The challenge that sparked change
In September 2022, the School of Psychology at the University of Sheffield had a problem: our National Student Survey (NSS) results for student voice were very disappointing. With only 50.7% positive feedback, we ranked 107th nationally in the subject area. Students felt disconnected and unheard as we all were readjusting to ‘the new normal’ in the wake of the Covid-19 pandemic. It was at this point that I took on the role of Student Voice Ambassador for our school, and I knew a cultural shift was needed to build a genuine, trusting partnership where students felt their input was valued and acted upon.
Building community to build trust
Our first task was to re-establish the learning community as there was great desire from students to connect with others and rebuild the university experience they were hoping to have prior to the pandemic. Our first initiative - Psychology Movie Nights - became a huge success, offering a relaxed setting where students could meet staff and peers outside of lectures, enjoy watching a film then discussing the relevant psychological themes (eg after watching ‘Barbie’ we discussed the role of toys in childhood development).
The Movie Nights themselves became a sustained, permanent feature of our calendar. We also set up a "study-buddy" scheme that was later developed into larger "study-buddy-groups", to provide more networking opportunities for students outside of lectures.
Within teaching sessions, we added ‘stickers’ to slides to highlight when an interactive activity (eg discuss ethical concerns of a methodology) was also an opportunity to build connections with peers.
Most recently, we collaborated with local app developers to create a ‘Campus Walking Trail’ and encouraged new students to walk the trail in groups as a way of familiarising themselves with our campus whilst also meeting fellow students. Collectively, these initiatives created a ripple effect of trust as students saw our commitment to rebuilding the learning community was real, and so we started to see improvements in other areas.
Turning feedback into transparent action
The biggest challenge with feedback is the 'black hole' where students often don't see what happens with their feedback, or if anyone is even looking at it. I tackled this by launching a dedicated Student Voice website featuring an Action Tracker that linked directly to our Student-Staff Committee (SSC) minutes. The tracker shows who is responsible for each action (increasing accountability) and its progress status, making the feedback loop instantly visible.
When we can’t implement a suggestion (eg avoiding all 9am lectures), we use the platform to share evidence (eg findings from my own pedagogical research that some people like getting their lectures finished earlier!) to explain why compromise is necessary. This has been key to improving student buy-in by providing context for when we are unable to make changes based on feedback.
In the SSC, we empowered students further by introducing a student chair, highlighting the students’ role as collaborative partners who are responsible for running the meetings. Our student chair is also involved in closing the feedback loop, recording a short video summary after each SSC and posting this on our Student Voice website to explain what was discussed and what the actions are moving forward in an accessible and engaging format.
Empowering and involving all voices
By demonstrating our commitment to responding to student voice, we also noticed a shift where students felt more comfortable raising sensitive issues (eg considering the language used around mental health conditions in lectures). Swift, supportive and evidence-informed response (including providing guidance to staff and liaising with the ED&I lead) was crucial for strengthening student trust and affirming their voice.
We provided more mechanisms for students to provide feedback anonymously, as well as encouraging greater participation in module feedback surveys by emphasising how previous feedback had improved the course. Notably, through strengthening the student voice, colleagues were also more willing to engage with feedback recognising the increased representativeness of feedback across cohorts and creating a positive cycle of change.
A revitalised student voice
One objective measure of the success and sustainability of this culture shift is the student-reported outcome in the NSS. Although we saw improvements in ranking year-on-year, the most recent NSS results saw us achieve 3rd in the UK for student voice in the subject area, with 93% positive feedback, demonstrating our sustained, collective effort to place student voice at the heart of our practice.
Less quantifiable though is the vibrant and engaging atmosphere we now have in SSC meetings, the improved confidence students have in providing feedback and knowing it is valued, and the re-energised learning community. I would argue though, that it’s these less tangible qualities that have the most impact day-to-day on the student experience, and are what we are now striving to maintain.
Do any of these initiatives sound like something that could work in your school or department?
Rhiânan Ellis is a Senior Fellow, and teaching specialist lecturer in the School of Psychology at the University of Sheffield. As the student voice ambassador for her school, she engages in pedagogical research that aims to enhance the student experience and increase students' sense of belonging.