At the University of Gloucestershire, we aim to provide our students with the support and positive encouragement they need to be successful in their studies. We work to empower them to become successful learners from the very beginning of their studies giving them confidence through to completion, and beyond.<\/p>\n\n\n\n
With national statistics reporting that students are experiencing significantly lower levels of wellbeing than the national population, and with these results showing a worsening trend (HEPI, 2018), it is more important now than ever to create a framework for a whole University approach to recognising and addressing this issue.<\/p>\n\n\n\n
The University\u2019s Strategic Plan 2017-22 outlines our goals for the next five years as follows:<\/p>\n\n\n\n
This Student Wellbeing Strategy supports the Strategic Plan, and notably links with Goal 1 through its ambition to support the lives of our students beyond their course or studies:<\/p>\n\n\n\n
\u201c\u2026our commitment to students goes beyond the formal curriculum and the achievement of qualifications, essential though they are. We have a broader and richer purpose, to give all our students an experience of higher education which will best prepare them for whatever they want the rest of their lives to be. That includes equipping them with the skills and confidence to succeed in their chosen careers, achieve personal fulfilment, and contribute to their communities.\u201d<\/p>(Strategic Plan 2017-22)<\/strong><\/blockquote>\n\n\n\n
<\/div>\n\n\n\nWellbeing has been defined as: \u201ca positive state of body and mind. It is the subjective state of being healthy, happy, contented, comfortable and satisfied with one’s quality of life. It includes physical, material, social, emotional (‘happiness’), and development and activity dimensions\u201d
(Waddell & Burton, 2006, page 4).<\/p>\n\n\n\nThis strategy describes our ambitions in relation to supporting the wellbeing of students and the steps we will take to achieve them.<\/p>\n\n\n\n
Our Guiding Principles:<\/h2>\n\n\n\n
- Promoting the wellbeing of our students is an essential element of a student\u2019s learning experience at the University of Gloucestershire, both within and outside their academic programme<\/li>
- The support for our students\u2019 wellbeing and welfare is a University-wide responsibility, shared by academic staff, professional services staff, the Students\u2019 Union, other partner organisations and the students themselves<\/li>
- Academic and professional services staff will work in partnership, to make best use of expertise and resources to maximise the ethos of pastoral care across the University<\/li>
- Wellbeing and personal resilience can be promoted through a wide range of everyday social interactions within our community, through clubs and societies, in living accommodation, in social networks and peer groups, as well as through more formal settings and professional services<\/li>
- Ultimately, responsibility for maintaining wellbeing lies with each individual student and we will enable them to access opportunities for support and make well-informed decisions based on their individual circumstances and requirements<\/li>
- Our goal is to promote positive wellbeing for all students, both mental and physical, and thereby seek to minimise the number of students experiencing mental or physical ill health requiring professional or medical interventions<\/li>
- Promoting the wellbeing of our staff is an essential element of our People and Culture strategy; and we recognise the inter-dependence between the wellbeing of students and staff.<\/li><\/ol>\n\n\n\n
Our Approach to Promoting Student Wellbeing<\/h2>\n\n\n\n
The University has a strong history of supporting its students to be successful both in terms of academic achievement, as well as within their wider student life. There is a real sense of pastoral care alive within the institution, and this is manifested through:<\/p>\n\n\n\n
1. <\/strong>Support being available through the Student Services Department, which is made up of professional colleagues offering information, advice and guidance across the following
services:<\/p>\n\n\n\n
- Accommodation & Housing<\/li>
- Chaplaincy & Faiths<\/li>
- Counselling<\/li>
- Course Administration<\/li>
- Disability and Mental Health and Wellbeing<\/li>
- Helpzones<\/li>
- Medical<\/li>
- Money Advice<\/li>
- Study Skills<\/li>
- Welfare Support<\/li><\/ul>\n\n\n\n
2.<\/strong> Guidance and support being offered to students through its Academic Schools, primarily through the Personal Tutoring system. Tutors offer advice and support in relation to:<\/p>\n\n\n\n
- General academic skills advice<\/li>
- Advocacy for mitigating circumstances<\/li>
- Career direction, employability and further study<\/li>
- General welfare support<\/li><\/ul>\n\n\n\n
3.<\/strong> Support being available through the Students\u2019 Union, which includes:<\/p>\n\n\n\n
- Advice & advocacy for students related to University procedures<\/li>
- General welfare support<\/li>
- Access to sports & societies<\/li>
- Provision of entertainments and events<\/li>
- Encouraging students to get involved, make friends and take part in social activities<\/li>
- Volunteering opportunities<\/li><\/ul>\n\n\n\n
4. <\/strong>Access to support and facilities through a range of other departments within the University, including:<\/p>\n\n\n\n
- Sports facilities and activities<\/li>
- IT and Library support<\/li>
- Work placement opportunities and careers advice<\/li>
- Catering and bar spaces<\/li>
- Faith Spaces and the Chapel<\/li><\/ul>\n\n\n\n
5. <\/strong>Support for staff members who provide a range of services that enhance student wellbeing, including:<\/p>\n\n\n\n
- Bespoke training related to supporting students facing welfare difficulties<\/li>
- An accessible occupational health advisory service<\/li>
- Appropriate \u2018clinical\u2019 supervision for staff delivering therapeutic (or equivalent) interventions<\/li>
- Informal advice and guidance from specialist staff to colleagues facing complex student presentations<\/li>
- Training and advice to staff on issues relating to faith and religious literacy<\/li><\/ul>\n\n\n\n
The University has twice been classified in the Top 10 for \u2018Student Support\u2019 in the annual \u2018What Uni Student Choice Awards\u2019 (2015 and 2017).<\/p>\n\n\n\n
This strategy outlines nine key themes providing a development framework of support for students. Within this framework, consideration is given for all stakeholders in promoting, supporting and maintaining student wellbeing.<\/p>\n\n\n\n
The University\u2019s commitment to addressing barriers to inclusion underpins all of the themes and includes, but is not limited to, issues around disability, age, gender identity, race, religious belief and sexual orientation.<\/p>\n\n\n\n
Strategic Themes<\/h2>\n\n\n\n
This strategy is focused across 9 Strategic Themes, each of which will have a number of actions to be developed across the life of the strategy; the themes are listed below:<\/p>\n\n\n\n
- Personal Ownership of Wellbeing<\/li>
- Mental Wellbeing<\/li>
- Physical Health<\/li>
- Academic Wellbeing<\/li>
- Social Engagement<\/li>
- Personal Development<\/li>
- Campus & Halls Environment<\/li>
- Financial Wellbeing<\/li>
- Supporting Staff to Embed the Strategy<\/li><\/ol>\n\n\n\n
1. Personal Ownership of Wellbeing<\/h3>\n\n\n\n
Key aims are to encourage students to:<\/strong><\/p>\n\n\n\n
- Develop positive self-worth. Be comfortable with who you are<\/li>
- Set goals and living more intentionally<\/strong>. Have a sense of direction<\/li>
- Build skills in resilience<\/strong>. Increasing their own capacity to bounce back<\/li>
- Proactively seek timely individual personal support<\/strong> at times of need. Reaching out when you need to<\/li><\/ul>\n\n\n\n
Action<\/strong><\/td> Lead<\/strong><\/td> Timeline<\/strong><\/td><\/tr> 1. Actively promote the
concept of \u2018owning your own
wellbeing\u2019 from
enrolment\/induction through
a variety of media<\/td>DoSS<\/td> Pilot 2018\/19
Across lifetime of
the strategy<\/td><\/tr>2. Coach Senior & Personal
Tutors and other key advisers
in promoting and reaffirming
the theme to students<\/td>School
Management
ADU
SS<\/td>Pilot 2018\/19<\/td><\/tr> 3. Delivering workshops for
students as part of a combined
wellbeing programme of events
across the academic year.<\/td>HoSW<\/td> Pilot 2018\/19<\/td><\/tr> 4. Ensure that joint SS & SU
wellbeing campaigns reinforce
the theme as a constant<\/td>HoSW
SU Officers<\/td>Across lifetime of
the strategy<\/td><\/tr>5. Actively promote the values
of the University with regard
to equality, behaviours and
conduct \u2013 leading to students
challenging unacceptable
behaviours and reporting
concerns<\/td>DoSS
HR<\/td>Pilot 2018\/19<\/td><\/tr> 6. Incorporate into the Your Future
Plan programme opportunities for
students to build skills and capacity
to manage their own wellbeing<\/td>HoSE<\/td> Annual YFP
programme<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n2. Mental Wellbeing<\/h3>\n\n\n\n
This can be defined as the extent to which every individual is, relatively speaking, happy and satisfied, can cope with the normal stresses of life, and is able to work productively and make positive contribution to University Life.<\/p>\n\n\n\n
Key Aims:<\/strong><\/p>\n\n\n\n
- Establishing support structures for dealing with the stresses of University life<\/strong>, including starting university, financial worries, making the transition to independent living and study, relationship issues, academic expectations and employment<\/li>
- Encouraging students with pre-existing mental health difficulties to register for support,to protect and enhance<\/strong> their mental wellbeing<\/li>
- Ensure that systems are in place to offer advice and support<\/strong> to students encountering significant life events and day-to-day challenges<\/li>
- Establish and maintain clear links<\/strong> with local services supporting those with mental health difficulties (e.g., Partner GP Practices; NHS 2Gether Trust)<\/li>
- Advance awareness raising around issues related to mental health and the experiences of managing student life<\/li><\/ul>\n\n\n\n
Action<\/strong><\/td> Lead<\/strong><\/td> Timeline<\/strong><\/td><\/tr> 1. the SU and local NHS providers
to develop materials and information
that seeks to encourage students to
seek out help when they are in need<\/td>HoSW<\/td> From September
2019<\/td><\/tr>2. Develop self-help and on-line
resources that enablestudents to
engage with appropriate support
in a simple and safe way<\/td>SS
ADU
LTI<\/td>Pilot in 2018\/19
and roll out
across the
timeline of
strategy<\/td><\/tr>3. Train Student Services staff
as Mental Health First Aid
Trainers; then enable roll out
of MHFA training for students
and staff<\/td>HoSW<\/td> Train MHWAs
2018\/19
Pilot sessions
2018\/19
Roll out across
the timeline of
strategy<\/td><\/tr>4. Seek to influence local NHS
Commissioners in provision
of support for the specific
requirements of students<\/td>DoSS\/HoSW
School of
H&SC \/UEC<\/td>2018\/19 and
across timeline of
strategy<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n3. Physical Health<\/h3>\n\n\n\n
This can be defined as the body’s ability to function efficiently and effectively in work, study and
leisure activities.Key Aims:This can be defined as the body’s ability to function efficiently and effectively in work, study and
leisure activities.<\/p>\n\n\n\nKey Aims:<\/strong> <\/p>\n\n\n\n
- To enable <\/strong>students to have easy access to a broad range of physical and recreational activities, in order to enhance their level of physical fitness<\/li>
- To create a greater awareness<\/strong> of the opportunities available to students in relation to physical and recreational activities<\/li>
- To create a greater awareness and understanding of the benefits <\/strong>of physical fitness in relation to student health and wellbeing<\/li>
- To identify and breakdown the barriers<\/strong> facing students in relation to participation in physical and\/or recreational activity<\/li><\/ul>\n\n\n\n
Action<\/strong><\/td> Lead<\/strong><\/td> Timeline<\/strong><\/td><\/tr> 1. Develop a range of cheap and
easy to access opportunities on
campus for students to be able to
participate on a regular basis<\/td>SS&PA Mgr
SU Sports
Officer<\/td>Pilot 2018\/19<\/td><\/tr> 2. To encourage \u2013 through creative
use of space on campus \u2013 areas
where students are able to undertake
low level\/informal physical activity<\/td>SS&PA Mgr
DofE<\/td>Pilot 2018\/19<\/td><\/tr> 3. To work with local organisations
to actively encourage the student
community to be able to access
facilities, clubs and opportunities<\/td>SS&PA Mgr
DoSS<\/td>2018-23<\/td><\/tr> 4. Seek to develop a regular
\u2018park run\u2019 for students (and
staff) that is accessible, well
managed and caters for all
abilities<\/td>SS&PA Mgr
Estates
LTI
HR<\/td>2018\/19<\/td><\/tr> 5. Through the University\u2019s
participation in the Gloucestershire
Moves programme, build our
understanding of what works in
promoting exercise and physical
activity for students<\/td>SS&PA Mgr
SU Sports
Officer<\/td>Aligned with roll
out of
Gloucestershire
Moves<\/td><\/tr>6. Encourage student social
engagement through membership
of SU sports clubs, teams and group
exercise activities<\/td>SS&PA Mgr
SU Sports
Officer<\/td>2018-23<\/td><\/tr> 7. Work to ensure the University\u2019s
catering partner prioritises physical
wellbeing as part of the contractual
agreement and the business operations.<\/td>DoE
SU CEO<\/td>2018-23<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n 4. Academic Wellbeing<\/h3>\n\n\n\n
The University\u2019s Academic Strategy 2017-22 outlines its commitment to students being able to access excellent support, whilst engaging with the academic challenge and personalised learning. In combination this will provide an overall environment where students are both supported to produce their best work and challenged to achieve high standards.<\/p>\n\n\n\n
Key aims:<\/strong><\/p>\n\n\n\n
- To enable <\/strong>students to be able to access appropriate support from key academic staff who understand their course and associated pressures<\/li>
- To support <\/strong>students to have the opportunity to be academically successful wherever possible, even when facing challenges to their personal wellbeing, while always retaining robust and rigorous academic standards<\/li>
- To ensure students can access their Personal Tutor<\/strong> to get appropriate support<\/li>
- Establish and maintain clear strong links<\/strong> between academic staff and key advisers within Student Services and other support teams<\/li><\/ul>\n\n\n\n
Action<\/strong><\/td> Lead<\/strong><\/td> Timeline<\/strong><\/td><\/tr> 1. Work with Personal Tutors and
Senior Tutors to establishclear role
expectations regards student wellbeing<\/td>ADU
SS<\/td>Across 2018\/19<\/td><\/tr> 2. Further develop systems\/processes
for appropriate sharing of key information
between tutors, Student Services
and students to maximise personalised
support interventions for students<\/td>DoSS<\/td> Launch
September 2019<\/td><\/tr>3. Ensure that decision-making on
academic developments(e.g. assessment
policy; new course design; classroom
design; introduction of learning
technologies etc) has regard
to enabling and supporting students
to achieve the highest standards of
which they are capable<\/td>ADU
SS
LTI<\/td>Across 2018-23<\/td><\/tr> 4. Develop processes to improve
wellbeing support for students who
are on placements \/ internships in
workplace environments<\/td>DoSS
DoSE
ADU<\/td>Launch
September 2019<\/td><\/tr>5. Ensure availability of support for
students\u2019 study skills and appropriate
allowance for mitigating circumstances<\/td>HoSD
Registry
ADU<\/td>Across 2018-23<\/td><\/tr> 6. Within SS & SU student wellbeing
campaigns, help students develop
resilience in handling stress<\/td>SU
HoSW<\/td>Across 2018-23<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n 5. Social engagement<\/h3>\n\n\n\n
This can be defined as students making social and emotional connections with fellow students and the local community.<\/p>\n\n\n\n
Key Aims:<\/strong><\/p>\n\n\n\n
- Encourage students to enhance their wellbeing by interacting outside <\/strong>of their academic studies<\/li>
- Foster a sense of belonging<\/strong> amongst students within their University communities (e.g., halls, subjects, campuses, etc)<\/li>
- Provide students with the opportunity to meet, socialise and integrate<\/strong> with others<\/li>
- Promote <\/strong>the building of student clubs and societies, to support social engagement<\/li><\/ul>\n\n\n\n
Action<\/strong><\/td> Lead<\/strong><\/td> Timeline<\/strong><\/td><\/tr> 1. Enable the SU to employ an events
co-ordinator to develop a quality
programme of social events across
the University<\/td>SU CEO
DoSS<\/td>Launch Sept
2018<\/td><\/tr>2. Develop a programme of informal
events linked to courses\/halls\/campuses
that students can take part in focused purely
on developing social networks\/groups and
build a sense of belonging<\/td>SU CEO
SS&PA Mgr
DoSS
HoSH&W<\/td>Pilot 2018\/19<\/td><\/tr> 3. Encourage volunteering activities within the student cohort through emphasis of SU
and YFP opportunities<\/td>SU CEO \/
DoSE<\/td>Across timeline of
strategy<\/td><\/tr>4. eek to develop a \u2018peer to peer\u2019 mentoring supportscheme; for students to connect with
and support each other across their student careers (inc. academic, wellbeing, social connectivity)<\/td>DoSS
HoSD
ADU
SU<\/td>Launch 2019\/20<\/td><\/tr> 5. Make it a deliberate and considered part
of new student induction to provide
opportunities to form new friendships
and peer groups<\/td>DoSS
SU<\/td>Across timeline of
strategy<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n6. Personal Development<\/h3>\n\n\n\n
Wellbeing encompasses not only remaining well, but also flourishing and living life to the full.<\/p>\n\n\n\n
The university can provide students with opportunities to grow and flourish in many ways, not just mentally and physically, but also emotionally, socially and spiritually. These include:<\/p>\n\n\n\n
- establishing a sense of identity and purpose<\/li>
- making lasting and positive relationships<\/li>
- providing opportunities to evaluate, own and express beliefs and values \u2013 political, philosophical, religious, lifestyle choices etc<\/li>
- exploring areas of creativity and self-expression<\/li><\/ul>\n\n\n\n
Providing these opportunities is a key part of promoting wellbeing, whether through teaching and learning, student societies, community ethos, provision of facilities or engagement with staff.Oct 2018<\/p>\n\n\n\n
Action <\/strong><\/td> Lead<\/strong><\/td> Timeline<\/strong><\/td><\/tr> 1. Re-launch the Dignity Adviser scheme
for students and staff with marketing plan,
training programme and emphasis of
updated staff and student policies relating
to bullying and harassment<\/td>E&D Mgr
HoSW
HoSD<\/td>Oct 2018<\/td><\/tr> 2. Conduct a survey of the range of
opportunities provided across the
University for personal development \u2013 and
analyse to identify strengths and deficiencies<\/td>SS
SU<\/td>2018\/19<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n 7. Campus and Halls Environment<\/h3>\n\n\n\n
The physical on-campus environment is recognised as important to the experience and wellbeing of students<\/p>\n\n\n\n
Key Aims:<\/strong><\/p>\n\n\n\n
- To promote <\/strong>the development of a safe, accessible and welcoming University environment<\/li>
- To influence <\/strong>the development of our campuses to engender a sense of community and belonging, allowing students to interact and develop healthy, enriching relationships and interests<\/li>
- To support <\/strong>the creation of spaces and places on each campus, fit to serve a community of varied interests and needs. For example, designated quiet spaces, student social space, Faith Spaces, outdoor spaces that lend themselves to relaxation and calm as well as physical activity<\/li>
- To build awareness<\/strong> of, and engagement with, environmental issues, encouraging individual responsibility in relation to sustainability and \u2018natural capital\u2019<\/li>
- To enable <\/strong>innovative and varied student use of the University\u2019s physical space to enable students to take part in a wide range of activities, which will add vibrancy to campus life.<\/li><\/ul>\n\n\n\n
Action<\/strong><\/td> Lead<\/strong><\/td> Timeline<\/strong><\/td><\/tr> 1. Review the use of available space in
relation to student wellbeing, identifying
possibilities for extending social learning
facilities, and quiet, reflective spaces, as
well as social and activity spaces<\/td>DoE<\/td> 2018\/19<\/td><\/tr> 2. Review Subject Community spaces, to
determine if student communal areas
could be developed to foster sense of
belonging and connectivity<\/td>DoE
School
Management<\/td>2018\/19<\/td><\/tr> 3. Consider the design & inclusion of appropriate spaces for different activities (reflection, socialisation, activity, as well
as requirements for students with protected characteristics) within new build projects<\/td>DoE<\/td> 2018-23<\/td><\/tr> 4. Make better use of the external spaces across the University\u2019s campuses for
physical exercise and enjoyment<\/td>DoE
SS&PA Mgr<\/td>Across 2018-23<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n 8. Financial Wellbeing<\/h3>\n\n\n\n
This can be defined as encouraging and supporting students to become independent when it comes to managing their own financial affairs, with the skills to manage their budgets well.<\/p>\n\n\n\n
Key Aims:<\/strong><\/p>\n\n\n\n
- To create a greater awareness and understanding<\/strong> of money matters amongst students<\/li>
- To support <\/strong>students encountering financial difficulties<\/li>
- To encourage <\/strong>students to develop their skills managing their personal finances<\/li>
- To allocate <\/strong>hardship funds and other comparable bursaries\/awards on an equitable and transparent basis<\/strong> to students in need.<\/li><\/ul>\n\n\n\n
Action<\/strong><\/td> Lead<\/strong><\/td> Timeline<\/strong><\/td><\/tr> 1. Develop a range of money-related
workshops for students to develop financial
literacy (inc. living on a budget; understanding
student finance; planning for post-graduation etc)<\/td>HoSW
SFA Mgr
F&P<\/td>Pilot 2018\/19<\/td><\/tr> 2. Develop clear and improved marketing
plan for hardship funds and other comparable bursaries\/awards<\/td>CMSR
F&P
SU<\/td>Sept 2018<\/td><\/tr> 3. Inclusion of student funding application
dates within SU\/SS wellbeing campaigning programme for the year<\/td>HoSW
SU Officers<\/td>Sept 2018<\/td><\/tr> 4. With SU, develop shared understanding of students\u2019 priorities for value for money, and awareness of how University funds are spent<\/td> F&P
CMSR
SU<\/td>2018\/19<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n 9. Supporting Staff to Embed the Strategy<\/h3>\n\n\n\n
Key Aims:<\/strong><\/p>\n\n\n\n
- To ensure that all staff have access to training and advice about how they can better promote student wellbeing, and what support is available<\/li>
- To ensure that consideration of student wellbeing is linked to the forming and agreement of departmental business plans, major project planning and staff responsibilities<\/li>
- Seek to empower staff and students to make a positive difference for the wellbeing of the student community<\/li>
- To ensure all staff are aware of protocols and processes relating to student wellbeing<\/li><\/ul>\n\n\n\n
Action<\/strong><\/td> Lead<\/strong><\/td> Timeline<\/strong><\/td><\/tr> 1. Develop a clear \u2018at a glance\u2019 guidance
leaflet for student facing staff to know
who to refer to when managing a
student wellbeing concern.<\/td>HoSW
HoSD<\/td>September 2018<\/td><\/tr> 2. Develop training programme for
STs & PTs in relation to student wellbeing<\/td>ADU
DoSS\/HoSW<\/td>2018\/19 for full
launch Sept 2019<\/td><\/tr>3. Identify appropriate casework supervisory support for Senior Tutors managing complex student wellbeing cases<\/td> ADU
SS<\/td>By January 2019<\/td><\/tr> 4. Deliver tailored training on maintaining professional boundaries for student facing staff<\/td> HoSW<\/td> Sept 2018
onwards<\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"excerpt":{"rendered":"The University of Gloucestershire’s Student Wellbeing Strategy which outlines how the University will provide support and positive encouragement needed for students to be successful in their studies.<\/p>\n","protected":false},"author":22,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","format":"standard","meta":{"_acf_changed":false,"_searchwp_excluded":"","footnotes":""},"schools":[],"campuses":[],"subject_area":[],"ht-kb-category":[55],"ht-kb-tag":[54,53],"class_list":["post-741","ht_kb","type-ht_kb","status-publish","format-standard","hentry","ht_kb_category-student-wellbeing","ht_kb_tag-strategy","ht_kb_tag-student-wellbeing"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb\/741","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb"}],"about":[{"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/types\/ht_kb"}],"author":[{"embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/users\/22"}],"replies":[{"embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/comments?post=741"}],"version-history":[{"count":12,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb\/741\/revisions"}],"predecessor-version":[{"id":12722,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb\/741\/revisions\/12722"}],"wp:attachment":[{"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/media?parent=741"}],"wp:term":[{"taxonomy":"schools","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/schools?post=741"},{"taxonomy":"campuses","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/campuses?post=741"},{"taxonomy":"subject_area","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/subject_area?post=741"},{"taxonomy":"ht_kb_category","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb-category?post=741"},{"taxonomy":"ht_kb_tag","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb-tag?post=741"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}