PGT Voice

Find out more about PGT representation, what the SU is currently working on, and how you can get involved.

PGT Reps are students who represent the postgraduate taught community’s views and concerns.

Their core function is to represent their peers’ voices by listening to their views and concerns, to create positive changes with staff who can act on the feedback.

There are two main meetings which PGT Reps attend:

PGT Council

PGT Council is a space for all our PGT Reps to come together and discuss the big issues currently impacting students across the University of Bath. Chaired by your Postgraduate Officer, this meeting is an opportunity for Reps to discuss key areas impacting the postgraduate taught students, to raise questions, to feedback, and for The SU to listen and understand what is currently occurring across the PGT community at Bath.

PGT Exec

The PGT Exec represent postgraduate taught students at a faculty/school and university level. They are extremely influential in bringing about change in the PGT community and committed to ensuring the best outcomes for all students within their faculty/school.

The PGT Exec is made up of a Chair, three Open Positions, PGT Faculty Representatives, and the Postgraduate Officer.

Become A Rep

PGT reps are a vital part of advocating for the interests of postgraduate taught students at the University of Bath. By becoming a Rep, you can work with us and the university to improve the PGT experience.

Find out more about our different Rep roles:

What We Are Working On

PGT Distance Learner Isolation and Lonliness

PGT distance learner isolation and lonliness is on of the SU's top ten. To Develop a range of activities to reduce isolation and improve the overall experience of distance learners, we will:

  • Examine sector and local insight into what ‘belonging’ means for these cohorts, and the communities they are part of, to help our understanding.
  • Analyse the student and staff voice data we currently have and identify any missing insight required in collaboration with key colleagues, e.g., the Learning Partnerships Office, academic departments, support services, students, and the SU.
  • Assess what our partners (i.e., Wiley) are providing students in this area. 
  • Using the gathered data, insights, and information, undertake a gap analysis to identify the courses we are most concerned about to help inform future possible developments.

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