Understanding unresolved higher education complaints: A mixed methods study on the Office of the Independent Adjudicator (OIA)

Abstract

Higher education (HE) is increasingly shaped by the pressures of marketisation, which positions students as consumers within a competitive educational marketplace. Amidst this shifting landscape, the resolution of student complaints has become a critical issue, raising fundamental questions about fairness, accessibility, and the efficacy of independent adjudication systems. This research addresses these concerns by examining the Office of the Independent Adjudicator for Higher Education (OIA), which serves as the principal complaint-handling body for unresolved disputes in HE across England and Wales. By blending theoretical and practical perspectives, this research seeks to illuminate the systemic factors shaping complaint outcomes and procedural fairness in a marketised HE context. Adopting an explanatory sequential mixed-methods approach, the research comprises two complementary studies. The first is a quantitative analysis of cross-sectional secondary data from 5,111 OIA complaints, revealing key patterns in complainant demographics and their relationship to complaint outcomes. Notably, the findings underscore significant disparities, with males, ethnic minorities, and international (non-EU) students being less likely to secure remedies. The second study delves deeper into these patterns through a qualitative exploration of stakeholder perspectives. Thematic analysis of focus groups involving complainants, university staff, and OIA staff uncovers diverse experiences shaped by structural and procedural factors. Participants describe mixed perceptions of procedural justice, encompassing concerns over impartiality, communication barriers, and varying levels of support. The qualitative findings propose three typologies of complainants, Persistent Pursuers, Reluctant Escalators, and Resolution Seekers, highlighting the motivations and expectations influencing student engagement with the OIA. This thesis makes significant contributions to both academic discourse and practical policy. It explores the application of procedural justice theory to the unique context of a HE ombudsman and challenges existing paradigms of student complaining behaviour. By providing actionable insights into the disparities and barriers within the OIA’s processes, the research offers recommendations to enhance fairness, transparency, and equity in student complaint resolution. Ultimately, this work advocates for a more thorough and transparent adjudication system that reflects the diverse needs of HE students.