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Liverpool Hope University

STUDENT WRITTEN SUBMISSION1

for the 2015 HIGHER EDUCATION REVIEW

1 Please note that the Student Submission consists of two parts, a written submission [002] and an

accompanying video submission [003].

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Table of Contents

Acknowledgements .................................................................................................... 3

About the Students’ Union .......................................................................................... 3

Authorship .................................................................................................................. 5

Data to support the Student Submission .................................................................... 5

Structure of this Report .............................................................................................. 7

Approval ..................................................................................................................... 7

How effectively has the institution addressed the recommendations of its last audit? 7

Key Changes Since the Last QAA Review ................................................................. 7

Overview of Student Experience ................................................................................ 9

Management of Quality and Academic Standards (Incorporating Setting and

Maintaining Threshold Academic Standards) ........................................................... 16

Assessment and Feedback ...................................................................................... 18

Student Support ....................................................................................................... 21

Student Engagement and Representation ............................................................... 24

Research Students ................................................................................................... 25

Thematic Area of the Review: Employability .......................................................... 266

Conclusions .............................................................................................................. 27

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Acknowledgements

The following individuals and colleagues are thanked as their contributions have been

invaluable:

All Course Reps and Executive Officers;

Staff from within the Students’ Union;

Dr Katherine Birch (Senior Academic Quality Advisor) and Mrs Ursula Boote (Project

Support Officer) for their support, encouragement and advice;

Student Submission Support Officers (Internship) Miss Angharad Brown and Miss

Kathryn Judge;

University staff from Student Support and from within the Faculties for locating and

sending documents on request.

About the Students’ Union

The Students’ Union is the representative body for over 6,000 students. Our primary

objective is to contribute to ensuring the best student experience, inspiring success and

positive change for students at Liverpool Hope [7000] The Union is led by an executive of

three full-time and ten part-time elected officers who work alongside three permanent staff

members to provide services and opportunities to our members. The Union, as a registered

charity, is overseen by a Trustee Board that is responsible for the strategic oversight of the

Union.

Liverpool Hope Students’ Union Staff:

Caroline Bates (General Manager)

Steven Cox (Student Activities & Engagement Coordinator)

Richard Hughes (Advice & Advocacy Coordinator)

Liverpool Hope University Students’ Union, Hope Park, Liverpool

Website: http://www.hopesu.com/

Email: union@hope.ac.uk Tel: 0151 291 3707

Officers: Liverpool Hope University Students’ Union (LHUSU)

2014-15 Ms Hannah Baker (President) Ms Megan Jezzard (Vice President, Education) Ms Limor Best (Vice President Welfare and Community)

2015-16 Ms Kira Cox (President) Mr Pranay Raj Shakya (Vice President, Education) Mr Ayodele Akinele (Vice President Welfare and Community)

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Liverpool Hope Students’ Union Part-Time Elected Officers 2014-15:

Ayo Akinrele (BME Officer)

Dan Scott (Women’s Officer)

Amber Lynch (LGBT Officer)

Harriet Dunn (Disabled Students’ Officer)

MD Atiqur Rahman (International Students’ Officer)

Susan Forde (Post Grad Students’ Rep)

Lisa Bristow (Mature Students’ Rep)

Paul Ward (Creative Campus Rep)

Emily Burroughs (Aigburth Rep)

Vacant Post (Sustainability Officer)

Liverpool Hope Students’ Union Part-Time Elected Officers 2015-16:

At the time of submission to the QAA, details of the elected officers have yet to be confirmed

as elections will not take place until October 2015.

The Students’ Union supports over 70 student societies, clubs and teams and our advice

service provides advice and representation to students on academic and welfare issues

within the University and externally. We also run campaigns and lobby the University and

other organisations based on evidence we gather from course representatives, casework

and other sources.

The Students’ Union’s full-time officers have regular meetings with members of the

University’s senior management team (some of which are formal, others informal). Whilst the

University runs the Course Rep system the Students’ Union agrees to facilitate it by

promoting it to all students and supporting the reps through training and building networks,

which oversees the election and support of students chosen to represent the views of their

peers on academic issues within the University. The Students’ Union has a good relationship

with the University and works through representation on key University committees and with

University staff to ensure that the student voice is considered within the decision making

process.

Whilst acting as the critical friend to the University, the Students’ Union is always very keen

to commend the University and its staff for success and quality. In the academic year 2014-

15 the Student Led Teaching Awards were renamed as the Hope Star Awards as a way in

which to recognise and celebrate the excellence and best practice of all staff at Liverpool

Hope. These awards are integral not only to Liverpool Hope Students’ Union but also to the

University, with both parties being in agreement that all staff play an important role in the

successful running of the institution, in the delivery of high quality courses and thus deserve

recognition.

The most recent awards held in March 2015 were led by a steering group of four students

who chose the nine specific awards that would be presented [7001]. The steering group

helped in the planning of the event and chose the winners from the 44 nominated members

of staff.

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The winners for academic year 2014-15 were [7002]:

Innovation Award – Deborah Baldwin Student Opportunities – Emma Katz Supportive Tutor – Zoe Kinsley Supportive Staff – Susan Forde Thinkers – Stefanie Kappler Feedback – Kathleen Orlandi Inspiration – Jen Hough Hope Community Hero – Adelle Collins Course Rep of the Year – Amy Worsley

The Hope Star Awards will continue to be an annual event and the Students’ Union were

pleased to note the recognition given to recipients, particularly through Learning and

Teaching Committee and Senate.

Authorship

The Student Submission has been written by Megan Jezzard (Vice President Education

2014-15) and members of the Student Steering Group (SSG) over the course of six months.

Additional support has been provided by staff from within the Students’ Union and by two

Interns working to support the Student Steering Group. The Steering Group was brought

together to develop specific projects, to support production of the submission and have

worked closely across the year.

Steering Group Members:

Daniel Black

Stephanie Cox

Ruairi Cousins

Paige Grogan

Danielle McLaughlin

Jessica Stoneley

Megan Jezzard

Supported by Interns:

Angharad Brown

Kathryn Judge

Data to support the Student Submission

In writing this report a number of different primary and secondary sources have been used.

The University routinely shares data from the annual NSS survey and internal reviews with

the Students’ Union and this has been supplemented by data from the ‘8 Days to Speak’

campaign, held in December 2014. Throughout this report we also refer to a number of

documents which have been used as evidence to support the narrative.

During the ‘8 Days to Speak’ campaign, a series of different activities were held in an

attempt to ensure that as many students as possible were able to contribute to the

submission using a number of different approaches. Whilst the NSS and other routine data

provide insight into a number of key areas, the Steering Group were keen that a number of

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different approaches were adopted. These included an online survey to all taught students

(eliciting 344 responses), two window writing events held at Hope Park and the Creative

Campus and student experience comment cards were distributed [7003] [7004] resulting in

875 comments.

In addition, during February 2015, a ‘Think Big Picture’ event was held, in which three focus

groups were convened, during which students worked with a graphic facilitator to capture

their views and experiences of Liverpool Hope in pictorial form2. In April 2015 additional

evidence was collected from students studying in the Network of Hope. Students were given

the opportunity to complete student experience cards [7005] [7006] [7007], specific to

studying for a Hope degree in the Network.

The feedback gained from students during the ‘8 days to Speak’ campaign helped in

furthering the SU and SSG’s understanding of the student experience at Liverpool Hope as

well as providing an insight into student life. The campaign’s results and outputs, together

with information received from course reps, are used throughout this report. In addition

narrative reports on the Think Big Picture event [7008] [7009] have been provided alongside

this written submission, together with a short film in which students share their Hope

experiences.

We recognise that the data acquired during the ‘8 days to Speak’ campaign may be limited

in that we have not been able to elicit the views of all students. However, the data gained

from the campaign has been incorporated into this report alongside pre-existing data,

enabling the report to reflect our understanding of students’ experiences at the University

and outline the steps we hope to take in the future.

Throughout this report we also refer to a number of documents which have been submitted

alongside it, this evidence provides further context and/or evidence towards our responses.

2 The ‘Think Big Picture’ Event is discussed further in the Video Submission

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Structure of this Report

This Student Written Submission (SWS) aims to give a clear understanding of the student

experience at Liverpool Hope University. We have structured the report around the broad

framework provided by the QAA and commented on the areas we feel are of particular

relevance and significance to students at this time. This means we have chosen not to

comment on some sections and have provided more detail on others.

In some sections we present our response alongside recommendations for the University to

consider in order to address our feedback. It should be noted that the University has been

responsive to the initial ideas and suggestions arising from this work and it is anticipated that

many of the recommendations will be addressed during 2014/15 – 2015/16.

Approval

The Trustee Board of Liverpool Hope Students’ Union, which has strategic oversight of the

Charity, has approved the final Student Written Submission which will be uploaded to the

QAA on 7th September alongside the University’s own Self Evaluation Document.

How effectively has the institution addressed the recommendations of its last audit?

The University has shared the various interim reports to the QAA and the Self Evaluation

Document for HER with the Students’ Union. The Students’ Union is confident that the

University has addressed the recommendations of the last audit and is working to enhance

the learning experience of students.

Key Changes Since the Last QAA Review Liverpool Hope was reviewed by the QAA in 2009 and a number of recommendations were made which fall into three categories:

Essential - 2 recommendations

Advisable - 7 recommendations

Desirable - 5 recommendations

In producing the Student Written Submission, the Students’ Union has reviewed the

University’s action plan and response to the QAA [7010] [7011] [7012] and we are satisfied

that all three areas have been fully addressed.

The following paragraphs highlight key areas which we feel have improved significantly in

the five years since the last Institutional Review.

The Students’ Union recognises that the University makes considerable effort to ensure

student feedback is given careful consideration. The student voice is an integral part of the

decision making process of the University through elected Course Reps, representation from

the Students’ Union on University committees, Senate and Governing Council and through

the routine discussion on student feedback (such as NSS, internal course evaluations) at all

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levels. Departments regularly respond to student opinions3 via ‘you said, we did’ feedback, in

which departments make changes to improve the student academic experience. The results

are often displayed on screens across the University, demonstrating to students that their

feedback has been taken on board and improvements to their experience have been made.

The student voice is routinely included in the programme approvals process with the

Students’ Union (VP Education) a full member of the panel or, where the approval is of an

existing programme, inclusion of a current student on the panel. The inclusion of the

Students’ Union and consideration of the student voice brings about positive change; for

example Eden café opening hours have been extended ensuring that postgraduate

students, in particular, who may study during evening and weekends, feel valued and part of

the Hope Community.

Liverpool Hope Students’ Union recognises that student engagement has developed

significantly since the last review. However, this is always an area which can be developed

to ensure the student voice is being heard to its fullest potential and The Students’ Union is

happy to collaborate with the university on this.

Additionally, there has been significant change since the last review in regard to the

investment in the University estate. The Libraries, Our Place, Hope Park Sports and the

Sports Science block have all been, or are in the process of being, redeveloped. Study

spaces for students have been improved across both campuses. Whilst the Students’ Union

recognises that the development of the science building was essential, and indeed welcome

in terms of enhancing students learning opportunities, more could have been done to consult

students’ voice in this process and to explore and understand any wider impacts that the

actual building works may have had e.g. disruption and impact to training and competitive

fixtures for our sports teams

Recommendation: The University and the Students’ Union work together to identify ways in which the student voice can be heard in relation to estates and infrastructure issues (such as Value for Money). The goal would be to aim for involvement equivalent to that of academic matters. E.g. inclusion of student reps on the Estates Strategic Planning Group.

Since the last review the SU notes that that the University has withdrawn from some

collaborative partnerships and understands that this decision was made to ensure the

safeguarding of academic quality and standards of taught degrees. A small number of new

partnerships have been established – particularly in relation to research degrees.

A new model for all undergraduate programmes has been introduced over the past few

years and this has minimum contact hours standardised across the University. Small tutorial

groups were set up in order to foster the commitment of academic staff knowing the students

one by one and to offer an enriched learning experience for students. The Students’ Union

notes that these areas have recently been reviewed and results were made available to the

SU representative at L&T Committee on 10th June 2015. As the Students’ Union is currently

in a period of transition, following the appointment of three new sabbatical officers, the report

will be shared with the new officers and they will be following up on the results of this review

at the start of the new academic year 2015-16 and will make any appropriate

recommendations.

3 Self-Evaluation / NSS / SSLC / Faculty Meeting

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The number of programmes offered by the Network of Hope has been extended and the

University has also developed its use of Moodle to support all students.

Research informed teaching underpins delivery of all academic programmes and since the

last institutional review there have been significant changes to the research profile of the

University. The Students’ Union notes that the number of Liverpool Hope staff holding

doctorates has increased from 49% in 2009 to the current 71%. In the recent Research

Excellent exercise, the SU was delighted that Hope was ranked fourth in the North West for

research intensity with 44% of outputs ranked as either world leading or internationally

excellent.

Overview of Student Experience

In the most recent NSS for academic year 2013-14, student’s overall satisfaction score was

82%, the same as the previous year. NSS data from the previous five years is also provided

in the following graph, which focuses on the six key areas within the NSS, together with the

overall satisfaction summary.

Within each of the sections certain subjects are rated more highly than others. For example,

students on the Initial Teacher Training course rated their course very highly (ranking 2nd in

the country), with other subjects such as Philosophy, Geography and Politics rated very

highly for ‘The teaching on my course’. The ‘Assessment and Feedback’ category showed

an overall agreement rate of 78%, an increase of 3% from the 2012-13 figure and 6% above

the sector-wide figure of 72% [7013].

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A breakdown of the individual sections for 2013-14 is included on page 14.

The following chart shows ‘Overall Satisfaction’ data to department/subject level,

respectively. The table shows that the School of Teacher Education was ranked 1st with a

mean score of 4.8. A total of four departments scored above the University mean of 4.1 in

this category. The School of Teacher Education and Health Sciences have seen increases

in ranked position since 2012-13 whereas the Department of Psychology saw a significant

decrease from last year’s position.

30

40

50

60

70

80

90

100

Liverpool Hope University NSS Results

2009

2010

2011

2012

2013

2014

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The feedback we obtained from the ‘8 days to Speak’ campaign provided different

perspectives on student experience, helping in further broadening the Students’ Union and

the Student Steering Group’s understanding of student life. In addition to the surveys

conducted, students were also asked what they felt the University did well, and what they felt

could be improved via Student Experience Comment Cards. Analysis of the free text

comments4 showed that the Hope Community was the area most valued by students (178

comments received for this aspect). Among the most popular themes, in response to what

Hope does well, was the quality of academic staff at Liverpool Hope, with 21% of the 592

comments received focusing on this aspect. Comments varied from the knowledge and

enthusiasm of tutors and lecturers to their availability and the support they provide. Below is

a selection of some of the responses received regarding Liverpool Hope’s academic staff;

4 The complete set of comment cards are available

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Other common themes amongst the responses were the academic quality and overall

enjoyment of course, the community feel and atmosphere at Liverpool Hope as well as the

quality of the library and learning resources available.

In addition to the ‘8 days to Speak’ comment cards distributed at Hope Park and the Creative

Campus, comment cards5 were also distributed (at a slightly later date) to students studying

in the Network of Hope. Students were asked ‘What is particularly good about your

experience studying for a Liverpool Hope degree at Holy Cross / St Mary’s College?’ with the

following results:

5 The complete set of NoH comment cards are available.

30%

21% 17%

12%

18%

2%

8 days to Speak Comment Cards - What is particularly good about your experience at Hope?

The Hope Community

Academic staff & support

Academic Courses

Learning Resourses

The Physical Environment/Facilities

Other

36%

18%

15%

11%

10%

4% 3% 2% 1%

What is particularly good about studying for a Liverpool Hope degree in the Network of Hope?

Tutors, Lecturers and Staff (General)

Academic Quality and Content of Course

Time Management and Convenience ofCourseLocation

Learning Resources General

Communication

Learning Environment and Atmosphere

Socializing

Other

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Network students were also asked ‘What either the University and/or the college could do to

improve [their] experience’ with the following results:

The Students’ Union will be providing the data to the Network of Hope Annual Review Day

and the Oversight Committee for consideration as part of the wider cycle of annual review

and enhancement.

In addition to the comment cards, over 340 students completed the online ‘Speak’ survey

which helped gather student opinion on areas such as learning resources, teaching,

academic quality of course and enjoyment. This survey found that 77% of respondents either

strongly agreed or agreed to some extent that they were satisfied with the overall quality of

their course.

Much like the student experience cards, the quality of staff at Liverpool Hope was seen to be

a positive aspect of the student experience, with 87% of respondents, either strongly

agreeing or agreeing to some extent that Hope staff are helpful and supportive. A total of

83% agreed that staff were available to talk to if students needed to discuss anything and

80% of respondents agreed that staff make their subjects interesting.

32%

28%

20%

15%

5%

Please tell us what either the University and/or the college could do to improve your experience.

Course Content and Quality (General)

Organisation and Information

Facilities and Learning Resources

Tutors (General)

Other

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NSS Data 2013-2014

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%

Agree 87 90 83 91 82 78 82 80 75 80 74 80 80 84 75 61 66 59 59 87 87 90 83 82 80 83 82 82 54

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Liverpool Hope’s learning resources were also seen to be a favourable part of studying at

the University. In total 87% of respondents agreed that there is adequate space to study on

campus, a further 82% agreed there is adequate provision of library resources and facilities

and 91% agreed that help is available if advice about the library or acquiring books, journals

or articles is needed.

During the ‘8 days to Speak’ campaign two window writing events were held, at both the

Creative and Hope Park campuses. As part of the window writing activity students were

asked to write three words they would use to promote Liverpool Hope to others, they were

also able to make suggestions via separate comment cards for any improvements they felt

the University should make6. One hundred and thirty nine students took part across the two

days with writing filling windows in the Creative Campus as well as covering the windows at

the front of the Gateway Building at Hope Park. Although these views may not be

representative, they capture what individual students say and feel about being a Liverpool

Hope student.

The main graphic on the front page of this report captures some of the most commonly used

words and themes, not only during the window writing events but also includes comments

collected throughout the ‘8 days to Speak’ campaign.

6 As previously detailed on p.12, the SU will follow up any recommendations for improvements to the student

experience in AY 2015-16.

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Management of Quality and Academic Standards (Incorporating Setting and Maintaining Threshold Academic Standards)

Students are actively involved in approval panels and, where this is not possible, course

teams are responsible for gaining student feedback – usually through their current students

and those who have graduated. This is outlined in the University’s Programme Design and

Approval guidelines. Recent graduates also take part in departmental reviews. Throughout

2014-15, the Vice President (Education) has been involved in new programme approval

events and has acquired a good understanding of the University’s processes. One to one

support was provided to the Vice President (Education) by senior University staff to support

her in this role. During approval meetings, one of the main areas discussed by the panel is

how the proposed course meets national standards and the member/s of the panel comment

on this in their reports. The formal inclusion of students as full members of the panel is

relatively recent and is welcome.

In 2012-13, the University approved a new model for all its undergraduate programmes. This

has minimum contact hours for first, second and third years and different types of

assessment linked to lectures, seminars and tutorials. Students were involved in this process

through discussion at the Student Sounding Board, through Students’ Union activities and

local discussion. The change in the structure of the curriculum caused some initial logistical

challenges, such as room availability and problems with student timetables and it could be

suggested that these initial difficulties may have contributed to the NSS scores for

‘Organisation and Management’ in the academic year 2013-14. The issues have since been

resolved and the University now aims to give students their timetable over the summer.

Of the 592 comments received from ‘8 days to Speak’ comment cards, in response to what

Hope does best, 101 comments noted aspects of Hope’s academic courses as being what

students felt most positively about. Over 20% of respondents commented on the academic

quality of course or overall enjoyment with other popular responses including the small class

sizes at Liverpool Hope, the opportunities provided through courses as well as Moodle and

other online resources.

Comment cards completed by students studying as part of the Network of Hope saw a

similar response with 18% of the total 285 comments noting the academic quality and

content of course as a positive aspect of studying for Liverpool Hope degree in the NoH

colleges.

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Comments on Liverpool Hope courses from the ‘8 days to Speak’ campaign

In the 2014 NSS, ‘The teaching on my course’ category for 2013-14 shows an overall

agreement rate of 87%, an increase of 2% from the 2012-13 figure and equal to the current,

sector-wide figure. Individual question results are as follows with 2012-13 figures contained

within the brackets ( ): ‘Staff are good at explaining things’ 90% (88%), ‘Staff have made the

subject interesting’ 83% (81%), ‘Staff are enthusiastic about what they are teaching’ 91%

(90%), and ‘The course is intellectually stimulating’ 82% (81%).’

In response to the NSS data (2013-14) the Dean of Students has been working with

individual subject teams to review the NSS scores and to agree action plans to address key

issues. The Students’ Union welcomes the close attention given to student experience and

the proactive enhancement steps taken across the University, and particularly the attention

given at Learning and Teaching Committee and by the Dean.

Data from the 2014-15 NSS will be available for the review team’s consideration in

December 2015. However, the data incorporated throughout, and used to inform this report

is that which was most recently available at the time of the reports completion. Internal

course data is currently being collated as part of the University’s own programme of review.

All students should be able to read the most recent report from the External Examiner on

their course Moodle, and information about who the External Examiner is and their role is

usually found in the Course Handbook.

Although the role of External Examiners is very important in providing assurance about the

academic standards and quality of Liverpool Hope programmes, informal feedback suggests

that students may not fully understand the role of the External Examiner, why their

role/report is important and what the University does once a report is received.

Recommendation: Course Handbooks should include more information about the role

and purpose of the External Examiner and to reinforce the fact that the reports and

Departmental Responses are available on Moodle. We would also suggest that the

report and any actions are given a higher profile within SSLCs and within wider

discussions with students.

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Assessment and Feedback

During the programme approvals process the varying methods of assessment at Liverpool

Hope are discussed. All undergraduate programmes are assessed by a combination of

examination and coursework, including essays, presentations, group work, posters and

research projects. In the majority of cases postgraduate students are required to complete a

significant piece of research (a dissertation). Course handbooks as well as the course

Moodle provide information for students on the assessments relevant to their particular

course. Research students are assessed on their final thesis, with information on the criteria

for assessment provided in the PGR Handbook and on the University’s PGR webpages.

As the University’s own internal report on the 2014 NSS data notes, the Assessment and

Feedback category shows an overall agreement rate of 78%, an increase of 3% from the

2012-13 figure and 6% above the […] sector-wide figure of 72%”. Individual question results

are as follows with 2012-13 figures contained within brackets ( ): ‘The criteria used in

marking have been clear in advance’ 82% (82%), ‘Assessment arrangements and marking

have been fair’ 80% (78%), ‘Feedback on my work has been prompt’ 75% (71%7), ‘I have

received detailed comments on my work’ 80% (74%), and ‘Feedback on my work has helped

me clarify things I did not understand’ 74% (69%).

The University’s NSS data was also benchmarked “against a peer group of other

Universities in addition to those operating in the North West. Hope’s peer group members

include Edge Hill University, The University of Chester, York St John, Winchester University

and Bishop Grosseteste University”(See evidence footnote 15 – NSS Results Analysis).

Liverpool Hope’s percentage of 78% for the ‘Assessment and Feedback’ category places the

University’s ranked position as joint second out of fifteen. When measured against its peer

group, the University’s ranked position is second out of six. When measured against North

West institutions only, Hope’s ranked position is joint first out of twelve. Institutions falling

below Liverpool Hope in this category include; Cumbria (78%), Chester (77%), Central

Lancashire (76%), John Moore’s (75%), Bolton (74%), Lancaster (72%), Manchester Met

(72%), Salford (70%), Manchester (68%) and University of Liverpool (67%). Of the North

West institutions, Edge Hill University (78%), Liverpool Hope University (78%) and the

University of Cumbria (78%) occupy the top positions in this category.

Data from the 2014-15 NSS will be available for the review team’s consideration in

November 2015. However, due to timing of the submission, analysis of this data has not yet

been completed; the data incorporated throughout, and used to inform this report is that

which was most recently available at the time of the reports completion. Internal course data

is currently being collated as part of the University’s own programme of review.

7 The University is committed to providing feedback within four working weeks of submission.

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Source: https://nss.texunatech.com

Data collected from the ‘8 days to Speak’ survey shows that 78% of respondents either

strongly agreed or agreed to some extent that feedback was prompt with a further 72% of

respondents agreeing that the feedback they received was useful.

In order to gain a broader understanding of the views of students regarding assessment and

feedback, the University’s Learning and Teaching Committee has suggested running a

series of student focused events to be held on one of the scheduled Learning and Teaching

Days. Learning more about how students would like to receive feedback is of particular

interest to the LTC as well as how student’s rate the value of the feedback they are given

and obtaining student’s suggestions for enhancement. The Students’ Union supports this

action.

In 2014-15 the University introduced electronic submission (via a Turnitin Assessment in the

Course Moodle) for all assessments (where possible8). This action was taken to support

academic standards and to provide students with an opportunity to review their work and to

develop good referencing skills.

The Students’ Union notes that Learning and Teaching Committee (March 2015) discussed

the use of Turnitin and will be reviewing practice to ensure that all students are given an

opportunity to see an Originality Report on their work before they submit work. This was

discussed in some length at Senate and the principle of greater student access to Turnitin

before final submissions was fully supported. The Students’ Union supports this action.

The Students’ Union also notes that the University’s Standing Sub-Committee on

Assessment (SSCA) will be reviewing the data on instances of academic misconduct across

the year. This is particularly important following the introduction of Turnitin.

Recommendation: The Students’ Union recommends that more information and

guidance is provided to all students regarding Turnitin so that there is a clear

understanding of what it is, how it is used and why it is used.

8 Some practical / performance assessments cannot be submitted this way.

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The Students’ Union remains concerned about the extent to which students coming to

Liverpool Hope from different countries understand the University’s approach to academic

conduct (which is consistent with other higher education institutions in the UK).

Recommendation: The Students’ Union recommends that the International Office

(working with other academic colleagues) provides additional resources and support

to International Students on academic conventions and academic conduct. The Union

notes that workshops are scheduled but would like to see a wider range of resources

and support.

The Advice Service within the Students’ Union has only been established from July 2014.

Prior to this advice was provided adhoc by elected officers. The Advice Service is now

administered by a qualified Advice Worker who is a staff member, not an elected

representative. From 1st July 2014 to the 30th June 2015, the Advice Centre had 195

individual cases. We had projected 200 cases when we started in June 2014. Students

access the service with a variety of support needs and queries; however academic related

issues make up the majority of cases.

Impact on students

Students have access to free, independent, confidential, professional and impartial

advice on their rights and responsibilities

The University has reported that since establishment of the SU Advice Centre there

have been a decrease in cases going to appeal and those written appeals that have

been submitted have largely been of a higher standard, providing clearer facts and

evidence to support the appeal

195

48 29 29 28

7 12 25 17

Union Advice Service: Individual Cases 01.07.14 - 25.06.15

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The Advice Service contributes to the credibility and profile of the Union with students

and the institution

Student Support

Support is provided to students in a variety of ways. Academic staff provide advice and

support in classes, through tutorials and offer individual support and advice via meetings and

emails. Other support is provided through Student Support and Wellbeing. Resident Tutors

provide pastoral support to students living in halls. The Writing Mentors and Students’ Union

provide sessions on academic skills and other topics.

The Students’ Union notes that the overall satisfaction rating for Academic Support in the

NSS 2013-14 was 80%, an increase of 2% from 2012-13. Individual question results are as

follows with 2012-13 figures contained within brackets ( ): ‘I have received sufficient advice

and support with my studies’ 80% (79%), ‘I have been able to contact staff when I needed to’

84% (83%), and ‘Good advice was available when I needed to make study choices’ 75%

(71%).

The ‘8 days to Speak’ survey showed that 87% of respondents, either strongly agreed or

agreed to some extent that Hope staff are helpful and supportive with 83% in agreement that

staff were available to talk to if students need to discuss anything. The video submission

also highlights the value that students place on the support they receive and the level of

access they have to staff.

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Student experience comment cards, completed by students studying for a Liverpool Hope

degree through the Network of Hope; showed 36% of the collective 285 comments praised

the tutors, lecturers or staff in general. In total 20% of the 285 comments focused specifically

on the support tutors provide.

Study skills workshops are delivered by academic staff, by the Students’ Union and through

other support services such as the library and Writing Mentors. The SU is aware that the

workshops receive positive feedback from students and this was reflected in the SU Survey

which saw a number of positive comments on the subject. The SU is committed in helping to

raise awareness of the availability of these sessions amongst the student body and would

like to see more workshops and study skills support provided.

Recommendation: The University increases the range and type of study/academic

literacy skills workshops provided.

Recommendation: That the University and Students’ Union work together to ensure

greater promotion of the various support services and study skill workshops available

to students, in particular to support retention, progression, attainment and academic

conduct.

The ‘Learning Resources’ category in the NSS survey showed Liverpool Hope’s resources

such as the libraries, IT and learning spaces are highly valued by the student body with an

overall agreement rate of 87%, an increase of 6% from the 2012-13 figure and 1% above the

current, sector-wide figure of 86%. Individual question results are as follows with 2012-13

figures contained within brackets ( ): ‘The library resources and services are good enough

for my needs’ 87% (81%), ‘I have been able to access general IT resources when I needed

to’ 90% (83%), and ‘I have been able to access specialised equipment, facilities or rooms

when I needed to’ 83% (77%).

The Students’ Union is aware that students studying in the Network of Hope may face

specific issues regarding access to library resources/library opening hours. These concerns

have been discussed at the relevant SSLCs and it is clear that action has been taken to

address these concerns. There has been a good response by the University in introducing

extended opening hours for all of its libraries during exam periods.

At Liverpool Hope there are a number of students who require Learning Support Plans which

are put in place to support students with a declared disability. In 2014, the University surveyed

[7014] all current students (undergraduate and postgraduate) who have previously disclosed a

disability or other specific learning difficulty/ health condition including students based in the

Network of Hope Colleges. The survey covered a number of areas including the quality of

information provided before and during the course, advice and guidance; the effectiveness of

the Learning Support Team; the effectiveness of arrangements regarding Learning Support

Plans and reasonable adjustments; the availability of University resources; and the availability

and quality of learning resources. Respondents were also invited to provide any additional

comments/feedback regarding their personal experience of the support, facilities and of the

resources available to disabled students at Liverpool Hope. In total 176 students responded,

out of the 780 contacted. Almost half of respondents identified dyslexia, dyspraxia or

dyscalculia as their disability, with a further 25% of respondents confirming a long term illness

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or health condition. A mental health difficulty was indicated by 25% of those completing the

survey and around 10% of respondents reported having mobility difficulties. Students with a

visual or hearing impairment made up almost 10% of respondents.

A majority of 84% of those who completed the survey confirmed knowledge of how to contact

the Learning Support Team for advice about disability/dyslexia support. When asked how well

the Learning Support Adviser listened to and understood their support needs, around 97% of

respondents felt that the adviser had done this either very well (80%) or quite well (17%). A

total of 89% of respondents felt that they have been supported either very well (43%) or quite

well (46%) by the University’s Learning Support Team. A further 86% of respondents felt that

the University supported their particular needs either very well (33%) or quite well (53%). The

remaining 14% indicated that their particular needs were not supported adequately by the

University.

As the detailed results from the survey show (which are referenced in the University’s own

submission), whilst the University put in place a wide range of support for students, there are

ways in which this could be improved further. The Students’ Union supports the actions

taken in response to the survey.

Recommendation: The University to work in partnership with the Students’ Union,

including the elected Disabled Students’ Rep, to consider how students with disabilities

and/or LSPs can help shape and deliver training to staff. We believe this will help staff

to develop a better understanding of the personal experiences of students with

disabilities and/or LSPs have and the barriers they may face.

During the current academic year, there have been changes to DSA funding and the

University has been giving careful consideration to how this might impact students with

disabilities [7015] [7016]. The SU has engaged with this issue locally, with the aim of ensuring

the best possible support for Liverpool Hope students. The SU are aware that the University

has an action plan in place regarding changes to the DSA and the SU have been involved in

this process [7017] [7018] through representation on the Student Services Group (SSG). The

SU fully support the approved action plan.

Figures provided by Student Administration in February 2015 showed that the University has

341 international students. The support available for international students has been an area

of focus within Student Support and Wellbeing, led by the Associate Dean (International). A

wide ranging programme of advice and service support is available. Recently, the International

Unit undertook an essay writing competition [7019] in which international students were able to

share their experiences and the publication of ‘Fountain of Hope’9 in April 2015.

EU Students

UG - 23 PG- 26

Overseas Students (Non- EU)

UG- 42 PG- 250 (this includes Distance Learners)

9 International Unit ‘Fountain of Hope’ is available in hard copy.

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Student Engagement and Representation

The Students’ Union is the principal representative body for students at Liverpool Hope

University and works to recognise the positive contribution academic staff make to the

student experience of studying at Liverpool Hope. The union also acts as a critical friend to

the University in order to raise standards and aspirations.

The principle decision making body within the Students’ Union are the forums, which are

open meetings that all students can attend and are chaired by elected students. All students

have the right to propose policy, debate any matter raised and to vote on resolutions in the

forums. The ‘Hope in the University Forum’ is primarily concerned with the educational

development of students and influencing policy of the University. The forum discusses topics

such as the curriculum, University facilities and services, the Course Rep System, University

policies and academic standards of the University.

The primary point of contact for students and the main vehicle in ensuring the student voice

is heard and valued is the University’s Course Rep System. The course reps plays a vital

role in promoting the student voice and are the key link between students and staff in the

University. Course reps are there to represent the views of students on their course; they are

trained and supported in campaigning for change and act to resolve any course related

issues. Course Reps sit on the Staff Student Liaison Committee and information from these

meetings is then fed into departmental meetings.

This year The Students’ Union has trained and supported over 190 course reps and ensured

that their role extended beyond giving feedback by encouraging departments to involve their

reps in the strategic planning of teaching quality. The Union utilised the Student Union’s new

digital platform to create a resource base for course reps. A Course Rep Conference was

held to strengthen and further develop the partnership between the Students’ Union and the

University’s Academic Quality Team.

Recommendation: The Students’ Union recommends that in 2015-16 SSLC activity is

reviewed across the University to ensure that SSLCs are operating in line with the

new guidance.

The University has recently revised its guidance on the operation of SSLCs (March 2015).

The Students’ Union recognises that whilst considerable development has been made over

the past three years to the Course Rep System there are always ways in which this aspect

could be enhanced to ensure the maximum effect for students and to ensure the system

operates to its fullest potential. The Students’ Union had concerns that Liverpool Hope was

falling short of its peers as a result of the Union not having the capacity to employ a fulltime

staff member dedicated to supporting the Student Voice (as other Unions do), who would be

able to lead on the operational development of the Course Rep System. This has been partly

addressed and the Union Trustee Board agreed to increase the part-time Advice &

Advocacy Coordinator’s post to a full time Advice & Student Voice Coordinator with effect

from 1st August 2015. University Council approved the Union’s 2015/16 budget in June 2015.

25 | P a g e

The University engages with students formally (through SU representation on committee

structures, the Student Sounding Board, Faculty committees and via SSLCs and others as

described in the University’s Student Voice Policy) and more informally through discussion

with SU elected officers and student groups. Students are encouraged to give feedback on

their academic programmes and also on the wider support services available. The

information gathered is used to develop action plans which are reviewed during the year.

The Students’ Union recognises the University’s commitment in responding to feedback from

students. Past NSS results have shown ‘Organisation and Management’ to be an issue,

consequently students now receive a draft time table over the summer to ensure that they

are well informed and that there is a sufficient amount of time to make any changes that are

needed. The Students’ Union welcomes this progress. The SU will endeavour to routinely

collate key themes arising from all Course Rep Reports each term so that information can be

provided to the University and to SU Leads about key issues.

The Students’ Union welcomes the commitment of the University to hearing the Student

Voice at different levels, such as faculty and institutionally. The Students’ Union will be

reviewing its own Constitution and Democratic structures during 2015/16 to ensure they are

fit for purpose, we have concerns that there is a danger students may get confused about

the best place to raise issues if there are too many channels. Further clarity is needed about

the role of the different Student Voice mechanisms such as the Student Sounding Board

which is ran by the university and does not include representation from the Students’ Union.

Recommendation: Given the important role played by course reps, it is recommended

for the Students’ Union and the University to jointly review and consider how the

Course Rep system could be better supported.

Recommendation: That in addition to the Students’ Union review of its own systems

the University works with the Union to review the Student Sounding Board as part of a

broader framework of Student Voice engagement.

The Students’ Union is proud of the working relationship between the University and the SU

and is pleased that various academic campaigns, within a number of University

departments, have been worked on in collaboration throughout the year.

Research Students In 2013-14 the University undertook a review of PGR and subsequently revised certain

areas of its PGR systems, processes and staffing. An Associate Dean (PGR students) and a

PGR Support Officer were appointed to manage key stages of the PGR processes such as;

entry, committee reporting and examinations. The applications process was also revised,

and is now entirely online. This enables applicants to track the progress of their application

and informal feedback suggests that this has been an enhancement to the previous system

– both for staff and students.

As part of the data collected for the Student Submission, a survey was developed to look at

the experience of PGR students. The information obtained suggests that the majority of

students surveyed are generally satisfied with their experiences. The survey focused on

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specific areas such as supervision, resources, progress & assessment and research skills &

development. A snapshot of data extracts from the survey is provided below:

Of the PGR students who took part in the survey:

Supervision

87% of the respondents felt that their supervisors had the necessary skills and

subject knowledge to support their research

86% regarded the feedback from supervisors as helpful to their research activities

Resources

82% of respondents strongly agreed or agreed to some extent that there is adequate

provision of library resources and facilities (including physical and online resources)

83% of respondents agreed that there is adequate provision of computing resources

and facilities

Progress and Assessment

83% of the respondents understand the required standard for their thesis

80% of the respondents understand the requirements and deadlines for formal

monitoring of their progress

Research Skills and Development

90% of respondents felt that their skills had developed during their programme

82% of respondents felt their ability to manage projects has developed during their

programme

The Students’ Union recognises that the survey responses also included a number of areas

for improvement and as mentioned earlier in this report the Students’ Union will actively seek

to resolve these issues in the new academic year, working with the new PGR Student

Representative of the Research Degrees SubCommittee. Full data is included as evidence.

[7020] [7021] [7022]

Recommendation: All PGR partner Universities should undertake regular reviews of

PGR student experience. Enhancement actions should be routinely monitored and

reported to the University.

Recommendation: The University could undertake regular reviews of PGR student

experience. Enhancement actions are regularly considered and implemented.

Thematic Area of the Review: Employability

The Careers and Employability Team co-ordinate and deliver a wide range of events,

activities and support for all students. The new ‘Strategy for Enhancing Student

Employability’ [7023] outlines the different ways in which the University is working to improve

the employment prospects of students and there has been a significant expansion in this

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area over the past few years. A growing number of students are making use of the

Employability Hub and the My Careers portal, attending events and taking part in

activities/opportunities such as one to one careers sessions, careers fairs, Hope Works,

SALA and Global Hope.

The Students’ Union provides volunteering opportunities and additional skills based training

for all volunteers including part-time officers, course reps and committee members of student

groups. Training includes workshops such as managing budgets, chairing meetings and

negotiation skills all of which enhance the employability of students.

The Students’ Union would welcome the opportunity to work closely with the Careers

Employability Team to promote a range of activities and to consider ways in which these

could be extended, particularly in areas such as work placements and study

abroad/exchange.

Conclusions

The Students’ Union welcomes the opportunity to comment on the experiences of Liverpool

Hope students as part of the process of Higher Education Review.

The Students’ Union acknowledges in this report that the University is committed to

engaging with both Hope students and the SU and recognises the University’s commitment

to student engagement and supporting improvements in the student learning experience.

A number of actions have been recommended and the Students’ Union is confident that

these areas can be addressed through working in partnership. The Union will continue to

work with the University through the mechanisms which have been agreed to ensure the

student voice continues to be heard.

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Index of Evidence

Code Footnote Reference Type of Evidence

1 Please note that the Student Submission consists of two parts, a written submission and an accompanying video submission.

Comment

7000 SU Strategic Plan 2015–2018 Attached Evidence

7001 Hope Star Award Description Attached Evidence

7002 Hope Star Awards Power Point Attached Evidence

7003 Speak Comment Cards Analysis Attached Evidence

7004 Speak Comment Cards Raw Data Attached Evidence

2 The ‘Think Big Picture’ Event is discussed further in the Video Submission

Comment

7005 St Marys Comment Cards Raw Data & Analysis Attached Evidence

7006 Holy Cross Comment Cards Raw Data & Analysis Attached Evidence

7007 NoH Combined Comments Analysis Attached Evidence

7008 Career Development at Hope Narrative Attached Evidence

7009 Our Hope Experience Narrative Attached Evidence

7010 QAA Final Report to LHU Attached Evidence

7011 Institutional Audit 2009 Action Plan (QAA) Attached Evidence

7012 LHU Response Action Plan from SED Preamble Attached Evidence

3 Self-Evaluation / NSS / SSLC / Faculty Meeting Comment

7013 National Student Survey 2013-14 Results Analysis Attached Evidence

4 The complete set of comment cards are available Hard Copy Evidence

5 The complete set of NoH comment cards are available. Hard Copy Evidence

6 As previously detailed on p.12, the SU will follow up any recommendations for improvements to the student experience in AY 2015-16.

Comment

7 The University is committed to providing feedback within four working weeks of submission.

Comment

8 Some practical / performance assessments cannot be submitted this way.

Comment

7014 Disabled Students’ Experience Results Summary Report April 2014

Attached Evidence

7015 Disabled Students' Allowances 2015-16 Attached Evidence

7016 Benefits & Credits - Disabled Students' Allowances (GOV) Attached Evidence

7017 Proposed Changes to DSAs in England (SFE) Attached Evidence

7018 DSA changes 2015-16 AY Response actions advice Attached Evidence

7019 International Student Experience Power Point – Foundation Hour Attached Evidence

9 International Unit ‘Fountain of Hope’ is available in hard copy. Hard Copy Evidence

7020 PGR and Maryvale PGR Combined data Summary & Analysis Attached Evidence

7021 Maryvale Data Summary Export Attached Evidence

7022 PGR Student Experience Summary Export Attached Evidence

7023 Strategy for Enhancing Student Employability Attached Evidence