{"id":40,"date":"2023-05-31T08:59:56","date_gmt":"2023-05-31T08:59:56","guid":{"rendered":"https:\/\/sites.glos.ac.uk\/qualityefs\/changes-to-framework-copy\/"},"modified":"2023-09-11T15:11:19","modified_gmt":"2023-09-11T15:11:19","slug":"outcomes","status":"publish","type":"page","link":"https:\/\/sites.glos.ac.uk\/qualityefs\/outcomes\/","title":{"rendered":"Outcomes"},"content":{"rendered":"\n
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Outcomes for students<\/h2>\n\n\n\n

Students told us that taking part in the training and rating their courses had increased their expectations around sustainability learning and their sense of empowerment to influence courses<\/strong>. <\/p>\n\n\n\n

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\u201cIt hadn’t occurred to me how sustainability could be relevant in my field of study unless you were interested in going into environmental journalism but I think a lot of my classmates never think about these issues as they’re in positions where it doesn’t currently affect them. We would all benefit from this kind of education.\u201d<\/p>\nUoG student rater<\/em><\/cite><\/blockquote>\n\n\n\n

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\u201cUnsurprisingly, [the training] has made me more aware of how little sustainability is built into the learning I have experienced at an UG and PG level. For all the talk of sustainability that might occur in the classroom, it has rarely if at all gone beyond surface-level input. However, the content shared as part of this project has given me a sense of excitement for the steps that can be taken by course teams across institutions to rectify this and make sustainability a key feature of all courses.\u201d<\/p>\nQAA SSAC student rater<\/em><\/cite><\/blockquote>\n\n\n\n

The % of participants from each of the road-testing settings who explicitly flagged up this effect were:  <\/p>\n\n\n\n

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  • 45% of University of Gloucestershire  <\/li>\n\n\n\n
  • 43% of King\u2019s College London  <\/li>\n\n\n\n
  • 31% of University of the Arts London<\/li>\n<\/ul>\n\n\n\n

    Outcomes for the team <\/h2>\n\n\n\n

    The 3 different partner settings benefited from the project to inform how they move forwards on EfS:  <\/p>\n\n\n\n

    \"Roberta,<\/figure>
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    • University of Gloucestershire<\/strong> \u2013 positively validation of the quality framework from an external and student perspective, with guiding insights into how students experience our EfS course offer.<\/li>\n\n\n\n
    • University of the Arts London<\/strong> \u2013 quality principles to strengthen their framework for climate justice in course design, supporting authentic wider embedding and auditing across the institution.<\/li>\n\n\n\n
    • King\u2019s College London<\/strong> \u2013 quality principles that can be used to expand from an initial exercise in auditing around the UN global goals, to strengthen the EfS approaches in more courses.<\/li>\n<\/ul>\n\n\n\n

      Individual institutions may find stimulus for dialogue, strategic planning and progress monitoring in EfS through considering how the principles apply to approaches and developments in their setting.<\/p>\n<\/div><\/div>\n\n\n\n

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      University of Gloucestershire<\/strong><\/p>\n\n\n\n

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