Delivering inclusive and accessible education via a change in pedagogical approach using the student voice: reducing a high failure rate module into a highly successful module

Abstract

The need to prioritise student engagement through inclusive, student-centred education is increasingly recognised in higher education institutions across the UK. This study investigates how incorporating the student voice can transform a challenging core module within a Business Management degree. Students need to be viewed as customers and be listened to, as they invest significant time and resources into their education. Consequently, the student voice has become crucial as universities strive to achieve high NSS scores, improve rankings, and reduce attrition rates, which impact revenue. By making proactive changes with students at the heart of decision-making, this study employs a three-stage mixed-methods approach involving secondary data, pre-intervention interviews, and post-intervention focus groups to explore how student feedback informed pedagogical changes in an Accounting and Finance module. The findings highlight the value of co-creation with students, demonstrating that such engagement can enhance academic performance and lead to higher pass rates.