Higher education summit: student feedback critical to better universities

At a major conference hosted by UNSW, participants heard how listening to students' voices is not only key to their wellbeing and belonging, but also to improving the higher education sector.

Sarah Bendall loved her university experience. But like all students, she had her fair share of difficulties.

Now leading the National Student Ombudsman (NSO), Ms Bendall recalled the challenges of living away from home and juggling four casual jobs while studying full-time. By her third year of an Arts and Law undergraduate degree she was utterly exhausted and reaching breaking point. That was until a lecturer, Joycee, reached out for a coffee and asked her what was wrong.

“If Joycee hadn't taken the time and effort to ask if I needed help, and if she hadn't offered genuine advice, I possibly would not have finished my degree and most likely would not have this job today,” Ms Bendall said. “For me, the story of Joycee demonstrates a critical ingredient for fostering wellbeing and belonging in students – taking the time to care and notice the student and going that extra mile.”

Ms Bendall spoke at the annual New South Wales Higher Education Summit at UNSW Sydney earlier this week. The event gathers higher education leaders, policymakers, academics and practitioners to discuss issues shaping the sector. This year the focus was on enhancing students’ experiences, voices, wellbeing and sense of belonging. 

“While many students are happy with their student experience, for some students and often the most vulnerable, we need to do better,” Ms Bendall said. “If we pay attention to the students who are struggling, take the time to understand and learn from the challenges they have faced, we will build universities for the future that can genuinely cater for students from all walks of life.”

UNSW Deputy Vice-Chancellor (Education & Student Experience) Professor Sarah Maddison opened the Summit and highlighted the importance of fostering a sense of belonging for students.

“We are all deeply passionate about empowering our students to succeed, to thrive in our classrooms and to grow to become amazing humans,” Prof. Maddison said.

“More broadly, we care about our students’ wellbeing, and we sincerely want to create a sense of belonging.”

Building trust through student voice

In its first five months of operation, the NSO recorded 1500 complaints. The majority related to course administration, teaching and processes for addressing academic misconduct or unmet academic requirements. Ms Bendall said the feedback offered opportunities for universities to develop systems improvements to support better student wellbeing and belonging.

“I would encourage all universities to review the student cases that go through the academic suspension and exclusion processes and consider them as a failure, not of the student, but of the institution,” Ms Bendall said. “For example, the identification of red flags or risk factors for these students that ought to have been identified much earlier and hence prevented the student from being in that situation in the first place.”

Ms Bendall said listening to students could both help them succeed and help restore public confidence in universities.

“Building trust in the sector begins with respect for students, knowing students, appreciating them and listening to their needs.”