Academic student experience

The Open University (OU) consistently delivers a positive academic experience for its students, as evidenced by National Student Survey (NSS) scores that regularly exceed 80%. However, given the scale of the institution, even a 20% dissatisfaction rate represents tens of thousands of students whose academic experience falls short of expectations.

We recognise that inconsistency across faculties and disciplines can significantly impact student satisfaction. This is particularly relevant at the OU, where many students engage in cross-disciplinary study. In response, we have identified key areas that influence the academic experience, outlining what we believe constitutes best practice across the institution.

The academic student experience encompasses every aspect of a student's journey that helps them successfully complete their studies. This includes:  

Learning environment: The ability to effectively and efficiently interact with peers, academics, support services, and materials in a manner that provides a consistent experience for all. 
Quality of teaching: Access to stimulating materials and tutoring that broadens knowledge and allows students to apply information beyond their studies. 
Fair but challenging assessment: Assessments should thoroughly test students' understanding of materials, delivered in a way that meets their needs without compromising the quality assurance required for higher education. 
Academic conduct: Encouraging students to maintain academic integrity with clear policies and procedures, ensuring consistency and balancing support with deterrents for future instances. 
Feedback: Students are offered the opportunity to provide regular feedback on their academic experience that is acted upon in a timely manner.

Tutor engagement and support

Tutor contact with students

Tutors should reach out to students at the start of each module. They need to explain how students can contact them and what response times to expect.
If a tutor becomes unavailable unexpectedly, the OU should inform students promptly and arrange alternative support.

Consistency across tutors

The OU should give tutors time and resources to share good practices and work together across faculties.
The OU should monitor tutor support and fix any gaps to make sure students have a consistent experience.
Tutors should receive regular training to stay up to date with OU policies and procedures.

The role of the tutor

AI tools can help with admin tasks, but tutors should remain the main source of academic and pastoral support.

Student feedback

The OU should provide a secure way for students to give feedback throughout the module, not just at the end.
Students must be told that feedback will not affect their grades or the support they receive.
Tutors should be trained to handle feedback positively and respond constructively.

Support for students with additional needs

Tutors must review and acknowledge each student’s disability profile at the start of the module.

The OU should provide training in inclusive teaching and check that tutors apply this consistently.

Quality and accessibility of tutorials

Tutorial format and content

The OU should provide pre-recorded sessions that cover the core module content. This ensures consistency and frees up live tutorials for interactive learning.
Live tutorials should focus on discussion, questions, and assessment preparation—not just repeating module content.
Tutors should use different ways to engage students, like polls, chat, and breakout rooms, so everyone can take part in a way that works for them.

Access to recordings

The OU should keep the current approach of offering at least one recorded and one unrecorded tutorial per module.
Make it clear when booking whether a session will be recorded.
If a planned recording isn’t available, provide an alternative quickly.

Use of cameras

Tutors can be encouraged to use their cameras during tutorials.
If cameras won’t be used, make this clear when students book the session.

Tutorial timing and frequency

Where possible, tutorials should be offered at different times—daytime, evenings, and weekends—to suit different student needs.
The OU should use tutor time wisely to increase the number of tutorials. Pre-recorded content can help free up time for live sessions.

Provision and clarity of study materials

Accessibility

Learning materials should be easy to access and work with different needs, including compatibility with assistive software and mobile devices.
The OU should take a flexible and trusting approach when making reasonable adjustments for students who are waiting for a confirmed diagnosis.

Timeliness and flexibility

Accessible formats, including printed materials, must be provided on time.
Students should be clearly informed about what materials they will receive and when.

Quality and representation

Materials should reflect diverse perspectives and avoid British or Eurocentric bias.
If AI is used to create content, it must be properly checked and approved to ensure accuracy and accountability.

Assessment and feedback practices

Exam invigilation

Remote monitoring should respect students’ privacy and be as non-intrusive as possible.
The OU should consider alternative ways to confirm identity and academic integrity, such as short video calls or other suitable methods.
The OU should support students in finding spaces that help them succeed, including offering flexibility or practical help to use alternative exam locations.

Consistency of assessment feedback timescales

Feedback and marks should be returned to all students on a set date—ideally within 10 working days of the submission deadline.
Students should be told in advance when to expect feedback. If there’s a delay, clear and timely updates should be provided.

Clear and consistent marking criteria

Assessment criteria should be easy to understand and clearly communicated.
These criteria must be applied consistently across all tutors for the same assignment.

Tailored assessment feedback

Feedback should be specific to the student and their work.
It should help students understand how to improve and support their learning journey.

Accessible assessment formats

Assessments must be designed with accessibility in mind.
Where needed, flexible assessment options should be offered—while maintaining academic standards and integrity.

Academic conduct and integrity

Delays in academic misconduct investigations

The OU should set consistent timelines across all faculties.
If delays happen, the OU should explain the reasons clearly when students raise concerns.
If an investigation takes more than 90 days, the OU should consider compensation to stay accountable.
The OU should take steps to reduce the number of students flagged for misconduct.
More Academic Conduct Officers should be appointed to speed up the process.
Initial emails to students should be clearer and provide all necessary information.
An escalation process should be available for students who are significantly affected by delays.

Increase in academic misconduct cases

Students should complete academic conduct training and read the policy at the start of their course.
Tutors should receive better training to spot students who may be at risk of misconduct based on their assignments.
Tutors should also be trained to support students during investigations and recommend study skills support where needed.
The OU should recognise that some students struggle to access or understand university resources.
The OU should clearly signpost students to the Open SU Individual Representation service for support from the start of the investigation process.

Opportunities for peer collaboration and interaction

Informing students about interaction expectations

Tutors should use tutorial descriptions to explain what kind of interaction is expected. For example, whether cameras should be on, if questions are encouraged, or if group discussion and collaboration will take place. This helps students know what to expect before joining.

Spaces for student interaction outside tutorials

The OU should make sure students have access to reliable platforms for interaction outside tutorials.
OU-managed platforms should be kept up to date and fit for purpose so students can connect and collaborate easily.

For more information on these recommendations, take a look at the full Best Practice in Academic Student Experience document below.

Open SU: Best Practice in Academic Student Experience