This project develops a methodology to interpret variation in NSS scores across British HEIs with the aid of contextual information.

1. Dr Fabio R. Aricò
School of Economics
University of East Anglia
F.Arico@uea.ac.uk
Empowering the
NSS
with the use of contextual information
CRITICISM
National Student Survey (NSS)
• Running since 2005
• Born as orientation tool for prospective students
• Increasing relevance and participation:
Quality Assurance
Fundamental to Government’s White Paper 06/10
“Students at the Heart of the System”
Reference point to KIS indicators and League Tables
QUESTIONS
• Rough instrument – Difficult to interpret
BACKGROUND
• How to improve/preserve NSS scores
or relative positioning?
• Does not measure Student’s Engagement
• How to use the NSS output to
improve the Student’s Experience?
• Biased by students’ “survey fatigue”
• How to use the NSS output to
improve learning & teaching?
• Used in a strategic way by many institutions
EMPOWERED APPROACH TO THE NSS
Student’s Experience
measured by NSS
Inner L&T Factors:
•
•
•
•
teachers and teaching administration
students/teacher ratio
IT provision and L&T facilities
student population composition...
Outer Contextual Factors:
•
•
•
•
geographic location, climate
shopping and services
travel and transport
rate of criminality...
Inner Contextual Factors:
• campus environment • catering and recreation
• sports facilities
• advice and support...
METHODOLOGY
1. for each HE institution, collect data on:
Inner L&T factors, Inner Contextual Factors, and Outer Contextual Factors
data is publicly available
EXAMPLE
Consider:
No.PCs
= Inner L&T Factor
directly measured by NSS
under HE control
No.Bars
= Inner Contextual Factor
not directly measured by NSS
under HE control
Criminality = Outer Contextual Factor
not directly measured by NSS
not under HE control
2. estimate the relative impact of each factor affecting the NSS score
3. use the empirical findings to bring appropriate changes or to react strategically
ADVANTAGES
Estimate:
NSS = 3
•
can assess what is the relative impact of different L&T dimensions on student’s
satisfaction and provide feedback to administration and teaching practices
Problem:
Criminality
•
can counteract the negative effect of factors not under HE control by introducing
“compensation policies” create “own” specific model of excellence
Solutions:
•
can use the model to dialogue with local and central government authorities
1. dialogue with police authorities to increase security
2. No.PCs 1
NSS 3 points (back to previous level)
3. No.Bars 2
NSS 4 points (even 1 point higher)
•
can use the model to provide consultancy to HE institutions
Conclusion:
choose the cheapest / most convenient / most effective option to
preserve or to increase the NSS score create own way to be excellent!
(No.PCs) + 2
1%
(No.Bars) – 3
NSS
(Criminality Rate)
3 points