The challenges of engaging students in student voice

We, Student Voice, understand the value in empowering students to act as agents of change within their education experience. The Teaching Excellence Framework and National Student Survey provide higher education institutions with great motivation to increase the opportunities provided to students to express their opinions and ensure that appropriate action is being taken in response to feedback. A 2019 case study by Herdan, Reilly and Warren (Source) explores the challenges associated with asking students to provide feedback on their higher education learning experience.

In this case study, year one students studying finance and accounting at a UK university were asked to evaluate their experience of using online learning platforms in their modules. This project was based on Dunne and Zandstr’s (2001) theoretical framework for engaging students as change agents. This model categorises student voice under four forms:

• Students as evaluators – Students provide feedback, often via surveys, so that the institution can bring about change.
• Students as participants – Students participate in decision making processes, often via committees, so that the institution can bring about change.
• Students as partners – Students actively collaborate with institution to bring about change.
• Students as agents for change – Students actively promote and bring about change.

The student voice form ‘students as evaluators’ is particularly relevant in this case study, as students are asked to provide feedback so that the university may improve the learning experience for students. This study collected student feedback via multiple surveys at various points during the program and the use of forums. The use of forums was particularly important to capture student opinion throughout the academic year. This ensured that the effect of a negative experience (e.g., a challenging assignment) on student opinion could be identified.

Students were greatly encouraged throughout the academic year to take part in the project. The importance of being an agent of change within their education was emphasised and examples were given to highlight the impact that student voice had on the program in previous years. The first survey had a high participation rate of 85%. However, student engagement dropped significantly survey to just 11% in the final survey. Student comments were analysed to identify potential reasons for this decline in participation. It was determined that the timing of surveys had a great impact on participation, with the final survey taking place during deadline season. Additionally, students were asked to complete 5 surveys are the same time, leading to ‘survey fatigue’. This results both low participation and poor-quality evaluations. Finally, students commented that when they had no issues with the program, they felt that they had no value to add and therefore did not participate.

Low engagement leads to additional challenges regarding how to respond to feedback received. As the whole student cohort’s perspectives are not heard, the resulting conclusion drawn from feedback will be biased. It becomes difficult to act on evaluation as it is not clear how changes will affect the broad student population. Therefore, it is essential that the discussed challenged are addressed so high student engagement is achieved. This will allow universities to obtain and act upon a student voice which reflects that of the whole student population.

FAQ

Q: How can universities effectively analyse and act on the qualitative data obtained from student feedback?

A: Universities can employ various text analysis techniques and software to efficiently sift through and understand the qualitative data gathered from student feedback. This might involve using natural language processing (NLP) tools to identify key themes, sentiments, and patterns within the feedback. By categorising the data based on these insights, universities can prioritise areas that require immediate attention or improvement. Furthermore, employing machine learning models could help in predicting student satisfaction trends and potential areas of concern, allowing for proactive measures. The integration of student voice into decision-making processes is vital, and leveraging advanced text analysis methods ensures that every piece of feedback is valued and considered in shaping the educational experience.

Q: What strategies can be employed to sustain or increase student engagement in providing feedback throughout their academic journey?

A: To sustain or increase student engagement in providing feedback, universities could adopt more interactive and dynamic methods of gathering student voice. This might include real-time feedback mechanisms, such as mobile apps or interactive online platforms, where students can share their thoughts and see immediate responses or acknowledgements. Gamification elements, like badges or rewards for participation, could also encourage more students to engage. Additionally, creating more personalised feedback opportunities, where students can see how their input directly contributes to changes or improvements, might strengthen their sense of agency and commitment to participating. It's also crucial to diversify the ways feedback is collected, ensuring methods cater to different preferences and making the process as accessible and inclusive as possible.

Q: How do institutions ensure that the actions taken in response to student feedback are effectively communicated back to the student body?

A: Institutions can ensure that actions taken in response to student feedback are effectively communicated back to the student body by adopting transparent and consistent communication strategies. This could involve regular updates through email newsletters, dedicated sections on the university website, or posts on social media platforms. Highlighting specific changes made as a result of student feedback can demonstrate the institution's commitment to listening and acting upon student voice. Additionally, hosting feedback forums or Q&A sessions where students can discuss the changes with faculty and administration might foster a culture of open dialogue. Ensuring that students are aware of the impact of their feedback not only validates their contributions but also encourages a continuous cycle of engagement and improvement.

References

[Source] Herdan, A., Reilly, D., Warren, L. (2019) Getting the blend right: listening to the wide student voice to enhance the online learning experience. Journal of Educational Innovation, Partnership and Change, 5(1), 1-8.
DOI: 10.21100/jeipc.v5i1.884

[1] Dunne, E. and Zandstra, R. (2011). Students as change agents: New ways of engaging with learning and teaching in Higher Education. ESCalate.
Available from: http://escalate.ac.uk/8242

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• Obstacles to students voice in curriculum design
• Student voice in the development of assessment practices