Hearing the student voice: using students to enhance professional development and inform academic practice in higher education

Fiona Campbell, Napier University

Using the student voice in professional development

Napier University experience

Impact on staff

compelling

inspired by hearing the students’

stories

reminded me what we’re

here for

powerful stuff

now that I know…

I am going to…

appreciate the courage that students have

easy to relate to and think of the implications for teaching and

learning

Value: students’ views(I gained) a feeling of accomplishment and

relevance, people listened to what I had to

say

It created a platform for me to spell out my

experiences

I found the interaction between staff and

students very beneficial

I liked being listened to

Investigation of practice

SEDA grant to conduct

- Literature search

- Survey of practice

The bringing together of faculty and students for discussion of the processes of teaching and learning in which they are jointly involved (rather than the usual focus on the content of the curriculum) is as rare as it is valuable.

(Asmar 1999)

Project aims (1)

Investigate and promote the use of the student voice in informing academic practice by:

1. developing and evaluating case studies capturing and harnessing student voices

Case study development: capturing student voices

Case study development: harnessing student voices

• Contribute to:– Professional development workshops and

seminars– Staff conferences

• Inform:– Curriculum development– Programme evaluation– Academic strategy

Project aims (2)

Investigate and promote the use of the student voice in informing academic practice by:

2. sharing outcomes with the sector

3. building a community of practice.

Application process

• do get advice from ESCalate

• do follow ESCalate guidelines:– transferability– dissemination

• don’t over-commit

• don’t be fazed by evaluator’s comments

Balance development/ dissemination

• don’t wait until development work completed before dissemination activities begin

• do focus on dissemination

• don’t over commit

• do build on feedback from dissemination

Dissemination strategies:project-based

• do create project identity

• do develop project website www.napier.ac.uk/studentvoices/

• do develop project materials

• do organise project events

• do use project reports as stepping stone for further publication

Dissemination strategies:external

• do participate at relevant conferences

• do contribute to relevant journals

• do accept invitations to present at other institution’s internal events

Dissemination strategies:in-house

• do promote project internally

• do encourage participation at local project events

• do work with colleagues on project activities eg case studies

• do use the project activities as an ‘in’ for other work with colleagues

Selecting development project area

• do choose motivating topic

• do consider transferability opportunities

• if possible, do select area where some initial work completed

Build a good team

Liz Beasley Jenny Eland Fiona Campbell Ann RumpusLMU UCE Napier Westminster

Build a good team

• do ensure enthusiasm for project

• do define roles

• do ensure members are willing and have time to contribute

• do keep in touch

• do meet regularly, document discussions and action points

• don’t allow escapes!

Timing

• do start project early

• do develop timeline with milestones

• do update timeline as project develops

• do arrange dissemination well in advance

• do inform ESCalate of time slippages

Keep in touch with ESCalate

• do discuss application process

• do ask for assistance with dissemination activities

• do advise project changes

• do submit reports as requested

Do go for it!

ESCalate development project:

• provides credibility for innovative activity

• gives a new dimension to work

• creates opportunities to meet and work with colleagues from elsewhere with shared interests

• offers stepping stone for further activity, new opportunities, career development …