On Friday 20th October I attended a national workshop looking at the use and abuse of the student voice organised by the Student Engagement, Evaluation and Research at Sheffield Hallam University. One of the great things about workshops is to share ideas with others from outside your organisation. Setting up the workshops so that we discussed each scenario with a different group of people provided the opportunity to learn about practices at a far greater number of other institutions than is often the case at conferences. Dr Neil McKay welcomed us to the day and raised the point that the student voice has evolved from something we react to and moved much more towards student engagement. Probably my take home message of the day would be is that the student voice is not something that should just be listened to but should form part of a dialogue.
Although three different scenarios were discussed there were a number of common themes. One was the use of mid-semester module evaluations. These were often quick and dirty methods such as Stop-Start-Continue using post it notes. I have already decided to do this with my students after they have returned from study week. It gives us chance to respond to student feedback before the end of the module so the student’s voice has an impact on their own student journey.
One of the challenges of responding to the student voice is that the voice is not always consistent. Students have many different learning preferences, backgrounds and interests so they will not all be saying the same things. I have seen this first hand in the past where some students liked my handouts whereas others complained about them. In that instance we had a vote and went with the majority. This highlights the issue of managing expectations so that students understand what is happening during their time as a student. This might range from why we use different types of learning activities to when they can expect replies to emails.
Another thing that got me thinking was partly relating to developing a culture of listening and ensuring students use the formal channels for the student voice so their ideas can be acted upon. This only works if students trust the institution and the staff. An issue in many universities seemed to be students were worried about providing critical feedback in case it affected their mark. The second part of this is that something needs to happen in response to the student voice. This might just be a conversation with the students and further investigation or it might be a set of actions that are taken as an outcome. Irrespective of what happens it is important that we close the loop to keep students engaged with the process.
For more information about the event and the work of STEER at Sheffield Hallam see their blog.