Student Feedback: The National Picture

1
Student Feedback The National Picture

• Queens University Belfast
• 24 May 2006

2
CHERIs research

• About mechanisms for collecting and using student
  feedback (HEFCE)
• - focus on quality and standards of learning
  and teaching
• - processes as used by HEIs in England and N
  Ireland
• Similar research in Scotland (QAA)
• Work with individual universities
• Review of QAA audit reports

3
What are HEIs doing?

• All HEIs are collecting student feedback
• Mechanisms are varied
• - questionnaires/surveys (at various levels)
• - student reps (course and institutional
  committees)
• - staff student liaison committees
• - other
• - informal
• Mechanisms tend not to be used in isolation

4
Why are they doing it? (1)

• It is seen as central to internal quality
  assurance processes (but not exclusively)
• It helps enhance the students experience and
  contributes to the improvement of teaching and
  learning
• It contributes to monitoring and review of HE
  provision
• To comply with and be accountable to external
  quality assurance arrangements

5
Why are they doing it? (2)

• Central to quality assurance, but just one form
  of evidence - albeit an important one
• Multiplicity of purposes often stated (often
  related to different levels/uses)
• Need for clarity about purpose and intended use

6
How are they doing it (questionnaires)?

• Feedback collected at various levels - related to
  purpose
• Module/unit
• Individual lecturer
• Programme/course
• Department/faculty/school
• Specific institutional support services
• Institution-wide

7
Using questionnaires issues raised (1)

• Questionnaire fatigue
• Ritualism and cynicism
• Inclusivity
• Questionnaire design
• Open v closed questions
• Standard v non-standard

8
Using questionnaires issues raised (2)

• Administration
• Timing
• Processing results central v local
• Analysis and interpretation
• Actions and decision-making
• Feedback to students

9
How well are they doing it?

• All HEIs are collecting student feedback but
  questions about how effectively the results are
  being used
• Specific issues relate to
• - purpose and use
• - quantity and quality
• - analysis and users needs
• - decision-making v black holes
• - feeding back information to students

10
What do staff think?

• Questionnaires are least effective response
  rates, questionnaire fatigue
• Face to face/informal mechanisms and SSLCs are
  most effective
• Lack of resources, staff time and student
  engagement impede the effective use of student
  feedback
• Electronic/online mechanisms - possible solution

11
What do students think?

• Students are not necessarily overloaded with
  questionnaires, but feel theres no point in
  taking them seriously
• Reasons include
• - insufficient time to complete questionnaires
• - purpose and use not clear
• - they feel their views are ignored
• - they dont see changes taking place
• - they have moved on if/when change does take
  place

12
How can practice be improved?

• Purposes and uses
• Use of a combination of mechanisms
• Student reps (recruitment, representation,
  training)
• Analyses of questionnaires need to be in an
  appropriate form
• Closing the loop
• Dissemination practices to students

13
Student feedback cycle
STUDENT FEEDBACK CYCLE
14
A case study

• Review of student feedback processes at one
  university
• Comprised a review panel (internal/external
  members)
• Each school produced a SED
• Panel held meetings with staff and students over
  two days

15
A case study findings (1)

• Variety and complexity of practice
  (questionnaires, SSLCs)
• Informal feedback important
• Variety of questionnaires used purpose not
  clear
• Staff and students sceptical about use of
  questionnaires

16
A case study findings (2)

• General support for standardised questionnaire
  processed centrally
• Students wanted processes to be more transparent
  and better communication of actions taken
• Overall, lack of clarity about the purpose of
  student feedback and its use

17
A case study recommendations (1)

• SSLC should be central mechanism for all students
• Number of questionnaires should be reduced one
  standard end-of-stage
• Establish a biennial institution-wide survey of
  student satisfaction

18
A case study - recommendations (2)

• Module reports (to include SSLC action points,
  informal feedback and assessment results)
• Online publication of SSLC action points, module
  reports, questionnaire results
• University to work more closely with the students
  union re SRs
• Good practice to be shared across the university