Key milestones
Completion requirements
When following the Framework, we recommend you split the work into four phases.
- Phase 1 includes the Listen and Understand stages of the Framework.
- Phase 2 incorporates Meditate and Ideate.
- Phase 3 moves into the "doing" end of the Framework: Negotiate and Apply.
- And, finally, Phase 4, which may well fall outside the 6-week development cycle, focuses on the Test and Evaluate stages of the LUMINATE Framework.
We're suggesting a minimum of 6 "points of interaction" with students (A to F in the table below). Additional modes of engagement are also included in the table for departments that feel more engagement is needed.
The final column on the far right details the trigger goal needed to move on to the next stage of the Framework.
| Phase | Stage | Week(s) | Minimum points of interaction (A to F) | Suggested methods of engagement | Trigger goal(s) to move onto next stage |
|---|---|---|---|---|---|
| 1 | LISTEN | 5, 6 & 7 |
LISTENING MEETING (A) with representative students and members of staff.
10% of the returning undergraduate student community will be expected to share their feedback via either a departmental survey or a bespoke student staff meeting (with an opportunity for students to provide written feedback anonymously). |
Unstructured interviews Moodle forums to provide asynchronous opportunities to gather student feedback |
At least 10% of students have attended a listening meeting and/or contributed to a Moodle discussion forum, and/or completed a listening survey.
|
| 1 | UNDERSTAND | 5, 6 & 7 |
The findings from the initial are communicated to students. ENGAGEMENT ACTIVITIES (B) organised to get more specific information from students, and fill any gaps in understanding. Listening feedback is completed, analysed and processed for meaning.
|
Structured or unstructured interviews Survey tools, such as Qualtrics Building student personas (based on data collected during stage 1) Empathy mapping Identifying and defining a design challenge activity |
Students and staff in agreement with definition of the design challenges.
3 to 5 design challenges identified to form the basis of the ideation session.
|
| 2 | MEDITATE | 8 & 9 | This stage doesn't involve student engagement but could have a mechanism for the late submission of feedback, e.g., email. Staff to think and reflect on identified design challenges. |
Students and staff are no longer providing feedback or suggesting new or additional design challenges.
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| 2 | IDEATE | 8 & 9 |
BRAINSTORMING SESSION (C) with students and members of staff.
This can take the form of a student and staff meeting, or various online activities requiring staff and student input to develop ideas in relation to the pre-defined challenges. 6 Thinking Hats exercise used to facilitate ideation for each of the challenges. |
Further brainstorming sessions Identify opportunities |
Each design challenge has at least three approaches identified for students and staff to consider.
Representative student involvement, e.g., SU reps.
|
| 3 | NEGOTIATE | 10 |
STUDENT POLL (D). Feedback is gained from students in relation to identified courses of action for each challenge via a Poll (via email or Moodle).
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Survey tools |
At least 10% of students share their preferred courses of action
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| 3 | APPLY | 10 |
COMMUNICATE INTENDED ACTIONS (E). Departments to communicate improvement plan to students, and highlight how they intend to measure success (impact on the student experience). DELIVER IMPROVEMENT PLAN. Put proposed plan into action.
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Department actions communicated to students with clear success measures and an outline how they will maintain engagement with students.
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| 4 | TEST | As soon as appropriate |
FOLLOW UP WITH STUDENTS (F). Maintain engagement with students for each course of action to ensure that any changes are effective.
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| 4 | EVALUATE | Spring Term | The effectiveness of the response will be reviewed based on the success measures previously identified. | Examples of evidence that could be useful |
Success measures achieved or reasons identified why not.
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Last modified: Monday, 21 March 2022, 11:59 AM