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Learning Enhancement and Development

Session 3E

Expectations of excellent teaching: the student perspective

Jo Richardson – City, University of London, Learning Enhancement and Development (LEaD)

Peter Kogan – City, University of London, Learning Enhancement and Development (LEaD)

Student Panel: Anthony Birley (School of Mathematics, Computer Science and Engineering), Umar Chaudhery (Vice President, Education), Dimitri Dolor (School of Health Sciences), Marlis Kornrumpf (School of Arts and Social Sciences) and Alessandro Morico (Cass Business School)

This session will provide participants with the opportunity to explore student perceptions of excellent teaching through discussions with City, University of London students. Issues discussed will focus on students’ experiences of teaching whilst at the Institution and the impact of these on their learning and overall educational experience.

This session aims to demonstrate the concept of ‘students as partners in learning’ (Healey et al, 2014) by actively involving City University London students in the debate around teaching excellence.

Students are the single most important component of higher education. Without them, institutions would be silent research bunkers where teaching and learning did not exist. Despite the central role that students play in higher education institutions (HEIs), their opinions tend to be sought infrequently and inconsistently, and they are therefore often heard less than other stakeholders. Institutions often assume that they know what students need from teaching (Sander et al, 2000) but without understanding the expectations of learners, there can be a mismatch between what a higher education institution is providing and what students want. By exploring student perceptions and preferences for teaching, learning and assessment institutions can design and deliver an educational experience that is effective but also meets student expectations (Hill, 1995).

National education agencies such as JISC and The Higher Education Academy have demonstrated the value of engaging students in teaching and learning decisions (JISC, 2015; Healey et al, 2014) and assert that “student engagement correlates with positive learning experiences and outcomes for students” (Healey et al, 2014, p.4). This session aims to bring the student voice to the Learning at City Conference by enabling attendees to ask students directly about their experiences of teaching excellence.

Students will be invited to participate in the workshop based on their involvement in teaching and learning activities at the Institution, for example as Student Representatives. The insight gained through these activities, and from their own perspectives, means that they will be well-placed to act as ‘experts’ in discussions. A diverse range of students from different disciplines will be invited, with the aim of representing all schools within City, University of London.

Learning outcomes

By the end of the session participants will have:

  • Gained greater appreciation of the benefits of including students in conversations around teaching and learning.
  • Developed their understanding of student perceptions of teaching excellence
  • Explored student expectations of their educational experience


Healey, M., Flint, A and Harrington, K. (2014) Engagement through partnership: students as partners in learning and teaching in higher education, Higher Education Academy [Online] Available at:https://www.heacademy.ac.uk/sites/default/files/resources/engagement_through_partnership.pdf (Accessed 11 March 2016).

Hill, Frances M. (1995) "Managing service quality in higher education: the role of the student as primary consumer." Quality assurance in education 3(3), pp. 10-21.

JISC (2015) Developing Successful Staff-Student Partnerships [Online] Available at: https://www.jisc.ac.uk/guides/developing-successful-student-staff-partnerships (Accessed 11 March 2016).

Sander, P., Stevenson, K., King, M. and Coates, D., (2000). University students' expectations of teaching. Studies in Higher education, 25(3), pp.309-323.