MANCHESTER METROPOLITAN UNIVERSITY AGENDA ITEM X … · 2013-03-01 · Equality Act 2010 to include...

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Inclusive Curriculum Task and Finish Group: DRAFT (v.1) Framework 4th January 2013

MANCHESTER METROPOLITAN UNIVERSITY AGENDA ITEM X

DIVERSITY AND EQUAL OPPORTUNITIES COMMITTEE Ref: DEO/13/XX

17th JANUARY 2013

INCLUSIVE CURRICULUM TASK AND FINISH GROUP

INTERIM FRAMEWORK AND ACTION PLAN

1. Introduction

1.1 The Equality Act 2010 places an equality duty on public sector bodies, including HEIs, to

take proactive steps to combat discrimination, victimisation and harassment, to advance

and promote equality of opportunity between different groups, and to foster good

relations between people from different groups. MMU meets the requirements of this

legislation through a range of policies and the MMU Single Equality Scheme (SES) and

Action Plan (see http://www.mmu.ac.uk/humanresources/equalities/).

1.2 One of the five aims of the SES is to “To attract, select and retain a diverse range of

talented people to study at the University. To create an environment that encourages and

supports all students to actively engage with the University and realise their full potential”.

One of the mechanisms for achieving this is through consideration of teaching and

learning, curriculum, and assessment. This framework sets out the background and

proposed actions for achieving inclusive curriculum design and delivery at MMU.

1.3 MMU already embodies its commitment to inclusive practice through its core values

(http://www2.mmu.ac.uk/about/corporate-strategy/mission/); to respect the rights of

individuals, to promote diversity, and to promote responsible, ethical and professional

behaviour. In the Student Experience priority area, our corporate strategy also states that

our course portfolio will offer “accessibility to all who have the ability to benefit”. One of

the specified outcomes of the MMU Learning, Teaching and Assessment Framework

(http://www.celt.mmu.ac.uk/ltastrategy/index.php) is “to be inclusive teachers and

learners”.

1.4 Furthermore, there are other curriculum-focussed policies that underpin the principle of

inclusive curriculum practice at MMU, including the Threshold Standards

(http://www.celt.mmu.ac.uk/threshold/index.php) where inclusive practice is implicit in

each of the priority areas of transitions, learning and teaching, student support, and the

student voice; the MMU Professional Standards Framework (PSF)

(http://www.celt.mmu.ac.uk/apd/hea.php) which requires those engaged in teaching and

supporting learning to “respect individual learners and diverse learning communities”; the

http://www.mmu.ac.uk/humanresources/equalities/

http://www2.mmu.ac.uk/about/corporate-strategy/mission/

http://www.celt.mmu.ac.uk/ltastrategy/index.php

http://www.celt.mmu.ac.uk/threshold/index.php

http://www.celt.mmu.ac.uk/apd/hea.php

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MMU Commitment (http://www2.mmu.ac.uk/commitment/mmu/) where we commit to

treating “all students equally with professional respect and courtesy at all times”; and

other aspects of EQAL, the MMU ICP for Assessment, and the MMU Peer Support for

Teaching scheme.

2. Purpose and scope

2.1 The purpose of this draft framework is provide guidance aimed primarily at academic staff

to support them in their planning, design, and delivery of an inclusive curriculum. The aim

is to encourage individual academics and programme teams to adopt practices which

meet the needs of the diverse body of students that are served at MMU, rather than being

overly prescriptive about exactly how this entitlement should be delivered. The

framework is supported by an evaluation of current practice at MMU measured against

best practice identified from elsewhere, and an action plan to facilitate the provision of an

inclusive curriculum.

2.2 The draft action plan (Appendix 2) sets out a range of short and longer term measures that

address:

Issues of procedure (e.g. PARM and CMI processes)

The development of supporting guidance, resources, case studies to support staff in

developing their own inclusive practice, building on some good practice resources that

MMU already has available

Staff development training

Monitoring and evaluating the implementation of inclusive practice

The engagement of students in curriculum development

Specific support measures for students

Communicating and reinforcing the importance of inclusive practice through a range

of actions (e.g. induction, manager training, staff appraisal, the use of ‘champions’,

circulars).

2.3 The framework is a generic document aimed at all MMU curricula; undergraduate,

postgraduate, part-time, and by distance learning.

3. Definition of inclusive curriculum

3.1 Inclusive curriculum refers to all of the learning that is designed, planned and delivered,

regardless of student educational, dispositional, circumstantial, or cultural background

(adapted from NUS 2011 and HEA 2010).

Scope of the word ‘inclusive’

http://www2.mmu.ac.uk/commitment/mmu/

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3.2 Inclusive curriculum design and delivery is about recognising, and meeting the needs,

views, experiences and particular challenges, of all students in the diverse student

population at MMU. Increased diversity awareness and action aims to remove barriers to

students reaching their full educational potential. The word ‘inclusion’ has previously been

associated with issues around disability and impairment. However, in recent years it has

come to refer to the idea of including people with any background or characteristics. This

means that it extends even beyond the ‘Protected Characteristics’ embodied in the

Equality Act 2010 to include those who may be marginalised, or face barriers, for other

reasons.

3.3 The Higher Education Academy (2010) provide a useful definition of ‘inclusive’:

Educational: Level and type of entry qualifications, skills, ability, knowledge, educational

experience, life and work experience, learning approaches.

Dispositional: Identity, self-esteem, confidence, motivation, aspirations, expectations,

preferences, attitudes, assumptions, beliefs, emotional intelligence, maturity, learning

styles, perspectives, interests, self-awareness gender, sexuality.

Circumstantial: Age, disability, in paid or voluntary employment, caring responsibilities,

geographical location, access to IT and transport services, flexibility, time available,

entitlements, financial background and means, marital status.

Cultural: Language, values, cultural capital, religion and belief, country of origin or

residence, ethnicity/race social background.

3.4 These characteristics must be viewed in the context of reasonableness for the HEI context

(e.g. ‘ability’ is in the context of expected academic standards).

Scope of the word ‘curriculum’

3.5 Curriculum can be viewed as being a syllabus (a body of information to be transmitted), a

product (e.g. the end result for the student such as a specific skill, or the award of a

degree), or a process that includes the methods by which teaching is delivered and

students learn. It is worth noting that what we, as educators, plan, design and deliver, is

not necessarily the totality of what is received by students; there is also the hidden

curriculum (Kelly 2009); that which students learn as an unintended by-product of the way

in which teaching is designed and delivered.

3.6 Compiled from a variety of sources including NUS (2010) and Morgan and Houghton

(2011), the following are suggested parameters for curriculum:

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Overall aims of learning and the formulation of learning objectives.

Content (e.g. syllabus, including employability) and course materials.

Classroom experience (e.g. teaching methods, learning activities, and selection and

organisation of learning experiences – including lectures, seminars, tutorials,

groupwork, placements and fieldwork, overseas exchange).

Assessment and feedback (e.g. different assessment method and types of assessment,

summative assessment, formative assessment, timing of assessment).

Academic standards (e.g. assessment criteria and competencies).

4. Key drivers for an inclusive curriculum

4.1 In terms of governance of the curriculum, QAA is expecting HEIs to provide a fully inclusive

student experience in all aspects of their interaction, from admissions through to

assessment. A forthcoming QAA code of practice will place much greater emphasis on

Equality and Diversity (see Section 5.10 of the QAA SES):

4.2 “An inclusive environment for learning and teaching should take account of the needs of

individuals, and groups of students who might share certain characteristics, in a

mainstream and embedded way. At present, the code of practice includes a section that

focuses on institutions’ management of the experiences of disabled students in particular.

Following initial feedback, consultation on proposed changes to the Academic

infrastructure will explore in more detail the possibility of expanding this section to

equality and diversity more generally, alongside other possible models. For example, work

is currently underway on the development of guidelines for institutions managing the

experiences of international students (not currently part of the code) which presents a

possible model that could be extended to other learner groups who have characteristics in

common”.

4.3 QAA are currently reviewing the code of practice with a view to addressing all equality

strands and the interconnections between each strand. Demonstrating equality through

the work of institutional review and audit is likely to become a more explicit feature of

review and audit processes in the future.

4.4 The business case for ensuring that we deliver a fully inclusive curriculum revolves around

maximising student satisfaction (e.g. as evidenced through NSS scores). Student

expectations are rising and we are also expected to demonstrate to external stakeholders

a higher quality of delivery.

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5. Best practice and current practice

5.1 The Task and Finish Group have adapted the HEA Self Evaluation Framework for

Embedding Equality and Diversity in the Curriculum as a benchmark for judging our

current practices and identifying best practice (Appendix 1). We have also referred to

documentation from other HEIs and external organisations (e.g. the Equality Challenge

Unit, National Union of Students, and Quality Assurance Agency. The eight strands in

Appendix 1 follow those from the HEA Framework.

6. Proposed actions

6.1 The proposed actions to support the provision of an inclusive curriculum at MMU are set

out in Appendix 2.

7. Useful sources of information

7.1 MMU web site links

Good Practice Guidelines for Supporting Disabled Students

http://www.celt.mmu.ac.uk/disability_guidelines/index.php

Good Practice: Curriculum Design

http://www.celt.mmu.ac.uk/disability_guidelines/good_practice/curriculum_design.php

Good Practice: Curriculum Delivery

http://www.celt.mmu.ac.uk/disability_guidelines/good_practice/curriculum_delivery.php

7.2 External organisations and HEIs

HEA Inclusive Learning and Teaching in Higher Education (Thomas and May 2010)

http://www.heacademy.ac.uk/assets/documents/inclusion/InclusiveLearningandTeaching_FinalReport.pdf

HEA Inclusive Curriculum Design in Higher Education (2011)

http://www.heacademy.ac.uk/assets/documents/inclusion/disability/ICD_introduction.pdf

HEA Self-Evaluation Framework

http://www.heacademy.ac.uk/assets/documents/inclusion/embeddingequality.pdf

QAA Quality Code for Higher Education, chapter B4: Student support, learning resources and

careers education, information, advice and guidance

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-B4.aspx

NUS: Liberation, Equality and Diversity in the Curriculum (2010)

http://www.nusconnect.org.uk/news/article/6010/2523/

University of Salford: Equality and Diversity

http://www.governance.salford.ac.uk/cms/resources/uploads/File/policies/E&D%20in%20the%20curriculu

m.pdf

University of Westminster: Inclusive Curriculum for Disabled Students

http://www.wmin.ac.uk/Default.aspx?page=16413

Dawn Nicholson on behalf of the Task and Finish Group

http://www.celt.mmu.ac.uk/disability_guidelines/index.php

http://www.celt.mmu.ac.uk/disability_guidelines/good_practice/curriculum_design.php

http://www.celt.mmu.ac.uk/disability_guidelines/good_practice/curriculum_delivery.php

http://www.heacademy.ac.uk/assets/documents/inclusion/InclusiveLearningandTeaching_FinalReport.pdf

http://www.heacademy.ac.uk/assets/documents/inclusion/disability/ICD_introduction.pdf

http://www.heacademy.ac.uk/assets/documents/inclusion/embeddingequality.pdf

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-B4.aspx

http://www.nusconnect.org.uk/news/article/6010/2523/

http://www.governance.salford.ac.uk/cms/resources/uploads/File/policies/E&D%20in%20the%20curriculum.pdf

http://www.governance.salford.ac.uk/cms/resources/uploads/File/policies/E&D%20in%20the%20curriculum.pdf

http://www.wmin.ac.uk/Default.aspx?page=16413

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APPENDIX 1: BEST PRACTICE AND MMU CURRENT PRACTICE STRAND 1: INSTITUTIONAL MANAGEMENT AND COORDINATION

Best Practice* MMU Current Practice** Comments

1.1 The institution’s definition and vision for equality and diversity in the curriculum are owned and understood by all staff, students and stakeholders

Tools and resources developed to engage stakeholders through marketing and promotion, and by providing the means to inform staff about, or share, inclusive practice.

MMU staff survey results show that 91% of staff are clear about MMU’s aims for equality and diversity and are aware of the Equality and Diversity Policy. All Heads of Departments have been briefed on the implications of the SES and their obligations (MMU Equality and Diversity Annual Report 2010-2011).

Any evidence pertaining to students or other stakeholders? Does MMU have a definition for equality and diversity, or inclusive curriculum?

1.2 The institution’s corporate mission (or similar) demonstrates commitment to, and is informed by, equality and diversity

Strategic level commitment required to provide the rationale for change. Needs to be at the core of any practice change.

The MMU Corporate Strategy 2012-17 says that our objective is to provide an accessible and affordable education to a diverse student population who want to develop rewarding careers. MMU values also refer to the rights of individuals and the promotion of diversity.

1.3 The infrastructure ensures equality and diversity are effectively embedded in the curriculum for all programmes

Inclusive practice needs to be embedded into routine organisational procedures and practice.

There are no specific requirements around inclusive curriculum within Programme Approval, Review and Monitoring (PARM) processes. It is up to programme teams to embed inclusive practice into their curricula.

Specific requirements could be embedded within PARM and CMI processes.

1.4 Senior management are committed to and effectively lead the development and embedding of equality and diversity in the curriculum

Senior management commitment and funding ensure that work around inclusive practice has a long-term positive impact in the institution.

The TFG is sponsored by the Deputy VC and has senior membership from CeLT, CASQE and the Equality and Diversity Team. The TFG reports to the University’s Diversity and Equal Opportunities Committee (DEOC) which is chaired by the Vice Chancellor and includes a number of members of the University Executive.

Much current development and embedding of inclusive practice in the curriculum is led by CeLT, Learner Development, some programme teams and individual academics. There lacks an overall, coherent framework of guidance.

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1.5 Staff policies and procedures reinforce the institution’s commitment to and individual responsibility for, embedding equality and diversity in the curriculum

Consideration should be given to how staff can be enabled to support and motivate a diverse range of students effectively.

Equality impact assessment is undertaken for all new policies. All staff members agree to a commitment of equal opportunities when their employment begins, and they are required to work to their job description. There is some reference to equality and diversity in staff recruitment and induction documentation and processes, and in some staff development training.

Reinforcement of commitment to equality and diversity could be improved in the induction process. How do we reinforce that message among existing staff and on an ongoing basis? Mandatory equality and diversity training for staff has a low take-up among some sectors of staff.

1.6 Sufficient human, financial and physical resources have been committed to ensure that equality and diversity are embedded in the curriculum across the institution

Tools and resources developed to provide the means to inform staff about, and share, inclusive practice.

A wide range of resources are available to support the development of inclusive curriculum practice (e.g. equality and diversity team, CeLT, training provision, online resources).

More coherence and better communication and dissemination needed.

1.7 There are effective partnerships between departments and service which contribute to embedding equality and diversity in the curriculum

Cultivate positive cross-institutional partnerships (between departments, staff groups, as well as between staff and students), as part of working towards the creation of an inclusive curriculum.

There are already good links between teams (e.g. CeLT, CASQE, LDS, the E and D team, and the Student Union).

Equality and diversity matters are largely managed by the E and D team in HR, but CeLT have the main responsibility for supporting the enhancement of academic practice. There could be a better distribution of resources between these and others (e.g. International Office, Learner Development Service). Links between students and staff, and between academic staff and central teams are less effective.

1.8 Staff with relevant specialist expertise are given strategic responsibility for embedding equality and diversity in the curriculum across the institution

Employ consultant specialists to assist with developing policy on embedding equality and diversity in the curriculum.

There are staff with relevant specialist expertise in each of the key central teams (e.g. CASQE, CeLT, LDS, E and D). Specialist consultant keynote speaker and workshop presenter were featured in the 2011 learning and teaching conference on equality and diversity.

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1.9 The institution collects, analyses and uses quantitative and qualitative data and research relating to access, retention, attainment and progression of all students

Collection and analysis of institutional quantitative and qualitative data is needed to evaluate and improve inclusive learning and teaching strategies, policies and practices. Other institutional research is also valuable (e.g. surveys of staff attitudes and external research evidence from literature reviews).

Student data is collected via Strategic Planning and Management Information, analysed using Uniview, and benchmarked against the Equality Challenge Unit. The Annual Equality and Diversity report features student data on enrolment, retention and attainment. As part of the TFG qualitative data have been obtained on current practice and benchmarked against perceived best practice in the sector.

Some data for Protected Characteristics are not available. Data that could be used to analyse non-protected characteristics are unlikely to be available. Qualitative data from student opinion (e.g. focus groups) may provide a useful source of information to evaluate the effectiveness of inclusive practice.

1.10 The institution regularly monitors and evaluates the effectiveness and impact of policies and practices which embed equality and diversity in the curriculum

There is a need to employ appropriate procedures for monitoring and reviewing progress, both in relation to specific changes and with respect to general progress in equality and diversity or widening participation. The impact against institutional key performance indicators could also be considered.

Every new policy or policy review is subject to an equality impact assessment. However, there is no policy or process that specifically addresses the impact of inclusive practice in the curriculum.

CMI does not contain any programme requirements for academic staff to embed inclusive practice in the curriculum. Some may choose to act individually and on an ad hoc basis. Needs consideration of how inclusive practice could be embedded into the annual monitoring process. Could it also be embedded into the Peer Support for Teaching scheme, and the MMU PSF?

STRAND 2: DEVELOPMENT OF INCLUSIVE POLICIES AND PROCEDURES

Best Practice*

MMU Current Practice**

Comments

2.1 Relevant institutional, department and service policies promote and embed equality and diversity within the curriculum

To ensure consistent uptake of inclusive practice across the institution, it is necessary to modify institutional policy processes, and work with individuals to promote positive attitudes and changes to practice.

Some existing policies are being modified (e.g. Assessment Regulations for disabled students). The Change Academy provides an opportunity for individuals to develop skills in change management. All policies have to be impact assessed.

CeLT provides some guidance on curriculum design however there is no requirement for academic staff to follow guidelines. Some policies work against inclusive practice (e.g. lack of flexibility in assessment design).

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2.2 Induction, development, review and progression have incorporated equality and diversity in the curriculum

Elements of inclusive curriculum practice should be included in staff induction, and could be embedded within annual appraisals and progression criteria.

MMU has an induction checklist for staff which includes the requirement for staff to complete mandatory E and D training.

Despite the requirement, many staff do not complete the training. There is currently no specific reference to inclusive practice in PDR processes or progression criteria.

2.3 Relevant continuing professional development (CPD) is provided, to build staff capacity to embed equality and diversity in the curriculum

Continuing professional development (CPD) is significant as part of a strategic approach to achieving equality.

Inclusive practice is included in CeLT academic programmes (PG CAP, CPD, and New to Teaching). These include optional courses on Reasonable Adjustments for Disabled Students, Mental Health and Student Experience, Internationalising the Curriculum, and Developing Inclusive Practice.

A small proportion of established academic staff complete the training provided by CeLT.

2.4 Policies ensure the effective exchange of inclusive practice and research across the institution and externally

Share good practice in the production and use of learning and teaching resources with colleagues across academic teams and subject disciplines.

Occasional seminars and online resources are developed and disseminated by individuals and/or CeLT and others (e.g. through Learning and Teaching in Action, ManMetLife, seminar and conference series, Academic Practice Database).

Much of this work is done on an ad hoc basis.

2.5 The impact of policies and procedures on equality is routinely assessed and informs curriculum design and delivery

Put in place processes to assess the equality impact of new policies, programmes and services on Protected Characteristics under the equality duty (race, gender and disability).

This is achieved through equality impact assessment.

The results of equality impact assessment are not routinely communicated to programme teams and therefore a lack of review at curriculum level.

2.6 Staff, students and stakeholders work in partnership to develop policies and procedures which impact on equality and diversity in the curriculum

A wide range of stakeholders should be involved in planning and developing the curriculum.

DEOC is an example of a range of stakeholders working in partnership to develop policies and procedures that impact on equality and diversity (e.g. with representation from the Students Union, equality fora, academic staff and senior management). However, there is little discussion of curricula.

There needs to be a cross-staff forum for discussing equality and diversity issues that relate to the curriculum – teaching, assessment, feedback etc. Currently not a significant agenda item in DEOC.

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2.7 There are standardised procedures for collection, analysis and use of student data

Collection and use of data, research and evidence, are key in underpinning the creation of more inclusive learning and teaching environments in HEIs. One University ran extensive focus groups with disabled students to establish the impact of current assessment approaches on their attainment and an online survey asking disabled students about the impact of current curriculum content, materials and delivery on their learning.

There are standardised procedures for collecting and analysing institutional data.

However, the use of these data for enhancing curricula in relation to inclusive learning and teaching is patchy and inconsistent at programme level.

STRAND 3: CURRICULUM DESIGN Best Practice*


Comments

3.1 Learning outcomes and/or competence standards do not adversely impact upon or discriminate against particular students or groups

There is a checklist available for designing an inclusive curriculum. However, there is no impact assessment for curriculum planning.

Is EIA conducted for unit and programme specifications?

3.2 Curriculum content is sensitive and varied, informed by different social and cultural perspectives and builds on students’ educational interests, experiences and aspirations

Curriculum content should reflect an appropriate range of cultural perspectives. A new scholarship on difference, e.g. disability, gender, race, sexuality, should be routinely incorporated into the curriculum.

There is an inclusive curriculum design checklist available. However, there is no requirement to embed these principles and many academic staff are unaware of its presence.

How to improve awareness, consistency, and monitoring?

3.3 Programmes provide a range of learning and teaching approaches that take account of the diversity of students and build effective working relationships

The use of a range of different teaching methods and perspectives to accommodate and value a variety of learning preferences and experiences. Strategies should be put in place to engage all students in classroom activities and to integrate


How to improve awareness, consistency, and monitoring?

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3.4 Curriculum is designed to provide a range of assessment and feedback approaches

Range of assessment (formative, continuous, and summative) methods is employed, to do full justice to a diverse body of students. Mechanisms in place for making reasonable adjustments to teaching and assessment methods. Flexibility provided to allow for students to select from alternative assessments that meet the same learning outcomes.

Programme and unit specifications and assessment strategies are reviewed to ensure a range of assessment types is employed. However, procedures prohibit giving students choice in assessments. Ad hoc good practice in feedback provision.

A more strategic approach required.

3.5 The institution provides sufficient organisational flexibility in all programmes to accommodate student diversity and individual pathways

Most programmes have some optionality but this is restricted for logistical reasons. Within units there are often opportunities for students to make choices (e.g. essay or project topics).

3.6 Opportunities for students to engage in the design of the curriculum are provided

A range of opportunities for students to be involved in planning and developing the curriculum.

Curriculum development is achieved primarily by programme teams. Students are brought in at a late stage to comment and approve (e.g. at programme review boards).

Student Engagement project addressing this shortcoming. There are local examples of excellent practice.

3.7 Stakeholders inform the design, delivery and assessment of learning and teaching

A wide range of stakeholders involved in planning and developing the curriculum.

Curriculum development is achieved primarily by programme teams. Other stakeholders, including students, are brought in to comment and approve at a late stage (e.g. at programme review boards).

Some examples of external stakeholders (e.g. employers) being brought in at an early stage in curriculum development, but all too often it is too late for any real engagement.

3.8 Programmes are routinely assessed to ensure that equality groups are not adversely affected

Check periodically that specific adjustments made for disabled students continue to be effective in providing access to learning and teaching resources.

There are no mechanisms in place for the routine assessment of programmes for equality and diversity.

This should take place during in CMI and the periodic review. There should be a tool kit available and a programme team responsible for this.

3.9 Programmes make appropriate use of technology in the curriculum

Make appropriate use of learning technologies. There is widespread use of technology to support teaching and learning in ways that promote flexibility and accessibility.

Ad hoc. How to improve consistency, and monitoring? Embed ideas around inclusive practice in training provided by CeLT / LRT, Moodle Leads and ELSOs.

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3.10 Staff have access to information, advice and guidance in order to design an inclusive curriculum

Provide staff guidance and resources to support the development of an inclusive curriculum.

There is a checklist on inclusive curriculum planning (CeLT). There are also other ad hoc resources available (e.g. on the E and D web site, the LDS web site).

These resources need to be updated, joined up, and easy to find. Needs a dedicated location on the MMU web site to support staff (CeLT?).

STRAND 4: CURRICULUM DELIVERY Best Practice*


Comments

4.1 Student induction and support are ongoing to increase staff understanding of students, make programme expectations explicit, and develop students’ academic skills and capacities

There is a need for adequate and relevant central services to support students and staff; integrating strategies for teaching and learning, widening participation and disability; and co-ordinating the efforts of academic and specialist support staff in central service centres.

MMU has a wide range of support services for students, not just international and disabled students. There are also personal tutors, academic support tutors, and Faculty Student Support Officers. Most programmes also have Personal development Planning embedded to assist students in their skills development.

4.2 Learning is student-centred and interactive, engaging all students through a range of methods

The need for teachers to create student-focused ‘universal’ programmes, modules and lessons that engage all students meaningfully by encouraging them to draw on and apply their own and others’ knowledge.

Evidence from the NSS and ISS, and from other mechanisms such as the ‘I Love My Lecturer’ awards, suggests that there is excellent teaching practice going on at MMU, including interactive and blended learning that makes appropriate use of technology.

How to extend good practice across all programmes / individuals? Needs a consistent and strategic communication of the inclusive practice concept.

4.3 The materials, resources and examples provided positively embrace the diversity of students’ backgrounds, interests, experiences and aspirations

Consider introducing diversity issues into curriculum content where relevant. There is a need for teachers to anticipate, recognise and provide for individuals’ specific physical, cultural, academic and pastoral needs, particularly at critical periods (e.g. transitions, examinations). The use of inclusive language, images and case studies.


Needs a consistent and strategic communication of the inclusive practice concept.

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4.4 Programmes provide a range of opportunities for staff and students to build effective working relationships over time

A non-discriminatory ethos in the learning environment to promote supportive interaction between staff and students. Opportunities for staff and students to work together on projects, external placements, research.

There are a range of examples of where staff and students collaborate, work closely together in small group tutorials etc.

This is good practice in teaching. Consistency?

4.5 Staff enable students to take responsibility for their own learning experience

Staff should encourage active learning in which students take responsibility for their own learning, learn from their own experiences, collaborate with others and learn from formative feedback.

There are a range of examples (e.g. see Academic Practice Database) of where staff encourage active learning.

This is good practice in teaching. Consistency?

4.6 Peer interaction is promoted and facilitated through curriculum delivery

Strategies in place to engage all students in class activities and integrate with one another. Students and assessors prepared to deal with the voicing of cultural and hierarchical differences.

Peer-to-peer activities and collaboration are fundamental to the threshold standards. Discussion of diversity in class may be done on an ad hoc basis. Are staff trained to deal with complex issues?

This is good practice in teaching. Consistency (e.g. in mandatory E and D training)?

4.7 Learning materials are available in sufficient time and in different formats

Early availability of reading lists. Posting of learning materials on a VLE in advance of classes.

Moodle is used across the university to distribute learning materials. In some Faculties (e.g. Science and Engineering), there are policies requiring learning materials to be made available 48h in advance. Staff are encouraged to provide a range of formats for the benefit of disabled students – but this benefits all students.

This is good practice in teaching. Consistency (e.g. in mandatory E and D training)?

4.8 Staff offer flexibility in curriculum delivery to enable all students to participate

The use of a range of different teaching methods and perspectives, to accommodate and value a variety of learning preferences and experiences. Provide rest breaks.

Staff provided with a guidance note on inclusive curriculum planning. This includes a good practice checklist aimed at programme teams, and a checklist for unit design aimed at academic staff.

There are some limitations on flexibility (e.g. timetabling, constraints associated with teaching large classes).

4.9 Staff review incorporates inclusive curriculum delivery

Integrating inclusion into performance management procedures helps ensure that inclusive practices are used and provides the criteria against which individual performance is assessed.

A second level reviewer monitors PDR for equality and diversity. The reviewer has the opportunity to embed E and D within the PDR but this is an individual or local choice.

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STRAND 5: ACADEMIC ASSESSMENT ANDFEEDBACK

Best Practice*


Comments

5.1 Assessment processes are clear and transparent and available in advance to students

Explain assignment requirements as early as possible in the module and provide clear, written guidelines. Always include with the assignment brief the assessment criteria that will be used to allocate the mark.

There is guidance on assessment practices in the Institutional Code of Practice for the Assessment of Students.

Do academic staff know that this COP exists and do they follow its recommendations?

5.2 Assessment criteria set by the institution are fair, non-discriminatory and informed by a range of stakeholders

A wide range of stakeholders involved in planning and developing the curriculum.

There is guidance on assessment practices in the Institutional Code of Practice for the Assessment of Students. A range of stakeholders are involved in programme review which would include assessment strategies. All assignments are moderated.

MMU assessment grade descriptors and assessment criteria are currently being developed.

5.3 A range of assessment and feedback approaches are routinely used in order to maximise opportunities for students’ learning and provide more than one way for a student to demonstrate they have met learning outcomes or competence standards

Employ a range of assessment and feedback methods to do full justice to a diverse body of students. Include a variety of assessment and feedback modes across modules when designing and reviewing courses for validation, re-validation and review.

Programme and unit specifications and assessment strategies are reviewed to ensure a range of assessment types is employed. Ad hoc good practice in feedback provision.

http://www.celt.mmu.ac.uk/ltia/issue16/forsyth.php -may provide a good starting point for work on feedback strategies.

5.4 Programmes include early formative assessment points and provide timely, accessible and helpful feedback

Incorporate formative assessment in course design to promote student self-development and allow students to acquire their assessment skills incrementally.

The MMU threshold standards require early feedback opportunities, which may be formative. The Institutional Code of Practice for the Assessment of Students provides guidance on the timeliness, accessibility and helpfulness of assessment.

How widespread is the use of formative assessment?

5.5 Assessment systems and procedures are sufficiently flexible

Mechanisms are in place for making reasonable There is good support for staff and students Where practicable, reasonable adjustments made

http://www.celt.mmu.ac.uk/ltia/issue16/forsyth.php

http://www.celt.mmu.ac.uk/ltia/issue16/forsyth.php

15


adjustments to teaching and assessment methods, including fieldwork and work placements.

seeking to make reasonable adjustments to assignments for disabled students. However, procedural constraints preclude giving students choice in assessments.

for disabled students could be applied to all students.

5.6 There are opportunities throughout the assessment cycle for students to enter into formative dialogue with staff about their assessed work

Provide clear, constructive and timely individual feedback to students in formats that are accessible.

The Institutional Code of Practice for the Assessment of Students provides guidance on the provision of feedback on assessed work.

Threshold Standards and the MMU Commitment set out further expectations for feedback provision.

5.7 Assessment support offered through student support and development services is relevant to students’ programmes

In addition to Faculty Student Support Officers, Faculties also have Academic Support Tutors who specialise in the students’ disciplines.

5.8 Monitoring or verification procedures ensure consistency and comparability of assessment practices across modules, programmes, departments and sites

Assessment standards are maintained through reference to PRSBs, external examiners, periodic review, and assignment moderation processes.

STRAND 6: STUDENT ENGAGEMENT

Best Practice*


Comments

6.1 Commitment to, and accountability for, on-going student engagement is reflected in institutional policies, procedures and practices

Incorporate listening to the student voice and engaging with students in the review and development of policies, procedures and practices.

Student engagement is facilitated through the Student Voice project, course reps, and Staff-Student Liaison Committees (SSLCs).

To what extent are the views that are provided by students representative of the diverse student body?

6.2 Policies and procedures promote the on-going engagement of students in decisions about the curriculum

Students’ voices should be represented on University and School committees or working groups.

Students are involved, as a matter of policy, in programme review. However, this is often seen a rubber-stamping exercise with little scope to have real input into curriculum development. There are exceptions to this at a local level.

Guidelines on student engagement in programme review could be reviewed with inclusive practice in mind (i.e. to ensure representative input). There is a Student Engagement project ongoing which will address the issue of student input in

16


curriculum design and may lead to proposals around student input at programme committees, SSLCs etc.

6.3 There is a range of opportunities for students to engage in the planning, design and delivery of the curriculum

Students’ voices should be represented at an early stage in curriculum design and development.

Students are involved, as a matter of policy, in programme review. However, this is often seen a rubber-stamping exercise with little scope to have real input into curriculum development. There are exceptions to this at a local level.

CMI is the key to this - we have a framework that should allow student input, if sought in a timely and effective fashion, to impact quickly on curriculum development and delivery.)

6.4 Student contributions and perspectives are valued as co-contributors to the curriculum

The need for greater involvement of students in the negotiation of the curriculum, assessment and in the development of teachers.

The key word here is ‘valued’. Any new guidance on student engagement should include recommendations on how actions arising from student input can be publicised to the student body to demonstrate their value.

6.5 Students are provided with information, training and/or resources to enable them to carry out their engagement roles effectively

The Equality Challenge Unit has this document on engaging disabled students (much is relevant to non-disabled students): http://www.ecu.ac.uk/publications/files/strategic-approaches-to-disabled-student-engagement.pdf/view.

The Student Union provide training for course reps (http://www.mmunion.co.uk/studentvoice/reps/coursereps/resources).

6.6 A range of incentives are provided to encourage students to participate over time in the opportunities provided

A variety if incentives are provided by different HEIs. These include financial incentives, opportunities to be involved in innovative projects, wider opportunities to input into curriculum development.

The MMUnion website markets involvement in the course rep programme as an opportunity to gain skills and experiences. Participants also get a certificate at the end of the year in acknowledgement of the time and effort put into the scheme. Course rep hoodies will be provided in 2013 to aid identification.

6.7 Students understand how their previous contributions have been used and their continued engagement is facilitated

The Student Voice report documents are available on the MMU web site. These reports note how student input has been implemented by the

More effective conventions needed for publicising the outcomes of student engagement and its impact.

http://www.ecu.ac.uk/publications/files/strategic-approaches-to-disabled-student-engagement.pdf/view



http://www.mmunion.co.uk/studentvoice/reps/coursereps/resources

http://www.mmunion.co.uk/studentvoice/reps/coursereps/resources

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University.

6.8 The uptake of engagement opportunities by particular student groups is monitored and evaluated

Courses and schools should review student data as part of annual course monitoring.

MMU does this through ISS and other surveys and is a standard part of the CMI process.

STRAND 7: STAFF ENGAGEMENT

Best Practice*


Comments

7.1 Staff work collaboratively, at both the institutional and department/ service level, to embed equality and diversity in the curriculum

A wide range of stakeholders are involved in the planning and developing the curriculum.

There are currently no formal mechanisms for collaborative working to embed equality and diversity in the curriculum. The TFG is a short term example of this.

7.2 Staff involved in learning and teaching actively embed equality and diversity into curriculum planning, design and delivery, informed by evidence

Staff are provided with some supporting resources and training. However, there is low take-up of some of the training, the resources need to be better communicated and disseminated and more joined-up, and there needs to be a stronger strategic message about inclusive practice to reinforce its importance.

To what extent has the information and training provided to academics, been translated into a modified curriculum?

7.3 Staff recruitment and induction processes promote responsibility for equality and diversity in the curriculum

Some measures are taken to incorporate E and D within the induction process including an E and D stall at induction fairs, reference to mention of E and D in job descriptions and a welcome leaflet.

Induction Guide for Managers provides an opportunity for reinforcing the importance of inclusive teaching practices to managers.

7.4 Staff advance their understanding and application of equality and diversity in curriculum design and delivery

Participate in staff development opportunities about the development of inclusive teaching.

Equality and Diversity Essentials training is mandatory for all staff. There are some supporting resources and inclusive practice is embedded in many of the CeLT training programmes.

Mandatory equality and diversity training has a low uptake. Consider adding inclusive practice, as a mechanism for enhancing the student experience, to staff development priorities to raise its profile.

18


7.5 Individual staff performance and impact in relation to equality and diversity in the curriculum is monitored and reviewed

E and D issues are only addressed in PDR if managers have included them. There are opportunities for inclusive practice to be reviewed through the Peer Support for Teaching scheme, but again, this would have to be embedded in the local scheme, or in a revised institution-wide policy.

7.6 Institutional reward, recognition and progression procedures formally recognise staff contributions to equality and diversity in the curriculum

The ‘I Love My Lecturer Award’ provides scope for students to formally recognise inclusive practice, though there is no specific award for this.

Demonstrable evidence of excellence in inclusive practice could be used to support an application for promotion, contribution zone, role change.

7.7 Senior managers lead and champion work in equality and diversity in the curriculum

Changing attitudes and beliefs is a long term process that involves individual and whole institutional transformation and senior management commitment.

The TFG is sponsored by the Deputy VC and has senior membership from CeLT, CASQE and the Equality and Diversity Team. The TFG reports to the University’s Diversity and Equal Opportunities Committee (DEOC) which is chaired by the Vice Chancellor and includes a number of members of the University Executive.

However, very little of the business of DEOC is directed at the nature, design and delivery of the curriculum. Currently, much of the development and embedding of inclusive practice in the curriculum is led by CeLT, Learner development and individual academics.

7.8 Staff with specific expertise in equality and diversity promote, facilitate and advise on the embedding of equality and diversity in the curriculum

One HEI identified and consulted with individuals across the University who might offer examples of good practice and details of existing resources, which could be shared with others.

There are staff with relevant specialist expertise in each of the key central teams (e.g. CASQE, CeLT, LDS, E and D). The TFG contains members with specialist expertise. Some Faculties have an ‘Equality and Diversity Champion’.

STRAND 8: LEARNING RESOURCES, SITES AND ENVIRONMENT

Best Practice*


Comments

8.1 Timetabling arrangements are flexible to allow students to participate fully (providing accessible locations and transfer time between sessions/sites) and take account of students’ commitments and responsibilities

Some academic staff embed rest breaks into Timetabling is outside the remit of this project.

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longer scheduled classes.

8.2 Learning resources are non- discriminatory, socially and culturally diverse and fully accessible

The use of inclusive language, images and case studies.


8.3 Information technology systems are fully accessible, proactive and sufficiently flexible to embrace changing technology, course demands, student entitlements and teaching approaches

Ensure that design of web-based learning and teaching resources, including virtual learning environments, conform to international web accessibility standards so that they are accessible for and user-friendly to disabled students.

The VLE is accessible. However, staff often upload materials that are not accessible. There is a guide on the provision of accessible web-based materials but many staff will be unaware of its existence. There are various software programmes available to all students (e.g. Inspiration, TextHELP, and ReadWrite).

8.4 The physical environment is fully accessible to all students

The physical environment is outside the remit of this project.

8.5 An anticipatory approach is taken to building projects and adaptations to maximise accessibility and flexibility

The physical environment is outside the remit of this project.

8.6 Learning is offered in a range of sites and modes to offer accessibility and flexibility to students

Flexibility of room bookings and timetabling is outside the remit of this project.

8.7 All institutional sites embed equality and diversity in the curriculum, including distance learning, partner institutions, work – based providers, professional placements and field work

All partner institutions are subject to the same regulations and policies as on the main campus. Training and good practice resources are all available to support staff at partner institutions.

* As determined from HEA, QAA, CU and practice identified from other HEIs. ** Information from MMU policies and online documents, individuals and teams.

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APPENDIX 2: ACTION PLAN

HEA SE* Action Practical Implications Status** Responsibility

1.1 Agree a definition of inclusive curriculum. Within the bounds of reasonableness, establish the scope of 'inclusive', and 'curriculum'. Describe what an inclusive practitioner looks like.

1a TFG

1.4 Produce an inclusive curriculum framework.

Ensure that staff are aware of, read and follow the guidance provided in framework.

1a TFG

1.3, 1.10, 3.1, 3.8

Put in place mechanisms for the routine assessment of inclusive curriculum practice within programmes as part of standard QA processes

This should take place during PARM and CMI. This should include EIA for all unit and programme specifications.

2 CASQE

1.9 Explore the possibility of obtaining data analysis for protected characteristics other than those already done (gender, BME, disability).

If possible, this information needs to be fed into programme teams to allow for modification of practices where required.

2 SPMI, E and D, and Programme Leaders

2.1 Consider ways in which greater flexibility can be introduced into teaching and assessment schemes.

Permit a choice of assessment method, for example, to meet identical learning outcomes but to allow for a diversity of approaches.

1b TFG, CASQE, CeLT

2.5 Find mechanisms to routinely feed back the results of Equality Impact Assessments to programme teams.

This would raise the profile of equality issues among programme teams and encourage a more systematic consideration of issues around inclusive practice in the curriculum.

1b TFG, E and D, Programme Teams

5.8 Highlight inclusive practice in moderation procedures, and ask external examiners to comment on this specifically.

Maintain standards and increases consistency across the institution.

2 CASQE

2.6 Propose that equality and diversity and/or inclusive curriculum practice are included as a standing agenda item at the Student Experience Committee.

This might help to raise awareness and focus attention on issues around the student experience that relate specifically to inclusive practice in the curriculum.

1a TFG

7.4 Submit a case for inclusive practice to be one of the staff development priorities for 2013-14.

The Staff Development Forum meets in February 2013. Inclusive practice could be embedded within 'The Student Experience' or perhaps make a stand-alone case? This could make use of the resources, guidance, and training developed as part of the project.

1a TFG, ODTD

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1.5, 2.2 Embed the E and D mandatory training in the ODTD career escalator plan. Make completion a criteria for progression.

ODTD are preparing a career escalator that tracks different pathways through career progression, including links with the MMU PSF. This may enable monitoring of completion. Staff who have not completed the training can be flagged up to managers.

2 Josie Moores, line managers, Faculty Deans

1.5 Further embed the Equality and Diversity Essentials training in CeLT courses (e.g. NewT) to ensure inclusive practice addressed.

E.g. require candidates for the PGCAP, MA, NewT etc. To have completed the mandatory training.

2 CeLT, E and D

1.5 Publicise the option for face-to-face mandatory E and D training via FEGs.

More than 120 staff received training in one year in the Business School via face-to-face workshops of about 20 people.

1a TFG, E and D, Deans

2.3 Run the 'inclusive practice' PGCAP / MA optional unit in 2013

This will provide in-depth training for a small number of individuals who then have an important role in disseminating good practice locally.

2 CeLT, LDS

2.3 Provide video case studies to illustrate student diversity.

Make video case studies available to staff that can be used in a variety of training contexts to increase diversity awareness.

1b TFG, SU, CeLT

1.6, 3.3, 3.4, 3.9, 4.2

Embed good practice guidelines / expectations in the new institutional code of practice for learning, teaching and assessment.

Consider making explicit reference to inclusive practice in the title of the code of practice.

2 CeLT

5.1 to 5.6 Make explicit reference to inclusive practice throughout the Institutional Code of Practice: Assessment of Students.

Early explanation of assignments, students involved in assessment design, variety in assessment and feedback provision, the use of formative assessment for early feedback, flexibility in assessment approaches, and appropriate feedback.

2 CeLT

1.6, 1.7, 3.10

Rationalise the MMU web-based material currently available via several different service areas and develop new material where a need is identified.

The key here is making quality material easy to find to support teaching practice, programme review and quality assurance, specific needs (e.g. international, disability), and also for student reference.

1a TFG, CeLT, CASQE, E and D, LDS

4.2, 4.3, 4.4, 4.6

Develop guidance and resources that identify what an inclusive practitioner looks like.

Provide practical illustrations of inclusive teaching, language, case studies, delivery modes.

1a TFG, CeLT

4.3, 4.7, 8.2, 8.3

Develop guidance that addresses the design and preparation of inclusive learning materials.

Provide practical illustrations of inclusive learning materials - lecture notes, supporting handout, video-based material, examples and case studies. Build on the checklist already available.

1a TFG, CeLT

22


2.4, 3.10, 4.5

Target the development and/or addition of relevant resources in the Academic Practice Database

This provides a convenient repository for resources but needs better dissemination. Consider ways to embed its use in CeLT programmes, staff induction.

1b CeLT, programme teams, line managers, ODTD

2.4, 3.10 Provide short lunchtime seminars on topics relating to good inclusive curriculum practice as part of CPD aimed at academic staff.

This should be aimed at the many established academic staff who do not participate in formal CeLT training programmes (e.g. PGCAP).

1b CeLT, TFG, programme teams, line managers

3.1, 3.2, 3.10

Review the current curriculum design checklist and promote to programme teams.

Check if our best practice review identifies any additional suggestions.

1a TFG, CeLT

7.2, 7.7 Propose inclusive practice as a focus for one of the senior staff development days in 2013.

This could be a way to raise awareness, and also to ensure that managers encourage their staff to complete the mandatory E and D training.

1a TFG, Josie Moores

1.5, 7.7 Include material about inclusive practice in the Induction Guide for Managers.

This document was recently reviewed so it may be another two years before this is able to happen.

1b TFG, ODTD

1.5, 7.3 Include information and resources on inclusive curriculum for 'stallholders' at the Welcome Events for new staff.

This will highlight the importance that MMU places on inclusive practice

1a TFG, CeLT, LDS, E and D, ODTD

7.2, 7.3 Review of academic staff induction to ensure inclusion of inclusive curriculum where appropriate.

The staff induction programme may need to be re-visited. Involve TFG in reviewing new material. There is possibly a' New to MMU' course under development.

1b TFG, ODTD and CeLT

1.10, 7.2 Ensure that inclusive practice is explicitly required within the MMU PSF.

If HEA membership becomes a more universal requirement, this would be a good way to expose many academic staff to ideas around inclusive practice

2 CeLT

1.10, 7.2 Be more explicit about inclusive practice in the Peer Support for Teaching scheme.

Could potentially highlight its importance to large numbers of staff and add to the database of good practice

1b TFG, CeLT

4.9, 7.5 Integrate inclusive practice into staff appraisal.

Raise awareness and highlight the importance that the institution places on issues around equality and diversity.

2 ODTD, line managers (PDR reviewers)

23


2.2, 7.2, 7.6

Provide a specific focus on inclusive curriculum in staff reward and recognition.

Potentially an inclusive curriculum ‘I love my lecturer’ category - to help raise awareness and promote MMU as a champion of an inclusive curriculum. Make the completion of appropriate training in equality and diversity and/or inclusive curricula a criteria for progression.

2 SU, ODTD

7.1 Establish an equality and diversity champion in every faculty.

This would help provide a focus for inclusive curriculum. There is already one in HLSS. Some faculties have a narrower remit 'Disability Champion'.

2 E and D, Deans

7.2 Adopt "Effective and Inclusive Practice for Learning" as a title for the new learning, teaching and assessment code of practice.

This would really flag up the importance of inclusive practice. Suggested by Andy Jones PVC.

2 CeLT

7.2 Facilitate SU representation at multiple department meetings in summer 2013.

SU successfully met with many departmental teams in 2012 and would like to do so again in 2013. This could be a good opportunity to flag up the importance of inclusive practice, and to highlight the guidance, resources, training etc. developed as part of this project.

1a TFG, SU

4.1, 5.7 Explore how Student Experience Tutors (aka Academic Support Tutors) could engage in targeted work to support particular groups of students.

For example, strategically target particular groups for pastoral support (students who have particularly poor attendance).

2 ??

2.6, 6.1 Consider embedding the teaching of students about E and D within programmes (e.g. within tutorials, as part of PDP).

Use the Diversity Awareness module in Employability Skills Online as one aspect of employability training for students.

1b TFG, CeLT (Alicia Prowse), programme teams

4.3 Develop an MMU glossary explaining terminology relating to the library, IT, Moodle etc.

It would be helpful to students to have a simple explanation of standard terms that are used across the university such as reading list, Moodle, VLE, Dewey.

1b TFG, LRT, Library

4.1 Explore effective ways to promote library support.

Core units could be the basis for promoting the supportive work of the library among students. The library is already developing some preliminary ideas around this.

2 Library, LRT

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4.1 Provide additional summer inductions to ease transition into HE.

International students already have the opportunity to participate in summer library inductions. Similar activities (going beyond international students and library-based inductions) could benefit other students and facilitate the transition into HE. A potentially less sensitive and exclusive approach might be to provide additional online induction packages including support via videos (e.g. virtual library tour). Students could be invited to contribute to this.

2 Library, programme teams

1.10 Consider ways to effectively evaluate and monitor the outcomes of the inclusive curriculum framework.

Feedback could be gathered directly and indirectly via CPD programmes and other ad hoc training (e.g. seminar attendance), the PST scheme, CMI, PDR, HEA membership, NSS and ISS, and the MMU committee structure. CeLT and CASQE to discuss how academic good practice / compliance can be monitored and reported.

2 CeLT, CASQE

1.9, 2.7 Collect student views on inclusive curriculum - what it means to them and the effectiveness of practice.

Possibly tap into the SES stakeholder consultation exercise. Interrogate various sources of existing information (e.g. the 'what makes excellent teaching' question of the month text comments, NSS and ISS text comments).

1a TFG, E and D, SU

1.9, 2.7 Include a Question of the Month to students that focusses on inclusive curriculum.

Ask students what inclusive teaching means to them. 1a TFG, SU

1.1 Consider having a Question of the Month for staff.

Would need to be run by HR. First question could be about inclusive curriculum…..

2 Josie Moores

6.1 to 6.8 Promote student engagement in curriculum development and design. Increase student involvement in conferences and events.

Check to see if either the 'Student Engagement Working Group' initiative (Hannah Templeman) or the 'Students as Partners' initiative (CeLT) address issues around inclusive practice. Will this initiative address the anecdotal issue that students have a voice but often not able to shape the curriculum? Consider ways to improve the representativeness of students at periodic review events.

1b TFG, SU, CeLT (Rachel Forsyth)

3.6, 3.7 Identify and disseminate good practice in student engagement with curriculum development using MMU case studies.

The Law School have best practice here. This could form the basis for a guidance note for other programme teams.

1b TFG, CASQE, CeLT, The Law School

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6.1 Consider ways to engage the wider student body in programme committee meetings and SSLCs. Provide clearer guidelines and opportunities on how students can get involved. Have specific agenda items that address inclusion.

Penny Renwick is leading a 'Student Voice Review' which may recommend changes in the structure of some committees and groups. There will be a week of focus groups and interviews in January - there may be an opportunity for this project to engage with this. New guidance on SSLCs or student engagement should include recommendations on how actions arising from student input should be publicised to the student body.

2 Penny Renwick

Notes * HEA SE = Number refer to statements in the Higher Education Academy Self Evaluation Framework ** 1a = Within the remit of the project team and high priority; 1b = within the remit of the project team and a longer term aspiration; 2 = the responsibility of another individual / team.

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MANCHESTER METROPOLITAN UNIVERSITY AGENDA ITEM X … · 2013-03-01 · Equality Act 2010 to include...

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