{"id":38,"date":"2023-05-31T08:32:56","date_gmt":"2023-05-31T08:32:56","guid":{"rendered":"https:\/\/sites.glos.ac.uk\/qualityefs\/principles-tested-copy\/"},"modified":"2023-09-11T15:00:53","modified_gmt":"2023-09-11T15:00:53","slug":"changes-to-framework","status":"publish","type":"page","link":"https:\/\/sites.glos.ac.uk\/qualityefs\/changes-to-framework\/","title":{"rendered":"Changes to framework"},"content":{"rendered":"\n
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Changes to rating principles and criteria <\/h2>\n\n\n\n

Of the 103 responses, 50 comments referred directly to one of the four quality principles. Of those 50, only 28 made a comment or suggestion about what should change, almost all to do with clarity and descriptions in the criteria, or seeking more examples, rather than disagreement with the principles.  <\/p>\n\n\n\n

In some cases where only 1 or 2 students commented on a particular theme, further testing would need to be done using a larger sample of institutions to determine if significant changes would be warranted.   <\/p>\n\n\n\n

Based on student feedback, we agreed to do the following things in the final framework: <\/p>\n\n\n\n

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Top change: decolonising learning  <\/h3>\n\n\n\n

Students from all settings and the QAA student advisers felt that the framework should align EfS explicitly with the intersectional agenda around decolonising the curriculum. This helps to connect thinking and learning for both students and academics, to avoid treating these areas in silo and reinforce the need to connect the social, economic and environmental. <\/p>\n\n\n\n

The final framework offers an alternative pathway to achieve Silver status, through learning activities that evidence decolonial thinking explicitly linked to environmental issues and concerns.  <\/p>\n<\/div><\/div>\n\n\n\n

General improvements<\/h3>\n\n\n\n
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  1. To avoid confusion around the term \u2018profit\u2019 being purely about making money, a clearer description of the economic dimension of the triple bottom line has been integrated <\/li>\n\n\n\n
  2. Rating criteria laid out in a more visual way to make it clearer what is involved to achieve the next progress level, and that HE levels 4, 5 and 6 refer to undergraduate years 1, 2 and 3. <\/li>\n\n\n\n
  3. Greater information provided about what \u2018people\u2019, \u2018profit\u2019 and \u2018planet\u2019 refer to, as well as unpacking where decolonial thinking and intersectionality relate <\/li>\n<\/ol>\n\n\n\n
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    Changes to the student training tool<\/h2>\n\n\n\n

    In developing the final output as a resource for students to help them familiarise with quality sustainability learning, ask questions about courses offering it, and enable them to talk with course teams about how courses could improve their EfS credentials, the following changes were made: <\/p>\n\n\n\n