Where did the project start?

The HEA and NUS provide start-up funding, development support, and networking opportunities for the schemes which are student-owned, designed and operated, within an agreed institution-union partnership. With such few constraints on participation schemes have grown organically to reflect each institution’s profile.

SLTAs were envisioned as a new approach to raising the profile of teaching and identifying good practice, helping students to consider and positively influence their learning, and developing stronger partnerships between students and staff.

The 11,000 nominating statements received across the pilot schemes in 2010-11 revealed a rich seam of data, opening up many new lines of research and development.

The HEA and NUS Scotland pilot SLTA project began in Scotland in 2009/10 with eight participating schemes. The eight institutions involved in the project represented a spread of size, mission and geography across Scotland:

  • Edinburgh Napier University Students’ Association (ENSA): Edinburgh Napier University is a member of the Million + group of universities and is based around four campuses in Edinburgh. The university has nearly 16,000 students including almost 4,000 international students from over 100 countries, the highest proportion of overseas students in the United Kingdom.
  • University of Edinburgh Students’ Association (EUSA): The University of Edinburgh is a member of the Russell Group of research-led British universities. The university has around 25,000 students The University of Edinburgh’s academic structure is based on three Colleges containing a total of 22 Schools.
  • Glasgow Caledonian University Students’ Association (GCUSA): Glasgow Caledonian University is a modern Scottish university formed from a merger between Glasgow Polytechnic and The Queen’s College, Glasgow. The university has nearly 17,000 students in a city-centre campus in Glasgow
  • Heriot-Watt University Students’ Association (HWUSA): Heriot Watt is a ‘post ‘92’ university with a main campus in Edinburgh, and satellite campuses in the Scottish Borders, Orkney and Dubai. Heriot Watt has 17,700 students, full-time, part-time and distance and supported learning around the world with around 7,000 on-campus students in Scotland
  • UHI Millennium Institute Students’ Association (UHISA): The UHI Millennium Institute is a federation of 13 colleges and research institutions in the Highlands and Islands of Scotland delivering higher education
  • University of Abertay Dundee Students’ Association (UADSA): The University of Abertay Dundee (‘Abertay University’) is a new university, created in 1994 with around 5084 students, with 4476 based on the Dundee campus. Abertay is a member of the Million+ group of universities.
  • Students’ Association of the University of the West of Scotland (SAUWS): UWS operates across four campuses in south-western Scotland. UWS has around 18,000 students, with approximately 1300 staff, spread across seven schools of learning. UWS is a member of the Million + group of universities and is the largest ‘new university’ in Scotland
  • University of Strathclyde Students’ Association (USSA): Currently, the University contains two campuses, John Anderson Campus and the Jordanhill campus. The university has over 25,000 full-time and part-time students, incorporating 15,000 undergraduates and 10,000 postgraduates.

All of these were a success and the number of schemes increased significantly in the following academic year. Fifteen out of Scotland’s 19 HEIs now benefit from SLTAs, and in September 2011 HEA/NUS extended their support to the whole of the UK.

The HEA and NUS provide start-up funding, development support, and networking opportunities for the schemes which are student-owned, designed and operated, within an agreed institution-union partnership. With such few constraints on participation schemes have grown organically to reflect the institution’s profile.

SLTAs were envisioned as a new approach to raising the profile of teaching and identifying good practice, helping students to consider and positively influence their learning, and developing stronger partnerships between students and staff.

The 11,000 nominating statements recevied across the pilot schemes in 2010-11 revealed a rich seam of data, opening up many new lines of research.

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