In recent times the recognition of the conrribution of the behaviour of adolescents to their morbidity and monality has been

increasing.! Some of the reasons for this are as follows: 1. Adolescents constitute a significant proportion of the population. Using the definition of adolescence adopted by the World Health Organisation, viz. all people between the ages of 10 and 19 years,t it is estimated that the 7,75 million adolescents in South Africa in 1990 constituted 22% of the total population.' 2. Much of the monality and morbidity of adolescents is preventable. A recent review of mortality in South African adolescents from 1984 to 1986 found that 56;8% of the deaths were due to external causes such as road traffic accidents, assault and suicide.3 3. The lifestyles of adolescents involve a greater degree of exploration, experimentation, and rebellion than those of other age groups; the potential for risk-taking behaviour is thus greater.' Risk-taking behaviour is frequently adopted to define a social image or achieve social status, and it can thus fulfil imponant developmental functions. The effects of certain adolescent behaviour (for example, unsafe sexual practices) may only become manifest after adolescence.' 4. Adolescents are particularly influenced by social factors as they attempt to develop a sense of identity.' Adolescence is therefore a critical period for the acquisition of health-promoting behaviour and attitudes, in that their effects are multiplied by their persisting throughout adulthood, and preventive activities are likely

to have maximal impact."'" 5. Political and economic changes, the diminution of the influence of the extended family, migration, and urbanisation!' have resulted in adolescents growing up in an environment which is frequently very different from that to which their parents were exposed. The instability thus engendered may result in health-damaging behaviour (such as substance abuse).' 6. The fact that increasing numbers of adolescents attend school implies the potential for the implementation of efficient health promotion efforts there. Although there have been some pilot studies with encouraging results,13 health promotion has received a low priority from South African education authorities!o." and the development of appropriate intervention strategies for South African school students is thus long overdue.

Student Complaints Procedure Introduction 1. The Complaints Procedure described below should be followed in cases where a student wishes to make a complaint about a service or member(s) of staff or another student within the University where it has not been possible to resolve the problem with the service or individual(s) concerned. 2. Before having recourse to the Complaints Procedure, a student should attempt to resolve a problem with the individual(s) concerned or consult his/her tutor or supervisor or head of School for help and advice. Only when these steps have failed, or when the student has good cause for not pursuing these means of resolving the issue, should the Complaints Procedure be invoked. 3. The University has complementary policies about expectations in respect of dignity at work and study, racial equality and equality of opportunities (See www.ncl.ac.uk/internal/hr/policy/policies. Students wishing to make a complaint about actions which are contrary to these policies shall do so by completing the student complaint form/procedure. They should also make it clear that their grievance relates to one of these specific policies. Appeals resulting from Student Disciplinary Procedures are dealt with under separate arrangements. There are also separate procedures for dealing with complaints relating to tenants, staff or service in University accommodation. The procedures are contained in the relevant information booklets supplied by the respective student residences. The Complaints Procedure shall not apply to cases in which an individual wishes to appeal against an academic decision; in such instances the applicant should follow the Academic Appeals Procedure for Students. In order to avoid duplication of effort, the Academic Registrar shall determine whether a complaint shall proceed if an appeal has also been made in connection with the same/similar matter as the complaint. Students shall not be disadvantaged for lodging a complaint in good faith.

Through their participation in an array of learning activities, students co-produce their education. At the same time, they also contribute directly to their own satisfaction, quality and value perceptions. How can students be encouraged to fulfil their co-production roles more effectively? Services marketing researchers have long acknowledged the important participatory role of service customers and have also tested models of the antecedents and consequences of customer socialisation and participation in a range of service settings. Presents a new conceptual model of student socialisation and participation to be tested in the context of higher education.

Research Engaged Teaching: Student as Producer Student as Producer as a framework of the practice and development of teaching, learning, assessment and course content. The following working definition has been put forward, Student as Producer is: A fundamental principle of curriculum design, where students learn primarily by engagement in real research projects, or projects which replicate the process of research in their discipline. Engagement is created through active collaboration amongst and between students and academics, underpinned by the effective use of information resources.

The idea is that this is not is be regarded as a definitive statement, but a statement in development with the intention that the concept Student as Producer is not static, but

dynamic and there can be no hard and fast rules regarding its implementation within any single programme (University of Lincoln, 2011).

If research is characterised as a process of producing knowledge, research engaged teaching can be characterised as teaching and learning engaged with knowledge production processes. The student as producer produces knowledge; their teachers enable and facilitate this happening or work with students as co-producers and co-researchers. It is teaching and learning in the discovery mode rather than receptor mode . This brief paper sets out some tentative ideas about how the principle of 'Student as Producer' can be applied and transformed in professional education in general and social work education in particular. Professional Education Qualifying social work education can be regarded as the experience and process of becoming a social worker . Which, in the terminology of Benner s (1984) professional expertise development model, is moving from novice to advanced beginner . One question facing us is what could the characteristics of this experience and process be within a Research Engaged Teaching and Student as Producer Framework? What would social work students produce and how might the production process be characterised?

The idea of student as producer attempts to move away from student as consumer . Within student as consumer the student is taught and learns; they receive knowledge from their teachers. This model still characterises many students and social work educator s thinking about social work education. However, there are a number of professional education strategies that fit well with teaching and learning in the discovery mode , including, problem based learning, enquiry based learning, case study analysis, problem solving activities, student seminar papers, group projects and presentations, service user and carer participation, practice placements, reflective learning and practice, constructing self knowledge through reflexivity. Also there are a number of (sometimes disparate) ideas that connect with social work practice and research, including evidence based practice , practitioner research (Mitchell, et al., 2010), social work as action research, hypothesising, practice as a knowledge

production process akin to qualitative research, practice as ethnographic and/or biographic research processes (Riemann, 2005).

Time on Placement Social work students spend half their time in the university and half their time in practice. Given what has been argued above it can be seen that time in engaging in real world practice fits neatly into 'student as producer' and 'research like activities . However, the idea of practitioners producing knowledge may need to be developed and transformed to fit in a more comprehensive way with professional education. In social work education student as producer not only produces 'knowledge' but action , and this combination of knowledge and action is what we call practice . So, student as producer in social work education produces practice. There are a number of ways practice is itself a knowledge production process (Eraut, 1994; Fook et al., 1997) . Firstly, practitioners transform previous knowledge so that it can be applied in new situations. Secondly, practitioners construct new knowledge when they make sense of the situations, develop assessments and plans. Thirdly, social work expertise (knowledge and action) is developed through practice experience. Most importantly such knowledge, action and expertise is not produced alone but in collaboration with others. These others include service users, carers, team and interprofessional colleagues, frontline supervisors.

Time in the University Time in the university ideally is spent in engaging in education processes that aids becoming a critical practitioner by the end of the course, albeit at a stage of an advance beginner . These processes are likely to need some reframing and redevelopment to fit with student as producer . Instead of student as consumer of knowledge they will need to be seen as producers and transformers of knowledge, as thinkers, as argument constructors, as collaborators, as critics , as practitioners, as actors in their environments and as researchers and developers of their own critical insights and understandings. Academic staff, service users and students need to work alongside each other in the production of emancipatory knowledge and action. Luckily, as previously stated, there is much already in place in terms in current teaching and learning, sometimes in embryonic form, that fits with student as producer , for example, service user involvement, use of case study analysis, problem based learning,

enquiry based learning and much more. The biggest challenge maybe in transforming teacher- student relations to one of co-producers of knowledge and not assessing students as re-producers of knowledge but as knowledge and practice constructers.

Challenges and Next Steps For practice placements it might be a question of being more able to clearly articulate to ourselves and others how practice teaching, learning and assessment fits with student as producer . For university-based teaching and learning it might be attitudes, roles and processes of teacher and learner that need transforming, building on what we are currently doing. As well as innovation it is likely to involve recognising and articulating more clearly those aspects of current teaching, learning and assessment that fit with student as producer . A starting place maybe thinking about building student capacity in relation to reflexivity , reflective learning , skills of analysis , 'hypothesizing', argument construction , collaboration , searching electronic databases', 'practitioner researching' and 'action researching'. We have been asked to complete a Student as Producer Self Assessment Tool. The process of completing this may help us to take these ideas further.

References: y University of Lincoln (2010) Student as Producer: Research-Engaged Teaching and Learning at the University of Lincoln, Lincoln: University of Lincoln. y University of Lincoln (2011) Student as Producer: Guidance for staff validating and re-validating programmes and members of (re)validation panels, Lincoln: University of Lincoln. y Students as co-producers of education: a proposed model of student socialisation and participation at tertiary institutions T.G. Kotz, P.J. du Plessis (pp. 186 - 201) Keywords: Customer retention, Marketing concepts, Social marketing, Students, Tertiary education

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The student as co producer: learning from public administration about the student university relationship DOI: 10.1080/03075070802562857 Alistair McCulloch