Student Voice

The University of Cumbria Access and Participation Plan, sets out how staff will work together to support students with the ability and desire to go to the University of Cumbria to have equality of opportunity to succeed at all stages with us, whatever their characteristics and circumstances. This Plan is accessible to you, the public and approved by our regulator the Office for Students. You can read the summary on our website.

We have an Access and Participation Steering Group that leads on monitoring the progress and impact of our commitments in the Plan. The Steering Group has representation from the Students’ Union, Leaders in Professional Services and Academic Institutes.

Why is it important?

Through data you can find in the Office for Students access and participation dashboard, we know that some student groups at the University of Cumbria are less likely to have equality of opportunity than their peers based on their characteristics. These include:

• Mature students (aged 21 and over)
• Care leaver students
• Black British students
• Students whose home address is in an area with low participation to university, particularly males
• Students with disabilities including mental health conditions

We are working to improve the experiences and outcomes for these students, to ensure that they have equality of opportunity at UoC. To do that we need our students’ insights.

Lorraine was an Integrated Foundation Year Student in 2024/25 and Student Panel member.

Rachel was a Primary and Early Years Education (3-11) 2^nd Year Student in 2024/25 and Student Panel member.

Why did you apply to be on the Student Advisory Panel?

I am a mature student and have worked in administrative and financial roles in my previous careers, including in primary, secondary schools and adult education so I felt that my background would give me a useful insight into how educational establishments work.  This, together with being a student and having an appetite for lifelong learning, means that I want to help others access as much education as they would like or need, and if a small amount of feedback from me could help someone to access an opportunity or help break down a barrier to an opportunity I'd be pleased with my input.

-Lorraine

I applied to be on the Student Advisory Panel because, as a Black student from an underprivileged background, I wanted to be a voice for students like me and help shape a more inclusive university experience. I’ve seen how representation and student input can make a real difference, and I wanted to be part of that positive change—especially for future students who may face similar barriers.

-Rachel

Describe what a typical meeting might involve?

A Teams meeting with the Strategic Lead for Access and Participation and other university professionals and panel members (students) would involve some background information on the access and participation issue, followed by breakout meetings for students to discuss possible solutions and ideas.  Sometimes the breakout meetings are focused, and other times they lead on to other issues and ideas.  The discussions are then fed back to the university professionals to give them a different perspective on these issues from the students' viewpoints.

-Lorraine

A typical meeting usually includes a summary of the actions that have been taken based on the feedback and discussions from previous sessions. It’s a chance for the panel to see progress, share new thoughts, and continue building on ideas to improve the student experience. There's a real sense of collaboration, and everyone is encouraged to speak up and contribute.

-Rachel

What have you gained from your experience so far?

I've met some interesting people and learned about other students' perspectives and experiences.  I've felt that the university leaders are interested and appreciative of hearing our input and ideas on how to improve various aspects of university life.

-Lorraine

Being part of the panel has really helped me grow. I’ve developed better communication and conversation skills, and I’ve learned how to put my ideas across clearly and confidently. It’s also been a great opportunity to understand how student feedback is used to shape university decisions, which has made me feel more connected and empowered.

-Rachel

What are you proud of from your contribution to the panel?

I've felt that I have had an active and valuable part in helping others and contributed some useful ideas which have been well received.

-Lorraine

I’m proud of the small but meaningful changes I’ve already seen starting to happen at the university—especially those that came from things we discussed online or shared on padlets. Knowing that something I said or supported might have helped push those changes forward is really rewarding. It feels like I’m helping lay the groundwork for a better experience for students to come.

-Rachel

The Panel has directly provided feedback to staff at the university in the teams of:

• Admissions
• Disability Services
• Student Services Systems

which has contributed to:

• Refreshed staff training for the Admissions team in supporting applications and advise to students
• changes made in the Student Support Plan process, which is undergoing final feedback from academic staff before an Equality Impact Assessment will be submitted, to implement changes for the new academic year
• changes in development for the ‘You Report, We Support’ section on My Cumbria

We have also provided our reflections on further support needed across all stages of being a student at the University of Cumbria, which is leading to the development of proposed changes to our Access and Participation Plan.

We are seeking students to our advisory panel who are enrolled on and studying for either their first undergraduate degree or a postgraduate degree at one of our campuses, with current home-fee status and identify with one or more of the following characteristics:

• are estranged from your parents
• a care leaver or care experienced
• A disabled student (including those with a mental health condition)
• Black heritage
• Aged 21 and over when beginning their degree
• In receipt of the Cumbria Bursary
• Were eligible for Free School Meals at some point in the last six years during their secondary education.

The role will be open for application in the new academic year 2025/26, when we will provide a link to the job advert and application.