STUDENT INSIGHT REPORT: THE WELSH STUDENT EXPERIENCE
Introduction
In this Student Insight Report we focus on the experience of Welsh students at Bangor University, highlighting successes and best practice as well as opportunities for enhancing the experience of Welsh students. ‘Welsh students’ includes both fluent Welsh speakers and learners, and students studying through the medium of Welsh and English.
Sources of Insight
One of the key incentives for undertaking this piece of work was a gap in our knowledge around the Welsh student experience, particularly the non-academic aspects. To gain insight, we conducted a comprehensive Welsh student experience survey, designed in collaboration with Canolfan Bedwyr. This insight forms the core of this report, with additional insight from the Undeb Bangor strategy survey, conducted by Redbrick Research, and our ‘Tell us Tuesday’ campaign, a series of short polls on various topics aimed at capturing a snapshot of student feedback. Full details of the insight can be found in appendix 1.
Themes
• Why students choose Bangor
• Teaching and Learning
• Welsh community on campus
• Undeb Myfyrwyr Cymraeg Bangor
• Links between community, UMCB involvement and accommodation
• A Welsh Campus Environment
• Experiences of Welsh Learners
• Why students choose Bangor
Why students choose Bangor
Bangor’s excellent teaching quality, unique course offerings and vibrant Welsh culture play a key role in attracting Welsh students Whilst the primary reason Welsh students choose to study in Bangor is to remain close to home, many students chose Bangor for the quality and breadth of the courses, with several students saying Bangor was the best University for their course, was the only place that offered their chosen course, or mentioning specific aspects of their course such as fieldwork opportunities. Many students were also drawn to Bangor
for its culture, language and thriving Welsh community, and to be in an environment where there is an awareness and appreciation of the Welsh language, even from English speaking staff.
“Bangor University’s emphasis on Welsh teaching provision reflects its commitment to preserving and promoting the Welsh language and culture, which I found unique and inspiring.”
"A special Welsh language community. The best departments in Wales for my optional subjects."
Why do Welsh students choose to study at Bangor?
Proximity to home
The course
Welsh culture, language and community
Local environment
Studying in Welsh
University reputation
Number of comments
45% of students said the option to study in Welsh was a very important factor in their decision to study at Bangor, and a further 20% said it was somewhat important for them. This was particularly important for students who had done other parts of their education in Welsh. Many students were drawn to Bangor because of the option to do their whole course through the medium of Welsh. The opportunity to get funding for studying in Welsh through the Coleg Cymraeg Cenedlaethol was also an important factor. One student who attended the focus group said they weren’t aware of being able to do modules through the medium of Welsh for their course before coming to Bangor, which highlights an opportunity to promote this further to prospective students.
34% of students said UMCB was a very important factor in their choice to study at Bangor and 25% said UMCB had been somewhat important. The main aspects of UMCB that attracted students to Bangor were the close-knit Welsh community, the social opportunities and the sports and cultural activities
85% of survey respondents (167 students) had heard of UMCB, mainly through word of mouth (38%) followed by social media, open days, the University website and the Undeb Bangor website.
How did students hear about UMCB?
Ar lafar
Word of mouth
Social media
Cyfryngau cymdeithasol
Other events, e.g Eisteddfod
Digwyddiad arall e.e. Eisteddfod
Open day
Diwrnod agored
Undeb Bangor website
Gwefan Undeb Bangor
University website
Gwefan y Brifysgol
School
Ysgol
Arall
Other
Marketing of the unique and strong Welsh culture and community at Bangor, opportunities available to study in Welsh, and the social opportunities available to Welsh speakers and learners through UMCB, would highlight the benefits of studying in Bangor to Welsh students. As most students currently hear about UMCB through word of mouth, there is an opportunity to promote this more through formal platforms, to ensure that we are reaching the greatest diversity of Welsh speakers.
Commendations
• Bangor has a strong reputation for a place with a thriving Welsh culture and community, high quality teaching and an excellent Welsh teaching provision.
Recommendations
• Key areas to market to prospective students are the strong Welsh culture and community of Bangor, the opportunities to study in Welsh and the benefits to study in Welsh. Consider specific targeting towards Welsh speakers about Welsh study opportunities.
• Ensure that teaching staff are promoting opportunities to study specific modules or courses in Welsh to prospective students and at key times of the year for current students (before students choose their modules for the following year).
• Ensure that UMCB is promoted through a range of channels, including social media, the Undeb Bangor and Bangor University website, and open days to reach the broadest range of students.
Teaching and Learning
25% of students (48 students) surveyed were studying fully through the medium of Welsh, and a further 27% (52 students) were studying at least one module in Welsh. Most students who chose to study in Welsh did so because they found it easier to learn in Welsh. In addition, students wanted to develop their Welsh language skills, build confidence in using Welsh and learn subject specific language that would help them to communicate in Welsh in their future careers.
Students praised the quality and level of support they received through the medium of Welsh. Students studying Welsh medium modules where the numbers are small said they felt that lecturers were able to give them more time, they were able to meet regularly with their lectures and get a lot of feedback on their work. Some students found it difficult to get to know other Welsh speakers on their course but said that staff initiatives to bring Welsh speakers together from multiple schools had given them an opportunity to meet other Welsh speakers and had given them confidence to speak Welsh. Scheduled sessions as part of the course for Welsh speakers were appreciated by students who didn’t have much involvement with Welsh students’ extra-curricular activity, due to workload or other time commitments.
Lack of confidence in using the Welsh language was the biggest barrier preventing students from studying in Welsh, however many students also found that the modules they wanted to study were not available in Welsh. The schools with the highest numbers of students saying their chosen modules were not available in Welsh were Computer Science and Electronic Engineering (7 students) and Health Sciences (7 students). Many students found it challenging that there were lack of resources for their subject available through the medium of Welsh, saying that they had to develop the skill to be able to read and research in English and then process that information through the medium of Welsh. Whilst students
Have you experienced any of these barriers when studying in Welsh?
Diffyg adnoddau yn y Gymraeg i gefnogi fy nysgu (e.e. deunyddiau darllen)
Lack of resources in Welsh to support my learning e.g. reading materials
Teimlaf nad yw'r ddarpariaeth cystal â'r modiwl/cwrs Saesneg cyfatebol
I feel the provision is not as good as the English equivalent module/course
Diffyg cefnogaeth gan staff
Lack of support from staff
I feel that my level of Welsh is not good enough
Teimlaf nad yw lefel fy Nghymraeg yn ddigon da
Diffyg cefnogaeth trwy gyfrwng y Gymraeg
Lack of support available through the medium of Welsh Other
Number of students
Arall
acknowledged that this can help to develop understanding of their subject, some students find this off-putting or are worried it might be time consuming.
According to the Welsh Student Charter, all students have the right to submit assignments through the medium of Welsh, however only 51% of students said they felt supported to submit assignments in Welsh when the module was taught in English. In contrast, 72% of students said they felt supported to submit assignments in Welsh for Welsh medium modules. As many Welsh students find it easier to learn in Welsh, this puts students at an academic disadvantage: 20% of students who submit assignments through the medium of English felt that this was a barrier to them performing at their best in an exam or assignment. 8 students said they felt they received feedback less quickly when submitting through the medium of Welsh, which may deter students from submitting in Welsh, even if that is their preferred language.
Commendations
• Students highly value the support they receive when studying in Welsh, particularly in small group settings where lecturers can give students more time and detailed feedback.
• Staff led initiatives to bring students together in their schools or colleges provide a way for students to get to know each other and build confidence using Welsh in a University environment. This is especially beneficial for students on courses where few students’ study through the medium of Welsh.
Recommendations
• Offer opportunities for students to develop skills and confidence in using Welsh in a study environment early on in their course, for example one-off Welsh medium seminars or sessions as part of English taught modules or encouraging students to submit formative assessments in Welsh.
• Offer additional support for students so that they feel more confident accessing bilingual resources when studying in Welsh. This may include helping students to develop translation skills, providing them with subject specific terminology, or considering if students need reasonable adjustments to complete work.
• Increase guidance and staff support and for students submitting work in Welsh while studying in English, ensure students know that they have a right to submit work in Welsh regardless of the language of teaching, and what the process is for submitting work in Welsh.
• Ensure that any changes to curriculum or staffing maintain the current breadth of Welsh medium modules and explore areas where further Welsh medium modules could be introduced.
Welsh Community on campus
Being part of a community and forming connections with other students creates a sense of belonging, reduces loneliness and supports students’ mental health.
Most students (71%) said that feeling part of a community of Welsh students at Bangor University was important to them, including 79% of fluent Welsh speakers, however only 62% felt that they were part of a community of Welsh students currently (71% of fluent Welsh speakers). 15% (29 students) said it was important to them to feel part of a community of Welsh students, but did not currently agree that they feel part of that community. This gap highlights an opportunity for improving how Welsh students can engage with community in Bangor.
It is important to me that I feel part of a community of Welsh students at Bangor University
I feel part of a community of Welsh students at Bangor University
Rhugl yn y Gymraeg
Dysgwr - gallaf siarad dipyn o Gymraeg
Learner- can speak a fair amount of Welsh
Learner- can speak a little Welsh
Dysgwr - gallaf siarad dim ond ychydig o Gymraeg
Fluent
Rhugl yn y Gymraeg
Dysgwr - gallaf siarad dipyn o Gymraeg
Learner- can speak a fair amount of Welsh
Learner- can speak a little Welsh
Dysgwr - gallaf siarad dim ond ychydig o Gymraeg
In the Strategy survey, we asked how students built connections and communities during their time at Bangor University. The most common response was ‘my course’. Significantly fewer Welsh speakers responded with ‘student accommodation’ or ‘societies / student groups’ for this question, compared to non-Welsh speakers, however these were still the next most popular way for students to build communities. Students who were regularly involved with UMCB or living in JMJ were more likely to say they felt part of a community. Students who were almost never involved with UMCB, those who were living in private
halls, or those not studying any modules in Welsh were most likely to say they didn’t feel part of a community of Welsh students.
Through which, if any, of the following have you built connections and communities during your time at Bangor University?
My course
Student accommodation
Societies / student groups
Sports clubs
Events / activities at Bangor University
Off-campus events and activities
Peer support
Full / part-time employment
Volunteering
I haven’t built any new connections
Undeb Bangor networks
Course representatives
Faith groups
Other
Accommodation
Series2
Non-Welsh speaker
Series1
Welsh speaker
* Significant difference between Welsh speaker and NonWelsh speaker
Of the 197 students who completed the survey, 34% chose to live at home, 28% live in private houses, 23% in JMJ Hall, 11% in other University halls and 4% in private halls. Higher percentages of first and second years lived in halls, including JMJ. Third years chose mainly to live in private houses, with the primary reasons being to live with friends and private houses being more affordable.
Welsh students at Bangor were significantly more likely to live at home, with the Strategy Survey showing that 36% of Welsh speakers and learners lived locally or commuted from home compared to just 11% of non-Welsh speakers. The lower cost of living (18 comments), the convenience of living at home (19 comments) and family commitments (11 comments) were the main reasons for continuing to live at home whilst studying.
JMJ Hall and Welsh Community
Being part of a strong Welsh speaking community is the primary attraction for students choosing to live in JMJ Hall, with students wanting to be able to live and socialise through the medium of Welsh and live amongst other Welsh people (28 comments). Almost all the students surveyed from JMJ Hall said they felt part of a community of Welsh students, a
Where do Welsh students live?
I feel part of a community of Welsh students at Bangor University
Cytuno/ Cytuno'n gryf
Strongly agree/ agree
Neither agree nor disagree
Ddim yn cytuno nac yn anghytuno
Disagree/strongly disagree
Anghytuno/ Anghytuno'n gryf
higher proportion than students living in other types of accommodation. Several students living in private housing stated that they had previously lived in JMJ before moving into private housing with those friends for their final year, emphasising the importance of JMJ in helping Welsh students find their community.
From the focus group, we heard that learners who had chosen to live in JMJ had enjoyed participating in UMCB activities, further highlighting the benefits of living in JMJ in becoming part of the Welsh community, however many Welsh learners chose other University halls over JMJ because they did not speak fluent Welsh, or because of a lack of confidence in their level of Welsh, despite JMJ being a hall for Welsh learners as well as fluent speakers.
The higher cost of JMJ compared to some other halls, such as Bryn Eithin, and a desire to live in nicer, more modern or better-quality accommodation were cited as the main factors for not choosing JMJ amongst fluent Welsh speakers (4 comments each). Students living in JMJ have also expressed that the common room in JMJ feels dated, so improving this space could help attract more students. 6 out of 22 students living in other halls felt it was unclear when booking their accommodation that JMJ was a hall for Welsh speakers and learners.
“It wasn't in a location that I felt great about, and it's one of the older buildings so the storage and room layout aren't nearly as nice. It would be good to see nicer spaces being dedicated to Welsh students”
Accommodation and barriers to community engagement
Students not living in JMJ expressed that it was sometimes hard to get involved with Welsh events or activities as they didn’t feel part of the community. In conversations with Undeb
Bangor, some students raised concerns that an increase in non-Welsh speaking students living in JMJ this year was impacting the sense of Welsh community in the hall. A small number of students filling in the survey said they had chosen JMJ as it was one of the cheaper halls, which may explain why some non-Welsh speakers choose to live there.
A space for Welsh students
Several students expressed a feeling that Welsh medium activities were only for students living in JMJ, possibly because many activities take place in the JMJ common room. Having a more central space where those who are not JMJ residents feel more comfortable could help to make events and activities more inclusive. 71% of fluent Welsh speakers and 69% of learners who could speak a fair amount of Welsh thought it was important for Welsh students to have a dedicated Welsh space on campus. This was a lower priority for students with only a little Welsh, with 46% saying it was important. Students wanted a space to study, to socialise through the medium of Welsh, and practice or learn Welsh, with the space furnished to meet these needs, with both desk spaces, computers and charging points and comfortable seating and kitchen facilities.
Students suggested this space could be a hub of resources and information for Welsh speakers, and a place to organise Welsh events and activities, such as film nights, cultural activities and activities that learners could get involved with. Students requested resources with would support with grammar and spelling, books, posters and academic materials, resources for learners, and information about Welsh events, including those happening in the local community.
Links between Community, Accommodation and UMCB involvement
Students who were regularly involved with UMCB or living in JMJ were more likely to say they felt part of a community. Students who were almost never involved with UMCB, those who were living in private halls, or those not studying any modules in Welsh were most likely to say they didn’t feel part of a community of Welsh students.
Several students expressed that they felt UMCB was only for students living in JMJ, or that not living in JMJ made it difficult to make friends and socialise with other Welsh students. They felt that JMJ and UMCB communities were very close knit, and that if they had not become involved at the start of the year it was challenging to join in later.
If the University allocated a room for Welsh students to use on campus, how would you use this space?
I astudio mewn awyrgylch Cymraeg
Studying in a Welsh language environment
Cymdeithasu gyda ffrindiau Cymraeg
Socialising with Welsh friends
Cyfarfod pobl eraill sy'n siarad Cymraeg
Meeting other people who speak Welsh
Commendations
• Having a hall dedicated to Welsh students creates a space where Welsh students can be comfortable speaking and using Welsh, as well as providing a hub for Welsh medium events and activities. The University should continue to ensure this provision in future.
Recommendations
• Make changes to the common room space in JMJ to make it feel more modern and welcoming to prospective students.
• Ensure that there are other halls available in the same price range as JMJ for nonWelsh speakers, to ensure that JMJ remains a space for Welsh speakers and learners.
• Create a dedicated space in a central campus location to be used as a hub for Welsh social activities, studying and events.
UMCB and UMCB Societies
Despite 85% of students having heard of UMCB, only 56% of students surveyed and 60% of fluent Welsh speakers considered themselves to be a member of UMCB. Many students felt that they needed to participate in activities to become a member of UMCB, or had to sign up, suggesting many students think of UMCB more like a society than as a union for Welsh students.
Undeb Myfyrwyr Cymraeg Bangor (UMCB)
Na fyddai'n ei ddefnyddio
Arall Dysgu neu ymarfer fy Nghymraeg
Fel lle tawel
A quiet space
Learning or practicing my Welsh
Other
I would not use it
UMCB hosts a number of long-standing and well attended student led societies and sports clubs holding regular social nights and trips away. Of the 60 students who said they were involved with these activities at least once a week in the survey, 59 students said they felt part of a community of Welsh students, emphasising the important role UMCB plays in Welsh community and culture at Bangor. Students not involved with UMCB were more likely to say they didn’t feel part of a Welsh student community. `
I feel part of a community of Welsh students at Bangor University
Sawl gwaith yr wythnos
Several times a week
Once a week
Unwaith yr wythnos
Unwaith y mis
Once a month
Less than once a month
Llai nag unwaith y mis
Bron byth
Almost never
Byth
Never
There are significant barriers to Welsh students getting involved with extra-curricular activities. In the Strategy Survey, Welsh students were significantly less likely to say they feel welcome to get involved in events/activities at Bangor University than non-Welsh students (64% vs 70%) 38% of Welsh students said they would like to have more involvement with extra-curricular activities at Bangor but faced barriers to involvement: lacking the confidence to get involved, timetabling conflicts with other commitments, and not knowing anyone else who is involved were the biggest factors. Welsh students were significantly more likely to cite commuting and having a family or caring responsibilities as reasons compared to non-Welsh speakers. When asked specifically about UMCB activities, several students felt that they had missed the opportunity to get involved because they didn’t sign up at the start of the year. Some students also expressed that it was difficult for those living outside of JMJ to get involved with UMCB activities, make friends or socialise with other Welsh students, with the UMCB and JMJ community being perceived as very close-knit and a small number of students describing it as ‘cliquey’ Only 42% of students felt that UMCB activities were ‘very easy’ to get involved with.
There is an opportunity to further strengthen the Welsh community and culture at Bangor by making UMCB activities easier to get involved with and more inclusive of students living
UMCB involvement
outside of JMJ or who are not able to commit to regular society events. Low commitment, one off events or give it a go style activities may help students to build their confidence and appeal to those who can’t attend regular society nights due to other commitments. There is also a need to clarify what UMCB is to both prospective and current students: an information campaign explaining the representative aspects of UMCB to students, as well as how to get involved may address this lack of understanding. Ensuring that extra-curricular opportunities outside of UMCB are promoted bilingually where possible could make Welsh students feel more welcome.
What students expect from UMCB and future direction
Students felt that the top priorities of UMCB should be promoting the Welsh language and culture, representing the views of Welsh students to the University, improving the academic experience of students studying in Welsh and social activities for Welsh students. Priorities varied based on Welsh language level, with social activities being more important for fluent Welsh speakers and promoting Welsh culture and learning Welsh more important for learners. While students felt that UMCB represented Welsh students effectively (88% of students agreed with this statement), there perception of UMCB as something students have to join points to a lack of understanding of UMCB’s purpose. Highlighting the role of UMCB in representing all Welsh students, not just those regularly involved, is important.
Commendations
• UMCB creates a strong sense of community for those who are regularly involved with activities.
Recommendations
• Ensure that prospective and current students are aware of what UMCB is, its purpose and that all Welsh speakers and learners are automatically a member of UMCB.
• Make UMCB activities more inclusive and welcoming to all Welsh students by:
o Offering a range of low commitment activities, targeted towards those not currently involved, such as give it a go or chill and chat type events, to help students develop confidence in meeting new people and speaking in Welsh.
o Ensuring activities are held in a range of locations so that students not living in JMJ feel included
o Ensuring existing activities, such as society nights, are promoted through a wide range of channels, not just society accounts, so that students are aware of what is available to them and how to get involved.
o Creating specific communications around getting involved part way through the year
• Ensure that extra-curricular activities across the University and Undeb Bangor are promoted bilingually wherever possible, to ensure Welsh students feel welcome to get involved.
• Offer more one-off events that students can get involved with around Welsh culture to develop UMCBs work around promoting Welsh language and culture and give students more opportunities to get involved with UMCB.
• Develop the role of UMCB in representative work, ensuring that students have routes to feed back to the Llywydd UMCB, either through representatives or other methods, regardless of their involvement with UMCB activities.
A Welsh Campus Environment
Speaking Welsh on Campus
Most students (68%) felt that there were enough opportunities to use Welsh on campus, although the proportion who agreed with this statement was lower for Welsh learners (figure). 86% of students felt comfortable using Welsh on campus, although again, this was high amongst fluent Welsh speakers and much lower among learners.
I feel like I have enough opportunities to use the Welsh language on campus
I feel comfortable using the Welsh language on campus
Rhugl yn y Gymraeg
Fluent
Dysgwr - gallaf siarad dipyn o Gymraeg
Learner- can speak a fair amount
Learner- can speak a little
Dysgwr - gallaf siarad dim ond ychydig o Gymraeg
Rhugl yn y Gymraeg
Fluent
Dysgwr - gallaf siarad dipyn o Gymraeg
Learner- can speak a fair amount
Dysgwr - gallaf siarad dim ond ychydig o Gymraeg
Learner- can speak a little
Services through the medium of Welsh
Students were able to access most services in Welsh at least 73% of the time, either by being offered the service in Welsh, or by asking for the service in Welsh (figure). Only 65% of students were able to access Canolfan Brailsford in Welsh and only 54% of students were able to access Catering Services in Welsh. These two services were accessed mostly face to face, which can post challenges for Welsh service provision as it depends on the level of Welsh of individual staff members. Ensuring that front-facing staff, including students employed by the University, feel empowered to learn and use Welsh at work could increase the service provision in these areas.
The following figures show just the responses from those who had accessed the service.
Since the start of the academic term, how did you initially contact the following services, if at all?
69% of students knew that they could access the Mental Health and Wellbeing service through the medium of Welsh. Of the students who had accessed this service, 32 students (76%) had been offered support in Welsh, 2 students (5%) said they had to ask for it, and 8 students (19%) said they were not offered it. These are similar proportions to other University services. One student commented that they had not seen any communication from the service in Welsh, another student had requested support in Welsh, but said communication in Welsh did not come naturally as the advisor was a second language Welsh speaker: “I asked for help through Welsh but I got an English person who has learned Welsh, so we didn't start speaking English naturally”.
10 students who were offered the service in Welsh said they chose not to access the service in Welsh. One student commented that they were concerned they might know the advisor if they accessed the service in Welsh.
Whilst 73% of students felt they would benefit from a Mental Health service through the medium of Welsh, only 33% of students had heard of myf.cymru, and only 8 students (4%) had used the service. Out of these 8 students, 6 said they felt they had benefitted from the service.
Specific targeted communications to Welsh students about both the Mental Health and Wellbeing Service and myf.cymru could ensure students know how to access Welsh provision. In particular, the myf.cymru resource is underutilised, despite a clear demand from students.
Commendations
• The University creates an environment where the vast majority of Welsh speakers feel comfortable using Welsh on campus
• The majority of students have been able to access services provided by the University in Welsh.
Recommendations
• Explore opportunities to further support staff, including student staff, in front facing roles within university services to learn and use Welsh at work.
• Ensure students know that they can access the Mental Health and Wellbeing Service through the medium of Welsh, by ensuring all communication to students is bilingual and producing targeted communications to Welsh speaking students letting them know how to access the service in Welsh.
• Promote myf.cymru to all Welsh speaking students through a range of communication channels, such as the student bulletin, website, social media and personal tutors and Welsh medium teaching staff.
Experiences of Welsh Learners
19% of students surveyed identified as Welsh learners, with 6% saying they could speak a fair amount of Welsh and 13% saying they could only speak a little.
Many Welsh learners expressed a lack of confidence in their level of Welsh as the primary reason for not getting involved with Welsh activities, and learners were rarely involved in UMCB activities. This is reflected in the fact that learners were less likely to feel comfortable using Welsh on campus and less likely to feel part of the Welsh student community. In the focus group, students expressed that it was important for people to not feel they needed to be completely fluent in order to get involved and feel part of the Welsh community. Learners who had chosen to live in JMJ and get involved with UMCB activities had enjoyed being involved.
In a Tell us Tuesday poll of 200 students we asked students about opportunities for learning Welsh. 71% said they were interested in learning Welsh. 83 students said they would prefer to learn via a structured Welsh course whereas 51 students said they would prefer social learning opportunities. Development of social learning opportunities across campus, similar to the Ffrind Cymraeg project run by Undeb Bangor which pairs up fluent Welsh speakers with learners, would provide learners with opportunities to practice their Welsh and would create opportunities for learners to feel part of a community with other Welsh speakers. Implementing a similar system on a school level could provide opportunities for students to learn Welsh and meet other Welsh speakers on their course.
Commendations
• The University provides free Welsh classes for students who are interested in learning Welsh.
• The Ffrind Cymraeg project creates opportunities for students to learn Welsh and meet Welsh speakers in a social environment.
Recommendations
• Explore further opportunities for social learning opportunities within schools, through informal group Welsh classes or Welsh medium social events.
• UMCB could organise more chill and chat type events through the medium of Welsh to give further opportunities for Welsh learners to meet other Welsh speakers and practice their Welsh.
Summary of Commendations and Recommendations
Commendations
• Bangor has a strong reputation for a place with a thriving Welsh culture and community, high quality teaching and an excellent Welsh teaching provision.
• Students highly value the support they receive when studying in Welsh, particularly in small group settings where lecturers can give students more time and detailed feedback.
• Staff led initiatives to bring students together in their schools or colleges provide a way for students to get to know each other and build confidence using Welsh in a University environment. This is especially beneficial for students on courses where few students’ study through the medium of Welsh.
• Having a hall dedicated to Welsh students creates a space where Welsh students can be comfortable speaking and using Welsh, as well as providing a hub for Welsh medium events and activities. The University should continue to ensure this provision in future
• UMCB creates a strong sense of community for those who are regularly involved with activities.
• The University creates an environment where the vast majority of Welsh speakers feel comfortable using Welsh on campus
• The majority of students have been able to access services provided by the University in Welsh.
• The University provides free Welsh classes for students who are interested in learning Welsh.
• The Ffrind Cymraeg project creates opportunities for students to learn Welsh and meet Welsh speakers in a social environment.
Recommendations
• Key areas to market to prospective students are the strong Welsh culture and community of Bangor, the opportunities to study in Welsh and the benefits to study in Welsh. Consider specific targeting towards Welsh speakers about Welsh study opportunities.
• Ensure that teaching staff are promoting opportunities to study specific modules or courses in Welsh to prospective students and at key times of the year for current students (before students choose their modules for the following year).
• Ensure that UMCB is promoted through a range of channels, including social media, the Undeb Bangor and Bangor University website, and open days to reach the broadest range of students.
• Offer opportunities for students to develop skills and confidence in using Welsh in a study environment early on in their course, for example one-off Welsh medium seminars or sessions as part of English taught modules or encouraging students to submit formative assessments in Welsh.
• Offer additional support for students so that they feel more confident accessing bilingual resources when studying in Welsh. This may include helping students to develop translation skills, providing them with subject specific terminology, or considering if students need reasonable adjustments to complete work.
• Increase guidance and staff support and for students submitting work in Welsh while studying in English, ensure students know that they have a right to submit work in Welsh regardless of the language of teaching, and what the process is for submitting work in Welsh.
• Ensure that any changes to curriculum or staffing maintain the current breadth of Welsh medium modules and explore areas where further Welsh medium modules could be introduced.
• Make changes to the common room space in JMJ to make it feel more modern and welcoming to prospective students.
• Ensure that there are other halls available in the same price range as JMJ for nonWelsh speakers, to ensure that JMJ remains a space for Welsh speakers and learners.
• Create a dedicated space in a central campus location to be used as a hub for Welsh social activities, studying and events.
• Ensure that prospective and current students are aware of what UMCB is, its purpose and that all Welsh speakers and learners are automatically a member of UMCB.
• Make UMCB activities more inclusive and welcoming to all Welsh students by:
o Offering a range of low commitment activities, targeted towards those not currently involved, such as give it a go or chill and chat type events, to help students develop confidence in meeting new people and speaking in Welsh.
o Ensuring activities are held in a range of locations so that students not living in JMJ feel included.
o Ensuring existing activities, such as society nights, are promoted through a wide range of channels, not just society accounts, so that students are aware of what is available to them and how to get involved.
o Creating specific communications around getting involved part way through the year
• Ensure that extra-curricular activities across the University and Undeb Bangor are promoted bilingually wherever possible, to ensure Welsh students feel welcome to get involved.
• Offer more one-off events that students can get involved with around Welsh culture to develop UMCBs work around promoting Welsh language and culture and give students more opportunities to get involved with UMCB.
• Develop the role of UMCB in representative work, ensuring that students have routes to feed back to the Llywydd UMCB, either through representatives or other methods, regardless of their involvement with UMCB activities.
• Explore opportunities to further support staff, including student staff, in front facing roles within university services to learn and use Welsh at work.
• Ensure students know that they can access the Mental Health and Wellbeing Service through the medium of Welsh, by ensuring all communication to students is bilingual and producing targeted communications to Welsh speaking students letting them know how to access the service in Welsh.
• Promote myf.cymru to all Welsh speaking students through a range of communication channels, such as the student bulletin, website, social media and personal tutors and Welsh medium teaching staff.
• Explore further opportunities for social learning opportunities within schools, through informal group Welsh classes or Welsh medium social events.
• UMCB could organise more chill and chat type events through the medium of Welsh to give further opportunities for Welsh learners to meet other Welsh speakers and practice their Welsh.
APPENDIX 1- SOURCES OF INSIGHT
Welsh Student Experience Survey
The Welsh student survey was designed in collaboration with Canolfan Bedwyr to give insight on the whole Welsh student experience. The survey was open for a six week period from November 2024 to January 2025 and was open to all Welsh speakers or learners to complete. The survey asked questions around accommodation, community, Undeb Myfyrwyr Cymraeg Bangor, teaching and learning and University services.
We had 197 responses from students who described themselves as fluent Welsh speakers or learners. We also had a small number of responses from non-Welsh speakers which were removed before analysing the data. 79% of respondents were fluent Welsh speakers, 7% could speak a fair amount of Welsh and 14% could speak only a little Welsh.
We had respondents from every school, year group and level of study. We also had responses from students living at home, in halls and in private housing and from students who didn’t consider themselves involved with UMCB. This meant we had responses from a large number of Welsh students who don’t usually interact with the Students’ Union, giving us insight that we haven’t previously had into the experiences of these students.
School of Psychology and Sports Science
Ysgol Seicoleg a Gwyddor Chwaraeon Academic School
Ysgol Feddygol Gogledd Cymru
North Wales Medical School
Ysgol Gwyddorau Iechyd
School of Health Sciences
Ysgol Gwyddorau Eigion
School of Ocean Sciences
Ysgol Gwyddorau Amgylcheddol a Naturiol
School of Environment and Natural Sciences
Ysgol Cyfrifiadureg a Pheirianneg
School of Computer Science and Electronic En…
Ysgol y Gymraeg
School of Welsh
Ysgol Addysg
School of Education
Ysgol Hanes, y Gyfraith a Gwyddorau Cymdeithas
School of History, Law and Social Sciences
Ysgol Iaith, Diwylliant a'r Celfyddau
School of Arts, Culture and Language
Ysgol Busnes Bangor
Bangor Business School
Undeb Bangor Strategy Survey
The Undeb Bangor Strategy Survey was commissioned by Undeb Bangor and carried out by RedBrick Research to give us insight into what matters to students, to produce our new Strategy for the next 5 years. This survey was open to all students and was promoted over a 2 week period in October 2025.
We had 1158 responses to this survey, which included 123 Welsh speakers (11%), 239 students (21%) who described themselves as Welsh learners and 796 non-Welsh speakers. For all questions for this survey, the responses of Welsh speakers and learners were grouped together.
Questions were asked around satisfaction, wellbeing and support, community and student life.
Tell us Tuesday
Tell us Tuesday is a feedback campaign run by Undeb Bangor. Each week, we conduct polls on a different topic, via Instagram stories, using the poll function, and via an in person survey outside the Students’ Union via a tablet device. Whilst these questions do not give us detailed feedback they do give us a snapshot into students’ thoughts on particular topics.
On 15th October we asked students questions about Welsh language opportunities, asking students if they were interested in learning Welsh and through what format they would prefer to learn Welsh. We had 180-200 responses depending on the question, as students could choose which questions to answer via Instagram.
