Communicating Processes - Andrew McMillan, Engaging Services (Student Complaints, London, 25.04.17) What is the most effective way of communicating new processes and making all staff do what they should be doing (and not cut corners - even if they think that this is potentially beneficial for the student)?
Additional Resources - Andrew McMillan, Engaging Services (Student Complaints, London, 25.04.17) How do you quantify (1) the real cost benefit of student complaints and (2) the failure costs, i.e. reputation and increased time spent by not getting things right in the first place? How do you build the case for additional resources?
OIA Timescales - Mike Bird, Independent Consultant (Student Complaints, London, 25.04.17) When staff are fatigued and under pressure, how do you balance rigour of your complaints investigation with the limited time allowed by the OIA (where you are faced with multiple issues involving different areas of your HEI)? Is the answer cultural?
Students and Staff - Professor Helen James, Canterbury Christ Church University (Student Complaints, London, 25.04.17) How do you ensure that staff members are equally protected as students during complex casework involving troubling complaints? How do student matters interact with HR?
Collaboration - Ross Renton, University of Worcester and Sophie Williams, University of Worcester Students' Union (Student Complaints, London, 25.04.17) How can Universities and Student Unions collaborate to resolve student complaints; especially in cases where complainants are unwilling to accept decisions they don't like?
Disabled Students - Iain Rowan, University of Sunderland (Student Complaints, London, 25.04.17) Given the reduction of allowances for disabled students, what is reasonable for the HEI to provide if there is no additional individual funding? How do you handle complaints from students who think you should do more?
Student Engagement - Derfel Owen, UCL (Student Complaints and Appeals, London, 28.04.16) Which mechanisms of dynamic feedback and student engagement will enable you to (1) significantly assist service improvement, (2) create confidence and (3) support the complaints process?
Social Media Minefield - Ben Hegedus, BrookStreet des Roches Solicitors (Student Complaints and Appeals, London, 28.04.16) Social media is a complete minefield and incredibly difficult to moderate and mediate - so how do you handle it in the context of complaints? How do you remain alert yet not big-brother like?
Impact of Mental Health - Iain Rowan, University of Sunderland (Student Complaints and Appeals, London, 28.04.16) What is expected of you when handling complaints from students with (1) diagnosed or (2) potential mental health conditions? How do you respond to complex clinical matters in an academic setting?
Highly Sensitive Complaints - Fiona Cownie, Keele University (Student Complaints and Appeals, London, 28.04.16) How do you deal with sensitive or deeply personal complaints against fellow students or staff that may entail disciplinary procedures? What if the complainant does not wish to pursue the complaint through you but assumes you will "do" something?