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PTES 2014 Update. Postgraduate Taught Experience Survey 2014. 112 Expressions of i nterest to date (97 EoIs in 2013 of whom 89 took part) Earliest launch date: 3 February Latest launch date: 30 April Live benchmarking: mid May Last possible close date: 19 June
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PTES 2014 Update
Postgraduate Taught Experience Survey 2014 • 112 Expressions of interest to date • (97 EoIs in 2013 of whom 89 took part) • Earliest launch date: 3 February • Latest launch date: 30 April • Live benchmarking: mid May • Last possible close date: 19 June • Benchmarking stable: 20 June • Benchmarking reports: mid July
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Postgraduate Taught Experience Survey Revised • PTES has been significantly revised for 2014 after research and sector-wide consultation; • Analysis of previous PTES results to explore how well scales were working; • Consultation on topics to be included in new survey; • Interviews with 77 taught postgraduates, representing a broad range of students, from across 11 Universities; • Final recommendations discussed by the PTES advisory group.
What PTES 2014 covers • In addition to 13 NSS questions, including overall satisfaction, PTES covers: • dissertation / major project; • higher level skills, including creativity and research skills; • student engagement, including working with peers, workload, course challenge, and independent learning; • support and guidance, including induction and careers.
What PTES 2014 covers Extract from the report “Cognitive Review of Survey Items at Postgraduate Level” by CooperGibsonResearch, 2014
What PTES 2014 covers • There are 18 attitudinal questions that can give fairly clear trend data… • The change in direction of the scale, with agree options now to the left, makes a positive trend likely; • Existing questions in teaching & learning (5), assessment & feedback (3), dissertation (3), organisation & management (3), and resources (3); • Questions on support for learning and subject specific resources have changes to wording that may make a significant difference to response.
What PTES 2014 covers • In addition to the 37 attitudinal questions, PTES gathers information on: • student motivations to choose the course they did, and perceptions of information that helped them decide; • key demographics e.g. age, mode, employment; • support for understanding English; • the amount of time they have been out of study and how they are now funding their studies.
What PTES 2014 covers • In addition to 60 closed questions/items, PTES gathers student comments on: • comments about each topic e.g. on assessment and feedback; • the most interesting or exciting part of their course; • the one thing they would like to improve; • how institutions could better provide information to help course decisions.
Changes to PTES • Discussion • How do the changes impact on your communication to staff and students? • Have you had any feedback from staff? • Should we be doing anything now to support your analysis?
Raising Response Rates
Three rules for getting good response rates Personalise emails and make them informal; Publicise what you have done in response to student feedback; Use a hyperlink that passes the student to the survey directly from the email. 3½. Send lots of emails…
Raising Response Rates • Discussion: How could you, or do you plan to… • Monitor response rates and encourage inter-department competition; • Use hyperlink URLs and personalisedemails; • Publicise what you have done in response to feedback.
Getting PTES up and running
Institutional questions • Why add bespoke questions? • Get feedback on issues specific to your institution • Drill-down into areas of concern identified in PTES 2013 • Get feedback on recent enhancements and initiatives • Continue monitoring trends for questions no longer in PTES • Engage staff and students’ union in the design of the survey
Institutional questions • However: • Bespoke questions are not benchmarkable • They will add to the survey completion time • They will add to the work involved in analysis and reporting • Ideally, questions should be tested prior to inclusion
Institutional questions • Possible areas for consideration: • Application process • Teaching consistency and workload • Specific learning resources provided at your institution • Student support services • Employer engagement • Expectations • Importance of aspects of provision • Would you recommend this course/institution to a friend?
Institutional questions • Discussion:: • How many institutional questions do you use? • What questions have you found useful? • What are the main difficulties you have found?
Benchmarking for 2014 • Benchmarked data available via BOS from mid-May; • Comparison to pre-set benchmarking groups; • Basic tables of results; • Standard Benchmarking Reports via HEA from mid-July; • Detailed by subject statistical analyses; • Include custom benchmarking groups for additional cost.
Pre-loading data into the survey • Why? • Would make the survey much shorter; • Institutional data more reliable; • Course specific benchmarking • How? • Formatted data could be loaded via survey platform; • Formatted data could be sent to HEA; • When? • Survey platform changing for 2015 could make this possible as part of survey process; • Increasing demand for change.