Student societies are limited by the space that is available to them in the Union and some groups are forced to shorten their meeting times and restrict the number of students they allow to join.

Many other students are unable to engage in co-curricular activity because of academic commitments scheduled on Wednesday afternoons. While in section 2.3.5 of the Timetabling Policy, there is a commitment not to normally schedule academic commitments on Wednesday afternoons, in reality many courses still do.

Useful data: 90% positive contribution.

15,878 students are currently members of LUU Clubs and Societies.

LUU Clubs and Societies spent 14500 hours engaged in co-curricular activity in LUU Meeting Rooms in the 2010/11 academic year.

47% of students said LUU was a contributing factor in their decision to come to Leeds.

Students voted resoundingly in favour of keeping Wednesday afternoons free in 2009 and again in 2011 through LUU’s democratic systems.

(Sources: Rate your Union 2011, First Impressions Survey 2010)


To have the opportunity to engage in quality co-curricular opportunities such as LUU’s clubs and societies. They expect to be able to engage fully in their academic and co-curricular involvements without experiencing clashes that force them to choose between them.


• A reassessment of space on campus should be conducted, particularly focussing on performance and rehearsal space, and space that could be made available to students at weekends. Clear agreements should be developed in all Faculties and centrally on spaces that can be used by students and societies.

• A new initiative is needed to reduce academic commitments on Wednesday afternoons wherever possible, and the minimise timetabling clashes.


The poor transport in Leeds effects students and local residents alike, but despite a Travel Plan the University has made little noticeable impact in this area. Students and local residents know that buses are expensive, unreliable and dirty. The situation for cyclists is improving with the arrival and establishment of Velocampus and UTravelActive but a recent cycle path through campus proposed as part of a city wide cycling network and fully funded by Sustrans was blocked in the Transport Policy Review Group despite a good case from LUU and the University’s Sustainable Development Team. A similar LCC proposal to put a cycle path on a desire line in Woodhouse Moor was blocked by the ‘Friends of Woodhouse Moor’ group. LUU recently campaigned for a cheaper bus fare on the main students’ routes and succeeded in lobbying First Buses to lower their prices on the 95 service through Headingley.

Useful data: 48% of students rate the bus service in Leeds bad/very bad and 42% rate it average. 88% of students said the prices of bus journeys need to improve. 65% of students said the service needs to be more reliable and punctual. 71% of students would travel by bus more if it was cheaper and 63% said if there was a dedicated student discount.

40% of students are more likely to wait for a cheaper bus service.

84% of international students are satisfied with transport links at the University. (Source: International student barometer entry wave 2010, Why pay more? Leeds student bus campaign 2010)


To be able to travel in and out of university at reasonable cost, safely and efficiently.


• The University needs to work more effectively in taking an active role in promoting transport for students off campus. LUU has been pushing the vision for more cycle routes, tram routes and cheaper buses and we need to establish a robust partnership with the University to improve these services. The proposed route for the trolley bus will run down the A660, thus massively improving the transport situation for the majority of our members. The project has been frozen since the change in government and is now one of 22 schemes nationally who are competing for the funding. The outcome will be determined by the end of 2011.

• Research should be done and if students are in favour, the Union and University could lobby the government to add weight to Leeds’ case for the trolleybus project to go ahead.

• The University is in a position to ensure that work on improving cycle routes in Leeds is continued, through high level buy in and a financial commitment to the transport projects such as the Utravel Active project.

Theme Four: Living in Leeds

Proposal 12 Transport


Proposal 13 Renting in Leeds


University accommodation costs are rising, whilst maintenance loans are currently capped. With the loss of lower end accommodation such as Bodington and St Marks in the near future, there is a growing need to keep rents affordable.

There is a healthy private sector for students but two main problem areas have been identified: LCC cut backs could threaten enforcement action regarding antisocial behaviour and the environment in student areas, LCC’s negative attitude towards student communities threatens future generations of students. Students are also not as proactive as they could be when complaining to landlords and getting good deals during house hunting.

Useful data: Average rent rises across University accommodation in 2011/12: 2.5-6%.

Highest rent increase: North Hill Court 9.8%.

Plans to sell Boddington in approx 2 years time (currently this is one of the cheaper rents) so will remove cheaper option for students in future years.

LCC Article 4 Direction, meaning students housing will need additional planning permission. The University broadly supported this legislation, whilst LUU was opposed.

Feedback from housing related activities is that students still say they have to look early and are not confident negotiating with landlords.

International students are least satisfied with accommodation costs (59% are satisfied) and living costs (69% are satisfied).

86% of international students are satisfied with the quality of accommodation.

(Source: International student barometer entry wave 2010, Student Advice Centre Feedback 2011)


Safe, well maintained and affordable housing.


• We need to work together to ensure affordable, well maintained and safe accommodation for students in Leeds.

• Work in partnership to impress upon Leeds City Council the positive contribution and importance of the University and students.

• Locally delivered campaign to encourage students to vote in local elections to ensure local decision makers prioritise the needs of students.

• Increase in peer-led student housing projects to encourage students to be more proactive in their housing decisions.


Despite having a Community Strategy, the University has little or no reputation for having a positive impact on the local environment. Hyde Park is widely know to be an environmental problem area, yet has the lowest reporting of environmental issues to the Council’s helpline in the city.

Waste and the appearance of the area are one of the biggest causes of complaint to the University’s Neighbourhood helpline. Students often face barriers such as removing bulky waste from gardens, unfamiliar and unexplained recycling systems and a lack of clarity over bin collections. Improving community cohesion in the local area is one of the themes of the University’s Community Strategy.

Useful data: 43% of students recycle even if it requires additional effort.

42% of students say that their bin isn’t sufficiently large enough for the number of people living in their house.

44% of students don’t know which day their bin is emptied on.

(Source: LUU Waste Research, December 2009).


Living independently away from home for the first time is exciting but brings a huge responsibility. Students want help from the Union and their University to live sustainably.


• Creating a mechanism to capture and help manage students’ feedback to Leeds City Council.

• Lobbying Leeds City Council to improve the recycling services in student areas.

• Working together to secure funding for a permanent, continual, student-led Leave Leeds Tidy project.


Proposal 14 The Environment

Conclusion

We know that the University of Leeds is serious about improving the offer to students and have recognised the commitments from University Council and the Vice-Chancellor to find ways to improve the student experience. To embrace this challenge effectively we implore the University leadership to acknowledge the evidence provided by students and utilise LUU as a critical friend and key partner.

The individual proposals of this document cover the diverse aspects of the student experience which we believe need a concentrated improvement to meet student expectations. This is indeed a blueprint, not a completed strategy and we seek engagement with University leaders to solve the problems identified through the evidence we have collated. We expect to build on the ideas proposed in this document since many aspects of this report require much further work and that in itself requires resourcing. Resourcing an improved student experience has already been a facet of the new financial strategy, but we believe some of that resource should be directed towards student-led projects, with a clear focus on Leeds University Union.

Regardless of how money is spent out of the University fees received from 2012, it will be an investment directly from students’ future earnings or current income. For that reason alone we believe the University must relentlessly pursue a partnership with students in all that it seeks to do. A culture of consultation must be built in all possible areas. This will not slow down development and realisation of our vision, indeed it will accelerate the delivery of a world-class institution where every student loves their time at Leeds.

Making it easy for students to improve their skills and enjoy

new experiencesHelping students get the support they need to make their

lives easier

Giving students more for their

membership and more for their money

Working together for change on the issues

that affect students

Making membership fun

and exciting Creating a strong work culture that

helps our staff help students

Being sustainable in every way

Creating a vibrant place for students to

meet other people

Building a community for all

our members

Our Vision:

Together, we’ll

make sure you

love your time

at Leeds

Our Core Values:

FunDemocracyQualityEqualityResponsibility

Appendix 1

LUU One Page Plan 2010-2014.

Our Promises to Students:

Make your life at university fun.

Help you change the things that you want changed.

Give you great support, services and facilities.

Listen to you and understand your needs.

Act responsibly in everything we do.

staff

staff

students

students

expectations expectations

expectationsexpectations

• Be responsible, accessible and respectful

• Prepare for, engage with, and contribute to learning at Leeds

• Help each other to reflect, develop and improve

We will:

Appendix 2

The Partnership Agreement

We will

• Be responsible, accessible and respectful • Prepare for, engage with, and contribute to learning at Leeds• Help each other to reflect, develop and improve

What staff can expect from students?• Openness to learning in a variety of ways • Willingness to engage in autonomous and collaborative learning. • Constructive use of contact time with personal tutors• Timeliness and preparedness for active participation in their course• Consideration of participation in co-curricular opportunities• Reflecting and preparing for life after university

What staff can expect from staff?• Respect for the expertise of all colleagues• Fair and effective teamwork

What students can expect from students?• Broadening each others’ learning experience.• Fair and effective teamwork

What students can expect from staff?• An excellent and varied learning experience, prepared and delivered in an inspiring way• Constructive contact time with personal tutees• Clear information about the contact time and format for each course as well as opportuniies for additional discussion• An indication of the likely costs of participating fully in a course•Use of technology to assist learning outside of contact time• Encouragement to engage with co-curricular activities• Advice and guidance on opportunities after graduation• Access to high quality support services

What we can expect from

each other?

• Familiarity with course content and assessment• That we seek, give and act on timely, relevant and effective feedback• Ensure all spaces are fit for purpose• Fair and equal treatment• Active engagement in the creation of innovative academic content that reflects current research• Preparation for, attendance at and engagement with all learning opportunities• Fulfilment of all our commitments• Open, effective and timely communication• Critical and independent thought• Constructive engagement• Access to sufficient learning resources• Open and proactive responses to change

Blueprint - Increasing the Student Experience

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Transcript of Blueprint - Increasing the Student Experience