Student Reps, more than just a number: Incentivising engagement for representation

Three years ago, the University of Bradford, in partnership with the Students’ Union, relaunched our student representation system.

Both partners wished to create a system that not only complied with sector standards for representation, but more importantly, engaged students in the important role of representation. The foundation of the process is the introduction of an institutional policy providing programmes with set standards for meetings, and staff requirements to support students. In this policy we created a clear structure for reps to progress and develop. A policy that was simple to understand, while a core principle allows students to resolve issues and concerns that affected their student experience.

To measure engagement, the decision was made to move away from using the basic and ineffective methodology of comparing the overall number of elected representatives against the number of students completing basic training. A strategic approach was taken, rethinking methods used, and setting about creating a system that could take engaged students on a journeys. These journeys could develop a student personally, socially and in terms of employability. We also wanted to expand provision and to engage those students in as many diverse activities delivered by the University and Students’ Union.

In September 2013, we launched our new system based around the principles of ‘Gamification’, a points based system whereby students are encouraged to engage with the role of representation through gaining points for each activity they volunteered. Points were awarded for attending Student Staff Liaison Committees, Faculty Forums, University/Union working groups and by engaging in additional activities which both the University and Union would specify at the beginning of the academic year. Students engaged in this process were also provided with access to ongoing training and development, alongside ‘basic training’ which we also incentivised through the points system.

At the end of the Academic Year students who had accumulated a set quota of points were granted an award outlining their engagement and development throughout the year. This was presented at a passing out ceremony hosted by the Students Union, and attended by the University’s Senior Management Team. The theme of this evening and the awards was employability, and the role of students as leaders.

One of the key successes of using this system is the ability to incentivise student activity in specified additional activates that are not traditionally popular, but are of benefit to the student body. For example during the 2014 – 2015 Academic Year, the Students’ Union set an objective to grow academic departmental societies. Using our points system, we were able to launch 14 new departmental societies, with many more students to engaging in social learning and activities themed around their academic learning.

We are also able to use the points system to incentivise attendance at University committee meetings outside of the minimum role specification. This has been invaluable in providing student input and has led to the introduction of policies affecting students learning and teaching experiences. The feedback and engagement of representatives in working groups, and focus groups also led to the University investing in the building of a new Postgraduate Research Lounge. More recently the University and Students’ Union included representatives in a two week promotional activity for the student survey season. During two weeks 63 representatives, were able to survey over 1200 students.

The impact on engagement has been extremely positive as displayed in the table below. During two complete academic years, student engagement grew. Resulting engagement has been extremely positive, with a growth in the number of engaged students in their respective roles. As outlined in the table, students displaying a singular level of engagement grew from 76% in the first year, to 87% in the second year the system was introduced. In addition to the number of students displaying an award, level of engagement grew from 45% to 57%, with the most pleasing result being students achieving a gold award rising significantly.

Rep System Table

For those wishing to implement a similar engagement strategy in their own institution, it is pertinent to follow a number of basic principles. We make it an important part of supporting staff roles to promote the value of engagement with the role of representation, as key to student developing. Our award is promoted as an employability award, and our end of year celebration ceremony is marketed in a similar vein. It is vital that students are provided with ongoing encouragement and support while in their roles and as their involvement grows. Key supporting staff, are located in accessible areas for students, and provide our student leaders with bespoke spaces to encourage community amongst our team.