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All about the numbers?

All about the numbers?. Dr Rachel Spacey  Research Fellow rspacey@lincoln.ac.uk. Rebecca Sanderson Research Assistant rsanderson@lincoln.ac.uk. Evaluating the Access Covenant at a post-92 university. Access Covenant.

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All about the numbers?

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  1. All about the numbers? Dr Rachel Spacey  Research Fellow rspacey@lincoln.ac.uk Rebecca Sanderson Research Assistant rsanderson@lincoln.ac.uk Evaluating the Access Covenant at a post-92 university

  2. Access Covenant “…a particular emphasis on students from rural, coastal and dispersed communities in South Lincolnshire”

  3. Evaluation of the Access Covenant • Mixed methods • Interviews with staff • Survey of all students • Interviews with students (hopefully longitudinal)

  4. Recurring concerns about data

  5. They don't see the full story I don't have the data to answer that Anonymity and all that "It's the ones that don't walk in through the door that I worry about..."

  6. GDPR problems It's difficult to ask Informed consent Stigmatising Assumptions • It's for their own good • Data informed is the future • There's no other way

  7. Solutions? Practical Problems

  8. Questions?

  9. Askinadze, A. and Conrad, S. (2018) Respecting Data Privacy in Educational Data Mining: An Approach to the Transparent Handling of Student Data and Dealing with the Resulting Missing Value Problem. In: 2018 IEEE 27th International Conference on Enabling Technologies: Infrastructure for Collaborative Enterprises (WETICE), Paris. Available from https://ieeexplore.ieee.org/document/8495927 [accessed 20 February 2019].  Department for Education (2017) Greater Lincolnshire Area Review. Final Report. Available from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/634571/Greater_Lincolnshire_Area_Review_Report_FINAL.pdf  [accessed 20 February 2019].  Harrison, N. and Hatt, S. (2010) “Disadvantaged learners”: Who are we targeting? Understanding the targeting of widening participation activity in the United Kingdom using geo-demographic data from Southwest England. Higher Education Quarterly, 64(1), 65-88.  Holland, N., Houghton, A-M., Armstrong, J. and Mashiter, C. (2017) Accessing and assessing appropriate widening participation data: an exploration of how data are used and by whom.  Studies in Continuing Education, 39(2), 214-233.  Lincolnshire Research Observatory/ Lincolnshire County Council (2008) Lincolnshire: A Changing and Challenging Landscape. Lincoln: Economic Regeneration Department.    Morgan, M. (2019) We need more big data now [WONKHE]. Available from: https://wonkhe.com/blogs/we-need-more-big-data-now/ [accessed 20 February 2019].  Open Data Institute (2018) ODI survey reveals British consumer attitudes to sharing personal data. Available from: https://theodi.org/article/odi-survey-reveals-british-consumer-attitudes-to-sharing-personal-data/  [accessed 20 February 2019]. Sela K. (2018) GDPR and ethical challenges to evaluating widening participation activities: A case study. Widening Participation and Lifelong Learning, 20(3), 14-26.   Stevenson, J., O' Mahony, J., Khan, O., Ghaffar, F. and Stiell, B. (2019) Understanding and overcoming the challenges of targeting students from under-represented and disadvantaged ethnic backgrounds. Report to the Office for Students. Available from: https://www.officeforstudents.org.uk/media/d21cb263-526d-401c-bc74-299c748e9ecd/ethnicity-targeting-research-report.pdf[accessed 20 February 2019].  University of Lincoln (2016) University of Lincoln Access Agreement Academic Year 2017/18. Available from: https://webarchive.nationalarchives.gov.uk/20180511113017/https://www.offa.org.uk/agreements/University%20of%20Lincoln%201718.pdf [accessed 20 February 2019].  References

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