An investigation into what defines the student experience of undergraduate students at Newcastle University Business School :and the implications for the School for the design and delivery of its undergraduate educatio

Abstract

This is a study about the student experience of undergraduates at Newcastle University Business School, and the implications for the design and delivery of undergraduate Business education.

I find that while the term “student experience” is used widely in practice, it is remarkably under-developed as a construct in the academic literature. By identifying themes within the literature, I develop a conceptual framework for the student experience, which is then tested and refined during the pilot project and main data collection and analysis phases.

My research approach is based around the use of semi-structured focus groups of students. A questionnaire is used to give structure, but participants were encouraged to develop their own ideas in open discussion, thereby generating a rich set of data which has allowed me to explore the themes and nuances of what defines the student experience.

In the concluding chapter, I propose a conceptual framework where the student experience is defined as a broad, multi-faceted, psycho-social construct and where the student develops and matures as a result of meaningful interactions with seven key microsystems, which represent the most significant influences on student life. I also propose that in order to have a satisfying student experience, an undergraduate needs to engage in meaningful interactions with these microsystems, the extent of those interactions being linked to the level of individual personal development.

Accordingly, the implications for practice are that a broader conception of undergraduate Business education is required, stretching beyond the degree programme, to facilitate interaction with these key microsystems. It is proposed that the most appropriate perspective is that of the student as an active fee-paying member of an academic community rather than as a passive consumer. Such a perspective balances the rights of students to expect academic staff to show accountability to them with students own responsibilities to realise their own potential.