Student Learning Development

When Marianna became programme director for the UG programme in Management, she was at one of the Open Days and had a conversation with a former student representative who was helping out on the day. He was a dedicated and engaged student and when asked why he chose not to continue as student rep, he expressed that he didn't feel his feedback led to any meaningful changes. This resonated with Marianna, and she sought to find a way to close the feedback loop more effectively. At the next SSLC meeting, she proposed introducing follow-up SSLCs to review previous feedback, share responses from course coordinators, and collaboratively discuss action points. The student representatives embraced this idea and since then the number of SSLC meetings has increased from two to four per academic year.

Now, in its second academic year, the "follow-up SSLC" approach has received overwhelmingly positive feedback from students. Engagement has increased with previous student representatives return to the role for another year. This approach has encouraged student reps to move from simple reporting to actively engaging in constructive discussions.

By making the process more transparent —explaining how feedback is shared, what changes are feasible, and the reasoning behind any limitations— students feel more involved and part of a team working toward the shared goal of enhancing the learning experience. This has also helped build student confidence in contributing to meaningful change and has strengthened student engagement beyond the SSLCs. For example, some student representatives have taken leadership roles as co-organisers and co-facilitators of the Spark Sessions, a separate, co-created initiative between students and academics to develop analytical skills workshops for Undergraduate Business and Management students.

So far, this approach has been effective, with no negative feedback received. Looking ahead, Marianna plans to introduce a summary document to capture key themes from SSLC discussions and subsequent actions. This could provide a reference point and reinforce the sense of continuity and follow-through for both returning and new student reps.

Recommendations:

• Students are more likely to engage when they see their feedback leading to tangible discussions and actions. The follow-up meetings provided a structure way to demonstrate action and progress. It is also important to communicate clearly and manage expectations.
• Not all feedback can result in immediate changes (and that’s okay!), but being transparent about what is possible and why, helps build trust and maintain engagement.
• Moving beyond passive reporting, to encouraging meaningful student participation and collaborative problem-solving can foster a greater sense of ownership and accomplishment among students.