why we got involved background of impact work at exeter – primary focus on individual and social...
TRANSCRIPT
Why we got involved
• Background of impact work at Exeter– Primary focus on individual and social impact of student
engagement
• Preparation of charity registration – what is our Public Benefit?
• Adding substance to our narrative.• Worked with NUS/ NUS Charity to develop project on
a national scale
Social value
Socially Responsible Engagement
Social Value (Engagement post-degree)
Social Mobility
Academic Performance
Impact of SU’s: Engagement model
• Engagement and society– Students impact on society largely focused on
economic benefits• Individual return on investment• Return to UK PLC
– Experiences and behaviours developed at University translate to later life• Leadership• Volunteering
– Though engagement in union activities students will deliver long-term social (& economic) benefits
Exeter Engagement Segmentation
36% 33%
16%8% 7%
18%33%
33%
11%5%
11%
19%45%
20%
5%
7%
18%
34%
31%
10%
Bystanders Social Participants Community Organiser Politically Engaged Campaigners
UK Average Exeter Students Before UniversityExeter Students During University Exeter Students After University
Increasing Participation and Engagement
Community Organisers increase by 12% whilst at University: these are students with roles of responsibility in societies, volunteering, sports etc. Having been to Exeter our graduates are more
Likely to be active citizens in their communities, with a 20% increase in the ‘Politically engaged’ than prior to university and double the percentage of ‘campaigners’.
Our Impact Project focus
• Having focussed on student engagement we have focussed on representative activities:
– Mapping activity all the way through– Inputs – activity – output – outcomes and how we can
measure these things– So if we take the sabbatical elections it would look
something like...
Activities Outputs Outcomes
Confidence
Making friends
Guild runs elections
Guild Representatives to the community Improved University
Empowerment
Soft skills – communication, team work, confidence
Recruiting Candidates
Employability
Inputs
Evaluation of election
Results Announced
Guild Campaigns for voter participation
Students Campaign for votes Staff fulfilment
Representative Elections
Guild Reputation
?
Guild Representatives to the university
Improved Guild
Fees
Political climate (all four colours)
Budget
Time
Block grant
Time
Skills
Representative Candidates
Increased democratic engagement
Voter Turnout
Improved Guild processes
Training Candidates & Canvassers
Improved University Community
Higher civic participation - stronger civic institutions
Guild Mandate
Attitude
Students vote
Additional outcomes (NUS)
Guild reflects the students body
Greater political interest / understanding
Students UniversityLocal communityStudent union
Planning the election
Ideas to improve University, Guild and Community
Manifestos drawn up
Debate
?
Voting
Winners get jobs!
Sabbatical officers
Space
Indicators for outcomesVoting
EmpowermentIncreased democratic engagement
Greater political interest / understanding
Students UniversityLocal communityStudent union
Are Alumni who voted in the Sabbatical elections more likely to vote
in national elections?ALUMNI SURVEY
Do Students and Alumni who voted...- Feel they have a voice?
- Feel that voice is listened to?- Feel that action is taken?
How does this compare to students and alumni who didn’t vote?
EXEQUEST SURVEY, ALUMNI SURVEY
Are students and alumni who voted...-members of political parties?
-standing in elections?-campaigning?
-politically active?How does this compare to students
and alumni who didn’t vote?EXEQUEST SURVEY, ALUMNI SURVEY
How do we measure this?
General observations• Current focus on measuring student opinion (NSS, internal surveys etc),
don’t do this for wider stakeholders. • Often unable to substantiate our impact beyond outputs.• What happens if we need community support for a campaign? Do they
buy-in to our credibility? • Impact model as a tool:
– This is potentially time intensive, however it can be flexible. – You can look at one aspect of one area as an improvement tool. – No need to do the whole organisation.
What next
• Carry this out for the rest of the key activities in representation.
• Run focus groups to see if students agree.• Consult with other stakeholders (University &
Community Groups).• Amend existing surveys (or carry out new research)
to gather data for our indicators• Report internally and externally • Embed in strategy and annual review.