Skip to main content

Understanding the student experience in the action planning processes.

 

International students in the library at the University of Leeds

Understanding the student experience in the action planning processes, with a view of improving student engagement.

Amanda Lassu - Quality Assurance (SES)

Project overview

The project seeks to understand ways in which students could be supported when providing their feedback as part of the School Action Planning process. Students involved in the process are invited to offer their feedback as part of each Faculty Taught Student Education Committee and Student Partnership Meeting. Whilst their attendance levels at these meetings have never been an issue, they often have not provided substantial feedback. I seek to understand whether providing informal opportunities for students to provide feedback before these meetings will improve engagement and improve the quality of the feedback collected.

Key findings

  • The anonymous survey showed that 0% of participants strongly agreed that they
    understood their School’s action plan headlines and the action planning process.
  • The project data suggests the extent to which School Representatives feel engaged
    with their School’s Action Plan is linked to how visible the participants feel their
    action plans are to students.
  • Focus group data highlights variances in the way in which different Schools approach
    engaging School Representatives, including variances from Schools that reside within
    the same faculty.
  • In the survey and focus groups, participants said informal conversations were a good
    way to collect student feedback.

Watch a video summary of Amanda's findings, including quotes from participants.

Implications for practice

  • Participating School Representatives expressed an appetite for a more consistent
    experience of the School Action Planning Process for School Representatives across
    different schools.
  • Students could benefit from Schools exploring ways to improve the visibility and
    student understanding of the School Action Planning process, through
    communicative methods and events/informal meetings within Schools, such as the
    continuation of informal discussions as part of the Annual School Review process.
  • School Representatives could benefit from informal opportunities for students to
    give feedback around the School Action Planning process.
  • The project data suggests students lack understanding of the importance and
    strategic purpose of the School Action Planning process.  It would be beneficial to
    address this as part of the process, to improve engagement and student sense of
    belonging.

If you want to find out more details about this fellowship or what the next steps were upon completion please read the full snapshot or contact Amanda (a.lassu@leeds.ac.uk)

Project start date: September 2023