How to run a campaign

In order to be successful, campaigns need to be very well planned and involve a range of people and resources.

The following table displays steps needed for an effective campaigning. Place them in the order that you think is correct and reflects their importance and discuss the reasoning for that set-up.

Identify who influences the decision makerTalk to local mediaWrite an effective campaign aim
Identify a problemThank campaignersPut together your arguments
EvaluateCommunicate winsIdentify a solution to the problem
Map your alliesPlan your actions (lobby, petition, stunt)Identify the decision maker
Build a campaign team

The correct order is:

Identify a problem: course rep feedback, college survey, review, speaking to fellow students.

Identify solutions to the problem: speaking to the national student body, student officers,
staff at the institution and obviously students!

Build a campaign team: social media, posters, meetings, course reps.

Write an effective campaign aim: short, sharp and to the point, what do you want to

Identify the decision maker: is it the principal or are there more people involved? If you want
a new feedback policy on assessments you will need not just the staff member in charge of
learning and teaching, but course leaders as well.

Identify who influences the decision maker: who do they get on with in committee meetings;
do they have any staff they work closely with?

Map your allies: who is going to support your case? Are they strong supporters who have
high influence? Have meetings with people on committees, for example. Drop them a hint
that this would be a great idea to do during the simulation.

Put together your arguments: what evidence do you have, what will be most persuasive to
the decision maker?

Plan your ‘actions’: what effect are they going to have, is it appropriate to the issue (lobby,
petition, stunt, presenting at committee meetings, etc.)?

Talk to local media: is this always necessary, why would they care?

Thank campaigners: very important, you want them to feel appreciated.

Communicate wins: let the student body know what you have been doing.

Evaluate: What worked? What didn’t? What would you do differently next time?

Step by step guide in seeking students' opinions

As a student reviewer, it is likely that the responsibility of gathering the views of students during a review will fall onto you. This guide takes you through the process of gathering students’ opinions.

Step 1: What are the issues being raised?t

It is important to identify some clear issues that the students are raising within the review. The points they raise may not have been brought out in the review documents or may contradict what the review team is being told by staff. You will need to identify which issues are to be dealt with during the review.

Step 2: Which elements of the student learning experience does this issue relate to?

The review focus is on the quality of the learning and teaching and the student learning experience overall. Some issues may be obviously related to learning and teaching, others may be less so. The test is to see whether you can place the issue within any of the categories of the student learning experience. You can deal with issues that do relate to the student learning experience, all others should be referred on to other people, such as students’ associations, guidance staff or welfare.

Step 3: Who in particular does this issue affect and how?

Once you have identified the issues being raised and whether they are relevant to the review, it may be useful to be specific about who this issue affects. Some issues will affect a whole class or department which makes this step straightforward, but you might find that some impact on some students more than others.

Step 4: What evidence do you have for this?

As far as possible, any issues raised by the students should be supported by evidence. This could be specific examples or documented information such as meeting minutes. You may be able to pull out the evidence you need from the review documents.

Step 5: If you need more evidence, what methods/resources are you going to use?

Do you need more information than you have been given from the students or can be found in the review documents? It is not your place to try and find this information but during the review you can raise your concerns and ask for more information from the relevant people.

Step 6: Who else needs to be involved?

Think about other people you might need to talk to, in order to get more information or to raise and address the issues.

Step 7: How are you going to present this evidence?

You will need to tell the rest of the review team what you have found out and this should be clear and concise. You may then be expected to tell the institution that is being reviewed what issues have been raised to you. It is important that you remain unbiased and nonjudgemental when you do this and you can follow the A,B,C,D of effective feedback to help you do this task. You can also use the Consultation plan template(external link) to help you with your consultation with students.