Problem:

• Students, should they want to protest on or around campus, do not find it easy to know what they can do and are concerned they may face sanctions should they engage in this which contradicts the universities progressive approach to student voice. The process they are expected to follow to notify BU is complex and lengthy when compared to other universities.
• Students have attempted to exercise their right to freedom of expression in a peaceful manner on campus and were challenged by university security and were eventually escorted from campus by the police. Student was threatened with physical removal from campus security before police involvement.
• Students are concerned there may be a threat of visa and scholarship revocation for attempting to express their views, even in a peaceful manner.
• BU have implemented an unclear risk assessment process for students to follow before being permitted to express their views on campus in the form of protest or speech etc.

Solution:

• SUBU to lobby BU to update disciplinary processes to outlined steps taken in the breach of student code of conduct regarding expression of free speech.
• SUBU to lobby BU to clarify views and definitions of protests, demonstrations, speeches, peaceful and what they consider harmful, unlawful, provocative, or dangerous.
• SUBU to lobby BU to clarify their policies on student freedom of expression and right to protest peacefully and increase visibility of these policies for students.
• SUBU to lobby BU to examine campus security training on handling protests and expressions of views to ensure students still feel protected and not physically or academically threatened.
• SUBU to lobby BU to introduce notice of speech/event/protest/demonstration system as like [BIRMINGHAM UNIVERSITY] for students to make public knowledge of their intentions.
• SUBU to lobby BU to explore introduction of safe space for demonstration, placement of artwork and space to safely express views.
• SUBU to consult with OfS to remain updated on current guidance and rulings for students and freedom of expression and actively inform and educate student on these.

Problem:

• Currently there are many students across campus with dietary requirements such as Halal that are currently unfulfilled in the food options available at commercial services across campus.
• Many other universities provide a variety of food options for students of all backgrounds and faiths.
• This lack of diversity is present in both BU and SUBU food providers on campus.
• This lack of diversity often means many students requiring such are unable to locate suitable food on campus

Solution:

• SUBU and BU to collect data from student that indicates the need for change and shows the relationship between food options on campus and footfall.
• To set up meetings with representatives with Chartwells to explore expanding the range of dietary friendly foods available.
• To meet with student representatives affected by the lack of diverse food options.
• To introduce a more diverse range of food options that accommodate the dietary requirements of all students.
• Investigate and propose which animal welfare standards are applicable to the improvement in food provision in BU and SUBU outlets. 

Problem:

• The University has limited support for students seeking financial grants to aid in receiving a diagnosis of Additional Learning Needs and has made the criteria to achieve this more stringent resulting in a lesser rate of accessibility.

• To access any element of support for ALS and disabilities, you require evidence of a diagnosis which is often time-consuming and restrictive in how to obtain. 

• BU’s DSA support fund currently is inaccessible to non-UK national students and there is also significant financial barrier due to the fact it required evidence of household income for consideration as well as proof of “little to no funds available” which often does not account for true financial circumstances (especially considering that diagnosis can cost £400).

• Due to limiting circumstances and accessibility to financial support from the University in obtaining a diagnosis, many students are feeling as though their specific learning needs are not being met and are unable to seek a path to help remedy this.

Solution:

• SUBU and BU to research the support other universities provide and use this to review their own support processes.
• SUBU to lobby BU to introduce self-diagnosis (dyslexia) with regard providing evidence required for support or in the application for the professional diagnosis.
• SUBU to lobby BU to remove the household income and financial insecurity aspect of the application process for BU’s DSA fund.
• Implement the support before certificate is received. 
• SUBU to lobby BU to explore student cost-friendly methods of providing ALS support to international and non-UK national students.
• SUBU to lobby BU to consider prior diagnosis when providing additional support across studies. E.g. diagnosis obtaining during early schooling years as there is no expiry on ALS.

Problem:

• SUBU clubs and societies require 3 mandatory committee positions to run: President, Treasurer and Sectary.
• These Committee members can be elected at the following times: in May (ahead of the next academic year), in September (a by-election for anyone not elected in May), and a further by-election in January (to fill any positions that may have become vacant during Semester one).
• Societies with one or more unfulfilled Committee positions are prevented from operating until the next By-Election.
• The current process has meant that several societies have been deemed inactive.
• Many of these clubs and societies have members happy to temporarily fill vacant positions until the next by-election but are unable to due to the current processes in place.
• Length of time between elections can mean a long time before societies can start running again.

Solution:

• SUBU to explore the feasibility of permitting students to step forward and assume a committee role temporarily until next by-election, where a maximum of one position is vacant.
• SUBU to explore adding more exceptional circumstances to the elections process.
• SUBU to explore the feasibility of an additional by-election in Semester One.
• SUBU to explore amendments to constitution that may be needed to allow for flexibility for clubs and societies without a fully elected committee.
• SUBU to communicate with clubs and societies members with Committee election information, to ensure information goes beyond Committee members to increase awareness and engagement with elections.

Problem:

• BU do not currently have a hard deadline for timetable release, and this often means timetables can be released last minute as semester starts.
• This has significant implications for students with other commitments such as student parents, commuting students, students involved in sports and students with medical conditions.
• Students with prior arrangements or commitments experience difficulties in rearranging last minute due to the current release of timetables and the short notice before the commencement of lectures and seminars.

Solution:

• SUBU to lobby BU to guarantee that timetables are released at least 10 working days prior to the scheduled start of term for all faculties.
• BU to ensure timetables across all faculties and courses are released no less than 10 working days before the start of semester.
• BU to send a notification via Brightspace when changes are made to timetables.

Problem:

• Currently any strengths or weaknesses surrounding ALS potentially go unheard and are at risk of being underrepresented.
• The lack of ALS student representatives means students of this background have no specific representative who accommodates their ALS needs and issues.
• The lack of ALS student representative provides students no point of contact for feedback on these issues.

Solution:

• SUBU to explore developing Student ALS Champions (Similar to reps) to support ALS students within faculties to support other students who have Additional Learning Support needs.
• Support offered by Student ALS Champions could include signposting, liaising between ALS students and faculty staff to help students who have issues, and working closely with SUBU’s PTO DAND Officer.
• SUBU to explore introduction of more official ALS role to work alongside reps, officers and department leads.

Problem:

• The SportBU gym at Talbot is mixed-gender, with no hours allocated for single-gender use. This is important because some students may not be comfortable exercising around the opposite sex for various reasons: such as religion, anxiety, sexual trauma, or having been previously harassed by the opposite sex in a gym setting. There are no gyms in Dorset that offer same-gender services, so students who struggle with those issues currently have no options.  
• Exercise is important for physical health, and especially so for mental health. It's important for students who struggle with those issues to have access to a same-gender gym, as it might help them overcome their anxiety and trauma.  
• This is especially important for Muslim students. While their faith does not prohibit them from exercising in mixed gyms, they must keep modesty in a gym setting. For this reason, they might feel more comfortable in a female-only setting as they can better focus on exercising without worry. This also applies for any other religions that also instil modesty in gym settings, such as some Christian sects and Hindu. 
• There are other university gyms that have introduced women only hours – Bloombury Fitness at UCL is an example, which has women only hours on Wednesday mornings and Sunday evenings. 

Solution:

• SUBU to lobby SportBU to: 
  • Establish at least one “women-only” hour a week where only women are allowed to use the gym and the same for men. 
  • Ensure that these hours are trans-inclusive 
  • Establish gender specific offerings for popular gym classes (such as yoga and circuits) to ensure that these classes are accessible. 
• SUBU to work with SportBU and organisations like This Girl Can to ensure that the gym is an accessible place for all but especially underrepresented groups. 
• SUBU to work with SportBU and other relevant organisations to ensure that the gym is inclusive for all marginalised genders, including non-binary people. 

Problem:

• A vast amount of students get the minimal loans due to their parents income but have no or little financial support from family. As a result, they are forced to work throughout university to be able to afford the bare minimum such as basic living bills. 
• According to the Office for National Statistics, 50% of students felt that they had financial difficulties, with 15% saying they had major financial difficulties. One in four students have taken on new debt in response to the cost of living crisis, with 66% of these students saying their reason was because their student loan did not cover their living costs. 
• This is an issue faced by all students, including home students and international students. 
• There is some academic support available, but this often isn’t enough for the student to be able to pay their basic bills. This can significantly affect the students work both due to mental deterioration due to stress and physical effects such as tiredness.  
• The support that is available for students is not very well-advertised, so many students who would need the support go without, and have to find another way. This could be through excessive hours and shifts, or through applying for private loans. 
• As a result, this can massively negatively affect the students’ academic work and overall grades, as well as mental and physical health. This could lead to an increase of students dropping out of their course. 
• If the university provided more support for students who need to work, it would take a lot of strain away from the current support that is in place, such as SUBU Advice. 

Solution:

• SUBU to lobby BU to allow part-time work to be included as a reason for exceptional circumstances. 
• SUBU to lobby BU to provide more support for students who have to work to afford to study, and ensure that this support is well advertised. 
• SUBU to lobby BU to ensure that adequate support is provided for international students who require to work to study in the UK. 

Problem:

• Many students of marginalised groups do not feel comfortable around police, have had bad experiences with the police, or know someone who has. As a result, the involvement of police on campus can often make these groups feel less safe and supported than is necessary. Not only this, but the reliance on police to handle issues increases the likelihood of escalation within incidents, especially including BIPOC and other minority groups.  
• Additionally, as a result of the university's reliance on the police force, onsite security are not prioritised for handling incidents where they could be the first point of call, being nearer them, and what we are encouraged to contact first through the university's 222 emergency line. One such example of the dramatic issue with the police involvement nationally, is that Black people are eight times more likely to be stopped and searched than white people, while making up only 3% of our national population[1].  
• In Dorset, stats from 2021 show that here this is especially a problem with the rate being such that Black people are nearly 20 times more likely to be stop and searched[2], 11 times more likely to be arrested[3], and these are some of the worst in the country. It is also incredibly important to note that reports of issues with the police affecting Women, Disabled people and other marginalised groups are also commonplace, many stats also showing for example that Asian and/or Black people typically get longer sentences[4].  
• The plethora of statistics available all show that the police as they currently stand are not protecting members of the public from all backgrounds equally, something important to consider, especially considering the large international community at BU. These disparities show that the active reliance on the police to keep our campus safe is not something with an equal impact. The insurgence of movements such as "Don't Call the Police" also show that by reinvesting our needs in local organisations we can fight these issues.  
• Furthermore, onsite security are much better situated to handle issues on campus with understanding of students needs and being much closer to likely incidents. There was no on-campus security until very recently, meaning that anything security was no able to handle had no other option but being escalated to the police. 
• Some sources for stats mentioned in this proposal from UK GOV (links in footnotes) 

Solution:

• This proposal would be to prioritise the usage of the facilities we have on campus and the staff who run security over the police, not inviting external police to events where they effectively are present for show and not actively handling an issue, and pushing for staff and students to be given more information on the impacts of calling the police, and the situations where this is not necessary. Some of the things that should be done are as follows, and continue to be the case:  
  • Onsite security to be trained in De-escalation and Conflict Resolution, being prioritised as the port of call for minor incidents  
  • Student facing staff, including security to be trained in Unconscious Bias Awareness  
  • Police and Police-adjacent organisations not to be invited as guests to any "vanity" events such as Freshers and Refreshers, also including organisations aiming to improve the police's public perception.  
  • The SU and its staff to be required not to call police on protesters/strikers/students unless there is a direct threat to people, and seek to resolve incidents with onsite security wherever possible  
  • SUBU Advice to be given training to help give support to those students who are affected by police incidents, or help students access external organisations where necessary  
  • SUBU to use current connections with Dorset Police to lobby for reform 
• What this does not mean:  
  • Banning police from responding to emergency incidents/crimes - these are a necessary interaction, in any situation where things cannot be deescalated.  
  • Doing away with campus security - this policy encourages greater campus security so the police are no longer necessary.  
  • Emergency services prevented from accessing campus - in any case it is determined that external emergency services are necessary, they should remain able to act. 
• To summarise, this proposal will utilise existing security staff to ensure that they are trained to protect students, minimising the need for police involvement 

Problem:

• Currently there are no Uni buses which go to these destinations. The issue is that a student is forced to take multiple buses to get to and from Talbot campus.

• Walking 10 to 20 minutes in between bus stops is also a common issue.

• Students have to pay multiple bus fairs to get to and from campus from the aforementioned locations which is not budget friendly to most students.

• There is also a risk of lateness to lectures. Often if the first bus is late then this can affect punctuality, which it out the students control

• It is also challenge for students with disability/access issues as two separate buses means extra complications.

• The difficultly with bus travels from these locations discourages attendance on campus, and excludes students from campus opportunities and events.

• There is a potential safety risk, especially with changeover buses later in the evening. Element of safeguarding could be improved.

Solution:

• For BU to explore how many students live or are on placement in the suburban areas listed in the proposal

• Combined Uni bus route for both East and West Parley, passing through Ferndown as well.

• Additional route for Wimborne that could be combined with the others.

• The buses could run every 30 minutes to an hour.

   

Problem:

• There is a lack of space in both the sports hall and gym which means less people can train or play sport at one time.

• If there are no facilities for a sport which needs specific requirements, then it is less likely to be picked up by students.

• Without investment to sport, people are less likely participate and BU are less likely develop a large sporting community.

• There is untapped potential in students to be successful sports people which could open a lot of doors for students.

• General health and wellbeing could be improved with more involvement with sport. Teaching mental strength and resilience through sport can then translate into other areas of life.

• Cost of Living crisis means that students may not have the funds for sports outside of uni.

Solution:

• To expand the current gym facilities including, more bench stations.

• Increase range of sporting facilities to including; a running track, additional Sports Hall and 3G pitch at Talbot campus to increase participation across of variety of sports  

• Increased communication from SportBU around availability of existing facilities and campus sport opportunities, including facilities at Chapel Gate

Problem:

• Lecture and seminar resources are being uploaded late 1 day before or even on the day. This does not allow students enough time to access resources and go through them due to other responsibilities, such as work and families.

• For some students, having access to teaching materials in advance is critical in providing them with equity of learning opportunity in relation to Additional Learning Requirements (ALN) and reasonable adjustments

• Furthermore, it is required from students to make lecture notes before lecture to become familiar with the topic. This is not possible when some lecturers are posting lecture slides on the day, sometimes less than an hour before the actual lecture.

Solution:

• For SUBU to lobby BU to upload lecture and seminar resources to Brightspace one week in advance. 

Problem:

• On 21 October 2022, following ongoing disputes over unsafe workloads, casual contracts and equality failings, strike action has been balloted at UK universities and UCU members secured a mandate for both Strike and Action Short of Strike (ASOS). 

• As a result, staff at 150 universities, including the BU UCU branch, commenced a continuous period of ASOS from Wednesday 23 November 2022 and three full days of Strike on: 24th, 25th and 30th November.

• The BU UCU branch has issued a statement to students, detailing the actions they are taking and why. In brief, UCU’s demands include action to address excessive workloads and unpaid work, a pay rise to deal with the cost-of-living crisis, action to end the use of insecure contracts and close the gender, ethnic and disability pay gaps.

• The Students’ Union will always support better and more equal pay and working conditions for all staff and understands that staff wellbeing affects student experience. SUBU also has an important role to play in helping students to understand why strikes are taking place and has issued frequently asked questions for students.

• The Students’ Unions decision whether to support the strikes should be made by our members.  A previous policy was passed at the SUBU Summit in November 2021 was under the then condition of ASOS (and not strike), and agreed:

  • For SUBU to support all UCU demands in relation to the four fights; pay, workload, casualisation, and equality  

  • For SUBU to prioritise transparent information and education surrounding why UCU industrial action is occurring  

  • For SUBU to not support industrial action that would lead to significantly more disruption to our members 

• As the ongoing national dispute means the industrial action is likely to continue and UCU’s approach now includes strike, as well as ASOS, it is important to review SUBU’s position by putting it to our members to decide whether they want SUBU to support UCU’s industrial actions, including strike actions.

Solution:

• The Students' Union to support UCU’s industrial actions, demonstrations and teach outs to the students.  

• The Students' Union to release a statement declaring its intention to support industrial actions including strikes. 

• The Students’ Union to ensure students are informed (including on why strikes are taking place and support available), run digital campaigns and student-led initiatives. 

Problem:

• Python is a widely used general-purpose programming language used in machine learning, web development, desktop applications, artificial intelligence and many other fields.

• On some Bournemouth University programmes within the Faculty of Science and Technology, Python is one of the main languages used for coding.

• When starting a BU Programme, students come with different levels of knowledge and experience using Python.  This means that some students that already know the framework are at an advantage to those that do not.

• There are currently no workshops offered to support students with Python coding.

• Offering workshops on the topic would boost the learning experience of students and make them more confident in applying these skills in class and on assignments. It is also vital for students to have these skills for work placements and work opportunities following graduation.

Solution:

• For SUBU to lobby BU to hold Python coding workshops for beginners to help them learn the language

• To have the sessions run through the Faculty of Science and Technology and open to all students regardless of their faculty.

• In person sessions preferred – Hybrid option as well.

• Workshops suitable for all levels.

• Available for all students including PGR students.

Problem:

• There are no crossings around the university that currently produce sounds to indicate when it is safe to cross.
• Around campus, there are Zebra crossings and some Toucan crossings that do not produce a sound (particularly around Boundary Roundabout near the Poole Gateway Building).
• Especially for visually impaired students, this could be a problem and could lead to serious accidents (especially in the winter months).
• Having crossings that produce sounds (such as Pelican and Toucan crossings with sounds) would make the roads safer for students and the wider community of pedestrians around Talbot.
• The council will usually consider the impact crossings may have on traffic and how dangerous the road is to cross without crossings when deciding which crossing to use. There will therefore be a reason that the current crossings have been used, but work should be done to make them safer.
• With many students coming to university on foot, and the University encouraging students to travel more sustainably, it is important that the University works with SUBU to make walking to and around campus safer.

Solution:

• SUBU to lobby BCP Council to add sounds to the existing Toucan crossings to ensure they are safer for pedestrians.
• SUBU to lobby BCP Council and the University to provide safer crossings around campus.
• SUBU to lobby the University to support the above lobbying with BCP Council.
• SUBU to lobby the University to promote road safety amongst students, particularly international students and disabled students.

Problem:

• Green spaces have been proved to increase social interactions, encourage physical exercise and provide stress relief, as well as encourage local wildlife into the area.
• While students do have quiet areas (e.g. the library) and social areas (e.g. the Student Centre and Dylan’s), there is no secluded outdoors area on Talbot Campus to sit in when you need a break from a computer screen.
• A small area with space for a nature or wildlife garden and some benches would be a place for students to relax and reflect away from the hubbub of the larger university building. This would be especially beneficial to students’ mental health, particularly during the summer exam season.

Solution:

• SUBU to lobby the university to create a sheltered greenspace on Talbot Campus and Lansdowne Campus that are wheelchair accessible.
• The spaces should have designated smoking/ vaping areas or further work should be done to improve the sheltered smoking areas on both campuses.
• The mental health green spaces should be varied to accommodate a range of student needs.
• The spaces could include a sensory garden.
• SUBU should explore the possibilities of having mental health green spaces away from campus as well as on campus.

Problem:

• Despite the efforts of Toluwa Atilade, VP Welfare and Community and SUBU, Allyship is not pushed within the university as much as it should.
• It is on everyone to learn how to be an active ally. It is not a choice to sit on the side-lines and be silent.
• We need to set out practical steps and actions for student facing work.
• Allies have an important role in society - to show solidarity to people from marginalised communities and to unlearn their own unconscious biases and encourage others to do so as well.
• Showing that the union and the university is an authentic ally will show students that they are accepted for who they are. As university is the first step into adult life for many students, experiencing this acceptance will ensure that they carry that with them through their adult lives.

Solution:

• SUBU should continue to champion allyship through different campaigns – this includes, but not limited to:
  • Providing financial support to trans students in need who are beginning their transition
  • Ensuring SUBU does not use gendered language when discussing menstruation
  • Improving the accessibility of events, including events run by our clubs and societies
• To encourage staff and students in SUBU and the University to become allies for marginalised communities via the SUBU website.
• Ensure that students are clear on SUBU’s stance regarding allyship.
• Ensure that Bournemouth University learn to be active allies.
• For the Students’ Union and the University to acknowledge their lack of diversity and to acknowledge the necessity for allies,
• For SUBU to:
  • host an annual Allyship Fair
  • create a Live-Experience Liberation Panel where students will get renumerated for their time
  • pledge and adopt the Allyship Commitments and Strategy
  • encourage students to register as allies on the SUBU website
  • promote the Allyship Hub and related projects through BU/SUBU welcome comms
  • infuse allyship within the Liberation Campaigns structure. This includes, but is not limited to, each Liberation Campaign having a minimum of one allied event each year.
  • organise and facilitate allyship training for student leaders
  • keep the Allyship Hub up to date
• For SUBU to lobby Bournemouth University to:
  • pledge and adopt the Allyship Commitments and Strategy
  • ensure that correct language is used in lectures around marginalised communities, particularly for terms relating to LGBTQ+ and disabled communities.
  • allow an option for BU staff and students to include pronouns on ID badges
  • support SUBU with their allyship events and campaigns where possible

Problem:

• Barclays has been Europe’s biggest investor in fossil fuels since the Paris Agreement, according to the Banking on Climate Change report, providing 36% more finance than the next worst European banker (HSBC).
• Barclays Bank is currently the largest funder of fossil fuels in Europe, having invested $85 billion in the industry in the last three years. Given that the IPCC (Intergovernmental Panel on Climate Change) warns that we have 11 years to limit catastrophic climate change, the University should be proactively examining its investments to make sure that it is not contributing to the problem.
• Funding Bangladesh’s coal expansion: Barclays has provided $USD 300 million for NTPC, the key initiator behind the Rampal Power Plant in Bangladesh, through bond underwriting. The power plant threatens the world’s largest mangrove forest, Sundarbans, a vital carbon sink and has seen extensive protests in the country and around the world.
• Until now, only 2.8% of Bangladesh’s energy has come from coal. Yet, the government plans to increase dependence on coal up to 37% over the next decade by establishing 29 new coal power plants.
• According to Tonny Nowshin, a researcher at environmental and human rights organisation Urgewald and a degrowth activist from Bangladesh, the pollution from the power plant would cause low birth weight for 24,000 babies and premature death for 6,000 people.
• Barclays is supporting the Rampal Coal Power Plant in Bangladesh which threatens the world’s largest mangrove forest, Sundarbans, a vital carbon sink.
• Without the financial support of Barclays the Rampal project could not go ahead. We can all see how climate change impacts are rapidly unfolding: it is not justifiable for any company to keep channelling money to such projects.
• The University has a Policy that covers what they should and should not invest in. Barclays breaks this in numerous ways.
• BU’s Ethical Investment Policy and Procedures Policy states : “Companies which are perceived to be engaged in any other controversial activities.”
• I would think that the destruction of whole villages populated by local indigenous and Afro-Colombian people is a controversial activity.

Solution:

• The Union should seek to move all banking to a more ethical banking supplier. Triodos is recommended as the most ethical and viable choice. Co-Op and Nationwide are other viable options, though Triodos should be explored first.
• The Union should cut future ties with Barclays such as but not limited to: sponsorship, corporate partnerships, advertising, careers fair.
• SUBU will lobby the university to cut other ties such as but not limited to banking, sponsorship, corporate partnerships, advertising, careers fairs, ATMs and branches on campus. This lobbying should be done by the President of SUBU.
• To divest any shares that they may have with Barclays.

Problem:

• If students fail or are unable to take an exam for various reasons during Semester 1, currently the only option they have is to re-sit the exam during Summer.
• There is currently no option for students to take their resits during the Spring Break.
• This can pose a problem to some students (such as International Students) who will have to travel back to Bournemouth to take this exam. Travelling can also mean extra costs for students, who may not be able to afford to do so.
• If Semester 1 exams could be retaken in April, it would ease the pressure on students. For example, students would not have to study for resits for both Semester 1 and 2 at the same time.
• It would also provide reassurance for prospective PGRs, given the Reassessment Board is held in the first week of September.

Solution:

• BU should allow students the option to retake Semester 1 exams in Spring Break. That the VP Education Officer lobbies the University to introduce Spring Break retakes.
• That the University Exam Board should meet at the end of each semester to accommodate this change.
• SUBU should lobby BU to allow students to retake exams during Spring Break.

Problem:

• Many social events for students are alcohol based – either by being focused on drinking or taking place at a club or bar.
• According to a survey from NUS in 2017-18, 21% of student didn't drink and 29% of students agreed that they sometimes feel pressure from their friends to drink more alcohol than they would like to.
• Clubs and societies are encouraged to run at least one non-alcoholic social a month in order to become a 5-star society, but this still means that they can run many alcohol-focused events.
• Non-drinkers can sometimes feel like they are not always welcome at events where they know people will be drinking, as they may feel that they will be judged or may feel pressured to drink.
• More should be in place to encourage students that don't drink to come to socials in societies that are not alcohol based.

Solution:

• SUBU should organise more social events outside the societies to acknowledge non-drinkers.
• More societies should hold specifically non-alcoholic events, outside of clubs and bars. SUBU should help societies find non-alcoholic venues.
• SUBU should increase the non-alcoholic drink options in Dylan’s and The Old Fire Station.
• SUBU should make sure to clearly indicate when an event is alcoholic

Problem:

• There are currently two formally recognised Officers and Groups within SUBU’s Bye-Laws which represent LGBTQ+ students.
• The Officer and Groups are inclusive spaces for the LGBTQ+ community but are separated to recognise the different issues that non-heterosexual and non-cis-gendered individuals face.
• LGB language has been co-opted by transphobic groups and does not reflect the inclusive nature of the Officers or Group.
• Intersex individuals are not currently explicitly represented by either of the Officer or Group, despite forming a part of the LGBTQ+ umbrella.

Solution:

• Change the name of the Lesbian, Gay, Bisexual Plus (LGB+) Officer and Group to the LGBTQ+ Officer and Group
• Change the membership of the Lesbian, Gay, Bisexual Plus Officer and Group from:
  • Current: ‘The members shall be all students who self-define as Lesbian, Gay, Bisexual and any other sexual minority’
  • Proposal: ‘The members shall be all students who self-define as Lesbian, Gay, Bisexual, Queer, Questioning, Asexual, Pansexual, or otherwise identify as a sexual identity within the LGBTQ+ umbrella. This group is inclusive of LGBTQ+ identities and shall work closely with the Trans, Non-Binary and Gender Identity Group.’
• Change the name of the Trans and Non-Binary Officer and Group to the Trans, Non-Binary, Intersex, and Gender Identity + Officer and Group
• Change the membership of the Trans and Non-Binary Officer and Group from:
  • Current: ‘The members shall be all students who self-define as Trans and/or Non-Binary.’
  • Proposal: ‘The members shall be all students who self-define as Trans, Non-Binary, Genderqueer, Gender Non-Conforming, Gender Questioning, Intersex or otherwise identify as a gender identity within the LGBTQ+ umbrella. This group is inclusive of LGBTQ+ identities and shall work closely with the LGBTQ+ Group.’
• The changes should take effect across all of SUBU’s informal communications as soon as possible, pending formal approval in the Bye-Laws.
• The Bye-Laws, which can be found in the Appendix, should be updated to reflect the amendments. Specifically, the following clauses should be amended:
  • Bye-Law 2, Clause 8.1.a.iv
  • Bye-Law 2, Clause 8.1.a.v
  • Bye-Law 9, Clause 3.2.d
  • Bye-Law 9, Clause 3.2.d.i
  • Bye-Law 9, Clause 3.2.d.ii
  • Bye-Law 9, Clause 3.2.e
  • Bye-Law 9, Clause 3.2.e.i
  • Bye-Law 9, Clause 3.2.e.ii

Problem:

• Over the past couple of years, SUBU has worked to provide menstrual products to students in need of them for free. However, with the recent rise to the cost of living, students who menstruate may find themselves struggling to afford menstrual products.
• Menstrual products are essential items and where people are unable to access them, their lives are severely impacted.
• SUBU’s Environmenstrual Collective aims to hold events to educate and provide students with different options for menstrual products, and to destigmatise periods, particularly with those who do not menstruate.
• Currently, BU does not contribute financially to SUBU’s work with the Environmenstrual Collective, despite it providing for BU students, and some staff.
• In addition, the university should also be encouraging sustainable periods, and providing students and staff who menstruate with more sustainable options for menstrual products whenever possible.

Solution:

• SUBU to lobby BU to assist in providing free and sustainable menstrual products for students in need, where they:
  • Cannot afford products
  • Come on their period unexpectedly
  • Have forgotten products
• SUBU to lobby BU to provide free and sustainable menstrual products for their staff members.
• SUBU to continue to campaign for periods to be free of stigma via the Environmenstrual Collective.
• SUBU to stock a range of sustainable menstrual products in the student shop.
• SUBU to continue to sell menstrual products at the cost of purchase within their outlets.
• SUBU to lobby BU to stock sustainable menstrual products in the machines in toilets
• SUBU to share and communicate the collective and policy more widely to students

Ideas for implementation: TEXT

Problem:

• We have a large in-take of international students here at Bournemouth University, with large groups coming in both January and September.
• Some of these students may not have travelled abroad outside of their home country before and may not know people in Bournemouth to help them get started.
• Although there are WhatsApp and Telegram groups for international students, not everyone is aware of them, and it can be very difficult for international students to settle without help from someone who is already here.
• Some incoming students reach out to current students to get information on things like accommodation and banking, which can be stressful for those students who are not always prepared to help.
• This has been a particular issue with COVID, as some international students must self-isolate when entering the country and without support may not be able to purchase essentials such as food.

Solution:

• After giving offers of study to international students, Bournemouth University should ensure that these students have all the information they need to start living in the UK.
• Having a ‘Buddy’ assigned to students when they confirm their place at BU, and who is trained and supported by BU, would allow incoming international students to gain the essential information that they need and support the student as they arrive in the UK.
• These ‘Buddies’ would be there to answer students’ questions and help them with things like accommodation, transport, banking and more, as well as being a friendly face for incoming students new to Bournemouth and the UK.
• SUBU to discuss this issue with the University.
• SUBU to lobby the University to improve their arrivals programme for international students.
• SUBU to lobby BU to implement a Buddy system for incoming international students, as a part of their arrivals

Problem:

• Many students, especially those whose home is farther away, do not have the means or storage to bring their bikes to Bournemouth during term times, even if they would welcome the exercise.
• Beryl Bikes is an electric scooter and bike sharing app, where users can unlock scooters or bikes through an app on their phone, meaning that users have access to bicycles and scooters without having to purchase one or worry about storage. There are many bays around the Bournemouth, Poole and Christchurch area.
• Using Beryl Bikes is a great way to commute to and from campus and even the scooters allow for some fresh air rather than sitting on a bus.
• Beryl Bikes currently offer minute bundles between £5 to £20 and an unlimited day pass that lasts for 24 hours for £12. Beryl also provides a code to BU students and staff for 100 free minutes (usually worth £5) and gives away complimentary minutes at Beryl events.
• Especially for longer periods, these costs could be inaccessible for some students. A student who uses Beryl Bikes to travel to and from university every week in an academic year would currently have to pay around £510 for enough minutes (if cycling only an hour total 5 days a week, for 34 weeks).
• UNIBUS currently offer a 50% discount to students for an annual bus pass, with unlimited travel on UNIBUS buses to campus and in morebus Zone A, costing only £260.
• Having a student discount would make it easier for students to use Beryl Bikes and would encourage them to be more active.

Solution:

• SUBU to lobby BU/Beryl to do the following:
  • Making cycling more financially and physically accessible to students. More maintenance on campus.
  • To encourage students to be more active through cycling (which can have a positive impact on both mental and physical health). More beryl bikes/general cycling events happening on campus.
  • For Beryl Bikes to improve accessibility for their bikes for BU students.
  • Beryl Bikes to provide an annual (or other long term, such as termly) pass for students, in line with the cost of an annual pass from UNIBUS. One-off discounted annual payment or per semester payment.
  • Beryl Bikes to provide a student discount of at least 25% on their minute bundles.
  • To develop suitable infrastructure to manage the demand of Beryl Bikes
  • To develop safety campaigns to ensure that students are using the resources safely and responsibly
• SUBU to meet with Beryl to discuss the issue and prospect of introducing a student discount. Using a student number/ID.
• SUBU to research the usage of Beryl Bikes among students, as well as cycling trends amongst students.

Problem:

• Access to Higher Education is a fundamental right.
• Since the introduction of tuition fees in 1997 students have increasingly been seen as consumers.
• Students deserve more than this and the NUS’ New Vision For Education Campaign seeks to improve the conditions for students within higher education by fighting for the following:
  • ‘Fully funded: higher and further education to be funded by governments - free at the point of use for students - with proper pay, pensions and conditions for staff across education and beyond
  • Accessible: creating safe and inclusive spaces – built for students here and now - and uprooting disablism in our education
  • Lifelong: there to support us from cradle to grave - think less restrictive, more fluid and flexible
  • Democratised: giving students more power and agency over our own learning’
• On the 2nd of March the NUS has organised the Student Strike in Central London.
• This will be an opportunity for officers and activists across the country to gather and celebrate the collective power of the student movement.
• This strike is not a demonstration and there will be no marching. The strikes focus on radically reimagining what education should look like with speakers, performances, workshops, and opportunities to build a community and learn from one another.

Solution:

• For SUBU to support NUS’s New Vision for Education Campaign and integrate the campaigns principles into its work, while prioritising current students.
• For SUBU to support the Student Strike. This shall include providing transport at no cost for students, a small deposit may be required. . This shall also include promoting the strike via their communication channels.

Problem:

• Smoking causes health issues for both the person smoking and for others around them through second hand smoke.
• Whilst smoking is not allowed within 5 metres of all our university buildings, it is allowed on other places of campus.
• The signs highlighting that smoking is not allowed within 5 metres of university buildings are also not always adhered to by students and staff, leading to many people gathering around sheltered areas close to buildings to smoke in bad weather. Students and staff will then have to walk past them, which is a particular problem for those with respiratory conditions such as asthma.
• There are currently no designated smoking areas on campus.

Solution:

• Create designated smoking areas on campus. They should be a physical structure however this is subject to financial approval from BU and could take a long time.
• Smoking should be banned around entrances and exits to buildings as well as within 5 metres of buildings
• Ban smoking and vaping on campus outside of designated smoking areas
• Ensure that the signage around smoking is more visible and is adhered to e.g ensuring the signs are well lit
• Better placing “stubb it” bins around campus away from exits, entrances and buildings.
• Ensure staff are adhering to the policy so that students also follow the rules on smoking on campus.

Ideas for implementation:

• For SUBU to lobby BU to create suitable and sheltered smoking areas around campus
• For SUBU to lobby BU to ban smoking and vaping on campus other than in designated sheltered smoking areas
• For SUBU to lobby BU to improve signage around the smoking rules.

Problem:

• Some teaching days can be long, with few breaks in between teaching sessions (for e.g. lasting from 9am-7pm). The requirement for continuous concentration and engagement related to this can present accessibility challenges for some students with disabilities.
• Other teaching days can be short with students coming for a few hours several times a week, travelling far to come to lectures that don’t last long (1 hour)
• Single teaching sessions that last for 2-3 hours and do not have breaks within them also present concentration and engagement challenges for some students.
• Long breaks between teaching sessions can cause issues for students too.
• Teaching days that continue beyond 5pm can present attendance challenges for students with caring responsibilities and part time work that is essential for them to help fund their degrees. Students may be penalised for not attending lectures due to, for e.g. childcare issues.
• Teaching days that end later can also present safety issues for students when travelling back home later and in the dark. This can be especially the case where students are not living in areas heavily populated by other students (e.g. halls). There is also an issue with transport availability after lectures, meaning students may not be able to get back home.
• Overall, this could be contributing to students not wanting to come to lectures on campus.

Solution:

• SUBU should lobby BU to ensure the potential concentration and engagement issues with long continuous teaching days are addressed by the use of appropriate breaks throughout these days. This might currently be addressed through lectures starting and finishing 5 minutes early, so SUBU should track any changes to this guidance for academic staff as it may only apply during the current Pandemic situation.
• SUBU should lobby BU to ensure that all longer teaching sessions (those of 2-3 hours) include appropriate breaks within them for students.
• SUBU should lobby BU to ensure all short teaching sessions spread across different days can be compressed into one teaching day.
• SUBU should lobby BU to ensure there is flexibility for students who have challenges in attending teaching beyond 5pm that are due to caring responsibilities or essential part-time work, and that these students are not penalised or disadvantaged for not being able to attend. Flexibility for students could include being provided with a lecture recording or having the option to attend online. This would be in addition to being provided with the lecture slides and resources in advance.
• SUBU should work with BU to better promote local transport links to students
• SUBU should work with BU to review the safety of the wider Bournemouth community for students not living in areas heavily populated by other students (e.g.halls)

Ideas for implementation:

• SU VP Education to identify current guidance provided to academic staff relating to relevant breaks in long teaching sessions and the approach for students who find it challenging to attend lectures after 5pm for childcare and part-time work reasons.
• SU VP Education and SU VP Welfare and Community to discuss changes required to this guidance with SUBU’s relevant Liberation Campaigns, Student Communities and to track issues coming through SUBU’s online Rep feedback tool (SimOn)
• SU VP Education to prepare a report on the outcomes of the above points to share with BU’s Academic Standards and Education Committee
• SU VP Welfare and Community to work with BU on promoting local transport links to students and to review the safety of the wider Bournemouth community for students.
• SU VP Education to explore the idea of dual-delivery (in physical lectures and online) with BU, without being detrimental for students’ attendance records.

Problem:

• Students who report a disability have lower degree results and lower rates of employment when compared with non-disabled peers site
• Disabled students at BU currently face a range of issues, including a lack of information, barriers (including financial) to accessing support, a lack of effective wellbeing support, a lack of social opportunities for those with diverse needs, and a range of physical and online accessibility issues
• Disabled students also face barriers to academic work, with a lack of consistency around the application of Reasonable Adjustments, insufficient staff training and a general lack of information on how to support students’ learning

Solution:

• Bournemouth University should adopt a whole institution approach to provide inclusive access and wellbeing support in a flexible manner
• Students should be made aware of the support services available, with all barriers to access removed
• All discriminatory policies at BU should be reviewed by staff
• All courses should be audited for inclusivity and accessibility and use of the Brightspace/other software’s Accessibility Checkers should be mandatory
• Improved support and training for lecturers on disability, for example on the use of non-spatial language. This is also needed where a disability might intersect with other characteristics
• All staff to receive training on how to make all learning material accessible and how to mark work against ALS marking guidance
• Reasonable Adjustments for coursework across all units should be automatic, in line with what is already in place for exams
• All staff should receive advice, guidance and training on digital accessibility
• All course materials and delivery should be Web Content and Accessibility Guidelines compliant, ensuring that content is adaptable, distinguishable, keyboard accessible and compatible
• Ongoing considerations should be made to ensure that the learning environment remains accessible, including the availability of tactile information, and adjustments made when designing new buildings.

Ideas for implementation:

• SUBU to lobby BU to review their training for all staff on supporting students with a disability, both academically and pastorally
• SUBU to lobby BU to audit all courses to identify best practice and areas for improvement
• SUBU to lobby BU to review policies around Reasonable Adjustments
• SUBU to lobby BU to ensure that all students, regardless of whether they have disclosed a disability/additional learning need, are contacted with a list of services and support options
• SUBU to lobby BU to remove the need to provide medical evidence to access additional support
• SUBU to lobby BU to end their discriminatory fitness to study procedure
• SUBU to lobby BU Estates to ensure that accessibility arrangements are included in building design, including the addition of dropped curbs and providing spaces for students with allergies to study without risk
• SUBU to lobby BU to pay disabled students to undertake an accessibility assessment of campus
• SUBU and BU to improve the communication between relevant services by taking a multi-agency approach to student support, with student consent
• SUBU and BU to ensure that captions/subtitles are included in all events and communication. Where auto captioning/subtitling is not possible, dedicated captioning support should be provided
• SUBU to incorporate dedicated student voice activities, through paid focus groups, a regular accessibility forum and an anonymous online form
• SUBU to make all clubs and societies inclusive, through mandatory accessibility training and dedicated funding for specialist equipment
• SUBU to commit to ongoing campaign work around addressing ableism, disability justice, the social model of disability, invisible illnesses and endorsing/promoting DSA (Disabled Students’ Allowance) reform

Problem:

• According to HEPI (Higher Education Policy Institute) only “(59%) [of students] are ‘very confident’ about ‘what constitutes sexual consent’ but only half as many (30%) are ‘very confident’ about how to navigate sexual consent after alcohol has been consumed”
• In January 2020, the OfS,(Office for Students) announced a ‘Statement of Expectations’ on sexual harassment and misconduct, providing guidance for university providers including working together with students’ unions to deliver a clear and consistent message
• In March 2021, the Instagram account ‘Everyone's Invited’ was launched, documenting victim testimonies from schools and universities. Nearly 16,000 testimonies were submitted by the end of April 2021, with the majority from UK based universities
• Universities across the UK still use non-disclosure agreements (NDAs) to silence victims of sexual violence, with the BBC finding that in 2020 nearly one third of universities had used an NDA in a student grievance dispute between 2016-19
• Sexual violence is a global issue with a report by the All Party Parliamentary Group for UN Women finding that 71% of women of all ages had experienced sexual harassment in public spaces

Solution:

• To reduce survivor stigma surrounding sexual harassment, misconduct and violence
• To ensure that Bournemouth University is a safe space free from sexual harassment, misconduct and violence.
• To ensure that there are appropriate mechanisms in place for survivors to disclose
• To ensure greater transparency around issues and incidents at Bournemouth University
• For students to be clear on the process for how to report sexual harassment, misconduct and violence
• To ensure greater support and targeted communications for groups of students who feel unable to report incidents or who feel marginalised by existing legislation
• To secure dedicated support services for survivors

Ideas for implementation:

• For SUBU to launch ‘Ask Angela’ in all SUBU spaces ensuring staff are appropriately trained to handle disclosures. This should include bar staff within Dylan’s and The Old Fire Station
• For SUBU to promote the #NeverOK campaign and run events and workshops around consent and sexual assault as a part of this campaign.
• For SUBU to provide safety care package at freshers' fair
• For SUBU to partner with local organisations to provide students with support accessible in their local area, including those not based in Bournemouth
• For SUBU to lobby BU to work with SUBU and the student body to launch a review into their sexual misconduct and harassment policies by the summer, as recommended by the OfS.
• For SUBU to send a Freedom of Information Request to Bournemouth University to understand the use of ‘Non-Disclosure Agreements’ at Bournemouth University
• For SUBU to lobby BU to make the processes for disclosing sexual harassment, misconduct and violence more visible
• For SUBU to lobby BU to employ dedicated staff members to support survivors of sexual violence to ensure that survivors have a consistent and specialised point of contact.
• For SUBU to lobby BU to be transparent around instances of sexual harassment, misconduct and violence on campus by publishing case numbers and outcomes.
• For SUBU to lobby BU to employ trauma informed decision-making practices into their complaints processes.
• For SUBU to lobby BU to introduce workshops on consent and sexual violence that go beyond awareness raising and focus on bystander initiatives, reporting incidents, myth debunking, intersectionality and handling disclosures.

Problem:

• Increased numbers of students declaring mental health issues growing from 270 in 2015/16 to 524 in 2018/191 Report Here
• Up to 6 weeks waiting lists to be seen by Student Wellbeing
• Increased isolation due to COVID.
• Students feel a desire to speak to someone.
• 34% of students report having psychological difficulties for which they needed professional help. Report Here

Solution:

• To make students feel less isolated by providing an additional wellbeing support through a ‘befriending’ service.
• To provide further opportunities for students to support their mental health.
• To lobby for wellbeing information to be readily available for students from the beginning of their university journey.

Ideas for implementation:

• Work with external organisations to provide befriending support to students, potentially through Dorset Mind, who already run a befriending scheme.
• The befriending scheme should match Bournemouth University students with other students who have received appropriate training to undertake the role, including safeguarding. They would only be befrienders for other students, not for people outside of the university.
• Befriending would take place in prearranged meetings, either on the phone, via video call or in person where safe to do so.
• Have a specified staff member who would oversee the befriending process.
• The befriending volunteers would not replace frontline mental health services or provide crisis support.
• To provide workshops on topical mental health issues facing students
• To provide further opportunities for peer support in relation to mental health. For example, volunteering with Dorset Mind or other external wellbeing organisations.
• Lobby for a specific member of staff to reach out to Bournemouth University students about wellbeing topics.
• Supply wellbeing signposting as part of introductory lectures.

Problem:

• Potential student sex workers at Bournemouth University who are opted-in at SUBU are not protected/supported.
• Neither SUBU nor BU have a policy in place to support student sex workers.

Solution:

• The Union should create policy to support student sex workers through destigmatising sex work and making students aware of the safety measures that are in place.
• This should include no threat of disciplinary action due to the nature of their work, and for clear guidance of repercussions against others distributing a student’s content without consent.

Ideas for implementation:

• To ensure sex workers do not get discriminated against for their line of work.
• Ensure there are financial advice for those involving themselves in sex work (as some students get involved in this line of work due to financial struggles).
• Safety advice. Including – safety measures to ensure student sex workers are safe and are comfortable. This would include students who were seeking guidance before participating in sex work.
• Support students who are being outed/bullied/trolled, by both students and staff, for their line of work.
• Regardless of why someone got into sex work, sex workers of all backgrounds should be and have the right to be protected.
• Lobby BU in the instance that a student is threatened with an academic offence due to their nature of work.
• Clear guidance on the repercussions of distributing another’s content without permission. This would include disciplinary actions such as suspension or criminal charges brought forward.
• Develop a peer support network for student sex workers. This would be anonymised and would allow students to seek confidential advice.
• Signpost students to organisations who can support them for topics such as sex worker advocacy and emotional support. This support would be online or in person, to support students who wish to anonymously access information.
• A document showcasing the reasonings for people going into sex work (including disabilities) and why it should be equal to other job roles.
• To develop an inclusive definition for a sex worker as someone who provides sexual services for money or goods, including those who engage in digital sex work and ‘sugaring’. This will reflect the increased popularity of platforms like Only Fans and the sale of non-nude material that is sex related.

Problem:

• UK/EU Undergraduate students pay £9250 annually in fees to attend university.
• At Bournemouth University this fee does not cover additional course costs.
• Bournemouth University estimates that it will cost between £210 and £630 per year for additional course costs, including printing.
• It costs 3p to print a single page of black and white and 18p for a colour page.
• Printing is a necessary part of some courses.
• The University and Union does not provide free printing or any free printing credit.
• This results in students having to pay out of pocket to complete necessary parts of their courses.
• Universities such as Aston, Hull and Nottingham Trent provide either free printing, or provide a certain amount of free printing credits to students each year and therefore it could be possible for Bournemouth University to do so as well.

Solution:

• The Union should research the costs of printing during a student’s time at Bournemouth University.
• The Union should lobby the University to ensure that efforts are made to make sure that work can be completed digitally and without the need for printing. Thus, benefitting students and the environment.
• The Union should lobby the university to ensure that where students are required to print material as compulsory part of their course, this cost should be subsidised by the university. This should be done through either eliminating printing charges, or by providing a printing stipend for every student. The Union should look into options for providing free printing to students as part of their facilities.

Ideas for implementation:

• VP Education to take ownership and provide an update at the next BSM