This method facilitates an enriched understanding of student learning journeys through University degree programmes taking into consideration their emotions, dreams, frustrations and fears. These insights move educators away from questionnaires and evaluation forms of individual modules on our degree programmes and offer a more holistic insight into what students experience and how it all makes sense to them as a learning journey.

The method is based on the collaborative partnership between the educators and learners. There is no place for any egos and the success of this method requires to adopt a non-judgmental mindset and be prepared to challenge our own assumptions. We propose seven stages and the workbook will cover all of them in detail with focus on defining the issues that may be impacting on student experience and co-creating solutions that will address insights from students.

The innovative practice presented in this workbook is based on a project Investigation into service design approach to the annual programme review practices (2018 – 2022) that was run as an iterative action research project across three UK Universities with over 100 participants from a range of undergraduate and postgraduate degree programmes.