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The National Student Survey (NSS)

The National Student Survey (NSS). Richard Puttock – Senior Analyst Julian Martin – Policy Officer. How did TQI come about ?. Up until 2001, QAA assessed teaching quality at each department (statutory duty) In 2001 it was agreed to move to a new system of QAA institutional audit and TQI

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The National Student Survey (NSS)

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  1. The National Student Survey (NSS) Richard Puttock – Senior Analyst Julian Martin – Policy Officer

  2. How did TQI come about ? • Up until 2001, QAA assessed teaching quality at each department (statutory duty) • In 2001 it was agreed to move to a new system of QAA institutional audit and TQI • New quality arrangements based on: • Institutions’ autonomy and responsibilities • Lightness of touch • Informing stakeholders

  3. What’s included on the TQI website? • Quantitative data on : • Qualifications on entry • Continuation • Achievement • Destinations

  4. What’s included on the TQI website? • Qualitative data: • External examiner report summaries • Internal review report summaries • Student feedback

  5. How did NSS come about ? • Desire to include student voice • Investigation to see whether HEIs’ own student feedback would be suitable for publication • Concluded that a new survey needed • Extensive NSS pilot carried out

  6. The Questionnaire • 21 closed questions in 6 areas • Teaching quality • Assessment and feedback • Academic support • Organisation and management • Learning resources • Personal development • One summative question • 2 open ended questions

  7. Survey process • Target list generated from HESA records • Survey agency collected contact details • Survey agency attempted to contact students • E-mail/website • Post • Phone • Opt-out available

  8. Survey progress • Started contacting students in January • Main survey phase nearly complete • Current overall response rate: 56%

  9. Outcomes • Results will be • published on the TQI site • Fed back to institutions/SUs • The Survey will be reviewed and assessed • Analysis of the overall results will be carried out and disseminated to the academic community

  10. Effects of using HESA data • Advantages • Consistent coverage one algorithm all HEIs • Less burden on HEIs • Disadvantages • Students may not always be in final year • Relies on good data from HEIs

  11. Crucial HESA fields (1) • Course length (SPLENGTH/UNITLGTH) • Year of Programme (YEARPRG) • Start date (COMDATE)

  12. Crucial HESA Fields (2) • FTE (STULOAD) • Source of funding (FUNDCODE/MSFUND) • Special students (SPCSTU) • Qualification aim (QUALAIM) • Subject of qualification aim (also TQI)

  13. Changes for 2006 • Target lists generated by HESA during collection • Type D exclusions not allowed • Explicit exclusion of one year PT courses • Simplification of expected end algorithm • Probable exclusion of students included in 2005 survey

  14. Presentation of data (1) • Based on subject groups (41 default) • Basket metaphor • Initially 6 scales plus overall satisfaction • Question level detail available

  15. Presentation of data (2) • Require 30 responses • Require 50% of students to respond • If data not available offer at next level up

  16. Timetable for remainder of 2005 Survey • Early-April preview of student allocation to cells • Mid-April survey work completed • Early July results preview via IPSOS • Late August preview via TQI • Early September launch on TQI • September Detailed feedback to HEIs

  17. Any Questions ? www.tqi.ac.uk www.thestudentsurvey.com

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