Deal or no deal? Expectations and experiences of first-year students in Art & Design

1. Deal or no deal? Expectations and experiences of first-year students in Art & Design Mantz Yorke and David Vaughan First presented at the Welcome Foundation 18 May 2012 Published online by HEA – June 2012 Report of a survey sponsored by the HEAD Trust and the Higher Education Academy

2. GLADNSS Research Project ‘I can’t believe it’s not better’: The Paradox of NSS scores for Art & Design David Vaughan and MantzYorke Based on evidence and interview responses with senior staff from 22 HEIs Sponsored by the Higher Education Academy and the HEAD Trust http://www.heacademy.ac.uk/resources/detail/evidencenet/I_cant_believe_ its_not_better

3. The paradox: - Art and Design (Creative Arts - Art, Design, Media, Performing Arts) makes a substantial contribution to the national economy; - A national success story; - Yet when viewed through the lens of the NSS, it does not come out well in comparison with other subject areas.

4. Why the paradox? The NSS: - Is it fit for purpose? - Are the questions appropriate for our subjects? - Do our students understand what the NSS is asking them? The pedagogy of HE Art & Design: - Do we take it for granted? - Do we explain it? - Do we understand it? - Do we do enough to prepare our students for HE Art & Design study? - Do we know what our students expect/expected? - We probably need to ask them but not through the NSS

5. Deal or no deal? Expectations and experiences of first-year students in Art & DesignBased on a survey of first year students in 20 institutionspublished online by HEA - June 2012 2013 Student Academic Experience Survey produced jointly by HEPI and Which? published online 15 May 2013

6. Main demographics • 20 institutions contributed – confidential invitations • 778 valid responses – via Survey Monkey questionnaire • Respondents: • Predominantly young, white and British • Vast majority were ‘first-time students’ in HE • Majority had taken a preparatory course for A&D in HE • Less than 50% undertaking PT employment • Female/male ratio 4:1 • 1 in 8 had declared a disability (mainly dyslexia) • 1 in 3 were first in family to enter HE

7. Much less applicable to older entrants Exercising choice • 4 in 5 had enrolled at first-choice HEI • 4 in 5 had visited it before choosing • Most potent influences on choice • HEI location • A visit • Portfolio interview • Prospectus • Possible future career • Possible future lifestyle London

8. Information received • Majority appear satisfied with information provided • Pre-enrolment information helped understand 1st year study • 70% understood what ‘the deal’ between them and HEI was • 2 in 3 had attended an induction programme • A majority had found it useful • The match between expectations and experience is • greatly enhanced by the early receipt of information

9. Level of prior info High Low Increasing match Teaching Learning environment Assess’t methods Course organisation

10. To what extent has the teaching on your course matched your expectations?

11. The teaching has been excellent because everything that is expected has been clearly defined and how they teach is great with good communication. Every tutor has experienced life in the design industry and the majority of tutors are visiting designers who are still practising which aids our inspiration greatly. You can see the tutors any time you want in the office and they’re willing to help. The technicians have been amazing. Lecturers are disengaged and in a rush to deliver information without debate or discussion. Tutors are not available enough for you to book to see them. I sometimes wonder what I am paying for... Not enough student help or support, I understand I must self-teach at university, but I didn’t expect it would be to this extent.

12. Have the methods by which your work has been assessed been as you had expected?

13. Feedback - multiple channels

14. To what extent has the feedback you have received on your work ... helped you to appreciate the standards expected of first-year work?

15. It was honest and constructive, never putting you down but looking for ways to improve what you already had done. The tutors put a lot of effort in to make sure we get to talk to them, and [...] I understand what it is they try to teach me, and reinforce my work and my style. The crits are not only forms of assessment, they’re also a very practical way of gaining skills that will become very important later on in the career. Brutally blunt to an extent of being rude and patronizing. The length of time waiting for feedback, as this has made it hard to adjust and improve my work before the next assessment. To be honest, I’m not entirely clear how my work is assessed. It’s never been explained in simple terms, instead, paragraphs of descriptions, I’m sure it must be simpler!

16. To what extent has the learning environment for your course matched your expectations?

17. Practical workspaces More than 4 in 5 had regular access to practical workspaces

18. I love our studio space. The room isn’t too small and my space is just about big enough to present my work. Workshops are fantastic and the equipment is all really good. [The] facility at our school is absolutely amazing in comparison to most schools based anywhere else, e.g. the space, the studio space students are entitled to... That you can use any studio or work shop space freely whenever you want or need to. Technicians are also around if you need help and can’t find a lecturer. Small studio work space, have to buy own equipment or pay to use anything. We didn’t receive much studio space and the computing facilities were limited. Also we didn’t receive areas in which we could keep our work and equipment such as lockers or a drawer. Not an ‘assigned’ space, having to fight other people for table and wall space.

19. A vexed issue: additional costs There was nothing wrong with the quality or range however, just the fact that there are so many extra fees and bills to pay even after enrolling. I am a international student paying full international student fees, however I still have to pay induction fees, and brush fees even as little as 5 pounds per term depending on our course. I believe something should be done about this. Having to pay studio fees, and then not being given some resources and having to buy them ourselves anyway, it is a bit disappointing. Everything is super expensive on an Art course, I think they should be more aware of that and maybe some of the £3000 we spend to do the course could go towards a limited supply of art materials? [...] We paid material fees at the start of the year yet we not been provided with anything. We have been told to buy our own materials such as the basics [e.g.] paper. No material has been provided to us. Resources are limited. The £150 materials charge at the start of term is extremely overpriced.

20. To what extent has the day-to-day organisation of your course matched up with what you had expected before you arrived?

21. Staff go above and beyond expectations to ensure everything runs smoothly for everyone concerned. I like that everything is on Blackboard and accessible, I always know what’s going on. The deadline dates were all made very clear and we were emailed every week with tutorial times, which was very useful and allowed us to not waste time at university waiting for tutorials. You’re in a lot but they think about your need to do things outside of uni life. They give you at least one day off a week and they tell you this is the time for doctors, dentist, chill out time etc. The lack of formal timetable is a problem. There have been times when classes have been cancelled or scheduled and we have not been informed until we arrived at the college. I feel like this wastes everyone’s time. That lectures are changed or cancelled without notice. That [the] Blackboard facility is so poorly organised when [it] could be a great resource.

22. Is there an ‘institutional effect’?

23. Trying not to state the obvious: Summary of pointers towards a satisfying first-year experience • Students • Understanding of ‘the deal’ • Prior engagement with the institution • Minorities (broadly conceived) get parity of attention • Good study accommodation • Good resources, readily available • Good technician support • Effective and efficient course organisation • Understanding of what is expected of them • Belief that course is value for money

24. Some more pointers towards a satisfying first-year experience • Staff • show commitment to their students through, e.g. • Quality of teaching • Tutoring • Consideration for students • Prompt and informative feedback/feedforward • Thoughtful and efficient course organisation • Curricula • Considerate in various ways to contemporary students’ needs • Resolve the ‘additional costs’ issue

25. The challenges, especially when fees are sharply rising: - To turn statements of the obvious into action - Not to take the complacent view that ‘good’ is good enough

26. The Paradox?-Does it continue?- How to deal with it?- Who has the answers?- Has it had any influence on applications and recruitment?- Has it changed the way we do things?

27. Online links to the reports Full Deal or no deal report plus appendices: http://www.heacademy.ac.uk/resources/detail/disciplines/art-and-design/deal_or_no_deal_report Published online June 2012 Abridged Deal or no deal report in Journal of Higher Education Policy and Management: http://dx.doi.org/10.1080/1360080X.2013.775930 Published online 16 May 2013 2013 Student Academic Experience Survey produced jointly by HEPI and Which?: http://www.hepi.ac.uk/455-2154/2013-Student-Academic-Experience-Survey-produced-jointly-by-HEPI-and-Which.html Published online 15 May 2013