How A Student Shadow Board Can Support A Learning Community
- Students should have a say in their experience
- Students can contribute to teaching, learning and student experience matters
- Students are a diverse group and HLS must recognise this by listening to diverse voices
- Students will learn new knowledge and skills through participation
- When students influence their experience, it makes it more relevant and fosters belonging
The Board’s scope is to function as a non-executive style board and operate in parallel to senior committees. It scrutinises relevant ‘student experience’ agenda items, student experience action plans and data (i.e. NSS and awarding gaps) to ensure student voice is fed into those groups’ decision-making.
Students who applied to the Board are representative of the wider student body demographics and come from different degree programmes and levels. Topics covered in monthly Board meetings included: wellbeing, welfare, academic and career support; awarding gaps and the action plans produced to reduce them; how students are communicated with; periodic review of degree programmes.
The Board has attracted attention for its ability to engage under-represented students who might otherwise be marginalised by executive decision-making affecting the student experience. It has challenged perceptions that some data or strategy should be beyond the realm of students’ influence. For example, awarding gap data and how universities are dealing with these are considered potential tinder boxes for fear of students expressing disappointment or anger at unequal outcomes. By tapping into those Participatory Pedagogy principles listed above (co-participation, sharing of knowledge, co-creation of new knowledge) and embracing the Board’s vision and purpose (collaborative, reciprocal platform between staff and students to equally scrutinising decision-making), students were able to understand sensitive awarding gap data, the context of these gaps, how and why action plans had been developed and their expected rollout. In this example, feedback from the Board has already led to new plans for how awarding gaps might be communicated to the wider student body and how further student feedback could sought.
The Board has also left a strong impression on its student members, highlighting increased trust between students and institution, and a greater of sense that student voice is relevant:
“I really like [the] set up and that it’s big on student voice, that we are being given opportunities to speak out, to have a conversation with other students and staff members regarding issues, that we are involved in the changes that are happening in the School. You do feel your opinion, your voice matters […] I’ve seen a lot of change since we started.”