As the nation tuned in to the first episode of BBC’s ‘The Celebrity Traitors’, De Vere Cranage Estate opened its doors to a crowd of our nation’s leading higher and further education decision makers. Attended by Vice-Chancellors, Deans, Principals, Chief Executives, Finance Directors, IT Directors, and other departmental heads, one may first believe ‘The Celebrity Traitors’ and ‘Further and Higher Education Strategy Forum’ could not be further apart- although I’d beg to differ.
On Wednesday 8th September, we watched as our favourite celebrities were welcomed by Claudia Winkelman to the Scottish Highlands, in a dramatic entry by train to Ardross Castle. The nation was captivated by the selection of traitors at an intense roundtable before the traitors plotted to commit their first murder. At the same time a few hundred miles south, travelling in via train, then taxi, education leaders entered a secluded countryside manor house to discuss the existing and forthcoming challenges in the FE and HE sector. Disregarding Claudia Winkleman’s gothic aesthetic, Mark Bramwell (Chief Digital and Information Officer: University of Oxford, Saïd Business School) stepped into the role of host. Throughout the next three days, as Chair he valiantly guided our discussions, whilst keeping a tight grip on viewer engagement.
Designed and branded as an ‘exclusive’ event for sector leaders, I- a student- was miraculously included on the programme. Surrounded by titles whom- as an elected student representative, I am expected to respectfully disagree with in my institution, my initial thought was “I’m the traitor to this crowd”. I entered the forum with scepticism, prepared to hear about a lack of student voice in decision making, and limited consideration of the student experience in strategic thinking.
Adrian Ellison (Pro Vice-Chancellor (People and Digital): University of West London) delivered his address on “A Vision for Inclusive Practice”. He inspiringly outlined institutional efforts to enhance accessibility across physical and digital spaces. I was struck by how student facing his presentation was and immediately altered my traitor mindset. In support of equitable access to resources and services for all users, he outlined improvements to online platforms, the integration of assistive technologies in learning environments, and the adoption of tools to improve campus navigation. My notebook was filled with excited scribbles at the possibility to implement similar initiatives at the University of St Andrews.
Rather disappointingly, a following session hinted at an institutional fear to consult students in decision making as to not disrupt National Student Survey scores. I assert that their initiatives would be vastly improved, better respected, and more easily implemented through student involvement.
Following this came my presentation: “Transforming Campus Life Through Student Engagement”. Presenting in partnership with Professor Clare Peddie (Vice-Principal of Education (Proctor): University of St Andrews), we outlined how St Andrews students shape their own university journey. Through our ‘Reimagining Representation’ project, our University and Students’ Association have reworked who they invite to each meeting, to ensure different and diverse student voices are every stage of decision making. From the identification, to development, to implementation of a university wide project students are involved. This work has a profound effect on our student experience, encouraging a culture of engagement and community. I asserted that students should be strategically placed at the heart of university decision making- rather than treated as feedback form completers. We concluded with an assertation that the student experience exists within and outside lecture theatres, and both the university and Students’ Association can facilitate all aspects of university life: traditions, societies, events, and representation.
I expected institutions to be faithful to each other and defend their lack of student partnership, but instead, I was met with positivity and commitments to better embed student voices. It appears I was not murdered at the round table…
In true ‘The Celebrity Traitors’ style we separated into factions for our ‘post-round table’ discussion. Hosted by the University of Cardiff, my group learnt of their pioneering Artificial Intelligence simulated patients and laboratories for their medical students. It was this group, where I officially abandoned my traitor mindset and accepted that all attendees of the ‘Further and Higher Education Strategy Forum’ were all working in the same progressive direction. Students and staff alike fear stagnation and want to embrace new developments- such as AI- whilst also being mindful of the challenges innovation pose to our sector.
As the only student in attendance- and presenting- at the ‘Further and Higher Education Strategy Forum’, I found it intimidating, comforting and empowering. I acknowledge that all attendees adopt pioneering views on the existing and forthcoming challenges in the sector. The real traitor amongst our crowd is the FE and HE funding landscape which threatens stagnation within our sector. The unsustainable funding landscape limits the development of FE and HE institutions, and therefore the potential of all students.
On the train back to Scotland, the lady in the seat in front of me called her partner about ‘The Celebrity Traitors’- I just hope that innovations within the Further and Higher Education sector can become this widely discussed.
Emily Bannister
President of Education