Lee Harvey

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Lee Harvey
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Types of feedback from students
Module-level feedback
Student Student Student
Student Student Student Student
Teacher Teacher
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Types of feedback from students
Teacher assessment
Student Student Student
Student Student Student Student
Teacher Teacher
Line manager/staff developer
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Typical teacher assessment questions

• Presents material in a well-organised way.
• Communicates clearly.
• Is responsive to the learning needs of students.
• Returns graded coursework on time.
• Makes assessment criteria clear.

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Types of feedback from students
Programme-level feedback
Student Student Student
Student Student Student Student
PROGRAMME
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Types of feedback from students
Programme-level feedback
Student Student Student
Student Student Student Student
Module
Module
Module
Module
Learning resources
Programme organisation
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Types of feedback from students
Institution-wide feedback
Student Student Student
Student Student Student Student
Total student experience across the institution
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Student satisfaction survey
Student Student Student
Student Student Student Student
All aspects of the learning experience
Institution-wide
Annual
Satisfaction
Importance
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Decision-making
The Student Satisfaction approach integrates
student views into management strategic
decision-making
by identifying clear areas for action.
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Requirements

• an ongoing process of exploration and analysis of
  student views on their learning experience

• the establishment of an accountability procedure
  to ensure that concerns are addressed

• a clearly defined action-cycle to ensure
  improvement.

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Requirements

• an ongoing process of exploration and analysis of
  student views on their learning experience
• the establishment of an accountability procedure
  to ensure that concerns are addressed
• a clearly defined action-cycle to ensure
  improvement.

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Requirements

• an ongoing process of exploration and analysis of
  student views on their learning experience
• the establishment of an accountability procedure
  to ensure that concerns are addressed
• a clearly defined action-cycle to ensure
  improvement.

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Requirements

• an ongoing process of exploration and analysis of
  student views on their learning experience
• the establishment of an accountability procedure
  to ensure that concerns are addressed
• a clearly defined action-cycle to ensure
  improvement.

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Why invest in Student Satisfaction?
The Student Satisfaction approach involves a
significant investment, both in terms of
dedicated resources and commitment to continuous
quality improvement.
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Benefits

• demonstrates commitment to students
• focuses on the student learning experience
• ensures that strategic management decisions are
  based on reliable and valid information about
  students concerns
• provides a clear set of procedures for a process
  of CQI
• provides a means of benchmarking over time.

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Student Satisfaction approach

• student-determined questions
• satisfaction and importance ratings
• management information for action
• feedback to stakeholders.

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Student Satisfaction approach

• student-determined questions
• satisfaction and importance ratings
• management information for action
• feedback to stakeholders.

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Student Satisfaction approach

• student-determined questions
• satisfaction and importance ratings
• management information for action
• feedback to stakeholders.

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Student Satisfaction approach

• student-determined questions
• satisfaction and importance ratings
• management information for action
• feedback to stakeholders.

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Priority action areas
Areas that are important to students but where
students are dissatisfied, are priority areas
for management intervention.
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Satisfaction cycle
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Satisfaction cycle
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Satisfaction cycle
Focus groups
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Focus groups of students
Sample of taught groups
faculty mode of study year level
Approximately 1 group per 1000 students
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A typical focus-group session

• Students individually identify good and bad
  aspects of their experience.
• (Individual response form)
• Small groups discuss and agree on a set of good
  and bad points.
• (Group response form)
• A plenary discussion identifies the key issues of
  concern.
• (Researcher records discussion)

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A typical focus-group session

• Students individually identify good and bad
  aspects of their experience.
• (Individual response form)
• Small groups discuss and agree on a set of good
  and bad points.
• (Group response form)
• A plenary discussion identifies the key issues of
  concern.
• (Researcher records discussion)

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Individual feedback
Please list some of the good things about
studying at UCE
Good
Why?
Please list some of the bad things about studying
at UCE
Bad
Why?
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A typical focus-group session

• Students individually identify good and bad
  aspects of their experience.
• (Individual response form)
• Small groups discuss and agree on a set of good
  and bad points.
• (Group response form)
• A plenary discussion identifies the key issues of
  concern.
• (Researcher records discussion)

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A typical focus-group session

• Students individually identify good and bad
  aspects of their experience.
• (Individual response form)
• Small groups discuss and agree on a set of good
  and bad points.
• (Group response form)
• A plenary discussion identifies the key issues of
  concern.
• (Researcher records discussion)

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Small group feedback
Please list some of the good things about
studying at UCE
Good
Why?
Please list some of the bad things about studying
at UCE
Bad
Why?
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A typical focus-group session

• Students individually identify good and bad
  aspects of their experience.
• (Individual response form)
• Small groups discuss and agree on a set of good
  and bad points.
• (Group response form)
• A plenary discussion identifies the key issues of
  concern.
• (Researcher records discussion)

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Satisfaction cycle
Focus groups
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Satisfaction cycle
Focus groups
Depth interviews
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Satisfaction cycle
Focus groups
Qualitative comments
Depth interviews
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Typical topics

• Library services
• Computing services
• Refectories
• Accommodation
• Course organisation assessment
• Learning and teaching
• Social life
• Self-development
• Financial circumstances
• University environment

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Types of question
Three kinds of question are asked about the topics

• satisfaction ratings
• importance ratings
• patterns of use of facilities or preferences.

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Types of question
Three kinds of question are asked about the topics

• satisfaction ratings
• importance ratings
• patterns of use of facilities or preferences.

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Types of question
Three kinds of question are asked about the topics

• satisfaction ratings
• importance ratings
• patterns of use of facilities or preferences.

But only where they clarify satisfaction, not
for their own sake
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Satisfaction cycle
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Satisfaction cycle distribution
Letter and questionnaire to term-time address
Follow-up letter and second questionnaire
Reminder letter
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Steps to maximise response

• relevance of student-determined questions
• mailed to term-time addresses
• timing
• multiple mailshots
• prize draw
• length of questionnaire.

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Satisfaction cycle
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Satisfaction cycle analysis of results
Year
Faculty
Mode
Level
Usage of facilities
Gender, age ethnicity
CHANGES OVER TIME
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Satisfaction cycle
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Satisfaction cycle report
Indicates action priorities
Non-statistical
Breakdowns by actionable areas
Includes textual analysis
GRAPHS OF CHANGES OVER TIME
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Satisfaction and importance ratings
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Satisfaction and importance ratings
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Satisfaction and importance ratings
3.4 5.6
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A-E grid
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A-E grid
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Satisfaction and importance ratings
3.4 5.6
D

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Satisfaction and importance ratings
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Satisfaction and importance ratings
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Satisfaction and importance ratings
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Satisfaction and importance ratings
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Indicative
The Student Satisfaction research provides
indicative information about areas for action.
It is incumbent on the appropriate managers to
address concerns raised by students. Proposed
action should be informed by local evidence.
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Indicative
The Student Satisfaction research provides
indicative information about areas for action.
It is incumbent on the appropriate managers to
address concerns raised by students. Proposed
action should be informed by local evidence. So,
the results of local feedback (such as
module-level feedback), need to be integrated
with the issues raised by the Student
Satisfaction survey.
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Institution-wide survey and module-level feedback
Institution-wide satisfaction survey
Programme-level quantitative data and
qualitative comments
Published report
Correspondence with PD
Programme annual report
Module-level feedback
Module-level feedback
Module-level feedback
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Satisfaction cycle
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Satisfaction cycle consultation
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Consultation process
Annual satisfaction report
VC
Board of Governors
Senate
DD
Centre for Research into Quality
Faculty Boards
Heads
Programme Boards
All staff
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Satisfaction cycle
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Satisfaction cycle feedback
ProgrammeBoards of Study
Articles in student newspaper
FEEDBACK FLYER Update of action following the
last survey
Mailed out with questionnaire
Placed in libraries and resource centres
Distributed via Students Union
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Satisfaction cycle
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Quality culture
The Student Satisfaction approach goes
hand-in-hand with the development of a culture of
continuous quality improvement (CQI).
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Quality culture
Staff must be persuaded about CQI. The cycle can
be seen as threatening. Staff must be convinced
that Student Satisfaction is part of the CQI
process and not a vehicle for recrimination.
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Quality culture
Staff must be persuaded about CQI. The cycle can
be seen as threatening. Staff must be convinced
that Student Satisfaction is part of the CQI
process and not a vehicle for recrimination.
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Quality culture
Staff must be persuaded about CQI. The cycle can
be seen as threatening. Staff must be convinced
that Student Satisfaction is part of the CQI
process and not a vehicle for recrimination.
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Quality culture
The cycle can be seen as threatening. Staff must
be persuaded about CQI. Staff must be convinced
that Student Satisfaction is part of the CQI
process and not a vehicle for recrimination.
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Quality culture
The cycle can be seen as threatening. Staff must
be persuaded about CQI. Staff must be convinced
that Student Satisfaction is part of the CQI
process and not a vehicle for recrimination. Thi
s takes time!
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Quality culture
Student Satisfaction is a central, and very
effective element, in a process of continuous
quality improvement.
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Thank you for your attention