What are their perceived barriers? Open dialogue between staff and students.

Really timely for our college - use the framework as an evidence base. What will the space will look and feel like?

Everything that was in place previously has been removed. Different priorities from other managers can be tricky.

Don’t strip away student belonging resources.

Staff must be included in decision making to ensure belonging.

Reworked our HE offer and recruiting for September. The framework gives us a roadmap. Most students are above age 25. This framework gives us the capital to promote inside to take us forward. Takes us towards TEF.

Issues with space in CBHE -under-utilisation!

Lack of student engagement with activities, especially adult, p/t, students

Requires an HE space

Links to APP -

Who are the students? What are their motivations?

Separation from FE...?

Integrating activities into the HE day - time pressured.

Issues with HE distinctiveness across a campus/satellite centres.

Students officers/student Union engagement - how much?

Prioritisation of FE over HE

Having something on your committee- quality and standards.

Use this framework to meet with students.

Diagram would look great as a display. Link to how we are meeting this as a department.

1. Gives a good structure and grounding. Gives a framework for practice.

2. Supports staff to recognise strengths and areas for development to support interactions and signposting.

3. Will help to encourage student autonomy and support

4. Helps to stay flexible to support mature students

5. Space and place: gives a greater sense of belonging having a place and having a voice. But, CBHE students can have their spaces intruded and can create conflict between FE and HE students.

   
   

Question 2

1. Gives evidence and weight to plans for inclusion and belonging

2. HE departments can be forgotten in FE. Can be difficult to source funding.

3. The framework can be shared with management and can be used as a benchmark.

4. It will help us.

5. Behaviour management differs between FE and HE students. Behavioural standards are not always suitable for HE and they can remove the sense of belonging. The framework helps to align college-based policies to HE contexts.