Making a Difference Through SSLC

When I first arrived at Warwick for my International Foundation Year, SSLC wasn’t even on my radar. My life revolved around three things: chasing the grades I needed to get into WBS, playing American Football, and going out with friends. Beyond that, I didn’t have much of a purpose.

Everything changed the moment I got accepted into WBS. I realised I couldn’t enter this next chapter of my life the same way I had lived the last. I wanted to do something meaningful, something that would shape my experience. That’s when I sat in the Welcome Talk and heard Ten and Edward (Chair and Vice Chair of SSLC for 23/24) speak about what SSLC is. Ten, actually, a close friend of mine, encouraged me to apply for it. I didn’t think much of it, but I applied anyway and somehow got in. 

What I didn’t expect was how that small decision would change everything. Becoming a course rep led to becoming co-chair in my first year, chair in my second, and being re-elected chair in my final year. SSLC became the defining part of my time at WBS, teaching me that WBS’s reputation is built by the Undergraduate Programme Team, faculty members, course representatives, and others who care about the experience of WBS students, and are willing to put in the work behind the scenes. Most importantly, SSLC gave me the chance to contribute to something bigger than myself. The chance to help others.

My name is Kosuke Kamada, a third-year management student at WBS who will be serving you as chair for WBS SSLC 25/26. I wrote a blog about who we are, our key achievements from last year, and our aims for this year. I hope you enjoy the blog! 

Who are we? 

The SSLC (Student-Staff Liaison Committee) is the bridge between WBS “students” and “staff”, an entirely student-run committee dedicated to providing the best student experience by raising issues, sharing feedback, and working with staff to create meaningful changes. At the heart of the SSLC are the course representatives, students elected by their peers to gather feedback, represent their cohort, and implement changes based on feedback by collaborating with WBS staff members.

Our work is guided by four core values: 

• Impact-driven: Committed to making positive changes to WBS. 
• High-standard: Serve students beyond their expectations and collaborate with students and WBS staff members with the utmost respect and professionalism. 
• Inclusivity: No opinion or perspective is more important than others. We treat every opinion the same. 
• Transparency: Our discussions and actions should be accessible to all WBS students.  

These values shape a structured process throughout the year, starting with pre-meetings where course representatives raise issues, followed by SEE (Student Experience and Engagement) meetings that refine which points move forward, and culminating in SSLC main meetings where staff and students work together to discuss feedback and find solutions. To tackle the diverse and evolving challenges and, most importantly, implement and execute changes across WBS, SSLC also operates specialised sub-groups:

• Assessment & Feedback: Focus on addressing issues, such as non-contribution, peer assessment, exams, and module evaluation.  
• Teaching & Learning: Focus on improving academic experiences, module delivery and content, and academic support. 
• Social & Inclusion: Focus on building a vibrant student community by enhancing WBS's physical facilities, social events, extracurricular activities, and well-being support, as well as promoting an inclusive and diverse environment. 
• Operations: Focus on collaborating with the WBS operation team to ensure seamless day-to-day experiences, including enhancing module applications, the module fair, student services, and my.wbs. 

This allows course reps to collaborate in focused teams and drive progress more effectively. Together, this system ensures that SSLC remains student-led, purpose-driven, and capable of making a real impact.

Last year’s key achievements 

While there were many achievements, here are the core highlights from last year that made the biggest impact:

• Asynchronous Content Improvements: The Teaching & Learning Sub-Group surveyed students to understand how they use asynchronous materials and identified key learning gaps. Working with Teaching & Learning Consultant Louise Considine, they proposed improvements such as shorter videos, refreshed content, and more practical, applied questions.
   
• Personal Tutor Standardisation & Checklists: To address inconsistencies in personal tutor meetings, the SSLC Teaching & Learning team partnered with Student Experience & Engagement Officers Luke Mallett and Georgia Stanley to refine guidance and expectations. They updated the PT checklist with clearer prompts and are producing a short explainer video to help students better navigate and benefit from their PT relationship.
   
• Module Application Process Improvements: In response to student concerns with the my.wbs module application system, the Operations Sub-Group worked with Programme Manager Liam Phizacklea to introduce clearer, more reliable processes. Automated confirmation emails and improved navigation to module information pages were implemented ahead of Round 1 module selections.
   
• Exam Revision Materials Enhancements: Following student concerns about inconsistent revision support across modules, the Assessment & Feedback sub-group worked with senior WBS staff to introduce clearer academic guidance. Angela Lorenz (Assistant Dean) created a new revision pack checklist to standardise what Module Leaders should provide, while Programme Manager Heather Broadbent redesigned the “Exams” section of the A-Z page into a student-friendly FAQ. 
   
• “Beyond the Border” Cultural Event Organisation: The Social & Inclusion Sub-Group partnered with Senior Programme Co-ordinator (Student Experience and Engagement) Stefania Toscano to design a new cultural showcase event for the 2025/26 academic year. This initiative brought together 10 cultural societies to celebrate diversity, promote intercultural understanding, and build a more inclusive community at WBS.

Aims for next year 

Since the introduction of sub-groups in 23/24, SSLC has become more impact-driven, efficient, and collaborative with WBS staff. I believe the real strength of SSLC lies in the partnership between students and staff: students bring desirability, staff provide feasibility, and together we ensure viability, creating changes that are not only beneficial for students but also sustainable and advantageous for WBS in the long term.

That’s why my goal for SSLC this year is to foster an even stronger culture of collaboration between students and staff. I will focus on building upon the sub-group system, creating a framework that encourages participation, rewards teamwork, and ensures that every voice can contribute to meaningful, long-lasting improvements.