You Said, We Did
How your voice has made a difference
This page provides an opportunity to see the valuable feedback received from students across a wide range of communication channels, and to see what the OU has done in response.
Choose a topic from the drop-down list below to see how students can have an impact on their university experience and be empowered to help shape the University. Next time you are asked to give your opinion, you know that the OU is taking this feedback seriously and will respond.
You said...
You need far more ‘real life' business examples especially where students are self-employed.
We did...
This issue is being raised with module teams to look at current use of case studies. We will further encourage best practice by tutors in drawing out ‘real life’ experience in tutor groups. This will also be taken forward when planning future curriculum content.
Business Postgraduate
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You said...
You were concerned about the preparatory phase and design of the final module of Making a difference: the management initiative (B839).
We did...
On closer investigation many of these concerns were raised by students on the MBA (Technology Management) (F69). The nature of their final management projects can be more technical and fit less well with the standard design and structure of Making a difference: the management initiative (B839). We will work with STEM Staff Tutor colleagues to consider what improvements might be helpful.
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You said...
The policy of limiting access to the module website to three years after study of the module should be reviewed.
We did...
It is OU policy to prioritise resources to managing current sites rather than historic ones. We do provide access on an ad hoc basis in response to requests and will make this clearer to students and tutors.
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You said...
Tutor Group Forums sometimes have low levels of activity, lack of engagement, and slowness of interactions.
We did...
Tutor Group Forum activity is routinely monitored as part of peer review processes. Levels of activity do vary in part with the dispositions of different tutor groups. We are continuing to look at ways of encouraging greater activity within Tutor Group Forums and this will be considered within ongoing learning design.
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You said...
MSc in Finance (F67) students, in particular, wanted the option of having more printed materials.
We did...
Course books have now been made available.
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You said...
Some students have found the Fast Track MBA workload un-manageable and support inadequate.
We did...
We now telephone all students who register on the Fast Track MBA so that they are clear on the demands and expectations. We have also provided additional opportunities for face-to-face events. A short review of the programme has been undertaken and findings are informing support from Student Experience Managers.
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You said...
There is sometimes inconsistency and variability of tutor support.
We did...
We are always looking to improve our engagement with Associate Lecturers (ALs) which helps support best practice. The Faculty AL Development Group is looking to increase its impact. Currently we are refreshing our approach to tutorial monitoring. Tutor Career Development and Staff Appraisals (CDSAs) are focusing more on promptly addressing any performance concerns. However, if any students do have concerns about the support being provided which they are unable to resolve directly with their tutor, we advise them to contact their Student Support Team for additional advice and guidance and escalation as appropriate.
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You said...
You wanted a greater voice in how decisions were made about the Undergraduate (UG) Business Programme and to find out how your feedback is used.
We did...
We are proud to have three student representatives working with the UG Business Programme to represent student views on committees and strategic groups. We have three UG Business Board of Studies representatives, who also take turns attending Student Support Team strategic and operational meetings. Together with the student representatives on the Faculty’s Teaching Committee, these students serve a crucial role in ensuring that student views are heard and addressed. We hope to enhance this work in the coming year and to identify more ways for students to participate in our UG Business academic community.
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You said...
In general you dislike modules that are presented online only, with no printed materials. Some reasons given for this dislike are: that it’s not easy to learn new concepts from a screen; you find it useful to have a book to write notes in; it’s not always possible to get access to online content (e.g. if there’s no internet connection); you feel it represents a lowering of production values and value for money, and you can’t be sure how long after module completion you will continue to have access to online content.
We did...
We are applying the principle that our default position for new modules is to present a mix of online and printed content. We will consider presenting modules entirely online only if there is compelling evidence that the pedagogic benefits outweigh any drawbacks and that students prefer it this way. The Engineering and Innovation Board of Studies will continue to be led by the evidence of which we are aware: currently this evidence shows that students overwhelmingly prefer (or need) a mix of online and printed material on every module. This approach has recently been strongly endorsed by the external advisors to our Board of Studies in their annual report. We have sought clarification from the Vice-Chancellor’s Executive on this issue and have received the following reassurance: “There are no plans to ban print. Making use of innovative pedagogies designed to deliver a better learning experience will enable more students to succeed, and these pedagogies require use of the digital space. Digital materials can be updated regularly, analytics can be used to support student engagement, and interactive activities can be included to embed learning. However, there are areas where the printed format is better, and can be used alongside digital materials, and thus print will be retained where pedagogically relevant.” For practical reasons, modules already in existence that are online only will have to continue this way until the end of their design lives, but we will work to find ways in which to improve students’ experiences on them. Any replacement modules will be created according to the principles set out above.
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You said...
Many responses have mentioned a feeling of isolation and a desire for an environment that enables a more active and visible student community to be built within a subject area. In Engineering, such comments have often been made at the same time as praising the residential schools for providing some measure of community.
We did...
In this coming year, we will be launching websites for each subject area that will replace the existing Qualifications Online sites. Extensively designed and tested in conjunction with OU students, we think the new sites will be a great improvement. Together with your StudentHome, the intention is that it will be your preferred portal to your studies. With this site we mean to bring together all the students who are studying for qualifications in similar subject areas, not just on the same module. We will post interesting enrichment experiences for you to keep active and prepare for your next module during any breaks between them. There will be a virtual meeting-place with fellow students, some of whom will already have studied modules you are considering doing next. The site will also contain announcements of upcoming events and meetings that might be of interest to students in that subject area. This is also the place from which you can gain access to the University’s careers service and pastoral help.
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