How to run discussion groups

A discussion group enables a group of under-represented students to get to know each other, share experiences, and if appropriate feed back or advise programme teams about ways in which programme structures or curriculum could be more representative and inclusive. 

The format and suggested areas for discussion in these groups were developed from psychological theory and research (see Bunce, King, Sarran & Talib, 2019, on the References and Resources page). Self-Determination Theory is a theory of motivation and wellbeing. It is supported by decades of empirical research showing that when our basic psychological needs for autonomy, competence, and relatedness are supported, we can achieve our full potential and thrive. It has often been applied in educational settings to support learning and teaching. 

Autonomy, Competence, and Relatedness 

"Autonomy refers to the experience of volition and willingness. When satisfied, one experiences a sense of integrity as when one’s actions, thoughts, and feelings are self-endorsed and authentic. When frustrated, one experiences a sense of pressure and often conflict, such as feeling pushed in an unwanted direction. 

Relatedness denotes the experience of warmth, bonding, and care, and is satisfied by connecting to and feeling significant to others. Relatedness frustration comes with a sense of social alienation, exclusion, and loneliness. 

Competence concerns the experience of effectiveness and mastery. It becomes satisfied as one capably engages in activities and experiences opportunities for using and extending skills and expertise. When frustrated, one experiences a sense of ineffectiveness or even failure and helplessness" (Vansteenkiste, Ryan, & Soenens, 2020).

This theory therefore emphasises more than just the importance of belonging, or relatedness: it emphasises the need to have some autonomy or be authentic, and the need to feel competent or capable.  

These discussion groups encourage students to think about their educational experience in terms of the extent to which it supports them to experience these three needs. If appropriate, a more permanent 'Advisory Group' could be created so that the group has a leader/spokesperson who anonymously feeds back issues for improvement to a member of the programme team. 

Educators should consider how to support students to experience fulfillment of these three needs. 

• The following points are to help you to consider how to conduct discussion groups with students who experience discrimination sensitively and with care. It is not an exhaustive instruction list. Please also use your own judgment to maintain our duty of care to students. 

• You should be aware of the ethical issues that these groups may raise, including confidentiality,  anonymity, and risk of harm. For a thorough discussion of these issues, please see Sim and Waterfield (2019) [free access].  

• Ideally the discussion group would be run by someone who is not known to the students and has also experienced the same type of discrimination as the student group (e.g. on the basis or ethnicity or sexuality). This could be a member of staff, postgraduate student, or visiting lecturer. 

• You probably want to aim to have between 5–10 students taking part in one discussion group.

• How you introduce the opportunity to take part in a discussion group and invite students needs to be done sensitively and with care

• You need to think about the language you will use to define the students who you want to reach, for example, will you invite 'Students from the Global Ethnic Majority' or 'students of colour', or 'students who have experienced discrimination on the basis of their race'? There is not necessarily a right or wrong term here but be mindful of this

• It is more appropriate to invite all students to take part, e.g. through a whole course email, and allow individuals to decide whether it is appropriate for them to take part. Don't single out or approach individual students to take part (for example based on name or skin colour) 

• Group facilitator: this could be a more experienced student on the course, a student rep, or someone who has no relation with the student degree program but shares some experience of discrimination. It may be a post-graduate from another course, or member of support staff. In the future, the students may run the group themselves

• Ideally, the invitation (e.g. an email) would come from the group facilitator to reassure them that their educators will not know if they decide to join or not. 

• Explain the confidential nature of the group and who is facilitating it

• Be careful how you define or name the group. Avoid calling it a 'support' group - this could have negative connotations and may further reinforce the perceived 'otherness' or 'difference' of these students. You could just describe it as a discussion group for students who experience racism to share their experiences of higher education in a confidential setting 

• Explain that students will have the opportunity to feedback anonymously through the facilitator any actions that they would like to be addressed

• Explain that the discussion group could run on a regular basis, according to how frequently the students would find it useful

• Introduce yourself and thank students for coming.

• Discuss confidentiality.

• Describe the purpose of the group, e.g., to serve as a space to 'let off steam', share experiences, and strengthen relationships. Discuss that it is also a two-way conversation between students and the university because we want to understand and improve their experiences. With permission of all of the group members, a bullet point summary of any issues raised that they want to be addressed could be shared with an appropriate member of staff in their programme. 

• Confirm length of session.

• Explain there are no right or wrong answers – everyone’s opinion is important. Ask students to be as honest as they can, even if their views differ from other people’s. Explain that they are free to leave at any time without giving a reason.

• Ask whether anyone has any questions. 

• Check whether anyone would prefer not to take part and enable them to leave without having to give a reason.

Next, the leader of the discussion group could ask the following questions. It may be necessary to adapt these to fit the group of students with which you are working. They are intended as a guide.  

Competence

• How do you feel about what you have achieved so far on your course, in terms of what you have learned and the grades you have achieved?

o   Prompt: have you achieved your full potential?

• Do you feel that there are any barriers for you to achieve your full potential on the course?

• Do your tutors give you supportive feedback and encouragement?

Autonomy

• Do you think that you can be yourself on your course? 

                o  Prompt: can you  talk about your own ideas and opinions?

• Do you feel that you have the opportunity to decide for yourself how you go about studying on the course

  o Prompt: Are you given choices about what to study and how you are assessed?

• Does the way that you are taught enable you to express your own ideas and opinions? 

Relatedness

• How well do you feel that you fit in with other students on the course?

o Prompt: Are there other students that you feel that you can relate to?

• Do you feel supported by other students and teaching staff?

• Have you been able to make friends on the course?

Improvements and next steps

• How do you think that your experience on the course could be improved? (Note suggestions and take these back anonymously to the appropriate member of staff if agreed by the group)

• Would you like to develop a social media group to communicate with each other? If yes, who would like to initiate that? (Facilitate swapping contact details)

• Would you like to meet as a group again? (If so, perhaps plan a potential date now, and get someone to agree to lead it)

• Would you like to buddy with a student who has also experienced discrimination on the same basis as you, who is in a different year group on your course?  How will this be achieved? 

The leader should:

• Thank students for attending and explain that you hope it has been  useful.

• Remind students about confidentiality/anonymity.

• Give students your contact details in case they want to speak to you after the group.

• Remind students that they can get additional support, for example from student support services, their academic advisor, the Students' Union, etc.

• Decide if the group would like to meet again and facilitate another meeting if appropriate (either with or without the facilitator)

• Consider whether to set up a more permenant 'Advisory Group' whereby the group meet with a more action focus. A student leader or spokesperson should be elected for feeding back anonymously any issues to the teaching team that the group would like to be addressed. It is important to consider how to renumerate the leader or group members so that they are appropriately compensated for their time.