Engaging Students in Quality Processes at UJ

1. Engaging Students in Quality Processes at UJ 24 October 2017 Presenter Mthuthuzeli Vongo: University of Johannesburg

2. Overview • Purpose of the presentation • Definition of student engagement • Why student engagement? • Case study: University of Johannesburg • Methodology • Findings • Conclusion • Discussion

3. Purpose of the presentation • To initiate a discussion on ways to enhance student experience through participating in quality processes • To share the UJ case study • To invite inputs from colleagues on best practice .

4. Definition of student engagement Student engagement is: • “ a student’s academic commitment and application (Horstmanshoff and Zimitat, 2007, citing Astin, 1984) and shown in time and energy devoted to activities that are educationally purposeful”. • “the time and effortstudents devote to activities that are empirically linked to desired outcomes of college and what institutions do to induce students to participate in these activities (Kuh, 2001, 2003, 2009a)” Engagement is influence by different role players (i.e. students, lecturers and the institution).

5. Why student engagement? • Student engagement is crucial to the quality of any university’s teaching and learning • Students are a largely untapped source of rich and original ideas • Often overlooked when developing the experience of those very students (Lincoln University) • By taking opportunities to be involved with quality processes and providing feedback on their experience, students are not only influencing their own studies but that of future students

6. Why student engagement? (continued) • “students are not experts in either subject matter or pedagogy. How can they possibly help me explore or design learning and teaching? (Cook-Sather, Bovill and Felten, 2014:15) ” BUT • Underpinning student engagement is a stable system of student representation at programme, departmental and institutional levels • Student Representatives (SR) are supposed to engage in curriculum development, quality assurance and in making sure that their wider student experience is enhanced.

7. Why student engagement? (Continued) • SR sometimes lack the support and training to do so effectively, or • Lack of clarity of expectations to do so confidently • Engaging students in particularly complex university business, such as quality management, requires additional knowledge and support in order to contribute fully

8. Why student engagement? (Continued) • Universities need to make sure that all such opportunities are backed up with good training and support that gives students transferable skills which they can use in their working lives

9. Case study: University of Johannesburg At the University of Johannesburg: • Students participate in programme reviews only as interviewees • They do not participate in the development of the Self-Evaluation Report (SER) • Prior to or during the site visit, students who have been nominated by the department to be interviewees get briefed by CAPQP about their role of being interviewees and the quality processes of UJ

10. Methodology • Two sets of questionnaires were distributed to 50 student interviewees at the quality review in the Faculty of Science and College of Business and Economics • One questionnaire had 2 questions and this was handed out to students before meeting the panel • Before meeting the panel , the questions were about what they expect their role to be and whether they thought students should play a role during review and a justification was required • Another questionnaire with 3 questions , after meeting the panel

11. Methodology (Continued) • After meeting the panel, they were required to 1) describe their experience with the panel 2) to tell whether the interview met their expectations and 3) how they thought they could contribute to the quality of the programme for which they are registered

12. FindingsBefore the interview with panel What do you expect your role to be in this interview with the panel? • Reflect on experience as student • Give feedback on whether a programme is structured in support of students • Feedback on how the programme is facilitated • To improve where there is a gap • Comment on how lecturers treat students in the programme • Provide panel with precise information on how the module is being taught

13. Expectation on role • Identify possible gaps in the modules • To give proper feedback on how lecturing, assessments and other activities related to learning.

14. Should students play a role ? • All students were in support of this statement Selected Justifications: Justification 1 “Because they (students) are the ones who are mostly affected by any gaps that may be in the programme. Furthermore, their participation will ensure that their complaints are heard and attended to appropriately”

15. Should students play a role? Justification 2 • “ students are relevant people who can provide a clear guide as to how well they understand and what can be done to improve the quality of learning”

16. After the interview with the panel. In few words, describe your experience with the panel. • Friendly, helpful, insightful, positive, extremely interesting, interesting, yet a bit troubling, professional, impressive, overwhelming

17. After the interview with the panel (cont.) Did the interview meet your expectations? • The majority of the students stated that the interview met their expectations. The few who felt it did not, stated issues like “only focused on two modules and not the whole programme ”

18. After the interview with the panel. Now that you have been part of this interview with the panel, how do you think you can contribute to the quality of the programme for which you are registered? • Improve the quality of the programme • Giving feedback on academic experience • Raising concerns regarding modules

19. Conclusion • Students have insights into teaching and learning that can make the practice more engaging, effective and rigorous • Faculties can draw on students’ insights not only through collecting student responses but also through collaborating with students to study and design teaching and learning together • Partnerships between students and faculties can change the understanding and capacities of both sets of partners- making us all better teachers and learners

20. Discussion • How do you involve your students in quality? • How should we support and train the students in quality matters?

21. Thank you