engaging students in quality assurance: the challenge of embedding unit feedback processes and...
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Engaging Students in Quality Assurance:
The Challenge of Embedding Unit Feedback Processes and Enhancing the Student Learning Experience.
Sara Briscoe, Susan Patrick & Dr Ann ReadSouthampton Solent University
Background
“It is increasingly important for institutions to ensure that feedback is collected effectively and
used wisely” HEFCE
Lead from Wider HE environment and QAA; The student is a primary stakeholder in the HE process;Student Voice and Closing the Feedback Loop;Robust student feedback to inform quality enhancement
activities;SSU Student Feedback Project;Core HE Product: Teaching & learning provision at unit Level.
Methodology
Student focus groups Educational Developer focus groupIn-depth interviews with HEI Quality Departments
Choices in Unit Feedback design cover a range of topics:Purpose and design of the processResponsibility for processLevel of standardisation v customisation across facultiesQuantitative and/or Qualitative dataStudent anonymity/confidentiality issuesOnline or paper based surveyTiming and frequency of the surveyWho collects & disseminates the dataUse of the data
Briscoe S. & Patrick S. (2006)
Case Study: SSU Feedback Model
UNIT REPORT
Record of formalised reflection
Analysis centrally
Incremental improvements in T & L (Unit)
APM
Analysis
centrally
STUDENT LEARNING
EXPERIENCE
STUDENT
LEARNING
EXPERIENCE
End of Unit Survey
Unit Statistics
Within unit feedback
UNIT
LEADER
Unit Feedback Processes & Issues
ProcessMost HEI are collecting similar data regarding:
• Clarity of aims of the unit• Workload manageability• Enjoyment• Appropriateness of assessment
IssuesStandardisation/customisationResponsibility for processInternet or paperResponse rates & timingAdministrative burdenAnonymity & Confidentiality issuesLecturer resistance/student engagementWithin unit feedback dialogueOversurveying
Use of Student Feedback
UnitPrimary use of unit level feedback Annual unit report, external examiner & exam boardsPeriodic reviewStaff performance
CourseCourse monitoring/programme review
InstitutionalFeedback policies reflects importance at Institutional levelAcademic Quality & Standards/Learning and Teaching Units Data still being used to prove rather than improvePotential to combine with other student data sets
Closing The Loop
QAA – ‘area ripe for development’Continuing lack of transparency to students Aid student engagement Student involvement in process designMethods:
•Feedback portfolio involving student representation, course meetings, focus groups etc could be utilised
•‘You said, we did’ campaigns most common method •VLE/email/handbooks
What about future students?
Issues for HEIs to Consider:
Is there a need to survey every unit every time it is delivered? Some degree of customisation of unit surveys may help to engage students and lecturers with the processBetter information rather than more dataA formal feedback policy for all stakeholdersGreater use should be made of unit feedback at institutional level in strategic decision making and policy designThere is inconsistent practice of effectively closing the loop with student unit feedbackBenchmarking at unit level is still rare in the HE sector and there is very little information regarding best practice
Barrie S, Ginns P, & Prosser M, 2005, Early impact and outcomes of an institutionally aligned, student focused, learning perspective on teaching quality assurance. Assessment & Evaluation in Higher Education Vol 30, No 6, pp 641-656Barrie S, 2001, Background to the Unit of Study Evaluation.Biggs J; Kember D; Leung D Y P, The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology; Mar 2001; 71, Brennan J et al HEFCE, 2003, Collecting and using student feedback on quality and standards of learning and teaching in HE, the Centre for Higher Education Research and Information, NOP Research Group and SQW Ltd Brennan J, Williams R HEFCE, March 2004, Collecting and using student feedback: a guide to good practice Learning and Teaching Support Network, and the Centre for Higher Education Research and Information Briscoe S & Patrick S, 2006, Southampton Solent University Feedback Model, Unpublished Briscoe S & Patrick S, 2008, Southampton Solent University Feedback Project: Workshop Discussion at SEDA Spring Conference May 2008: Engaging Student ExpectationsHEFCE, 2002, Information on Quality and Standards in Higher Education, HEFCE 02/15 March Report Institute for Teaching & Learning, The University of Sydney, 2008, USE (Unit of Study) University Policy NOP Research Groups and SQW Ltd, May 2003, Collecting and Using Student Feedback on Quality and Standards of Learning and Teaching in HE. A Report to HEFCE by the Centre for Higher Education Research and Information. Prosser M, HEA, 2006, Student Surveys and the Student Learning Experience QAA, 2005, Outcomes From Institutional Audit: Student Representation And Feedback Arrangements QAA 090 10/05 QAA Report on the third institutional liaison conference. 8 May 2007, London
Contact Details:
Sara BriscoeAcademic Leader
(Enhancement)
02380 [email protected]
Susan PatrickAcademic Leader (Recruitment
& Retention)
02380 [email protected]