Active Citizenship - GuildHE
Active Citizenship:The role of higher education
Active Citizenship: The role of higher educationGuildHE is an official voice for UK highereducation, especially for universities andcolleges with a tradition of learning, research andinnovation in the industries and professions.National Union of Students is a voluntarymembership organisation which makes a realdifference to the lives of students and its memberstudents’ unions.Its 40 member institutions include:NUS is a confederation of 600 students’ unions,amounting to more than 95 per cent of all higherand further education unions in the UK. Throughthe member students’ unions, NUS representsthe interests of more than seven million students. m ulti-faculty universities, offering a wide rangeof subject disciplines l eading providers in professional subjectareas including art and design, music andthe performing arts, agriculture, education,healthcare and sports i nstitutions with roots in Victorian philanthropyand a commitment to education and the crafts,including specialist institutions and those withchurch foundations h igh-quality private institutions from both notfor-profit and for-profit sectors f urther education colleges delivering highereducation.GuildHE members are autonomous institutions,each with a distinctive mission and priorities.Together, they provide a dynamic and diversecontribution to UK higher education, nurturinginnovation and creativity and providing morechoice for students and for graduate employers.Many are global organisations engaged insignificant partnerships and world-leadingresearch, successfully attracting talentedinternational students. Members are diversebut will often share a specialist mission.02NUS promotes, defends and extends the rightsof students and develops and champions strongstudents’ unions.AcknowledgementsFirst, this report is indebted to the staff andstudents who have submitted case studies fromtheir institutions and students’ unions.Furthermore, this publication would not have beenpossible without the kind advice and guidance ofcolleagues from the Environmental Associationfor Universities and Colleges who have reviewedand commented on the chapter on environmentalsustainability.Finally, acknowledgements go to Rhys Wait forwriting the report and Alex Bols for his supportand advice overseeing the project.
CONTENTSForeword04Introduction05GuildHE Charter for Active Citizenship06Volunteering08Leeds College of Art: Make Love Not Scars10University of Winchester: Give It A Go12Democratic Engagement14Ravensbourne: Active Citizens16The Anglo-European College of Chiropractic: Staff-led Student Awards18Environmental Sustainability19University of Worcester: Skills for Tomorrow21Royal Agricultural University: Sustainability through Entrepreneurship23Community Engagement24 Leeds Trinity University and St Vincent’s Support Centre: Community Engagementin the Curriculum26York St John University: Converge – Education for Recovery28Global Citizenship30Leeds Trinity University and Cricket Without Boundaries32Newman University: Gambia – Exploring Global Citizenship through overseas fieldwork34Reflection and Development35GSM London: The Horizon Award38Abertay University: Active Citizenship40Bibliography4103
Active Citizenship: The role of higher educationFOREWORDGraduates are more likely to vote, volunteerand become engaged in society, and theirhigher education experience can be formative indeveloping this sense of active citizenship.GuildHE, working with NUS, has put together thisreport showcasing examples of active citizenshipand to demonstrate that higher educationintroduces students to many experiences thatgo beyond their degree programme. Whetherthrough engagement with volunteeringopportunities, participating in the democraticprocess through the students’ union or beingexposed to social issues such as sustainability,students are challenged to develop in many areasbeyond their academic discipline.As champions for the benefit that highereducation has for students and society, GuildHEand NUS believe that higher education has thepotential to develop students as citizens. Theseare people who understand community issues,engage with the democratic process and work forthe public good.Prof Joy Carter, Vice-Chancellor,University of Winchester and Chair of GuildHE04Through the report, GuildHE has developeda new Charter bringing together key areas ofactive citizenship: volunteering; democraticengagement; environmental sustainability;community engagement; global citizenship andreflection and development. We hope this will bea useful tool to help students and institutions toreflect on their activities.Much of the higher education sector is doingexcellent work in this area. In celebration of this,the report features twelve case studies fromacross the GuildHE membership. We aim toshare good practice and initiate conversationsabout what more can be doneat every institution to promote this importantagenda.Robbiie Young, Vice President (Society andCitizenship), National Union of Students (NUS)
INTRODUCTION“Higher education enables people to be active, committed citizens and is vital tosocial mobility and economic growth, building the knowledge and skills of thepopulation to succeed in a highly competitive world.Professor Madeleine Atkins CBE, CEO, HEFCE and Professor LesEbden CBE DL, Director of Fair Access to Higher Education, OFFAThis report highlights how higher education canpromote active citizenship.The increasing marketisation of higher educationmeans active citizenship and its benefits toindividuals and society could be side-lined withinhigher education institutions.This would be detrimental because promotingactive citizenship benefits students, institutionsand society. S tudents are empowered to contribute totheir communities, get involved politicallyand consider a wider perspective. They gainvaluable employability skills, enjoy enhancedmental health, have a better connection withcommunities and become agents of change.Higher education in the UK is less focused onactive citizenship than in other countries suchas the US and Singapore, where activities andawareness are more likely to be embedded ininstitutional life.There is work that can be done in this area.This report sets out a Charter of six pillars ofactive citizenship designed for higher educationinstitutions and students’ unions keen to take theirown agenda forward.It also highlights case studies and questions tostimulate discussion and share good practice. Institutions benefit because a culture of active citizenship contributes to the sense that aninstitution has a wider role to play in societywhether locally, nationally or internationally. S ociety benefits from engaged andcommunity-focused members of society whocontribute to the public good.05
Active Citizenship: The role of higher educationGuildHE CHARTERFOR ACTIVECITIZENSHIPWho is the active citizen?The active citizen is a person who participatesfully in community life. Active citizens volunteer.They contribute to their local community inpositive ways. They have involvement withcommunity organisations such as libraries,hospitals, sports clubs, mutual interest groupsand faith groups.The active citizen engages in civic life. Activecitizens turn up to vote. They have political literacyand campaign on issues they care about. Theyengage with politics on a local and national leveland are effective in making change happen.The active citizen is globally aware. Theyare tolerant, have intercultural awareness andrespect diversity. They understand that someissues are too big for any one country to deal withand know that actions at home can have widerconsequences around the world.Higher education and active citizenshipThere is a lot of evidence to suggest that highereducation instils the attributes of active citizenshipwithin graduates. They are much more likely tovote than non-graduates1, they volunteer regularlyand in high numbers, they are likely to be culturally061. Gottfried, Lodge & Birch (2013)2. Brennan, Chanfreau, Finnegan, Griggs, Kiss & Park (2015)sensitive and tolerant, and their attitudes reflectconcern for global social issues such as climatechange2. However, there is more that universitiesand higher education providers can do.GuildHE believes that engaging students intheir learning and the wider student experienceis key to students getting the most from theirexperience. Supporting students to becomeactive citizens, and recognising the wider benefitsof education, are central to our values related tothe core aim of higher education.A Charter for Active CitizenshipAs such, GuildHE is launching a Charter forActive Citizenship. The Charter will act as asignpost highlighting the active citizenship activitythat is currently under way at institutions andin students’ unions, and how it can be furthersupported. We have identified the following areasto enable you to reflect on the practices at yourinstitution and to develop the students of todayinto the employees, employers, parents, carers,leaders and citizens of tomorrow.The following six elements each form one part ofthe Charter for Active Citizenship:
“Higher education institutions, through their core functions (research, teachingand service to the community) carried out in the context of institutional autonomyand academic freedom, should increase their interdisciplinary focus and promotecritical thinking and active citizenship. This would contribute to sustainabledevelopment, peace, well-being and the realization of human rights, includinggender equity.World Conference on Higher Education, 2009VolunteeringActive citizens contribute to the community through voluntary work. Charities, societies, clubs and publicbodies all rely on volunteers, and taking an active role in these organisations fosters citizenship skills that willenable graduates to contribute to public life. Higher education should play a role in supporting volunteering,ensuring that all students have the option to get involved in these opportunities and develop core skills.Democratic EngagementActive citizens have the skills and knowledge to participate in political life. Active citizens engage withdemocratic processes at a local and national level and seek to participate in ways that they think will improvesociety. As a formative experience, higher education has a large role to play, not only in fostering andencouraging democratic engagement, but also in appropriately questioning received wisdom and process.Environmental SustainabilityActive citizens of today understand that their actions affect the citizens of tomorrow. Higher educationhas a large role to play in developing citizens who understand the natural environment and areinclined to act sustainably. This will include supporting research designed to tackle key issues such assustainable energy and food production, and in the cultivation of students as citizens who understandthe sustainability challenges facing society.Community EngagementActive citizens work with their local communities to collaborate and problem solve. They contributeto the communities in which they live and work. Developing ways for students to engage effectivelywith the community develops the skills of citizens to operate effectively in these areas, including anunderstanding of the local area’s tensions, politics and needs.Global CitizenshipActive citizens understand that citizenship does not stop at home. They appreciate that actions thatoccur on a local level have international consequences, and they act accordingly. Higher educationhas a role to play in the development of students as global citizens who have the knowledge andunderstanding, relevant skills, and the values and attitudes to meet the demands of globalisation.Reflection and DevelopmentActive citizens have the capacity to self-reflect and a commitment to personal development. Activecitizens reflect on their experiences and examine the lessons learned, exploring their values, strengths andweaknesses in order to translate these personal attributes into tangible assets for themselves and society.This report will explore each of these elements in turn in order to start the debate on the role highereducation plays in fostering citizenship. Each chapter will offer grounded examples from GuildHEinstitutions and students’ unions to make the case for developing support for students as citizens.Along the way, keep an eye out for ‘skills zones’ and questions to consider. These are designed toencourage you to reflect citizenship practices at your institution, and signal the benefits that fosteringcitizenship brings.07
Active Citizenship: The role of higher educationVOLUNTEERINGCommunications, event organising,time management76%08of studentvolunteerstake partin activitiesthat benefitpeople incommunitiesoutside theuniversity.
Active citizens contribute to the community through voluntary work.Charities, societies, clubs and public bodies all rely on volunteers, andtaking an active role in these organisations fosters citizenship skills that willenable graduates to contribute to public life. Higher education should play arole in supporting volunteering, ensuring that all students have the option topartake in these opportunities and develop core skills.Volunteering rates amongst students is high, with28% of students using their time to volunteer atsome point during their time as a student, andwith many of these students volunteering for thefirst time whilst studying3.Voluntary activity is diverse and includes workwith children and young people, environmentaland conservation work, mentoring and tutoring,working in charity shops, contributing website,software and graphic design, running campaignsand appeals, helping religious organisations,sports coaching, organising events and taking upcharity trusteeship.A significant amount of volunteering undertakenby students takes place within universities, forexample, students offering their time and unpaidhelp to support societies and sports teams, workas students’ union officers in non-sabbaticalpositions, mentoring and peer-assisted studentsuccess schemes, university events and opendays. Some courses also offer volunteeringopportunities. The case study from Leeds Collegeof Art details one student’s experience of settingup her own voluntary organisation.3. Unite (2015)4. Brewis, Russell & Holdsworth (2010)5. Ellis Paine, McKay & Moro (2013)Why is this important?The development of citizenship skills throughvolunteering is valuable to both the individualand society. By working with organisations thatserve the community, from charities to publicsector bodies, each volunteer is able to developtheir understanding of a wide range of non-profitorganisations.Research suggests that student volunteeringplays an ‘important role in developing students’community awareness and integration intocommunities outside the university’. Furthermore,graduates who volunteered at university aremore likely to volunteer later in life than theirpeers who did not volunteer during their studies4.Volunteering can boost self-esteem, make mentalhealth conditions more manageable, improvefamily relationships and encourage a healthierlifestyle.Volunteering helps graduate employability5.Volunteers gain exposure to the workings ofa variety of different organisations, and cangain experience in areas such as financialmanagement, event planning, volunteermanagement, organisation, time management,commitment and leadership.09
Active Citizenship: The role of higher educationCASE STUDY 01:LEEDS COLLEGE OF ART:MAKE LOVE NOT SCARSBackgroundMake Love Not Scars is an organisation that aimsto identify and support the rehabilitation of thegrowing number of women in India who are acidattack survivors. It was founded by Ria Sharma in2014 during the final year of her degree. Ria grewup in New Delhi and moved to the UK to pursuea BA (Hons) Fashion at Leeds College of Art.She studied Fashion Communication and in herfinal project focused on the relationship betweenwomen’s empowerment and fashion.As part of her research she spent some time athome in India and came into contact with thesurvivors of acid attacks. Ria began workingtowards making a film about the experiences ofsurvivors.Her project uncovered that this specific formof violence towards women was becomingincreasingly common in India. Concerned by thisand inspired by the stories of the women she metduring her project, Ria founded Make Love NotScars.ResultMake Love Not Scars has funded the educationof many acid-attack survivors, even helping oneindividual to pursue her passion by sendingher to study design in New York. Alongsiderehabilitation, Ria aims to get justice for thewomen she supports. Through its work, MakeLove Not Scars has created legal benchmarksfor cases relating to acid attacks, which ishelping other survivors attempting to seek justice.The organisation has recently spearheaded acampaign to end the sale of acid in India.ImplementationRia and her team of volunteers support thesurvivors of acid attacks by funding treatment andproviding legal support to secure compensation.Ria spends roughly three days a week withsurvivors. She is often the only direct link asurvivor has to doctors, lawyers, education andemployment. Since Make Love Not Scars workson full rehabilitation, she often follows up on thesurvivor’s legal cases, setting up surgeries andlooking for reliable local hospitals. Ria used theskills learned throughout her course to spreadawareness of the issue of acid attacks and to planfundraising campaigns through social media.10For more information, please contact:SophieMiller Wallace Alumni Relations andDevelopment Officer, Leeds College of ArtEmail: sophie.millerwallace@leeds-art.ac.ukPhone: 0113 202 8142
What support is availableto enable and encouragestudents to volunteer?Evidence suggests that 38% of studentsvolunteers are signposted into volunteering bytheir institution and students’ union6.The volunteering accreditation system at theUniversity of Winchester rewards and validatesextra-curricular activities as part of the coreuniversity experience and encourages students toget involved with these activities. Some institutionsalso offer support to students who volunteer byassisting with expenses and providing references.Students’ unions have a large role to play. TheUniversity of Worcester Students’ Union hosts aVolunteering and Societies Awards event eachyear to recognise and award the achievements ofstudents in this field.What barriers exist to volunteering?Whilst the number of students volunteering ishigh, it is significantly lower than in some othercountries. In the US, approximately 60% ofstudents volunteer whilst at university7.39%of studentswant greaterlinks betweenvolunteering andcareers and courses.*This trend is particularly worrying as it indicatesthat some groups of students in particular areexcluded from the opportunities and benefitsof volunteering. This affects many studentsfrom a number of groups, including those fromdisadvantaged backgrounds, commuter students,part-time students and care-givers. Targetingsupport at these students is vital if the highereducation experience is to offer equal opportunityfor development.76%of studentvolunteers takepart in activities thatbenefit people incommunities outsidethe university.*Students have also indicated that they would havebeen interested in undertaking a volunteeringplacement but were unsure how to go aboutit. Developing information provision and linkingvolunteering opportunities with the curriculumhave the potential to encourage more studentsto volunteer. The University of Winchester, inpartnership with Student Hubs, has developedinitiatives designed to tackle this.This suggests there might be a number of barriersto student volunteering in the UK. Research hasindicated that students who are most likely tovolunteer are those already engaged in extracurricular activities. Those who cannot afford thetime, or who need to work part time, are unable tovolunteer.Q: Do you monitor which students engage in volunteering opportunities?Q: In what formal ways is volunteering recognised at your institution?Q: How could information provision about voluntary positions be improved upon?6. Brewis, Russell & Holdsworth (2010)7.Brewis, Conn, Fernandez & O’Boyle (2014)*stats are from Brewis, Russell & Holdsworth (2010)11
Active Citizenship: The role of higher educationCASE STUDY 02:UNIVERSITY OF WINCHESTER:WINCHESTER HUB: GIVE IT A GOengagement events that help connect volunteerswith the issues behind their volunteering andprovide them with a channel to further exploretheir engagement.BackgroundGive It A Go is a programme designed toencourage students who might not otherwisevolunteer to get involved with social action.Students are sometimes put off volunteeringdue to concerns about time commitments, notknowing anyone else involved or simply not havingvolunteered before. Give It A Go aims to providea gateway into social action by offering one-off,accessible opportunities to try out volunteering inthe local community in projects that respond to acommunity need.Give It A Go was launched at the University ofWinchester by Winchester Hub in September2014. Sixty-two volunteers took part in its pilotyear and it now has almost 100 volunteers takingpart in monthly events. Winchester Hub is a localbranch of the national charity, Student Hubs, andwas launched in 2013 in partnership with theUniversity of Winchester to provide students withmore opportunities for social action.The partnership with the University of Winchestermeans that the scheme can also target specificgroups of students. For example, studentsundertaking a civic engagement module areencouraged to find ways to put their studiesinto action; Give It A Go provides the perfectopportunity to do this.ResultA number of students who have attended a GiveIt A Go opportunity have since gone on to engagewith more long-term Winchester Hub activities,such as a social impact internship scheme orproject coordinator roles.ImplementationFor more information, please contact:Give It A Go events are organised by WinchesterHub staff, who seek opportunities for one-offvolunteers to help out in the local community.Catherine Mitchell Manager, Winchester HubEmail: manager@winchesterhub.orgTypical activities include painting or tidyingup local community spaces, adding capacityat community events, and other ad-hoc tasks,such as organising donations at a food bank.Where possible, one-off activities are linked toregular volunteering opportunities, or with critical12There are specific criteria for the opportunities:students should be able to make a tangibleimpact from their volunteering and it should suitthe one-off nature of the project. Volunteers’efforts are also clearly recognised – communitypartners often provide refreshments, andWinchester Hub always follows up withvolunteers, with a note of thanks and a quotefrom the community partner or beneficiary wherepossible.
“[We] really enjoyed it, not just helping, but being able to meet and chat to thosewe’re helping was really great. I thought it was also good how different groupscame at different times, as it means that those who may not be able to spare awhole day due to other commitments could see that they will be welcomed at anypoint throughout the day to help, which I think should aid in encouraging morepeople to volunteer!Student volunteer, Give It A Go13
Active Citizenship: The role of higher educationDEMOCRATICENGAGEMENTPolitical literacy,democratic participation,an understanding of powerand how to effect change74%14of graduatesvoted in the2015 GeneralElection.
Active citizens have the skills and knowledge to participate in political life.Active citizens engage with democratic processes at a local and nationallevel and seek to participate in ways that they think will improve society. Asa formative experience, higher education has a large role to play, not only infostering and encouraging democratic engagement but also in appropriatelyquestioning received wisdom and process.The story so farActive democratic engagement can mean manythings. Formal engagement includes voting inlocal and national elections, standing for office,attending council meetings and signing petitions.Informal activity seeks to influence decision-makingand includes anything from political campaigningand lobbying to social action and wider activism.Historically, higher education institutions havebeen a focus for political activity both formal andinformal. Higher education institutions are seen asplaces of debate and knowledge creation: placesto challenge received wisdom, resist conventionand question authority.The role of institutions in supportingdemocratic engagementStudents have become embedded within thedecision-making processes of institutions throughtheir representation systems, which can be thefirst time that many young people are able to voteor be elected to represent others. These systemsallow students to identify how change is enactedand how decisions are made, enable them to holdthe institution (and students’ unions) to account,and provide a platform for canvassing students’views. Indeed, student reps and those involvedin the committees of clubs and societies developmany different skills including those of negotiation,understanding meeting processes, public speakingand diplomacy – valuable soft skills that are usefulin many contexts after graduation.Institutions can promote democratic engagementby encouraging voter registration and voterturnout. Whilst higher education graduates areslightly more likely to vote than the rest of thepopulation – 74% compared with 68% of thegeneral population in the 2015 General Election8– student voter turnout is an area of concern.A number of reasons have been suggested forthis, including confusion about voter registrationand recent changes to the law that prevented themass registration of people living in student halls.In particular, students, who are often registered atmore than one address, may be uncertain aboutwhere they are registered to vote. To remedythis problem, some institutions have consideredencouraging students to register to vote alongsidecourse registration, while others focus on afrequent and regular communications campaign9.Institutions can foster democratic engagementin a number of other ways, such as supportingcommunity support groups, building networksand developing peer mentoring schemes.Ravensbourne and the Ravensbourne Students’Union took a novel approach to developing aculture of civic engagement through a string ofdifferent activities.NUS are truly proud of our work we do with our 550 member Students’ Unionsto increase democratic engagement and help students become active citizens inwider society. We believe that all forms of tertiary education in ensuring studentsare equipped with the skills to participate in democracy, influence politics andmake change in society, and that students’ unions have a uniquely importantrole to play in this.Richard Brooks, Vice President (Union Development),National Union of Students8. YouthSight (2015)9. HEPI (2015)15
Active Citizenship: The role of higher educationCASE STUDY 03:RAVENSBOURNE:ACTIVE CITIZENS“Being a part of the Active Citizen project and taking a lead on the Civil ActionSociety at Ravensbourne has motivated me to pursue a Master of Design inSocial Innovation and to continue taking action on social justice issues.Tor-Arne Njamo, President, Ravensbourne Students’ Union 2015-16BackgroundAs a small specialist design and communicationshigher education institution, it is essential thatRavensbourne has a rounded view of students interms of their creative and civic strengths, theirpotential to generate ideas and their capacityas change makers. Its aim is to address thedisconnect that is sometimes found in educationbetween creativity, engagement, civic leadershipand the role of the institution.Ravensbourne has sought to do this by placingthe student at the heart of both engagementwithin Ravensbourne and citizenship withinthe wider community. Through partnerships,projects, leadership programmes and mentoring,the institution has sought to create channels,platforms and recognition beyond what aconventional approach to student engagementlooks like by putting the civic at the heart of theuniversity. One such project is the RavensbourneActive Citizen project.ImplementationThe Ravensbourne Active Citizen project is runusing a partnership model between students(through the Ravensbourne Students’ Union),Citizens UK and Ravensbourne. This involvedsetting up a Civic Action Students’ Society aswell as holding quarterly steering group meetingsmade up of key student, institutional andcommunity stakeholders. Although nominal, thebudget for the programme comes from both theStudents’ Union and the institution.16The key challenge to overcome was for bothstudents and the academic community tounderstand the value of civic engagement asintrinsic to both learning and student wellbeing. At first, the Ravensbourne Active Citizenproject remained on the margins of the studentand institutional experience, but with theprominence now of a Civil Action Society, regularleadership programmes, community volunteeringprogrammes and a peer mentoring programme,the project has gained more visibility, and sostudent and institutional support.ResultThe turnout at events is a very good indicator ofthe impact and effects of projects. The project’sregular leadership training workshops often seeup to 20 student participants and Ravensbournehas launched listening campaigns based in thelocal community and leading to participationin large-scale national events, such as itscontribution to the housing campaign led byCitizens UK, culminating in a gathering of over6,000 citizens to hold the two London mayoralcandidates to account on 28 April 2016.For more information, please
NUS is a confederation of 600 students’ unions, amounting to more than 95 per cent of all higher and further education unions in the UK. Through the member students’ unions, NUS represents the interests of more than seven million students. NUS promotes, defends and extends
Swimming. There were many more merit badges that you could have earned then that are similar to those of today. For example the Angling merit badge became the Fishing merit badge in 1951. Civics became Citizenship in 1946, and in 1952, Citizenship expanded into Citizenship in the Community, Citizenship in the Home, and Citizenship in the Nation.
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Lesson 8 What Is Global Citizenship? Lesson 9 Success within Global Citizenship Lesson 10 the Future of Global Citizenship Note: CHV20 is based on the Ministry of Education’s curriculum guidelines, Canadian and World Studies, Grades 9 and 10. REFERENCES Evans, M., Evans, R., Slodovnick, M., & Zoric, T. (2000). Citizenship: Issues and
reducing employees’ citizenship fatigue, while impression management motives will undermine thriving at work through inducing citizenship fatigue. This study further found that task performance strengthened the positive relationship between impression management motives and citizenship fatigue.
Global Citizenship RepoRt 2009 Citizenship at Citi Read about our Citizenship priorities, management approach and stakeholder engagement on page 7. Responsible Finance hear how we meet the needs of consumers and clients, treating them fairly and providing support when needed on page 12. How Microfinance W
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