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Asking the right questions
- 1. Asking the Right Questions Gareth Oughton
- 2. Overview • Why do we need ‘research’? • Survey or Poll? • Questioning Techniques • Top tips
- 3. Why do we need ‘research’? • Consider the following three questions: • What have you found out from your constituency? • How many of you have evidence to support the matters raised? • How many students have come to you independently?
- 4. Why do we need ‘research’? • Results can lead to decision-making and policy changes • Understand the issues and their cause • Building knowledge and insight • Ensure truthfulness and accuracy • Evidence professionalism “Research can shed light on issues we didn’t even know existed, and can raise questions we hadn’t realised needed asking” Terry Feedman, The Importance of Research for ITC Teachers (2011)
- 6. Polls Surveys Used to ask a single multiple choice question Used to ask multiple questions, and a multiple range of question types Often used to confirm an answer to a pre-existing question Often used not only to confirm answers, but to find out further information Quick way of gathering simple data Slower way of gathering more complex data Good for confirming a point Good for exploring a wider range of issues
- 7. Questioning Techniques These are the most common types of questions that may occur in conversation with your fellow students. Open Questions: Invite a more expansive answer than questions which simply require one word. Closed Questions: Can be answered with a simple ‘yes’ or ‘no. Leading Questions: Subtly (or unsubtly) prompt the responder to answer in a particular way
- 8. Questioning Techniques In the following slides please decide what type of question has been given.
- 9. Questioning Techniques Example 1 Question: ‘Are you feeling better today?’ a) Open b) Closed c) Leading
- 10. Questioning Techniques Example 1 Question: ‘Are you feeling better today?’ a) Open b) Closed c) Leading Although Closed questions do not allow much explanation, they can be useful at the start of a conversation, if only simple information is needed or to clarify a point.
- 11. Questioning Techniques Example 2 Question: ‘What caused the delay in feedback?’ a) Open b) Closed c) Leading
- 12. Questioning Techniques Example 2 Question: ‘What caused the delay in feedback?’ a) Open b) Closed c) Leading Open questions are great for opening discussion and gathering more detailed information. Multiple questions can be used to follow up on a answer for the open question.
- 13. Questioning Techniques Example 3 Question: ‘Do you have any problems with your personal tutor?’ a) Open b) Closed c) Leading
- 14. Questioning Techniques Example 3 Question: ‘Do you have any problems with your personal tutor?’ a) Open b) Closed c) Leading Using the word ‘problem’ rather than asking ‘how’ the relationship with the personal tutor is, suggests to the student that there is a problem. The student may feel pressured to report a problem even though there may not be one.
- 15. Tips for Effectiveness • Plan Plan Plan! • Be open-minded • Be decisive
Editor's Notes
- The aim of this slide is basically to help course reps realise that some students are not going to independently come to them to raise issues, and that it is important to be proactive in their approach of gathering student views. When attending SSCs, they may find that if they approach their departments with claims without evidence that they may feel ignored or not listened to. As well as research being a fantastic tool (next slides), it can also make you feel more confident as a course rep to come to a meeting prepared. This is why they have been provided with NSS data and previous SSC notes – we are passionate about making sure you are as informed as you can be when attending meetings. However, it is also important that Course Reps do collect their own data.
- In this slide, it’s important to emphasise that as a Union community we have a research-based approach led by the most up to date of student opinions. Main thing is that it’s their role to listen to students, but as a course rep the best way to make change is by providing evidence. You can also talk about transferable skills if you like/
- Conducting simple pieces of research with your peers is an easy way to gather evidence to empower you to make change during SSC meetings. However, to save your precious time, it is important to conduct a piece of research that is appropriate. Polls and surveys are both very useful when gathering evidence, but have different applications. Now before you change slides you could ask the room what they think the difference is between surveys or polls, or alternatively when they would use each one. The next slide contains a basic overview of what they contain.
- Poll: Single multiple choice question, for example, could be ‘have you ever received late essay feedback for module BS1009?’ - Yes/No poll - Used to quickly gather basic quantitative data - Can be conducting via social media (facebook, twitter), via the Union website and via Survey Monkey, and in person Survey: 2) Can ask a variety of different questions, including multiple choice, but also free text questions. - appropriate when you are investigating a topic for the first time or in detail, such as student support on your course - Takes a bit more time to design and analyse, however provides you with more detailed data - can be conducted for free on Survey Monkey (if your survey is short) and in person It is good practice to always ask for informed consent when doing any data collection, however it is essential to retrieve informed consent if you are collecting any personal data, such as email addresses. If you choose to do this, ensure you store this data securely in a password protected file or USB to ensure the data isn’t accidentally shared with anybody else. To make your life easier, don’t collect any identifiable data unless it is absolutely necessary.
- 1)Whether you are speaking to staff or students, plan and prepare what you want to say. Some people find it helpful to write down a list of things they wish to ask or raise. Before you even go out and speak to your peers, think about what you want to find out and the kind of questions you need to ask to get there. 2) Sometimes you might disagree with something that is raised at an SSC. If you strongly believe in it, go out, ask your peers (using unbiased, non leading questions), and get some evidence to support your way of thinking. Conversely, a group of your peers may come to you asking for support in an area you don’t feel is a priority. However, as course rep it is your role to investigate as necessary 3) If you have the evidence to back you up, be decisive and confident at your SSC Add whichever other things you like here