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Testimonials

Students’ Feedback

After completing their Listening Room, the students are asked to provide their views on the process using the debrief questionnaire. Taking part in the Listening Rooms is often described as cathartic and students value the time they have been able to dedicate to spending with their friend.

‘I think it was useful because the students are the heart of university; therefore,┬áit’s vital their views are heard’

The conversation in the Listening Room is described as open, honest, and non-invasive, whilst also providing an opportunity for students to express themselves in a safe environment without judgement. The students also recognise their ability to reflect, an important skill as they progress through university.

‘I like that the university is interested in my opinion and gave me the opportunity to discuss ideas’

The loose structure and broad topics enable students to explore their own experiences more deeply and with fewer constraints in comparison to traditional methods, such as surveys and interviews.

‘It was better than a questionnaire because you can bounce ideas off one another’

Listening Rooms is therefore seen as a positive experience which is facilitated by a university that cares for its students and is dedicated to listening to their voices. The equal standing between friends and the small number of individuals in the room allows for a more balanced conversation, meaning no one is excluded or goes unheard.

Stakeholders’ Feedback

“The session provided a catalyst to have a conversation with colleagues about an area of work and intellectual issues.”

“Stakeholders felt they were alerted to the nuances and sensitives around [the experiences of BAME students], a lot of which cannot be seen in the metrics.”

“[It was] fascinating to see what the students focused on and what they did, as their concerns are not always the same as ours.”

“Our outcomes were very positive in that students were very appreciative and praising of their experience. The Round Table Analysis session helped us enormously having objective peers with no connection to the students reduced the potential for bias and helped us to recognise the richness of the data.”