Student expectation in the   contemporary climate           Dr Clare Milsom       Head of Academic Practice   Liverpool Jo...
‘We support the quality enhancement of the student learning experience andthe professional development of staff. The AEU e...
‘Qualitative’ institutional research: analysis free text commentsLJMU Student Survey: comparative analysis of year 1 and y...
2011 Year 1 LJMU Student Survey ‘Mirror Survey’A12 Has your experience at this university been roughly as you expected Yes...
‘Qualitative’ institutional research: analysis free text comments                                              Explores li...
Time‘a lot less help and time for students than expected’‘There is a low more emphasis on the student doing work at home t...
Expectation in the contemporary climateWhat can history tell us?‘Is there any evidence that trebling fees in 2006 led to a...
‘But these are not just financial changes. They have much deeper implications thanthat. Above all they bring the quality o...
How are we at LJMU scrutinising the ‘student teaching experience’       NSS and ‘Mirror’ Surveys: two most semantically im...
Most students do not leave comments in the NSS questionnaire5.   Definitely agree4.   Mostly agree3.   Neither agree nor d...
No.                          No.                                      respondents    %                      respondents   ...
Students mostly leave negative comments5.   Definitely agree4.   Mostly agree3.   Neither agree nor disagree2.   Mostly di...
No. positive        No. negative                             No. respondents                                              ...
NSS: 9 SRGs                              Positive            Negative           Total580 respondentsComments              ...
Free text comments reflect the satisfaction scores5.   Definitely agree4.   Mostly agree3.   Neither agree nor disagree2. ...
Open response (free text) alignment: subject reporting group               5%       17%                         40%       ...
Bad cop ‘I know you did it just tell me the facts - what happened’Good cop ‘I know that things are hard but why would some...
Sentiment analysisComparisons of main concepts and associated sentiments and strengthConcept          Year 1             Y...
Comparison of the main concepts and their relevance weight by year                          Concept relevanceConcept      ...
Year 1 (mirror)         Year 2 (mirror)         Year 3 (NSS)Favourable   Course     Favourable   Course    Favourable   Co...
Most positively rated concept is courseYear 1: course associated with ‘experience’‘The course as a whole has been a very p...
Sentiment analysisComparisons of main concepts and associated sentiments and strengthConcept          Year 1             Y...
Feedback conceptYear 1: confidence                      Year 2: improvement (formative)‘when I had done something well I g...
Feedback conceptYear 3: judgement (summative) – marks‘Need to know the marking structure for assessments and exactly how t...
University ‘neighbourhood’            Support                                Time:                               Quality  ...
computers                                                       work                                                      ...
Favourable                    Neutral                    Unfavourable Provided, needs and      Closely linked to Universit...
Student expectation in the contemporary climate?‘Life is largely a matter of expectation’ Horace 6.5BC – 8BC75% first year...
Claire Milsom - Student expectation in the contemporary climate
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Claire Milsom - Student expectation in the contemporary climate

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Claire Milsom - Student expectation in the contemporary climate

  1. 1. Student expectation in the contemporary climate Dr Clare Milsom Head of Academic Practice Liverpool John Moores UniversityDr Elena Zaitseva and Dr Martyn Stewart
  2. 2. ‘We support the quality enhancement of the student learning experience andthe professional development of staff. The AEU encompasses Quality andStandards, including learning & teaching policy, Academic Practice,Technology Enhanced Learning and Staff Development’.‘We provide advice across a wide range of issues, from interpretation ofpolicy, curriculum design, development of effective teaching and assessmentpractices, working with institutional data, continuing professionaldevelopment and evaluating teaching interventions.’
  3. 3. ‘Qualitative’ institutional research: analysis free text commentsLJMU Student Survey: comparative analysis of year 1 and year 2 free text responses[Mock NSS/Mirror Survey]: complete 29, 502 words2011 Year 1A12 Has your experience at this university been roughly as you expectedA13 In what way have your experiences been different to what you expectedNational Student Survey: analysis of free text responses: 86, 362 words
  4. 4. 2011 Year 1 LJMU Student Survey ‘Mirror Survey’A12 Has your experience at this university been roughly as you expected Yes 1399 (75%) No 281 (15%) Don’t know 178 (10%)A13 In what way have your experiences been different to what you expected3855 words
  5. 5. ‘Qualitative’ institutional research: analysis free text comments Explores likelihood of a concept being Identifies key Outlines main mentioned in concepts and how themes favourable or they are connected unfavourable context
  6. 6. Time‘a lot less help and time for students than expected’‘There is a low more emphasis on the student doing work at home than in university time’Lectures‘I expected all lectures in lecture theatres and not small classrooms’‘Thought the lectures would be more interesting’‘ Thought there would be a higher of number of lectures for the money I am paying ontuition fees’‘….the work would be more challenging, we would have more lectures and everythingwould be a lot more organised’.Experience‘I expected a more personal experience’‘My halls of residence has been an experience I can only describe as hell.’Work‘Expected more stimulating work, doesnt seem like this is higher education at all’‘short days mixed with large volumes of work.’Feel‘I feel alone and I believe it is just reading for assignments.’‘I feel at home in Liverpool and studying at Liverpool John Moores.’‘i dont feel i have enough support, i feel im told what im doing wrong but not how i coulddo better!’
  7. 7. Expectation in the contemporary climateWhat can history tell us?‘Is there any evidence that trebling fees in 2006 led to any changes in theprovision that was made for student? On the basis of the evidence provided bythese surveys the answer has to be not.’The academic experience of students at English universities 2012 report HEPI 2006 2007 2012 Contact hrs 13.7 14.2 13.9 Private study 13.1 12.7 14.4 Total workload 26 25.5 27.2‘The number of class contact hours has very little to dowith educational quality’ (Gibbs 2010, p.21) Total studenteffort:, ‘time on task’.‘There is no evidence to suggest that quality can bemeasured solely from contact hours’ QAA CEO
  8. 8. ‘But these are not just financial changes. They have much deeper implications thanthat. Above all they bring the quality of the student academic teaching experience tocentre stage.’‘I am sure you are all preparing for a level of scrutiny of the student teachingexperience that you have not had before.’ David Willetts HEFCE Annual Conference April 2012‘There must be action on transparency and fairness of additional costs’‘Learn well through great induction and strong mutual relationships with teacherswho are trusted and respected’ Liam Burns HEFCE Annual Conference April 2012
  9. 9. How are we at LJMU scrutinising the ‘student teaching experience’ NSS and ‘Mirror’ Surveys: two most semantically important themes 29 500 words 33 066 words 86 362 words Year 1 (mirror) Year 2 (mirror) Year 3 (NSS)Favourable Course Favourable Course Favourable CourseUnfavourable Lectures Unfavourable Time Unfavourable LibraryTotal 3533 respondents
  10. 10. Most students do not leave comments in the NSS questionnaire5. Definitely agree4. Mostly agree3. Neither agree nor disagree2. Mostly disagree1. Definitely disagree 0% 0% 0% 0% 0% e ee ee e ee re re gr gr gr ag ag sa sa sa tly ly di di di it e os ly tly r no fin it e M os De fin ee M De gr a er it h Ne
  11. 11. No. No. respondents % respondents left a commentLJMU Year 1 studentSurvey 1858 (32%) 831 45%2011LJMU Year 2 studentSurvey 1674 (30%) 911 55%2011NSS 2011 3279 (65%) 2086 64%
  12. 12. Students mostly leave negative comments5. Definitely agree4. Mostly agree3. Neither agree nor disagree2. Mostly disagree1. Definitely disagree 0% 0% 0% 0% 0% e ee ee e ee re re gr gr gr ag ag sa sa sa tly ly di di di it e os ly tly r no fin it e M os De fin ee M De gr a er it h Ne
  13. 13. No. positive No. negative No. respondents comments commentsLJMU Year 1 student Survey 1858 583 5322011LJMU Year 2 student Survey 1674 543 5152011 No. positive No. negative No. respondents words wordsLJMU Year 1 student Survey 1858 9069 106132011LJMU Year 2 student Survey 1674 8453 106232011 Work too grouped, all due at the same time and sometimes feedback has been late or not at all but only for a few usually it is average. Usually it is difficult to gainGenerally staff are approachable and access to computers or areas to gohelpful with queries. through work as a group.
  14. 14. NSS: 9 SRGs Positive Negative Total580 respondentsComments 478 495 973Words 8818 14886 23704 Feedback is really poor; I dont get any feedback at all. Say for example if I get seventy three percent, I dont get any comments telling me how I could improve. Like facilities wise if you want to use the IT computers or a room Some of the style of teaching is theyre always booked up and you really good. have to do advanced booking.
  15. 15. Free text comments reflect the satisfaction scores5. Definitely agree4. Mostly agree3. Neither agree nor disagree2. Mostly disagree1. Definitely disagree 0% 0% 0% 0% 0% e ee ee e ee re re gr gr gr ag ag sa sa sa tly ly di di di it e os ly tly r no fin it e M os De fin ee M De gr a er it h Ne
  16. 16. Open response (free text) alignment: subject reporting group 5% 17% 40% Reflect scores Partly reflect scores Do not reflect scores Contradict scores 38% Reasons? Not all students leave comments Comments tend to be extremely positive or negative
  17. 17. Bad cop ‘I know you did it just tell me the facts - what happened’Good cop ‘I know that things are hard but why would someonewant to take the jewels’‘Not that scientists discover the truth about nature, nor that theyapproach ever closer to the truth.’ (Kuhn 1970, p.63)‘the practice of science happens at the border between the knownand the unknown…..there is no certainty; there is simply the bestdescription we have of the Universe..... (Cox 2011)
  18. 18. Sentiment analysisComparisons of main concepts and associated sentiments and strengthConcept Year 1 Year 2 Year 3Course Favourable Favourable FavourableFeedback Favourable Unfavourable UnfavourableCoursework Favourable Unfavourable UnfavourableUniversity Favourable Unfavourable UnfavourableTeaching Favourable Favourable FavourableModule Unfavourable Unfavourable UnfavourableLibrary Favourable Favourable Unfavourable
  19. 19. Comparison of the main concepts and their relevance weight by year Concept relevanceConcept Year 1 Year 2 Year 3Course 80 100 98Feedback 30 38 27Lectures 66 56 28Teaching 24 30 26Feel 52 41 26Library 14 17 18
  20. 20. Year 1 (mirror) Year 2 (mirror) Year 3 (NSS)Favourable Course Favourable Course Favourable CourseUnfavourable Lectures Unfavourable Time Unfavourable Library
  21. 21. Most positively rated concept is courseYear 1: course associated with ‘experience’‘The course as a whole has been a very positive experience so far and I look forward to what thefuture holds.’‘I think all areas of the course have been a positive and stimulating experience.’Year 2: ‘able’ replaces ‘experience’. Second year students want a course to facilitate learning‘I have been able to realise my goals’‘The course is able to push me to produce work I would have never thought capable of’‘...building my confidence.....to be able to routinely describe myself as an artist’Year 3: course associated with ‘degree’ and ‘experience’‘I think I have become a better person by studying a degree course.‘It has prepared me for the job opportunities it has given me immediately after finishing mydegree.’‘I have been able to achieve obtaining a degree, which I never thought I would be able to andthis has been due to the helpfulness of my tutors.’‘Placement module in professional area is one of the best experiences for me during academiclife.’
  22. 22. Sentiment analysisComparisons of main concepts and associated sentiments and strengthConcept Year 1 Year 2 Year 3Course Favourable Favourable FavourableFeedback Favourable Unfavourable UnfavourableCoursework Favourable Unfavourable UnfavourableUniversity Favourable Unfavourable UnfavourableTeaching Favourable Favourable FavourableModule Unfavourable Unfavourable UnfavourableLibrary Favourable Favourable Unfavourable
  23. 23. Feedback conceptYear 1: confidence Year 2: improvement (formative)‘when I had done something well I got ‘To enable growth and learninggreat feedback and this boosted my feedback should be timely but it isconfidence’ not’‘.....happy to help and give feedback ‘The worst experience at thison my work.... Tutors are encouraging’ university is with feedback. They might tell us what we did wrong…, but not telling me how to improve it does not help at all.’Staff focus group[Second years] are quite shocked by their marks and there’s definitely not theflattering… it isn’t the ego boosting marks they have had previously and then Ihave to talk to them… it is obviously a learning curve…
  24. 24. Feedback conceptYear 3: judgement (summative) – marks‘Need to know the marking structure for assessments and exactly how thedegree is going to be marked..coursework marks needs to be given sooner withclear feedback’‘When feedback is received it is often just the marks without any commentssometimes just a sentence saying good work or needs more description’‘I feel that I was marked unfairly on one piece of work and was given no helpas of why the feedback given was ambiguous’‘feedback from tutors has not justified the mark given.’
  25. 25. University ‘neighbourhood’ Support Time: Quality Tutor [contact Assurance -University- -University- -University- Interesting delays resources Subject feedback] organisationYear 1 Year 2 Year 3‘I feel that the University is very ‘I am paying a lot of money only ‘I feel that the university is morehelpful’ to be at the university for a day concerned with numbers‘All the staff within the and a half each week which is attending, not the quality of theuniversity are always available’ apparently a full time course. If courses’‘staff have been both helpful Id known all of this before ‘lecturers were sick and theand friendly in helping me settle applying I would have either university didn’t makeat University’ chosen another university or not alternative arrangements’ gone to one at all!’
  26. 26. computers work students coursework time feedback lack facilities‘Very good library facilities and the staff as a whole are very approachable and helpful.’‘Library at my campus does not have enough computers.’‘The only negative would be that when there is a deadline it is often difficult to get acomputer in the library.’‘Too much old material in the library.’
  27. 27. Favourable Neutral Unfavourable Provided, needs and Closely linked to University Computers, available, coursework people, assignmentsLaw, English, Business, Health, Nursing, Pharmacy, Education, ITT, Outdoor Finance environmental sciences, education, Dance, Tourism, Forensic
  28. 28. Student expectation in the contemporary climate?‘Life is largely a matter of expectation’ Horace 6.5BC – 8BC75% first year students state that their experience has been roughly as theyexpected80% satisfaction Q22 NSS‘Value for Money’ strong theme in qualitative dataEvidence that students are expecting more?‘If you fail would you blame yourself?’Two thirds students disagree with this statement

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