In this section

In 2024/25 Oxford SU introduced Policy Associate positions to support how we do representation. These positions are paid student roles. 

 

The core purposes of our Policy Associates are to: 

 

  • Gather insights on student experience  

  • Identify short- and long-term policy change targets from university and college committees 

  • Produce or co-produce evidence-based policy papers, briefings and toolkits for different stakeholders, this may include the Officer Team, Staff or University Task and Finish Groups 

  • Analyse existing or proposed policies and assess impact on student groups (including equality impact assessments) 

  • Deliver student consultations through focus groups, surveys, and questionnaires 

 

Vacancies: 

Currently we do not have any Policy Associate vacancies, when vacancies become available, we will promote these on this webpage, our social media and via our SU newsletter.  

 

Current projects (drop-down): 

 

For the academic year 2024/25 we have run three Policy Associate projects: 

 

Student Racial and Religious Inclusion (SRRI) 

Sarah Shah  

  • Overview: The SU wanted to better engage with racial and religious experiences of Oxford students, and we have worked with the University's SRRI Task and Finish Group (TFG) to gather insights into contemporary experiences. Our Policy Associate identified student stakeholders from registered societies and SU Campaigns, later consulting with those who engaged. These semi-structured interviews provided rich data that complemented the wider student submissions via a SU-led survey and discussions held in Students of Colour RepCom.  

  • Aim: To consider experiences from students of all backgrounds relating to race, religion, and belief in any aspect of student life and learning at Oxford, with 'belief' pertaining specifically to racial and religious inclusion. The project was discussed in SRRI TFG meetings held on 21/11/2024 and 11/02/2025. 

  • Outcomes: Sarah's report has been presented to the SRRI TFG (whereby recommendations will be developed), the SU Staff Team, will brief the incoming Officers (and support how they best represent students), and presented at senior committees, including Student Life Subcommittee.  

 

Key themes identified: 

  • Most students unaware of discriminatory incident report processes or supporting policies 

  • Inclusion challenges are intersectional and impacted students bear the burden of pushing for change 

  • The Freshers' Fair and BME common room post holders were deemed important when fostering inclusivity but there is disparity in effectiveness between colleges – colleges and the University could do more to support these roles, such as making venues bookable for prayer spaces more accessible 

  • Call for greater interfaith dialogue and expansion of racial and religious sensitivity training 

  • Postgraduate support for racial and religious inclusion needs additional work 

 

Undergraduate Experience 

Jacob Houghie 

Oxford SU delivered two research-led reports focused on undergraduate assessment and cost of study. These were developed through extensive engagement with students across divisions, including surveys, focus groups, and rep-led consultations. 

 

Key themes identified: 

 

  • High-stakes, final-year assessments are a significant source of stress, particularly for disabled and care-experienced students. 

  • Assessment formats lack diversity, with limited alignment to pedagogical methods or student support needs. 

  • Eligibility gaps in financial support leave some students without adequate resources, particularly those just above bursary thresholds. 

  • Costs associated with core study activities (fieldwork, printing, extended residence) are inconsistently disclosed and funded across colleges. 

  • Hardship application processes were widely described as opaque, emotionally burdensome, and stigmatising. 

 

These findings have been shared with the Taught Degrees and Awards Panel (TDAP), Quality Assurance Subcommittee (QASC), Student Life Committee, and Fees & Funding, with the expectation that the incoming sabbatical team will continue this engagement in 2025–26. We are also engaging with colleges, recognising that meaningful change on cost and support structures must include the collegiate layer. 

 

Postgraduate Experience 

Elena Rollan Martin 

A parallel research project focused on postgraduate students, particularly those navigating funding insecurity, chronic health conditions, or research-intensive programmes. 

 

Key themes identified: 

 

  • Self-funded students face considerable pressure, with limited institutional acknowledgement of their financial and academic realities. 

  • The current disability provision model is fragmented, requiring students to navigate multiple systems (college, department, DAS) with limited coordination. 

  • Flexible academic pathways remain underdeveloped, with suspension too often treated as the default solution for students facing long-term health conditions. 

  • Use of AI in research is widespread, yet the University’s regulatory framework remains under-defined, raising questions about equity, accessibility, and academic standards. 

  • Estimated postgraduate costs (using Durham SU’s model) suggest that actual financial commitments for international and lab-based students can exceed £100,000 annually, far beyond published guidance. 

 

The report will inform future collaboration with the Disability Advisory Service (DAS), QASC, SLC, and divisional Graduate Studies Committees. We are also exploring college-level engagement on postgraduate provision, particularly in relation to transparency and support structures. 

 

Past projects (drop-down):