By Karl McCormack

17 December 2024

Recently, I had the pleasure of attending a conference on student engagement, and while many ideas were shared, one concept really stuck with me—giving students a sense of mattering. We often hear about the importance of students feeling a sense of belonging at university, but there’s something even more powerful about the idea that students feel that they truly matter to the university, their course, and the staff who teach them.

Belonging is fantastic, don’t get me wrong. It’s about students feeling accepted, finding their place within the community. But mattering takes this up a notch. It’s not just about being part of the university—it’s about knowing that you, as a student, are important, that your presence and your efforts are noticed, valued, and appreciated by those around you. When students feel that they matter, they are more likely to engage fully in their studies, contribute to the wider university community, and generally feel motivated to make the most of their educational experience.

In this post, I want to explore the idea of mattering—what it really means, why it’s crucial for student engagement, and how it connects to creating a sense of place, or placemaking, within our higher education institutions. With a bit of playfulness, I’ll delve into why we, as educators, need to focus on helping students feel that they matter—not just to the staff but to the university as a whole.

Image from: Why Mattering at Work is the New Metric to Track – Dignify

The Power of Mattering

At its core, the idea of mattering is pretty simple: students need to feel seen, heard, and acknowledged. It’s one thing for students to know that the university exists to provide an education, but it’s another thing entirely for them to feel like their contributions, their presence, and their success are genuinely significant. When students feel that they matter, they are more likely to take ownership of their learning, get involved in extracurricular activities, and engage more deeply in their studies.

Think about it: when someone tells you that what you do matters, it changes the way you approach things, doesn’t it? You feel more invested, more motivated. It’s the same for students. If they believe their voice counts—whether that’s in class discussions, group projects, or feedback on their work—they’re far more likely to be active participants in their education. And that sense of significance doesn’t just improve their academic performance; it enhances their overall experience and satisfaction with university life.

Mattering and the Role of the University

It’s not just up to students to figure out that they matter—the university itself needs to send out that message loud and clear. It’s about creating an environment where students feel they are more than just a name on a register or a number in a lecture hall. They should feel like they are valued members of the institution, integral to the success of the community.

So how do we do that? Well, it starts with us—lecturers, staff, and the wider university community—creating a culture of recognition. It means taking the time to engage with students, acknowledge their efforts, and show them that they are important. Of course, this can look different for different people. A quick chat in office hours, recognising a student’s idea in class, or simply saying ‘Well done’ after a tough exam can go a long way in helping students feel seen.

But it’s not just about the individuals. The university needs to embed this ethos into the very fabric of its culture. That means prioritising student wellbeing, creating accessible support services, and encouraging students to take leadership roles in academic and social initiatives. When students feel they can contribute and that their ideas are valued by the institution, they are far more likely to invest their time, energy, and enthusiasm into their education.

Mattering and Placemaking: Creating Meaningful Spaces

Mattering is closely linked to placemaking, the idea of creating spaces that are meaningful and engaging. In the university context, placemaking isn’t just about making sure the coffee in the student union is strong enough (although that certainly helps!). It’s about crafting environments—both physical and cultural—that help students feel connected, supported, and valued.

The physical spaces we create are important, of course. Think about the lecture halls, study spaces, or even outdoor areas where students spend time. Are they inviting? Do they encourage collaboration? Do they feel like places where students can connect, learn, and thrive? If students feel comfortable in these spaces, they are more likely to engage and take ownership of them.

But placemaking isn’t just about physical spaces. It’s about the cultural spaces within the university—the ways in which students are encouraged to interact with one another, with staff, and with the institution. A university that values student engagement will create a culture where students feel that their ideas and opinions matter, where they have the freedom to express themselves and contribute to the community. This could mean having more open forums for feedback, offering spaces for students to lead discussions, or encouraging students to take part in university-wide projects. When students feel that they have a voice in shaping their environment, they are much more likely to feel that they matter to the university.

Practical Ways to Foster a Sense of Mattering

So, how can we, as educators, make sure that our students know they matter? It doesn’t have to be a big, grand gesture every time (though, if you want to hand out gold stars at the end of every lecture, I’m all for it!). It’s the small, everyday actions that count. Here are some ideas to help students feel acknowledged:

1. Personalised Feedback: When giving feedback on assignments, make it personal. Rather than just ticking boxes, offer specific comments on the student’s work that show you’ve paid attention to their individual progress. A little “Well done, your argument was particularly strong in this section” can go a long way.
2. Academic Mentoring: Strive to get to know their students as individuals. Simple gestures like learning students’ names, asking about their goals and interests, and providing tailored feedback can go a long way in making students feel seen and appreciated.
3. Interactive Classes: Make your classes as interactive as possible. Ask questions, let students share their thoughts, and encourage debate. The more students contribute to the learning process, the more they feel like they are shaping the experience.
4. Celebrate Achievements: Whether it’s a good exam result, a well-thought-out contribution to class, or a successful project, make sure to celebrate students’ achievements. Whether it’s through formal awards or informal praise, showing students that their hard work is noticed reinforces the idea that they matter. A simple shout-out in class or a congratulatory email can help them feel recognised.
5. Encourage Student Leadership: Give students the chance to lead. Let them run discussions, manage projects, or even help create course content. When students take on leadership roles, they feel that their ideas are valued by their peers and the institution.
6. Foster a Fun Atmosphere: Learning doesn’t have to be all serious business. Injecting a bit of fun into the classroom, whether through creative assignments, playful icebreakers, or group activities, can help students feel more comfortable and open. When students enjoy being in your class, they’re more likely to feel engaged and that they matter in the process.
7. Inclusive Culture: Foster a culture of inclusion and respect where every student’s voice is heard. This can be achieved through diverse representation in course materials, inclusive teaching practices, and creating spaces where students feel comfortable expressing themselves without fear of judgment.

Ultimately, giving students a sense of mattering is all about helping them feel like they are integral to the university community. When students feel that they matter to the university, their course, and their lecturers, they are more likely to engage, thrive, and succeed. This sense of mattering doesn’t happen by accident—it’s something we must intentionally nurture. By prioritising mattering, we create an environment where students not only belong, but also feel empowered, motivated, and ready to take ownership of their learning.

When students feel that they truly matter, the impact on their education and the institution as a whole is profound. Let’s build spaces, both physical and cultural, where students can feel recognised and valued.

By Kayley Brennan and Redhan Hossain

09 December 2024

For the business simulation module for the foundation year we have been participating in a computer simulation based on establishing a shoe manufacturing business. This blog will outline some of the activities we were involved in.

Reflecting on Our Shoe Business Simulation Experience: Key Takeaways and Insights

As part of our shoe business simulation programme, we had the opportunity to immerse ourselves in the intricacies of running a business, making strategic decisions, and learning how to navigate challenges. Throughout this process, we focused on several key areas that proved to be essential for success: motivating our staff, setting clear KPIs, aligning our marketing efforts, and continuously evaluating our performance.

1. The Importance of Motivating Our Staff

One of the most significant insights we gained during the simulation was the direct correlation between staff motivation and overall business success. Motivating our employees proved to be a driving force behind increased productivity, customer satisfaction, and retention. We recognised that when employees feel valued and motivated, they are more engaged and perform better, directly impacting our bottom line. This led us to implement strategies like increasing education budgets, offering profit-sharing schemes, and raising wages—all of which were prioritised in our budget. In the future, we would focus even more on consistent employee motivation to ensure a more engaged and productive workforce.

2. Choosing “Market Leader in Price Segments” as a KPI

A key performance indicator (KPI) we selected for the simulation was becoming a market leader in specific price segments. This KPI helped us focus on establishing a strong competitive position within our chosen market, whether premium, mid-range, or budget shoes. We realised that by leading in our target price segment, we could attract more customers, increase sales volume, and maximise profitability. Achieving leadership in a price segment not only strengthened our brand recognition but also allowed us to differentiate ourselves from competitors, ensuring long-term success in the marketplace.

3. The Role of Communication and Marketing

Our marketing and communication strategies were pivotal in shaping the public’s perception of our brand. For example, when we opened our outlet store at Rosada Outlet in Sheffield, we made sure our marketing efforts were aligned with this significant event. By advertising the grand opening across various channels, we ensured maximum visibility and engagement. Additionally, we used our marketing campaign to introduce our business, crafting an advert that highlighted our mission and core values. This helped reinforce our brand identity and establish a connection with our customers from the outset.

4. The Weekly Analysis Tool: Strengths and Areas for Improvement

The weekly analysis tool was extremely helpful in guiding our decisions and keeping us on track. However, we struggled to fully understand the implementation of our changes, as they didn’t always show immediate results. It was challenging to see how our adjustments translated into tangible improvements over time. In some instances, we were unsure about the impact of the changes we made, as we didn’t fully grasp their implications. Moving forward, we would dedicate more time to reviewing instructional materials, such as videos and additional resources, to gain a clearer understanding of the simulation. Unfortunately, due to starting the course late, we struggled to allocate enough time to engage with these learning tools. In future simulations, we would prioritise this to ensure a deeper understanding of how to leverage the simulation’s features more effectively.

Conclusion

Overall, the shoe business simulation programme has been an invaluable learning experience. Through it, we’ve gained a better understanding of the complexities of running a business, the importance of staff motivation, and the value of strategic decision-making. We’ve also learned that consistent communication, setting clear KPIs, and actively engaging with the tools provided are crucial to success. While we faced challenges, particularly with time management and understanding certain aspects of the simulation, we now have a clearer vision of how to approach these areas more effectively in the future. As we continue to refine our strategy, we are confident that the lessons learned from this experience will guide us towards greater success in our real-world business endeavours.

With Rachel Wooliscroft

04 December 2024

Chartered Manager Degree Apprenticeship (CMDA) achiever, Rachel Wooliscroft, was recently named personally by University of Staffordshire Vice-Chancellor and Chief Executive, Professor Martin Jones, during the graduation ceremony. Acknowledged for her outstanding impact to the local community, we caught up with Rachel to find out more about her CMDA journey.

Above: Rachel Wooliscroft, Chartered Management Degree Apprenticeship achiever

Q: Can you share how your learning journey began and what inspired you to take this path?

A: My learning journey started with a conversation with the apprenticeship team within the organisation I work for. I’ve been working in the NHS my entire career while also raising a family, and I reached a point where I felt it was time to progress and gain further knowledge. I wanted to not only enhance my career but also bring more value to the wider organisation.

Q: What was the first step in your professional development journey?

A: Initially, I completed the Level 5 Apprenticeship in Leading People and Management. I thoroughly enjoyed the course and found it incredibly beneficial to my working role. The experience motivated me to take the next step, so I decided to pursue the Level 6 Chartered Management Degree at Staffordshire University.

Q: How has this educational journey impacted your career and the organisation?

A: The outcomes have been overwhelmingly positive, including career progression during the duration of the course. I’ve been able to apply the skills and knowledge I’ve gained directly to my role, which has had a tangible positive impact on the wider organisation. For instance, the work-based project I completed allowed me to work on a live initiative that led to smarter working practices and better outcomes for service users. It aligned closely with the organisation’s strategy, behaviours, and values, which was incredibly rewarding.

Q: What would you say to someone considering further education or professional development?

A: I would wholeheartedly encourage anyone who’s considering developing their learning. It’s not just about career progression—though that’s a fantastic outcome—it’s also about embedding the skills and knowledge into your daily work, benefiting both you and the organisation.

Q: Were there any particular aspects of the course that stood out to you?

A: The modules were incredibly engaging and provided exposure to new areas of interest. For me, this sparked a keen interest in marketing and consumerism, which I’ve since applied in my current roles within the NHS. The course challenges you to step out of your comfort zone and explore topics you might not have considered before.

Q: How did you balance the demands of the course with your professional and personal life?

A: The course does require dedication and focus to stay on track, but anything worthwhile is worth the effort. It was challenging at times, but the personal and professional growth I experienced made it all worthwhile. Completing the apprenticeship has not only impacted my working life but also boosted my confidence in my personal life.

Q: Any final thoughts or reflections on your learning journey?

A: It’s been an incredibly rewarding experience. The knowledge, skills, and confidence I’ve gained have shaped me both professionally and personally. If you’re thinking about embarking on a similar journey, my advice is to go for it—you’ll grow in ways you never expected.

*For more information about the Institute of Business and Innovation (IBI) apprenticeship programmes, please contact kieron.chadwick@staffs.ac.uk.