Tuesday 23-04-2024 - 12:50

 

 

Every student will know how intensive degree courses at Lancaster are; we are a top ten University for a reason! Therefore, the midweek break and refresh our Wednesday afternoons can offer is often a lifeline for our mental health.

 

 

The ability to partake in sports and societies, or simply unwind are all a key part of the Lancaster Degree offering. However, recent findings from a survey conducted by our student Voice and Insight Team at LUSU has shed light on the existing issues surrounding Wednesday afternoons, and the varied experiences of students across different courses.

The survey, which was released as part of a larger campaign to raise awareness to the Wednesday afternoon clashes, delved into the demographic distribution of students, their course structures, and their opinions on the scheduling of core teaching sessions on Wednesday afternoons. Here’s what the data revealed:

 

Demographic Snapshot:

• Fee Status: The majority of respondents were 'Home (UK)' students (87%), with international students from both the EU and non-EU regions comprising the remaining 13%.

• Student Status: Undergraduates made up a large portion of the survey demographic (91%), with postgraduate taught and research students making up only 9% of the sample.

• Faculty Distribution: The Faculty for Science and Technology boasted the highest representation (42%), followed by Arts & Social Sciences (28%), Management School (19%), and Health & Medicine (11%).

 

Course Structures and Scheduling Challenges:

• The survey uncovered a diverse array of courses and modules across various departments, with certain disciplines exhibiting higher student numbers.

• While a significant majority (76%) reported not having core teachings on Wednesday afternoons, indicating potential availability for other activities, a notable portion of responses (24%) confirmed scheduled teaching during this time. This goes against both Union and University policy.

• Students provided insights into specific modules and activities scheduled on Wednesday afternoons, ranging from lectures and workshops to labs and field trips.

 

Student Perspectives on Wednesday Afternoons:

• The data reflected strong support among students for keeping Wednesday afternoons free of scheduled teaching, with 68% strongly agreeing and an additional 21% agreeing with this sentiment.

• Interestingly, there was an almost equal split in the number of students who reported missing either teaching (35%) or sports (35%) due to conflicting schedules, highlighting the challenges posed by scheduling conflicts.

 

Implications and Future Directions:

The findings from this survey underscore the need for universities to consider the diverse needs and preferences of students when scheduling teaching. While Wednesday afternoons, for many, may represent an opportunity to engage in extra-curricular activities, it is crucial to recognize the impact of scheduled teaching on student well-being and engagement.

Moving forward, universities should explore flexible scheduling options or alternative modes of course delivery to accommodate varying preferences and mitigate scheduling conflicts. Moreover, ongoing dialogue between students, faculty members, and university administrators can facilitate a collaborative approach to scheduling that prioritizes student experiences and academic success.

In conclusion, Wednesday afternoons symbolize more than just a midpoint in the week; they embody the aspirations and challenges of university life. By understanding and addressing the nuances surrounding scheduling practices, universities can unlock the full potential of Wednesday afternoons as a time for enrichment, empowerment, and personal growth.