This document discusses student complaints and appeals in higher education. It defines the difference between a complaint and an appeal. It notes that all students are capable of complaining, but cites data showing that mature students and students with disabilities complain most frequently. The document advises that complaints should be clear, evidenced, and avoid irrelevant or abusive information. It stresses the importance of following procedures, documenting evidence, considering mental health and disabilities, and addressing all issues raised in the response. The document acknowledges some complications like third party involvement or unacceptable complainant behavior and provides sources of support like the Office of the Independent Adjudicator.

1. Why do students complain and
appeal, and what should we do
about it?
Iain Rowan
Assistant Director of Academic Services
University of Sunderland

2. Introduction
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The difference between complaint and appeal
Who complains and why?
What makes a good (and bad) complaint?
How should we deal with complaints?
Some complications…
Sources of support
Case studies

3. Complaint…or appeal
• What’s the difference?

4. What type of student is most likely to
complain?
• All data courtesy of the Office of the Independent
Adjudicator (OIA)
• Taken from their Annual Report 2012
http://oiahe.org.uk/decisions-and-publications/annual-reports.aspx
• …so who are the OIA anyway, and what do they do?
• ...but my institution is in Scotland or N. Ireland!

11. What makes for a bad (or good) complaint?
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Not clear about issue
Not clear about desired outcomes
Irrelevant material included
Unevidenced
Inflammatory or abusive

12. Dealing with complaints
• Follow procedure
• The critical importance of evidence, documentation and
good record-keeping
• Contemporaneous note-taking
• Transparency of evidence
• Think about full disclosure…but don’t forget about data
protection

13. Dealing with complaints
• Supporting all parties – students, staff, victims and alleged
perpetrators
• Considering the role of mental health, and the support
implications.
• Considering the role of disabilities, the DDA, and the
implications.
• Consider and evaluate risk clearly and without assumptions.

14. Responding to complaints
• Address every issue
• Be clear if not upheld why that is
• Be clear on action taken – even if not an action which
affects that student
• Don’t be afraid to use the ‘A word’.
• Perceptions of justice

15. Some complications
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Third party involvement
Mental health
Dealing with unacceptable complainant behaviour
Legal action
Collaborative activity
Complaints/appeals

16. Sources of support
• The OIA – case studies, annual reports, seminars, good
practice guidance
• The QAA Quality Code Chapter B9
• Academic Registrars’ Council Complaints and Appeals
Practitioners’ Group
Scottish Public Services Ombudsman