Back in May 2022, I was invited as a student representative to give evidence to the House of Lords’ Industry and Regulator Committee’s inquiry into the Office for Students (OfS).
I was asked whether I thought most students have much concept of OfS being their protector or their advocate. I said:
I do not think students even know what the OfS is. For the most part, they do not need to. I do not know who the regulator is for my kitchen appliances, and that is fine, but I also know that, if my toaster breaks down, I should be angry and I should complain, and I would know who to complain to, I suppose.
I’ve been thinking about the fact I referenced a toaster for a while now.
Office for what?
For the most part students don’t know what OfS is. They don’t know what B7 or A2 mean or what an access and participation plan is when it’s at home. But what students do need to know is why they exist, their purpose and have some concept of their rights when it comes to higher education.
When I delivered course rep training, I included a section on the conditions of registration. I wanted reps to understand what the minimum standards were for their education, and what they knew they could lobby for. There was a fun coffee analogy as part of this.
If they went to a coffee shop and ordered a coffee, they knew instinctively what they should expect. A clean cup, a hot coffee, good customer service and value for money. If their experience was a dirty cup they’d take it back and ask for better. Equally, if it had amazing latte foam art and came with a biscuit on they’d praise it.
The same applied to their studies – but articulating what a good cup of coffee would look like was a bit harder without understanding what the conditions of registration were.
If lecture slides weren’t up-to-date, if they didn’t have the right resources to succeed, if they weren’t learning the key skills they expected to, they should advocate for things to be better on their course.
Ideally there would be some resources from OfS that are more student-facing which inform students of their rights. For many transitioning from further education systems in the UK where education happens to students rather than with them, it’s easy to think you can’t challenge your academic experience when you think it might not be what you signed up for. For those who are experiencing university for the first time, how would you know anything different?
Back to my toaster analogy. I still don’t know who the toaster regulator is. But, ultimately, I know if it broke within the first week I would go back to the shop. I would know that quality isn’t up to scratch and wherever I bought it from should give me a refund.
Looking at some of the OfS’ recent quality assessment reports, specifically the one at Regent College London where students were told to use the British Museum as a place for study, sit on chairs which were broken and were signposted to essay writing resources that included essay mill links, it got me thinking.
In cases like these, students aren’t having a “high quality academic experience” and I’d guess not many would know the OfS is meant to be their “protector” or “advocate.” How many would know they could complain, should expect better, and for those who don’t, what could OfS do or have done for them to have more agency when it comes to knowing their rights?
Once upon a time in Hollywood
The British Board of Film Classification (BBFC) is the regulator for films shown in cinemas and released on physical media in the UK. They have recently started showing a short reel before films which outlines what each classification is – U, PG, 12A, 15 and 18.
Before you watch the film, you are educated on what the different categories are and then shown the classification for the film you’re watching and the reasons why it’s been given that category. It states “Age ratings. Shaped by you.” Already there feels to be more partnership with audiences than OfS has with students.
It positions audiences as partners in that process – and that’s to ensure you watch what’s appropriate for you. If someone took their child to see an animated children’s film and there was lots of blood and gore they’d complain to the cinema first (university) and then to the BBFC (the regulator) – because they’ve been educated on what is and isn’t appropriate in terms of film content.
OfS’ website does have a section called “for students”, which includes things like a students’ guide to quality, student finance and equal opportunities. Few students are seeking that out but an approach to student engagement that includes something as simple as posters on campus about B conditions (ideally without using the phrase B condition), resources for academic reps and training for student leaders on how to understand what OfS does would go a long way.
In Poland, so seriously is this idea taken – that students can be key players in quality assurance – that their right to know their rights is written into law. That is then delivered by (modestly) funding students’ associations through events and materials to ensure students know what they’re entitled to on entry.
A short video outlining the B conditions – although fun – doesn’t need showing before every lecture. But more effort from the regulator to educate students on what marks a “high quality academic experience” and when they should be frustrated and want better would not go amiss.
The coffee cup analogy is so simple, yet so effective. Will share that with colleagues.
This is such great article, and none of this is dare I say it, rocket science.
There is a wealth of experience in student engagement right across the sector – in universities themselves, in student unions, and of course in the QAA who were making materials and engagement opportunities in their co-regulatory work like this available more than a decade ago.
That OFS has been seemingly so resistant to it over time is so disheartening. Hopefully times will change but unless there is a significant mind shift inside that body, including at the very top, then it remains unlikely.
And as you rightly say this is not unusual for regulators – many are active in involving those who rely on their regulation in the design of their regulatory approaches.