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.