University of Strathclyde Students Association
Policy for Student Representation Structure
Passed by University of Strathclyde Senate 16 March 2011
1. Introduction
This year a lot of work, resources and drive have been put into reinvigorating the Student Representative
system. This has paid off and we have seen increased engagement: 65% more Class Representatives
have been registered this year (95% of which were reported by departments/schools) and the numbers
attending training increasing by a factor of almost 4. USSA has been in discussion with the University
over a number of years with a view to overcoming acknowledged drawbacks and improving knowledge of
its efficiency and achievements. Several new initiatives have been introduced this year; the impact of
these has been evaluated and their success indicates clear directions for the system to develop, as
outlined below.
2. Recommendations
In order to build on the success of several pilot activities undertaken this year, there is a need to:
- firm up the structure that the university uses
- have a consistent formal reporting structure,
- allow a system of choosing Student Representatives that is consistent across the University but also flexible enough to be tailored to departmental/faculty requirements
- Address the often-missing layer of faculty level student representation (Faculty Reps).
2.1 Student Representative Numbers and Structure
In the previous academic year, the proposal to move to a rigid Class Representative system, put forward
in Academic Year 2009-10, raised many difficulties and was seen as inappropriate in some situations by
both staff and students. However, the underlying principles of increasing the number of students engaging
in the system and ensuring that there are no gaps in coverage of classes remain relevant. As such, it is
proposed that the University adopts a similar system where every individual class has a student
representative(s) assigned to that class. The proposal allows for a student representative to be
assigned to a single class or module, to a cluster of classes or to a whole year of classes (as is the case
in many parts of science and engineering, where the curriculum is mostly prescribed). This was trialled
this year with great success.
In order to be consistent in the classification of various types of student representatives at the department
or school level, it is recommended that the student representatives be termed “Class
Representatives” and the consultative meetings between staff and students termed Student-Staff
Liaison Committees (SSLC’s). This is in line with the sector’s nomenclature.
The system works best where there is a partnership of the University and USSA in helping to develop and
run the system. Academics and administrative staff within the department or school are responsible for
assigning Class Representatives (either through elections or volunteering), with USSA actively supporting
staff to do this and supplying backend administration as well as providing training and other opportunities
for Class Reps. In order to make the administrative burden as light as possible for staff, only the
representative’s name and the individual class(es) she or he is representing is required to be
passed to USSA.
2.2 Faculty Representatives & Student Congress
This year USSA took the initiative to revitalise the role of faculty representatives; this was due to a
number of reasons including the change of USSA’s governance and previous poor experience of faculty
level student representation from both students and academics. The new role of the Faculty
Representatives is now has 2 main purposes,
- To consult with Class Representatives on issues of importance to them, providing mentoring support to the Class Reps in their faculty, allowing reps to share best-practice across the faculty
- To facilitate a three way communication channel between USSA, the University and Class Representatives, allowing students to productively engage in University wide discussions and initiatives.
As a Class Representative, all students will have the opportunity to attend a Student Congress “light”
prior to Christmas. This event will focus on the micro issues which are affecting individual classes, in
individual departments. It will be a more relaxed and informal session than the 2nd semester Congress,
allowing representatives a chance to meet those they attended training with, and share best practice
across all disciplines. During this mini Congress, a number of common themes and issues will be
drawn out for research and discussion at the larger Congress in 2nd semester.
2.3 Feedback, Formal Reporting Mechanisms and Reviewing the Systems
As the system is a partnership between students and the university it is appropriate that the joint student
representation system is actively monitored and improved by both. It is recommended that a
semesterly report is submitted by the USSA, with input where appropriate by staff, to Quality
Monitoring Committee. This should include an overview of the minutes of the SSLCs, drawing out key
themes for priority, discussion at Student Congress, as well as reflecting on areas for development with
the Student Representation system or the University holistically. It is proposed that at the end of each
semester departments or schools publish the minutes of the SSLCs to the faculty (as part of the
annual faculty monitoring process) and to USSA, with a view to USSA reporting to QMC at the
beginning of each semester. USSA will also be responsible for housing the library of the SSLC minutes,
distributing these to Faculty Representatives and providing admin support where appropriate.
Departments should ensure that the issues raised and actions taken are reported back to the
class, in order to close the feedback loop and actively demonstrate that the students’ feedback is listened
to.
It is further proposed that in the academic year 2012/13 the system goes under a holistic review to
determine extent of engagement and effectiveness.
3. Conclusion & Next Steps
This paper sets out to put a foundation to the system from which it can evolve and develop. It is USSAs’
priority to allow students every opportunity to become active champions for their own education and is
committed to making available a system that is effective for both students and academics, and as such is
strategically positioned to help facilitate this. By having a consistent and monitorable approach to student
engagement in representation structures, both USSA and the University will be able to demonstrate an
effective communication channel with students, provide opportunities to interact and actively participate in
enhancing their own teaching & learning. Ultimately the current student representation system is one part
of student engagement and topics for further discussion include:
- Postgraduate- Research Representation – (Pilot underway in HaSS)
- Holistic Review on Student Consultation & Evaluation Procedure
- Defining Rep involvement in Departmental and Teaching & Learning Committees.
- Promoting Student Engagement
- Student Representation Guidance Paper
Appendix:
1. Student Representation: Guidance for Running an effective system, Graeme Allan, Submitted
22/01/2010.
2. Class Rep Training Report Sept-Oct 2010; Sara MacLean
3. Class Rep System Update, End of Semester 1; Sara MacLean
