How to write a properiate complain
A well-written complaint simplifies the complaint procedure and makes it simpler for the student to express their issues. However, it is not always as simple to put the sensible thoughts down on paper. Here are some suggestions for those of you planning to create a strong complaint.
Prior to beginning your letter of complaint
Finding out what you are genuinely complaining about, why you are complaining, what you want to happen as a result, and what your arguments are should be your first step. When writing a complaint, it is crucial to understand what you are complaining about. You don't need to send a letter of complaint if, for instance, you want to complain about your exam mark. You can then visit the HVO page regarding assessments and complaints to learn more about what to do.
Create a list of keywords that will serve as a roadmap for your writing process. Start by looking into the issue you are writing about. Determine whether you are expressing discontent with a decision or something that is not a decision. If you want to create a strong complaint, you must consider these differences.
You should write out your reasons for complaining. This is not always required to be stated in the actual complaint. However, you should have always been able to clearly state your complaint.
It might not be evident to the person processing your complaint when you make one what outcome you expect. Therefore, before filing the complaint, you should understand this for yourself. Then, it is simpler to organise the complaint so that you can make your case for the desired resolution.
The most crucial aspect to master is the defence of the complaint. An unsupported view is a poor complaint. Therefore, before you begin the actual complaint, you should be clear on your main argument.
Title and introduction
The decision or incident you are complaining about should be referenced in the complaint's heading, which should read "Complaint about..."
The introduction should explain the complaint to the case handler in one paragraph. This means that it should be clear who is complaining—write your name—as well as what is being complained about, where to find it, and what the primary issue is. This makes it much simpler for the individual receiving the complaint to comprehend the nature of the situation.
Example
I, John Doe, would like to express my dissatisfaction with the temperature in study room 401 of the fisheries building on the university's Lillevik campus. For the past four days, this room's thermostat has read 12 degrees.
Your complaint will be easier for case handlers to grasp if you are more specific in your introduction. Your defence of the complaint need not, however, be included in the introduction. You need to present the factual details supporting the complaint. I can tell that John Doe finds it cold from the statement above. What is considered chilly might vary depending on the individual. He has observed a real-world illustration of what the temperature is when he writes that it is 12 degrees. Case handlers can then more easily see what has to be done.
Finding facts that appear straightforward like the one above is not always simple. An instance would be if a formal error had been made on the exam. In that situation, it is not essential to view the exact circumstances because it is simple to determine what type of error you believe has been committed.
Example
I, John Doe, hereby wish to express my discontent with a formal assesment error that occurred in FISK101 on October 21, 2017. I think the electronic computer system has made an error.
Example
I, Juan Pérez, hereby wish to express my discontent with a formal assesment error that occurred in FISK101 on October 21, 2017. I believe one assignment contained an error.
Both of these are potential formal errors. The difference is that in the first example, the case handler is aware that she/he must ask IT if there was a computer system issue, whereas in the second example, she/he must ask the lead examiner if there is an error in one of the assignments.
Describe the issue
It is important to be as specific as you can while describing the issues at hand. Personal factors, such as the fact that I was a little anxious during the exam or that it was snowing outside despite the fact that it was May, might not be relevant to your complaint. Subsequently, this should be omitted.
You do not have to describe how you are feeling in your complaints about decisions, either. There is only one question that the appeal body legitimately needs to respond to in a complaint brought before the administering: Am I satisfied that the decision is correct? If they decide that they are, it is not viable if the complainant feels mistreated. One could argue that the institution should base its decisions on facts rather than emotions.
On the other hand, emotions might be a significant description in terms of the learning environment. A student may have a valid complaint if they feel that their lecturer has insulted them. For instance, a lecturer with poor jokes.
For example, the lecturer frequently makes reference to the fact that Bigtown has an excess of narcotics. Since the lecturer is from there, he can find it enjoyable, and students typically agree. One of the students, who is also from the same town and whose family has a history of drug-related issues, might disagree, though. The fact that the student feels insulted may then be pertinent.
Example
I, John Doe, hereby express my discontent with the subpar learning environment present throughout the lectures in FISK101 at the Lillevik campus. The lecturer makes fun of my hometown, and it makes me feel inferior.
Tell about the approaches you've made.
It will be helpful for case handler to know what efforts you have made to resolve the issue yourself if you have a complaint about something related to the learning environment. The same remains true if the students took collective action or if additional parties were involved in the dispute. If we examine the complaint of a lecturer who makes jokes about his hometown, it might appear as follows:
Example
I brought up this with the lecturer, but I just got the suggestion to take it in cheek.
As a general rule, you should always attempt to resolve the issue directly with the person in question in issues other than appeals against decisions. You should speak with the lecturer directly if you have a concern with him or her. Many of the situations on which the Student Ombud has provided assistance have already been handled at this point.
Some situations are of a kind where it is inappropriate to speak with the person involved, or it could be that one is generally fearful of retaliation.
Example
The lecturer claimed his right to freedom of speech. He made it clearly evident that he wasn't seeking for feedback from the students.
Example
According to the lecturer, if he overhears someone criticising his lectures, everyone's mark would drop.
The two incidents described above are quite rare. If the scenario fits the above description, it could be a good idea to speak with the Student Ombud before filing a complaint.
Provide a desired outcome
It is important that the people handling your complaint are aware of the type of outcome you prefer. Although you may not always be certain of it yourself, it is advantageous if you are. Not all alternatives are viable outcomes. It will be possible for the case handler to provide the complainant with advise if the case handler notices that you want a outcome that cannot be provided. There is nothing to be done with it afterwards if the complainant has not expressed his desired outcome and the solution is a decision that, in the complainant's view, is worse than the decision about which he is complaining. The appeal ruling is typically not appealable.
Each circumstance is different, as is the outcome. We can use the student who complained that the study room was too chilly as an example.
Example
22 degrees is what I want the reading room to be set at.
The complainant's intentions are clear when there is a reasonable soloution. If the complainant had not specified a specific temperature, it may have ranged from 18 to 25 degrees. The complainant might not have been satisfied with it. The complaint case handler must explain why the request for 22 degrees could not be met if they chose a temperature other than 22 degrees going forward.
The individual who complains about formal errors is another example. It's essential to understand that certain regulations apply in this situation. Let's examine three situations.
Example
I want the error to be resolved so that I can obtain an A.
Example
I want the error to be resolved with a new assessment.
Example
I want a new exam to compensate for the error.
Implementing the first case is not feasible. The appeal body that handles formal errors can only nullify assessments; they cannot regrade students. When the assessment is nullified, either a new exam or a new assessment must be conducted.
Regarding the second case, it's possible that the Appeal Board thinks a further examination ought to be conducted. Then they can ask the complainant queries about what they deem. In general, appeal case handlers are prohibited from taking actions that disadvantage complainants. A decision can nevertheless be made to the disadvantage of the complainant if other private individuals or the general public are taken into account. A decision on a new exam may be interpreted as an option to disadvantage if the complaint specifically requested one. The exam must then be retaken by the student in question.
The complainant may withdraw the complaint if the aforementioned issues are raised. The appeal case handler is thereafter defenceless to decide anything.
The final example demonstrates that a new assessment can be made by the appeal case handler without a new examination. Whether they desire to do so entirely depends on the complaint's reasoning and supporting evidence. Less effort is necessary of the students with the new assessment. A new assessment must be conducted if the error can be resolved in that way. The student might not be content with only a new assesment, though. He/She might request a new exam being conducted. The student is required to abide by the decision regarding the new exam, which will take effect.
Provide strong arguments for the complaint.
According to legal science, the objective is to convince the case handler that what you say or write is accurate. It is distinct from certain people's capacity for influencing others. The act of influence plays on feelings. In terms of Greek philosophy, it is said that the speaker employs a great deal of pathos. In other words, he manipulates the case handler's emotions.
A strong complaint employs what is known as "logos," or logical argumentation, to support the complainant's viewpoints. Good arguments might vary depending on the situation. Nevertheless, there are a few common points of reference. There are also some pitfalls to watch out for.
Use arguments that will enable the case handler to uphold your complaint. You want to demonstrate through your argumentation that what you write is relevant to the decision, that what you write is accurate, and that what you write must lead in the approval of your complaint.
If we assume that a student has claimed that the examiner during the exam in the subject FISK101 is ineligble, we may create an example of a chain of arguments that should progress ahead.
Example
The examiner was the ex-boyfriend of my mum. He has said he despises every member of our family. An official is "impartial when additional specific circumstances exist which are likely to impair faith in his impartiality," according to Section 6(2) of the Public Administration Act. "The candidates' knowledge and skills [must be] tested and judged in an impartial [...] way," according to Universities and Colleges Act 3-9 (1). I think the Universities and Colleges Act's phrases must be interpreted to imply that the examiner cannot then be an impartial examiner because he has stated that he despises me, which renders him ineligible.
Both a description of the example and a presentation of the laws are provided in the preceding set of arguments. The fact that they are linked to the complainant's allegation renders them all argumentative. They explain that since the example conflicts with the phrases in the Public Administration Act, the assertion that the examiner is ineglible must be genuine. Additionally, they claim that the Administration Act's phrases must be followed because they directly relate to the exam.
Include a summary of the complaint in the final paragraph.
It can be useful to include a brief summary of the complaint if it is lengthy. Reminding the reader of the issue and your desired outcome is what you want to do. You do not need to add up if the complaint is between one and two pages lengthy. For a case handler, a brief summary could be helpful if there are three pages or more.
Simple advices
- If you don't have to, don't write a lengthy complaint. One or two paragraphs long are the length of some of the best complaints. Clearly stating the reasons why the complaint should be upheld is essential. Usually, this can be achieved by making the wording shorter.
- Repeatedly write the complaint. You begin writing a first draught after listing the keywords. Look for anything you can apply as you read the manuscript. Reread it, and consider how the person who reads the complaint will interpret it. Make adjustments as you go.
- Write the complaint calmly, not furiously. A strong complaint is factual and courteous at the same time. It can be challenging to give a good, factual explanation when you're upset. If you must write an angry letter, let it sit overnight before reading it again. Then, perhaps, you wish to alter it.
- Case handlers are not your enemy, keep that in mind. It happens frequently for complaints to be used as an argument against case handlers or other personnel. In actuality, these are humans, just like the complainant. Usually, they desire the best for HVO and the students. Case handlers occasionally make mistakes, just like the rest of us. For that reason, there is no need to mistreat them. When making a complaint, be courteous and factual. You will probably still be supported if your issue is valid!