Student Engagement Policy and Procedures



The London School of Management Education (LSME) recognises the importance and value of embedding Student Engagement into operating practices and systems within the institution. The College in the hearing, listening to and acting upon the student’s voice, has improved tremendously in developing its strategies for Student Engagement. We, however, remain eager to maintain a focus on Student Engagement and to take steps to further develop our approaches in a mutually beneficial manner without prejudice and in line with internal policy and external drivers.

This policy aims to create an atmosphere and culture that offers a wide range of opportunities for students, to allow learners of all types and abilities the chance to get involved in college life and to play an active role in shaping the future of LSME. This will help to ensure that we have the student (and their experience) at the centre of what we do and that we work in partnership to provide the best experience for all our learners.

This policy has been developed in line with the QAA quality code for Higher Education: Chapter (B5) on student engagement with the overall purpose of making:

  1. Students feel motivated as part of a supportive institution.
  2. Students engage in and improve the quality of their learning.
  3. Students work in partnership with their institution in shaping the direction of learning.

Strategic Objectives

In taking forward a Student Engagement strategy for the period 2016-2019, the College will focus on the following strategic areas and several key objectives within each area.

1. To adopt practices and positive approaches that enable ALL our students to feel part of a supportive institution through an inclusive strategy.

To work towards embedding an approach of partnership within the College between staff and students, concerning learning and teaching enhancement and development of the student experience.

To increase the range of opportunities that allow staff and students to engage jointly in research or project related activity relevant to the ongoing development of the student experience, student engagement and other topics of mutual interest.

To develop a range of communication methods used with students, with a focus on the use of technology, social media, and other dynamic means, whilst meeting and enhancing our Equality and Diversity requirements.

To build models of excellence in staff, student partnership working across college through our induction programme, processes, and arrangements.

To build and maintain excellent working partnerships both internally and externally and specific support for students identified as in need of additional help.

To continue to develop a range of events and activities which are inclusive to ALL and engages with the widest range of students, to ensure that the student Representative system is understood and promoted.

To use existing students as ambassadors to help promote the college to others and form peer support networks. We aim to engage at least 10 student ambassadors in 2022.

To raise the profile and importance of developing enterprise and employability skills, and increase the number of work-related and volunteering opportunities to develop these skills for all students. We aim to support a minimum of 20 students to obtain employment in 2022.

2. Ensuring ALL our students can engage in their own academic and personal learning and are viewed as key partners in our operational processes and approaches.

To develop a positive culture where students are involved in decisions that affect them and the quality of their learning.

Increase the quantity and range of opportunities for students to network and engage with their peers for both learning and social purposes.

To further develop Personal Development Planning (PDP) classes to develop the skills of ALL students in areas like self-awareness to enhance their ability to reflect on their learning journey and identify their strengths and development areas, linking in other aspects of college life, support, and opportunity.

Continue to work with the student body to develop effective formal and informal inclusive approaches used to communicate with students.

To encourage students to use the Student Representative as an effective method of highlighting broad issues relating to enhancing the student experience.

3. Provide structures that allow our learners to engage with and shape the direction of their learning. Create a culture where students feel they are making a valued contribution to planning and development.

To support the student representatives to be at the heart of student engagement and experience.

To review the feedback boxes used to gather feedback from students – promote these and their purpose more regularly as a means of informal ways to have your say on your student experience.

To engage with students about participation in surveys and raising awareness of other engagement opportunities.

To support the students to engage in informal focus groups to gather feedback on the wider college learning experience of students or/and feedback on identified issues.

To increase the quantity and range of opportunities available to students to engage with employers for both work skills and experience. Also, to improve students’ networks, develop their awareness of employers, the labour market and industry.

To continue to develop the return rate on student feedback surveys, identifying areas of low participation.

To build on class representative engagement and target those from underrepresented groups and classes.

To work with the student representatives and the wider student body to identify what topics students want to be consulted on and taken forward.

4. Use appropriate college systems and formal structures that allow student representatives to work in partnership with the college to enhance the student experience for quality and governance purposes.

To further develop the range of opportunities available for students to become involved in quality arrangements and processes within the College including areas such as Self Evaluation, and course review and approval.

To develop enhanced models for students who may face barriers to participation in quality processes, for example, distance learners and disabled students.

Continued development and enhancement of the means through which students can provide feedback to the college on their overall learning experience and specific elements of this.

To ensure that student representatives are involved in key college committees, identified as part of the remit of each role.

Procedures and Key Performance Indicators

1. Staff should as part of their ongoing development constantly be reminded of the College’s commitment to partnership with learners, bearing in mind the relevance of inclusive teaching and learning practices and the need to promote equality and value diversity.

  • There should be at least one training session per academic year for staff on equality and diversity.
  • All college events of mutual benefits to staff and students must demonstrate effective partnerships between both parties and must demonstrate inclusivity.

2. Seek the opinion of learners about their admission as well as their teaching and learning experience at the college.

  • All prospective learners (100%) must have the opportunity to respond to specific questions about the College’s admission process.
  • Engage with at least 90% of learners at the departmental level on relevant academic issues that directly affect their learning experience. These include lecture quality, student support, learning resources, assessment, induction, career guidance etc.
  • Seek all relevant opportunities to have at least one dialogue per term with learners to discuss topical issues of mutual interests occurring both in and out of the College.
  • Involve learners in at least one international conference or other research-related activities and events organised by the College.

3. Use a range of communication methods including the use of social media and online resources to facilitate the achievement of inclusivity.

  • The use of online surveys alongside the end of term questionnaires and unit feedback questionnaires.
  • Use questionnaires to seek the opinion of learners on the admission, induction, and Career day proceedings per each academic term.
  • Use the Moodle platform for online discussions on general topics of interest at least ones in a month within the academic term.
  • Use focus group discussions to research relevant topics once a term.
  • Hold student consultations for changes to policies that affect learners at least once a term.
  • Use suggestion boxes or anonymous opinion surveys of learners as and when required to obtain the views of learners.
  • Students with special needs must to given equal opportunity to express their opinions using any of the range of methods available.

4. Elect student representatives for each class and ensure that all learners clearly understand their roles.

  • Elect class representative within one month of course start date.
  • Encourage class representatives to hold class meetings once a term
  • Class representatives should be invited to sit in the Programme Board meetings once a term.
  • Two elected class representatives must represent the entire student body in the Academic Board and Student Welfare and Pastoral Committee meetings once a term.
  • All class representatives should hold inter-class or inter-departmental meetings to discuss relevant issues once in a term and to nominate representatives for all the committee meetings discussed above. The VLE discussion forum can be set up for this purpose if it will be difficult to ensure that all reps are available for face to face meetings.

5. Engage students in the promotion of the college to others and in enhancing their own academic and personal learning.

  • Lecturers must ensure discussions and networking amongst students on academic and social matters by posting topics related to specific units or on extracurricular matters for discussion at least once in a term on the Moodle Platform.
  • Student mentors must be identified to facilitate peer support and enhance the learning experience
  • Employability and Personal Development Planning (PDP) classes should be used regularly as part of the Career Development and Guidance event ones in a term to develop self-awareness and reflection on their learning process.
  • Develop student awareness of employers and encourage engagement opportunities with potential employers during the Career Development and Guidance event once in a term.
  • Student Representatives must have some ongoing face to face or online training once a year to enhance their skills for the role as well as aid their personal development and employability.

6. Review the feedback obtained from students annually and communicate findings and ensuing management decisions with learners.

  • Analyse all student feedbacks as and prepare a report for management decisions annually.
  • Publish management reports of relevance to students on the Moodle platform.
  • Summary reports with management decisions would be published on the College website.
  • Student feedback must be an integral part of the Annual Programme Monitoring and Review as well as the overarching annual College report.
  • In the event of a periodic review of programmes, student feedback must be sought to seek their opinion on the currency and relevance of the programmes and how it is delivered.

7. Review the student engagement process in place at the end of each academic year

  • Review all student feedback questionnaires in consultation with students using online questionnaires at the end of each academic year.
  • Prepare an annual review of the student’s engagement with further actions for improvement.

Election of Student Representatives

All courses of study should have at least one elected student representative to represent their fellow students and to liaise with the other Student Representatives and Management.

Student representatives are usually elected each term from the cohort of new learners and elections for these are usually organised by Class teachers. Nominations are invited from students with some guidance from the class teacher on eligibility criteria which include punctuality, meeting assignment submission deadlines, vocal about student-related matters, confidence, and excellence with written and spoken communication. Several nominees are selected and voting is done by the class. The nominee with the highest number of votes is elected as the class representative.

Class / Departmental Student Representatives Roles

Department Level

  • To represent all students within the class as well as for the department.
  • To be available to raise issues and make suggestions
  • To discuss any concerns or issues raised by students within the Department to the Class teacher and ensure they are carried forward to Departmental meetings if appropriate.
  • To attend Departmental meetings and ensure that Student’s interests and requirements are considered in operational and procedural changes.
  • To ensure meeting minutes are prepared using an appropriate format and handed over to the Class teacher.
  • To communicate with Students via class meetings (or by email for those who are absent) before the Department meeting for issues they would like to be raised.
  • To report back to all Students after departmental meetings.
  • Prepare general announcements for the class and communicate all relevant information on an ad hoc basis
  • Organise student-led class activities of relevance to the enhancement of learning and social experience
  • Be an ambassador of the College for external and internal events

Inter-Departmental Level

  • To attend the term-wise inter-departmental class representative meeting to discuss all issues of concern to the entire student body.
  • To prepare minutes of the meeting using a suitable format and submit that to the admin department.
  • To nominate two representatives to represent the entire student body at the Academic Board, Student Welfare and Pastoral Committee, Attendance and Disciplinary Committee meetings held once in a term.

Management Level

If nominated to attend, class representatives become part of the management decision making process at the Academic Board, Student Welfare and Pastoral Committee, Attendance and Disciplinary Committee.

  • To raise all issues of concern to students at the Academic Board, Student Welfare and Pastoral Committee and Attendance and Disciplinary Committee.
  • To negotiate student requests with the Management of the College
  • To communicate the findings of Committee meetings with the student

The Orientation of Student Representatives

This takes place at the beginning of each term to remind student representatives about their roles and responsibilities and activities to undertake. This orientation is facilitated by a member of staff and ensures maximum attendance by all student representatives.

Schedule of Activities for Student Representatives

  1. Week 4: Class Meeting
  2. Week 5: Inter-class rep meeting
  3. Week 7: Programme Board meeting
  4. Weeks 8-12: All Other Key Committee Meetings
  5. End of Term: Student Feedback

End of each Module or unit- Module feedback / Review


Next Review Date: October 2022

University of Chichester
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