A two-stage approach is required: 

1. The SU to undertake a mapping exercise of our current provision, requirements, and incident data. Use this to benchmark against other universities and best practices in the sector. This will identify potential options for improvement at Bath, including any resource requirements and implementation timelines. 
2. The University and SU to consider the potential options and agree upon way forward, considering resource availability. 

In the short term, improvements include the review and update of the medical protocol and enhancing communications to societies to raise awareness and knowledge.

December Update

To make sure that our match day medic project is the best it can be, we are currently researching other universities and sports teams approaches and the resources required. We are running a committee workshop before the Christmas break, to gather feedback and ensure that our approach meets the requirements of our sports teams.

This category is for SU groups that have worked together on events and activities for a common goal.

We will focus on part-time and distance learning PGT students, with an aim to:

• Examine sector and local insight into what ‘belonging’ means for these cohorts, and the communities they are part of, to help our understanding.
• Analyse the student and staff voice data we currently have and identify any missing insight required in collaboration with key colleagues, e.g., the Learning Partnerships Office, academic departments, support services, students, and the SU.
• Assess what our partners (i.e., Wiley) are providing students in this area. 
• Using the gathered data, insights, and information, undertake a gap analysis to identify the courses we are most concerned about to help inform future possible developments.

December Update

There have been lots of meetings to discuss the progress of this item, particularly in line with the University’s PGT Review which we as an SU are involved in. We are also looking into partnerships looking at the Wiley Programme and working with existing groups looking at online programmes.

We will focus on part-time and distance learning PGT students, with an aim to:

• Explore options to maximise study space in the Library, including decant of computer lab
• Launch and evaluate sensory space in the Library
• Promotion of alternative study spaces on campus, other than Library
• Investigate options for additional study space in the City, including the Virgil Building
• Roll-out of additional power sockets to ensure charging capability in study spaces.

December Update

There have been a number of updates on this over Semester 1, including the opening up of more study space in Virgil Building and the development of an inclusive study space in the library. The University's Space Project is looking into study spaces across campus and?recommendations will be coming to the space management group in the new year. The University is also looking at the student experience in the city and the use of these spaces.

A multi-staged approach is required

1. Review the current lecture recording policy, as this was made during COVID, and refers to LOILs etc so is not currently relevant. Make sure that every department can relate to this, or do we need to look into the intricacies of how these vary across department.
2. Understand existing methods used for lecture recordings across the university – if people are recording, where they are storing it, how long is it available, is it clearly labelled, is it distributed in a timely manner.
3. GOATing – gather student feedback, how do students feel and experience their lecture recording stuff
4. Understanding any barriers to why students cannot or do not access their lecture recordings, as well as understanding from staff why they are hesitant to record lectures.

Outcome: Everyone has lecture recordings, easily available when they need them e.g., for revision and examination periods.

December Update

The SU Education Officer is continuing to work with The University on progressing this and has shared feedback we have received from students at Academic Council. Feedback was particularly focused around the importance of lecture recordings for disabled students, as well as the timeliness of these recordings being uploaded and the continuation of technical issues.

A three stage approach is required:

1. Understand what good feedback is constituted of – building on the work of CLT / Abby Osbourne. Seeing good practice across the university e.g., HSS has granulated feedback sheets, maths gives out avg marks and distributions and how these methods can be applied across departments. This is also where we may address timing and existing policy (is this department varying?), and understand how this is practically implemented.
2. What makes feedback constructive – feedback from students via focus groups etc. Understand what students believe helps them improve in future assessments – PAL feedback, ac reps at SSLCs – what are they calling for, examples of good and bad practice.
3. Measure and evaluate an improvement – via sheer grades but also via confidence (?).

Outcome: Students across the uni receive a better quality of feedback which markers feel confident in providing.

December Update

The University is currently looking into what makes helpful and constructive feedback and working with our Academic Reps. They are aiming to begin with a select group of courses and then scale up the project. The SU Education Officer has received lots of feedback from students during Faculty Forums, including around the sporadic and unconstructive nature of feedback in some faculties. 

A multi-stage approach is required. Specifically, we will: 

1. Use comments from previous PRES surveys to identify where students have been critical about existing professional skills development opportunities offered to them through the Doctoral College. 
2. Evaluate existing provisions that are available to doctoral students from across the university, as well as identify gaps in areas such as placements, industry-based internships, and grant writing support, whilst including opportunities from both inside and outside of Academia  
3. Engage Doctoral students to understand how they are using the existing services, focusing on both the usefulness of existing services, and the availability of services 
4. Ensure that doctoral students feel equipped and prepared for their next steps following their doctorate – whilst ensuring that the university have provided them with the same level of services (e.g., placements) available to both Undergraduate and Postgraduate Taught Students.  

Outcome – that doctoral students are getting the same level of professional development support like that of UG and PGT, as well as see improved student feedback in PRES.

December Update

To support the professional development of doctoral students, we have collaborated with the careers team and the doctoral college's skills team to embed professional development into the Doctoral Skills programme. We have also been working with the careers team to set up micro placements - short professional placements which doctoral students can attend during their allocated 10 days for professional development. Unfortunately, the application submitted to the research culture fund to support this was unsuccessful, so we are now exploring other ways to support this important work. 

December Update

The financial model and procurement for this have gone to the Vice Chancellor for approval and the housing strategy will need to form part of The University’s wider accommodation strategy. New student accommodation is being built on Lower Bristol Road in August. The issue of student housing was also recently mentioned by The SU Community Officer at a Local Council meeting.

This is a complex issue, requiring input from numerous areas of the University and SU, and before setting up a pilot there are several phases required:

• Define what the problem is and the improvements we need to make for international taught student arrivals and welcome. Annual student welcome feedback and focus groups will help guide us.
• Decide how proposed changes and new interventions will add value to the international student welcome experience and define the outcomes we are aiming for.
• Identify if additional resources will be required to implement potential changes and undertake a benefits analysis.
• Ensure a clear evaluation methodology is in place and undertaken following any eventual pilot or new intervention/s.

December Update

There has been some great success with this, and The University are looking to pilot this scheme for undergraduate students next academic year. Early arrivals students would receive three meals a day and a range of events put on by the SU, STV and Student Services. This idea has been met with lots of positive feedback, with students agreeing that they would find this option useful to have a chance to explore the city of Bath, set up bank accounts, acclimatise to the British weather and buy supplies.

December Update

To help develop our financial safety net approach, we have been researching what support other universities currently offer. We have put in a paper to the recruitment and admissions group to look at what scholarship and fee discounts we can introduce. Based on this research, we are piloting some new discounts for new students applying for 2024 entry. We are also looking at our broader financial support strategy, exploring how we can improve the support we offer to current students.

• Schedule an initial meeting with First Bus to air the issues around buses/live-tracking on the network.  Follow up work to be overseen by Travel Advisory Group
• Propose a student focus group/mystery-shoppers who can provide regular feedback on the levels of service and any issues students are facing
• Push First Bus for more accurate live tracking and statistics on accuracy of information for bus users on the U1 and U2 routes
• Explore possible integration between the developing UoB Student App and the First Bus app.

December Update

We are really pleased with the progress of this Top Ten, and First Bus have agreed to implement upgraded GPS services on all buses by April 2024. A massive congratulations to The Sport Officer for her hard work in successfully campaigning for the resolution of this issue.