Student Juries
Background
DIUS has launched a student listening programme to amplify the student voice in government.
One of the strands of this programme was a series of five Student Juries to capture the views of HE students and feed them into the policymaking process. The juries took place between December 07 and February 08.
This document provides a synthesis of the conclusions reached by the Student Juries, which comprised a diverse cross-section of students studying in Higher Education Institutions (HEIs) in England.
Overview
The juries highlighted that the evolving perception of students as 'customers' has an impact upon student expectations: they require transparency about what they are paying for and how this money is being allocated - and they expect this to be 'value for money.' Students articulated a clear expectation regarding the quality of provision of teaching, resources and IAG that they felt entitled to. They also expressed that this IAG should extend to supporting students in addressing increased financial responsibilities.
Jurors were concerned that, if the number of students participating in HE continues to increase, having a degree may not actually increase your employability in future and that students would be 'forced' to undertake (at more expense) post-graduate study to maintain a competitive edge with potential employers.
As full fee-paying customers, International Students have particularly high expectations not only of their courses and ancillary services, but of subsequent employability. Employability is a key determinant of International Student satisfaction, whether in the UK or in the country of origin.
Disabled students feel that HEIs should employ a more holistic approach when trying to improve their provision for disabled students, by considering issues well beyond the lecture room.
Key Findings
The student juries highlighted the need for:
General
- an improved impartial, 'one stop shop' system for IAG during the transition between FE and HE, including:
- collated information on rankings/ratings systems
- vocational alternatives to academic study
- more explicit consideration of longer term aims when entering HE
- a rationalised, simplified approach to the student loan application process
- a requirement for HEIs to improve access to accommodation in terms of quantity, quality and affordability
- more information about finances, including how to:
- access different sources of funding
- manage a budget
- feel clear about a plan for repayment
- study resource centres that are more flexible, more accessible and better equipped
- greater transparency about the feedback process from students to HEIs so that students are aware of its impact and HEIs are more accountable
- improvement in the quality of teaching
- a mechanism to ensure parity of services across all HE institutions (e.g. a nationally recognised service level agreement)
- more transparency about the allocation of funding & fees within institutions
- an improved personal tutor system
- a greater emphasis on careers and post graduate opportunities, including a more systematic approach to supporting work placements and career-related seminars and access to an independent graduate careers service
Disabled-specific
- a holistic approach to improving the student experience, including:
- advice on the physical accessibility of individual HEIs
- efficient and appropriate learning support mechanisms
- awareness-raising training for HE careers services
- improved accessibility to non-academic and extra-curricular facilities
- a streamlined funding application process
International-specific
- a simplified visa application process
- more respectful and empathetic lecturer attitudes
- an improved, systematically-embedded path into immediate post-graduate career opportunities for international graduates
