1.
Signed, sealed,
delivered
A student re-design of the student representative system
by the
Centre for Innovation in Pedagogy
@studentinnov

2.
Background
• This project aims to provide the beginnings of a blueprint structure for the student rep
system based around three key themes of ‘student feedback handling’, ‘ rep data
collection’ and ‘rep recognition’
• Another key feature of the design process will be that ideas for improvement and
innovations will be purely student led. Students surely know best on the topic of how we
should react to their feedback!
• Although the system for student representation has existed since the 1960’s, it is perhaps
surprising that there is relatively little attention given to the student rep system in the
literature on pedagogy.

3.
The literature
Distance introduced between student and institution by view
of students as customers, McMillan and Cheney (1996)
Seen as a method of conflict avoidance and resolution Olsen,
(2007).
Small-sample bias, self-selection, difficulties in data collection.
Actual format of student rep system unchanged, Lizzio and
Wilson (2009)
Student participation and involvement with programme
governance since 1960’s, growing importance within current
administrative structure. Strengthens need for consultation,
Leuscher-Mamashela (2013).

4.
Standard Student Rep
System (What’s the
problem?)

5.
Laetitia’s comments: the viscous cycle
LACK OF SUPPORT TO
COLLECT FEEDBACK
CHANCES THAT STAFF
TAKE FEEDBACK
PERSONALLY
POOR DATA REASON
FOR LACK OF ACTION
NO ACTION TAKEN SAME PROBLEMS
REPORTED THE
FOLLOWING YEAR

6.
Elsa’s Survey
• Occasionally outstanding students
try their best to improve the
system; like Elsa who designed a
rep survey.
• Though, institutional barriers or
objections, often prevent these
improvements from being adopted.
• The following year, the problem
resets, and the student
contribution (intelligence) is lost.

7.
Elsa’s Survey

8.
Project Survey of Student Attitudes
• The students working on the project have surveyed the general student population at
University of Manchester to get some student views on the representative system.
• What came out of this survey, is that students felt that the system could be better
rewarded or recognised.
• 91% thought that there should be some formal certificate for the post, and 42% that this
should be recognised within the university’s own website.

9.
Other Comments
• Students thought that rewards
should be used to motivate good
reps, rather than sanctions.
• Reps should be made more visible
and more easily accessible to the
students on their courses.
• Reps should be more involved with
the academics, in more of a
partnering role.

10.
Early Output

11.
Rich Picture

12.
BA (Econ) Feedback Journey
Reps Collect
Feedback
BA (Econ)
Committee
Pathway
Directors
SSLC
Closed
Yes/No No
Step 1: Provide constructive
feedback to your reps or speak to
your lecturer.
Step 2: The feedback is presented
to the BA (Econ) Committee, then
passed to pathway directors.
Step 3: We collect reaction and
feed this back to student reps in
the Student Staff Liaison Meetings
Step 4: We publish feedback and
reaction on the BA (Econ) hub at
year end.

13.
CIP student designed feedback app allows
reps to distribute a form that students can
use to leave feedback very easily.
Try me: www.tinyurl.com/atmyrep

14.
Future Plans
Plan Monitor negative comments on the NSS
Plan Measure ‘student voice’ question on the NSS
Plan Measure Data Volume from App

15.
Questions
Contact us:
The Centre for Innovation in Pedagogy
Web Site: http://projects.socialsciences.manchester.ac.uk/cip/
Email: cip@manchester.ac.uk
Twitter: @studentinnov #altc