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The Academy’s Postgraduate Taught Experience Survey (PTES) 2011 Headline Results

The Academy’s Postgraduate Taught Experience Survey (PTES) 2011 Headline Results. Pam Wells Adviser, Evidence-Informed Practice. Overview. Background Survey responses Demographic information Motivations Scale scores Overall experience Pilot questions Resources and publications.

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The Academy’s Postgraduate Taught Experience Survey (PTES) 2011 Headline Results

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  1. The Academy’s Postgraduate Taught Experience Survey (PTES) 2011Headline Results Pam Wells Adviser, Evidence-Informed Practice

  2. Overview • Background • Survey responses • Demographic information • Motivations • Scale scores • Overall experience • Pilot questions • Resources and publications

  3. Background • Online questionnaire • Based on PRES methodology • Voluntary • Anonymous • 2009 onwards (following pilot) • Benchmarking

  4. Key features for enhancement • Confidentiality • Access to data (individual HEIs; benchmarking) • National enhancement events • PEER, PG focus groups • Case studies and resources • Focused workshops and conferences (e.g.19 May 2011, Nottingham

  5. PTES 2011 • 80 participating HEIs from England, Scotland, Wales, and Northern Ireland • Flexible survey period, 1 Feb – 31 May • 38,756 students responded • 17.8% response rate • (14.8% in 2010) • Survey access control

  6. PTES questionnaire • Core survey • 8 scales • Pilot questions about depth of learning • Motivations, overall experience • Demographic information • Institutional questions • Participating institutions ask as many extra questions as they choose, and design these questions themselves

  7. Demographic information

  8. PTES 2011 cohort

  9. PTES cohort • 43.3% male, 56.7% female • 61.5% home, 10.6% EU, 27.9% overseas • 61.7% full-time, 34.8% part-time • 77.3% face-to-face, 22.7% distance • 65.5% started their programme between 1 Sep and 31 Dec 2010 • Further 19.1% started in the previous academic year (1.9.09 - 31.8.10)

  10. Age

  11. Students with disabilities

  12. Type of disability

  13. Discipline

  14. Employment • 48.6% in paid employment

  15. Motivations

  16. Programme

  17. Institution 1

  18. Institution 2

  19. Scale scores

  20. Scales

  21. Teaching and learning

  22. Quality of teaching and learning • 92% - the teaching quality on your programme is consistently or generally good • 1% - the teaching quality on your programme is consistently poor

  23. Staff

  24. Assessment and feedback

  25. Dissertation and supervision

  26. Workload • 52% said that the workload on their programme was more or less what they expected • 31% said it was higher than they expected • 10% said it was much higher than they expected • Identical to both 2009 and 2010

  27. Organisation and management

  28. Learning resources

  29. Skills and personal development

  30. Career and professional development

  31. Overall experience

  32. Overall experience by scale • Assessment and feedback met or exceeded my expectations – 78% (2010: 75%) • Organisation and management met or exceeded my expectations – 80% (2010: 76%) • Quality of teaching and learning met or exceeded my expectations – 85% (2010: 83%)

  33. Overall experience by scale • Career and professional development met or exceeded my expectations – 89% (2010: 88%) • Learning resources met or exceeded my expectations – 89% (2010: 87%) • Skills and personal development met or exceeded my expectations – 92% (2010: 90%)

  34. Overall experience • The overall experience of my course met or exceeded my expectations – 88% (2010: 85%)

  35. Pilot questions

  36. Depth of learning • Four questions with a 5-point response scale • From ‘never’ to ‘most of the time’ • One open question • Please outline any other key learning skills you have developed or been expected to practise on your programme

  37. To what extent have you been expected to analyse ideas or examine a particular case or situation in depth?

  38. To what extent have you been expected to synthesise information or organise ideas or experiences into more complex relationships?

  39. To what extent have you been expected to judge and evaluate information, arguments, or methods?

  40. To what extent have you been expected to apply theories to practice in new situations?

  41. Examples of HEA work re postgraduate students • HEA’s Higher Education Surveys for Enhancement Conference (19 May, 2011, Nottingham): NSS, PRES, PTES, PG focus groups • PRES and PTES surveys and reports (national) • Park, C. (2007) Redefining the Doctorate (York: Higher Education Academy) • Teaching International Students (TIS) project • Funded by the Academy, PMI Programme Board/UKCISA • Research & Staff Development • Brown, T. et al (2010) The Doctorate: Stories of Knowledge, Power and Becoming (Bristol: The Higher Education Academy) • Stuart, M., Lido, C., Morgan, S., Solomon, L. and Akroyd, K. (2008) Widening participation to postgraduate study: Decisions, deterrents and creating success. (York: Higher Education Academy) • Postgraduates who teach (PGwT) Network – Psychology subject centre • Park. C. (2009) The Research Student Experience:Lessons from PRES (York: Higher Education Academy)

  42. Resources and publications • http://www.heacademy.ac.uk/student-experience-surveys (PTES and PRES reports and results) • http://www.heacademy.ac.uk/evidencenet (range of learning and teaching evidence, including PRES and PTES findings, case studies) • Email: surveys@heacademy.ac.uk pam.wells@heacademy.ac.uk

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