Delivering inclusive and accessible education via a change in pedagogical approach using the student voice: reducing a high failure rate module into a highly successful module

Handley, Ryan; Moogan, Yvonne

Abstract

The need to prioritise student engagement through inclusive, student-centred education is increasingly recognised in higher education institutions across the Globe. This study investigates how incorporating the student voice in a UK university can transform a challenging core module within a Business Management degree. Students need to be viewed as customers and be listened to, as they invest significant time and resources into their education. Consequently, the student voice has become crucial as universities globally strive to achieve positive outcomes on national student experience instruments. In the UK, responses on the National Student Survey (NSS) can lead to improved rankings, and reduced attrition rates, which impact revenue. By making proactive changes with students at the heart of decision-making, this study employs a three-stage mixed-methods approach involving secondary data, pre-intervention interviews, and post-intervention focus groups to explore how student feedback informed pedagogical changes in an Accounting and Finance module. The findings highlight the value of co-creation with students, demonstrating that such engagement can enhance academic performance and lead to higher pass rates.

Citation

Handley, R., & Moogan, Y. (2025). Delivering inclusive and accessible education via a change in pedagogical approach using the student voice: reducing a high failure rate module into a highly successful module. Journal of University Teaching & Learning Practice, 22(1), https://doi.org/10.53761/5x6hje62

• Journal Article Type: Article
• Acceptance Date: Feb 13, 2025
• Online Publication Date: Feb 24, 2025
• Publication Date: Feb 24, 2025
• Deposit Date: Apr 15, 2025
• Publicly Available Date: Apr 15, 2025
• Print ISSN: 1449-9789
• Peer Reviewed: Peer Reviewed
• Volume: 22
• Issue: 1
• DOI: https://doi.org/10.53761/5x6hje62
• Keywords: Student voice; Pedagogy; Curriculum design; Engagement; Retention
• Public URL: https://hull-repository.worktribe.com/output/5130333