In Higher Education, we often talk about putting students at the centre of learning. It’s become a bit of a buzzword, hasn’t it? But student-centred education is more than a trend. It’s a powerful approach that fosters learner autonomy, independence, and empowerment.

Recently, this idea has taken on a new shape—engagement through partnership. As Healey, Flint, and Harrington (2014) describe, this concept sees staff and students working together to drive innovation, improve learning, and co-create educational experiences.  

But is that enough? While co-production with students is a wonderful ideal, it’s often limited to a select few—those who are already confident or engaged enough to volunteer. These aren’t always the students whose perspectives we most need to understand. So, how do we bring more voices into the conversation and ensure that our education systems truly embrace equality, diversity, and inclusion (EDI)? 

That’s where the Inclusive Programme Review (IPR) method comes in. Since 2017, I’ve worked with over 100 students across three UK higher education institutions to develop the IPR. It’s a human-centred approach that combines empathy, creativity, and inclusivity to make student voices not just heard but central to educational design.  

Why Does Student-Centred Education Need a New Approach?

The idea of students contributing to curriculum design or improving assessments isn’t new. Many universities have course representatives or student councils for that very reason. But as Bovill (2017) rightly points out, those initiatives often only reach a handful of students. It’s a step in the right direction, but it doesn’t capture the diversity of experiences within a student cohort. Let’s be honest: the students we most need to listen to—the ones facing real challenges—are often the least likely to participate in co-production activities. 

That’s the gap IPR fills. Instead of relying on feedback from a small group, it invites whole degree cohorts to reflect on their educational experiences. This method isn’t just about ticking boxes. It’s about getting a deeper understanding of who our students are, what they go through, and how we can better support them on their learning journey. 

The IPR Method: A Holistic, Human-Centred Approach

So, how does it work? At its core, IPR is grounded in human-centred design principles—specifically, empathy (Newton et al., 2024). The method encourages students to explore their learning journey through creative reflection. In self-selected teams, students develop persona profiles that represent the “typical” student in their degree programme. But this isn’t just about filling out a questionnaire. Instead, they’re asked to capture the richness of their experiences through collaging, Lego-building, and other creative activities that resonate with them. These multimodal reflections go far beyond the data we get from transactional surveys.  

And here’s the thing: the insights we gain from this method are incredibly powerful. They reveal not just what students are doing in the classroom but what they’re going through in their personal lives. Their emotional struggles, the pressures they face, the societal systems that impact their learning readiness—all of it comes to light. As educators, we begin to see our students as more than just learners; we see them as complex, multifaceted individuals navigating the ups and downs of both academia and life. 

Building Empathy, Improving Design

The impact of IPR has been transformative. Programme teams that have adopted this method report a greater sense of empathy towards their students. They’re not just reacting to complaints or ticking off items from student feedback forms. Instead, they’re gaining holistic insights into their students’ lives, which allows for more thoughtful, inclusive programme design.  

For students, the experience has also been cathartic. The creative nature of the IPR process helps them feel seen and heard. It reassures them that they’re not alone in their struggles and that their feedback genuinely matters. The act of co-creating visual artefacts—whether it’s a collage or a Lego model—helps them articulate their hopes, frustrations, and aspirations in ways that traditional surveys never could.  

More than Just Data

So, why bother with all of this? Isn’t it enough to just collect feedback through surveys and focus groups? The truth is data only tells part of the story. Yes, quantitative surveys can provide insights into what students are thinking, but they often miss the mark when it comes to how students feel. As Kahu (2013) argues, understanding the emotional and behavioural dimensions of the student experience gives us a much richer understanding of what our students are going through. 

The IPR method embraces that complexity. By combining traditional data with deeper, more human-centred insights, we can begin to design educational experiences that truly serve our students—especially those who are often left out of the conversation. 

Ultimately, this method isn’t just about better programme design. It’s about transforming the student experience, making it more inclusive, empathetic, and student-centred. And isn’t that what higher education should be about? 

For a closer look at the IPR method, check out the IPR Method Website or hear directly from students in this video.

Bibliography

Bovill, C. (2017) A framework to explore roles within student-staff partnerships in higher education: Which students are partners, when, and in what ways?. International Journal for Students as Partners, 1(1), 1–5.

Healey, M., Flint, A. & Harrington, K. (2014) Engagement through partnership: Students as partners in learning and teaching in higher education. York: Higher Education Academy.

Kahu, E. R. (2013) Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773.

Newton, R., Mutton, J., & Doherty, M. (Eds.). (2024). Transforming Higher Education With Human-Centred Design. Taylor & Francis.

For additional insights, trends and perspectives on learning engagement and the student experience, visit the conversation here.