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Resource Library
Welcome to our Resource Library.  It contains an ever-growing range of examples about student engagement in quality - from shaping learning to institutional governance. It is
one of many channels
through which you can share your student engagement practice.
During the COVID-19 crisis, while some resources were added to this Resource Library (under the
COVID-19 Resources
category), many are links to institutional and sector agency websites, so please visit the
resources area of our COVID-19 information hub
for further resources and support.
You are welcome to search for useful resources that can help you reflect on and enhance your own practice; and of course we encourage you to submit your own examples of effective practice to help expand and share the sector's wealth of knowledge.
Each resource takes the form of either a downloadable file or a web link.
How to use the Resource Library
You can browse through all our resources by clicking on any of the categories below.  Another way of finding resources that would be useful to you is to search using the box on the right for popular or common terms - for example "course rep", "curriculum" or the name of an institution.
How to contribute to the Resource Library
We keenly welcome ongoing submissions to the Resource Library of effective practice from throughout the sector - and indeed from throughout the world.  Whether it's a clear and concise course rep job description, a well-designed module evaluation form that renders you really meaningful ideas from students, a representative training programme, a research project, or case study on major institutional change, we'd love to add it.
So if you have a resource you would like to submit, please
download this form
and return it to us. We will then upload your resource and, if needed, get back to you to discuss it.
Finally, we aim to continually develop and improve the Resource Library, and so your feedback is important. If you have any questions or comments about how it works, please
All copyright and other intellectual property rights with regard to sparqs materials reside directly with sparqs. Without the prior written permission of sparqs, you may not copy, modify, alter, publish, broadcast, distribute, sell or transfer any sparqs materials on the website. However, sparqs materials may be downloaded, printed or copied for your personal non-commercial use, as long as sparqs is credited. You may re-copy downloaded sparqs materials from the website for others provided it is not for your profit.
Accreditation And Reward
Engagement and Partnership Awards - Robert Gordon University
The Engagement and Partnership Award is an opportunity for RGU students to receive recognition for working in partnership with the university. All current students are eligible; they either apply directly or are independently nominated by a third party. Launched in 2016, the application process was subsequently streamlined following a recent review.
The questions and scoring criteria are shared in the attached document, which may be of use to other institutions thinking of developing similar awards schemes.
The Award is designed to recognise and reward students who have contributed to improving the student learning experience. Students can be nominated for activities designed to achieve meaningful outcomes for students, at module, course, school or university-wide levels. In some cases, students have demonstrated engagement in sector-wide projects and initiatives that have far-reaching implications for all students.
As part of the university’s aim to recognise and encourage partnership-working, publicity around the Award has increased. This has included interviews with past recipients of the Award, efforts to recognise and publicise their achievements, and engagement with the Student Union to boost awareness of the Award and of the opportunities that it provides.
Any queries, please contact:
Name
– Lisa Dunbar
Role
– PA/Assistant Project Officer
Email
l.dunbar3@rgu.ac.uk
Phone
– 01224 263340
(May 2020)
Item Number:265
Higher Education Achievement Report (HEAR) Guidance - sparqs
sparqs have developed and published
guidance on how the role of course reps can be defined by universities to meet the criteria for section 6.1 of HEAR (which relates to extra-curricular activity).
It allows for a single but comprehensive way of recording every student's achievement in their university education.
(2012)
Item Number:179
Recognising Achievement Beyond the Curriculum: A Toolkit for Enhancing Strategy and Practice - QAA
This document is about how higher education providers may choose to recognise some of the activities which students undertake outside their academic programme through an additional award. It is designed as a practical toolkit which higher education providers can use to reflect on what they do to recognise student achievement beyond the curriculum.
Please see link below:
For further details contact:
Name – Chris Taylor
Role – Engagement Manager, QAA
Email –
c.taylor@qaa.ac.uk
(2013)
Item Number:212
Recognition and Accreditation of Academic Reps Guidance - sparqs
A resource to help institutions and students’ associations develop practice in the area of recognition and accreditation of academic reps. The resource maps sector practice, shares case studies of effective practice, and provides practical approaches to challenges in this area.
(November 2015)
Item Number:224
Student / Staff Engagement and Recognition - Kilmarnock College (now Ayrshire College)
In this document Kilmarnock College outline the various  ways in which students and staff opinion is captured and how both can be recognised and given recognition for  their achievements.
(2012)
Item Number:185
Student Leaders Programme - Glasgow Caledonian University
The Students' Association at Glasgow Caledonian University (GCUSA) presented their Student Leaders Programme during the sparqs conference in March 2009.
The Student Leaders Programme is designed to give something extra for student involvement in the Students' Association and the University. Any student that is involved in certain activities can join the Student Leaders Programme to allow them to further develop their skills and CV.
For more information, you can visit the GCUSA website:
(2008)
Item Number:108
Supporting Sabbatical Officers as they leave office - University of St Andrews Students
As staff who support Sabbatical Officers, we place a great deal of focus on getting handover right, but we sometimes forget that as Sabbs leave office they may need guidance as they prepare for the next phase in their lives. Recently, we found that our officers wanted more discussion on ‘life after being a Sabb”, and so we created this resource that will guide Sabbs through job applications, seeking out further study, and finding out what they want from their lives after advocating for others. Besides drawing on experiences from the University of St Andrews Students’ Association, this resource builds and expands on the outduction guide for education officers developed by sparqs, Advance HE, the College Development Network and NUS Scotland, hosted
here in the sparqs Resource Library
For futher information, please contact:
Name
– Holly McDonald
Role
– Wellbeing & Equality Co-ordinator
Institution
- University of St Andrews Students’ Association
Email
hm234@st-andrews.ac.uk
(October 2023)
Item Number:294
Articles
Creating Impactful Student Associations - NUS Scotland and West Lothian College SA
This article is published as part of the published proceedings of the 20th anniversary conference for the Bologna Process, held in Bologna in June 2019. It can be found on
page 195
of the
Bologna Process Beyond 2020 publication
It gives an overview of Scotland’s
Developing College Students’ Associations project
and the
Framework for the Development of Strong and Effective College Students’ Associations
A case study featuring West Lothian College Students’ Association illustrates the self-evaluation and development process that can lead to enhanced student participation, stronger impact reporting, and strengthened partnership with its college.
For further information, please contact either Will or Micole:
Name
– Will Stringer
Role
– Development Consultant, NUS Scotland
Email
will.stringer@nus-scotland.org.uk
Name
– Micole Cochrane
Role
– Students’ Association Development Officer, West Lothian College
Email
mcochrane@west-lothian.ac.uk
(July 2020)
Item Number:269
Enhancing T&L through dialogue: student/staff partnership model - Uni of Huddersfield
Published paper:
Free pre-print version at
This paper explores a model for developing student and staff partnerships to enhance the quality of teaching and learning and situates the model in literature on student engagement. The model enables staff and students to step outside their normal roles and the traditional student–teacher relationship into a less pre-defined mode of interaction and liminal space where conversations about teaching and learning can take place. At the most transformative, this model enables academic staff to get a sense of learner perspectives and to view students as partners and collaborators while students develop insights into the perspectives of staff. The authors argue that the model represents an innovative approach to engaging students in a meaningful way in enhancing teaching and learning and has the potential to reframe the student–teacher relationship into a more collaborative one that goes beyond listening to students.
Further resources from the project can be found at:
For further information contact:
Name – Kathrine Jensen
Role – Research Assistant, University of Huddersfield
Email –
k.jensen@hud.ac.uk
Phone – 01484 471577
(December 2015)
Item Number:225
Students as Partners in Assessment: A Literature Scoping Review - Dublin City University
A project at Dublin City University (DCU) called “Students as Partners in Assessment” sought to explore how and why students should be engaged as partners in their own assessment experiences. This literature scoping review is the foundation of this project. It sought to explore what exists in the literature relating to student partnership in assessment and what forms it can take. Following a structured search, selection and refinement process, 14 core papers were identified. These are summarised and themed in the literature review. This literature review was launched in winter 2020 as part of the SaPiA project, and its impact will be evaluated as part of the wider project evaluation.
You can read the
full report
, or view the attached two-page summary.
For further information please contact:
Name
– Rob Lowney
Role
– Learning Technologist
Email
– rob.lowney@dcu.ie
Phone
- +353 1 700 9019
(January 2021)
Item Number:275
Talking About Quality: Student Engagement - University of Bath
Article by Gwen van der Velden, Director of Learning and Teaching
Enhancement, University of Bath exploring the nature of student engagement.
Please see link below:
(2012)
Item Number:121
Understanding the SU's key relationships: The Cadogan Matrice
In this article, Peter Cadogan urges students' unions to look to the future and reassess their priorities.
You can also download a printable Cadogan Matrix here:
Item Number:166
Case Studies
A Partnership Approach to Curriculum Design and Delivery - Edinburgh Napier University
A case study originally presented to the Higher Education Academy about the engagement of students in the redesign of an Honours module at Edinburgh Napier University.
Full title - Sharing Control: A Partnership Approach to Curriculum Design and Delivery
(2011)
Item Number:124
Activities at Bradford College
A case study on the development of enrichment activity at Bradford College, through their project Activities .
It was presented at
Partnerships for Change
's
Creating the Future
conference in August 2013.
Item Number:103
Case Study: Class Rep Away Day - Shetland College UHI
A case study on the development of an annual Class Rep ‘Away Day’ held jointly between Shetland College UHI and NAFC Marine Centre UHI with the support of the Highlands and Islands Students’ Association (HISA). The ‘Away Day’ brings together class reps and provides an opportunity to discuss important issues and agree action plans to enhance the student experience.
For further information, please contact:
Name – Aimee Harvey
Role – Student Development Officer, UHI
Email –
aimee.harvey@uhi.ac.uk
Phone – 01856 569258
(2018)
Item Number:253
Class Rep Reference Point Posters - Angus College (Now: Dundee & Angus College)
Posters developed at Angus College for classrooms, explaining the nature of the course rep role - a constant reminder of what the post does, and meaning staff and students are never  far away from an explanation.
Item Number:126
Communicating College Merger to Students - Fife College
An overview of the Communication Ambassadors Scheme in Fife college region, which engaged students in discussions about the merger.
It was presented at
Partnerships for Change
's
Creating the Future
conference in August 2013.
Item Number:70
Course rep handbook - Edinburgh University
A class rep guide and handbook developed by Edinburgh University Students' Association to complement sparqs' tailored introductory training.
(2009/10)
Item Number:127
Course representation at school-level (Informatics, Edinburgh University)
A case study on the development of course representation within the School of Informatics at the University of Edinburgh.
Item Number:128
Course Representative Dialogue Sheets - Edinburgh Napier University
These dialogue sheets were used by Edinburgh Napier University’s School of Arts and Creative Industries (SACI) in a workshop held with course reps in November 2019. The workshop was developed, with input from sparqs, to get specific feedback from students in the school about their experiences of being a course rep. The questions in the dialogue sheet explore the rep role before, during and after course meetings, and the support received from the school.
More about the dialogue sheets and how they were used can be found in this
“Spotlight On…” feature
from our January 2020 news articles mailing.
For further information, please contact:
Name - Bryden Stillie
Role - Head of Learning and Teaching at Edinburgh Napier University’s School of Arts and Creative Industries
Email - b.stillie@napier.ac.uk
Phone - 0131 455 6103
(December 2019)
Item Number:259
Course Representatives Faculty Forum Pre-meet Form - Kingston University
A form developed by Kingston University which helps course reps to record comments and ideas prior to faculty forum meetings - meaning they have a clear record of what they are going to say.
Item Number:129
Course Representatives SSCC Pre-meet Form - Kingston University
A form developed by Kingston University to help course reps assemble comments for presentation to student-staff consultative committee.
Item Number:60
Creating a project to develop student representation - Highlands and Islands Region (UHI)
This case study describes the process of creating a funded project to research and develop a student representative structure in the complex context of the Highlands and Islands region.
The download itself is an overview of how the project was created, but there is one appendix to accompany it -
a copy of the bid document
It was presented at
Partnerships for Change
's
Creating the Future
conference in August 2013.
Item Number:93
Creating Impactful Student Associations - NUS Scotland and West Lothian College SA
This article is published as part of the published proceedings of the 20th anniversary conference for the Bologna Process, held in Bologna in June 2019. It can be found on
page 195
of the
Bologna Process Beyond 2020 publication
It gives an overview of Scotland’s
Developing College Students’ Associations project
and the
Framework for the Development of Strong and Effective College Students’ Associations
A case study featuring West Lothian College Students’ Association illustrates the self-evaluation and development process that can lead to enhanced student participation, stronger impact reporting, and strengthened partnership with its college.
For further information, please contact either Will or Micole:
Name
– Will Stringer
Role
– Development Consultant, NUS Scotland
Email
will.stringer@nus-scotland.org.uk
Name
– Micole Cochrane
Role
– Students’ Association Development Officer, West Lothian College
Email
mcochrane@west-lothian.ac.uk
(July 2020)
Item Number:269
Decolonising the Curriculum from a student perspective - University of Glasgow
This resource was used for the University of Glasgow’s Learning and Teaching Committee away day in October 2021. It was developed primarily by the SRC’s Vice President Education 2021/22.
Comments were anonymously collected from students in popular study spaces regarding decolonising the curriculum and then shared to senior learning and teaching staff in a short presentation. The attendees of the away day were then asked to take part in a Mural board activity to discuss how they can best decolonise the subject they teach.
You can view the materials below:
Presentation
Mural Board
For further information, please contact:
Name
– Mia Clarke
Role
– Vice President Education
Email
– m.clarke@src.gla.ac.uk
Phone
– 0141 330 5360 ext 6917
(November 2021)
Item Number:283
Developing a merged students' association - Glasgow Clyde College
This case study outlines the development of the students' association at Glasgow Clyde College, following the merger of Anniesland, Cardonald and Langside colleges.
It was presented at
Partnerships for Change
's
Creating the Future
conference in August 2013.
Item Number:105
Developing Effective Student Staff Partnerships - Kingston University
A presentation delivered by Michelle Morgan, Andrew Gibson and Denza Gonsalves from the Faculty of Science, Engineering and Computing at Kingston University, to the 2013 HEA Conference. It outlines the development of a number of tools and approaches to student engagement within the faculty.
Item Number:130
Doctoral Researchers' Group (DRG) case study - University of Strathclyde
A case study of the Doctoral Researchers’ Group (DRG). The DRG is the representative group for all students of doctoral degrees at the University of Strathclyde. This document provides insight into the group’s objectives, projects, and structure, while also addressing the group’s relationship with the university’s SU and the university itself. The document concluded with advice to other institutions looking to begin their own similar group.
For further information, please contact:
Name
– Lewis Hill
Role
– 2019-2020 Chair
Email
– lewis.hill@strath.ac.uk
(April 2021)
Item Number:279
Engagement with Merger Options Appraisal - Banff & Buchan College (Now: NE Scotland College)
This case study outlines Banff and Buchan Students’
Association’s engagement with the Merger Options Appraisal, a process created as part of college regionalisation.
It was presented at
Partnerships for Change
's
Creating the Future
conference in August 2013.
Item Number:61
Enhancing the Student Led Teaching Awards (SLTA) Process - University of St Andrews Students Association
Many students’ associations run Student-led Teaching Awards; however, only rarely [
see footnote
] are student-submitted nominations analysed to draw conclusions about excellent teaching practice. Student-submitted nominations for these awards offer unique insights into how students prefer to learn. In their praise of deserving staff members, students offer data that can be leveraged to make enhancements to learning and teaching. The St Andrews Students’ Association has enhanced its Teaching Awards process to include an in-depth analysis of the nominations in order to incorporate student-identified good teaching practice into its quality assurance and enhancement processes.
Footnote
: Two examples include reports from
The University Edinburgh Students’ Association
(2016) and
QAA Scotland
(2018).
The provided resources include:
A guide for Students’ Associations to run similar processes
A copy of the final findings from St Andrews in our initial year of running an enhanced SLTA process
A plain-text version of the process guide for accessibility purposes
For information about the Award Categories and Criteria used at St Andrews, please see their
Teaching Awards website
For further information, please contact:
Name
– Chase Greenfield
Role
– Academic Representation Co-ordinator (St Andrews Students’ Association)
Email
cmg9@st-andrews.ac.uk
(November 2022)
Item Number:290
Feedback, Evaluation and Development of an Enquiry Based Learning Module - Manchester University
The perspective of a student at Manchester University on being engaged in discussions around feedback, evaluation and module design; originally presented to the Higher Education Academy.
(2008)
Item Number:133
Full Circle Feedback on the Student Rep Experience: From Rep to Staff - Robert Gordon University
Reflections from a member of staff at Robert Gordon University (RGU) on their journey from student to a staff role, exploring lessons for student representatives on engaging with shaping their learning experience.
For further information, contact:
Name
– Sarah Rodger
Role
– Assistant Project Officer
Email
– s.rodger3@rgu.ac.uk
(May 2021)
Item Number:282
Inclusive education research - The University of Edinburgh (Students as Change Agents programme)
The University of Edinburgh’s Students as Change Agents programme
(SACHA) draws together students from different disciplines to work together to develop fresh thinking to some of the challenging issues of the day.  External organisations set challenges for teams of change agents, on topics as diverse as the environment, sustainability, the local community, health and poverty.
In August 2022, change agents responded to a challenge set by sparqs:
how can education in Scotland be the most inclusive in the world?
Two teams worked over a number of weeks to produce reports and videos which drew on participants’ experiences and research, and made recommendations for universities, students’ associations and national policy.
It was a great example of students leading change and producing ideas at a time when their input is critical to the future of the sector.
You can download the materials below:
Group 1’s
report
and
video presentation
Group 2’s
report
and
video presentation
For more information, you can get in contact with the SACHA programme at
sacha.project@ed.ac.uk
(September 2022)
Item Number:286
InterACT Leaflet on Feedback - Dundee University
A leaflet produced for JISC's interACT project about the redevelopment of feedback on assessment at the University of Dundee's Centre for Medical Education.
Item Number:135
Introducing a Funded Student President - Sabhal Mòr Ostaig
This case study outlines the introduction of sabbatical funding for the post of President of the students' association at Sabhal Mòr Ostaig, one of Scotland's smallest colleges.
It was presented at
Partnerships for Change
's
Creating the Future
conference in August 2013.
Item Number:77
Involving Students in Curriculum Design - Cardiff University
A case study done for the Higher Education Academy  about students being active participants in Curriculum design for the Department of Occupational Therapy at Cardiff University.
Authors - Deb Hearle and Nina Cogger
(2011)
Item Number:186
Learner Engagement - John Wheatley College (Now: Glasgow Kelvin College)
A case study of the students' association at JohnWheatley College developing a stronger engagement with its local community and the wider political arena.
Item Number:163
Learner Engagement and the Lead Rep system - Dundee College (Now: Dundee & Angus College)
An outline of the introduction and impact of a form of departmental representation at Dundee College, above the layer of course reps.
(2011)
Item Number:157
Learner Engagement of Hospitality Students - Elmwood College - land-based (Now:SRUC)
Use of learning technologies to engage students more deeply in their courses and in self-reflection.
Item Number:111
Learner Summit - James Watt College (Now: Ayrshire College)
An outline of how learner summits have worked at James Watt College in engaging students in key decisions.
(2011)
Item Number:137
Learner Voice Conference - Cumbernauld College (Now: New College Lanarkshire)
An outline of the annual Learner Voice Conference at Cumbernauld College, and how it engaged students in discussing key college decisions.
(2012)
Item Number:138
Miro Board as a Method of Collecting Feedback - Robert Gordon University Students' Union
A case study of how to use online whiteboard tool Miro to gather student feedback, including a description of its use at Robert Gordon University and a
video with a technical walk-through
.  This case study explains the functionality of Miro, outlines how it can combine with the Student Learning Experience diagram to organise student feedback, and the advantages its functionality provides for reps in their roles.
For further information, please contact:
Name
- Irina-Cristina Bogdan
Role
- Student School Officer for the School of Creative and Cultural Business, Robert Gordon University Students’ Union (RGU:Union) 2020-21
Email
- i.bogdan@rgu.ac.uk
(April 2021)
Item Number:280
One minute papers for student feedback - University of Strathclyde
One minute feedback papers have been adopted by the University of Strathclyde and have been used to gather attendance whilst motivating students to actively feedback at the end of each lecture. Comments are responded to at the beginning of the next lecture, closing the feedback loop and demonstrating engagement with the opinions and needs of students. This formative feedback mechanism not only benefits staff through gathering a rich insight into student understanding, concerns and opinions but also assures students that their voice is heard and that they are shaping their learning and teacher.
See the
University website
to read the case study on the one minute papers system and view example documents.
For further information, please contact:
Name – Dr. Conor McBride
Role - Reader, Computer and Information Sciences
Email -
conor.mcbride@strath.ac.uk
Phone - +44 (0)141 548 3172
(March 2018)
Item Number:244
PG Course Representative Scheme 2012 - Kingston University
Outline of the role, benefits and certification process of a postgraduate course rep in the Faculty of Science, Engineering and Computing at Kingston University.
(2012)
Item Number:139
Student Academic Partners - Birmingham University
In November 2009, Birmingham City University and Birmingham City Students’ Union launched the Student Academic Partners (SAP) scheme. SAP aims to integrate students into the teaching and pedagogic research community within Birmingham City University, to develop collaboration between students and staff and to instill a sense of ownership and pride in the University. Since 2009 SAP has supported innovative student-staff projects across the University involving over 500 students and 250 members of staff on over 160 projects.
Item Number:141
Student Engagement Strategy 2020 - University of the Highlands and Islands (UHI)
Early in 2020 our Student Engagement Group (made up of staff and student reps from across the institution) set about developing a vision and strategy for the first time. The strategy does not specifically mention COVID, as responding to the pandemic is something that falls across all our areas of work.
Our strategy states that our “vision for student engagement at the University of the Highlands and Islands (UHI) is for students to be partners in their own learning, and in shaping change to bring improvements in their own and others’ learning experience with us.”
Under this vision, we set out key objectives including contributing to the delivery of the University Strategic Vision and Plan, engaging our students as partners in the delivery of their education, providing students with the opportunity to engage with the university in a way that is most relevant to them, and ensuring that our work is evidence-based.
We then detail how our main areas of work contribute to these objectives. During the academic year we measure our progress alongside an action plan.
For further information, please contact:
Name –
Kevin Sinclair
Role –
Student Engagement Manager
Email –
kevin.sinclair@uhi.ac.uk
Phone
- 07796930044
(January 2021)
Item Number:272
Student Leaders Programme - Glasgow Caledonian University
The Students' Association at Glasgow Caledonian University (GCUSA) presented their Student Leaders Programme during the sparqs conference in March 2009.
The Student Leaders Programme is designed to give something extra for student involvement in the Students' Association and the University. Any student that is involved in certain activities can join the Student Leaders Programme to allow them to further develop their skills and CV.
For more information, you can visit the GCUSA website:
(2008)
Item Number:108
Student Panel (COVID) - University of the Highlands and Islands (UHI)
The university recognised that specific interventions would be required during the COVID pandemic. A key piece of this work was the establishment of a
student panel in relation to COVID
This virtual panel of student volunteers from all levels of study and across the university was recruited, with around 50 participants. Questions are periodically sent by email to the group who provide their feedback. The panel is complementary to the usual student rep system. Whereas reps provide an analytical style of feedback, the panel provides experiential feedback of the individuals participating. Results are written up as a report which is then shared with key decision makers.
Findings have provided some interesting insights into the student experience. Students have told us that they would like the flexibility in studying currently experienced to continue. Not needing to commute for studies has environmental, cost and time savings for our students. They have also commented that they would prefer for quality documents to be shared in their original form without being made ‘student friendly’. It may be that the student panel is retained in a post–COVID world.
For further information, please contact:
Name –
Kevin Sinclair
Role –
Student Engagement Manager
Email –
kevin.sinclair@uhi.ac.uk
Phone
- 07796930044
(January 2021)
Item Number:274
Student Partnership Agreement 2020-21 - University of the Highlands and Islands (UHI)
Our Student Partnership Agreement sets out how we work in partnership with the student community and sets three objectives for this work. Over recent years it has become apparent that these objectives can present result in an artificial basis for our work with areas selected for priority that may not reflect the realities of circumstances during the year. Therefore, this year we have revised the agreement to include all areas of partnership working with the student community. We then prioritise each of these as required. Progress towards these areas of work is determined by a monthly meeting of SPA partners (staff and student reps working towards them). In order to maintain the element of student democracy and accountability, a number of SMART objectives have been identified by the student body. These will be a focus of our work during the year, underneath the overall areas of partnership working.
For further information, please contact:
Name –
Kevin Sinclair
Role –
Student Engagement Manager
Email –
kevin.sinclair@uhi.ac.uk
Phone
- 07796930044
(January 2021)
Item Number:273
Student Perspective: Students as Change Agents - University of Exeter
A student-led action research project undertaken at the University of Exeter, bringing together staff and students with the students' union to undertake a number of small scale projects.
(2010)
Item Number:159
Student Rep Conference - Glasgow Caledonian University
Glasgow Caledonian University Students' Association (GCUSA) organise a yearly conference for class representatives - a "one-day event, specifically for class respresentatives at Glasgow Caledonian to inform, develop, inspire and empower".
GCUSA presented the organisation and outcomes of the event at the sparqs conference in March 2009.
Item Number:143
Student Representative Handbook - Robert Gordon University
Student representative (course rep) handbook developed by the Robert Gordon University, outlining the role, key structures, and main topics to engage with.
(2017/18)
Item Number:144
Students as active partners in shaping their learning experience - Leeds Trinity University College
A case study from the Department of Humanities in the Faculty of Arts & Social Sciences at Leeds Trinity University College. It outlines how input from course representatives led to a major enhancement of a module.
Full Title - Rewriting the French Revolution: Students as active partners in shaping their learning experience
(2011)
Item Number:146
Students as Change Agents - JISC Conference
This resource was created to share the approaches and experiences of projects from the Curriculum Design and Delivery programmes in engaging students as partners in the designing and delivering curriculum change
Features -  Exeter University / Kingston College / Birmingham City University / QAA
(2011)
Item Number:147
Students Matter - University of Dundee
Summary
A joint University/Dundee University Students' Association (DUSA) publication for students which explains the operation of student representation systems within the University and DUSA.
(2009/10)
Item Number:149
Supporting Sabbatical Officers as they leave office - University of St Andrews Students
As staff who support Sabbatical Officers, we place a great deal of focus on getting handover right, but we sometimes forget that as Sabbs leave office they may need guidance as they prepare for the next phase in their lives. Recently, we found that our officers wanted more discussion on ‘life after being a Sabb”, and so we created this resource that will guide Sabbs through job applications, seeking out further study, and finding out what they want from their lives after advocating for others. Besides drawing on experiences from the University of St Andrews Students’ Association, this resource builds and expands on the outduction guide for education officers developed by sparqs, Advance HE, the College Development Network and NUS Scotland, hosted
here in the sparqs Resource Library
For futher information, please contact:
Name
– Holly McDonald
Role
– Wellbeing & Equality Co-ordinator
Institution
- University of St Andrews Students’ Association
Email
hm234@st-andrews.ac.uk
(October 2023)
Item Number:294
The Chair Case Study - Cumbernauld College (Now: New College Lanarkshire)
The Chair - an engagement tool developed by Cumbernauld College to get students' views on their experience of college.
(2012)
Item Number:150
The Creation of an Independent Study Module - Newcastle University
An overview, originally presented to the Higher Education Academy, of a project at Newcastle University where staff and student worked together to create a new module.
Item Number:151
Covid-19 Resources
A toolkit for effective learner engagement - sparqs and Education Scotland
Developed in partnership by sparqs and Education Scotland,, the toolkit is desinged to support student engagement in Scotland’s colleges in the ‘recovery year’ of 2020-21.
The resource is aligned to, and intended to be used alongside, the Education Scotland resources ‘Our Best Future’ and sparqs’ Student Learning Experience tool, to effectively support colleges and staff to engage their students to better understand the impact of the pandemic on the Student Learning Experience.
Each section explores the importance of learner engagement, as well as the expectations set out within the ‘Our Best Future’ resources. There is a list of questions for colleges to consider, which will assist them in focusing on engaging with their learners and consider the different ways to ensure students are engaged and able to shape and influence changes to the planning and delivery of services, including the vital role the students’ association and course reps play.
There is also a selection of key questions from the sparqs’ Student Learning Experience tool that colleges can utilise to ask learners how the pandemic has impacted on their learning experience.
The resource is intended to help colleges to not only think about short-term engagement from learners in responding to COVID-19, but also how learners can be engaged in longer-term evaluation and enhancement and planning for the future.
(November 2020)
Item Number:271
Course Rep Recruitment resources - sparqs
Some useful course rep recruitment resources, developed due to demand for support to recruit reps online during the 2020 COVID-19 health crisis.
The resources include a
guide to the course rep role
and
template presentation
to help with recruitment, as well as a
sparqs' welcome note to new reps
and a
template letter
which reps can use to introduce themselves to their classmates.
Even if institutions have already recruited reps, they may find the welcome note and template letter useful to circulate to reps.
(October 2020)
Item Number:270
How to be an Effective Rep Online - Strathclyde Union Rep Team
How to be an Effective Rep Online – Student Representation Following the Suspension of Face-to-Face Teaching (2020)
A simple handbook for Student Representatives at the University of Strathclyde on how best to support peers following the suspension of face-to-face teaching in response to the Covid-19 pandemic. The resource contains strategies on how to support students from home, including a range of questions Reps can ask to ensure that online teaching is running smoothly. Staff have also contributed tips on how best to work from home, such as the importance of staying healthy. This handbook was created by two student staff members – Luca Filippi and Laoise Moore.
If you have any queries, please contact:
Name – Luca Filippi
Role – Student Engagement Support Staff
Email – luca.filippi@strath.ac.uk
(March 2020)
Item Number:261
Inducting education officers during the COVID-19 crisis - sparqs
Developed alongside a longer resource to support colleges induct education officers, this shorter briefing note was developed in the light of the COVID-19 crisis, designed to support both colleges and universities to induct their education officers in summer 2020, outlining ideas and suggestions for developing a successful induction for education officers during the crisis.
It is based on the principle of partnership between the students’ association and staff in management, quality and governance roles, who should all contribute to an effective induction programme.
The
longer education officer induction resource for colleges
is also available in the resource library.  It was developed in response to sector demand, and was already near completion before the COVID crisis.
For further information, please contact us at
admin@sparqs.ac.uk
(May 2020)
Item Number:268
Miro Board as a Method of Collecting Feedback - Robert Gordon University Students' Union
A case study of how to use online whiteboard tool Miro to gather student feedback, including a description of its use at Robert Gordon University and a
video with a technical walk-through
.  This case study explains the functionality of Miro, outlines how it can combine with the Student Learning Experience diagram to organise student feedback, and the advantages its functionality provides for reps in their roles.
For further information, please contact:
Name
- Irina-Cristina Bogdan
Role
- Student School Officer for the School of Creative and Cultural Business, Robert Gordon University Students’ Union (RGU:Union) 2020-21
Email
- i.bogdan@rgu.ac.uk
(April 2021)
Item Number:280
Partnership and Representation Rainbow infographic - Robert Gordon University
The rainbow infographic is a simple but effective image that reinforces the concepts of representation and partnership. And it was produced through partnership too, as a team effort between rgu:union and their contacts within DELTA (the university’s Department for the Enhancement of Learning, Teaching and Access).
Arising from the rainbow imagery that has become a symbol of solidarity with NHS workers during the Covid-19 lockdown, the Steps to Success also allude to the rainbow-painted steps that appeared outside the Bon Accord centre in Aberdeen City Centre in early 2019.
Notice, too, that the seven exhortations or motivational statements take the initial letters R O Y G B I V of the rainbow (or, more scientifically, the visible part of the electromagnetic spectrum!).
The final product was designed in-house at rgu:union, and has been shared directly with reps and across various social media platforms.
Any queries, please contact:
Name:
Emmanuel Akerele
Role:
President Education and Welfare, rgu:union
Email:
PresEW@rguunion.co.uk
(May 2020)
Item Number:263
Preparing your course rep system and recruiting your reps during COVID-19 - sparqs
This briefing note is the first in a series designed to support students’ associations and institutions in devising and executing rep systems that can operate in COVID-19’s changing environment, including how they can operate online.
This first briefing note is focused on the initial planning stages of developing this new system and the subsequent recruitment of new course reps.
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(July 2020)
Item Number:267
Staying Well Survey - Robert Gordon University
The RGU Covid-19 Learning and Teaching Group (which includes student members) wanted a mechanism that would demonstrate RGU’s continued commitment to listen to students and learn from them, whilst also generating data to enable academic teams to protect and assure the student experience.
This simple survey entitled
Staying well while staying at home
was targeted at cohorts that had previously studied on-campus, but now had alternative arrangements in response to Covid-19.
The survey was associated with the launch of a new area of the VLE, also entitled Staying well while staying at home. This area hosts resources to support off-site independent study, and promotes related events.
The survey itself includes nine short questions that were developed in partnership with rgu:union, under two headings:
Teaching, learning and assessment.
Support and well-being.
Responses are given on a five-point agree/disagree Likert scale, plus some free-text boxes. Amongst other points, questions elicited responses relevant to individual modules of the current semester. Background analytics enabled these comments to be sorted and directed to course teams, as appropriate.
The survey achieved a healthy response rate of 30% and generated over 5000 invaluable comments for both academic and support teams. Results have been shared with academic schools and key departments to identify opportunities for further activity.
Any queries, please contact:
Name:
Kirsty Campbell
Role:
Learning Analytics and Partnership Lead, Department for the Enhancement of Learning, Teaching and Access (DELTA), Robert Gordon University
Email:
k.campbell-a@rgu.ac.uk
(May 2020)
Item Number:264
Student Panel (COVID) - University of the Highlands and Islands (UHI)
The university recognised that specific interventions would be required during the COVID pandemic. A key piece of this work was the establishment of a
student panel in relation to COVID
This virtual panel of student volunteers from all levels of study and across the university was recruited, with around 50 participants. Questions are periodically sent by email to the group who provide their feedback. The panel is complementary to the usual student rep system. Whereas reps provide an analytical style of feedback, the panel provides experiential feedback of the individuals participating. Results are written up as a report which is then shared with key decision makers.
Findings have provided some interesting insights into the student experience. Students have told us that they would like the flexibility in studying currently experienced to continue. Not needing to commute for studies has environmental, cost and time savings for our students. They have also commented that they would prefer for quality documents to be shared in their original form without being made ‘student friendly’. It may be that the student panel is retained in a post–COVID world.
For further information, please contact:
Name –
Kevin Sinclair
Role –
Student Engagement Manager
Email –
kevin.sinclair@uhi.ac.uk
Phone
- 07796930044
(January 2021)
Item Number:274
Engagement In Quality
A toolkit for effective learner engagement - sparqs and Education Scotland
Developed in partnership by sparqs and Education Scotland,, the toolkit is desinged to support student engagement in Scotland’s colleges in the ‘recovery year’ of 2020-21.
The resource is aligned to, and intended to be used alongside, the Education Scotland resources ‘Our Best Future’ and sparqs’ Student Learning Experience tool, to effectively support colleges and staff to engage their students to better understand the impact of the pandemic on the Student Learning Experience.
Each section explores the importance of learner engagement, as well as the expectations set out within the ‘Our Best Future’ resources. There is a list of questions for colleges to consider, which will assist them in focusing on engaging with their learners and consider the different ways to ensure students are engaged and able to shape and influence changes to the planning and delivery of services, including the vital role the students’ association and course reps play.
There is also a selection of key questions from the sparqs’ Student Learning Experience tool that colleges can utilise to ask learners how the pandemic has impacted on their learning experience.
The resource is intended to help colleges to not only think about short-term engagement from learners in responding to COVID-19, but also how learners can be engaged in longer-term evaluation and enhancement and planning for the future.
(November 2020)
Item Number:271
Briefing note for staff on the SFC Review of Coherent Provision and Sustainability - sparqs
In December 2020 sparqs published a briefing note to all student officers to support ongoing engagement of students in the shaping and influencing of the
SFC Review of Coherent Provision and Sustainability
.  To complement this, we have developed, in partnership with the Scottish Funding Council, this briefing note for institutions to help staff explore the best ways to engage students as the review develops.
Student engagement in this review is vital as we explore what the future of Scotland’s FE and HE sectors will look like. The digital revolution, student mental health & wellbeing, sustainability & the environment, and a tertiary approach to education and skills are just a few of the topics this review covers, and we know student officers will have many contributions to share about the opportunities and challenges any changes may bring for students.
The briefing has been designed to provide institutions with some suggestions as to how staff can engage student officers, and also how they can work with those officers to support wider student engagement. We do not anticipate that staff will be able to do everything suggested; instead, we recommend staff explore the list of suggestions and consider what works best for their students and their institution, at this time, to ensure meaningful engagement.
The
briefing note for student officers
published in December 2020 is also available in this Resource Library, along with a
further briefing for officers
published in March 2021, as the review moved into its third and final stage.
(February 2021)
Item Number:276
Briefing note to officers (Dec 2020) : SFC Review of Coherent Provision and Sustainability - sparqs
To support the ongoing engagement of student officers in the shaping and influencing of the Scottish Funding Council's
Review of Coherent Provision and Sustainability
, we have produced this short briefing note for all officers. The briefing provides a summary overview of the review process so far, including details of the phase one report themes that will be further explored as the review develops.
Student engagement in this review is vital as we explore what the future of Scotland’s FE and HE sectors will look like. The digital revolution, student mental health & wellbeing, sustainability & the environment, and a tertiary approach to education and skills are just a few of the topics this review covers, and we know officers will have many contributions to share about the opportunities and challenges any changes may bring for students.
The briefing also includes some suggestions as to what officers can do to ensure their own and their fellow students’ understanding of the review, their involvement at an institutional and national level, and some ideas as to how student officers can include all students in the ongoing discussions, ensuring the student voice is central to the review.
We anticipate that this briefing note will be shared with a wide range of students, including course reps, faculty/school officers, and other student groups, such as clubs and societies members, as different cohorts will have different thoughts and ideas about the themes of the review. It will be important to ensure a wide range of opinions are heard, utilising existing structures to facilitate discussions, and sparqs is keen to help support students’ associations as they explore ways to do this.
In February 2021, to complement this resource for officers, we have also developed, in partership with the Scottish Funding Council, a
briefing note for institutions
to help staff explore the best ways to engage students as the review develops.
There is also now a
further briefing for student officers, published in March 2021
, as the review moves into its third and final stage.
(December 2020)
Item Number:277
Briefing note to officers: SFC Review of Coherent Provision and Sustainability (Mar 2021) - sparqs
To support the ongoing engagement of student officers in the shaping and influencing of the Scottish Funding Council's
Review of Coherent Provision and Sustainability
, we have produced two short briefing notes for all officers. The
first one, published in December 2020
, provides a summary overview of the review process so far, including details of the phase one report themes that will be further explored as the review develops.  This more recent one, in March 2021, further explores how students can engage in the review in its third and final stage, in particular, how students can engage in more detailed discussions relevant to the workstreams that have been established by SFC.
Student engagement in this review is vital as we explore what the future of Scotland’s FE and HE sectors will look like. The digital revolution, student mental health & wellbeing, sustainability & the environment, and a tertiary approach to education and skills are just a few of the topics this review covers, and we know officers will have many contributions to share about the opportunities and challenges any changes may bring for students.
The briefing notes include some suggestions as to what officers can do to ensure their own and their fellow students’ understanding of the review, their involvement at an institutional and national level, and some ideas as to how student officers can include all students in the ongoing discussions, ensuring the student voice is central to the review.
We anticipate that the briefing notes will be shared with a wide range of students, including course reps, faculty/school officers, and other student groups, such as clubs and societies members, as different cohorts will have different thoughts and ideas about the themes of the review. It will be important to ensure a wide range of opinions are heard, utilising existing structures to facilitate discussions, and sparqs is keen to help support students’ associations as they explore ways to do this.
In February 2021, to complement the resources for officers, we also developed, in partership with the Scottish Funding Council, a
briefing note for institutions
to help staff explore the best ways to engage students as the review develops.
(March 2021)
Item Number:278
Course Rep Lifecycle planning tool - sparqs
sparqs’ course rep lifecycles are taken from our
guidance on embedding the course rep role within the Higher Education Achievement Report
– though the lifecycles are just as applicable in the college sector.
They look from both the course rep and institutional perspective at the different activities that need to be put in place throughout the year to enable the course rep system to be effective. They include the range of administrative, practical and strategic tasks that a wide variety of staff and student officers will need to consider and co-ordinate.
Item Number:209
Course Rep Training materials for postgraduate research students - Glasgow University SRC
This resource is a version of the Introductory Class Rep Training which has been developed and amended by Glasgow University SRC, in consultation with University of Glasgow staff, for Postgraduate Research student reps. It was felt that the emphasis on teaching, curriculum, etc. in the standard class rep training was less appropriate for PGR students and so various aspects of the Learning Experience have been modified.
GUSRC offers discrete PGR rep training sessions each semester, using these materials, and the materials are reviewed each year to try and improve them and tailor them more closely to the PGR rep experience.
The materials can be downloaded below:
Presentation
Handbook
For further information contact:
Name - Helen Speirs
Role - Senior Advice, Policy & Training Officer
Email -
h.speirs@src.gla.ac.uk
Phone - 0141 330 5360
(November 2016)
Item Number:233
Departmental Councils card sort - sparqs
Representation at the departmental level – also known as faculties or schools – is a crucial lynchpin between strategic, institution-wide committees and those operating at a course level.
One way of developing this level of representation is through departmental councils. However, the way such councils work can incorporate a very wide range of models which will vary according to institutional and departmental practices and cultures.
This tool, taken from sparqs’
departmental representation toolkits
, consists of eight pairs of cards. Each pair represents two opposite approaches to a particular feature of a departmental council. You can use these cards to consider the merits of each opposite and agree your own form of wording. Taking each agreed statement together will create a clear picture of how you want departmental councils to develop.
It is suggested that those with a responsibility for departmental-level representation as well as senior staff and student officers should be involved in working through these cards.
Item Number:208
ECSA Learning & Teaching Report 2017 - Edinburgh College Students Association
ECSA’s Learning & Teaching report was produced in partnership with students and through the use of our award winning ‘Learner Engagement Framework’.  Focused on pulling together a comprehensive evidence base of student’s experiences and thoughts on the learning experience at Edinburgh College. This report is mapped against the How good is our college? (HGIOC) framework and a testament to how far ECSA have come at embedding and strengthening the student voice at college.
For further information, please contact:
Name – Conor Murray-Gauld
Role – Engagement & Policy Coordinator
Email –
conor.murray-gauld@edinburghcollege.ac.uk
Phone - 07762325049
(March 2018)
Item Number:243
Enhancement Themes Transitions leaflet - QAA Scotland and sparqs
To help students be engaged in the 2014-17 QAA Enhancement Theme, sparqs worked with QAA Scotland to
produce a leaflet to help students engage with the theme to enhance the quality of learning and teaching in their university.
The 'Student Transitions' Enhancement Theme, ran from 2014 until June 2017, considering the student learner journey and the transitions involved, from before students start their course all the way through to employment and further study.
For more information on the Enhancement Themes and for links to further QAA resources see our
Enhancement Themes webpage
Item Number:200
FE Mapping Report - sparqs
Report of the further education mapping exercise of student involvement in quality assurance & improvement processes.
(2005)
Item Number:24
HE Mapping Report - sparqs
Report of the higher education mapping exercise of student involvement in quality assurance & enhancement processes.
(2005)
Item Number:23
How to write an Annual Quality Report - QAA, NUS & TSEP
Through a QAA funded project, NUS and The Student Engagement Partnership (TSEP) produced three guides to support you through the process of creating a AQR.  See the
resource webpage
for full details.
NUS believes that when students’ unions put a well-researched case forward for change, they are more likely to gain support from their institution. Every six years as part of
The Quality Assurance Agency for Higher Education
(QAA) institutional review method, students’ unions in England produce Student Submissions, for which there is a lot of data to analyse and collate which can be a daunting task.
Annual Quality Reports can be very influential in putting forward a well-researched case for change and many students’ unions make use of the lobbying power of these documents by making a series of recommendations to the university or college.
Therefore, this series of guides will look at how you can undertake an Annual Quality Report (AQR) which can cover areas of the academic experience, to produce a SS when the time comes.
There are three parts to this series, which are accessible via the
resource webpage
Part 1:  Creating an evidence base
Part 2:  Structuring your report
Part 3:  Developing recommendations
Note that the Student Submission is not used in Scotland, though the approaches taken by students’ unions in England in preparing their submissions will be of use and interest.
For further information, please contact:
Name – Chris Taylor
Role – Engagement Manager, QAA
Email –
c.taylor@qaa.ac.uk
(2016)
Item Number:236
Learning from ELIR 2008-2011: Student Representation and Engagement in Quality - QAA
A report from QAA Scotland highlighting the lessons learned regarding student engagement from recent years' Enhancement-led Institutional Reviews, and highlighting various national trends and pieces of institutional practice.
Please see link below:
(2011)
Item Number:164
Learning from students in ELIR preparation - The Robert Gordon University
As part of the university’s preparation for its 2012 Enhancement-Led Institutional Review, the students’ association was invited to ask students to comment on the university’s draft reflective analysis.
The SA in turn asked sparqs to run a focus group to enable this. sparqs read the draft and extracted various statements that the document made about the learning experience and the student voice.
These statements were then used as the basis for focus group discussion, allowing for both qualitative responses as well as quantitative indication of agreement.
The student contributions generated were extremely informative. Indeed, far from challenging the assertions of the draft reflective analysis, the results tended more to strengthen the document’s claims by providing new examples and evidence that the writing team was not originally aware of.
Please see attached the statements (questions) that were used ->
Or if you  would like to discuss this resource in more detail then please contact:
Alan Davidson
Dean for the Enhancement of Learning, Teaching and Assessment, The Robert Gordon University
a.t.davidson@rgu.ac.uk
(April 2014)
Item Number:199
Online and blended learning: best practice for a successful student induction - sparqs
This resource is a brief guide aimed at supporting student officers to reflect on induction activities and resources available to students in the context of online and blended learning.
Developed as part of the
Tertiary Enhancement Topic project
it is based on one of the reflective questions in the re-designed
Student Learning Experience model
The resource can be used as a conversation starter for officers to work in partnership with their institution to enhance the student experience.
For further information, please contact:
Name:
Eve Lewis
Role:
Director
Email:
eve.lewis@sparqs.ac.uk
(September 2024)
Item Number:299
Online and blended learning: reflective questions for students and staff - sparqs
This resource is an online and blended learning reflective questions resource, developed as part of the Tertiary Enhancement Topic project.  Based on the recently re-designed
Student Learning Experience model
, it consists of a set of reflective questions focusing on aspects of online and blended learning and how the learning experience may differ depending on the mode of course delivery. The resource can be used to start conversations with students, enabling students and staff to work together to identify priorities to enhance the quality of learning.
This tool is included in section 4 of the
web hub resource
developed by QAA Scotland, sparqs and the College Development Network, as one of the outcomes of the
Tertiary Enhancement Topic project
. The web hub is aimed at providing sector practitioners and students with valuable information about online and blended learning delivery.
For further information, please contact:
Name:
Eve Lewis
Role:
Director
Email:
eve.lewis@sparqs.ac.uk
(May 2024)
Item Number:298
Public Speaking - An Intro for Class Reps - Workshop Materials - Glasgow Caledonian University SA
An introductory public speaking workshop for Class Reps developed by Glasgow Caledonian University (GCU) Students’ Association.
This workshop, designed for a maximum of 10 participants, is a 45 minute session that aims to give Class Reps an insight into the importance of planning & preparation, and non-verbal communications, for effective public speaking.
The PowerPoint presentation and topic cards can be downloaded below:
An Introduction to Public Speaking - Presentation
Topic Cards
For further information, please contact:
Name – Paul Stalker
Role – Student Voice Co-ordinator
Email –
Paul.Stalker@gcustudents.co.uk
Phone - 0141 331 8416
(December 2016)
Item Number:235
Quality and Student Engagement Online Course - NUS & QAA
QAA funded NUS to create an online course aimed at new staff, to help them develop their knowledge of key areas of quality and student engagement in a way that is accessible, engaging and flexible. Developing this online course also means that the events we run for staff with a quality and student engagement remit don’t always need to cover the basics. We can use that time to explore issues in greater depth in order to challenge and develop you throughout your time as a students’ union staff member.
The course is free of charge and open to all staff in students’ unions, regardless of affiliation to NUS.
Click here to access the course:
For further information, please contact:
Name – Chris Taylor
Role – Engagement Manager, QAA
Email – c.taylor@qaa.ac.uk
(2014)
Item Number:222
Scotland's Ambition for Student Partnership - sparqs
Scotland’s Ambition for Student Partnership
, and its accompanying features and indicators, is a resource which builds on sparqs’ previous work supporting the sector to explore partnership and helps identify how partnership approaches can be built into the mechanisms and processes within the quality arrangements.
The ambition statement is aspirational.
It is recognised that, whilst there is significant good practice across Scotland, to achieve our ambition will require continued enhancement activity and this will be a journey for individual institutions and the sector as a whole.
The ambition statement is underpinned by
8 features
. We will know that we have achieved a culture of student partnership when these features are embedded into institutions’ systems and processes.
Each feature of student partnership can be explored further through
indicators of practice
. These indicators are not designed to be a checklist – they are designed to be examples of practice which institutions and students’ associations can use to identify their current best practice and opportunities for development.
The ambition statement, features and indicators of practice are designed to be a practical tool for institutions to embed partnership working across their activities and processes. You might use the resource to carry out a high-level evaluation of your partnership activities or you might choose a specific feature and/or group of indicators you want to explore in more detail.
The SFC commissioned sparqs to develop the ambition statement and its associated features and indicators of practice as part of the work developing Scotland’s
Tertiary Quality Enhancement Framework (TQEF)
. ‘
Student Engagement and Partnership
’ is embedded in the TQEF as one of the six principles, reflecting the importance of this approach within the TQEF.  Scotland’s Ambition for Student Partnership underpins this principle.
Read more about student engagement and partnership in the TQEF on our
Quality Arrangements webpage
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(October 2024)
Item Number:300
Scotland’s Tertiary Enhancement Programme (STEP) - Practical Guide to student partnership - sparqs
This guide has been produced for students’ association officers and staff in the tertiary education sector in Scotland. It provides a context and overview to the STEP programme of activity and makes practical suggestions of what students’ associations and officers need to do at each stage. It is also encouraged that institutional staff involved in STEP read through this guide and consider how they will contribute to student partnership in STEP.
All colleges and universities in Scotland are involved in Scotland’s Tertiary Enhancement Programme, and definitive guidance on this core mechanism of the Tertiary Quality Enhancement Framework (TQEF), can be found on the
STEP website
For further information on STEP please see our
Quality Arrangements webpage
and visit the
STEP website
For further information, please contact:
Name: Chase Greenfield
Role: Development Consultant
Email:
chase.greenfield@sparqs.ac.uk
(January 2026)
Item Number:303
Scottish Quality Concerns Scheme in context - student guide - sparqs
A resource for students, developed by sparqs to give context to QAA Scotland’s Scottish Quality Concerns Scheme.
The Scheme provides an opportunity for students, staff and other parties to raise concerns about the quality and standards of Scottish higher education to the Quality Assurance Agency (QAA) Scotland. QAA Scotland is Scotland’s quality body for higher education. Its role is to safeguard academic standards and improve the quality of the student experience.
QAA Scotland published guidance on the Scheme in July 2022, which is available on their
webpage around how to raise concerns in Scotland
.  The sparqs guide provides some context for students, and sits at the bottom of the QAA webpage, as well as on the sparqs website.
The sparqs resource outlines where and when the Scheme is the appropriate route for concerns and provides examples of issues that would be eligible for consideration under the Scheme.
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(September 2022)
Item Number:287
Self-Evaluation and Action Plan (SEAP) - Practical guide to student partnership - sparqs
This resource, initially published in October 2024, has now been updated for 2025.  It is designed to support meaningful student engagement throughout the Self-Evaluation and Action Plan (SEAP) process, part of Scotland's Tertiary Quality Enhancement Framework (TQEF).  It includes an overview of the SEAP process; some suggestions of how students can be involved in the development of the SEAP; and suggested actions for students’ associations.
The SEAP is a document which enables institutions to reflect annually on institutional quality assurance and enhancement activities and outcomes, and to identify key strategic areas for enhancement. Definitive guidance on the SEAP process can be found in the
Scottish Funding Council’s Guidance on Quality
There are opportunities for student engagement and partnership throughout the development of the SEAP itself, as well as through the activities upon which the SEAP reports.  The guidance is particularly relevant to students’ association representatives and staff, but is also a useful resource for all institutional staff involved in the SEAP process.
For further information on the SEAP and TQEF, please see our
Quality Arrangements webpage
and the SFC’s
TQEF webpage
This resource will be updated annually.
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(Updated September 2025)
Item Number:301
Shaping surveys of students following lockdown - University of St Andrews
At the time of COVID-19 lockdown, student surveys relating to the student experience of online taught programmes (UG/PGT) following lockdown were developed at the University of St Andrews. They are examples of the kinds of questions students can be asked about their learning experience at a time of rapid transition, and also of engaging students in shaping those questions.
In creating these surveys, a small working group was formed in the Vice Principal (Education) office to produce student surveys of both online teaching & learning and remote examinations, and to think about how these would be delivered and the feedback disseminated to students and Schools.
The working group included the Director of Education (the sabbatical officer from the Students' Association). She, in turn, consulted with School Presidents (twice, once for each survey) on the appropriate format and structure of the survey instruments. Alongside feedback from Directors of Teaching, the student input was very important in identifying questions to include and to ensure that nothing was overlooked. We plan to survey PGR students separately later in the summer of 2020.
View the surveys here:
Student survey of online teaching and learning
Student survey of online exams
For further information, please contact:
Name
- Dr Ian Smith
Role
- Associate Dean (Education) of the Faculties of Arts and Divinity
Email
- assocdeanarts-education@st-andrews.ac.uk
Phone
- 01334 462001
(May 2020)
Item Number:262
Student Learning Experience model - sparqs
The Student Learning Experience (SLE) is a tool that lies at the heart of many of sparqs’ resources. Launched in October 2023, this redeveloped SLE model was commissioned by the Scottish Funding Council as part of its Review of Coherent Provision and Sustainability. sparqs worked with students and staff to redevelop the model to provide a sector reference point where students’ interests are front and centre.
The new SLE model is designed to sit at the heart of conversations with students, enabling students and staff to work together to identify priorities to enhance the quality of learning. It plays a key role in Scotland’s quality arrangements and will continue to evolve alongside the tertiary approach to quality.  The SLE model is a key sector benchmark in Scotland's Tertiary Quality Enhancement Framework (TQEF) - for further information see our
Quality Arrangements webpage
See our webpage for further details on the
development of the new model
The new SLE model is comprised of
9 building blocks
. These are the key elements that make up the learning experience. They support students to begin to consider the distinct aspects of their experience which come together to provide a high-quality student learning experience.
The model is
underpinned by 3 lenses.
These are areas of focus that can be applied across all 9 of the building blocks. The resource will be updated in due course, to allow institutions and students to apply the lenses to the model in order to highlight aspects across the learning experience that relate to these 3 areas.
Each building block has an accompanying set of 10 reflective questions
. The questions support dialogue between students and staff on various aspects of the building blocks. They will help develop an understanding between students and staff of strengths within the student experience, as well as areas for development.
The SLE has been used in our Course Rep Training for many years, to help course reps break down the often vague idea of the learning experience into practical, bitesize chunks. It means that reps can ask their fellow students specific, meaningful questions around each of the areas of the learning experience, allowing student input to be mapped across various headings to ensure it is broad-ranging.
It is possible to use the headings of the Student Learning Experience for other similar engagement purposes, such as agenda items for a course committee meeting, topics for focus groups and surveys, or a mapping tool for teaching staff to reflect on how much input they are getting from student representatives across the different areas of learning.
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(October 2023)
Item Number:293
Student Partnership Staircase - sparqs
The student partnership staircase is a simple tool developed by sparqs and used over the years in multiple contexts to generate discussion about the role that students play in quality.
The four stages of the staircase are:
Information provider
(completion of surveys).
Actor
(collector and analyst of feedback).
Expert
(recognised as experts in learning).
Partner
(authentic and constructive dialogue).
The staircase sets out how students might, at a basic level, merely provide information to their institution by filling out a survey, but also take on more advanced roles such as jointly owning tools of feedback and having a legitimate voice as an expert of in their learning (for instance where they have a perspective on learning that is not widely understood), through to having a role as a real partner with their institution. While not every student will act as a partner all the time, and some may never do more than be an information provider, the tool enables reflection on how all four stages in the staircase might be evidenced, and how undertaking lower levels can enable the fulfilment of higher levels.
Used in our 2018 guide on engaging students in
online distance learning
, it has also been at the heart of various staff development activities, institutional workshops with staff and student reps, and sectoral presentations aimed at exploring partnership. In 2021
an article about the staircase
by former sparqs colleague, Simon Varwell, was published in the International Journal for Students as Partners, which provides a full introduction to it and how it can be used.
The staircase is a basis for discussion about the ways in which institutions and students’ associations can reflect on the roles students do and should play in quality, examples of which might indicate each level of the ladder, and the structures and cultures that contribute to a strong and healthy partnership.
For further information, please contact us at
admin@sparqs.ac.uk
(2018)
Item Number:254
Students as Partners in Assessment: A Literature Scoping Review - Dublin City University
A project at Dublin City University (DCU) called “Students as Partners in Assessment” sought to explore how and why students should be engaged as partners in their own assessment experiences. This literature scoping review is the foundation of this project. It sought to explore what exists in the literature relating to student partnership in assessment and what forms it can take. Following a structured search, selection and refinement process, 14 core papers were identified. These are summarised and themed in the literature review. This literature review was launched in winter 2020 as part of the SaPiA project, and its impact will be evaluated as part of the wider project evaluation.
You can read the
full report
, or view the attached two-page summary.
For further information please contact:
Name
– Rob Lowney
Role
– Learning Technologist
Email
– rob.lowney@dcu.ie
Phone
- +353 1 700 9019
(January 2021)
Item Number:275
Tertiary Quality Enhancement Framework (TQEF) - Guidance for Elections - sparqs
This guidance has been developed to support institutions and students’ associations prepare for upcoming officer elections, to help ensure that candidates fully understand the evolving quality landscape and the responsibilities they are likely to undertake if elected.
It is designed for students’ association staff involved in designing election materials and supporting prospective candidates; as well as institutional staff who oversee or contribute to student engagement and quality processes.  Consequently, prospective student officers will benefit through clearer, more accurate role descriptions and expectations.
Whether you support elections directly or contribute to quality assurance more broadly, this guide provides clarity on how the new framework affects elected roles.
For further information, please contact:
Name: Amy Monks
Role: Development Consultant
Email:
amy.monks@sparqs.ac.uk
(February 2026)
NB: this guidance was initially published on 4th February but was updated on 17th February.
Item Number:304
Tertiary Quality Enhancement Review (TQER) - Practical Guide for students’ associations and student officers - sparqs
This practical guide has been produced for students’ association representatives and staff in the tertiary education sector in Scotland. It provides context and background to the
Tertiary Quality Enhancement Review (TQER)
process and makes suggestions of what you need to do at each stage. It is also encouraged that institutional staff involved in the review read through this guide and consider how they will contribute to student partnership in the process.
TQER is the external review method for colleges and universities in Scotland and is
one of the delivery mechanisms of the Tertiary Quality Enhancement Framework (TQEF)
. TQER is designed to provide assurance on quality standards and the quality of the student experience in Scotland’s colleges and universities. It helps the Scottish Funding Council (SFC) to answer the central question of the TQEF: ‘Is the provision delivered by Scotland’s colleges and universities of high quality and is it improving?’.  All institutions in Scotland will undergo a TQER between 2025 and 2030.
The purpose of the guide is to provide information about TQER, and to support meaningful student engagement and partnership throughout the process. Student partnership is a key part of TQER and students are engaged in several different ways, including as Lead Student Reps, as attendees of meetings with the review team, and as student reviewers.
This guide should be used in conjunction with the
QAA Scotland TQER Guide
and
QAA TQER FAQs, accessible on this webpage
. QAA have also published a short
TQER Operational Guide for institutions
, which provides specific details about logistics to support the review visits. If you have a specific query relating to the TQER at your institution, you should get in touch directly with your Institution Quality Contact.
For further information on TQER, please see our
Quality Arrangements webpage
and the
QAA TQER webpage
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(September 2025)
Item Number:302
Using the SLE model as a Course Rep 2025-26 - sparqs
Alongside the
revised Student Learning Experience model
, sparqs has updated the set of suggested questions for course reps for 2025-26. These questions can help reps collect feedback from classmates in specific thematic areas.
Collecting student feedback enables course reps to work in partnership with staff to co-design effective solutions to the issues that students bring, enabling students to have a positive experience of learning.
The document contains several questions organised under the nine building blocks of the SLE Model.
Some students’ associations organise reps to collect feedback on selected topics at specific times of year. You can direct all reps to collect feedback under the same themes, using the same SLE Questions.
This can be done for the whole institution or alternatively at faculty / school level, overseen by faculty reps / school officers.
This resource is updated annually to reflect the current landscape in which students are learning.
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(Updated July 2025)
Item Number:292
z_ARCHIVED: ELIR Cycle 4 Handbook and Guidance - QAA Scotland
AVAILABLE FOR HISTORICAL REFERENCE ONLY - NOT CURRENT GUIDANCE
A range of resources produced by QAA Scotland to help institutions, reviewers and students approach the Enhancement-led Institutional Review (ELIR) process. ELIR Cycle 4 runs between 2017-2022.
ELIR is a process unique to the Scottish sector in a number of ways, not least the focus on student engagement. Not only does an ELIR review look in depth at how students are engaged in shaping quality at each university, it also looks at how well students are engaged in ELIR itself.
More details about the ELIR process can be found in QAA Scotland’s
ELIR 4 Handbook
and their ‘
Preparing for Enhancement-led Institutional Review
’ document, which provides advice and guidance for institutions on how to approach ELIR.
These publications and additional guidance documents can be found on the
QAA website
In addition, to support meaningful student engagement throughout the process, sparqs has produced an
ELIR Cycle 4 practice guide
for students' association reps and staff, published in July 2018.  It provides context and background to the process and makes suggestions of ‘what you need to do’ at each stage of the process.
(2017/18)
Item Number:252
z_ARCHIVED: ELIR Cycle 4 Practice Guide - sparqs
AVAILABLE FOR HISTORICAL REFERENCE ONLY - NOT CURRENT GUIDANCE
To support meaningful student engagement throughout the ELIR (Enhancement-led Institutional Review) process, sparqs produced an
ELIR Cycle 4 practice guide
for students' association reps and staff.  It provided context and background to the process and made suggestions of what to do at each stage of the process. These tips were built on good practice in the sector and the experience of sparqs and QAA Scotland. They were particularly relevant to students’ association representatives and staff but were useful to consider for anyone involved in the review.
ELIR cycle 4 ran between 2017-2022 and more details about the process, and definitive guidance, could be found in QAA Scotland’s
ELIR 4 Handbook
.  QAA Scotland also published ‘
Preparing for Enhancement-led Institutional Review
’ which provided advice and guidance for institutions on how to approach ELIR.
The sparqs practice guide was designed to complement these QAA publications.
From 2022-24 there was interim SFC guidance until the new tertiary quality arrangements guidance was published in July 2024.
(July 2018)
Item Number:251
Feedback And Review
A Student Engagement Project Report - Dr D.Doherty (Cardiff School of Engineering)
A report by Dr Daphne O’Doherty of the Cardiff School of Engineering, Wales, exploring student engagement at departmental level which draws upon surveys conducted in a number of universities.
Undertaken by Dr Daphne O’Doherty (Cardiff University)
on behalf of the Engineering Subject Centre
Item Number:153
ABCD of Effective Feedback - sparqs
The ABCD of Effective Feedback, along with the Student Learning Experience diagram, is at the heart of sparqs’ Course Rep Training. It describes the approaches students and their representatives should take when giving feedback on the learning experience to staff.
A is for Accurate
– Feedback should not be reliant on sweeping generalisations and emotional reactions, but be evidence-led, specific and backed up by research into students’ views and experiences.
B is for Balanced
– Feedback should not only highlight the negatives but also praise the positive. Talking with staff about what is going well is a great way to build a good working relationship and helps staff identify good practice.
C is for Constructive
– Feedback should be about proposing ideas and suggestions, and not expecting staff to have to do all the creative thinking about how to improve something. By helping to develop solutions, students can be real partners with staff in enhancing learning.
D is for
Diplomatic
– Feedback is about the learning, not the teachers. It is not an opportunity to criticise individual staff members, but to talk about what learning feels like and looks like to students. Avoiding personal comments keeps conversation focussed on learning and makes it easier to talk to staff about enhancement.
The ABCD is not just a tool for students and representatives, but for staff too.  What cultures and structures can best promote an “ABCD” ethos in feedback?  How can staff reflect on the ABCD as a standard for the sort of feedback they can and should expect to be able to work with?  How can institutions and students’ associations work together to promote ABCD as a basis for authentic dialogue between staff and students?
For further information, please contact us at
admin@sparqs.ac.uk
Item Number:260
An alternative to lengthy questionnaires - sparqs
Creating the wording for a module questionnaire can be difficult – there is so much to ask and so many ways to ask it. This survey, however, asks just three simple questions – removing the need for a long list of questions and shifting the balance of power from the questioner to the responder.
Item Number:207
Course Representative Dialogue Sheets - Edinburgh Napier University
These dialogue sheets were used by Edinburgh Napier University’s School of Arts and Creative Industries (SACI) in a workshop held with course reps in November 2019. The workshop was developed, with input from sparqs, to get specific feedback from students in the school about their experiences of being a course rep. The questions in the dialogue sheet explore the rep role before, during and after course meetings, and the support received from the school.
More about the dialogue sheets and how they were used can be found in this
“Spotlight On…” feature
from our January 2020 news articles mailing.
For further information, please contact:
Name - Bryden Stillie
Role - Head of Learning and Teaching at Edinburgh Napier University’s School of Arts and Creative Industries
Email - b.stillie@napier.ac.uk
Phone - 0131 455 6103
(December 2019)
Item Number:259
Engaging students in Institution-led Review - a practice guide for universities and SAs - sparqs
Please note that this guidance is currently being updated in line with the tertiary approach to quality. The updated resource for both colleges and universities will replace this 2016 guidance (applicable to universities only at the time of publication) in due course.
This resource was developed in conjunction with The Robert Gordon University's Gray's School of Art and IT Services department.
This guide has been produced to help schools, departments or sections in universities who are undergoing Institution-led Review to engage their students and student representatives throughout the process.
It is aimed primarily at those preparing for reviews, such as departmental senior management, quality administrators or school/department student officers. As student engagement is a core ingredient of the process, it is recommended that those leading a department or section’s review preparation engage with relevant student representatives at the earliest opportunity to read through this guide and consider the questions it raises.
The sector’s approach to reviews is being revised and redeveloped as part of a planned review of Scotland’s quality arrangements with revised arrangements due to be in place for academic year 2017-18. This guide explores a range of practices and approaches that can support student engagement in review and will be transferable as revised arrangements develop. However, once the arrangements for 2017-18 are published we will review this guide accordingly.
sparqs is enormously grateful to a large number of individuals who contributed to this guide, not least those in The Robert Gordon University’s Gray’s School of Art and IT Services who generously involved sparqs in their preparatory activities, shared their perspectives, and worked with sparqs to develop and trial a variety of approaches to student engagement in the reviews.
A two-page
executive summary
of this guide is also available.
For further information, please contact us at
admin@sparqs.ac.uk
(May 2016)
Item Number:228
Engaging students in Institution-led Review - Executive Summary - sparqs
Please note that this guidance is currently being updated in line with the tertiary approach to quality. The updated resource for both colleges and universities will replace this 2016 guidance (applicable to universities only at the time of publication) in due course.
An executive summary of the Engaging students in Institution-led Review practice guide for universities and students' associations - excluding much of the background information and sectoral content contained in the
full guide
This document gives a short overview of the practice guide and links to the full publication, which was developed in conjunction with The Robert Gordon University's Gray's School of Art and IT Services department.
The guide was produced to help schools, departments or sections in universities who are undergoing Institution-led Review to engage their students and student representatives throughout the process.
It is aimed primarily at those preparing for reviews, such as departmental senior management, quality administrators or school/department student officers. As student engagement is a core ingredient of the process, it is recommended that those leading a department or section’s review preparation engage with relevant student representatives at the earliest opportunity to read through the guide and consider the questions it raises.
The sector’s approach to reviews is being revised and redeveloped as part of a planned review of Scotland’s quality arrangements with revised arrangements due to be in place for academic year 2017-18. The guide explores a range of practices and approaches that can support student engagement in review and will be transferable as revised arrangements develop. However, once the arrangements for 2017-18 are published we will review the guide accordingly.
For further information, please contact us at
admin@sparqs.ac.uk
(May 2016)
Item Number:229
Feedback on Assessment toolkits - University of Dundee
This set of toolkits was developed by the University of Dundee, with support from sparqs, in 2011. It outlines some ways in which staff and students can work together, in school/department levels, to explore how feedback on assessment can effectively lead to an enhancement of learning.
The main download is the original toolkit created in 2011 and piloted within three schools of the university. Following feedback from Schools
a second version of the toolkit
was reorganised into four sections enabling Schools to select and tailor activities to their specific contextualised development needs.  Individual sections can form the basis for  focussed workshops or the Toolkit as a whole can form the structure for a series of interrelated development opportunities.  The activities within the second version are variations on those within the first, allowing schools or programme teams to return to topics previously investigated to re-examine issues and reflect on progress.  Participation of students as part of workshops is fundamental to the successful application of the Toolkit, generating more meaningful discussions and concrete action points than when applied with staff groups on their own.
Item Number:176
Grid for developing tools of feedback from students - sparqs
Institutions and students’ associations use many different tools to gain feedback from students on the learning experience – surveys, focus groups, questionnaires and so on. But a wider question exists about how well students are engaged in the shaping of those tools and the use of the outputs – and the more they are engaged, the more credible the tool will be.
This tool, developed for a forthcoming sparqs resource on feedback, looks at things that can be done before, during and after the use of a feedback tool to engage students in not only commenting on their learning but shaping the ways in which they do so.
(2014)
Item Number:206
How to write an Annual Quality Report - QAA, NUS & TSEP
Through a QAA funded project, NUS and The Student Engagement Partnership (TSEP) produced three guides to support you through the process of creating a AQR.  See the
resource webpage
for full details.
NUS believes that when students’ unions put a well-researched case forward for change, they are more likely to gain support from their institution. Every six years as part of
The Quality Assurance Agency for Higher Education
(QAA) institutional review method, students’ unions in England produce Student Submissions, for which there is a lot of data to analyse and collate which can be a daunting task.
Annual Quality Reports can be very influential in putting forward a well-researched case for change and many students’ unions make use of the lobbying power of these documents by making a series of recommendations to the university or college.
Therefore, this series of guides will look at how you can undertake an Annual Quality Report (AQR) which can cover areas of the academic experience, to produce a SS when the time comes.
There are three parts to this series, which are accessible via the
resource webpage
Part 1:  Creating an evidence base
Part 2:  Structuring your report
Part 3:  Developing recommendations
Note that the Student Submission is not used in Scotland, though the approaches taken by students’ unions in England in preparing their submissions will be of use and interest.
For further information, please contact:
Name – Chris Taylor
Role – Engagement Manager, QAA
Email –
c.taylor@qaa.ac.uk
(2016)
Item Number:236
InterACT Leaflet on Feedback - Dundee University
A leaflet produced for JISC's interACT project about the redevelopment of feedback on assessment at the University of Dundee's Centre for Medical Education.
Item Number:135
Learner Summit - James Watt College (Now: Ayrshire College)
An outline of how learner summits have worked at James Watt College in engaging students in key decisions.
(2011)
Item Number:137
Learner Voice Conference - Cumbernauld College (Now: New College Lanarkshire)
An outline of the annual Learner Voice Conference at Cumbernauld College, and how it engaged students in discussing key college decisions.
(2012)
Item Number:138
Learning from students in ELIR preparation - The Robert Gordon University
As part of the university’s preparation for its 2012 Enhancement-Led Institutional Review, the students’ association was invited to ask students to comment on the university’s draft reflective analysis.
The SA in turn asked sparqs to run a focus group to enable this. sparqs read the draft and extracted various statements that the document made about the learning experience and the student voice.
These statements were then used as the basis for focus group discussion, allowing for both qualitative responses as well as quantitative indication of agreement.
The student contributions generated were extremely informative. Indeed, far from challenging the assertions of the draft reflective analysis, the results tended more to strengthen the document’s claims by providing new examples and evidence that the writing team was not originally aware of.
Please see attached the statements (questions) that were used ->
Or if you  would like to discuss this resource in more detail then please contact:
Alan Davidson
Dean for the Enhancement of Learning, Teaching and Assessment, The Robert Gordon University
a.t.davidson@rgu.ac.uk
(April 2014)
Item Number:199
Miro Board as a Method of Collecting Feedback - Robert Gordon University Students' Union
A case study of how to use online whiteboard tool Miro to gather student feedback, including a description of its use at Robert Gordon University and a
video with a technical walk-through
.  This case study explains the functionality of Miro, outlines how it can combine with the Student Learning Experience diagram to organise student feedback, and the advantages its functionality provides for reps in their roles.
For further information, please contact:
Name
- Irina-Cristina Bogdan
Role
- Student School Officer for the School of Creative and Cultural Business, Robert Gordon University Students’ Union (RGU:Union) 2020-21
Email
- i.bogdan@rgu.ac.uk
(April 2021)
Item Number:280
Module Evaluation Leaflet - Queen Margaret University
This leaflet was created by Queen Margaret University for module co-ordinators and other staff involved in teaching and supporting learning.
It provides advice on why, how and when to evaluate modules and includes guidance around the importance of involving students in this.
(November 2018)
Item Number:255
One minute papers for student feedback - University of Strathclyde
One minute feedback papers have been adopted by the University of Strathclyde and have been used to gather attendance whilst motivating students to actively feedback at the end of each lecture. Comments are responded to at the beginning of the next lecture, closing the feedback loop and demonstrating engagement with the opinions and needs of students. This formative feedback mechanism not only benefits staff through gathering a rich insight into student understanding, concerns and opinions but also assures students that their voice is heard and that they are shaping their learning and teacher.
See the
University website
to read the case study on the one minute papers system and view example documents.
For further information, please contact:
Name – Dr. Conor McBride
Role - Reader, Computer and Information Sciences
Email -
conor.mcbride@strath.ac.uk
Phone - +44 (0)141 548 3172
(March 2018)
Item Number:244
Outcomes from Institutional Audit Student Engagement - QAA
A report highlighting the outcome of recent years' institutional reviews by QAA UK relating to student engagement.
Please see link below:
(2009/11)
Item Number:165
Self-Evaluation and Action Plan (SEAP) - Practical guide to student partnership - sparqs
This resource, initially published in October 2024, has now been updated for 2025.  It is designed to support meaningful student engagement throughout the Self-Evaluation and Action Plan (SEAP) process, part of Scotland's Tertiary Quality Enhancement Framework (TQEF).  It includes an overview of the SEAP process; some suggestions of how students can be involved in the development of the SEAP; and suggested actions for students’ associations.
The SEAP is a document which enables institutions to reflect annually on institutional quality assurance and enhancement activities and outcomes, and to identify key strategic areas for enhancement. Definitive guidance on the SEAP process can be found in the
Scottish Funding Council’s Guidance on Quality
There are opportunities for student engagement and partnership throughout the development of the SEAP itself, as well as through the activities upon which the SEAP reports.  The guidance is particularly relevant to students’ association representatives and staff, but is also a useful resource for all institutional staff involved in the SEAP process.
For further information on the SEAP and TQEF, please see our
Quality Arrangements webpage
and the SFC’s
TQEF webpage
This resource will be updated annually.
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(Updated September 2025)
Item Number:301
Student Panel (COVID) - University of the Highlands and Islands (UHI)
The university recognised that specific interventions would be required during the COVID pandemic. A key piece of this work was the establishment of a
student panel in relation to COVID
This virtual panel of student volunteers from all levels of study and across the university was recruited, with around 50 participants. Questions are periodically sent by email to the group who provide their feedback. The panel is complementary to the usual student rep system. Whereas reps provide an analytical style of feedback, the panel provides experiential feedback of the individuals participating. Results are written up as a report which is then shared with key decision makers.
Findings have provided some interesting insights into the student experience. Students have told us that they would like the flexibility in studying currently experienced to continue. Not needing to commute for studies has environmental, cost and time savings for our students. They have also commented that they would prefer for quality documents to be shared in their original form without being made ‘student friendly’. It may be that the student panel is retained in a post–COVID world.
For further information, please contact:
Name –
Kevin Sinclair
Role –
Student Engagement Manager
Email –
kevin.sinclair@uhi.ac.uk
Phone
- 07796930044
(January 2021)
Item Number:274
Tertiary Quality Enhancement Review (TQER) - Practical Guide for students’ associations and student officers - sparqs
This practical guide has been produced for students’ association representatives and staff in the tertiary education sector in Scotland. It provides context and background to the
Tertiary Quality Enhancement Review (TQER)
process and makes suggestions of what you need to do at each stage. It is also encouraged that institutional staff involved in the review read through this guide and consider how they will contribute to student partnership in the process.
TQER is the external review method for colleges and universities in Scotland and is
one of the delivery mechanisms of the Tertiary Quality Enhancement Framework (TQEF)
. TQER is designed to provide assurance on quality standards and the quality of the student experience in Scotland’s colleges and universities. It helps the Scottish Funding Council (SFC) to answer the central question of the TQEF: ‘Is the provision delivered by Scotland’s colleges and universities of high quality and is it improving?’.  All institutions in Scotland will undergo a TQER between 2025 and 2030.
The purpose of the guide is to provide information about TQER, and to support meaningful student engagement and partnership throughout the process. Student partnership is a key part of TQER and students are engaged in several different ways, including as Lead Student Reps, as attendees of meetings with the review team, and as student reviewers.
This guide should be used in conjunction with the
QAA Scotland TQER Guide
and
QAA TQER FAQs, accessible on this webpage
. QAA have also published a short
TQER Operational Guide for institutions
, which provides specific details about logistics to support the review visits. If you have a specific query relating to the TQER at your institution, you should get in touch directly with your Institution Quality Contact.
For further information on TQER, please see our
Quality Arrangements webpage
and the
QAA TQER webpage
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(September 2025)
Item Number:302
The Chair Case Study - Cumbernauld College (Now: New College Lanarkshire)
The Chair - an engagement tool developed by Cumbernauld College to get students' views on their experience of college.
(2012)
Item Number:150
What students think of HE: Analysis of student submissions 2011-12 - QAA
QAA enables students to contribute to its reviews of higher education providers by means of a student written submission for each review. This paper presents the findings of an analysis of 14 student written submissions relating to institutions that underwent QAA review in 2011-12.
Please see the following link:
For further information, please contact:
Name – Chris Taylor
Role – Engagement Manager, QAA
Email – c.taylor@qaa.ac.uk
(2012)
Item Number:220
You Said We Did! - University of Strathclyde
In 2012, the University of Strathclyde’s Student Survey Team launched the ‘
You Said, We Did
’ campaign in order to promote changes and new developments which have been introduced in response to student feedback. Information is extracted from formal committee reports and also sought directly from departments and schools on a regular basis, typically 3 times per year, to keep the You Said, We Did web page up to date with examples of changes made as a result of listening to the student voice. You Said, We Did information is also used in other promotion of surveys – online, in presentations and on posters in order to close the feedback loop and to encourage higher response rates as students can see that their feedback does make a difference at Strathclyde.
For further information, contact:
Name – Tracey McCabe
Role – Student Survey Officer
Email –
student-surveys@strath.ac.uk
Phone – 0141 548 3117
(2017)
Item Number:240
z_ARCHIVED: A detailed timeline of Student Engagement "What you need to do" points in the ELIR 4 cycle - sparqs
AVAILABLE FOR HISTORICAL REFERENCE ONLY - NOT CURRENT GUIDANCE
A detailed timeline of the ELIR 4 cycle with a summary of each of the action points from within the practice guide. This resource displayed each of the student engagement points with further details about how you could do this from within the guidance.
At the time of writing, the timeline was designed to be used alongside
sparqs' ELIR 4 practice guide
and
QAA Scotland's ELIR handbooks and guidance
(November 2018)
Item Number:256
z_ARCHIVED: ELIR Cycle 4 Handbook and Guidance - QAA Scotland
AVAILABLE FOR HISTORICAL REFERENCE ONLY - NOT CURRENT GUIDANCE
A range of resources produced by QAA Scotland to help institutions, reviewers and students approach the Enhancement-led Institutional Review (ELIR) process. ELIR Cycle 4 runs between 2017-2022.
ELIR is a process unique to the Scottish sector in a number of ways, not least the focus on student engagement. Not only does an ELIR review look in depth at how students are engaged in shaping quality at each university, it also looks at how well students are engaged in ELIR itself.
More details about the ELIR process can be found in QAA Scotland’s
ELIR 4 Handbook
and their ‘
Preparing for Enhancement-led Institutional Review
’ document, which provides advice and guidance for institutions on how to approach ELIR.
These publications and additional guidance documents can be found on the
QAA website
In addition, to support meaningful student engagement throughout the process, sparqs has produced an
ELIR Cycle 4 practice guide
for students' association reps and staff, published in July 2018.  It provides context and background to the process and makes suggestions of ‘what you need to do’ at each stage of the process.
(2017/18)
Item Number:252
z_ARCHIVED: ELIR Cycle 4 Practice Guide - sparqs
AVAILABLE FOR HISTORICAL REFERENCE ONLY - NOT CURRENT GUIDANCE
To support meaningful student engagement throughout the ELIR (Enhancement-led Institutional Review) process, sparqs produced an
ELIR Cycle 4 practice guide
for students' association reps and staff.  It provided context and background to the process and made suggestions of what to do at each stage of the process. These tips were built on good practice in the sector and the experience of sparqs and QAA Scotland. They were particularly relevant to students’ association representatives and staff but were useful to consider for anyone involved in the review.
ELIR cycle 4 ran between 2017-2022 and more details about the process, and definitive guidance, could be found in QAA Scotland’s
ELIR 4 Handbook
.  QAA Scotland also published ‘
Preparing for Enhancement-led Institutional Review
’ which provided advice and guidance for institutions on how to approach ELIR.
The sparqs practice guide was designed to complement these QAA publications.
From 2022-24 there was interim SFC guidance until the new tertiary quality arrangements guidance was published in July 2024.
(July 2018)
Item Number:251
Learning And Teaching Engagement
A Partnership Approach to Curriculum Design and Delivery - Edinburgh Napier University
A case study originally presented to the Higher Education Academy about the engagement of students in the redesign of an Honours module at Edinburgh Napier University.
Full title - Sharing Control: A Partnership Approach to Curriculum Design and Delivery
(2011)
Item Number:124
A Student Engagement Project Report - Dr D.Doherty (Cardiff School of Engineering)
A report by Dr Daphne O’Doherty of the Cardiff School of Engineering, Wales, exploring student engagement at departmental level which draws upon surveys conducted in a number of universities.
Undertaken by Dr Daphne O’Doherty (Cardiff University)
on behalf of the Engineering Subject Centre
Item Number:153
ABCD of Effective Feedback - sparqs
The ABCD of Effective Feedback, along with the Student Learning Experience diagram, is at the heart of sparqs’ Course Rep Training. It describes the approaches students and their representatives should take when giving feedback on the learning experience to staff.
A is for Accurate
– Feedback should not be reliant on sweeping generalisations and emotional reactions, but be evidence-led, specific and backed up by research into students’ views and experiences.
B is for Balanced
– Feedback should not only highlight the negatives but also praise the positive. Talking with staff about what is going well is a great way to build a good working relationship and helps staff identify good practice.
C is for Constructive
– Feedback should be about proposing ideas and suggestions, and not expecting staff to have to do all the creative thinking about how to improve something. By helping to develop solutions, students can be real partners with staff in enhancing learning.
D is for
Diplomatic
– Feedback is about the learning, not the teachers. It is not an opportunity to criticise individual staff members, but to talk about what learning feels like and looks like to students. Avoiding personal comments keeps conversation focussed on learning and makes it easier to talk to staff about enhancement.
The ABCD is not just a tool for students and representatives, but for staff too.  What cultures and structures can best promote an “ABCD” ethos in feedback?  How can staff reflect on the ABCD as a standard for the sort of feedback they can and should expect to be able to work with?  How can institutions and students’ associations work together to promote ABCD as a basis for authentic dialogue between staff and students?
For further information, please contact us at
admin@sparqs.ac.uk
Item Number:260
Best Practice Report - Strathclyde University
This report has been compiled by Strathclyde Univirsity after it's Teaching Excellence Awards for 2012. It has taken over 500 statements given by over 300 students and compiled a Best Practice indicator for lecturers based upon the responses given.
(2012)
Item Number:181
Decolonising the Curriculum from a student perspective - University of Glasgow
This resource was used for the University of Glasgow’s Learning and Teaching Committee away day in October 2021. It was developed primarily by the SRC’s Vice President Education 2021/22.
Comments were anonymously collected from students in popular study spaces regarding decolonising the curriculum and then shared to senior learning and teaching staff in a short presentation. The attendees of the away day were then asked to take part in a Mural board activity to discuss how they can best decolonise the subject they teach.
You can view the materials below:
Presentation
Mural Board
For further information, please contact:
Name
– Mia Clarke
Role
– Vice President Education
Email
– m.clarke@src.gla.ac.uk
Phone
– 0141 330 5360 ext 6917
(November 2021)
Item Number:283
ECSA Learning & Teaching Report 2017 - Edinburgh College Students Association
ECSA’s Learning & Teaching report was produced in partnership with students and through the use of our award winning ‘Learner Engagement Framework’.  Focused on pulling together a comprehensive evidence base of student’s experiences and thoughts on the learning experience at Edinburgh College. This report is mapped against the How good is our college? (HGIOC) framework and a testament to how far ECSA have come at embedding and strengthening the student voice at college.
For further information, please contact:
Name – Conor Murray-Gauld
Role – Engagement & Policy Coordinator
Email –
conor.murray-gauld@edinburghcollege.ac.uk
Phone - 07762325049
(March 2018)
Item Number:243
Engaging Students in Online Distance Learning - sparqs
A guide for institutions and students’ associations on engaging online distance learning (ODL) students in shaping the quality of their learning experience. It provides tools, case studies and guidance and is based on work with a number of institutions.
The guidance was developed with the help of input from across the sector and is aimed at those who have responsibility for engaging ODL students in quality, such as student officers and students’ association staff, staff with quality, management or learning and teaching roles, and those directly involved in ODL delivery.
The objective of the resource is to enable those in related roles to reflect on and enhance their engagement of ODL students, with a view to those students better shaping their learning experience and feeling as full a part of the partnership approach to quality as any other students.
Engaging ODL students is not a limited issue where solutions lie within one locus of responsibility, but is a wide-ranging aspect of quality that involves multiple dimensions of practice and levels of decision-making. It is therefore recommended that those working together to use this guidance include a range of institutional roles relating to quality, learning and teaching (especially of course in ODL provision) and student engagement, plus academic- and ODL-related officer and staff roles in students’ associations.
During consultancy work with Hibernia College in Dublin during 2017 (as featured in one of the case studies contained in this guidance), sparqs developed a
Tool for Developing a Forum for Students on Online Courses
, also accessible via this Resource Library.
(June 2018)
Item Number:250
Enhanced Student Engagement: Collaborative Evaluation of a Research Module - Glasgow University
A case study by Catherine Bovill of the University of Glasgow submitted to the Higher Education Academy, outlining how participants in a Masters educational research module collaborated to design evaluation methods.
Item Number:132
Enhancing T&L through dialogue: student/staff partnership model - Uni of Huddersfield
Published paper:
Free pre-print version at
This paper explores a model for developing student and staff partnerships to enhance the quality of teaching and learning and situates the model in literature on student engagement. The model enables staff and students to step outside their normal roles and the traditional student–teacher relationship into a less pre-defined mode of interaction and liminal space where conversations about teaching and learning can take place. At the most transformative, this model enables academic staff to get a sense of learner perspectives and to view students as partners and collaborators while students develop insights into the perspectives of staff. The authors argue that the model represents an innovative approach to engaging students in a meaningful way in enhancing teaching and learning and has the potential to reframe the student–teacher relationship into a more collaborative one that goes beyond listening to students.
Further resources from the project can be found at:
For further information contact:
Name – Kathrine Jensen
Role – Research Assistant, University of Huddersfield
Email –
k.jensen@hud.ac.uk
Phone – 01484 471577
(December 2015)
Item Number:225
Enhancing the Student Led Teaching Awards (SLTA) Process - University of St Andrews Students Association
Many students’ associations run Student-led Teaching Awards; however, only rarely [
see footnote
] are student-submitted nominations analysed to draw conclusions about excellent teaching practice. Student-submitted nominations for these awards offer unique insights into how students prefer to learn. In their praise of deserving staff members, students offer data that can be leveraged to make enhancements to learning and teaching. The St Andrews Students’ Association has enhanced its Teaching Awards process to include an in-depth analysis of the nominations in order to incorporate student-identified good teaching practice into its quality assurance and enhancement processes.
Footnote
: Two examples include reports from
The University Edinburgh Students’ Association
(2016) and
QAA Scotland
(2018).
The provided resources include:
A guide for Students’ Associations to run similar processes
A copy of the final findings from St Andrews in our initial year of running an enhanced SLTA process
A plain-text version of the process guide for accessibility purposes
For information about the Award Categories and Criteria used at St Andrews, please see their
Teaching Awards website
For further information, please contact:
Name
– Chase Greenfield
Role
– Academic Representation Co-ordinator (St Andrews Students’ Association)
Email
cmg9@st-andrews.ac.uk
(November 2022)
Item Number:290
Facilitating Engagement for Students with Learning Differences and Disabilities - HEA
This research explores current processes for engaging and empowering students with learning differences, language differences and disabilities. As well as surveying current practice and the experiences of such students, this project aims to give students a more potent voice on inclusivity and engagement issues by means of a series of student focus groups.
Full Title:
Facilitating Engagement for Students with Learning and Language Differences and with Disabilities across University of Wales Alliance Institutions and Collaborative Centres
Please see link below:
Item Number:174
Feedback on Assessment toolkits - University of Dundee
This set of toolkits was developed by the University of Dundee, with support from sparqs, in 2011. It outlines some ways in which staff and students can work together, in school/department levels, to explore how feedback on assessment can effectively lead to an enhancement of learning.
The main download is the original toolkit created in 2011 and piloted within three schools of the university. Following feedback from Schools
a second version of the toolkit
was reorganised into four sections enabling Schools to select and tailor activities to their specific contextualised development needs.  Individual sections can form the basis for  focussed workshops or the Toolkit as a whole can form the structure for a series of interrelated development opportunities.  The activities within the second version are variations on those within the first, allowing schools or programme teams to return to topics previously investigated to re-examine issues and reflect on progress.  Participation of students as part of workshops is fundamental to the successful application of the Toolkit, generating more meaningful discussions and concrete action points than when applied with staff groups on their own.
Item Number:176
Feedback, Evaluation and Development of an Enquiry Based Learning Module - Manchester University
The perspective of a student at Manchester University on being engaged in discussions around feedback, evaluation and module design; originally presented to the Higher Education Academy.
(2008)
Item Number:133
Hearing the Student Voice Involving Students in Curriculum Design and Development - Various
Hearing the student voice Involving students in curriculum design and delivery
An ESCalate-funded project involving Edinburgh Napier University, Leeds Metropolitan University, Birmingham City University and the University of Westminster exploring the engagement of students in curriculum design.
(2009)
Item Number:134
How to be an Effective Rep Online - Strathclyde Union Rep Team
How to be an Effective Rep Online – Student Representation Following the Suspension of Face-to-Face Teaching (2020)
A simple handbook for Student Representatives at the University of Strathclyde on how best to support peers following the suspension of face-to-face teaching in response to the Covid-19 pandemic. The resource contains strategies on how to support students from home, including a range of questions Reps can ask to ensure that online teaching is running smoothly. Staff have also contributed tips on how best to work from home, such as the importance of staying healthy. This handbook was created by two student staff members – Luca Filippi and Laoise Moore.
If you have any queries, please contact:
Name – Luca Filippi
Role – Student Engagement Support Staff
Email – luca.filippi@strath.ac.uk
(March 2020)
Item Number:261
Learner Engagement: A Review of Learner Voice Initiatives Across UK Education Sectors - BECTA
A meta-review of current learner voice activity across primary, secondary, further and higher education, carried out by Futurelab and commissioned in
2007 by Becta (British Educational
Communication and Technology Agency).
Item Number:112
Learner Voice Leaflet - Aberdeen College
Aberdeen College has produced a leaflet that outlines how staff can use the Learner Voice. This leaflet is primarlily aimed at staff, giving information about  how the student voice is heard throughout  the college.
(2012)
Item Number:184
Should Students Participate in Curriculum Design? - C.Bovill, K.Morss, C.J.Bully (Glasgow University
A paper by Bovill, C. and Morss, K. and Bulley, C.J. in 2009 entitled "Should students participate in curriculum design? Discussion arising from a first year curriculum design project and a literature review".
Item Number:140
Student / Staff Engagement and Recognition - Kilmarnock College (now Ayrshire College)
In this document Kilmarnock College outline the various  ways in which students and staff opinion is captured and how both can be recognised and given recognition for  their achievements.
(2012)
Item Number:185
Student Engagement in Curriculum Development - John Moore
At John Moores University Liverpool research was conducted into curriculum development  with involvement from students throughout the entrire process.
(2011)
Item Number:142
Student Engagement in L&T Quality Management: A Study of UK Practices - University of Bath
The Quality Assurance Agency (QAA) commissioned the University of Bath to undertake research into student engagement practices in UK higher education institutions. A parallel project took place at King's College London which explored student views of quality in higher education.
The Bath research resulted in three publications which will, in turn, contribute to the national debate and policy development in this area:
an overview report summarising key research findings and implications for policy and practice.
detailed research findings.
a good practice guide for institutions and students' unions.
Please see link below:
For further details contact:
Name – Chris Taylor
Role – Engagement Manager, QAA
Email –
c.taylor@qaa.ac.uk
(2012-13)
Item Number:213
Student Engagement with Learning for Sustainability - Dumfries and Galloway College
In line with continuing drive to progress leaning for sustainability in the Scottish college sector, Dumfries and Galloway College has developed a range of workbook materials that can be used by students and staff to embed learning for sustainability into their learning and teaching. The materials also try to incorporate core skills teaching, wherever possible, so that sustainability and core skills are taught together, to try to eliminate adding to what could already be considered an overcrowded curriculum.
There are a number of activities within the workbooks, and students are encouraged to take classroom projects and make them visible across the college campus, to further spread the sustainability message. By utilising these tools, it is hoped that sustainability can become embedded not only within Estates management in colleges, but also across the campus and curriculum, and positively impact upon the wider community.
Further information and the workbook materials are available on the
Environmental Association for Universities and Colleges website
For further information, please contact the college:
Name - Dr Elaine Crawford
Role - Student Engagement and Climate Change Officer
Email -
crawforde@dumgal.ac.uk
(May 2018)
Item Number:247
Student Experience Research 2012 Part 1 Teaching and Learning - NUS and QAA
NUS UK's Student Experience Research 2012 (Part 1: Teaching and Learning), aiming to providing an insight into the student view of learning and teaching; produced jointly with QAA UK.
Please see link below:
Item Number:116
Student Experience Research 2012 Part 2 Independent Learning and Contact Hours - NUS and QAA
NUS UK's Student Experience Research 2012 (Part 2: Independent Learning and Contant Hours), aiming to providing an insight into the student view of learning and teaching; produced jointly with QAA UK.
Please see link below:
Item Number:117
Student Learning and Teaching Network - Warwick University
Have you been actively involved in Learning and Teaching?
This was the question asked by Warwick University and the answers that were given by various representatives within various Institutions.
Item Number:183
Student Led Learning - It can work - University West of Scotland
Here the University West of Scotland talk  about the different  issues and concerns raised when they first  thought  of seeking student feedback and encouraging discussions about shaping their learning.
(2010)
Item Number:182
Student Perspective: Students as Change Agents - University of Exeter
A student-led action research project undertaken at the University of Exeter, bringing together staff and students with the students' union to undertake a number of small scale projects.
(2010)
Item Number:159
Students and Staff Co-creating the Curriculum - C.Bovill (Glasgow University)
Research into examples from Scotland, Ireland and the USA into student engagement in curriculum design; originally presented by Catherine Bovill to the Higher Education Academy.
Full title - Students and Staff Co-creating the Curriculum: Research into 3 Case Studies
Item Number:145
Students as active partners in shaping their learning experience - Leeds Trinity University College
A case study from the Department of Humanities in the Faculty of Arts & Social Sciences at Leeds Trinity University College. It outlines how input from course representatives led to a major enhancement of a module.
Full Title - Rewriting the French Revolution: Students as active partners in shaping their learning experience
(2011)
Item Number:146
Students as Change Agents - JISC Conference
This resource was created to share the approaches and experiences of projects from the Curriculum Design and Delivery programmes in engaging students as partners in the designing and delivering curriculum change
Features -  Exeter University / Kingston College / Birmingham City University / QAA
(2011)
Item Number:147
Students as Change Agents - University of Cumbria
This resource was developed by the University of Exeter, and is an innovative and exciting student-led action research initiative that brings students and staff together to improve experiences of higher education.
(2011)
Item Number:148
Students as Partners in Assessment: A Literature Scoping Review - Dublin City University
A project at Dublin City University (DCU) called “Students as Partners in Assessment” sought to explore how and why students should be engaged as partners in their own assessment experiences. This literature scoping review is the foundation of this project. It sought to explore what exists in the literature relating to student partnership in assessment and what forms it can take. Following a structured search, selection and refinement process, 14 core papers were identified. These are summarised and themed in the literature review. This literature review was launched in winter 2020 as part of the SaPiA project, and its impact will be evaluated as part of the wider project evaluation.
You can read the
full report
, or view the attached two-page summary.
For further information please contact:
Name
– Rob Lowney
Role
– Learning Technologist
Email
– rob.lowney@dcu.ie
Phone
- +353 1 700 9019
(January 2021)
Item Number:275
Students Expectations and Perceptions of Higher Education by Kings College London
The Quality Assurance Agency (QAA) commissioned King’s College London to undertake UK wide research into student expectations and perceptions of the quality of their learning experience and the academic standards of their chosen programmes of study. A parallel project took place at the University of Bath which explored student engagement practices in UK higher education institutions.
This project provides illustrative examples of the issues affecting students with recommendations for universities and colleges to follow.
Please see the following link:
For further information, please contact:
Name – Chris Taylor
Role – Engagement Manager, QAA
Email – c.taylor@qaa.ac.uk
(2012)
Item Number:221
Systematic Literature Review of "Hard to Reach" Students and methods of Inclusive Engagement - University of Cambridge
This is a systematic literature review published in 2017 which formed one of the research outputs from REACT (Realising Engagement through Active Culture Transformation), a project funded by HEFCE, the then Higher Education Funding Council for England (a predecessor of England’s Office for Students). The literature review explored so-called “hard to reach” students and the impact that student engagement initiatives had on student attainment and retention. There is more about the publication in our
October 2022 Talking Student Engagement interview
with the lead author, Cassie Lowe.
For further information, please contact:
Name
– Cassie Lowe
Role
- Senior Teaching Associate at the University of Cambridge
Email
cvl29@cam.ac.uk
(October 2022)
Item Number:289
Talking About Quality: Student Engagement - University of Bath
Article by Gwen van der Velden, Director of Learning and Teaching
Enhancement, University of Bath exploring the nature of student engagement.
Please see link below:
(2012)
Item Number:121
Teaching Awards - Edinburgh University Students Association
Summary
A student led teaching award to recognise excellence in various aspect of teaching and academic support.
Background
Academic staff currently receive recognition, research funding and promotion largely based on their research activity. The Teaching Awards are an opportunity for excellence in teaching practice to be recognised. The Teaching Awards are also a way of highlighting that teaching and research should be awarded more parity institutionally, and that students appreciate good teaching when they receive it.
Whilst excellent research is recognised and rewarded within the University of Edinburgh, there was no corresponding and systematic recognition and reward of excellent teaching. There has been a perception, widespread amongst students, that academic staff prioritise research over their teaching commitments, and this may be partly due to the imbalance of incentives between research and teaching within the current career path.
Development
The EUSA Teaching Awards are entirely student run and operated, involving particularly the EUSA VP Academic Affairs, the EUSA Teaching and Learning Convenor, School and Class Reps and staff support. All students are invited to nominate teaching staff. The University has been very supportive, with discussion in Senate and University committees, and endorsements from the Principal and University Senior Management. However, there is recognition that the credibility of the awards comes from the fact that they are student directed.
Effectiveness and impact
Awards are given at a very well received ceremony with attendance from the University, and across the Education sector. The Awards allow identification of good teaching practice, and the sharing of best practice through such events as the EUSA Inspiring Teaching Conference, at which Teaching Awards Winners hosted workshops and Schools within the University provided stalls for a University wide exhibition.
NUS Scotland and the Higher Education Academy are undertaking a joint piece of work based on the EUSA model to support a cohort of eight students' associations and universities in designing and implementing student-led learning & teaching awards, with the aim of creating political capital for pushing learning & teaching issues (e.g. feedback, assessment, academic representation etc.) up the institutional agenda.
Overcoming initial staff scepticism of the awards relies on getting information out and publicising the awards benefits as widely as positive and maintaining a relentlessly positive campaign, and showing that students value their educational experience and welcome the opportunity to feedback on this.
The involvement of school and class representatives in promoting the awards is crucial.
Contact
Craig Stewart, Academic Adviser and Teaching Awards Administrator, EUSA
0131 650 9395
craig.stewart@eusa.ed.ac.uk
EUSA Teaching Awards
Item Number:109
The Creation of an Independent Study Module - Newcastle University
An overview, originally presented to the Higher Education Academy, of a project at Newcastle University where staff and student worked together to create a new module.
Item Number:151
The Shaping History Project - John Moores University
Research conducted at John Moores University into staff and student views of a curriculum design project; including also student views for comparison who were not involved. This was originally presented to the Higher Education Academy.
(2011)
Item Number:152
Tool for Developing a Forum for Students on Online Courses - sparqs
A tool developed by sparqs when undertaking consultancy work with Hibernia College in Ireland, to help staff and students to develop a strategy for representation for a student profile that is entirely blended learning and flexible with no central campus.
The work included a workshop on creating a student rep forum for the college. This involved using a series of headings with opposing pairs of statements, and asking participants to create new statements under each heading to reflect how they felt the student rep forum should work.  This tool was developed out of the workshop.
Read more about the piece of work with Hibernia College in the case study featured in the sparqs guidance on
Engaging Students in Online Distance Learning
, published in June 2018.
(2017)
Item Number:249
Representation And Partnership
A guide to inducting students association education officers - sparqs
This guide supports students’ association and institutional staff who are responsible for creating or enhancing an annual induction programme for incoming students’ association education officers. The guide is based on the principle of partnership between the students’ association and staff in management, quality and governance roles, who should all contribute to an effective induction programme.
To help these key partners build or enhance an education officer induction programme, the guide contains suggestions such as:
Ideas to support handover between incoming and outgoing education officers.
Example session topics, workshop ideas, and training sessions key topics in learning and teaching.
An example activity to introduce incoming education officers to the
Student Learning Experience model
Advice to support the education officer’s induction to institutional committees, boards, and working groups.
Opportunities for the governing board or body to support the education officer’s induction.
Reflective questions to help develop an education officer role profile.
A sample timeline of an education officer induction programme.
Originally published as a resource for colleges in spring 2020, this guide was developed in response to sector demand. Since then, it has been updated year on year and has now been expanded into a tertiary resource for both colleges and universities.  It will continue to be updated on an annual basis, in line with specific changes in the context of the role.
For further information, please contact:
Name: Chase Greenfield
Role: Development Consultant
Email:
chase.greenfield@sparqs.ac.uk
(Updated April 2026)
Item Number:266
ABCD of Effective Feedback - sparqs
The ABCD of Effective Feedback, along with the Student Learning Experience diagram, is at the heart of sparqs’ Course Rep Training. It describes the approaches students and their representatives should take when giving feedback on the learning experience to staff.
A is for Accurate
– Feedback should not be reliant on sweeping generalisations and emotional reactions, but be evidence-led, specific and backed up by research into students’ views and experiences.
B is for Balanced
– Feedback should not only highlight the negatives but also praise the positive. Talking with staff about what is going well is a great way to build a good working relationship and helps staff identify good practice.
C is for Constructive
– Feedback should be about proposing ideas and suggestions, and not expecting staff to have to do all the creative thinking about how to improve something. By helping to develop solutions, students can be real partners with staff in enhancing learning.
D is for
Diplomatic
– Feedback is about the learning, not the teachers. It is not an opportunity to criticise individual staff members, but to talk about what learning feels like and looks like to students. Avoiding personal comments keeps conversation focussed on learning and makes it easier to talk to staff about enhancement.
The ABCD is not just a tool for students and representatives, but for staff too.  What cultures and structures can best promote an “ABCD” ethos in feedback?  How can staff reflect on the ABCD as a standard for the sort of feedback they can and should expect to be able to work with?  How can institutions and students’ associations work together to promote ABCD as a basis for authentic dialogue between staff and students?
For further information, please contact us at
admin@sparqs.ac.uk
Item Number:260
An induction guide for Academic Representation Co-ordinators - sparqs
This guide is for new staff members in student engagement or academic representation roles. The guide contains helpful information for any new students’ association or institution staff member with a student engagement role, such as:
A basic overview of sparqs, student engagement and partnership, and the wider sector.
An introduction to the
Student Learning Experience model
, the Tertiary Quality Enhancement Framework, and
Scotland’s Ambition for Student Partnership
Suggestions from sparqs’
Professional Standards Framework for Student Engagement (PSFSE)
to help new practitioners to develop in their roles.
An overview of key sector agencies that you may partner with.
A timeline of key activities and actions for academic representation co-ordinators.
This guide is updated annually and is flagged to the sector periodically throughout the year, to highlight it to any new staff with a student engagement or academic representation role.
For further information, please contact:
Name: Amy Monks
Role: Development Consultant
Email:
amy.monks@sparqs.ac.uk
(updated May 2025)
Item Number:291
Beyond Borders - sparqs and NUS
A mapping project of international students’ engagement in the Scottish higher education learning experience.
(2010)
Item Number:173
Case Study: Class Rep Away Day - Shetland College UHI
A case study on the development of an annual Class Rep ‘Away Day’ held jointly between Shetland College UHI and NAFC Marine Centre UHI with the support of the Highlands and Islands Students’ Association (HISA). The ‘Away Day’ brings together class reps and provides an opportunity to discuss important issues and agree action plans to enhance the student experience.
For further information, please contact:
Name – Aimee Harvey
Role – Student Development Officer, UHI
Email –
aimee.harvey@uhi.ac.uk
Phone – 01856 569258
(2018)
Item Number:253
Change is Good. Honest - Talat Yaqoob
In this article Talat looks at how giving students the chance to bring about change through good student engagement can bring about a sense of ownership for that change and what that can mean.
Item Number:187
Class Rep Health Check Activity - Perth College UHI
Use of the sparqs Inspiring class / course reps: ‘Health Check Activity’ in an Iterative Process at Perth College UHI.
Prior to the introduction of the current sparqs resources on ‘Enhancing Course Rep Activities’
A previous resource called ‘Inspiring class / course reps’ which can be found
here
allowed institutions to self-assess against a number of indicators to monitor the development of an effective class/course representation system.
Impact statements were scored according to whether activity was fully developed, under developed or no action being taken.
Perth College UHI used this resource in an iterative process from 2010-11 to 2013-14 to identify areas of weakness and target these for improvement through action planning
The health check was completed each year in May, with findings and draft actions plans presented to the Quality Enhancement Committee for approval.
The agreed plans were then implemented with respect to the relevant indicators for student rep selection, induction, training, recognition, policy and procedure, representation structures, communications and enhancement mechanisms.
When the health check was completed in subsequent years, the impact of the changes made was easy to identify by an improved score:
increased from 28% developed at the start of 2010-11 to
72% developed at the start of 2013-14.
Evaluation of the score at the end of 2013-14 will complete the project.
This tool was useful in providing an evidence base for enhancement activity in student representation.
If you  would like to discuss this further please contact:
Name – Carole Saunders
Role – Quality Co-ordinator
Email – carole.saunders.perth@uhi.ac.uk
Phone – 01738 877 228
(2011 / 14)
Item Number:203
Class Rep Reference Point Posters - Angus College (Now: Dundee & Angus College)
Posters developed at Angus College for classrooms, explaining the nature of the course rep role - a constant reminder of what the post does, and meaning staff and students are never  far away from an explanation.
Item Number:126
Class Rep Training Materials - Glasgow Caledonian University Students' Association
Class Rep induction training session materials developed by Glasgow Caledonian University (GCU) Students’ Association.
GCU Students’ Association Class Rep induction training is a two hour interactive activities based workshop that aims to give participants the knowledge and tools to effectively represent their class mates.
The materials can be downloaded below:
Training Presentation
Do and Don't cards
Training handout
Scenario cards
For further information please contact:
Name – Paul Stalker
Role – Student Voice Coordinator
Email – Paul.Stalker@gcustudents.co.uk
Phone - 0141 331 8416
(November 2016)
Item Number:232
Course rep handbook - Edinburgh University
A class rep guide and handbook developed by Edinburgh University Students' Association to complement sparqs' tailored introductory training.
(2009/10)
Item Number:127
Course Rep Lifecycle planning tool - sparqs
sparqs’ course rep lifecycles are taken from our
guidance on embedding the course rep role within the Higher Education Achievement Report
– though the lifecycles are just as applicable in the college sector.
They look from both the course rep and institutional perspective at the different activities that need to be put in place throughout the year to enable the course rep system to be effective. They include the range of administrative, practical and strategic tasks that a wide variety of staff and student officers will need to consider and co-ordinate.
Item Number:209
Course Rep Recruitment resources - sparqs
Some useful course rep recruitment resources, developed due to demand for support to recruit reps online during the 2020 COVID-19 health crisis.
The resources include a
guide to the course rep role
and
template presentation
to help with recruitment, as well as a
sparqs' welcome note to new reps
and a
template letter
which reps can use to introduce themselves to their classmates.
Even if institutions have already recruited reps, they may find the welcome note and template letter useful to circulate to reps.
(October 2020)
Item Number:270
Course Rep Training (Introductory) - sparqs
Over the years we have developed our Course Rep Training materials to enable students to fully engage with quality enhancement processes within their own institutions.
Read more about our Introductory CRT via the link below:
Item Number:191
Course Rep Training for Apprentice Reps - sparqs
Our Apprentice Rep Training materials, introduced in 2016-17, are aimed at newly elected apprentice reps who have not attended training before. It aims to develop confidence in their role, as being an apprentice rep for the first time can be a daunting prospect.
The training lasts 2 hours and is split into 2 parts. The first part looks at the role of the apprentice rep and what the Apprentice Learning Experience is, while the second half takes the rep through the process they would go through as a rep.
As well as the training materials, we have also developed a presentation which gives an introduction to the Apprentice Learning Experience, for colleges to use to generate initial interest amongst apprentices.
See the
Training for Apprentices webpage
for all the materials and further information.
To read more about our wider work in developing the apprentice voice in both colleges and workplaces, please see our
Apprentice Voice webpage
(October 2016)
Item Number:234
Course Rep Training for ESOL Students - sparqs
A full range of resources to enable the training of course reps who are ESOL (English as a Second or Other Language) students.  The training package is designed to support the development of ESOL students to understand the role of course reps and to elect their own.
The staff and students of the ESOL Department of Stevenson College (now Edinburgh College) helped design, develop and pilot the materials.
Please see link below:
(2013/14)
Item Number:178
Course Rep Training for Students in Supported Education - sparqs
A full range of resources to enable the training of course reps in supported education.  These materials were more recently revised in 2023 and are available on request if you are planning to deliver this training, either in-house or delivered by sparqs.
Please see link below:
(2023)
Item Number:177
Course Rep Training for Taught Postgraduate Course Reps - sparqs
In 2017 sparqs developed a training module for course reps on postgraduate taught (PGT) courses.
The training builds on our introductory Course Rep Training to be more relevant to the distinct learning experiences of PGT study, including its often diverse student community, high levels of blended delivery, and strong professional and career connections.
The training lasts for
90 minutes.
It is designed to be delivered to between
12-25 delegates per session
. However, PGT student numbers can be very different, so numbers may warrant delivery to smaller groups, in which case the training can take on more of an informal, discursive style.  See the tutor notes for information on how you can adapt the materials for the kinds of groups you might have.
See the
PGT Course Rep Training webpage
for further details and to access the materials.
(July 2017)
Item Number:242
Course Rep Training materials for postgraduate research students - Glasgow University SRC
This resource is a version of the Introductory Class Rep Training which has been developed and amended by Glasgow University SRC, in consultation with University of Glasgow staff, for Postgraduate Research student reps. It was felt that the emphasis on teaching, curriculum, etc. in the standard class rep training was less appropriate for PGR students and so various aspects of the Learning Experience have been modified.
GUSRC offers discrete PGR rep training sessions each semester, using these materials, and the materials are reviewed each year to try and improve them and tailor them more closely to the PGR rep experience.
The materials can be downloaded below:
Presentation
Handbook
For further information contact:
Name - Helen Speirs
Role - Senior Advice, Policy & Training Officer
Email -
h.speirs@src.gla.ac.uk
Phone - 0141 330 5360
(November 2016)
Item Number:233
Course representation at school-level (Informatics, Edinburgh University)
A case study on the development of course representation within the School of Informatics at the University of Edinburgh.
Item Number:128
Course Representative Dialogue Sheets - Edinburgh Napier University
These dialogue sheets were used by Edinburgh Napier University’s School of Arts and Creative Industries (SACI) in a workshop held with course reps in November 2019. The workshop was developed, with input from sparqs, to get specific feedback from students in the school about their experiences of being a course rep. The questions in the dialogue sheet explore the rep role before, during and after course meetings, and the support received from the school.
More about the dialogue sheets and how they were used can be found in this
“Spotlight On…” feature
from our January 2020 news articles mailing.
For further information, please contact:
Name - Bryden Stillie
Role - Head of Learning and Teaching at Edinburgh Napier University’s School of Arts and Creative Industries
Email - b.stillie@napier.ac.uk
Phone - 0131 455 6103
(December 2019)
Item Number:259
Creating a project to develop student representation - Highlands and Islands Region (UHI)
This case study describes the process of creating a funded project to research and develop a student representative structure in the complex context of the Highlands and Islands region.
The download itself is an overview of how the project was created, but there is one appendix to accompany it -
a copy of the bid document
It was presented at
Partnerships for Change
's
Creating the Future
conference in August 2013.
Item Number:93
Creating and reviewing student engagement roles - sparqs
This resource is aimed at those who are managing and recruiting student engagement practitioners, and draws upon sparqs’
Professional Standards Framework for Student Engagement (PSFSE)
to create or update student engagement job profiles. It outlines the PSFSE and the various types of student engagement role found in our sector, offers approaches for building on the values, knowledge and activities in the framework to shape person specifications and job descriptions, and includes a number of example job descriptions from across the sector. It also offers guidance on how sparqs can support recruitment including through our
student engagement jobs board
For further information, please contact us at
admin@sparqs.ac.uk
(November 2023)
Item Number:295
Creating Excellent Student Experiences through Partnership Working - Napier SA
Poster displaying the best practice approach to partnership within Napier Students’ Association. Developed internally and evaluated through a framework co-produced with Evaluation Support Scotland.
For further information, please contact:
Name – Maxine Wood
Role – Napier Students’ Association Engagement Manager
Email – m.wood@napier.ac.uk
Phone – 0131 2298791
(2015)
Item Number:216
Creating Impactful Student Associations - NUS Scotland and West Lothian College SA
This article is published as part of the published proceedings of the 20th anniversary conference for the Bologna Process, held in Bologna in June 2019. It can be found on
page 195
of the
Bologna Process Beyond 2020 publication
It gives an overview of Scotland’s
Developing College Students’ Associations project
and the
Framework for the Development of Strong and Effective College Students’ Associations
A case study featuring West Lothian College Students’ Association illustrates the self-evaluation and development process that can lead to enhanced student participation, stronger impact reporting, and strengthened partnership with its college.
For further information, please contact either Will or Micole:
Name
– Will Stringer
Role
– Development Consultant, NUS Scotland
Email
will.stringer@nus-scotland.org.uk
Name
– Micole Cochrane
Role
– Students’ Association Development Officer, West Lothian College
Email
mcochrane@west-lothian.ac.uk
(July 2020)
Item Number:269
Decolonising the Curriculum from a student perspective - University of Glasgow
This resource was used for the University of Glasgow’s Learning and Teaching Committee away day in October 2021. It was developed primarily by the SRC’s Vice President Education 2021/22.
Comments were anonymously collected from students in popular study spaces regarding decolonising the curriculum and then shared to senior learning and teaching staff in a short presentation. The attendees of the away day were then asked to take part in a Mural board activity to discuss how they can best decolonise the subject they teach.
You can view the materials below:
Presentation
Mural Board
For further information, please contact:
Name
– Mia Clarke
Role
– Vice President Education
Email
– m.clarke@src.gla.ac.uk
Phone
– 0141 330 5360 ext 6917
(November 2021)
Item Number:283
Departmental Councils card sort - sparqs
Representation at the departmental level – also known as faculties or schools – is a crucial lynchpin between strategic, institution-wide committees and those operating at a course level.
One way of developing this level of representation is through departmental councils. However, the way such councils work can incorporate a very wide range of models which will vary according to institutional and departmental practices and cultures.
This tool, taken from sparqs’
departmental representation toolkits
, consists of eight pairs of cards. Each pair represents two opposite approaches to a particular feature of a departmental council. You can use these cards to consider the merits of each opposite and agree your own form of wording. Taking each agreed statement together will create a clear picture of how you want departmental councils to develop.
It is suggested that those with a responsibility for departmental-level representation as well as senior staff and student officers should be involved in working through these cards.
Item Number:208
Departmental Representation Toolkit - sparqs
Course reps usually engage with teaching staff. Senior student officers regularly speak to senior managers and sit on institution-wide committees. But what connects the two? What links the "front line" of learning and teaching with the strategic level?
In 2012 we published a toolkit containing questions, examples of good practice and guidance for developing effective student engagement at the departmental level. To inform the toolkit, we undertook research into departmental representation around the country in both universities and colleges, helped by a working group of staff and students from across the sector.
To download the Toolkit please see link below:
Item Number:195
Developing a merged students' association - Glasgow Clyde College
This case study outlines the development of the students' association at Glasgow Clyde College, following the merger of Anniesland, Cardonald and Langside colleges.
It was presented at
Partnerships for Change
's
Creating the Future
conference in August 2013.
Item Number:105
Developing Effective Student Staff Partnerships - Kingston University
A presentation delivered by Michelle Morgan, Andrew Gibson and Denza Gonsalves from the Faculty of Science, Engineering and Computing at Kingston University, to the 2013 HEA Conference. It outlines the development of a number of tools and approaches to student engagement within the faculty.
Item Number:130
Doctoral Researchers' Group (DRG) case study - University of Strathclyde
A case study of the Doctoral Researchers’ Group (DRG). The DRG is the representative group for all students of doctoral degrees at the University of Strathclyde. This document provides insight into the group’s objectives, projects, and structure, while also addressing the group’s relationship with the university’s SU and the university itself. The document concluded with advice to other institutions looking to begin their own similar group.
For further information, please contact:
Name
– Lewis Hill
Role
– 2019-2020 Chair
Email
– lewis.hill@strath.ac.uk
(April 2021)
Item Number:279
Effective Participation in Meetings - Perth College UHI
An online interactive presentation of the sparqs Before, During and After model for effective participation in meetings.
An exercise within sparqs Introductory Student Rep Training covers what tasks need to be completed before, during and after meetings for effective participation.
Perth College UHI have developed an interactive version of this, that can be used both face-to-face and online, to embed the tasks and improve the effectiveness of student participation in quality processes.
Students drag-and-drop a number of tasks into columns for when they should be done.  At the end, a score is generated that shows how many the students got ‘right’.  The session is debriefed as a discussion to describe when it is most effective to complete tasks, and why.  Students also complete a reflective questionnaire to check their understanding.
Introduced in session 2012-13 online, and continued in both face-to-face and online delivery in 2013-14, student feedback on the model has been positive.
Online resource file:
Note:
When chosen this file will be displayed in your browser.
SWF - Before, During and After Excercise
Word Document resource  file:
Before, During and After answer sheet
If you would like to discuss this resource or discuss further then please contact:
Name – Carole Saunders
Role – Quality Co-ordinator
Email – carole.saunders.perth@uhi.ac.uk
Phone – 01738 877 228
(2011 /14)
Item Number:201
Framework for the Development of Strong and Effective College Students
The
Framework for the Development of Strong and Effective College Students' Associations in Scotland
is housed on a dedicated
SA Framework website
, which contains supporting documentation, including a Self-Evaluation and Development Planning Tool, useful links and information around the continued support offered by NUS Scotland and sparqs.
The Framework was developed by the Scottish Government, NUS Scotland and the Scottish Funding Council, and also endorsed by Colleges Scotland.  It was developed following the
2012 Griggs Report
recommendation which set out a series of principles which it recommended for students' associations in the regionalised college sector. The report said students' associations should be
sustainable
autonomous
and
appropriately funded
The Scottish Government agreed with this recommendation, and in August 2013 the Scottish Funding Council announced the establishment of a working group tasked with creating best practice guidance on creating strong students' associations.
Visit the Framework website for all the resources and more information:
www.saframework.net
(June 2015)
Item Number:215
Full Circle Feedback on the Student Rep Experience: From Rep to Staff - Robert Gordon University
Reflections from a member of staff at Robert Gordon University (RGU) on their journey from student to a staff role, exploring lessons for student representatives on engaging with shaping their learning experience.
For further information, contact:
Name
– Sarah Rodger
Role
– Assistant Project Officer
Email
– s.rodger3@rgu.ac.uk
(May 2021)
Item Number:282
Guidance on Student Partnership Agreements (Colleges) - sparqs
Student Partnerships were first outlined in the Scottish
Government's
paper, Putting Learners at the Centre, which proposed a document setting out how students and their institutions interact.
Student Partnership Agreements are a way in which students’ associations and institutions can promote ways in which students can interact with staff at their institution to improve quality.
This Guidance has been created following discussion between sparqs and the college sector about the specifics of the Student Partnership Agreement model.
(2015)
Item Number:214
Guidance on Student Partnership Agreements (Universities) - sparqs
Student Partnerships were first outlined in the Scottish
Government's
paper, Putting Learners at the Centre, which proposed a document setting out how students and their institutions interact.
Student Partnership Agreements are a way in which students’ associations and institutions can promote ways in which students can interact with staff at their institution to improve quality.
This Guidance has been created after initiating discussion between sparqs and the sector about the specifics of the Student Partnership Agreement model.
(2013)
Item Number:189
Higher Education Achievement Report (HEAR) Guidance - sparqs
sparqs have developed and published
guidance on how the role of course reps can be defined by universities to meet the criteria for section 6.1 of HEAR (which relates to extra-curricular activity).
It allows for a single but comprehensive way of recording every student's achievement in their university education.
(2012)
Item Number:179
How to be an Effective Rep Online - Strathclyde Union Rep Team
How to be an Effective Rep Online – Student Representation Following the Suspension of Face-to-Face Teaching (2020)
A simple handbook for Student Representatives at the University of Strathclyde on how best to support peers following the suspension of face-to-face teaching in response to the Covid-19 pandemic. The resource contains strategies on how to support students from home, including a range of questions Reps can ask to ensure that online teaching is running smoothly. Staff have also contributed tips on how best to work from home, such as the importance of staying healthy. This handbook was created by two student staff members – Luca Filippi and Laoise Moore.
If you have any queries, please contact:
Name – Luca Filippi
Role – Student Engagement Support Staff
Email – luca.filippi@strath.ac.uk
(March 2020)
Item Number:261
Inducting education officers during the COVID-19 crisis - sparqs
Developed alongside a longer resource to support colleges induct education officers, this shorter briefing note was developed in the light of the COVID-19 crisis, designed to support both colleges and universities to induct their education officers in summer 2020, outlining ideas and suggestions for developing a successful induction for education officers during the crisis.
It is based on the principle of partnership between the students’ association and staff in management, quality and governance roles, who should all contribute to an effective induction programme.
The
longer education officer induction resource for colleges
is also available in the resource library.  It was developed in response to sector demand, and was already near completion before the COVID crisis.
For further information, please contact us at
admin@sparqs.ac.uk
(May 2020)
Item Number:268
Induction Information for Student Representative Committee Members - UHI
The University of the Highlands and Islands wants students on committees to feel as prepared, comfortable and valued as any other member. This simple resource was developed by the university to provide a structured approach to the induction of a new student onto a forum. It provides a summary of induction information for student committee members, and is customisable for the committee in question.
For further information, contact:
Name – Mr Kevin Sinclair
Role - Student Engagement Manager
Email – kevin.sinclair@uhi.ac.uk
Phone – 01463 279000
(May 2016)
Item Number:231
Introducing a Funded Student President - Sabhal Mòr Ostaig
This case study outlines the introduction of sabbatical funding for the post of President of the students' association at Sabhal Mòr Ostaig, one of Scotland's smallest colleges.
It was presented at
Partnerships for Change
's
Creating the Future
conference in August 2013.
Item Number:77
Introduction to the course rep role - sparqs
sparqs has developed a simple three-slide presentation that introduces the course rep role. It explains:
What the role involves.
What you get out of doing the role.
What to do if you are interested.
It can be customised for individual institutions, courses and so on, to be used in induction information or class talks. It can equip teaching staff to understand and convey the role of course rep to their classes in a way that is concise yet informative.
(January 2019)
Item Number:257
Learner Engagement and the Lead Rep system - Dundee College (Now: Dundee & Angus College)
An outline of the introduction and impact of a form of departmental representation at Dundee College, above the layer of course reps.
(2011)
Item Number:157
Learner Summit - James Watt College (Now: Ayrshire College)
An outline of how learner summits have worked at James Watt College in engaging students in key decisions.
(2011)
Item Number:137
Learner Voice Conference - Cumbernauld College (Now: New College Lanarkshire)
An outline of the annual Learner Voice Conference at Cumbernauld College, and how it engaged students in discussing key college decisions.
(2012)
Item Number:138
Learner Voice Leaflet - Aberdeen College
Aberdeen College has produced a leaflet that outlines how staff can use the Learner Voice. This leaflet is primarlily aimed at staff, giving information about  how the student voice is heard throughout  the college.
(2012)
Item Number:184
Learning from ELIR 2008-2011: Student Representation and Engagement in Quality - QAA
A report from QAA Scotland highlighting the lessons learned regarding student engagement from recent years' Enhancement-led Institutional Reviews, and highlighting various national trends and pieces of institutional practice.
Please see link below:
(2011)
Item Number:164
Mastersness Toolkit - QAA Scotland
The Masterness toolkit is designed to facilitate discussions and debate between all of those involved in the postgraduate student experience about the nature of master's level study.
The toolkit has been designed to be as fluid as possible - there is no 'right way to use it' and indeed QAA Scotland encourage people to develop and refine it and use it in any way they think would be helpful.
The toolkit comprises a set of 'facet' cards, a handbook, a leaflet, a background paper and a synthesis of case studies.
Each 'facet' card describes and defines a 'facet' of master's level study and gives examples of learning and teaching practices designed to develop that facet.  The facets are:
Abstraction
Autonomy
Depth
Complexity
Research and Enquiry
Professionalism
Unpredictability
View the toolkit
on QAA Scotland's website.
(2014)
Item Number:241
Methodology for Strategic Conversations - sparqs (DCSA project)
As part of the Developing College Students' Associations (DCSA) project, delivered jointly with NUS Charity, sparqs has designed a methodology to encourage institutions and students' associations to carry out a structured strategic conversation when in the process of strategic planning.  These conversations will enable both stakeholders to get to know the counterpart’s current goals and strategic aims, helping to ensure institutional and SA plans are aligned and identifying opportunites to work in partnership.
You can chair the strategic conversation yourself, or you can ask a member of the sparqs team to facilitate the methodology for you.
The strategic conversation should take place after SAs have carried out their strategic planning workshops with NUS Development Consultants, aimed at designing their strategic plan. The methodology then aims to equip the SA with the information and tools to proceed with the final draft of their plan.
For further information, please contact:
Name:
Eve Lewis
Role:
Director
Email:
eve.lewis@sparqs.ac.uk
(May 2022)
Item Number:284
Miro Board as a Method of Collecting Feedback - Robert Gordon University Students' Union
A case study of how to use online whiteboard tool Miro to gather student feedback, including a description of its use at Robert Gordon University and a
video with a technical walk-through
.  This case study explains the functionality of Miro, outlines how it can combine with the Student Learning Experience diagram to organise student feedback, and the advantages its functionality provides for reps in their roles.
For further information, please contact:
Name
- Irina-Cristina Bogdan
Role
- Student School Officer for the School of Creative and Cultural Business, Robert Gordon University Students’ Union (RGU:Union) 2020-21
Email
- i.bogdan@rgu.ac.uk
(April 2021)
Item Number:280
Online and blended learning: best practice for a successful student induction - sparqs
This resource is a brief guide aimed at supporting student officers to reflect on induction activities and resources available to students in the context of online and blended learning.
Developed as part of the
Tertiary Enhancement Topic project
it is based on one of the reflective questions in the re-designed
Student Learning Experience model
The resource can be used as a conversation starter for officers to work in partnership with their institution to enhance the student experience.
For further information, please contact:
Name:
Eve Lewis
Role:
Director
Email:
eve.lewis@sparqs.ac.uk
(September 2024)
Item Number:299
Online and blended learning: reflective questions for students and staff - sparqs
This resource is an online and blended learning reflective questions resource, developed as part of the Tertiary Enhancement Topic project.  Based on the recently re-designed
Student Learning Experience model
, it consists of a set of reflective questions focusing on aspects of online and blended learning and how the learning experience may differ depending on the mode of course delivery. The resource can be used to start conversations with students, enabling students and staff to work together to identify priorities to enhance the quality of learning.
This tool is included in section 4 of the
web hub resource
developed by QAA Scotland, sparqs and the College Development Network, as one of the outcomes of the
Tertiary Enhancement Topic project
. The web hub is aimed at providing sector practitioners and students with valuable information about online and blended learning delivery.
For further information, please contact:
Name:
Eve Lewis
Role:
Director
Email:
eve.lewis@sparqs.ac.uk
(May 2024)
Item Number:298
Online Student Learning Experience Model - Perth College UHI
An online interactive presentation of the sparqs Student Learning Experience model Perth College UHI
The Student Learning Experience model is a sparqs resource used in the face-to-face delivery of Introductory Student Rep Training.
Perth College UHI have developed an interactive version of this, that can be used both face-to-face and online, to create talking points around each element to promote engagement with the model and deepen learning.
Students drag-and-drop a number of statements onto which element of the Student Learning Experience they think it relates to.  At the end, a score is generated that shows how many the students got ‘right’.
A discussion develops as students articulate their reasons for placing statements where they did.  This in turn uncovers an additional aspect of the model:
identification of items for priority action – those statements that can fit into more than one category have higher priority as they have a bigger impact on the overall Student Learning Experience.
Introduced in session 2012-13 online, and continued in both face-to-face and online delivery in 2013-14, student feedback on the model has been positive.
It is recommended that the full list of ‘right’ answers is supplied for those students with a positivist world view.
Online interactive resource file:
Note: When clicked this file will open in the browser.
SWF - SLE exercise
Word Document resource file:
SLE answers
If you would like to discuss this resource or discuss further then please contact:
Name – Carole Saunders
Role – Quality Co-ordinator
Email – carole.saunders.perth@uhi.ac.uk
Phone – 01738 877 228
(2011 /14)
Item Number:202
Outcomes from Institutional Audit Student Engagement - QAA
A report highlighting the outcome of recent years' institutional reviews by QAA UK relating to student engagement.
Please see link below:
(2009/11)
Item Number:165
Partnership and Representation Rainbow infographic - Robert Gordon University
The rainbow infographic is a simple but effective image that reinforces the concepts of representation and partnership. And it was produced through partnership too, as a team effort between rgu:union and their contacts within DELTA (the university’s Department for the Enhancement of Learning, Teaching and Access).
Arising from the rainbow imagery that has become a symbol of solidarity with NHS workers during the Covid-19 lockdown, the Steps to Success also allude to the rainbow-painted steps that appeared outside the Bon Accord centre in Aberdeen City Centre in early 2019.
Notice, too, that the seven exhortations or motivational statements take the initial letters R O Y G B I V of the rainbow (or, more scientifically, the visible part of the electromagnetic spectrum!).
The final product was designed in-house at rgu:union, and has been shared directly with reps and across various social media platforms.
Any queries, please contact:
Name:
Emmanuel Akerele
Role:
President Education and Welfare, rgu:union
Email:
PresEW@rguunion.co.uk
(May 2020)
Item Number:263
PG Course Representative Scheme 2012 - Kingston University
Outline of the role, benefits and certification process of a postgraduate course rep in the Faculty of Science, Engineering and Computing at Kingston University.
(2012)
Item Number:139
Postgraduate Research Student Representation Leaflets - Glasgow Caledonian University SA
Postgraduate Research Student information leaflets developed by Glasgow Caledonian University (GCU) Students’ Association.
These school specific leaflets were developed in order to help GCU's PGR Student Representatives (Research Student Leads) promote themselves and their role to their fellow Postgraduate Research students, as well as the role the Students’ Association has in representing and supporting Postgraduate Research students.
View the leaflets below:
SEBE Postgraduate Research Student Flyer
GSBS Postgraduate Research Student Flyer
SHLS Postgraduate Research Student Flyer
For futher information, contact:
Name – Paul Stalker
Role – Student Voice Co-ordinator
Email –
Paul.Stalker@gcustudents.co.uk
Phone - 0141 331 8416
(2017)
Item Number:239
Preparing Student Reps for Participation in Course Committee Meetings - Perth College UHI
Preparing Student Reps for Participation in Course Committee Meetings (Staff/Student Liaison Committees)
Student Reps in Perth College UHI have Introductory Training (based on the sparqs model) almost as soon as they are elected in October.  Their first of 2 formal staff/student liaison-type meetings happens in December, so some students benefit from follow-up training to prepare them.
We deliver face to face Course Committee Preparation in late November, and have now developed an online version too.
The attached outline describes the objectives and activities student undertake.
The delivery is by role-play and simulation, both of which are active learning methods, recommended under Curriculum for Excellence.  See also Colin Rose (1985)
Accelerated Learning.
Accelerated Learning, Ltd, Aylesbury.
The Role Play cards are only examples, and can be tailored to include previous real feedback situations in your College.  If there are not 10 students in the session, people can play more than 1 role, and the tutor can also step in.
These examples should be written to be read in a specific order so they more closely resemble the type of situation that Student Reps could be faced with when asking their classmates for their feedback – a mix of voices, some appropriate issues, some irrelevant issues, some group management issues, and some comments that need to be depersonalised before they can be passed on to staff.
The Peer Observation sheet is adapted from the well-established stop/start/continue technique.
The addition of online delivery enhances ICT skills, and gives Students an environment where they can share their experiences, skills and questions to become co-creators of knowledge to enhance their performance in their role.  This could lead to a Community of Practice, for sustainable ongoing peer support.
Resources:
Role Play Briefing
Role Play Details
Role Play Feedback Sheet
Role Play Cards
If you would like to discuss further then please contact:
Name – Carole Saunders
Role – Quality Co-ordinator
Email – carole.saunders.perth@uhi.ac.uk
Phone – 01738 877 228
(2014)
I would like to acknowledge Jo Mitchell, Students’ Association Coordinator at the former Adam Smith College (now part of Fife College) for coming up with the original idea for delivery via role-play.  She set me on the right path.
Item Number:204
Preparing your course rep system and recruiting your reps during COVID-19 - sparqs
This briefing note is the first in a series designed to support students’ associations and institutions in devising and executing rep systems that can operate in COVID-19’s changing environment, including how they can operate online.
This first briefing note is focused on the initial planning stages of developing this new system and the subsequent recruitment of new course reps.
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(July 2020)
Item Number:267
Public Speaking - An Intro for Class Reps - Workshop Materials - Glasgow Caledonian University SA
An introductory public speaking workshop for Class Reps developed by Glasgow Caledonian University (GCU) Students’ Association.
This workshop, designed for a maximum of 10 participants, is a 45 minute session that aims to give Class Reps an insight into the importance of planning & preparation, and non-verbal communications, for effective public speaking.
The PowerPoint presentation and topic cards can be downloaded below:
An Introduction to Public Speaking - Presentation
Topic Cards
For further information, please contact:
Name – Paul Stalker
Role – Student Voice Co-ordinator
Email –
Paul.Stalker@gcustudents.co.uk
Phone - 0141 331 8416
(December 2016)
Item Number:235
Responding to Student Needs - Co-Responsibility Students and Institutions - Aberdeen University
Dr Margaret Harris from the University of Aberdeen looks at how students and Institutions can work together to enhance the support needed for students during their educational journey.
Please see link below:
(2012)
Item Number:107
Rethinking the Values of Higher Education - W.Streeting & G.Wise NUS UK
The following paper sets out a positive vision of the relationship between
student and institution.
Full Title:
Rethinking the Values of Higher Education - Consumption, Partnership, Community?
Item Number:172
Scotland's Ambition for Student Partnership - sparqs
Scotland’s Ambition for Student Partnership
, and its accompanying features and indicators, is a resource which builds on sparqs’ previous work supporting the sector to explore partnership and helps identify how partnership approaches can be built into the mechanisms and processes within the quality arrangements.
The ambition statement is aspirational.
It is recognised that, whilst there is significant good practice across Scotland, to achieve our ambition will require continued enhancement activity and this will be a journey for individual institutions and the sector as a whole.
The ambition statement is underpinned by
8 features
. We will know that we have achieved a culture of student partnership when these features are embedded into institutions’ systems and processes.
Each feature of student partnership can be explored further through
indicators of practice
. These indicators are not designed to be a checklist – they are designed to be examples of practice which institutions and students’ associations can use to identify their current best practice and opportunities for development.
The ambition statement, features and indicators of practice are designed to be a practical tool for institutions to embed partnership working across their activities and processes. You might use the resource to carry out a high-level evaluation of your partnership activities or you might choose a specific feature and/or group of indicators you want to explore in more detail.
The SFC commissioned sparqs to develop the ambition statement and its associated features and indicators of practice as part of the work developing Scotland’s
Tertiary Quality Enhancement Framework (TQEF)
. ‘
Student Engagement and Partnership
’ is embedded in the TQEF as one of the six principles, reflecting the importance of this approach within the TQEF.  Scotland’s Ambition for Student Partnership underpins this principle.
Read more about student engagement and partnership in the TQEF on our
Quality Arrangements webpage
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(October 2024)
Item Number:300
Shaping surveys of students following lockdown - University of St Andrews
At the time of COVID-19 lockdown, student surveys relating to the student experience of online taught programmes (UG/PGT) following lockdown were developed at the University of St Andrews. They are examples of the kinds of questions students can be asked about their learning experience at a time of rapid transition, and also of engaging students in shaping those questions.
In creating these surveys, a small working group was formed in the Vice Principal (Education) office to produce student surveys of both online teaching & learning and remote examinations, and to think about how these would be delivered and the feedback disseminated to students and Schools.
The working group included the Director of Education (the sabbatical officer from the Students' Association). She, in turn, consulted with School Presidents (twice, once for each survey) on the appropriate format and structure of the survey instruments. Alongside feedback from Directors of Teaching, the student input was very important in identifying questions to include and to ensure that nothing was overlooked. We plan to survey PGR students separately later in the summer of 2020.
View the surveys here:
Student survey of online teaching and learning
Student survey of online exams
For further information, please contact:
Name
- Dr Ian Smith
Role
- Associate Dean (Education) of the Faculties of Arts and Divinity
Email
- assocdeanarts-education@st-andrews.ac.uk
Phone
- 01334 462001
(May 2020)
Item Number:262
Student Academic Partners - Birmingham University
In November 2009, Birmingham City University and Birmingham City Students’ Union launched the Student Academic Partners (SAP) scheme. SAP aims to integrate students into the teaching and pedagogic research community within Birmingham City University, to develop collaboration between students and staff and to instill a sense of ownership and pride in the University. Since 2009 SAP has supported innovative student-staff projects across the University involving over 500 students and 250 members of staff on over 160 projects.
Item Number:141
Student Academic Partners Scheme - Birmingham City University
The scheme offered an opportunity for paid employment to enable students to work in equal partnership with faculty to strengthen the learning and teaching development of the University.
Please see link below:
Item Number:170
Student Engagement Action Plan - UHI
The University of the Highlands and Islands Student Engagement Group has used the national
Student Engagement Framework
explicitly to guide their work in the next 12 months. The attached one page document summarises the work that will be done but, perhaps more usefully, provides a template for similar groups to adopt in your own work.
For further information, please contact:
Name – Mr Kevin Sinclair
Role - Student Engagement Manager
Email – kevin.sinclair@uhi.ac.uk
Phone – 01463 279000
(May 2016)
Item Number:230
Student Engagement Strategy 2020 - University of the Highlands and Islands (UHI)
Early in 2020 our Student Engagement Group (made up of staff and student reps from across the institution) set about developing a vision and strategy for the first time. The strategy does not specifically mention COVID, as responding to the pandemic is something that falls across all our areas of work.
Our strategy states that our “vision for student engagement at the University of the Highlands and Islands (UHI) is for students to be partners in their own learning, and in shaping change to bring improvements in their own and others’ learning experience with us.”
Under this vision, we set out key objectives including contributing to the delivery of the University Strategic Vision and Plan, engaging our students as partners in the delivery of their education, providing students with the opportunity to engage with the university in a way that is most relevant to them, and ensuring that our work is evidence-based.
We then detail how our main areas of work contribute to these objectives. During the academic year we measure our progress alongside an action plan.
For further information, please contact:
Name –
Kevin Sinclair
Role –
Student Engagement Manager
Email –
kevin.sinclair@uhi.ac.uk
Phone
- 07796930044
(January 2021)
Item Number:272
Student Learning Experience model - sparqs
The Student Learning Experience (SLE) is a tool that lies at the heart of many of sparqs’ resources. Launched in October 2023, this redeveloped SLE model was commissioned by the Scottish Funding Council as part of its Review of Coherent Provision and Sustainability. sparqs worked with students and staff to redevelop the model to provide a sector reference point where students’ interests are front and centre.
The new SLE model is designed to sit at the heart of conversations with students, enabling students and staff to work together to identify priorities to enhance the quality of learning. It plays a key role in Scotland’s quality arrangements and will continue to evolve alongside the tertiary approach to quality.  The SLE model is a key sector benchmark in Scotland's Tertiary Quality Enhancement Framework (TQEF) - for further information see our
Quality Arrangements webpage
See our webpage for further details on the
development of the new model
The new SLE model is comprised of
9 building blocks
. These are the key elements that make up the learning experience. They support students to begin to consider the distinct aspects of their experience which come together to provide a high-quality student learning experience.
The model is
underpinned by 3 lenses.
These are areas of focus that can be applied across all 9 of the building blocks. The resource will be updated in due course, to allow institutions and students to apply the lenses to the model in order to highlight aspects across the learning experience that relate to these 3 areas.
Each building block has an accompanying set of 10 reflective questions
. The questions support dialogue between students and staff on various aspects of the building blocks. They will help develop an understanding between students and staff of strengths within the student experience, as well as areas for development.
The SLE has been used in our Course Rep Training for many years, to help course reps break down the often vague idea of the learning experience into practical, bitesize chunks. It means that reps can ask their fellow students specific, meaningful questions around each of the areas of the learning experience, allowing student input to be mapped across various headings to ensure it is broad-ranging.
It is possible to use the headings of the Student Learning Experience for other similar engagement purposes, such as agenda items for a course committee meeting, topics for focus groups and surveys, or a mapping tool for teaching staff to reflect on how much input they are getting from student representatives across the different areas of learning.
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(October 2023)
Item Number:293
Student Partnership Agreement 2020-21 - University of the Highlands and Islands (UHI)
Our Student Partnership Agreement sets out how we work in partnership with the student community and sets three objectives for this work. Over recent years it has become apparent that these objectives can present result in an artificial basis for our work with areas selected for priority that may not reflect the realities of circumstances during the year. Therefore, this year we have revised the agreement to include all areas of partnership working with the student community. We then prioritise each of these as required. Progress towards these areas of work is determined by a monthly meeting of SPA partners (staff and student reps working towards them). In order to maintain the element of student democracy and accountability, a number of SMART objectives have been identified by the student body. These will be a focus of our work during the year, underneath the overall areas of partnership working.
For further information, please contact:
Name –
Kevin Sinclair
Role –
Student Engagement Manager
Email –
kevin.sinclair@uhi.ac.uk
Phone
- 07796930044
(January 2021)
Item Number:273
Student Partnership Agreements Poster - sparqs
A poster outlining what Student Partnership Agreements are, the benefits of having one and how to go about developing one, including how sparqs can help you!
(2014)
Item Number:223
Student Partnership Staircase - sparqs
The student partnership staircase is a simple tool developed by sparqs and used over the years in multiple contexts to generate discussion about the role that students play in quality.
The four stages of the staircase are:
Information provider
(completion of surveys).
Actor
(collector and analyst of feedback).
Expert
(recognised as experts in learning).
Partner
(authentic and constructive dialogue).
The staircase sets out how students might, at a basic level, merely provide information to their institution by filling out a survey, but also take on more advanced roles such as jointly owning tools of feedback and having a legitimate voice as an expert of in their learning (for instance where they have a perspective on learning that is not widely understood), through to having a role as a real partner with their institution. While not every student will act as a partner all the time, and some may never do more than be an information provider, the tool enables reflection on how all four stages in the staircase might be evidenced, and how undertaking lower levels can enable the fulfilment of higher levels.
Used in our 2018 guide on engaging students in
online distance learning
, it has also been at the heart of various staff development activities, institutional workshops with staff and student reps, and sectoral presentations aimed at exploring partnership. In 2021
an article about the staircase
by former sparqs colleague, Simon Varwell, was published in the International Journal for Students as Partners, which provides a full introduction to it and how it can be used.
The staircase is a basis for discussion about the ways in which institutions and students’ associations can reflect on the roles students do and should play in quality, examples of which might indicate each level of the ladder, and the structures and cultures that contribute to a strong and healthy partnership.
For further information, please contact us at
admin@sparqs.ac.uk
(2018)
Item Number:254
Student Rep Conference - Glasgow Caledonian University
Glasgow Caledonian University Students' Association (GCUSA) organise a yearly conference for class representatives - a "one-day event, specifically for class respresentatives at Glasgow Caledonian to inform, develop, inspire and empower".
GCUSA presented the organisation and outcomes of the event at the sparqs conference in March 2009.
Item Number:143
Student Representative Handbook - Robert Gordon University
Student representative (course rep) handbook developed by the Robert Gordon University, outlining the role, key structures, and main topics to engage with.
(2017/18)
Item Number:144
Student Representative Training via Flip-Classroom Method - University of St Andrews
This resource introduces the pilot resources of the flip-classroom delivery for University of St Andrews' training of Class Representatives and School Presidents. These were all required watching prior to a 1.5 hour in-person training focused on networking, community building, and practical skills use, built upon the idea that basic knowledge of the issues involved in the role—conveyed and discussed in the videos—would already be addressed, leaving time for relevant questions and hands-on training whilst in-person.
See the University's
Academic and Study Skills webpage
and click
‘Further Information’
on the
Resources for School Presidents and Class Representatives section
(at the bottom of the webpage) to view the range of video resources available.
For further information, please contact:
Name – Katelynn E. Carver
Role - Professional Skills and Leadership Developer, Centre for Academic, Professional and Organisational Development (CAPOD)
Email –
kc58@st-andrews.ac.uk
(April 2017)
Item Number:237
Students as Partners - The Higher Education Academy
The Higher Education Academy change programme which aims to help HEIs develop their capacity to involve students in institutional change more rigorously, across areas including:
• curriculum design;
• quality assurance and enhancement;
• student participation in institutional decision making;
• student transition, progression and achievement.
Please see link below:
(2012/13)
Item Number:171
Students as Partners in Blending Learning - University of Wolverhampton
Students at the University of Wolverhampton are working in partnership with practitioners to develop and deliver blended learning. Students have been participating in a pilot study to investigate new solutions to persistent issues in the blending of learning, inconsistent integration of technology in higher education courses and how to exploit the potential of ever-changing technologies.
(2011)
Item Number:169
Students Matter - University of Dundee
Summary
A joint University/Dundee University Students' Association (DUSA) publication for students which explains the operation of student representation systems within the University and DUSA.
(2009/10)
Item Number:149
Tertiary Quality Enhancement Framework (TQEF) - Guidance for Elections - sparqs
This guidance has been developed to support institutions and students’ associations prepare for upcoming officer elections, to help ensure that candidates fully understand the evolving quality landscape and the responsibilities they are likely to undertake if elected.
It is designed for students’ association staff involved in designing election materials and supporting prospective candidates; as well as institutional staff who oversee or contribute to student engagement and quality processes.  Consequently, prospective student officers will benefit through clearer, more accurate role descriptions and expectations.
Whether you support elections directly or contribute to quality assurance more broadly, this guide provides clarity on how the new framework affects elected roles.
For further information, please contact:
Name: Amy Monks
Role: Development Consultant
Email:
amy.monks@sparqs.ac.uk
(February 2026)
NB: this guidance was initially published on 4th February but was updated on 17th February.
Item Number:304
Theory of partnership: Ladder of Citizen Participation - Sherry R Arnstein
This ladder was developed in 1969 in the context of citizen involvement in planning processes in the United States. It has been widely adapted in other sectors, including education. It provides a good basis for thinking about the nature of involvement beyond merely consultation and potentially even deeper than partnership.
You can download the original article, while sparqs has developed a
version of the ladder
that explains each step and can be an accessible discussion tool.
Item Number:168
Tool for mapping student engagement in institutional structures - sparqs
For student engagement to be successful, there needs to be a clear sense of how the student representative structure fits in with the institutional decision-making structure. For instance, student officers will need to communicate both with each other as well as with relevant committees and staff.
This diagram is a simple, generic map of how this might happen. It can be customised to fit in with individual structure and terminology, and can spark conversations about institutions’ strengths, weaknesses and opportunities in student engagement.
Item Number:210
Using the SLE model as a Course Rep 2025-26 - sparqs
Alongside the
revised Student Learning Experience model
, sparqs has updated the set of suggested questions for course reps for 2025-26. These questions can help reps collect feedback from classmates in specific thematic areas.
Collecting student feedback enables course reps to work in partnership with staff to co-design effective solutions to the issues that students bring, enabling students to have a positive experience of learning.
The document contains several questions organised under the nine building blocks of the SLE Model.
Some students’ associations organise reps to collect feedback on selected topics at specific times of year. You can direct all reps to collect feedback under the same themes, using the same SLE Questions.
This can be done for the whole institution or alternatively at faculty / school level, overseen by faculty reps / school officers.
This resource is updated annually to reflect the current landscape in which students are learning.
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(Updated July 2025)
Item Number:292
VBase Volunteering - Setting the challenge for students - Napier SA
Poster displaying the best practice approach to partnership within Napier Students’ Association in the fields of Student Representation, Sports, Societies, Volunteering and Student Engagement. Developed internally and evaluated through a framework co-produced with Evaluation Support Scotland.
For further information, please contact:
Name – Maxine Wood
Role – Napier Students’ Association Engagement Manager
Email – m.wood@napier.ac.uk
Phone – 0131 2298791
(2015)
Item Number:217
Visual Engagement Mechanisms to Promote Representation & Partnership - Robert Gordon University
Discussions with students confirmed a high awareness of RGU’s existing ‘You Said, We Did’ poster campaigns, and indicated a preference for visual forms of communications to impart key messages. In recent years concerted efforts have been made to build upon this existing branding and to use visual media to convey short statements on RGU’s partnership ethos, strategic priorities and recurring aspects from student feedback. Importantly the new visual formats allow greater context to be provided on issues that the university and union are working in partnership on.
In Session 2015/16 specifically this approach has been developed further via a series of ‘story board’ video clips:
Representation at RGU
To encourage students to consider representative opportunities and demonstrate the value placed on representative structures and the ethos of partnership which RGU aspires to.
Partnership at RGU
This video builds on the activity of the Student Partnership Agreement (SPA), and recognises that over recent years RGU’s approach to student engagement has continued to evolve to recognise the value of partnership working between students and staff; in many cases extending formal representation mechanisms in meaningful ways to identify shared priorities for enhancement activities.
Feedback indicates that students welcome the videos as a tangible indication of the importance placed on representation and partnership, as well as an indication that their views are being listened to and actioned where possible.
Future planned clips will include further detail on actions taken in response to student feedback during the session, and a depiction of representational structures/opportunities.
Videos are promoted across various electronic platforms including via: email to staff/students, social media, plasma screens, screen savers, RGU:TV etc. To view please visit the:
DELTA Vimeo page
For further information, contact:
Name – Kirsty Campbell
Role - Project and Quality Coordinator
Email – k.campbell-a@rgu.ac.uk
Phone – 01224 262158
Item Number:227
What is Partnership? exercise - sparqs
Partnership is at the heart of the relationship between staff and students. However, there are many other models that you can use to try to capture the nature of this relationship. This tool, taken from our
guidance on creating a Student Partnership Agreement
, allows you to explore different models to reflect on the relationship between staff and students at your institution.
Which model or models you think would best reflect your institution has an impact for how you correspondingly view staff, the evidence you see in practice, and the changes you might want to make to reach a more desired model of relationship.
Item Number:211
Research
A Student Engagement Project Report - Dr D.Doherty (Cardiff School of Engineering)
A report by Dr Daphne O’Doherty of the Cardiff School of Engineering, Wales, exploring student engagement at departmental level which draws upon surveys conducted in a number of universities.
Undertaken by Dr Daphne O’Doherty (Cardiff University)
on behalf of the Engineering Subject Centre
Item Number:153
A Synthesis of Practice and Effects in Student Engagement - DR K.Wimpenny (Coventry University)
A report of research undertaken by qualitative research synthesis (QRS) to make sense of concepts, categories or themes that have recurred across the Student engagement literature, in particular the practice and effects of student engagement.
Written by Dr Katherine Wimpenny and Professor Maggi Savin-Baden of Coventry University and originally presented ot the Higher Education Academy.
(2011)
Item Number:154
Assessing the Value and Impact of services that support students - The Student Services Organisation
A toolkit prepared for
AMOSSHE
(The Student Services Organisation) by the Centre for Higher Education Research and Information into the value and impact of student support services.
(May 2011)
Item Number:104
Dimensions of Quality - The Higher Education Academy
An important report by Graham Gibb for the Higher Education setting out and exploring three dimensions of quality:
presage
process
product
(2010)
Item Number:155
Enhanced Student Engagement: Collaborative Evaluation of a Research Module - Glasgow University
A case study by Catherine Bovill of the University of Glasgow submitted to the Higher Education Academy, outlining how participants in a Masters educational research module collaborated to design evaluation methods.
Item Number:132
Enhancing T&L through dialogue: student/staff partnership model - Uni of Huddersfield
Published paper:
Free pre-print version at
This paper explores a model for developing student and staff partnerships to enhance the quality of teaching and learning and situates the model in literature on student engagement. The model enables staff and students to step outside their normal roles and the traditional student–teacher relationship into a less pre-defined mode of interaction and liminal space where conversations about teaching and learning can take place. At the most transformative, this model enables academic staff to get a sense of learner perspectives and to view students as partners and collaborators while students develop insights into the perspectives of staff. The authors argue that the model represents an innovative approach to engaging students in a meaningful way in enhancing teaching and learning and has the potential to reframe the student–teacher relationship into a more collaborative one that goes beyond listening to students.
Further resources from the project can be found at:
For further information contact:
Name – Kathrine Jensen
Role – Research Assistant, University of Huddersfield
Email –
k.jensen@hud.ac.uk
Phone – 01484 471577
(December 2015)
Item Number:225
Evidence Base for Student Engagement - University of Lancaster
A student engagement evidence summary by Vicki Trowler and Paul Trowler of the Department of Educational Research, University of Lancaster for the Higher Education Academy.
(2010)
Item Number:156
Exploring Students Understanding of Belonging on Campus - Bradfrord University
This report, developed by the University of Bradford, explores literature and other research around the idea of students' sense of belonging to their institution.
(August 2011)
Item Number:106
FE Mapping Report - sparqs
Report of the further education mapping exercise of student involvement in quality assurance & improvement processes.
(2005)
Item Number:24
HE Mapping Report - sparqs
Report of the higher education mapping exercise of student involvement in quality assurance & enhancement processes.
(2005)
Item Number:23
Hearing the Student Voice Involving Students in Curriculum Design and Development - Various
Hearing the student voice Involving students in curriculum design and delivery
An ESCalate-funded project involving Edinburgh Napier University, Leeds Metropolitan University, Birmingham City University and the University of Westminster exploring the engagement of students in curriculum design.
(2009)
Item Number:134
Inclusive education research - The University of Edinburgh (Students as Change Agents programme)
The University of Edinburgh’s Students as Change Agents programme
(SACHA) draws together students from different disciplines to work together to develop fresh thinking to some of the challenging issues of the day.  External organisations set challenges for teams of change agents, on topics as diverse as the environment, sustainability, the local community, health and poverty.
In August 2022, change agents responded to a challenge set by sparqs:
how can education in Scotland be the most inclusive in the world?
Two teams worked over a number of weeks to produce reports and videos which drew on participants’ experiences and research, and made recommendations for universities, students’ associations and national policy.
It was a great example of students leading change and producing ideas at a time when their input is critical to the future of the sector.
You can download the materials below:
Group 1’s
report
and
video presentation
Group 2’s
report
and
video presentation
For more information, you can get in contact with the SACHA programme at
sacha.project@ed.ac.uk
(September 2022)
Item Number:286
Learner Engagement: A Review of Learner Voice Initiatives Across UK Education Sectors - BECTA
A meta-review of current learner voice activity across primary, secondary, further and higher education, carried out by Futurelab and commissioned in
2007 by Becta (British Educational
Communication and Technology Agency).
Item Number:112
Learning from ELIR 2008-2011: Student Representation and Engagement in Quality - QAA
A report from QAA Scotland highlighting the lessons learned regarding student engagement from recent years' Enhancement-led Institutional Reviews, and highlighting various national trends and pieces of institutional practice.
Please see link below:
(2011)
Item Number:164
Outcomes from Institutional Audit Student Engagement - QAA
A report highlighting the outcome of recent years' institutional reviews by QAA UK relating to student engagement.
Please see link below:
(2009/11)
Item Number:165
Raising Awareness of Behaviours that Impede good Tutor-Student Relationships - FERRN
A report by FERRN (
Further Education Regional Research Network) into how staff can be better aware of the teaching practice that impede good working relationships with students.
(Feb 2011)
Item Number:115
Recognition and Accreditation of Academic Reps Guidance - sparqs
A resource to help institutions and students’ associations develop practice in the area of recognition and accreditation of academic reps. The resource maps sector practice, shares case studies of effective practice, and provides practical approaches to challenges in this area.
(November 2015)
Item Number:224
Report to HEFCE on Student Engagement - Centre for Higher Education Research & Information
A major report into student engagement by  the Centre for Higher Education Research and Information, The Open University, presented to Higher Education Funding Council for England (HEFCE).
(2008)
Item Number:158
Responding to Student Needs - Co-Responsibility Students and Institutions - Aberdeen University
Dr Margaret Harris from the University of Aberdeen looks at how students and Institutions can work together to enhance the support needed for students during their educational journey.
Please see link below:
(2012)
Item Number:107
Should Students Participate in Curriculum Design? - C.Bovill, K.Morss, C.J.Bully (Glasgow University
A paper by Bovill, C. and Morss, K. and Bulley, C.J. in 2009 entitled "Should students participate in curriculum design? Discussion arising from a first year curriculum design project and a literature review".
Item Number:140
Student Engagement in Curriculum Development - John Moore
At John Moores University Liverpool research was conducted into curriculum development  with involvement from students throughout the entrire process.
(2011)
Item Number:142
Student Engagement in L&T Quality Management: A Study of UK Practices - University of Bath
The Quality Assurance Agency (QAA) commissioned the University of Bath to undertake research into student engagement practices in UK higher education institutions. A parallel project took place at King's College London which explored student views of quality in higher education.
The Bath research resulted in three publications which will, in turn, contribute to the national debate and policy development in this area:
an overview report summarising key research findings and implications for policy and practice.
detailed research findings.
a good practice guide for institutions and students' unions.
Please see link below:
For further details contact:
Name – Chris Taylor
Role – Engagement Manager, QAA
Email –
c.taylor@qaa.ac.uk
(2012-13)
Item Number:213
Student Experience Research 2012 Part 1 Teaching and Learning - NUS and QAA
NUS UK's Student Experience Research 2012 (Part 1: Teaching and Learning), aiming to providing an insight into the student view of learning and teaching; produced jointly with QAA UK.
Please see link below:
Item Number:116
Student Experience Research 2012 Part 2 Independent Learning and Contact Hours - NUS and QAA
NUS UK's Student Experience Research 2012 (Part 2: Independent Learning and Contant Hours), aiming to providing an insight into the student view of learning and teaching; produced jointly with QAA UK.
Please see link below:
Item Number:117
Student Experience Research 2012 Part 3 Subject Differences - NUS and QAA
NUS UK's Student Experience Research 2012 (Part 3: Subject Differences), aiming to providing an insight into the student view of learning and teaching; produced jointly with QAA UK.
Please see link below:
Item Number:118
Student Experience Research 2012 Part 4 First Year Student Experience - NUS and QAA
NUS UK's Student Experience Research 2012 (Part 4: First Year Experience), aiming to providing an insight into the student view of learning and teaching; produced jointly with QAA UK.
Please see link below:
Item Number:119
Student Perspective: Students as Change Agents - University of Exeter
A student-led action research project undertaken at the University of Exeter, bringing together staff and students with the students' union to undertake a number of small scale projects.
(2010)
Item Number:159
Students and Staff Co-creating the Curriculum - C.Bovill (Glasgow University)
Research into examples from Scotland, Ireland and the USA into student engagement in curriculum design; originally presented by Catherine Bovill to the Higher Education Academy.
Full title - Students and Staff Co-creating the Curriculum: Research into 3 Case Studies
Item Number:145
Students as Co Producers of the Curriculum - University of Lincoln
A book chapter entitled "The student as producer: reinventing the student experience in higher education" by Mike Neary and Joss Winn, which moves on from the consumer model to explore the producer model.
Item Number:120
Students as Partners in Assessment: A Literature Scoping Review - Dublin City University
A project at Dublin City University (DCU) called “Students as Partners in Assessment” sought to explore how and why students should be engaged as partners in their own assessment experiences. This literature scoping review is the foundation of this project. It sought to explore what exists in the literature relating to student partnership in assessment and what forms it can take. Following a structured search, selection and refinement process, 14 core papers were identified. These are summarised and themed in the literature review. This literature review was launched in winter 2020 as part of the SaPiA project, and its impact will be evaluated as part of the wider project evaluation.
You can read the
full report
, or view the attached two-page summary.
For further information please contact:
Name
– Rob Lowney
Role
– Learning Technologist
Email
– rob.lowney@dcu.ie
Phone
- +353 1 700 9019
(January 2021)
Item Number:275
Students Expectations and Perceptions of Higher Education by Kings College London
The Quality Assurance Agency (QAA) commissioned King’s College London to undertake UK wide research into student expectations and perceptions of the quality of their learning experience and the academic standards of their chosen programmes of study. A parallel project took place at the University of Bath which explored student engagement practices in UK higher education institutions.
This project provides illustrative examples of the issues affecting students with recommendations for universities and colleges to follow.
Please see the following link:
For further information, please contact:
Name – Chris Taylor
Role – Engagement Manager, QAA
Email – c.taylor@qaa.ac.uk
(2012)
Item Number:221
Surveys of Student Engagement in the UK - P.Taylor, J.Koskela, G.Lee (Univesity of Warwick)
A comparative look at the findings of the UK's National Student Survey (NSS), the National Survey of Student Engagement (NSSE) in North America and the Australian Universities Survey of Student Engagement (AUSSE) employed in Australia and New Zealand. A report produced by Paul Taylor, Jere Koskela and Gary Lee  of the University of Warwick and originally presented to the Higher Education Academy.
(2011)
Item Number:160
Systematic Literature Review of "Hard to Reach" Students and methods of Inclusive Engagement - University of Cambridge
This is a systematic literature review published in 2017 which formed one of the research outputs from REACT (Realising Engagement through Active Culture Transformation), a project funded by HEFCE, the then Higher Education Funding Council for England (a predecessor of England’s Office for Students). The literature review explored so-called “hard to reach” students and the impact that student engagement initiatives had on student attainment and retention. There is more about the publication in our
October 2022 Talking Student Engagement interview
with the lead author, Cassie Lowe.
For further information, please contact:
Name
– Cassie Lowe
Role
- Senior Teaching Associate at the University of Cambridge
Email
cvl29@cam.ac.uk
(October 2022)
Item Number:289
The Academic Experience of Students in English Universities
"The academic experience of students at English universities – 2012 report" by
Bahram Bekhradnia which presents results from various surveys of students' views of their learning.
Item Number:122
The Shaping History Project - John Moores University
Research conducted at John Moores University into staff and student views of a curriculum design project; including also student views for comparison who were not involved. This was originally presented to the Higher Education Academy.
(2011)
Item Number:152
Transnational Student Engagement: The Invisible Students? - Rebecca Maxwell Stuart
Master’s thesis
submitted in July 2015 on student engagement in transnational education initiatives. This is where students in one country are taught on courses delivered and accredited by an institution in another country. The thesis aims to evidence student engagement practices in transnational initiatives of Scottish higher education institutions (HEIs).
A conceptual framework is introduced with the most common student ‘identities’: consumers, citizens, co-creators and partners. The research approach adopted in this thesis includes in-depth interviews with eighteen transnational students through phenomenological lenses. The findings from this research provide evidence that transnational student engagement mostly occurs at course-level, and that the majority of the respondents define student engagement as staff-led, as opposed to student-led. The main conclusion drawn from this research is that transnational student engagement is low. Finally, recommendations are offered in the form of an action plan to help improve transnational student engagement.
Author – Rebecca Maxwell Stuart
Role – Graduate from the Erasmus Mundus Masters in Research & Innovation in Higher Education (MaRIHE), Danube University Krems (Austria), University of Tampere (Finland) and Beijing Normal University (China).
Email - rmaxst@googlemail.com
Phone - 07584043102
(2015)
Item Number:218
Use of Student Surveys to Measure Student Behaviours Rather Than Satisfaction - Worcester University
A survey conducted by Dr Ian Scott of the University of Worcester into student engagement and activities. Originally presented to the Higher Education Academy.
Full title - Outputs Not Inputs: Use of Student Surveys to Measure Student Behaviours Rather Than Satisfaction
(2011)
Item Number:161
What students think of HE: Analysis of student submissions 2011-12 - QAA
QAA enables students to contribute to its reviews of higher education providers by means of a student written submission for each review. This paper presents the findings of an analysis of 14 student written submissions relating to institutions that underwent QAA review in 2011-12.
Please see the following link:
For further information, please contact:
Name – Chris Taylor
Role – Engagement Manager, QAA
Email – c.taylor@qaa.ac.uk
(2012)
Item Number:220
sparqs Resources
A guide to inducting students association education officers - sparqs
This guide supports students’ association and institutional staff who are responsible for creating or enhancing an annual induction programme for incoming students’ association education officers. The guide is based on the principle of partnership between the students’ association and staff in management, quality and governance roles, who should all contribute to an effective induction programme.
To help these key partners build or enhance an education officer induction programme, the guide contains suggestions such as:
Ideas to support handover between incoming and outgoing education officers.
Example session topics, workshop ideas, and training sessions key topics in learning and teaching.
An example activity to introduce incoming education officers to the
Student Learning Experience model
Advice to support the education officer’s induction to institutional committees, boards, and working groups.
Opportunities for the governing board or body to support the education officer’s induction.
Reflective questions to help develop an education officer role profile.
A sample timeline of an education officer induction programme.
Originally published as a resource for colleges in spring 2020, this guide was developed in response to sector demand. Since then, it has been updated year on year and has now been expanded into a tertiary resource for both colleges and universities.  It will continue to be updated on an annual basis, in line with specific changes in the context of the role.
For further information, please contact:
Name: Chase Greenfield
Role: Development Consultant
Email:
chase.greenfield@sparqs.ac.uk
(Updated April 2026)
Item Number:266
A Student Engagement Framework for Scotland - sparqs and sector partners
A Student Engagment Framework for Scotland is a document endorsed and owned by all the sector agencies and representative bodies in the university and college sector.
Student engagement is fundamental to universities and colleges - whether in learning and teaching, quality processes or governance. But what precisely does the term mean in reality, and what is the implication of student engagment for practice across the sector?
For further details please see link below:
The Framework, published in December 2012, is endorsed by the following sector partners alongside sparqs: Education Scotland, The Higher Education Academy Scotland, National Union of Students Scotland, Quality Assurance Agency Scotland, Scotland’s Colleges, Scottish Funding Council, Universities Scotland.
(December 2012)
Item Number:190
A toolkit for effective learner engagement - sparqs and Education Scotland
Developed in partnership by sparqs and Education Scotland,, the toolkit is desinged to support student engagement in Scotland’s colleges in the ‘recovery year’ of 2020-21.
The resource is aligned to, and intended to be used alongside, the Education Scotland resources ‘Our Best Future’ and sparqs’ Student Learning Experience tool, to effectively support colleges and staff to engage their students to better understand the impact of the pandemic on the Student Learning Experience.
Each section explores the importance of learner engagement, as well as the expectations set out within the ‘Our Best Future’ resources. There is a list of questions for colleges to consider, which will assist them in focusing on engaging with their learners and consider the different ways to ensure students are engaged and able to shape and influence changes to the planning and delivery of services, including the vital role the students’ association and course reps play.
There is also a selection of key questions from the sparqs’ Student Learning Experience tool that colleges can utilise to ask learners how the pandemic has impacted on their learning experience.
The resource is intended to help colleges to not only think about short-term engagement from learners in responding to COVID-19, but also how learners can be engaged in longer-term evaluation and enhancement and planning for the future.
(November 2020)
Item Number:271
ABCD of Effective Feedback - sparqs
The ABCD of Effective Feedback, along with the Student Learning Experience diagram, is at the heart of sparqs’ Course Rep Training. It describes the approaches students and their representatives should take when giving feedback on the learning experience to staff.
A is for Accurate
– Feedback should not be reliant on sweeping generalisations and emotional reactions, but be evidence-led, specific and backed up by research into students’ views and experiences.
B is for Balanced
– Feedback should not only highlight the negatives but also praise the positive. Talking with staff about what is going well is a great way to build a good working relationship and helps staff identify good practice.
C is for Constructive
– Feedback should be about proposing ideas and suggestions, and not expecting staff to have to do all the creative thinking about how to improve something. By helping to develop solutions, students can be real partners with staff in enhancing learning.
D is for
Diplomatic
– Feedback is about the learning, not the teachers. It is not an opportunity to criticise individual staff members, but to talk about what learning feels like and looks like to students. Avoiding personal comments keeps conversation focussed on learning and makes it easier to talk to staff about enhancement.
The ABCD is not just a tool for students and representatives, but for staff too.  What cultures and structures can best promote an “ABCD” ethos in feedback?  How can staff reflect on the ABCD as a standard for the sort of feedback they can and should expect to be able to work with?  How can institutions and students’ associations work together to promote ABCD as a basis for authentic dialogue between staff and students?
For further information, please contact us at
admin@sparqs.ac.uk
Item Number:260
An alternative to lengthy questionnaires - sparqs
Creating the wording for a module questionnaire can be difficult – there is so much to ask and so many ways to ask it. This survey, however, asks just three simple questions – removing the need for a long list of questions and shifting the balance of power from the questioner to the responder.
Item Number:207
An induction guide for Academic Representation Co-ordinators - sparqs
This guide is for new staff members in student engagement or academic representation roles. The guide contains helpful information for any new students’ association or institution staff member with a student engagement role, such as:
A basic overview of sparqs, student engagement and partnership, and the wider sector.
An introduction to the
Student Learning Experience model
, the Tertiary Quality Enhancement Framework, and
Scotland’s Ambition for Student Partnership
Suggestions from sparqs’
Professional Standards Framework for Student Engagement (PSFSE)
to help new practitioners to develop in their roles.
An overview of key sector agencies that you may partner with.
A timeline of key activities and actions for academic representation co-ordinators.
This guide is updated annually and is flagged to the sector periodically throughout the year, to highlight it to any new staff with a student engagement or academic representation role.
For further information, please contact:
Name: Amy Monks
Role: Development Consultant
Email:
amy.monks@sparqs.ac.uk
(updated May 2025)
Item Number:291
Beyond Borders - sparqs and NUS
A mapping project of international students’ engagement in the Scottish higher education learning experience.
(2010)
Item Number:173
Briefing note for staff on the SFC Review of Coherent Provision and Sustainability - sparqs
In December 2020 sparqs published a briefing note to all student officers to support ongoing engagement of students in the shaping and influencing of the
SFC Review of Coherent Provision and Sustainability
.  To complement this, we have developed, in partnership with the Scottish Funding Council, this briefing note for institutions to help staff explore the best ways to engage students as the review develops.
Student engagement in this review is vital as we explore what the future of Scotland’s FE and HE sectors will look like. The digital revolution, student mental health & wellbeing, sustainability & the environment, and a tertiary approach to education and skills are just a few of the topics this review covers, and we know student officers will have many contributions to share about the opportunities and challenges any changes may bring for students.
The briefing has been designed to provide institutions with some suggestions as to how staff can engage student officers, and also how they can work with those officers to support wider student engagement. We do not anticipate that staff will be able to do everything suggested; instead, we recommend staff explore the list of suggestions and consider what works best for their students and their institution, at this time, to ensure meaningful engagement.
The
briefing note for student officers
published in December 2020 is also available in this Resource Library, along with a
further briefing for officers
published in March 2021, as the review moved into its third and final stage.
(February 2021)
Item Number:276
Briefing note to officers (Dec 2020) : SFC Review of Coherent Provision and Sustainability - sparqs
To support the ongoing engagement of student officers in the shaping and influencing of the Scottish Funding Council's
Review of Coherent Provision and Sustainability
, we have produced this short briefing note for all officers. The briefing provides a summary overview of the review process so far, including details of the phase one report themes that will be further explored as the review develops.
Student engagement in this review is vital as we explore what the future of Scotland’s FE and HE sectors will look like. The digital revolution, student mental health & wellbeing, sustainability & the environment, and a tertiary approach to education and skills are just a few of the topics this review covers, and we know officers will have many contributions to share about the opportunities and challenges any changes may bring for students.
The briefing also includes some suggestions as to what officers can do to ensure their own and their fellow students’ understanding of the review, their involvement at an institutional and national level, and some ideas as to how student officers can include all students in the ongoing discussions, ensuring the student voice is central to the review.
We anticipate that this briefing note will be shared with a wide range of students, including course reps, faculty/school officers, and other student groups, such as clubs and societies members, as different cohorts will have different thoughts and ideas about the themes of the review. It will be important to ensure a wide range of opinions are heard, utilising existing structures to facilitate discussions, and sparqs is keen to help support students’ associations as they explore ways to do this.
In February 2021, to complement this resource for officers, we have also developed, in partership with the Scottish Funding Council, a
briefing note for institutions
to help staff explore the best ways to engage students as the review develops.
There is also now a
further briefing for student officers, published in March 2021
, as the review moves into its third and final stage.
(December 2020)
Item Number:277
Briefing note to officers: SFC Review of Coherent Provision and Sustainability (Mar 2021) - sparqs
To support the ongoing engagement of student officers in the shaping and influencing of the Scottish Funding Council's
Review of Coherent Provision and Sustainability
, we have produced two short briefing notes for all officers. The
first one, published in December 2020
, provides a summary overview of the review process so far, including details of the phase one report themes that will be further explored as the review develops.  This more recent one, in March 2021, further explores how students can engage in the review in its third and final stage, in particular, how students can engage in more detailed discussions relevant to the workstreams that have been established by SFC.
Student engagement in this review is vital as we explore what the future of Scotland’s FE and HE sectors will look like. The digital revolution, student mental health & wellbeing, sustainability & the environment, and a tertiary approach to education and skills are just a few of the topics this review covers, and we know officers will have many contributions to share about the opportunities and challenges any changes may bring for students.
The briefing notes include some suggestions as to what officers can do to ensure their own and their fellow students’ understanding of the review, their involvement at an institutional and national level, and some ideas as to how student officers can include all students in the ongoing discussions, ensuring the student voice is central to the review.
We anticipate that the briefing notes will be shared with a wide range of students, including course reps, faculty/school officers, and other student groups, such as clubs and societies members, as different cohorts will have different thoughts and ideas about the themes of the review. It will be important to ensure a wide range of opinions are heard, utilising existing structures to facilitate discussions, and sparqs is keen to help support students’ associations as they explore ways to do this.
In February 2021, to complement the resources for officers, we also developed, in partership with the Scottish Funding Council, a
briefing note for institutions
to help staff explore the best ways to engage students as the review develops.
(March 2021)
Item Number:278
Course Rep Lifecycle planning tool - sparqs
sparqs’ course rep lifecycles are taken from our
guidance on embedding the course rep role within the Higher Education Achievement Report
– though the lifecycles are just as applicable in the college sector.
They look from both the course rep and institutional perspective at the different activities that need to be put in place throughout the year to enable the course rep system to be effective. They include the range of administrative, practical and strategic tasks that a wide variety of staff and student officers will need to consider and co-ordinate.
Item Number:209
Course Rep Recruitment resources - sparqs
Some useful course rep recruitment resources, developed due to demand for support to recruit reps online during the 2020 COVID-19 health crisis.
The resources include a
guide to the course rep role
and
template presentation
to help with recruitment, as well as a
sparqs' welcome note to new reps
and a
template letter
which reps can use to introduce themselves to their classmates.
Even if institutions have already recruited reps, they may find the welcome note and template letter useful to circulate to reps.
(October 2020)
Item Number:270
Course Rep Training (Introductory) - sparqs
Over the years we have developed our Course Rep Training materials to enable students to fully engage with quality enhancement processes within their own institutions.
Read more about our Introductory CRT via the link below:
Item Number:191
Course Rep Training for Apprentice Reps - sparqs
Our Apprentice Rep Training materials, introduced in 2016-17, are aimed at newly elected apprentice reps who have not attended training before. It aims to develop confidence in their role, as being an apprentice rep for the first time can be a daunting prospect.
The training lasts 2 hours and is split into 2 parts. The first part looks at the role of the apprentice rep and what the Apprentice Learning Experience is, while the second half takes the rep through the process they would go through as a rep.
As well as the training materials, we have also developed a presentation which gives an introduction to the Apprentice Learning Experience, for colleges to use to generate initial interest amongst apprentices.
See the
Training for Apprentices webpage
for all the materials and further information.
To read more about our wider work in developing the apprentice voice in both colleges and workplaces, please see our
Apprentice Voice webpage
(October 2016)
Item Number:234
Course Rep Training for ESOL Students - sparqs
A full range of resources to enable the training of course reps who are ESOL (English as a Second or Other Language) students.  The training package is designed to support the development of ESOL students to understand the role of course reps and to elect their own.
The staff and students of the ESOL Department of Stevenson College (now Edinburgh College) helped design, develop and pilot the materials.
Please see link below:
(2013/14)
Item Number:178
Course Rep Training for Students in Supported Education - sparqs
A full range of resources to enable the training of course reps in supported education.  These materials were more recently revised in 2023 and are available on request if you are planning to deliver this training, either in-house or delivered by sparqs.
Please see link below:
(2023)
Item Number:177
Course Rep Training for Taught Postgraduate Course Reps - sparqs
In 2017 sparqs developed a training module for course reps on postgraduate taught (PGT) courses.
The training builds on our introductory Course Rep Training to be more relevant to the distinct learning experiences of PGT study, including its often diverse student community, high levels of blended delivery, and strong professional and career connections.
The training lasts for
90 minutes.
It is designed to be delivered to between
12-25 delegates per session
. However, PGT student numbers can be very different, so numbers may warrant delivery to smaller groups, in which case the training can take on more of an informal, discursive style.  See the tutor notes for information on how you can adapt the materials for the kinds of groups you might have.
See the
PGT Course Rep Training webpage
for further details and to access the materials.
(July 2017)
Item Number:242
Creating and reviewing student engagement roles - sparqs
This resource is aimed at those who are managing and recruiting student engagement practitioners, and draws upon sparqs’
Professional Standards Framework for Student Engagement (PSFSE)
to create or update student engagement job profiles. It outlines the PSFSE and the various types of student engagement role found in our sector, offers approaches for building on the values, knowledge and activities in the framework to shape person specifications and job descriptions, and includes a number of example job descriptions from across the sector. It also offers guidance on how sparqs can support recruitment including through our
student engagement jobs board
For further information, please contact us at
admin@sparqs.ac.uk
(November 2023)
Item Number:295
Departmental Councils card sort - sparqs
Representation at the departmental level – also known as faculties or schools – is a crucial lynchpin between strategic, institution-wide committees and those operating at a course level.
One way of developing this level of representation is through departmental councils. However, the way such councils work can incorporate a very wide range of models which will vary according to institutional and departmental practices and cultures.
This tool, taken from sparqs’
departmental representation toolkits
, consists of eight pairs of cards. Each pair represents two opposite approaches to a particular feature of a departmental council. You can use these cards to consider the merits of each opposite and agree your own form of wording. Taking each agreed statement together will create a clear picture of how you want departmental councils to develop.
It is suggested that those with a responsibility for departmental-level representation as well as senior staff and student officers should be involved in working through these cards.
Item Number:208
Departmental Representation Toolkit - sparqs
Course reps usually engage with teaching staff. Senior student officers regularly speak to senior managers and sit on institution-wide committees. But what connects the two? What links the "front line" of learning and teaching with the strategic level?
In 2012 we published a toolkit containing questions, examples of good practice and guidance for developing effective student engagement at the departmental level. To inform the toolkit, we undertook research into departmental representation around the country in both universities and colleges, helped by a working group of staff and students from across the sector.
To download the Toolkit please see link below:
Item Number:195
Engaging students in Institution-led Review - a practice guide for universities and SAs - sparqs
Please note that this guidance is currently being updated in line with the tertiary approach to quality. The updated resource for both colleges and universities will replace this 2016 guidance (applicable to universities only at the time of publication) in due course.
This resource was developed in conjunction with The Robert Gordon University's Gray's School of Art and IT Services department.
This guide has been produced to help schools, departments or sections in universities who are undergoing Institution-led Review to engage their students and student representatives throughout the process.
It is aimed primarily at those preparing for reviews, such as departmental senior management, quality administrators or school/department student officers. As student engagement is a core ingredient of the process, it is recommended that those leading a department or section’s review preparation engage with relevant student representatives at the earliest opportunity to read through this guide and consider the questions it raises.
The sector’s approach to reviews is being revised and redeveloped as part of a planned review of Scotland’s quality arrangements with revised arrangements due to be in place for academic year 2017-18. This guide explores a range of practices and approaches that can support student engagement in review and will be transferable as revised arrangements develop. However, once the arrangements for 2017-18 are published we will review this guide accordingly.
sparqs is enormously grateful to a large number of individuals who contributed to this guide, not least those in The Robert Gordon University’s Gray’s School of Art and IT Services who generously involved sparqs in their preparatory activities, shared their perspectives, and worked with sparqs to develop and trial a variety of approaches to student engagement in the reviews.
A two-page
executive summary
of this guide is also available.
For further information, please contact us at
admin@sparqs.ac.uk
(May 2016)
Item Number:228
Engaging students in Institution-led Review - Executive Summary - sparqs
Please note that this guidance is currently being updated in line with the tertiary approach to quality. The updated resource for both colleges and universities will replace this 2016 guidance (applicable to universities only at the time of publication) in due course.
An executive summary of the Engaging students in Institution-led Review practice guide for universities and students' associations - excluding much of the background information and sectoral content contained in the
full guide
This document gives a short overview of the practice guide and links to the full publication, which was developed in conjunction with The Robert Gordon University's Gray's School of Art and IT Services department.
The guide was produced to help schools, departments or sections in universities who are undergoing Institution-led Review to engage their students and student representatives throughout the process.
It is aimed primarily at those preparing for reviews, such as departmental senior management, quality administrators or school/department student officers. As student engagement is a core ingredient of the process, it is recommended that those leading a department or section’s review preparation engage with relevant student representatives at the earliest opportunity to read through the guide and consider the questions it raises.
The sector’s approach to reviews is being revised and redeveloped as part of a planned review of Scotland’s quality arrangements with revised arrangements due to be in place for academic year 2017-18. The guide explores a range of practices and approaches that can support student engagement in review and will be transferable as revised arrangements develop. However, once the arrangements for 2017-18 are published we will review the guide accordingly.
For further information, please contact us at
admin@sparqs.ac.uk
(May 2016)
Item Number:229
Engaging Students in Online Distance Learning - sparqs
A guide for institutions and students’ associations on engaging online distance learning (ODL) students in shaping the quality of their learning experience. It provides tools, case studies and guidance and is based on work with a number of institutions.
The guidance was developed with the help of input from across the sector and is aimed at those who have responsibility for engaging ODL students in quality, such as student officers and students’ association staff, staff with quality, management or learning and teaching roles, and those directly involved in ODL delivery.
The objective of the resource is to enable those in related roles to reflect on and enhance their engagement of ODL students, with a view to those students better shaping their learning experience and feeling as full a part of the partnership approach to quality as any other students.
Engaging ODL students is not a limited issue where solutions lie within one locus of responsibility, but is a wide-ranging aspect of quality that involves multiple dimensions of practice and levels of decision-making. It is therefore recommended that those working together to use this guidance include a range of institutional roles relating to quality, learning and teaching (especially of course in ODL provision) and student engagement, plus academic- and ODL-related officer and staff roles in students’ associations.
During consultancy work with Hibernia College in Dublin during 2017 (as featured in one of the case studies contained in this guidance), sparqs developed a
Tool for Developing a Forum for Students on Online Courses
, also accessible via this Resource Library.
(June 2018)
Item Number:250
Enhancement Themes Transitions leaflet - QAA Scotland and sparqs
To help students be engaged in the 2014-17 QAA Enhancement Theme, sparqs worked with QAA Scotland to
produce a leaflet to help students engage with the theme to enhance the quality of learning and teaching in their university.
The 'Student Transitions' Enhancement Theme, ran from 2014 until June 2017, considering the student learner journey and the transitions involved, from before students start their course all the way through to employment and further study.
For more information on the Enhancement Themes and for links to further QAA resources see our
Enhancement Themes webpage
Item Number:200
Enhancing Course Rep Activities - sparqs
We are committed to supporting institutions to improve their student engagement activities and mechanisms, and course reps play a fundamental role in quality.
Part of this is about the training that is provided to course reps, but there is more that can be done at the institutional level in terms of systems, procedures, polices and activities that ensures that reps play an integral part of the enhancement agenda.
The following tools are available for download:
A framework for developing an opportunity profile for course reps
A course rep lifecyle, from the point of view of the institution
Mapping Your Rep Activities
Self-Assessment Tool
Please see link below:
Item Number:194
Grid for developing tools of feedback from students - sparqs
Institutions and students’ associations use many different tools to gain feedback from students on the learning experience – surveys, focus groups, questionnaires and so on. But a wider question exists about how well students are engaged in the shaping of those tools and the use of the outputs – and the more they are engaged, the more credible the tool will be.
This tool, developed for a forthcoming sparqs resource on feedback, looks at things that can be done before, during and after the use of a feedback tool to engage students in not only commenting on their learning but shaping the ways in which they do so.
(2014)
Item Number:206
Guidance on Student Partnership Agreements (Colleges) - sparqs
Student Partnerships were first outlined in the Scottish
Government's
paper, Putting Learners at the Centre, which proposed a document setting out how students and their institutions interact.
Student Partnership Agreements are a way in which students’ associations and institutions can promote ways in which students can interact with staff at their institution to improve quality.
This Guidance has been created following discussion between sparqs and the college sector about the specifics of the Student Partnership Agreement model.
(2015)
Item Number:214
Guidance on Student Partnership Agreements (Universities) - sparqs
Student Partnerships were first outlined in the Scottish
Government's
paper, Putting Learners at the Centre, which proposed a document setting out how students and their institutions interact.
Student Partnership Agreements are a way in which students’ associations and institutions can promote ways in which students can interact with staff at their institution to improve quality.
This Guidance has been created after initiating discussion between sparqs and the sector about the specifics of the Student Partnership Agreement model.
(2013)
Item Number:189
Higher Education Achievement Report (HEAR) Guidance - sparqs
sparqs have developed and published
guidance on how the role of course reps can be defined by universities to meet the criteria for section 6.1 of HEAR (which relates to extra-curricular activity).
It allows for a single but comprehensive way of recording every student's achievement in their university education.
(2012)
Item Number:179
Inducting education officers during the COVID-19 crisis - sparqs
Developed alongside a longer resource to support colleges induct education officers, this shorter briefing note was developed in the light of the COVID-19 crisis, designed to support both colleges and universities to induct their education officers in summer 2020, outlining ideas and suggestions for developing a successful induction for education officers during the crisis.
It is based on the principle of partnership between the students’ association and staff in management, quality and governance roles, who should all contribute to an effective induction programme.
The
longer education officer induction resource for colleges
is also available in the resource library.  It was developed in response to sector demand, and was already near completion before the COVID crisis.
For further information, please contact us at
admin@sparqs.ac.uk
(May 2020)
Item Number:268
Intersectionality Checklist - sparqs, NUS Scotland and Advance HE
A checklist developed jointly by sparqs, NUS Scotland and Advance HE.
Interventions which address gender inequality should adopt an intersectional approach, in order to reflect and address the multiple forms of disadvantage faced by the diversity of women. Intersectionality is an approach which recognises that social inequalities interact, so people’s identities and social positions are actually shaped by multiple intersecting factors.
This checklist should be used to prompt consideration of the different needs and experiences that exist within a certain group to ensure that meetings, projects and initiatives don’t simply benefit the most privileged members of that group. For example, will your plans inadvertently mostly benefit white, able-bodied, middle-class women?
(October 2018)
Item Number:258
Introduction to the course rep role - sparqs
sparqs has developed a simple three-slide presentation that introduces the course rep role. It explains:
What the role involves.
What you get out of doing the role.
What to do if you are interested.
It can be customised for individual institutions, courses and so on, to be used in induction information or class talks. It can equip teaching staff to understand and convey the role of course rep to their classes in a way that is concise yet informative.
(January 2019)
Item Number:257
Methodology for Strategic Conversations - sparqs (DCSA project)
As part of the Developing College Students' Associations (DCSA) project, delivered jointly with NUS Charity, sparqs has designed a methodology to encourage institutions and students' associations to carry out a structured strategic conversation when in the process of strategic planning.  These conversations will enable both stakeholders to get to know the counterpart’s current goals and strategic aims, helping to ensure institutional and SA plans are aligned and identifying opportunites to work in partnership.
You can chair the strategic conversation yourself, or you can ask a member of the sparqs team to facilitate the methodology for you.
The strategic conversation should take place after SAs have carried out their strategic planning workshops with NUS Development Consultants, aimed at designing their strategic plan. The methodology then aims to equip the SA with the information and tools to proceed with the final draft of their plan.
For further information, please contact:
Name:
Eve Lewis
Role:
Director
Email:
eve.lewis@sparqs.ac.uk
(May 2022)
Item Number:284
Online and blended learning: best practice for a successful student induction - sparqs
This resource is a brief guide aimed at supporting student officers to reflect on induction activities and resources available to students in the context of online and blended learning.
Developed as part of the
Tertiary Enhancement Topic project
it is based on one of the reflective questions in the re-designed
Student Learning Experience model
The resource can be used as a conversation starter for officers to work in partnership with their institution to enhance the student experience.
For further information, please contact:
Name:
Eve Lewis
Role:
Director
Email:
eve.lewis@sparqs.ac.uk
(September 2024)
Item Number:299
Online and blended learning: reflective questions for students and staff - sparqs
This resource is an online and blended learning reflective questions resource, developed as part of the Tertiary Enhancement Topic project.  Based on the recently re-designed
Student Learning Experience model
, it consists of a set of reflective questions focusing on aspects of online and blended learning and how the learning experience may differ depending on the mode of course delivery. The resource can be used to start conversations with students, enabling students and staff to work together to identify priorities to enhance the quality of learning.
This tool is included in section 4 of the
web hub resource
developed by QAA Scotland, sparqs and the College Development Network, as one of the outcomes of the
Tertiary Enhancement Topic project
. The web hub is aimed at providing sector practitioners and students with valuable information about online and blended learning delivery.
For further information, please contact:
Name:
Eve Lewis
Role:
Director
Email:
eve.lewis@sparqs.ac.uk
(May 2024)
Item Number:298
Preparing your course rep system and recruiting your reps during COVID-19 - sparqs
This briefing note is the first in a series designed to support students’ associations and institutions in devising and executing rep systems that can operate in COVID-19’s changing environment, including how they can operate online.
This first briefing note is focused on the initial planning stages of developing this new system and the subsequent recruitment of new course reps.
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(July 2020)
Item Number:267
Professional standards framework for student engagement - sparqs
This resource is designed to help articulate the value and impact of student engagement staff posts, offering a definition of the values, knowledge and activities of such roles.
It illustrates the increasing importance of professional posts in institutions and students’ associations dedicated to student engagement. The framework can be used to reflect on and revise the job descriptions or person specifications of such posts, or as the basis of planning professional development activities.
Those in other roles, such as teaching, support and management, may also find that the framework can be useful in articulating the student engagement dimensions of their roles.
More about the professional standards framework for student engagement, plus details of accompanying resources, can be found on the
framework’s webpage
within the staff development section of the sparqs website.
For further information, please contact us at
admin@sparqs.ac.uk
(June 2022)
Item Number:285
Recognition and Accreditation of Academic Reps Guidance - sparqs
A resource to help institutions and students’ associations develop practice in the area of recognition and accreditation of academic reps. The resource maps sector practice, shares case studies of effective practice, and provides practical approaches to challenges in this area.
(November 2015)
Item Number:224
Scotland's Ambition for Student Partnership - sparqs
Scotland’s Ambition for Student Partnership
, and its accompanying features and indicators, is a resource which builds on sparqs’ previous work supporting the sector to explore partnership and helps identify how partnership approaches can be built into the mechanisms and processes within the quality arrangements.
The ambition statement is aspirational.
It is recognised that, whilst there is significant good practice across Scotland, to achieve our ambition will require continued enhancement activity and this will be a journey for individual institutions and the sector as a whole.
The ambition statement is underpinned by
8 features
. We will know that we have achieved a culture of student partnership when these features are embedded into institutions’ systems and processes.
Each feature of student partnership can be explored further through
indicators of practice
. These indicators are not designed to be a checklist – they are designed to be examples of practice which institutions and students’ associations can use to identify their current best practice and opportunities for development.
The ambition statement, features and indicators of practice are designed to be a practical tool for institutions to embed partnership working across their activities and processes. You might use the resource to carry out a high-level evaluation of your partnership activities or you might choose a specific feature and/or group of indicators you want to explore in more detail.
The SFC commissioned sparqs to develop the ambition statement and its associated features and indicators of practice as part of the work developing Scotland’s
Tertiary Quality Enhancement Framework (TQEF)
. ‘
Student Engagement and Partnership
’ is embedded in the TQEF as one of the six principles, reflecting the importance of this approach within the TQEF.  Scotland’s Ambition for Student Partnership underpins this principle.
Read more about student engagement and partnership in the TQEF on our
Quality Arrangements webpage
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(October 2024)
Item Number:300
Scotland’s Tertiary Enhancement Programme (STEP) - Practical Guide to student partnership - sparqs
This guide has been produced for students’ association officers and staff in the tertiary education sector in Scotland. It provides a context and overview to the STEP programme of activity and makes practical suggestions of what students’ associations and officers need to do at each stage. It is also encouraged that institutional staff involved in STEP read through this guide and consider how they will contribute to student partnership in STEP.
All colleges and universities in Scotland are involved in Scotland’s Tertiary Enhancement Programme, and definitive guidance on this core mechanism of the Tertiary Quality Enhancement Framework (TQEF), can be found on the
STEP website
For further information on STEP please see our
Quality Arrangements webpage
and visit the
STEP website
For further information, please contact:
Name: Chase Greenfield
Role: Development Consultant
Email:
chase.greenfield@sparqs.ac.uk
(January 2026)
Item Number:303
Scottish Quality Concerns Scheme in context - student guide - sparqs
A resource for students, developed by sparqs to give context to QAA Scotland’s Scottish Quality Concerns Scheme.
The Scheme provides an opportunity for students, staff and other parties to raise concerns about the quality and standards of Scottish higher education to the Quality Assurance Agency (QAA) Scotland. QAA Scotland is Scotland’s quality body for higher education. Its role is to safeguard academic standards and improve the quality of the student experience.
QAA Scotland published guidance on the Scheme in July 2022, which is available on their
webpage around how to raise concerns in Scotland
.  The sparqs guide provides some context for students, and sits at the bottom of the QAA webpage, as well as on the sparqs website.
The sparqs resource outlines where and when the Scheme is the appropriate route for concerns and provides examples of issues that would be eligible for consideration under the Scheme.
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(September 2022)
Item Number:287
Self-Evaluation and Action Plan (SEAP) - Practical guide to student partnership - sparqs
This resource, initially published in October 2024, has now been updated for 2025.  It is designed to support meaningful student engagement throughout the Self-Evaluation and Action Plan (SEAP) process, part of Scotland's Tertiary Quality Enhancement Framework (TQEF).  It includes an overview of the SEAP process; some suggestions of how students can be involved in the development of the SEAP; and suggested actions for students’ associations.
The SEAP is a document which enables institutions to reflect annually on institutional quality assurance and enhancement activities and outcomes, and to identify key strategic areas for enhancement. Definitive guidance on the SEAP process can be found in the
Scottish Funding Council’s Guidance on Quality
There are opportunities for student engagement and partnership throughout the development of the SEAP itself, as well as through the activities upon which the SEAP reports.  The guidance is particularly relevant to students’ association representatives and staff, but is also a useful resource for all institutional staff involved in the SEAP process.
For further information on the SEAP and TQEF, please see our
Quality Arrangements webpage
and the SFC’s
TQEF webpage
This resource will be updated annually.
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(Updated September 2025)
Item Number:301
Staff Workshop (Engaging students in the quality of learning and teaching) - sparqs
sparqs offers a workshop for staff in institutions on "Engaging students in the quality of learning and teaching".  It is intended for staff who are involved in supporting the learning experience, such as teaching, support, quality and management roles.
There are three main objectives to the workshop:
Explore student engagement in theory
Examine how student engagement can work in practice
Identify actions that can be taken to further engage students
Please see link below to download presentation and workbook:
Item Number:197
Student Engagement in Gender Action Plans - Benchmarking & Development Tool - sparqs
A tool to support colleges and universities across Scotland to improve student engagement in the design and delivery of their Gender Action Plans (GAPs).
Developed in partnership with NUS Scotland, Advance HE (formerly the Equality Challenge Unit) and Equate Scotland, the tool is designed to help you consider your institution’s current level of student engagement in GAP design and delivery, and what actions you and colleagues can take to bring about enhancements.
The tool comprises five sections, each relating to a different element of the GAP ‘life-cycle’. For each element, the tool describes three improving stages of activity to improve student engagement, from ‘First steps’, through ‘Developing’ to ‘Best practice’. Example activities are detailed in relation to each stage, providing you with an accessible method for benchmarking current activity, as well as practical examples for enhancing it.
The Benchmarking and Development Tool was developed as part of our GAP project with NUS Scotland, in which we worked closely with eight institutions over four months to improve student engagement. Many thanks to the four colleges and four universities which trialled a pilot version of the tool as part of the project, and for their very useful and informative feedback.  See our
GAPs webpage
for further details of the project and the list of the institutions involved.
(March 2018)
Item Number:248
Student Learning Experience model - sparqs
The Student Learning Experience (SLE) is a tool that lies at the heart of many of sparqs’ resources. Launched in October 2023, this redeveloped SLE model was commissioned by the Scottish Funding Council as part of its Review of Coherent Provision and Sustainability. sparqs worked with students and staff to redevelop the model to provide a sector reference point where students’ interests are front and centre.
The new SLE model is designed to sit at the heart of conversations with students, enabling students and staff to work together to identify priorities to enhance the quality of learning. It plays a key role in Scotland’s quality arrangements and will continue to evolve alongside the tertiary approach to quality.  The SLE model is a key sector benchmark in Scotland's Tertiary Quality Enhancement Framework (TQEF) - for further information see our
Quality Arrangements webpage
See our webpage for further details on the
development of the new model
The new SLE model is comprised of
9 building blocks
. These are the key elements that make up the learning experience. They support students to begin to consider the distinct aspects of their experience which come together to provide a high-quality student learning experience.
The model is
underpinned by 3 lenses.
These are areas of focus that can be applied across all 9 of the building blocks. The resource will be updated in due course, to allow institutions and students to apply the lenses to the model in order to highlight aspects across the learning experience that relate to these 3 areas.
Each building block has an accompanying set of 10 reflective questions
. The questions support dialogue between students and staff on various aspects of the building blocks. They will help develop an understanding between students and staff of strengths within the student experience, as well as areas for development.
The SLE has been used in our Course Rep Training for many years, to help course reps break down the often vague idea of the learning experience into practical, bitesize chunks. It means that reps can ask their fellow students specific, meaningful questions around each of the areas of the learning experience, allowing student input to be mapped across various headings to ensure it is broad-ranging.
It is possible to use the headings of the Student Learning Experience for other similar engagement purposes, such as agenda items for a course committee meeting, topics for focus groups and surveys, or a mapping tool for teaching staff to reflect on how much input they are getting from student representatives across the different areas of learning.
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(October 2023)
Item Number:293
Student Partnership Agreements Poster - sparqs
A poster outlining what Student Partnership Agreements are, the benefits of having one and how to go about developing one, including how sparqs can help you!
(2014)
Item Number:223
Student Partnership Staircase - sparqs
The student partnership staircase is a simple tool developed by sparqs and used over the years in multiple contexts to generate discussion about the role that students play in quality.
The four stages of the staircase are:
Information provider
(completion of surveys).
Actor
(collector and analyst of feedback).
Expert
(recognised as experts in learning).
Partner
(authentic and constructive dialogue).
The staircase sets out how students might, at a basic level, merely provide information to their institution by filling out a survey, but also take on more advanced roles such as jointly owning tools of feedback and having a legitimate voice as an expert of in their learning (for instance where they have a perspective on learning that is not widely understood), through to having a role as a real partner with their institution. While not every student will act as a partner all the time, and some may never do more than be an information provider, the tool enables reflection on how all four stages in the staircase might be evidenced, and how undertaking lower levels can enable the fulfilment of higher levels.
Used in our 2018 guide on engaging students in
online distance learning
, it has also been at the heart of various staff development activities, institutional workshops with staff and student reps, and sectoral presentations aimed at exploring partnership. In 2021
an article about the staircase
by former sparqs colleague, Simon Varwell, was published in the International Journal for Students as Partners, which provides a full introduction to it and how it can be used.
The staircase is a basis for discussion about the ways in which institutions and students’ associations can reflect on the roles students do and should play in quality, examples of which might indicate each level of the ladder, and the structures and cultures that contribute to a strong and healthy partnership.
For further information, please contact us at
admin@sparqs.ac.uk
(2018)
Item Number:254
Supporting International Students - sparqs and NUS
sparqs and NUS Scotland have created a training package about supporting international students to engage with their learning experience. The package is aimed at institutional staff with responsibility for international students and at students' association staff and officers.
The package consists of 4 modules:
General Information and Introduction
The International Student Lifecycle
Plagiarism
International Students and the Quality Enhancement Framework
Please see link below to download the pack:
Item Number:196
Supporting Senior Student Officers in Universities - sparqs
sparqs' main mechanism of support is T
hat's Quality
!, an annual training event for student officers about engaging in quality processes at the institutional level.
The event is aimed at student officers whose remit include education and learning and teaching.
Please see link below to download all related materials:
Item Number:193
Supporting the future careers of SA education officers: outduction toolkit - sparqs et al
This guide is for education officers, and those who support them, and contains helpful activities and resources to help outgoing officers to apply the skills, knowledge and experience they gained from their elected position, as they look ahead to their future careers and life beyond the role.
This short toolkit supports officer “outduction” and contains content such as:
Activities to reflect on skills and experiences gained.
Activities to evidence and apply skills.
Reflective activities for future development and ambitions.
Guidance for staff reflection at the conclusion of an officer’s term.
A handout of opportunities to stay involved in the sector, such as becoming a student reviewer (we also present this
handout as a separate download
).
The toolkit and handout were originally developed in 2021 by sparqs, the College Development Network, Advance HE and NUS Charity, who all share a keen interest in supporting the skills development of student officers and student governors. The toolkit is now updated annually by sparqs.
Additional resources for officer outduction developed by sector colleagues
can be found in the sparqs Resource Library.
This "outduction" toolkit is separate from our support for inducting education officers into their roles. sparqs has developed a
guide for the sector on education officer induction
, which is also updated annually.
For further information, please contact:
Name: Chase Greenfield
Role: Development Consultant
Email:
chase.greenfield@sparqs.ac.uk
(Updated April 2026)
Item Number:296
Tertiary Quality Enhancement Framework (TQEF) - Guidance for Elections - sparqs
This guidance has been developed to support institutions and students’ associations prepare for upcoming officer elections, to help ensure that candidates fully understand the evolving quality landscape and the responsibilities they are likely to undertake if elected.
It is designed for students’ association staff involved in designing election materials and supporting prospective candidates; as well as institutional staff who oversee or contribute to student engagement and quality processes.  Consequently, prospective student officers will benefit through clearer, more accurate role descriptions and expectations.
Whether you support elections directly or contribute to quality assurance more broadly, this guide provides clarity on how the new framework affects elected roles.
For further information, please contact:
Name: Amy Monks
Role: Development Consultant
Email:
amy.monks@sparqs.ac.uk
(February 2026)
NB: this guidance was initially published on 4th February but was updated on 17th February.
Item Number:304
Tertiary Quality Enhancement Review (TQER) - Practical Guide for students’ associations and student officers - sparqs
This practical guide has been produced for students’ association representatives and staff in the tertiary education sector in Scotland. It provides context and background to the
Tertiary Quality Enhancement Review (TQER)
process and makes suggestions of what you need to do at each stage. It is also encouraged that institutional staff involved in the review read through this guide and consider how they will contribute to student partnership in the process.
TQER is the external review method for colleges and universities in Scotland and is
one of the delivery mechanisms of the Tertiary Quality Enhancement Framework (TQEF)
. TQER is designed to provide assurance on quality standards and the quality of the student experience in Scotland’s colleges and universities. It helps the Scottish Funding Council (SFC) to answer the central question of the TQEF: ‘Is the provision delivered by Scotland’s colleges and universities of high quality and is it improving?’.  All institutions in Scotland will undergo a TQER between 2025 and 2030.
The purpose of the guide is to provide information about TQER, and to support meaningful student engagement and partnership throughout the process. Student partnership is a key part of TQER and students are engaged in several different ways, including as Lead Student Reps, as attendees of meetings with the review team, and as student reviewers.
This guide should be used in conjunction with the
QAA Scotland TQER Guide
and
QAA TQER FAQs, accessible on this webpage
. QAA have also published a short
TQER Operational Guide for institutions
, which provides specific details about logistics to support the review visits. If you have a specific query relating to the TQER at your institution, you should get in touch directly with your Institution Quality Contact.
For further information on TQER, please see our
Quality Arrangements webpage
and the
QAA TQER webpage
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(September 2025)
Item Number:302
Theory of partnership: Ladder of Citizen Participation - Sherry R Arnstein
This ladder was developed in 1969 in the context of citizen involvement in planning processes in the United States. It has been widely adapted in other sectors, including education. It provides a good basis for thinking about the nature of involvement beyond merely consultation and potentially even deeper than partnership.
You can download the original article, while sparqs has developed a
version of the ladder
that explains each step and can be an accessible discussion tool.
Item Number:168
Tool for Developing a Forum for Students on Online Courses - sparqs
A tool developed by sparqs when undertaking consultancy work with Hibernia College in Ireland, to help staff and students to develop a strategy for representation for a student profile that is entirely blended learning and flexible with no central campus.
The work included a workshop on creating a student rep forum for the college. This involved using a series of headings with opposing pairs of statements, and asking participants to create new statements under each heading to reflect how they felt the student rep forum should work.  This tool was developed out of the workshop.
Read more about the piece of work with Hibernia College in the case study featured in the sparqs guidance on
Engaging Students in Online Distance Learning
, published in June 2018.
(2017)
Item Number:249
Tool for mapping student engagement in institutional structures - sparqs
For student engagement to be successful, there needs to be a clear sense of how the student representative structure fits in with the institutional decision-making structure. For instance, student officers will need to communicate both with each other as well as with relevant committees and staff.
This diagram is a simple, generic map of how this might happen. It can be customised to fit in with individual structure and terminology, and can spark conversations about institutions’ strengths, weaknesses and opportunities in student engagement.
Item Number:210
Using the SLE model as a Course Rep 2025-26 - sparqs
Alongside the
revised Student Learning Experience model
, sparqs has updated the set of suggested questions for course reps for 2025-26. These questions can help reps collect feedback from classmates in specific thematic areas.
Collecting student feedback enables course reps to work in partnership with staff to co-design effective solutions to the issues that students bring, enabling students to have a positive experience of learning.
The document contains several questions organised under the nine building blocks of the SLE Model.
Some students’ associations organise reps to collect feedback on selected topics at specific times of year. You can direct all reps to collect feedback under the same themes, using the same SLE Questions.
This can be done for the whole institution or alternatively at faculty / school level, overseen by faculty reps / school officers.
This resource is updated annually to reflect the current landscape in which students are learning.
For further information, please contact:
Name:
Eve Lewis
Role:
Director, sparqs
Email:
eve.lewis@sparqs.ac.uk
(Updated July 2025)
Item Number:292
What is Partnership? exercise - sparqs
Partnership is at the heart of the relationship between staff and students. However, there are many other models that you can use to try to capture the nature of this relationship. This tool, taken from our
guidance on creating a Student Partnership Agreement
, allows you to explore different models to reflect on the relationship between staff and students at your institution.
Which model or models you think would best reflect your institution has an impact for how you correspondingly view staff, the evidence you see in practice, and the changes you might want to make to reach a more desired model of relationship.
Item Number:211
z_ARCHIVED: A detailed timeline of Student Engagement "What you need to do" points in the ELIR 4 cycle - sparqs
AVAILABLE FOR HISTORICAL REFERENCE ONLY - NOT CURRENT GUIDANCE
A detailed timeline of the ELIR 4 cycle with a summary of each of the action points from within the practice guide. This resource displayed each of the student engagement points with further details about how you could do this from within the guidance.
At the time of writing, the timeline was designed to be used alongside
sparqs' ELIR 4 practice guide
and
QAA Scotland's ELIR handbooks and guidance
(November 2018)
Item Number:256
z_ARCHIVED: ELIR Cycle 4 Practice Guide - sparqs
AVAILABLE FOR HISTORICAL REFERENCE ONLY - NOT CURRENT GUIDANCE
To support meaningful student engagement throughout the ELIR (Enhancement-led Institutional Review) process, sparqs produced an
ELIR Cycle 4 practice guide
for students' association reps and staff.  It provided context and background to the process and made suggestions of what to do at each stage of the process. These tips were built on good practice in the sector and the experience of sparqs and QAA Scotland. They were particularly relevant to students’ association representatives and staff but were useful to consider for anyone involved in the review.
ELIR cycle 4 ran between 2017-2022 and more details about the process, and definitive guidance, could be found in QAA Scotland’s
ELIR 4 Handbook
.  QAA Scotland also published ‘
Preparing for Enhancement-led Institutional Review
’ which provided advice and guidance for institutions on how to approach ELIR.
The sparqs practice guide was designed to complement these QAA publications.
From 2022-24 there was interim SFC guidance until the new tertiary quality arrangements guidance was published in July 2024.
(July 2018)
Item Number:251
Toolkits
A guide to inducting students association education officers - sparqs
This guide supports students’ association and institutional staff who are responsible for creating or enhancing an annual induction programme for incoming students’ association education officers. The guide is based on the principle of partnership between the students’ association and staff in management, quality and governance roles, who should all contribute to an effective induction programme.
To help these key partners build or enhance an education officer induction programme, the guide contains suggestions such as:
Ideas to support handover between incoming and outgoing education officers.
Example session topics, workshop ideas, and training sessions key topics in learning and teaching.
An example activity to introduce incoming education officers to the
Student Learning Experience model
Advice to support the education officer’s induction to institutional committees, boards, and working groups.
Opportunities for the governing board or body to support the education officer’s induction.
Reflective questions to help develop an education officer role profile.
A sample timeline of an education officer induction programme.
Originally published as a resource for colleges in spring 2020, this guide was developed in response to sector demand. Since then, it has been updated year on year and has now been expanded into a tertiary resource for both colleges and universities.  It will continue to be updated on an annual basis, in line with specific changes in the context of the role.
For further information, please contact:
Name: Chase Greenfield
Role: Development Consultant
Email:
chase.greenfield@sparqs.ac.uk
(Updated April 2026)
Item Number:266
A toolkit for effective learner engagement - sparqs and Education Scotland
Developed in partnership by sparqs and Education Scotland,, the toolkit is desinged to support student engagement in Scotland’s colleges in the ‘recovery year’ of 2020-21.
The resource is aligned to, and intended to be used alongside, the Education Scotland resources ‘Our Best Future’ and sparqs’ Student Learning Experience tool, to effectively support colleges and staff to engage their students to better understand the impact of the pandemic on the Student Learning Experience.
Each section explores the importance of learner engagement, as well as the expectations set out within the ‘Our Best Future’ resources. There is a list of questions for colleges to consider, which will assist them in focusing on engaging with their learners and consider the different ways to ensure students are engaged and able to shape and influence changes to the planning and delivery of services, including the vital role the students’ association and course reps play.
There is also a selection of key questions from the sparqs’ Student Learning Experience tool that colleges can utilise to ask learners how the pandemic has impacted on their learning experience.
The resource is intended to help colleges to not only think about short-term engagement from learners in responding to COVID-19, but also how learners can be engaged in longer-term evaluation and enhancement and planning for the future.
(November 2020)
Item Number:271
Benchmarking Student Rep Systems - Association for Managers in Students
A tool for measuring and supporting your course rep system. Developing by the now-defunct Association for Managers in Students' Unions but still very applicable today.
Item Number:125
Departmental Representation Toolkit - sparqs
Course reps usually engage with teaching staff. Senior student officers regularly speak to senior managers and sit on institution-wide committees. But what connects the two? What links the "front line" of learning and teaching with the strategic level?
In 2012 we published a toolkit containing questions, examples of good practice and guidance for developing effective student engagement at the departmental level. To inform the toolkit, we undertook research into departmental representation around the country in both universities and colleges, helped by a working group of staff and students from across the sector.
To download the Toolkit please see link below:
Item Number:195
Engaging Students in Online Distance Learning - sparqs
A guide for institutions and students’ associations on engaging online distance learning (ODL) students in shaping the quality of their learning experience. It provides tools, case studies and guidance and is based on work with a number of institutions.
The guidance was developed with the help of input from across the sector and is aimed at those who have responsibility for engaging ODL students in quality, such as student officers and students’ association staff, staff with quality, management or learning and teaching roles, and those directly involved in ODL delivery.
The objective of the resource is to enable those in related roles to reflect on and enhance their engagement of ODL students, with a view to those students better shaping their learning experience and feeling as full a part of the partnership approach to quality as any other students.
Engaging ODL students is not a limited issue where solutions lie within one locus of responsibility, but is a wide-ranging aspect of quality that involves multiple dimensions of practice and levels of decision-making. It is therefore recommended that those working together to use this guidance include a range of institutional roles relating to quality, learning and teaching (especially of course in ODL provision) and student engagement, plus academic- and ODL-related officer and staff roles in students’ associations.
During consultancy work with Hibernia College in Dublin during 2017 (as featured in one of the case studies contained in this guidance), sparqs developed a
Tool for Developing a Forum for Students on Online Courses
, also accessible via this Resource Library.
(June 2018)
Item Number:250
Enhancing the Student Led Teaching Awards (SLTA) Process - University of St Andrews Students Association
Many students’ associations run Student-led Teaching Awards; however, only rarely [
see footnote
] are student-submitted nominations analysed to draw conclusions about excellent teaching practice. Student-submitted nominations for these awards offer unique insights into how students prefer to learn. In their praise of deserving staff members, students offer data that can be leveraged to make enhancements to learning and teaching. The St Andrews Students’ Association has enhanced its Teaching Awards process to include an in-depth analysis of the nominations in order to incorporate student-identified good teaching practice into its quality assurance and enhancement processes.
Footnote
: Two examples include reports from
The University Edinburgh Students’ Association
(2016) and
QAA Scotland
(2018).
The provided resources include:
A guide for Students’ Associations to run similar processes
A copy of the final findings from St Andrews in our initial year of running an enhanced SLTA process
A plain-text version of the process guide for accessibility purposes
For information about the Award Categories and Criteria used at St Andrews, please see their
Teaching Awards website
For further information, please contact:
Name
– Chase Greenfield
Role
– Academic Representation Co-ordinator (St Andrews Students’ Association)
Email
cmg9@st-andrews.ac.uk
(November 2022)
Item Number:290
Feedback on Assessment toolkits - University of Dundee
This set of toolkits was developed by the University of Dundee, with support from sparqs, in 2011. It outlines some ways in which staff and students can work together, in school/department levels, to explore how feedback on assessment can effectively lead to an enhancement of learning.
The main download is the original toolkit created in 2011 and piloted within three schools of the university. Following feedback from Schools
a second version of the toolkit
was reorganised into four sections enabling Schools to select and tailor activities to their specific contextualised development needs.  Individual sections can form the basis for  focussed workshops or the Toolkit as a whole can form the structure for a series of interrelated development opportunities.  The activities within the second version are variations on those within the first, allowing schools or programme teams to return to topics previously investigated to re-examine issues and reflect on progress.  Participation of students as part of workshops is fundamental to the successful application of the Toolkit, generating more meaningful discussions and concrete action points than when applied with staff groups on their own.
Item Number:176
Framework for the Development of Strong and Effective College Students
The
Framework for the Development of Strong and Effective College Students' Associations in Scotland
is housed on a dedicated
SA Framework website
, which contains supporting documentation, including a Self-Evaluation and Development Planning Tool, useful links and information around the continued support offered by NUS Scotland and sparqs.
The Framework was developed by the Scottish Government, NUS Scotland and the Scottish Funding Council, and also endorsed by Colleges Scotland.  It was developed following the
2012 Griggs Report
recommendation which set out a series of principles which it recommended for students' associations in the regionalised college sector. The report said students' associations should be
sustainable
autonomous
and
appropriately funded
The Scottish Government agreed with this recommendation, and in August 2013 the Scottish Funding Council announced the establishment of a working group tasked with creating best practice guidance on creating strong students' associations.
Visit the Framework website for all the resources and more information:
www.saframework.net
(June 2015)
Item Number:215
Guidance on the employment of college officers and staff - NUS Scotland
Guidance note on employment practices towards elected student representatives and students’ association staff in the college sector
This legal guidance was developed by a law firm, following a number of focus groups held across the college sector.  It is situated on the
SA Framework website
, a dedicated website which houses the framework, self-evalution tool and resources around developing strong college students' associations in Scotland.
(January 2016)
Item Number:226
How to write an Annual Quality Report - QAA, NUS & TSEP
Through a QAA funded project, NUS and The Student Engagement Partnership (TSEP) produced three guides to support you through the process of creating a AQR.  See the
resource webpage
for full details.
NUS believes that when students’ unions put a well-researched case forward for change, they are more likely to gain support from their institution. Every six years as part of
The Quality Assurance Agency for Higher Education
(QAA) institutional review method, students’ unions in England produce Student Submissions, for which there is a lot of data to analyse and collate which can be a daunting task.
Annual Quality Reports can be very influential in putting forward a well-researched case for change and many students’ unions make use of the lobbying power of these documents by making a series of recommendations to the university or college.
Therefore, this series of guides will look at how you can undertake an Annual Quality Report (AQR) which can cover areas of the academic experience, to produce a SS when the time comes.
There are three parts to this series, which are accessible via the
resource webpage
Part 1:  Creating an evidence base
Part 2:  Structuring your report
Part 3:  Developing recommendations
Note that the Student Submission is not used in Scotland, though the approaches taken by students’ unions in England in preparing their submissions will be of use and interest.
For further information, please contact:
Name – Chris Taylor
Role – Engagement Manager, QAA
Email –
c.taylor@qaa.ac.uk
(2016)
Item Number:236
Intersectionality Checklist - sparqs, NUS Scotland and Advance HE
A checklist developed jointly by sparqs, NUS Scotland and Advance HE.
Interventions which address gender inequality should adopt an intersectional approach, in order to reflect and address the multiple forms of disadvantage faced by the diversity of women. Intersectionality is an approach which recognises that social inequalities interact, so people’s identities and social positions are actually shaped by multiple intersecting factors.
This checklist should be used to prompt consideration of the different needs and experiences that exist within a certain group to ensure that meetings, projects and initiatives don’t simply benefit the most privileged members of that group. For example, will your plans inadvertently mostly benefit white, able-bodied, middle-class women?
(October 2018)
Item Number:258
Ladder of student participation in curriculum design - Catherine Bovill (Glasgow University)
A diagram highlighting the different levels of student (non-) participation in curriculum design, developed by Catherine Bovill.
(2011)
Item Number:136
Learner Manifesto - University of the West of Scotland
A "Manifesto for Learning" developed by the University of the West of Scotland, outlining core values for learning and teaching, pedagogical principles, features of the learning environment, and the expectations staff and students can have of each other.
Item Number:113
Library and Learning Centre User Guide - Dundee College (Now: Dundee & Angus College)
A guide to the library at Dundee College, designed and developed by SEN students using the software Comic Life.
(2009 /10)
Item Number:114
Mastersness Toolkit - QAA Scotland
The Masterness toolkit is designed to facilitate discussions and debate between all of those involved in the postgraduate student experience about the nature of master's level study.
The toolkit has been designed to be as fluid as possible - there is no 'right way to use it' and indeed QAA Scotland encourage people to develop and refine it and use it in any way they think would be helpful.
The toolkit comprises a set of 'facet' cards, a handbook, a leaflet, a background paper and a synthesis of case studies.
Each 'facet' card describes and defines a 'facet' of master's level study and gives examples of learning and teaching practices designed to develop that facet.  The facets are:
Abstraction
Autonomy
Depth
Complexity
Research and Enquiry
Professionalism
Unpredictability
View the toolkit
on QAA Scotland's website.
(2014)
Item Number:241
Recognising Achievement Beyond the Curriculum: A Toolkit for Enhancing Strategy and Practice - QAA
This document is about how higher education providers may choose to recognise some of the activities which students undertake outside their academic programme through an additional award. It is designed as a practical toolkit which higher education providers can use to reflect on what they do to recognise student achievement beyond the curriculum.
Please see link below:
For further details contact:
Name – Chris Taylor
Role – Engagement Manager, QAA
Email –
c.taylor@qaa.ac.uk
(2013)
Item Number:212
Student Engagement in Gender Action Plans - Benchmarking & Development Tool - sparqs
A tool to support colleges and universities across Scotland to improve student engagement in the design and delivery of their Gender Action Plans (GAPs).
Developed in partnership with NUS Scotland, Advance HE (formerly the Equality Challenge Unit) and Equate Scotland, the tool is designed to help you consider your institution’s current level of student engagement in GAP design and delivery, and what actions you and colleagues can take to bring about enhancements.
The tool comprises five sections, each relating to a different element of the GAP ‘life-cycle’. For each element, the tool describes three improving stages of activity to improve student engagement, from ‘First steps’, through ‘Developing’ to ‘Best practice’. Example activities are detailed in relation to each stage, providing you with an accessible method for benchmarking current activity, as well as practical examples for enhancing it.
The Benchmarking and Development Tool was developed as part of our GAP project with NUS Scotland, in which we worked closely with eight institutions over four months to improve student engagement. Many thanks to the four colleges and four universities which trialled a pilot version of the tool as part of the project, and for their very useful and informative feedback.  See our
GAPs webpage
for further details of the project and the list of the institutions involved.
(March 2018)
Item Number:248
Student Engagement in Gender Action Plans Checklist - NUS Scotland
A resource designed to help college and university students' associations involve students in developing their Gender Action Plans (GAPs).  Published in December 2016, the NUS Scotland
Student Engagement in Gender Action Plans
checklist is packed with helpful advice, case studies and top tips.
The Scottish Funding Council’s
Gender Action Plan
report, published in August 2016, sets out ambitious targets for tackling the long-standing problem of gender imbalance within colleges and universities. It stipulates that, by 2030, no individual subject at a Scottish college or university shall have a gender imbalance greater than 75:25, and that the gap between overall male and female participation in undergraduate study shall be reduced to 5%.
Each institution is required to publish its own individual GAP detailing plans for meeting these targets. Meaningful and sustained student engagement throughout this process will be key to ensuring that Scotland’s colleges and universities are bold and creative in their approaches, and put the needs of their students at the heart of the process.
For more information visit
www.nusconnect.org.uk/nus-scotland
or contact NUS Scotland at
mail@nus-scotland.org.uk
(December 2016)
Item Number:238
Student Engagement with Learning for Sustainability - Dumfries and Galloway College
In line with continuing drive to progress leaning for sustainability in the Scottish college sector, Dumfries and Galloway College has developed a range of workbook materials that can be used by students and staff to embed learning for sustainability into their learning and teaching. The materials also try to incorporate core skills teaching, wherever possible, so that sustainability and core skills are taught together, to try to eliminate adding to what could already be considered an overcrowded curriculum.
There are a number of activities within the workbooks, and students are encouraged to take classroom projects and make them visible across the college campus, to further spread the sustainability message. By utilising these tools, it is hoped that sustainability can become embedded not only within Estates management in colleges, but also across the campus and curriculum, and positively impact upon the wider community.
Further information and the workbook materials are available on the
Environmental Association for Universities and Colleges website
For further information, please contact the college:
Name - Dr Elaine Crawford
Role - Student Engagement and Climate Change Officer
Email -
crawforde@dumgal.ac.uk
(May 2018)
Item Number:247
Students as Change Agents - University of Cumbria
This resource was developed by the University of Exeter, and is an innovative and exciting student-led action research initiative that brings students and staff together to improve experiences of higher education.
(2011)
Item Number:148
Supporting Sabbatical Officers as they leave office - University of St Andrews Students
As staff who support Sabbatical Officers, we place a great deal of focus on getting handover right, but we sometimes forget that as Sabbs leave office they may need guidance as they prepare for the next phase in their lives. Recently, we found that our officers wanted more discussion on ‘life after being a Sabb”, and so we created this resource that will guide Sabbs through job applications, seeking out further study, and finding out what they want from their lives after advocating for others. Besides drawing on experiences from the University of St Andrews Students’ Association, this resource builds and expands on the outduction guide for education officers developed by sparqs, Advance HE, the College Development Network and NUS Scotland, hosted
here in the sparqs Resource Library
For futher information, please contact:
Name
– Holly McDonald
Role
– Wellbeing & Equality Co-ordinator
Institution
- University of St Andrews Students’ Association
Email
hm234@st-andrews.ac.uk
(October 2023)
Item Number:294
Supporting the future careers of SA education officers: outduction toolkit - sparqs et al
This guide is for education officers, and those who support them, and contains helpful activities and resources to help outgoing officers to apply the skills, knowledge and experience they gained from their elected position, as they look ahead to their future careers and life beyond the role.
This short toolkit supports officer “outduction” and contains content such as:
Activities to reflect on skills and experiences gained.
Activities to evidence and apply skills.
Reflective activities for future development and ambitions.
Guidance for staff reflection at the conclusion of an officer’s term.
A handout of opportunities to stay involved in the sector, such as becoming a student reviewer (we also present this
handout as a separate download
).
The toolkit and handout were originally developed in 2021 by sparqs, the College Development Network, Advance HE and NUS Charity, who all share a keen interest in supporting the skills development of student officers and student governors. The toolkit is now updated annually by sparqs.
Additional resources for officer outduction developed by sector colleagues
can be found in the sparqs Resource Library.
This "outduction" toolkit is separate from our support for inducting education officers into their roles. sparqs has developed a
guide for the sector on education officer induction
, which is also updated annually.
For further information, please contact:
Name: Chase Greenfield
Role: Development Consultant
Email:
chase.greenfield@sparqs.ac.uk
(Updated April 2026)
Item Number:296
The Chair Case Study - Cumbernauld College (Now: New College Lanarkshire)
The Chair - an engagement tool developed by Cumbernauld College to get students' views on their experience of college.
(2012)
Item Number:150
Tool for Developing a Forum for Students on Online Courses - sparqs
A tool developed by sparqs when undertaking consultancy work with Hibernia College in Ireland, to help staff and students to develop a strategy for representation for a student profile that is entirely blended learning and flexible with no central campus.
The work included a workshop on creating a student rep forum for the college. This involved using a series of headings with opposing pairs of statements, and asking participants to create new statements under each heading to reflect how they felt the student rep forum should work.  This tool was developed out of the workshop.
Read more about the piece of work with Hibernia College in the case study featured in the sparqs guidance on
Engaging Students in Online Distance Learning
, published in June 2018.
(2017)
Item Number:249
Using the Student Voice to Enhance Academic Practice - Napier University
Guidance for staff produced as part of the Hearing the Student Voice project at Napier University, about how to capture and use the student voice to enhance academic practice.
Item Number:162
Viewpoints - Curriculum Design - University of Ulster
A series of resources that allow staff to reflect on how they can engage students in curriculum design work.
Item Number:123
Recently added
A guide to inducting students association education officers - sparqs
Supporting the future careers of SA education officers: outduction toolkit - sparqs et al
Academic Development Toolkit - sparqs
Tertiary Quality Enhancement Framework (TQEF) - Guidance for Elections - sparqs
Scotland’s Tertiary Enhancement Programme (STEP) - Practical Guide to student partnership - sparqs
Tertiary Quality Enhancement Review (TQER) - Practical Guide for students’ associations and student officers - sparqs
Self-Evaluation and Action Plan (SEAP) - Practical guide to student partnership - sparqs
Using the SLE model as a Course Rep 2025-26 - sparqs
An induction guide for Academic Representation Co-ordinators - sparqs
Scotland's Ambition for Student Partnership - sparqs
Top 10 Viewed
Online Student Learning Experience Model - Perth College UHI
Student Partnership Staircase - sparqs
Students as active partners in shaping their learning experience - Leeds Trinity University College
ABCD of Effective Feedback - sparqs
Theory of partnership: Ladder of Citizen Participation - Sherry R Arnstein
Understanding the SU's key relationships: The Cadogan Matrice
Framework for the Development of Strong and Effective College Students
A Student Engagement Framework for Scotland - sparqs and sector partners
Engaging Students in Online Distance Learning - sparqs
Supporting Senior Student Officers in Universities - sparqs
Recommended
For all resources published by sparqs, see the "
parqs Resources
" category in the list on the left, including the following:
Student Learning Experience model
Scotland's Ambition for Student Partnership
A Student Engagement Framework for Scotland
resources linked to the SEF
ABCD of Effective Feedback
Student Partnership Staircase
See all sparqs publications (Strategic Plans, celebration reports, etc.)
here
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