Evaluating (and comparing) all Students as Partner initiatives

The University’s Education and Student Experience Strategy commits to expanding initiatives relating to students as partners (SaP) given their significance in enhancing student engagement, developing learning, and creating collaborative learning communities that cultivate respect, trust, and reciprocal learning between students and staff. SaP initiatives also aim to amplify the student voice and support the development of participants’ graduate competencies.

Current SaPs include Student Experience Leaders (SELs), Student Experience Researchers, Student Ambassadors, and Student Sustainability Leaders. They are all being evaluated with a survey tool that shares core questions. This will enable us to identify and compare impacts. A pre-post-test is being implemented, structured according to UNESCO’s 4-pillars of learning (namely, learning to: know, do, be/become, and work together). Students involved in the SaP initiatives who have consented are tracked using the Higher Education Access Tracker (HEAT).

Evaluating Student Experience Leaders

The Student Experience Leader (SEL) scheme, introduced in 2022, is now in its third consecutive year. Some 20 SELs participated in 2022/23, 18 in 2023/24, and 17 in 24/25. They work with student peers, academics, professional services staff, and the Students’ Union. As in previous years, nominated university staff act as SEL scheme coordinators, supervising a group of allocated SELs.

This year, the impacts of working as a SEL will be evaluated through a pre-post test structured according to UNESCO’s four pillars of learning. To evaluate longer-term impacts on student success, these students have consented to be tracked for progression and graduate outcomes using the Higher Education Access Tracker (HEAT).

Student Sustainability Leadership initiative

Following the successful implementation and positive evaluation findings from the pilot run during February-June 2024, this initiative will run again during 2025. It is coordinated by the Academy for Learning and Teaching Excellence (ALTE) and comprises another student as a partner initiative and channel for student voice. It expands education for sustainability provision and develops employability. It comprises a voluntary extra-/co-curriculum opportunity for students from different disciplines to address a particular challenge or enhance experiences on-campus, in the curriculum, or community. Students work in small groups of 3-4 and frame their solutions in relation to relevant UN Sustainable Development Goals (UNSDGs). They are led by academics who volunteer their time. Upon completion, students receive a digital ' student leadership’ badge from SOS-UK/British Academy and a Beds Career Development Award (BCDA) at the ‘gold’ level. The projects will be evaluated for impacts not just on students but also on academics and the contributions of the outputs and outcomes to the university and their delivery of strategic commitments.

Evaluating Academic Success Tutors/Coaches

Running for a second year in AY24/25, the Academic Success Tutors/Coaches initiative aims to improve the continuation outcomes, especially for courses where retention rates are below the OfS continuation threshold of 80%. With some additional courses, the success tutors and coaches from the previous year will continue to support students with various needs.

Metrics to be used to evaluate the intervention include:

• first assessment submission and pass numbers
• resits and retakes
• numbers of students progressing from the first exam boards
• in-year withdrawal rates
• continuation rates across and within levels FY to L4, L4 to L5

In addition, Learning Analytics (MyEngagement) data, which tracks interactions between AST/Cs and students, will be analysed descriptively and comparatively across faculties to better understand student support needs.

Evaluating Authentic Assessments

Authentic assessments deliver the University’s curriculum change and assessment transformation commitments and its commitment to developing educational gain through career readiness and enhancement. Authentic assessments have been associated with enhanced learning outcomes and competencies, including higher-order thinking, applied and complex problem-solving, and employability. The evaluation of their impacts is included in the University’s Access and Participation Plan (2025-2029). It will involve developing a methodology to evaluate the impacts on student grades and experiences.

Researching the gaps in attainment between White and Black, Asian and Other minoritised ethnic groups

As with other universities, the University has implemented a series of curriculum, assessment, and teaching and learning changes with a view to reducing the attainment gaps. Current research projects are being co-created with three Student Experience Researchers (SERs—effectively research consultants based in the Academy) to capture experiences and perspectives about prevailing barriers. This workstream is included in the University’s Access and Participation Plan (2025-2029).

Download the evaluation document for this project [DOCX]

Download the evaluation document for this project [DOCX]

Download the evaluation document for this project [DOCX]

Download the 2022-23 evaluation document for this project [DOCX]

Download the 2023-24 evaluation document for this project [DOCX]

Download the evaluation document for this project [DOCX]

Download the evaluation document for this project [DOCX]