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Strategic use of student engagement data: Measuring what matters

Strategic use of student engagement data: Measuring what matters. Dr Camille B. Kandiko King’s College London Network of Deputy Vice-Chancellors, Pro Vice-Chancellors and Vice-Principals Thursday 14 November 2013 Strand Palace Hotel, London. Background: Student engagement (UK).

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Strategic use of student engagement data: Measuring what matters

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  1. Strategic use of student engagement data: Measuring what matters Dr Camille B. Kandiko King’s College London Network of Deputy Vice-Chancellors, Pro Vice-Chancellors and Vice-Principals Thursday 14 November 2013 Strand Palace Hotel, London

  2. Background: Student engagement (UK) The participation of students in quality enhancement and quality assurance processes, resulting in the improvement of their educational experience (QAA Quality Code, Chapter B5)

  3. Background: Student engagement (US) the time and effort students devote to activities that are empirically linked to desired outcomes of college and what institutions do to induce students to participate in these activities (Kuh, 2009: 683)

  4. NSS Gathers opinions on the quality of students' courses. The purpose of this is to contribute to public accountability and help inform the choices of prospective students

  5. NSSE asks: • how students spend their time, • what students feel they have gained from classes, • student evaluation of the quality of their interactions with academics and students • the value of other important educational activities. 

  6. NSSE Benchmarks • Academic Challenge • Learning with Peers • Experiences with Faculty [Academics] • The Learning Environment • High-Impact Practices

  7. Engagement vs satisfaction • Measuring learning and cognitive change • Setting student expectations • Student interpretation and understanding • Disciplinary difference • Administration • Dissemination of results • Departmental support or resistance

  8. King’s Experience Survey More engaged students, measured across 17 different scales and benchmarks, also report significantly higher levels of satisfaction Strongest predictors of satisfaction: Feedback, Academic Support and Student-Academic Relationships

  9. Management/Administration

  10. Academics

  11. Students

  12. Partnership

  13. For students • to get their voice heard • to give feedback that can change their student experience • to learn about how other students spend their time and additional opportunities • students as active agents in their learning rather than as customers

  14. For management • data for evidence-based planning and resourcing, in new regulatory environment • support development of feedback structures and assessment policies • co-curricular offer • marketing materials • integration of strategic vision with lived experience

  15. Engage students! • Student (paid) internships • Feedback and collaboration on survey design • Cognitive interviewing to revise surveys • Market and promote surveys • Analysis • PhD students • Work experience • Seek, ask and report on feedback • Work WITH not FOR students

  16. Discussion questions • National/cultural norms and context embedded in surveys • How to position with NSS • Engagement data more than “nice to have” • How to link with module and course-based evaluation • Who has responsibility learning and change • Regulatory drive • Structures that support student engagement • How are students positioned? (learners? customers?)

  17. Further data and next steps • National HEA-coordinated pilot of 14 questions available • Wider pilot open for 2013-14 • Will feed into review of the NSS in 2015 (coordinated through HEFCE/BIS)

  18. Future directions “What has become ever more apparent is that what is valued is what is funded and what is funded is what is measured” (Banta and Associates 2002, p. 273)

  19. References Banta, T., & Associates (2002). Building a scholarship of assessment. San Francisco: Jossey-Bass. Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50(6), 683– 706. Quality Assurance Agency (2012). UK Quality Code for Higher Education. Part B: Ensuring and Enhancing Academy. Chapter B5: Student Engagement. Gloucester: QAA.

  20. Questions? Contact information: Camille B. Kandiko camille.kandiko@kcl.ac.uk @cbkandiko @KCL_KES Thank you! www.heacademy.ac.uk/resources/detail/nss/engagement_for_enhancement

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