Student Engagement

UK Quality Code

Within this section, staff and students should refer to the following Expectation from the UK Quality Code. For additional guidance, reference should be made to the Indicators within the stated Chapter of the UK Quality Code.

Expectation (Chapter B5)

‘Higher education providers take deliberate steps to engage all students, individually and collectively, as partners in the assurance and enhancement of their educational experience.’


Staff and students are referred to the following statement in the Quality Code: Chapter B5:

”It is widely accepted that the views of students, individually and collectively, should inform quality systems with the purpose of improving the student educational experience both for current and future cohorts. Student involvement in quality can have a positive influence on the delivery and development of any aspect of the student educational experience, whether implemented by the higher education provider, a faculty, a department, or an individual member of staff. Aspects of the educational journey into which students can offer insight include:

  • application and admission;
  • induction and transition into higher education;
  • programme and curriculum design, delivery and organisation;
  • curriculum content;
  • teaching delivery;
  • learning opportunities;
  • learning resources;
  • student support and guidance;
  • assessment.”

How We Engage with Our Students

This section covers our arrangements to ensure that students are fully involved and represented in all aspects of their learning experience, and have a range of opportunities to engage in our quality assurance systems, at corporate level and at academic level.

Collection of Feedback from Students

Our students are viewed and treated as members of our institution rather than merely customers of the company. Students’ input into operational and strategic development is evidenced by the inclusion of students in the membership of our academic decision-making committees: Academic Committee, Quality Assurance and Enhancement Committee, and Course Committees.  We also listen and respond to the views of students through the Student Staff Consultative Forum (SSCF), Student Council Student Representatives (SCSRs) and module evaluation.

Student Council Student Representatives (SCSRs)

At the start of each academic year in October, each Course cohort and year elects at least one of their number to act as their SCSR and represent them.  Generally, an elected SCSR to cohort size ratio of 1:30 is aimed for. Our SCSRs not only act for LSBM, but also for the Student Guild and make up the Student Guild’s Student Council. The Student Council is a consultative body within the Student Guild and makes recommendations to the Board of Trustees (the governing body) in the setting of Student Guild policy.  The Student Guild and LSBM work together to ensure that the student voice is heard within LSBM’s decision making processes; LSBM’s Student Staff Liaison Manager (SSLM) works very closely with the Student Guild to facilitate a smooth interaction between the institution and the student body.  The SSLM also provides support and guidance on LSBM policy and procedure.

Committee Representation

All SCSRs provide representation for their peers for institution-wide matters through the Student Staff Consultative Forum (SSCF) and for their respective courses by attending their relevant Course Committee.  In addition, from amongst the elected SCSRs, the Student President appoints Designated Committee Student Representatives (DCSRs) who provide the student body with formal representation through the Quality Assurance and Enhancement Committee and Academic Committee.  SCSRs/DCSRs are full members of these committees.  In addition, the Student President plus one other Student Representative, also attends LSBM’s Board of Directors meetings.  Whilst not being actual members of the Board of Directors, the students nevertheless represent the student body and LSBM’s Directors will always take their views into account when making decisions. SCSRs/DCSRs are provided with training on how to prepare and how to engage with the various committees.

Other responsibilities

SCSRs not only represent their peers formally within committees and the Student Council, but are also assigned many other duties which are documented within their job descriptions.  For example, a key ongoing aspect of the role is to signpost classmates in need of support or guidance to the relevant member of staff or resources, and to also raise any issues on behalf of their peers as and when they arise without having to wait for a committee; SCSRs are encouraged to attend daily ‘drop-in’ sessions with the SSLM so that any pressing matters can be discussed and resolved quickly.  Additionally, SCSRs get involved with various scheduled activities during the academic year which are documented in their duty calendars.  Scheduled duties include assisting with the completion of surveys such as Student Module Evaluation Questionnaires and attending developmental training sessions.  Before an SCSR is allowed to begin their role, they must attend general training that covers the key aspects of their role and duties.  This training is conducted jointly with the Student Guild and the SSLM.  Further developmental training is provided.  The training is based on the Student Representative Guide which can be found here.

Module Evaluation

We ask all students for their feedback on an individual basis through our Student Module Evaluation Questionnaires (SMEQs).  Students will be asked to complete an SMEQ towards the end of each semester for each module they have taken that semester.  The data from SMEQs will be considered at Course Committee meetings and meetings of our Quality Assurance and Enhancement Committee.

Engagement of Students with Assessment

The satisfactory operation of the assessment system relies to a large extent on the co-operation of the student body. The responsibilities of the individual student in this regard are as follows:

  • to read carefully and comply with assessment regulations;
  • to submit coursework on time;
  • if, in exceptional circumstances, an extension is needed in order to complete and submit a piece of coursework, the tutor must be consulted before the due deadline;
  • to attend the required examinations;
  • to inform Registry immediately (using an online Mitigating Circumstances form) if there are any personal or medical circumstances which may have affected performance, and to provide documentary evidence;
  • to inform Registry immediately (using an Mitigating Circumstances form) if for any reason a student is absent from an examination or fails to submit coursework;
  • to inform the Disability and Wellbeing Advisor or the Student Engagement, Wellbeing and Success team if a student is, or believed to be dyslexic, or have any other disability which may affect their examination or coursework performance. If students wish to request alternative arrangements on the grounds of dyslexia, disability or long-term medical conditions, they should approach the Disability and Wellbeing Advisor by the published deadlines;
  • where appropriate, to advise Registry of religious observance requirements by the published deadlines.


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