Abstract
This article describes how a Student-Led Module Feedback (SLMF) scheme was initiated at one UK University to enhance staff-student relationships and to improve student outcomes. The scheme was developed by academics in partnership with the Students Union (SU) and students. The SLMF aimed to enhance the student experience at a granular level in “real time” during 30 week-long teaching modules. The article defines the SLMF within the research context of the Scholarship of Teaching and Learning and describes how the theme of student-staff partnership runs across the scheme, including during the project management and evaluation phases. It critically reflects on how the scheme has been instrumental in making inroads to improving the experience of students and staff across the university. It analyses the way in which the SLMF is being used by staff and students to co-create action plans to initiate pedagogical changes and thus close the loop of the feedback cycle.
Highlights
Different types of student partnerships can reflect the aims, commitments, and needs of a particular institution
It was noted that the themes discussed during the staff-student conversations and the points in the co-created action plans were similar to the themes collected through the National Student Survey at the institution over the years
This paper reports an initial summary of the findings of the staff survey, which will be the subject of a future study
Summary
Different types of student partnerships can reflect the aims, commitments, and needs of a particular institution. The institution under discussion here is one of the most socially inclusive universities in the UK, where two thirds of students come from the top two quintiles of Indices of Multiple Deprivation which is the official measure of relative deprivation for small areas in England. Student satisfaction at the university has been surveyed at the end of a module, and changes have been put in place for subsequent cohorts. There was no real-time dialogue between staff and students about the learning and teaching quality. Only staff saw individual comments from students, and only they could report on these comments. There was no authentic partnership between staff and students in co-owning and co-creating plans and aspirations for module change
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