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Learning from the NSS: can’t get no satisfaction……

Learning from the NSS: can’t get no satisfaction……. HEA NSS Institutional Working Group Dr Clare Milsom Head of Learning and Teaching Academic Enhancement Unit Liverpool John Moores University.

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Learning from the NSS: can’t get no satisfaction……

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  1. Learning from the NSS: can’t get no satisfaction…… HEA NSS Institutional Working Group Dr Clare Milsom Head of Learning and Teaching Academic Enhancement Unit Liverpool John Moores University "This year's National Student Survey is a wake-up call to university vice-chancellors. They must buck up their ideas and do far more to improve the experience they offer students.” Aaron Porter NUS president

  2. Very quantitative approach Sector: Fielding et al. (2010); Lutz and Culver (2010); Yorke (2009) Marsh and Cheng (2008); Richardson (2007). Questionnaire robustness: construct validity; internal consistency; concurrent validity ‘understand the subtleties in the information provided by the NSS and how it can be used to inform decision making’ (Fielding et al. 2010, 350) ‘The complexity of student satisfaction...reliable measures...enhance the student experience’ (Fielding et al. 2010, 349) ‘where a survey is intended to be used formatively, such as the identification of areas of the student experience that might benefit from enhancement activities, the extent of reflection on the instrument’s technical qualities can arguably be relatively limited’ Yorke (2009, 735)

  3. HEFEC 2010 Findings and Trends: Student, course and institutional characteristics Williams and Kane (2008) ‘Further qualitative work should be undertaken to gain a better understanding’

  4. Very quantitative approach Sector: Fielding et al. (2010); Lutz and Culver (2010); Yorke (2009) Richardson (2007); Faculty response proforma 2010 introduced requirement to discuss qualitative data Faculty

  5. Qualitative analysis of NSS Student comments Stage 1:12 themes identified Stage 2:Frequency analysis - strengths / weaknesses - comment alignment Stage 3:Meta analysis With Martyn Stewart and Elena Zaitseva Academic Enhancement, LJMU

  6. Meta analysis

  7. Comment alignment: subject reporting group Content analysis: frequency Discourse analysis: strength – needs more work

  8. Priorities for Academic Enhancement Operate a ‘surplus’ model ‘Focus on the what steps need to be taken to move forward and improve rather than concentrating on over analysing the scores and focusing solely on the past situation’ Flint et al. (2009, 615) ‘ ‘Aspirational...participatory... evidence-based QE approaches.’ What would make you change practice? How does dissemination of ‘best practice’ work best?

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