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Why we got involved

Why we got involved. Background of impact work at Exeter Primary focus on individual and social impact of student engagement Preparation of charity registration – what is our Public Benefit? Adding substance to our narrative. Worked with NUS/ NUS Charity to develop project on a national scale.

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Why we got involved

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  1. Why we got involved • Background of impact work at Exeter • Primary focus on individual and social impact of student engagement • Preparation of charity registration – what is our Public Benefit? • Adding substance to our narrative. • Worked with NUS/ NUS Charity to develop project on a national scale

  2. Social value Socially Responsible Engagement Academic Performance Social Value (Engagement post-degree) Social Mobility

  3. Impact of SU’s: Engagement model • Engagement and society • Students impact on society largely focused on economic benefits • Individual return on investment • Return to UK PLC • Experiences and behaviours developed at University translate to later life • Leadership • Volunteering • Though engagement in union activities students will deliver long-term social (& economic) benefits

  4. Community Organisers increase by 12% whilst at University: these are students with roles of responsibility in societies, volunteering, sports etc. Having been to Exeter our graduates are more Likely to be active citizens in their communities, with a 20% increase in the ‘Politically engaged’ than prior to university and double the percentage of ‘campaigners’. Exeter Engagement Segmentation

  5. Our Impact Project focus • Having focussed on student engagement we have focussed on representative activities: • Mapping activity all the way through • Inputs – activity – output – outcomes and how we can measure these things • So if we take the sabbatical elections it would look something like...

  6. Additional outcomes (NUS) Outputs Outcomes Inputs Activities Students Student union Local community University Employability Debate Higher civic participation - stronger civic institutions Voting Greater political interest / understanding Recruiting Candidates Fees Representative Candidates Confidence Time Training Candidates & Canvassers Making friends Guild Mandate Soft skills –communication, team work, confidence Skills Guild Reputation Planning the election Attitude Winners get jobs! Students Campaign for votes Staff fulfilment Improved Guild processes Increased democratic engagement Budget Guild Campaigns for voter participation Improved Guild Guild runs elections Voter Turnout Time Guild reflects the students body Representative Elections Political climate (all four colours) ? Students vote Ideas to improve University, Guild and Community Results Announced Empowerment Block grant Sabbatical officers Guild Representatives to the community Space Improved University Evaluation of election Guild Representatives to the university Improved University Community Manifestos drawn up ?

  7. Indicators for outcomes Students Student union Local community University Voting Increased democratic engagement Empowerment Greater political interest / understanding How do we measure this? Are Alumni who voted in the Sabbatical elections more likely to vote in national elections? ALUMNI SURVEY • Do Students and Alumni who voted... • Feel they have a voice? • Feel that voice is listened to? • Feel that action is taken? • How does this compare to students and alumni who didn’t vote? • EXEQUEST SURVEY, ALUMNI SURVEY Are students and alumni who voted... -members of political parties? -standing in elections? -campaigning? -politically active? How does this compare to students and alumni who didn’t vote? EXEQUEST SURVEY, ALUMNI SURVEY

  8. General observations • Current focus on measuring student opinion (NSS, internal surveys etc), don’t do this for wider stakeholders. • Often unable to substantiate our impact beyond outputs. • What happens if we need community support for a campaign? Do they buy-in to our credibility? • Impact model as a tool: • This is potentially time intensive, however it can be flexible. • You can look at one aspect of one area as an improvement tool. • No need to do the whole organisation.

  9. What next • Carry this out for the rest of the key activities in representation. • Run focus groups to see if students agree. • Consult with other stakeholders (University & Community Groups). • Amend existing surveys (or carry out new research) to gather data for our indicators • Report internally and externally • Embed in strategy and annual review.

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