Students’ Union Advice Service Report 2008-09 November 2009 Contents: General Information Sections:
Recommendation Themes:
1. Introduction 2. Methodology 3. Overview of the Year
4. Appeals 5. Complaints 6. Extenuating Circumstances 7. Exceptional Scrutiny 8. Plagiarism 9. Staff Absences
1. Introduction 1.1 The Advice Service Report aims to outline the work done by the Advice Service at the Students’ Union (S) of University of the Arts London. Through analysis of our statistics, both quantitative and qualitative, this report recommends actions for improvements for either the University or Students’ Union to take forward. 1.2 In the last report we identified the transparency and accountability of university procedures as our key area for improvement. We have found the University’s response to be extremely positive, and we have worked closely with the Governance and Legal Department to make sure information is shared fairly and correctly. Accordingly, we now have an appeals process which is significantly more open, so that students are aware of the details of their cases and feel more satisfied with the process. The principles of fairness and natural justice, that our report last year raised, are also reflected in the discussion of the University’s new Academic Misconduct guidelines. 1.3 The ongoing issue of communication is a continuing struggle, but we have certainly seen some improvements and can report that some members of staff have maintained excellent contact with the Advice Service so that we can meet students’ needs together. 1.4 The Advice Service has continued the outreach service at Camberwell and Wimbledon, which has shown some encouraging results, but needs more persistence. SUARTS REPORTS | Students’ Union Advice Service Report 2008-09 | November 2009
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1.5 The Advice Service is held to account through the Students’ Union’s management structures, and ultimately answer to the Executive Committee. This is a report on the issues we have dealt with this year, rather than on our own performance, which is why so many of the recommendations are directed towards the University. Our own evaluation processes occur outside of this report and feed into our strategic plan.
2. Methodology The Advice Service Report is based on the statistics collated from September 2008 to August 2009, and has enabled us to identify general trends which have subsequently been analysed. It makes it possible to compare figures between colleges, over past years and by case matter type. As with last year’s report, graphs have been collated which illustrate the proportions of students affected by different issues in comparison to the head count at each college. The head count is based on figures provided by Registry. 2.2 Clarification of terms: ‘Enquiry’ refers to an enquiry from a student that may or may not have turned into a ‘Case’. ‘Case’ refers to an enquiry from a student that has progressed to a case in the Universities complaints and appeals structures Bearing in mind the need to compare this year’s statistics with those of previous years, the limitations on last year’s statistics will still apply, namely: When comparing years it is important to note that the statistics from 2005/06 are not complete The statistics do not reflect work done, resources used or time spent on individual cases The statistics do not include outcomes, but merely the initial enquiry. It is difficult to categorise all enquiries; students may wish to appeal but a complaint may be more suitable. In these cases it is often a matter of opinion and we do not always know what the student decides to do in the end. There are also many cases recorded as advice which may be recorded as a number of other things. We do not know the total number of enquiries because some individuals may have made more than one enquiry. Nor do we know the true number of individuals because group complaints are recorded as one complaint.
3. Overview Graph 1
3.1 Graph 1 shows the total number of enquiries the Advice Service has received from 1 st September to 31st August of each year. Enquiries are by phone, in person, by fax, letter or email. It reveals a stabilisation of figures over the last three years. Stable figures indicate that students may be getting better levels of support from staff and may be receiving consistently clear information from SUARTS REPORTS | Students’ Union Advice Service Report 2008-09 | November 2009
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university. The graph might also indicate that students are being consistently referred to the Advice Service’s Help Desk Assistants, who now receive improved training within the Students’ Union. A final possible cause could be that students are more consistently aware of the SU Advice Service; increased resource and thought has been put into publicising the service over the past three years. Graph 2 - Total Enquiries per College 2007/08 and 2008/09
3.2 Graph 2 shows a breakdown of the total enquiries per college and compares 08/09 to 07/08 figures. We can see a drop in enquiries from LCC, although as a percentage of the student body at LCC this drop is less significant than it appears in the graph. Although it is difficult to attribute a direct cause to the relatively minor fluctuations in the figures from LCC, CSM and LCF, it is possible that issues arising in this year's appeals may have contributed and will be considered in the Appeals section of this report. The small rise in enquiries from Camberwell and Wimbledon could also have been affected by the Students’ Union’s outreach work at these two colleges. Whilst the numbers are not conclusive, it is hoped that the continuation of the drop-ins will further increase student awareness at Camberwell and Wimbledon. It is important to note the drop in queries from Chelsea. This is something the Advice Service plans to look into next year. Graph 3
3.3 Graph 3 shows that the spread of queries from each college is roughly proportionate to the numbers of students studying at each college. However, as in previous years, CCW are underrepresented in this graph. This however, could be seen as an improvement for Chelsea in indicating that there are less complaints arising from there, which has been a problematic hot-spot in previous years. SUARTS REPORTS | Students’ Union Advice Service Report 2008-09 | November 2009
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SU Action The Students’ Union intend to continue our outreach work at Camberwell and Wimbledon and will consider visiting Chelsea on a regular basis. Graph 4
3.4 Graph 4 confirms the concentration of the Advice Service’s efforts on appeals, followed by extenuating circumstances cases and complaints. The concentration of the Advice Teams’ work highlights the need for better information to be available to students in the appeals process. We will later look at what the Advice Service is doing to address the imbalance. It is difficult to comment on the ‘advice’ category because this is a miscellaneous category which includes occasions where students are referred to other services within and outside of UAL. Graph 5
3.5 Graph 5 demonstrates how enquiry rates have developed over the past five years. The most significant increase is that of appeals. Complaints have gone up again, though at a slower rate to that of the previous years. Encouragingly, the increase in Extenuating Circumstances queries indicates that students are becoming more aware of the process.
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4. Appeals 4.1 Appeal enquiries make up the largest proportion of all enquiries. A total of 480 enquiries in 08/09 is a significant increase from last year’s 355. The sharp increase was unexpected and the reasons for this dramatic rise need to be addressed. Graph 6
4.2 This graph illustrates the relationship between total student numbers and proportions of appeal enquiries from each of the colleges. It demonstrates that students of similar proportions are appealing from the three larger colleges. As shown 29% of all appeals enquiries came from LCC students which is a significant fall from last year where LCC students made up 42% of all appeal enquiries. The table below reveals that LCC has the highest number of material irregularity enquiries; although this was also higher last year. Table 1 Grounds of Appeal
Wimbledon LCF LCC CSM Chelsea Camberwell Total
Material Irregularity 6 45 53 46 11 12 173
Extenuating Circumstances 6 94 61 51 12 6 229
Unclear/No grounds 1 42 47 40 12 2 123
Total 13 136 139 137 35 20 480
4.3 The table above breaks down appeals into types and at each college. Some of the figures do not add up to the total because some enquiries involve both grounds.
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4.4 Extenuating Circumstances When we receive an enquiry from a student we ask them to describe what has happened and to provide us with any evidence or information they have. On that basis we advise them if we think they have grounds for appeal or not. It is then for the student to decide on the course of action they would like to take. In some cases we can easily identify material irregularity as possible grounds; however there are occasions where students simply do not know because they have had no feedback from staff. It is interesting to note the high number of Extenuating Circumstances enquiries from LCF students. An obvious contributing factor is that the Advice Service is located at Davies Street, so LCF students have easiest access. 4.5 Material Irregularity This year has seen a reduction in material irregularity appeals, particularly from LCC which is promising and shows that the college is tightening up on errors in the assessment period. This said, there are several students this year who have not received feedback from tutors, nor have they been adequately communicated with throughout the year, and are surprised by a fail letter at the end. This is concerning as it shows that a small number of tutors and not providing essential academic support to students. 4.6 Late Appeals Period (Key Recommendation Theme for AB 1) Interestingly, there has been a large drop in appeals for the July hearings particularly from LCC. This is potentially due to the LCC restructure where the amount of Deans has dropped down to 2, which may have had an affect on appeal administration and investigation. If the restructure has affected the pace of the appeals process, we can presume that this is an isolated scenario. However, there could be deeper administrative issues which will need to be addressed urgently so that students are assured that their appeals are seen to in a timely manner. The issue of the late appeals period is one that has arisen every year in the annual report and is still very much a problem that needs to be addressed. Although the late appeals period impacts negatively on all students going through it, it is the students who are progressing or are here on visas that are hit the hardest. Recommendation As recommended in several annual Advice Service reports, we strongly feel that the University should investigate options for significantly reducing the amount of late appeals and increasing the chances of more appeals getting into the July period. Bring forward the September appeals period so there is enough time to make arrangements for retrievals and exam boards sitting before term starts again. 4.7 Transparency: Appeals Packs The University has greatly improved transparency in the appeals process. Since we raised the issue in last years’ Advice Report, students and the Students’ Union are now being provided with Appeals Packs. The Appeals Packs have made advising and assisting students much easier, we are able to be more accurate in our work, and students feel less stressed and more informed throughout the process. The appeals packs provide students with the reasoning behind college decisions which allows the student to be able to respond appropriately. We have seen students prepare further statements to be put forward to the UAC (University Appeals Committee) based on this information, whilst others have been able to find out if there have been any mistakes made by the Exam Board. Some students, who were originally appealing under one set of grounds, have even realised that they have other grounds under which to appeal. In every case students feel more confident, knowing what to expect at the appeal and feel more satisfied about the whole process, even if they are not successful. It is clear that increased transparency in Appeals has yielded increased justice and fairness in the whole system. SUARTS REPORTS | Students’ Union Advice Service Report 2008-09 | November 2009
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We are keen to build on this years’ success and make further improvements to the Appeals Packs. There is a significant difference in the information provided in the appeals packs from college to college. Some colleges, LCF being the best example, provide a thorough investigation of the issues, revealing the relevant facts of each case well. Others have included an investigation of merely one comment, which is most frustrating for the student. Recommendation For the revised appeals process to include strict guidance on what information is to be presented in each appeal pack and for the Students’ Union to be closely involved in generating this guidance. This guidance should be based on current LCF practise. 4.8 Transparency: UAC Decision Statements On the same theme, the University is now sending explanations of UAC decisions to students and to the SU when the student requests it. This is valuable information but some students comment that not enough detail is given, which leads to dissatisfaction. Recommendation For the revised appeals process to include guidance on what information is to be presented in each UAC decision statement and for this information to be slightly more detailed than they currently are. 4.9 Letters Although on balance a success, the introduction of Appeal Packs has inevitably caused administration delays in students being sent appeal outcome confirmation letters, which should be sent within a week. There has also been a higher amount of letters this year being sent to the wrong (previous) address. There have been several prominent appeals this year regarding students not realising that they have referrals. Through investigation, it was discovered that some staff do not send out letters because they feel that it is the students’ own responsibility to check blackboard to find out. It is true that tutors are not obliged to advise their students if they have a referral. However, this system is clearly not working. We advised several students who checked blackboard every day and never received a personal notification. The only message many students saw was a generic one flashing at the top of the screen for all referral students to hand in their work by a certain deadline. Whilst some students are not sent letters of emails, the Students’ Union investigated the issue of letters and found that at one college there were still referral letters in generic pigeon holes at the end of October! This system may well work on paper, but we have dealt with a raft of cases this year which evidence the need for a change in policy. Recommendation Students should be sent a formal letter, backed up by an identical email, advising them they have a referral. Tutors should also be obligated to inform their students. Introduce system for checking students’ addresses before this stage e.g. include an automatic prompt for addresses at the same time as Blackboard’s regular prompts for students’ phone numbers. It also should be noted that communication with the colleges over the appeals process has been going from strength to strength, and CSM in particular should be praised for improving its communication links with the SU this year, and really trying their hardest to resolve issues for the students. SUARTS REPORTS | Students’ Union Advice Service Report 2008-09 | November 2009
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5. COMPLAINTS Graph 7
5.1 Graph 7 indicates that LCF and LCC have disproportionately higher enquiries regarding complaints than all other colleges. CSM is of a similar size but is significantly underrepresented whilst the familiar trend of CCW continues. This academic year has brought up some reoccurring themes from previous years as well as some new issues that need to be addressed. 5.2 Group Complaints: Dissatisfaction There have once again been group complaints regarding dissatisfaction with the quality of entire courses (e.g. ABC photography at LCC and Graduate Certificate in Fashion and Marketing, LCF). Students involved these complaints identified that the contract had been breached in a number of areas in that they were not receiving the tutorial hours, facilities or support quoted in the handbook. Students in these two courses complained of over-subscription in the classes, and said that they were misinformed of this at interview. In the Graduate Certificate, for example, students were reassured that classes were of a small size of below 20 to assure adequate individual attention to meet learning objectives. However, the reality was that there were 28 students in the class, 24 of which were international. For the ABC diploma, students were told at interview that there were 60 places available, but in fact 120 students were given places. This oversubscription led to an array of problems occurring, such as overcrowding in workshops, not enough seating which is detrimental to the well being of students (especially disabled students), as well as students complaining of unfair advantages to students presenting work in the later time slots due to class size. Recommendations Courses must stick to a set subscription level for classes and inform students correctly of the sizes at interview Management should respond quicker to legitimate student complaints about overcrowding on courses. SUARTS REPORTS | Students’ Union Advice Service Report 2008-09 | November 2009
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5.3 Materials Fees There have been complaints about the lack of clarity on how compulsory material fees, which students were not aware they would be asked to pay, are spent on courses. Several students have complained about high levels of costs on their courses, particularly when they are not provided with any evidence of how their money is being spent. For example, on the photography at LCC the material fees paid by students amounts to £45,000 and student on this course were refused a breakdown of how this money was spent. Given that these students are expected to provide their own photographic paper, toners and other chemicals, they find this lack of accountability unacceptable. Students wanted to see a thorough itemised breakdown of how materials have been spent and remain unsatisfied with what the school provided as evidence in this matter. Recommendations For transparency purposes, colleges must be able to provide a detailed breakdown of how fees, in addition to the tuition fee, are spent. Colleges should also advertise that students will be expected to pay these additional fees before students apply. 5.4 International Agents (Key Recommendation Theme for AB 2) There were several complaint queries from international students this year about agents misinforming them about important aspects of the course in order to recruit these students from overseas. For example, one student from India informed us that they were assured by both representatives in the meeting that the course he was going to apply for was postgraduate and would allow him to obtain a tier 1 post study work visa. The advertisement used in India for this course also clearly stated this fact. However, when the student attempted to apply for his work visa in January, he was informed that he was not eligible and that the course was a graduate grade 3 course, lower than the grade 5 one he had completed in India, and thought he was coming to complete at UAL. This had a drastic affect on the students’ finances, both in lost earnings and money spent on the course, and he suffered from psychical ill health as a result of stress from the situation. Another student from Taiwan told us that she was informed that her MA course at LCC would actively help her find a work placement, however when this did not happen she struggled with no support and was not able to find one. Several students from India also reported that the agents had told them that the courses at UAL were easy, that they would not have to put any work in and that they would automatically pass, as everyone does. Unfortunately, the students realised too late that this was not the case. Recommendations The sometimes false information that overseas agents are giving to students is detrimental to their academic life, as has been evidenced by a number of enquiries over the past few years. In addition to the impact on students, this situation is opening the university up to legal action. Agents must be adequately trained and kept up to date on any relevant changes that are occurring to courses or University policy. Overseas advertising needs to be checked vigorously as well to avoid any misinformation. 5.5 Student Status and Fees A small number of students have made enquiries related to complaints about confusion with their student status and therefore the fee level they are on. Affected students were sent acceptance letters stating that they were classified as home students and were eligible for the home student first degree fee. Upon arrival they were told that they had been reclassified and would now have to pay significantly higher fees. When SUARTS REPORTS | Students’ Union Advice Service Report 2008-09 | November 2009
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these students asked who they could speak to about the situation they were not given any helpful information. Recommendation We need clarity on what constitutes a ‘home’ student or an ‘international’ student regardless of it being a governmental grey area, and students need to be sent acceptance letters with the correct status and fees avoid with absolutely no movement for change at enrolment. 5.6 LCF Placements We have dealt with complaint enquiries from LCF students regarding their placement years, where placement brokers have not fulfilled their part of the contract in offering support and guidance. Furthermore, these students received no communication from the college during the year, ranging from no response to their emails, no postings on blackboard, or visits from tutors as stated in their handbook that should have occurred. Recommendations University should investigate placement years to make sure the university is fulfilling their part of the contract for the students and justifying the tuition fees they charge for this period. Students’ Union to seek feedback from students who have been on placements. Students’ Union to consider how students on placements might be represented. 5.7 Discrimination, Harassment and Bullying There has been a higher volume of complaints this year from students complaining of harassment, bullying or discrimination from both fellow students as well as members of staff. With regards to staff, there have been a noticeable number of complaints from Drama Centre at CSM, with students feeling victimised, bullied and isolated by particular members of staff. These students have not felt supported by the college, and are angry that their expectations have not been met, particularly given the high levels of fees these students were paying. The students’ mental and physical health was greatly affected as a result of this bullying. Other students have put in complaints about individual tutors across the colleges making inappropriate remarks such as ‘Are you an idiot? You look so vacant sometimes’, or ‘Are you a woman of the night?’. Another student complained of students making racial remarks such as ‘short, squat, bearded, ugly, Jewish bloke’. Other students complained that they had been told to ‘f**k off’ by members of staff. Clearly creative education can involve close relationships between staff and students than on non-practical courses. The nature of these relationships and the culture on some courses may need to be addressed from a training and monitoring perspective. Recommendation These findings highlight the importance of the University ensuring all staff are trained on diversity awareness, as well as what guidelines need to be place to ensure professionalism is conducted at all times and students are treated respectfully. Tutors should be educated that what could be considered a joke to them can be extremely emotionally damaging to a student. 5.8 Library Fines Over the summer period this year, the students’ union received several calls from students who were angry that they were not allowed to attend graduation because they had not paid library fines they were unaware of. This issue was brought to registry’s attention immediately with the help of the sabbatical SUARTS REPORTS | Students’ Union Advice Service Report 2008-09 | November 2009
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offers as it was deemed too harsh a penalty when students had as little as £5 debt. As a result the University has raised the cut off point for students being penalised to £10 which would have reduced the number of students being affected by 447 this year and is definitely an improvement on the matter. There is still an issue with remote payments in that the library will not accept payment over the internet or phone which is difficult particularly for international students. Recommendations Consider ways of accepting library payments vie the internet and phone. Consider other approaches to managing library fines – there is good practise at Manchester Metropolitan University after a recent review of their approach. 5.9 Dealing sensitively and adequately with mental ill health A number of students formally complaining and enquiring about complaining this year, particularly over cases of bullying, have noticeably been suffering from mental ill health which affects the way staff, including staff at the Students’ Union, need to work with them to resolve the case. A small number of the students have displayed signs of paranoia or delusions regarding their situation. Some students have become largely dependent on the advice service and their resources. Others become withdrawn which makes it difficult to move cases forward. In these situations we worked closely with the health team in Student Services, and the mental health advisor was invited to the meetings for additional support which was of great use. Across the board, staff trying to resolve these complaints at CSM, LCF, and Camberwell, (where these cases have predominantly occurred this year) have dealt with the students sensitively and have made every effort to put in place the support these students have needed. In these cases we have all formed strong links with the counselling and health service to ensure students are being well looked after and supported. Recommendation Key members of staff need to receive additional mental health training in order to be able to support students whilst setting and maintaining boundaries.
6. Extenuating Circumstances Graph 8
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6.1 Graph 8 illustrates how this year’s high numbers of Extenuating Circumstances enquiries are coming LCF and, though to a lesser extent, from LCC. Again CSM and CCW are lagging behind. 6.2 Material Irregularity as an EC The Extenuating Circumstances procedure, whilst primarily designed to inform exam boards when students are affected by situations which are beyond their control, also exists to make known to the exam board any possible material irregularity. As has been previously discussed at CAN, this is not clear on the EC form and the Advice Service has been in contact with staff who are unaware that material irregularity can come under EC. It is hoped that more EC claims for material irregularity would mean fewer appeals. Recommendations Clear guidance should be given to EC panels that material irregularity is accepted. Material irregularity should be added as a category on the EC form. 6.3 Clarity around handing in work Students often seek advice on the EC process and the Advice Service communicates clearly that work should be submitted by the deadline, no matter what the state. However, it is unclear whether or not the student should do all the work they can, even if this causes further harm to them or if they should simply submit the minimum. If a student passes, the exam board may give them extra marks, but if a student fails, they may have the opportunity to resubmit. These two outcomes have significant implications for students with ECs and clarification on what they should do would be welcomed, which may need to happen on a case by case basis. Recommendation Students who pass should be given an initial mark and also the opportunity to resubmit if they wish. If they choose the resubmit they should receive the higher mark of the two pieces of work. 6.4 Serious trauma and sexual assault cases We have had cause for concern this year over the matter of students who have experienced significant trauma, bereavement, sexual assault or rape having to go through the full bureaucratic EC procedure. Often there are such clear grounds for ECs that there is little point in going through the entire procedure. Recommendation Students with severe and clear grounds for ECs should be fast tracked through the system so as not to add to the difficulties they are already facing. 7. Plagiarism 7.1 The Advice Service has only received 13 plagiarism enquiries this year. The issue here is that students are not advised to contact us when they are accused. This is a particularly serious problem at LCC, where students are not informed of what the allegations are before they meet with staff. They therefore attend plagiarism hearings completely unprepared. We advise all students to appeal under material irregularity if this is the case, but students do not tend to contact us about it. LCF led the way in best practice this year, as they appear to follow procedure correctly and identify the allegation so that the student can attend the hearing well prepared. It is hoped that colleges will be clearer on how to deal with plagiarism when the new guidelines on Academic Misconduct are introduced. SUARTS REPORTS | Students’ Union Advice Service Report 2008-09 | November 2009
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Recommendation All colleges to follow LCF’s good practise. Colleges should be better informed of what is expected of them with regard plagiarism procedure; o Students should be informed of the allegations against them prior to any informal or formal meeting with staff o Students should be informed of their right to seek help from the Students’ Union Advice Service at the point at which students are first informed that they are being accused of plagiarism.
8. STAFF ABSENCES (Key Recommendation Theme for AB 3) 8.1 Poor management of staff absences has been flagged in 3 consecutive Advice Reports. Staff absences, including planned ones, are not being effectively covered every time which is having a detrimental affect on students and courses across the University. 8.2 The relatively small number of students who have made complaint or appeal enquiries relating to staff absences is just a small percentage of the students affected by staff absences. We receive regular feedback from course representatives who make enquiries with us about what they should do if their Course Director is absent and their student experience has been affected. In addition to the direct information we have from students, initial findings from a research project on students who leave courses before they finish reveals that fluctuations in drop out rates appear to, in places, correlate with significant staff absences (although it should be noted that this research is not complete and correlations only indicate a potential interrelationship at this stage). 8.3 Complaints As in previous years, the Advice Service dealt with a series of enquiries from students about complaints, some of which progressed to official complaint status, relating to staff being absent and colleges not providing adequate cover. In these enquiries, staff are either ill, on parental leave, or out of the country for both work and pleasure purposes. In the instances we’ve dealt with the positions are not being filled which appears to be contributing to inconsistent tutorial advice, courses becoming disorganised, and in one case was found to be directly detrimental to a student passing their course. 8.4 Appeals Enquiries relating to appeals have also raised the issue of staff absences. Students have encountered huge problems trying to undertake their referral work whilst staff have been away. In more than one case this meant that the students could not get their work done and have resorted to appealing under material irregularity. Recommendations Staff absences should be dealt with in a standard way across all colleges; policy and practise should lead to staff absences being fully covered, particularly where absences are planned in advance, and should not lead to an adverse affect on the student experience or to individual students’ progression. Staff absences should form a key line of enquiry in the SICOM project.
Helen Gimber Students’ Union President president@su.arts.ac.uk SUARTS REPORTS | Students’ Union Advice Service Report 2008-09 | November 2009
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