BGA | BUSINESS IMPACT
FEEDBACK MATTERS: UNIVERSITY OF EDINBURGH BUSINESS SCHOOL CASE STUDY Inger Seiferheld and Helen Ryall outline how student voice is captured and acted on at the University of Edinburgh Business School
2021-22 Undergraduate School Representative, Florence Barnard, and 2020-21 Undergraduate School Representative, Pippa Gosden, said: ‘The Business School is placing increasing emphasis on the importance of feedback in improving student experience. Through schemes such as course, programme and School representatives, as well as public Student Council meetings, the student voice is not only getting louder, but being heard. The feeling of working with the representatives is really empowering and it is especially rewarding when the School listens and acts on our advice.’ We are very happy with the progress being made and are confident that the School is well on its way to having a comprehensive student feedback system that can be replicated for years to come. Whatever direction the pandemic or other global events take, and their impact on teaching and learning, effectively capturing student voice is a proven approach to informing quality assurance and enhancement within Business Schools. In our case, the combination of rich data from our various surveys combined with substantial student engagement provide us with rich insights into the student experience.
‘It’s time to rethink the future of learning through the lens of improving the skillset and capacities required in the marketplace’ The School is supported in this by a number of student representatives at both a School and programme level, who work as a conduit between the student body and the School. Placing students at the centre of governance (the two School representatives are full members of the School Executive, and School or programme representatives may lead on the SSLC meetings and the ‘Town Hall’) is seen as being especially valuable. Jointly reflecting on the strategy and progress, As part of the mid-course feedback, course organisers respond either immediately or subsequently, whichever is feasible. Through the ‘feedback on feedback’ process, they respond to the course enhancement questionnaire in two ways. One recognises the incumbent class’ feedback and outlines proposed action, where relevant. The other, given to next year’s class, acknowledges feedback from the previous year and provides information about action taken. We introduced a new student voice policy at the University of Edinburgh Business School two years ago. Its aims are to foster student reflection on their own efforts and engagement; review and, where appropriate, amend our programmes, courses and extensive student development programmes; inform students about action taken where possible and reasons why action could not be taken, if relevant; identify and celebrate good practice; and focus on enhancement. This policy is implemented though means that include mid-course feedback, end-of-course enhancement questionnaires, end-of-programme mini surveys, as well as Student-Staff Liaison Committees (SSLC), ‘Town Hall’ meetings, and informal and ad hoc feedback. Our approach is to collect and respond to feedback about different aspects of the experience at different points in time – while a course is ongoing, when a course has ended, and when a student completes their programme of study.
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Inger Seiferheld (above, left) is Director of Quality and Accreditations, and Helen Ryall is Head of Student Experience, at the University of Edinburgh Business School
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