Simon Brooman

The student voice in higher education curriculum design: is there value in listening?

This article presents a case study illustrating the potential value of enhanced student participation in higher education (HE) curriculum development, in response to an absence of research in this area. Lecturers and students had divergent views of the effectiveness of a staff-led redesign of a module curriculum. Focus groups were used to investigate reasons for the opposing views informing a second, more successful, redesign evidenced by improved feedback, attendance and marks. We discuss how a closer alignment with the ‘student voice’ facilitated the emergence of perceptions not revealed by usual feedback routes. We suggest potential reasons why this occurred including how student views challenged staff assumptions about the learning and teaching process and our initial interpretation of literature. We discuss how our findings might enhance the development of the student voice in HE, and their relevance to continuing debate about the purpose of HE curricula.

A positive view of first-year undergraduate reflective diaries: focusing on what students can do

This study examines first-year student perceptions of using a diary to reflect on their initial semester at university. Students were advised to complete a personal diary of thoughts, feelings and experiences and to review its contents in light of published literature. A qualitative analysis of these assessed reviews was carried out in order to identify emerging themes concerning the use of diaries. We discuss the emergence of benefits as perceived by students, including help in adjusting to university and taking personal responsibility for their learning. We suggest that doubts about the quality of first-year reflection should not detract from the potential usefulness of diaries. The importance of allowing reflection against alternative viewpoints and a final summative evaluation is discussed. We conclude that there are benefits in encouraging first-year students to keep and reflect upon diaries to facilitate a student-centred focus on adapting to university.

‘Yes, as the articles suggest, I have considered dropping out’: self-awareness literature and the first-year student

This study examines whether encouraging students to read and apply literature discussing factors known to affect retention might be useful in helping their transition to university. Students were recommended to read academic articles in the area of ‘self-awareness’ and analyse their own situation in their first semester. A qualitative analysis of their assessments suggests that these students found it useful to relate their own experiences to published literature. The selection of articles, their placement in a degree programme, the encouragement to keep a reflective diary and the presence of an integral assessed piece of work were shown to be important. Gaining new personal insights, dealing with stress and taking positive action were common themes emerging from use of the literature. It is proposed that there may be benefits for existing first-year higher education acclimatisation strategies in using this student-centred approach to analysing personal development by reference to published literature.

Clarity, consistency and communication: using enhanced dialogue to create a course-based feedback strategy

Abstract This article examines the outcomes of a study across four discipline areas in order to develop course-based assessment strategies in closer cooperation with students. Second-year students (n = 48) from different disciplines were engaged in two phases of activity-orientated workshops. Phase 1 sought their perceptions of feedback. Phase 2 saw students design a proposed strategy to present to the respective staff teams. We discuss the emerging themes which appeared to be very similar amongst this diverse cross section of students: a lack of faith in marking consistency; the need for clear guidelines and criteria; the greater use of positive feedback language; and a close association with tutors. The emergence of strategies specific to each course is discussed, along with the alignment of the outcomes of this approach with pedagogic knowledge. It is suggested that enhanced dialogue enabled staff and students to develop a common understanding, and gave impetus to improving assessment feedback practices. Outcomes recommended here include changes to practice such as a team approach to feedback development, the content and style of feedback, developing the usefulness of feedback for future work and the need for teams to periodically revisit staff development in this area.