Working in partnership with students

The University is committed to working in partnership with students. In 2020 the University worked with students to co-create its Students as Partners Framework (SaP). The SaP provides case studies and examples of how staff can work with students in partnership and how this can be embedded into life at London Met.

Going one step further than the work of the SaP, in 2021 the University worked in partnership with the Students’ Union and other stakeholders to develop London Met’s first ever Student Partnership Agreement (SPA). This project recognises a cultural step change as we move closer to best practice approaches in authentic partnership working.

The SPA is a key document that will help all stakeholders understand the approach we wish to take, ensuring everyone enters into the process of partnership with the commitment to act in good faith. The SPA also allows us to have a frame of reference to evaluate what good partnership looks like so that we have a shared language and understanding. The SPA covers the values and principles that we wish to embed in all aspects to improve the student experience and further embedding co-creation at London Met and ensuring that the Students’ Union, students and institution can be critical friends.

Student Curriculum Partners

Who are our Curriculum Partners and what do they do?

London Met’s Student Curriculum Partners (SCP) work in partnership with academic teams by reviewing course materials to help academics reflect on their practice. Facilitated by the Centre for Equity and Inclusion, and recruited from our postgraduate and undergraduate cohorts, SCPs advise on how courses can be made more engaging and accessible to all students, ensuring they embed London Met’s principles of inclusivity to support our students' success and fair outcomes.

The SCP scheme aims to improve the experience, skills and attainment of all our students by contributing to the creation of a curriculum that ensures all students, regardless of background, are able to participate fully and see themselves reflected in their learning.

Why participate as a student?

The scheme is a fantastic opportunity for our students to develop their inclusive leadership skills; becoming changemakers during their time at London Met and onwards into the professional world. Within this flexible, part-time role, students will develop their skills in confidence, critical thinking and presentation, whilst building a lasting relationship of trust between students and staff. SCPs will have the opportunity to have their voices heard as they work in collaboration with staff to help shape and design a curriculum that is reflective of all our students.

Why participate as staff?

Whilst participating in this scheme, academics will have the opportunity to reflect on how to embed the principles of inclusivity into their curriculum. The scheme aims to improve the relationship and trust between students and staff whilst staff increase their understanding of “others’ experiences”. Academics will have the opportunity to rethink, reframe and restructure, and help to decolonise academic practices by developing curriculum materials.

Why now? Why London Met?

At London Met, addressing racial and social justice sits at the heart of our mission. We are committed to delivering real and positive change across the University. In line with our Race Equity Strategic Plan (2020/21‍–2024/25), the SCP scheme strives for equity in education. Throughout their work, our curriculum partners actively promote the Education for Social Justice Framework whilst participating in the facilitation, co-designing and enhancement of our curricula.

What is next?

As we continue to challenge institutional hierarchy, academic practices and strive to create a more equitable university for our students and staff we aim to have reduced the awarding gap at London Met by 10% by 2025 as well as eliminating disparities in non-continuation rates. We will continue to empower our students and staff as we develop our inclusive curriculums.

If you would like to know more about the Student Curriculum Partner Scheme or you would like to work in partnership with our students please email scp@londonmet.ac.uk

“Students from ‘non-traditional’ backgrounds are disadvantaged by institutional cultures that place them as other… a need for initiatives to focus on ‘cultural’ aspects of the academy such as methods and styles of teaching and learning.”

(Read et. al, 2003:275)

Student experience – Hui

"Becoming a Student Curriculum Partner (SCP) at London Met has been one of the most rewarding parts of my journey here. The role gave me the opportunity to work alongside the academic team, reviewing course modules, learning materials, such as module handbooks, reading lists, and assessments. The scheme is designed to ensure equality, diversity and inclusion (EDI) for improving students’ academic outcomes within the Education for Social Justice Framework (ESJF).

London Metropolitan University (LMU) takes pride in its top student experience and inclusion. With students from over 100 countries, our university is committed to equality and inclusion by making sure everyone feels seen, heard, and supported. ESJF resonate with me deeply and empowers me to challenge issues, such as inclusive leadership, accessibility and decolonising curriculum. I felt I could make a meaningful change through my active engagement with the programme.

One thing that stood out to me was how engaging and open-minded the academic lectures were, and they were genuinely keen to know what students thought. While I was presenting my review reports, they not only listened actively, but also asked questions, engaged in discussion and welcomed suggestions, which clearly showed a real willingness for improvement on student success.

One of the highlights was the ESJF Wheel Design group discussion. It was such a fun, creative session where everyone got involved and shared their perspectives freely. Each of us brought in our unique way of looking at things, and together those shared ideas came to the creation of a much more powerful design.

The SCP program would not have been so successful without our supportive manager, who is very encouraging and approachable, providing training and guidance whenever needed. This makes the whole experience even more enjoyable and rewarding.

Through this inspiring experience, I have strengthened my critical and communication skills, grown in confidence and developed a deeper sense of responsibility in shaping education. Most importantly, it demonstrates how LMU truly lives its commitment to Education for Social Justice (ESJ, not just in words, but in real actions that value student voices and drive meaningful change."

Hui Xu

"Through this inspiring experience, I have strengthened my critical and communication skills, grown in confidence and developed a deeper sense of responsibility in shaping education."

Student experience – Muhammad

"Working as a Student Curriculum Partner during my final year at London Metropolitan University was one of the most rewarding and professionally formative experiences of my degree. It offered a rare opportunity to be meaningfully involved in shaping the learning experience—not just for myself, but for future students across a wide range of disciplines.

My work involved critically reviewing modules using the university’s Inclusive Curriculum Checklist alongside my own insights as a student. I explored how well teaching and assessment practices supported diverse learning needs, how visible and inclusive different identities were within course content, and whether students genuinely felt represented and supported. What made this role powerful was its foundation in partnership—it wasn’t about observation from the sidelines, but about contributing directly to change. Whether reviewing architecture, health, or design modules, I was encouraged to challenge assumptions, raise difficult questions, and advocate for improvements that reflected real student experiences.

This process demanded more than critical thinking; it required care, diplomacy, and a strong sense of social responsibility. Learning how to navigate institutional structures, communicate feedback constructively, and balance critique with practical solutions taught me valuable lessons I’ll carry into my professional life. I developed confidence in articulating ideas clearly, in working collaboratively with staff, and in understanding how educational systems can evolve through honest dialogue.

The experience has shaped the kind of professional I want to be: someone who listens closely, acts with integrity, and contributes to systems that don’t just work—but work for everyone. It reminded me that inclusion is not a box to tick, but a mindset to embed. Being trusted to contribute to that mission, as a student, has been both humbling and motivating. I leave this role with greater confidence, a clearer sense of purpose, and a strong foundation for contributing to professional spaces that centre equity, voice, and innovation—both in policy and in practice."

Muhammad Abdullah