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Purpose of session

Using the NSS to enhance teaching quality 22 nd June 2011 Dr Alex Buckley The Higher Education Academy. Purpose of session. An overview of how institutions and departments use the NSS for the enhancement of learning and teaching. The route from the data to the enhancement. Background.

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Purpose of session

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  1. Using the NSS to enhance teaching quality22nd June 2011Dr Alex BuckleyThe Higher Education Academy

  2. Purpose of session An overview of how institutions and departments use the NSS for the enhancement of learning and teaching. The route from the data to the enhancement

  3. Background Enhancement was not an original aim of the NSS • Student choice • Quality assurance • (Enhancement) The HEA’s role: Helping institutions, faculties and departments realise the enhancement potential of the NSS

  4. The “Key Information Set” (KIS) • Course information for prospective students, to be available on institution websites from September 2012 • 8 questions from the NSS: • Teaching (explaining things, making things interesting) • Feedback (promptness, helping to clarify understanding) • Advice and support • Resources (library and IT) • Overall satisfaction

  5. French Studies, Q22 (average question response = 51)

  6. 1. Exploring results NSS results are indicative, not conclusive; they provide a starting-point for further investigation, not an end-point • Appropriate benchmarking • Triangulation with internal surveys • Use of the qualitative data

  7. 1. Exploring results: a) Appropriate benchmarking • Differences between universities: small but highly reliable • Differences between courses: larger but often unreliable • Differences between disciplines: stable and reliable and large - “the largest single effect” “When benchmarking we either have to look at institutions that are teaching similar students, similar subjects in similar ways...or be very aware of the differences” (Sheffield Hallam)

  8. 1. Exploring results: a) Appropriate benchmarking “Administrators within a given university typically compare NSS ratings in different course areas within their university as one basis of evaluating which academic units are relatively stronger or weaker. However...there are systematic differences between disciplines averaged across all universities” Marsh and Cheng (2010)

  9. 1. Exploring results: b) Triangulation with other data NSS data needs contextualisation ‘Internal’ surveys can be: • Detailed • Flexible • Targeted Using NSS questions in internal surveys • Care that the NSS doesn’t replace internal surveys

  10. 1. Exploring results: c) Free-text data Quantitative data can tell you what the issues might be, free-text data can help you to deal with them Insights from analysis of the qualitative data: • Value for money • Impact of individual teachers • Complex issues • trust in tutors • feeling cared for • sense of belonging

  11. 1. Exploring results: c) Free-text data Widespread feeling that the use of the free-text comments improve dialogue about the NSS: • Prompts strong feelings in staff • Improves engagement with quantitative data • Helps with dialogue between staff and students • Can help promote a positive enhancement approach

  12. 2. Student engagement NSS has the potential to promote a passive consumerist attitude However, many people have had success in using the NSS to develop partnerships with students “Developing a shared understanding of the issues” (Bishop Grosseteste) • Partnerships • Student Unions • Closing the feedback loop

  13. 2. Student engagement: a) Partnerships Examples of using the NSS to promote student/staff partnerships: • Student rep system • Focus groups • Use of staff surveys • Student presentations at institutional learning and teaching events • “Mutual expectations” document • Jointly produced “10 steps of effective feedback” guide

  14. 2. Student engagement: b) Student Unions The power of working with Student Unions: • SUs can help inform student reps about the NSS • SUs are motivated to use the NSS • SUs and faculties/departments can work together to make changes

  15. 2. Student engagement: c) Closing the feedback loop Providing information about changes that have taken place in response to NSS data • “You Said, We Did...” • “Like It...” • “You Said, We Listened” / “We Hear You” • “You Said, We Didn’t (Because...)”

  16. 3. Enhancement activities These are very specific to context, but some examples: • Sharing of good practice between departments • Guides to help students make the most of feedback • Paying more attention to teaching in recruitment process • Introducing more formative assessment, with shorter turn-around • Text messaging system for class cancellations • Use of dictaphones to provide richer essay feedback • Providing clear expectations for feedback timing and quantity

  17. 3. Enhancement activities Beyond the specific changes and activities that result... The NSS has the power to start conversations about learning and teaching enhancement It can “accelerate the learning and teaching agenda” (Sheffield)

  18. Conclusion The NSS is largely a crude measure of the student experience, but it is: • A good starting point for investigation • A good starting point for staff/student partnerships • A good starting point for conversations about learning and teaching enhancement

  19. Resources HEA webpage with NSS resources: • Programmes and presentations from HEA NSS events • Directory of institutional NSS activities • Annotated bibliography (including links to the case studies on which this presentation was based) http://evidencenet.pbworks.com/w/page/26999870/The-National-Student-Survey

  20. Dr Alex Buckleyalex.buckley@heacademy.ac.uknss@heacademy.ac.uk

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