Exeter Rep Handbook
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Welcome!
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What is the Students’ Union?
08
The Academic Representation System
10
Course Reps - Your Role
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Boundaries (Not Your Job!)
15
Methods of Gathering Feedback
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The Octopus Feedback Tool
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How to ask for feedback?
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What Feedback Should Look Like
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What are SSLCs?
28
Terms/Acronyms
29
The Big Rep Meeting
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Other Meetings
32
Being Inclusive & Knowing Your Peers
35
Closing the Feedback Loop
36
Key Contacts
38
Code of Conduct
40
Procedure for the Removal of Representatives
Hello. Hi, I’m Stevie, your Exeter President! I can’t wait to work with the incredible SU Team as we progressively return to face-to-face interactions across campus, but hopefully with some new and exciting changes, which I look forward to implementing to improve the overall student experience at the Cornwall campuses. Thank you for nominating yourself to be a Rep, I’m excited to better the future of Exeter University through your student voice.
Stevie Preece he/him President Exeter
Headshot by Julia Wrzesinska Photography
Welcome!
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Welcome from The Students’ Union!
Firstly, we want to say HUGE congratulations on being elected as a student representative! Student Representation is managed by the Student Voice Team. We are here to help guide you to ensure your fellow peers are well represented throughout the year, and that your voice can achieve positive impact on behalf of the students you represent. We hope you find this handbook helpful, with key information to support you in your year ahead. Your time volunteering as a Rep is invaluable to us and we thank you for stepping up to represent your peers over the year.
The Student Voice Team
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What is The Students’ Union?
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Who We Represent:
What We Don’t Do:
The Falmouth and Exeter Students’
On both Falmouth Campus and Penryn
Union (SU) is a membership-
Campus, both universities invest in
led charity; run by students, for
and own a separate company called
students. The SU is very unusual as it
FX Plus, which manages all of the non-
represents students from two different
academic services and facilities, such
universities, both Falmouth University
as accommodation, food outlets and
and the University of Exeter’s Cornwall
Student Services.
campuses. Our students are spread across three campuses; Truro,
More About Student Voice:
Falmouth and Penryn, and we also
Student Reps are a key part of
have students studying by distance
Academic Representation, which is
learning and at Falmouth University’s
managed and supported within the
partner institutions.
Student Voice Team.
What We Do:
The Student Voice team will be your
We focus on the academic, social and
first point of call to contact in the SU
support needs of all students and we
with any queries about your role. You
do that through three teams:
will meet them at training and they will
+ Student Voice (representation and
be in contact with you throughout the
democracy),
course of the coming academic year.
+ Activities (sports, societies, volunteering and fundraising) + Advice (free impartial and
For more information about your Students’ Union visit our website.
confidential service on housing,
You can also meet the Student Voice
finance, academic appeals etc).
team and find their contact details here
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The Academic Representation System Student Council
to ensure improvements made
The Student Council is an elected
are mindful of our whole student
team of student Part-Time Officers
community.
with different focuses who manage change across the Cornwall campuses.
Subject Chairs
As an academic representative, your
Subject Chairs are the senior student
most frequent contact will be with the
representatives in their subject. They
(UG/PGT/PGR) Education Officers who
chair the SSLCs, attend Subject Chair
work alongside the SU Presidents to
Working Group meetings, work closely
improve the academic experience of
with university staff, Course Reps, EDI
Exeter students (for example working
Reps and the SU to achieve positive
on the no detriment policy).
change across their department.
EDI Reps
Presidents
EDI (Equality, Diversity and Inclusivity)
The SU has four Presidents, each
Reps work alongside Course Reps
heading up a specific area of
to monitor and champion EDI issues
representation and activity. The
and concerns. They collect feedback,
actions of the Presidents are informed
attend SSLCs, attend the Success
by student feedback delivered through
for All Student Forum and work with
the representation system.
a range of staff and student leaders
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Course Reps Course Reps are the foundation of student representation. They collect feedback from their cohort, work to resolve issues, attend SSLCs (PGLFs for PGR students), communicate with Subject Chairs and EDI Reps to ensure the student experience is authentically represented.
Course Reps
Subject Chairs
Student Council
EDI Reps
Presidents
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Course Reps - Your Role Official role description (if you are a PGR Course Rep, EDI Rep or Subject Chair please consult your handbook supplement for your role description). Purpose The Students’ Union (SU) Course Representatives are the foundation of student representation, promoting a partnership between students, Exeter University academic staff and the SU. Course Reps collect opinions, praise, and concerns from students regarding all aspects of their course, and through authentically representing the experience of their peers, help to create positive change.
Term of Office
+ One academic year (elections are annual but you can be elected in successive years) This role can be held in conjunction with other student representative roles eg. Equality, Diversity and Inclusivity Representative, Subject Chair and Part-Time Officer . Objectives + Provide students with opportunities to give feedback on all aspects of their experience such as: » Learning and Teaching » Assessment & Feedback » Learning Community » Employability » Campus Facilities » Wellbeing & Support
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+ Seek to resolve issues with the appropriate staff (see key contacts) + Provide agenda items highlighting academic feedback (positive and negative) at the Student Staff Liaison Committee (SSLC) + Endeavour to make sure that feedback is: Accurate, Balanced, Constructive, Depersonalise Evidenced (see page 25 for more
Attends + SU Course Rep Training + Student Staff Liaison Committee (SSLC) 2 x term + SU Big Rep Meeting 2 x year + Informal meetings with University academic staff, Subject Chairs and/ or SU Key Contacts
detail). + Working in partnership with your
+ Fellow SU Course Reps
department staff, ensure your
+ SU Subject Chair
cohort is kept up to date about how
+ SU EDI Rep
feedback is being progressed.
+ SU President Exeter
+ Work positively with the Subject Chair to discuss, negotiate and complete actions arising from
+ SU Student Voice Coordinator (Exeter) + Director of Education
student feedback. + Actively promote the representative work of the SU to your peers + Have fun!
So what do I actually do? As a Rep your main job is to collect feedback from your cohort to represent their views at SSLCs meetings and in discussion with the SU and University staff. You listen to the student voice and take actions based on this feedback.
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Boundaries (Not Your Job!) Student disciplinaries:
Personal Problems:
It is not a Rep’s role to represent
Please refer students experiencing
students on disciplinary matters. The
personal problems to Student Services
SU Advice service can help with this.
who are qualified to give the specialist advice required in this area.
Claims of harassment/ bullying: Working 24/7: Students who allege they have experienced harassment and/ or
Sometimes students will message you
bullying should contact Student
out of hours though different channels
Services and/ or SU Advice service.
and it is entirely up to you how and when you want to reply. But please
Complaints:
remember to manage your time and maintain a healthy balance of work
Students who wish to make a formal
and regular life. We don’t expect you
complaint should be directed to the
to be on call as a Rep 24/7.
University’s complaints policy and may wish to contact the SU Advice service for confidential help.
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Let’s better the future of Exeter University through your student voice.
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Methods of Gathering Feedback The first step is to think about how
sure to manage how often you use
you are going to get feedback from
them. Google Surveys, Microsoft
the students you represent. You’ll
Forms and Survey Monkey are
likely need to experiment and try
example of free survey tools you
a few different methods to make
might use, or you can create a paper
sure you’re giving all your students
questionnaire to hand out.
good opportunities to express their opinions. We know there may be fewer
Drop/Ballot boxes
face-to-face opportunities than usual
Some Reps use physical drop boxes at
this year so try and use the chances
the end of lectures, handing out scraps
you do get; staff should be supportive
of paper and asking people to use the
in allowing you time at the end of
drop box (like a voting ballot box). This
sessions to talk with your peers.
is more interactive but still allows for
Here are some examples:
anonymity.
Surveys
Alternatively, you could use a virtual
Surveys allow for a variety of question
drop box software like Padlet or set up
styles and lengths; they can be made
a survey with a single open question
anonymous and they provide organised
asking for feedback.
data. You can get lots of detailed data from a survey, but also students may suffer from ‘survey fatigue’ so make
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Social Media
Lecture shoutouts
You could create a messaging group
Ask your lecturer for a minute at the
on Whatsapp, Messenger or Teams for
end of the talk to introduce yourself
easy communication however these
as Rep and ask for feedback. You can
do not offer anonymity and sometimes
get feedback directly from students or
conversations can get derailed.
direct them to other methods such as a
You can create a page (alongside other
Facebook group.
Reps or Subject Chairs) to increase your presence and ask for feedback.
Focus groups
For example, a Facebook Group or
Is there a specific topic or issue
Instagram page provide a central
affecting your cohort? Maybe run
contact point and you can run polls for
a focus group. Invite students to a
instant feedback.
meeting to discuss the issue in detail. You can get lots of quality in-depth
Face-to-Face
feedback from focus groups however it
Some reps find individual face-to-face
is sometimes hard to attract students
interactions the best way to gather
to attend.
feedback. Try talking to classmates before or after classes to see if they
have any feedback.
As university students, email remains the most common and reliable form of
Drop ins
communication. You can reach out to
You could have a virtual or physical
course leadership staff or the SU for
drop in. This could be as an individual
help with mailing lists and then you
or you could join up with other Reps in
can contact your entire cohort if you
your subject.
want.
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Also make sure students know how to contact you via email. Students can find your Rep email address on the Find My Rep page here. Think about ways you can publicise your Rep email so students know how to reach you.
Remember it is ok to set boundaries for how and when students contact you. It is not your job to be available 24/7. Perhaps set up an ‘out of office’ automated reply with contact information for The SU.
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OCT OPUS
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The Octopus We have very recently launched our
It is quick and easy to use, so what are
new feedback tool, The Octopus. Why
you waiting for? Visit the Octopus
the Octopus I hear you ask yourself? Well, apart from the fact that they look amazing, and are incredibly intelligent creatures (like Reps) they also have all these tentacles that are independent of each other but work in harmony. This is a bit like our feedback tool in the sense that there will be lots of strands that you can feed back on but then the Student Voice Team and the SU Presidents will work to highlight that feedback and ensure it gets resolved. That may sound like a tenuous link, but it works for us. The feedback tool is for all students to use and as a Rep it would be great for you to not only use it yourself but also promote it to others to use, in order to share their positive and negative experiences with all aspects of student life.
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How to ask f Just asking if anyone has any feedback
Open vs Closed Questions
won’t usually give you much useful information. You can try asking
Open questions mean students will
questions about specific topics, which
generally have to reflect on their
should help students reflect on their
experience and give a full answer,
experience. Try not to ask leading
using their own knowledge or feelings,
questions, which are deliberately
rather than just a yes / no or single
designed to make people think in a
word answer.
certain way. Closed questions can be answered For example:
in a short or single-word answer, and
+ “Do you agree the seminar today
can often be leading. They are used
wasn’t helpful in improving your
to obtain facts and specific pieces of
understanding?” Instead you could
information.
ask, “How useful did you find the
When used correctly, both formats can
seminar today?”
be helpful when getting feedback.
+ “Isn’t it terrible that our field trip was cancelled?” Instead you could ask, “What do you think about the recent news on our field trip?”
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for feedback? Closed questions can give you a sense
IDEA:
of what the majority of students think about something:
If there is an Academic Society linked
“Did the seminar today help develop
with your course or subject area,
your understanding of the module
try working with them as a potential
topic?”
source of feedback.
The answer has to be Yes/No, which will tell you whether students on the
IDEA: Stop -> Start -> Keep
whole found it useful / not useful. This is another approach you can take Following it up with an open question,
to encourage your peers to give you
“How did the seminar today develop
helpful feedback. Ask them to list one
your understanding of the module
thing they would stop, one thing they
topic?” will give you context and a
would keep, and one thing they would
better understanding of that opinion.
start.
While you get more in-depth answers from open questions, often you get a higher response rate from closed questions/ polls so think about what kind of feedback would be most helpful for a specific situation.
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What Feedback Should Look Like Once you’ve got lots of feedback
These are:
from your students, it’s time to ensure you can deliver it in such a way that
Accurate & Appropriate – Provide
it is effective in creating change. Use
enough detail to clearly explain the
the ABCDEs as a guide to help you
feedback you’re giving. Don’t leave
authentically capture the views and
room for interpretation. Prioritise your
opinions of the students you represent.
feedback to ensure there’s enough time to discuss the most important issues affecting the students you represent.
Balanced – Is the feedback inclusive of everyone’s view? Seek to understand the experiences of students from different backgrounds and try different approaches to enable all students to feel comfortable in sharing their views about the course.
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Constructive – Seek to understand
De-personalised – Avoid naming
what’s working well alongside what
individual students or staff. If there is
could be improved. Clearly highlight
an issue with a member of staff, SSLC
any issues raised in a moderate and
meetings are NOT the forum to raise
practical way by offering solutions
it. A confidential meeting with your
where possible.
Subject Chair or Director of Education
Non-descriptive negative statements
in the first place is the right way to
such as “this is bad” are not
start.
constructive and do not allow for discussion or problem solving.
Evidenced – At the Students’ Union
Consider using phrases such as
we pride ourselves in being evidence
“wouldn’t it be better if…”, or “could
based, meaning that all conclusions
we consider…”.
and issues we raise are backed up by
Try to present your critical feedback
solid evidence. Evidence the feedback
in between context and a proposed
you have received through statistics
solution. For example, rather than:
or student comments. A good tip is
“No-one likes switching their cameras
to think of the feedback you get on
on for seminars” try “We haven’t spent
your academic work. What kind of
much time getting to know each other
feedback is useful for you to improve
yet, so the majority of students I asked
your work and keep you motivated? Is
said they found it a bit intimidating
that the kind of feedback you’re giving
to have their camera on during the
your staff?
seminars. Could we do some activities to help us get to know each other in smaller groups?” A feedback sandwich that is much easier to digest!
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What are SSLCs? An SSLC is a Student Staff Liaison
This is your chance to feedback what
Committee. There is an SSLC for
your peers have been telling you, and
each subject area, and it meets to
raise any issues you haven’t been able
talk through the feedback gathered
to solve yourself.
by Course Reps, and confirm a set of action points to be delivered that
The SSLC meetings are a vital part
address that feedback. It is chaired
of the University Quality Assurance
by the Subject Chairs, and is attended
system, and help close the feedback
by all Course and EDI Reps within the
loop for students.
discipline / subject area, Director of Education, Programme Leads, and
You should always do your best to
some Professional Service staff like
attend your SSLC but if you can’t then
the Academic Librarians. The SSLC
make sure you send apologies to the
should also hear about the progress
Subject Chair, and submit a short
on previously agreed actions points
report with any feedback you feel
and decide upon a plan to report back
needs noting or discussing.
to students about what’s happened because of their feedback.
DON’T FORGET - You are there to represent the views of your peers,
You’ll be asked if there’s any feedback
these may not necessarily reflect your
you want to add to the Agenda for
own, but you are asked to present the
discussion at the meeting.
majority opinion or a balanced range of feedback.
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Terms/Acronyms Agenda: this sets out what will be
Any Other Business: An opportunity
discussed at the meeting, if there is
to raise something urgent that hasn’t
something specific you want to talk
appeared on the agenda. Usually, it
about at the meeting you need to ask
will only have come to your attention
for it to be added in advance of the
after the agenda has been set.
meeting. It will be sent to members before the meeting so everyone can prepare.
Still confused about SSLCs? Head over to the SSLC Sharepoint site to
Apologies: Record of who has let the
find more information and see the live
Chair know they cannot attend the
Action Plan for your subject.
meeting.
Matters Arising: Discussion of actions taken or required regarding issues raised at the last meeting.
Action Plan: Approved written record of topics raised and decisions made in previous meetings. Action plans show the progress of actions and are available for all students to view here.
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The Big Rep Meetings The Big Rep Meetings take place once a term and, as you might have guessed, brings together all the Reps to talk about the big themes coming through collected feedback, PGLF/ SSLCs and The Octopus. The meetings will be chaired by the SU Presidents, and senior staff from relevant areas will be invited to join in with the discussions and hear directly from you about the student experience. The meetings will also be a chance for the Presidents to report back to Reps about the work they’ve been doing because of student feedback and give you the chance to ask them questions.
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Other Meetings For Course Reps, the SSLC is the main
EDI Reps also attend the Success
meeting you will attend. Some subjects
For All Student Forum which is
may have separate meetings such as
newly established meeting to discuss
an all-Rep meeting, or a Subject Chair
feedback on EDI issues and related
drop-in session.
campaigns.
Subject Chairs also attend the
Part-Time Officers attend Student
Subject Chair Working Group which
Council meetings, you can find out
happens after SSLCs have taken
more here.
place. All the Subject Chairs will meet with the Education Officer and the
There may be other meetings you’re
President Exeter to discuss themes of
invited to from time to time like focus
feedback, or raise issues that have not
groups or approval
been resolved in SSLCs and require
panels.
escalation. Chairs can also discuss
Let us know if you need any support
ideas for how to run their SSLCs more
with them.
effectively or ideas for improving representation structures within their subject areas.
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Being Inclusive & Knowing Your Peers A fundamental element of being a representative is ensuring you are representing the interests of all students on your course.
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Make sure that you are not only
It’s a good idea to make sure you
voicing your own opinion, but the
know how many students you are
true opinion of the range of students
representing, how you will share your
you may represent –including mature
duties if there are other Course Reps in
students, international students,
your cohort, and that the students you
disabled students, or those with extra
represent know who you are and how
responsibilities. These students are
to give you feedback.
often in a minority within their cohort and therefore it is doubly important
There will be an EDI (Equality,
their voice is heard as sometimes
Diversity & Inclusivity) Rep on each
their experience may be different
SSLC. This doesn’t mean EDI issues
to the majority and not considered.
are not your responsibility, they still
We operate on a MAJORITY RULES,
are but the EDI Reps will work with
MINORITY RIGHTS approach1.
Reps to highlight any particular issues, ideas, or good practice connected to EDI, especially in the academic sphere, and be a student champion for the EDI agenda within their subject area. The EDI Reps will receive additional training and support to help them do this and meet outside of the SSLCs with the SU Presidents to ensure collective issues connected to EDI are being shared and escalated.
1 an “important principle in democracy according to which public policy is determined by a majority of citizens, but the majority may not rightfully use its power to deprive minority groups of their rights*.” (*Reference)
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Closing the Feedback Loop Closing the feedback loop is often
You can also encourage students to
the hardest part of the job but just
check the action plans from your SSLC
as important as getting the feedback
as these have live progress updates
in the first place. Your University and
and show what has happened to your
academic staff will be working hard to
feedback in real time. Similarly, the SU
let students know what has happened
Presidents regularly post updates and
because of the feedback they’ve been
these cover a lot of major themes that
given through your work as a Rep, as
may affect your cohort.
well as things like module evaluation and the National Student Survey (NSS). Please help them deliver these updates where you can. Your effectiveness as a Rep will be largely measured by your peers as to whether it was worth giving you feedback, so it’s in your interests to share any success you’ve had. Encourage staff to give brief updates at the beginning of a lecture or group meeting following on from an SSLC.
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Key Contacts Remember It’s worth spending time getting to know who the key staff are in your discipline area. That way when an issue arises, you’ll be able to take action more quickly. Your key university contacts will be your: +
Subject Chair (find them here)
+
Director of Education
+
Student Community & Partnerships Associate (they manage SSLCs)
+
Academic Librarian (find them here)
Your key SU contacts will be: Student Voice Coordinator: Hannah Partington (hannah.partington@thesu.org.uk)
SU Presidents President Exeter: Steven Preece (S.Preece@thesu.org.uk) President Welfare & Inclusivity: Charlotte Agnew (charlotte.agnew@thesu.org.uk) President Student Experience: Ellie Ricks (E.Ricks@thesu.org.uk)
Student Services: studentservices@fxplus.ac.uk SU Advice Service: advice@thesu.org.uk Porters’ Lodge: 01326 253503
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Code of Conduct Training
meeting will send a report/comments,
Attendance at the relevant Rep
detailing any issues to be discussed,
Training is compulsory for all Reps.
to the meeting secretary or another
Completing training allows Reps to
Representative. Failure to attend
carry out their roles effectively and
(without providing apologies) two
build networks across departments.
meetings, as outlined above, may
The only exception to mandatory
result in the process to remove you as
attendance is for those who have been
a Representative.
appointed and trained in a similar role in previous years with the agreement
Feedback Collection
of the SU Student Voice Manager. Reps
The collection of feedback from
have the opportunity to engage with
the students you represent is
additional training opportunities over
the cornerstone of successful
the course of the academic year.
representation. All Reps are expected to communicate consistently and
Meeting Attendance
effectively with their students, with the
All reps will be expected to attend the
objective of gathering a representative
meetings outlined in their relevant role
view of opinions and concerns on
descriptor. Where attendance is not
all matters relating to the student
possible, Reps should communicate
experience. To ensure that this is the
their apologies to the Chair and / or
case, any presented feedback should
secretary of the meeting. It is expected
adhere to the ABCDE rule, and be
that Reps who are unable to attend a
Accurate, Balanced, Constructive, De-
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personalised and Evidenced.
Reps can log all feedback collected
Data
in the Octopus Feedback Tool. Reps
Personal data is shared with Reps
should ensure they pass information /
with a view to providing information
raise issues in a timely manner.
necessary for effective undertaking of core responsibilities. This information
Behaviour and Attitude
should be used exclusively for Reps
Reps must act respectfully and
to carry out these responsibilities,
with professionalism at all times,
and must not be used for any other
including at any meetings they
purpose, or shared externally. Any
attend, throughout the undertaking
breach of Data Protection laws
of their roles. This includes verbal
could result in substantial fines, and
and written communication. Bullying
additional consequences for the
and harassment of any kind are
Students’ Union and University.
unacceptable. Reps are expected to
As part of a legitimate interest
abide by Students’ Union by-laws and
to facilitate representation and
policies and /or University regulations
communication, the names and
as appropriate. If you have concerns
contact details of Reps are shared with
about the conduct of another Rep then
the students they represent.
please contact the Students’ Union.
Sensitive Information Collected information which is of a sensitive nature, whether pertaining to a student or member of staff, should be treated as confidential, and anonymity should be retained for all parties concerned when appropriate.
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Procedure for the Remo Occasionally there may be issues
Stage 1:
where the conduct of a Representative may be called into question, and the
The Representative will receive an
suggestion for a Representative to
email inviting them to a meeting with
be removed from their role. This will
an SU President and / or a member of
tend to rise from a Representative
the Student Voice Staff to discuss the
breaching anything in this code
concern informally.
of conduct, such as not turning up to meetings and not providing apologies, or conducting themselves in an unacceptable way. We want to ensure that this is a rarity, and that Representatives know what the process will be for their removal.
The following pages show the procedure for dealing with the removal:
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oval of Representatives Stage 2:
Stage 3:
If a resolution has not been sought,
The Representative will have a right
or the incident is more serious, the
to appeal, which if they choose to,
Representative will be brought to a
a panel will be formed, comprising
formal meeting with the Students’
of members of their School, the
Union and Course Leader / Director
University and the Students’ Union
of Education. The result may be for
and they will be invited to discuss why
the Representative to either address
they are appealing the decision. The
the discussed issue with action, or the
Representative will be notified as to
University and Students’ Union may
the decision of their appeal.
decide that the Representative should be removed from their position.
A Representative can only be dismissed from their role from a joint decision by the Course Leader / Director of Education and Students’ Union, and after Stage 1 and Stage 2 have taken place. At all stages, we encourage Representatives to stay in communication with the Students’ Union and University.
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We would like to wish you all good luck in your new role and we hope you enjoy your year ahead! www.thesu.org.uk