Research in to Practice: Building and implementing learning analytics at TribalLACE Project
Keynote by Chris Ballard, Data Scientist, Tribal, given at the LACE SoLAR Flare event held at The Open University, Milton Keynes, UK on 9 October 2015. #LACEflare
Research in to Practice: Building and implementing learning analytics at TribalLACE Project
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HEIR conference 8-9 September 2014: Forsyth and StubbsRachel Forsyth
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J. Stephen Town, Cranfield University.
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LibQUAL+ Exchange, from a workshop delivered at the 8th Northumbria International Conference on Performance Measurement in Libraries and Information Services, 17-20 August 2009, Istituto degli Innocenti, Florence, Italy.
Florence, 2009
HEIR conference 8-9 September 2014: Forsyth and StubbsRachel Forsyth
Rewriting the Rules: Institutional procedural change based on analysis of student feedback
As part of a large JISC-supported institutional project on assessment and feedback, two different types of institutional data were analysed to identify potential changes to assessment procedures and practice. Comments from institutional student survey data were analysed to identify 10,000 comments relating to assessment. Coding of these comments enabled the project team to identify a series of areas for change which were common across the institution, rather than just using the survey data for course-level changes, which had happened in the past. This led to the production of new institutional assessment procedures designed to improve the student experience. Institutional records about assignment types, which had been produced simply to support course validation, were then analysed to discover the ten most common types of assignment in use across the institution. Detailed guidance on implementing the new procedures was then developed for these ten assignment types, which accounted for two-thirds of the total number of assignments being taken by students. The combination of data from different parts of the institution has enabled change to be made and supported in a way novel to the university.
Performance and innovation culture in academic libraries: the role of LibQUAL...Stephen Town
J. Stephen Town, Cranfield University.
Evaluation of Library & Information Services: Does it lead to innovation and effectiveness?
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From assessment to action: Impact of student assessment data on educational policy reform for sustainable future.
Autors: Laura Paviot and Mioko Saito, from IIEP-UNESCO
This presentation was provided by Rachel Lewellen of Harvard University during the NISO event, Assessment Practices and Metrics in the 21st Century Training Session Four held on Friday, November 9th.
How Student Data and Analytics can be used to Target Intervention and Improve...Kelly Rennie
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LibQUAL+ Exchange, from a workshop delivered at the 8th Northumbria International Conference on Performance Measurement in Libraries and Information Services, 17-20 August 2009, Istituto degli Innocenti, Florence, Italy.
Florence, 2009
ESP in the UK: from assessment to actionStephen Town
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Building a resource for practical assessment: adding value to value and impact
1. Building a resource for practical
assessment: adding value to value
and impact
Stephen Town
University of York, UK
Library Assessment Conference, Seattle
Wednesday 6th
August, 2008
2. Summary
• The SCONUL Value & Impact Measurement
Program (“VAMP”) recap
• The Performance Portal
• ‘Value’ options
– UK drivers (TRAC)
– Institutional Case: The Open University’s Best Value
project
– Benchmarking & national statistics
4. The University Context
(from the 2006 Library Assessment Conference,
after Lombardi)
Universities have two “bottom lines”
1. Financial (as in business)
2. Academic, largely through reputation in
• Research (the priority in “leading” Universities)
• Teaching (& maybe Learning)
5. Library Pressures for Accountability
The need is therefore to demonstrate the Library
contribution in these two dimensions:
1. Financial, through “value for money” or related
measures
2. Impact on research, teaching and learning
This also implies that “competitive” data will be highly
valued
6. The Aim & Role of Universities & their
Libraries: cautions for measurement
• Research, Teaching & Reductionism
– ‘Mode 1’ Research & impact ‘transcendental’
– ‘Mode 2’ Research & impact ‘instrumental’
– Value, Price & ‘Mandarinisation’ of research and its
support
– Interdisciplinary research
– Collaborative research across institutions
– Learning as a set of discreet assessed modules
• All of this may damage the idea of Libraries
as ‘transcendent’, collective and connective
services
7. SCONUL Member Survey Findings
• 70% undertaken value or impact measurement
• Main rationales are advocacy, service improvement,
comparison
• Half used in-house methodologies; half used
standard techniques
• Main barrier is lack of tools,
– Creating issues of time and buy-in
8. Member Survey Conclusions
• There is a need to demonstrate value and that
libraries make a difference
• Measurement needs to show ‘real’ value
• Need to link to University mission
• Libraries are, and intend to be, ahead of the game
• Impact may be difficult or impossible to measure
• All respondents welcomed the programme, and the
prospect of an available toolkit with robust and
simple tools
9. VAMP Objectives
• New missing measurement instruments &
frameworks
• A full coherent framework for performance,
improvement and innovation
• Persuasive data for University Senior
Managers, to prove value, impact,
comparability, and worth
10. Missing methods
• An impact tool or tools, for both teaching &
learning and research (from the
LIRG/SCONUL initiative?)
• A robust Value for Money/Economic Impact
tool
• Staff measures
• Process & operational costing tools
11. Program Benefits
1. Attainment & retention of Library institutional
income
2. Proof of value and impact on education and
research
3. Evidence of comparability with peer institutions
4. Justification of a continuing role for libraries and
their staff
5. Meeting national costing requirements for
separating spend on teaching and research
12. Communities of Practice
“groups of people who share a passion
for something that they know how to do,
and who interact regularly to learn how to
do it better”
“coherence through mutual engagement”
Etienne Wenger, 1998 & 2002
13. VAMP Project Structure
• Analysis March-June 2006
• Tools I (Impact) - June 2007
• Site Development - June 2007
• Tools II (Value) - ?
• CoP development
• Maintenance
16. The ‘Performance Portal’
• A Wiki of library performance measurement
containing a number of ‘approaches’, each
(hopefully) with:
– A definition
– A method or methods
– Some experience of their use in libraries (or links to this)
– The opportunity to discuss use
27. The Ontology of Performance
• ‘Frameworks’
• ‘Impact’
• ‘Quality’
• ‘Statistics’
• ‘Value’
• A visual Mind map?
28.
29. Frameworks
Mounted
• European Framework
for Quality Management
(EFQM)
Desired
• Key Performance
Indicators
• The Balanced Scorecard
• Critical Success Factors
• The Effective Academic
Library
30. Impact
Mounted
• Impact tools
Desired
• Detailed UK experience
from LIRG/SCONUL
Initiatives
• Outcome based
evaluation
• Information Literacy
measurement
• More on research
impact
31.
32. Quality
Mounted
• Charter Mark
• Customer Surveys
– LibQUAL+
– SCONUl Survey
– Priority Research
• Investors in People
Desired
• Benchmarking
• Quality Assurance
• ISO 9000s
• ‘Investors in People’
experience
• Opinion meters
• Quality Maturity Model
33.
34. Statistics
Mounted
• SCONUL Statistics &
interactive service
• HELMS statistics
Desired
• Institutional experience
of using SCONUL
statistics for local
advocacy
• COUNTER
• E-resource tools
35. Value
Mounted Desired
• Contingent valuation
• ‘Transparency’ costing
• Staff & process costing,
value & contribution
• E-resource value tools
37. What is value?
• Cost efficiency
• Cost effectiveness
• Cost comparison (Case 3)
• Financial management process standards & audit
• Financial allocation (Case 1)
• Valuation
• Value added
• Return on investment
• Best value (Case 2)
38. Case 1: TRAC
UK Higher Education Transparency
initiative 2000-09
39. Transparent approach to costing
• The standard method for costing in UK HEIs
• Government requirement
• Ending of cross-subsidy (T vs R)
• Research funding based on full economic
costing (fEC)
• Positive effects on funding
• Positive effect on pricing
40. Implications
• All activity to be identified as ‘research’,
‘teaching’ or ‘other’
• Library as other? or
• All library activities either research or
teaching, or a simplistic apportioning to each
• Libraries omitted as a component of research
costs, and therefore as a share recipient
41. Case 2: the UK Open University
Library’s Best Value Program
42. OU Best Value Program Objectives
• To increase the business skills of library
managers & staff
• To develop skills to support customer-
focused, cost-efficient management decision
making
• To develop benchmarking evaluation skills
that balance quality, value and cost
efficiency
43. Strands
• Business reporting
• Process costing and continuous improvement
• Service planning
• Benchmarking
‘to generate real accountability’
44. Business reporting elements
• Library business areas
• Five PIs per area, including cost, quality &
customer impact
• Forecast, variance & remedial action
Has improved use of management information,
efficiency, prioritisation and expenditure
control
45. Process Costing
• Complete process and stage costing
• Average times and skill levels
• Included enquiries, cataloguing, e-resources, IT
support, document delivery, counter services
Has delivered justification for staffing levels against
activity, staffing formulae, redeployment to
priority areas, and process improvements
46. Service plans
• Costed service plans to achieve medium
term improvement and development through
a rolling program
Included document delivery, enquiries,
information literacy, and e-resources
47. Program benefits and outcomes
• Staff development
– cost-conscious decision-making
– business skills
• Management information improvement
• Clarity about customers and use
• Improved quality
• Ability to ‘sell benefits’
49. International Benchmarking initiatives
• OU able to engage and lead an exercise
against distance education Universities
worldwide
• In one 2008 international benchmarking
study
– Only one institution (out of eight) had a comprehensive
costing model
51. Conclusion & Questions
• What do mean by value?
• Why do we not yet have a collective view on
costing approaches?
– Skills deficiency?
– Lack of real need or real financial performance
accountability?
– We would rather not know?
– Are we more intent on increasing budgets than seeking
efficiency improvement?
52. Acknowledgments
• The VAMP Subgroup of SCONUL WGPI
Maxine Melling, Philip Payne, Rupert Wood
• The Cranfield VAMP Team, Darien Rossiter,
Michael Davis, Selena Lock, Heather Regan
• The Open University, Ann Davies
• ‘Value’ Consultants, Sue Boorman, Larraine
Cooper
• Attendees at the York Statistics meeting