Reflections on the AMOSSHE Winter Conference

This was my first visit to an AMOSSHE conference, although we have supported the organisation for several years through Marshall E-Learning and more recently Ciphr. Much of our work has been with student services teams, particularly around e-learning courses on consent, bystander awareness, introduction to E6 and identifying student mental health issues. So it felt important to show our support for the sector.

I am also at a slightly different stage in my own career, stepping back to two days a week with Ciphr and exploring new directions. Attending in person was new for me. I did feel a degree of imposter syndrome surrounded by so many experts, but I was looking for inspiration.

I will admit I have never been particularly strong at networking events. The conference drinks the evening before were no exception. Having gone alcohol-free in 2026, the dynamic felt different. I spoke to a few people, then headed out into Manchester and found a non-alcoholic bar called Hinterland, where I had an excellent alcohol-free negroni.

I have always enjoyed Manchester. I used to work there regularly, I love the energy of the city, and it was great to be back.

The conference itself covered a wide range of perspectives.

Mirela Mazalu, Secretary-General of the European University College Association, opened with a positive update on the return of Erasmus-style opportunities. It was striking how emotional this felt in the room. The ability for UK students to study abroad again clearly matters deeply to many in the sector.

One of the standout talks came from Professor Duncan Ivison, Vice Chancellor at the University of Manchester. His keynote focused on moving student support from a “bolt-on” to something built into the academic experience.

He spoke about students often experiencing university as a kind of maze, particularly those without family experience of higher education. That observation stayed with me. Universities are rich in support, but that support is not always easy to navigate, especially for those who do not already understand the system.

There was also a clear implication: student support cannot sit at the edges of the institution. It needs to be integrated into the academic journey. In practice, that places a significant responsibility on roles such as personal tutors.

Dr Sarah Sweeney, Chair of AMOSSHE and Head of Student Support and Wellbeing at Lancaster University, spoke about transition and leadership within the organisation, welcoming incoming chair Dr Aleata Alstad-Calkins. Having worked with Sarah on e-learning projects, I know how effective she is, and I wish her well in her new role.

One of the most thought-provoking sessions I attended was led by Kristy Robinson from the University of Westminster.

Her focus was on how student expectations are changing. Where once a university could offer free pizza and students would turn up, now to get in-person participation students increasingly ask, quite directly, “what’s in it for me?”

This creates a tension. Students expect support to be:

At the same time, universities are working within:

Kristy introduced a simple but effective way of evaluating services through this lens, encouraging teams to consider clarity, relevance, effort required, and perceived value. It was a practical session, and one that sparked genuine discussion.

Other sessions showed how institutions are responding in different ways.

Ulster University presented a simple but effective initiative using QR codes to link students directly to study skills resources and support services. It was a good example of making access easier without overcomplicating things.

Roehampton took a very different approach, using data to track engagement and identify early signs of disengagement, such as missed classes. This allows for targeted interventions, although it raises questions about how far universities should go in monitoring behaviour.

Sheffield Hallam shared their experience of implementing an AI chatbot. It appeared to be effective in handling a high volume of enquiries and relieving pressure on staff. The next challenge, interestingly, seemed to be managing expectations of what the system could and could not do.

We also heard from Rajk College in Budapest, which offered a completely different model based on student leadership and shared governance. While very different from the UK system, it was refreshing and clearly resonated with many delegates.

My main takeaway is the strength of the AMOSSHE community. There is a clear sense of professionalism, care, and shared purpose among those working in student services.

At the same time, there is pressure.

Student expectations are increasing. Response times are under scrutiny. Students will complain if they do not hear back quickly, and in some cases may disengage or withdraw without ever contacting support services.

What struck me most is that universities are not lacking support. The challenge is increasingly about connection.

How do students find the right service?
How do they know who to speak to?
How do they feel confident enough to ask?

A chatbot is clearly helpful, particularly in managing volume. But it does raise a further question: what happens when a student does not know what to ask in the first place?

There also seems to be a generational challenge. Many of the people designing services did not grow up in a digital-first environment, yet they are supporting students who expect instant, intuitive access to information and help.

AMOSSHE clearly do a fantastic job for their members, and I left the conference with the inspiration I was hoping for.

It also left me with a question.

What might help institutions go beyond simply providing information, or adding another layer of technology, and instead make it easier for students to find their way to the right support at the right time?