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Hannah Leichsenring April 2014

Education means to change the students Exploring large-scale methods of measuring the effects of studying. Hannah Leichsenring April 2014. Content. Education as a change process How to monitor that change : the example of QUEST Results of QUEST

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Hannah Leichsenring April 2014

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  1. Education means to change the studentsExploring large-scale methods of measuring the effects of studying Hannah Leichsenring April 2014

  2. Content • Education as a changeprocess • Howtomonitorthatchange: theexampleof QUEST • Resultsof QUEST • Whatdoesthatmeanfor HE management? Hannah Leichsenring | April 2014

  3. Education as a change process

  4. What kind change does education effect? Change process Competences Adjustingtothenewenvironment Knowledge Gettingolder Becoming an expert Becoming an academic Socialcompetences Knowledge ofself Experiences Hannah Leichsenring | April 2014

  5. Who is it that we want to change? • Social and economic background • Ethnic minorities • Students from abroad • Lifelong learning • Motivation to study • Resources • Focus / other responsibilities • Attitude towards university • Self-sufficiency • Purpose Hannah Leichsenring | April 2014

  6. How can we know what to do, for whom? And today? Here, we talked to at least half of the students Here, we just talked to the students. Hannah Leichsenring | April 2014

  7. How to monitor that change?

  8. How do we assess that change? Academic performance Grades Credits Assessment ofperformance Personal assessmentbyteachers Students‘ assessmentofstudyexperience Career path after university Drop out / non-drop out • Wefocus on academicperformance. • Wenormallyunderestimate personal characteristicsandsocialcompetences… • …althoughtheyofteninfluenceourjudgementofstudents • …andthisreferstothe personal developmentthatweassumetakes also placeduringstudying. Personal ability Hannah Leichsenring | April 2014

  9. So, what are we missing? • Holisticviewofstudentexperience • Studyingas a partof an importantphase in life • Studyingasonlyoneofmanylearningenvironmentsduringthatphase • Personal abilitiesasgamechanger in HE • Abilitytoseekhelpandsupport • Abilitytodetectopportunitiesandusethem • Abilitytoinvestresources in sounddecisions • Abilitytoidentifyone‘sownstrengths • … Ifthisisimportantforstudysuccess: Whatisthentheresponsibilityof a HEI? Hannah Leichsenring | April 2014

  10. QUEST, a HE management tool Hannah Leichsenring | April 2014

  11. What is special about the QUEST approach? Conventional student surveys… • …offer (comparable) information about the institution • Reasons for good or bad values can only be drawn from experiences on site. • „The“ students are defined by the average value Hannah Leichsenring | April 2014

  12. Special about the QUEST approach is that it asks about the students. • QUEST offers (comparable) information about the students • Reasons for certain results are then partly explainable by characteristics of the students. Then, we can identify different groups of students who are similar among each other. • And: Being successful as a HEI can be measured by reaching and supporting these different groups. Hannah Leichsenring | April 2014

  13. Students need to find their way through a compex situation that is studying. students HEI Mutual Adaptation studentexperience QUEST snapshot: In whichadaptationsituationarethestudents? Private life Knowledge Goals Motivation Attitudes pers. characteristics Teaching Counselling Support Didactic Contacts Strat. orientation Disciplins Educational goals Study structures Individual studyrelateddiversity Demandsofthe HEI studyconditions 15 Hannah Leichsenring | April 2014

  14. QUEST combines sociometric and psychometric information about the students. Sociometricquestions: factsandopinions Hannah Leichsenring | April 2014

  15. The 10 QUEST-Factorsdescribehowthestudents deal withthechallengesofacademicstudies Item 1 Personal factors Socialfactors Item 2 Extraversion Socialintegration Item 3 Item 4 Frame ofmind Acceptingassistance ... QUEST total value correlates with performance indicators ... Academic factors Orientation factors ... Diligence Determination ... Theoryorientation Identificationwiththe HEI ... ... Intrinsicmotivation Expectations Item 74 Hannah Leichsenring | April 2014

  16. Some results of QUEST

  17. Extraversion Adaptation type1 Frame ofmind Item 1 Item 2 Diligence Adaptation type 2 Item 3 Theoryorientation Item 4 ... Intrinsicmotivation Adaptation type... ... Socialintegration ... Adaptation type... Acceptingassistance ... Adaptation type 8 ... Determination ... Identificationwiththe HEI ... Item 74 Expectations Hannah Leichsenring | April 2014

  18. Triangulation The In-Need-of-Support The Know-What-to-Dos Going-with-the-flow The Disenchanted Illustration: Arne Bellstorf für DIE ZEIT Hannah Leichsenring | April 2014

  19. Application in a university • University of Bremen: • Oneofthe „Excellence Universities“ in Germany • NewlyestablishedProrectorate on InternationalityandInterculturality • Noinstitutionaldatawhatsoever on diversity • Privacy lawsprohibittomonitorstudentsuccess • Adaptation typesarepartofthediscussionswiththefaculties on howto deal with • Who areourstudents… • …Andhow do weas a faculty/studyprogrammeaffecttheirabilitytoadjusttothedemandsofuniversity • Goal: Toreconcile excellence withdiversity Hannah Leichsenring | April 2014

  20. Women and Men at University Hannah Leichsenring | April 2014

  21. Results of our analysis (25.000 students) • Women havebetter grades but estimatetheirperformanceless high thanmen. • Mengotouniversityevenwith not so good grades becausethey do not feelthatnecessarilyhassomethingto do withtheirperformance • Women do not studyasoften at theirfavoriteuniversity, andthemotivetostudyfor personal developmentisstronger • Extrinsicmotivationishigherwithmenandprovedtobe a riskforsuccessfuladaptation • Women receivemoreoften Student grants, havemoreoften a non-academicbackground, receivelessoftenstipends, jobmoreoften, morehoursandmoreoften in jobsvery different tothefieldofstudy • Women do not havemoreoftenmigrationbackground, but havebeenraisedmoreoftenwithotherlanguagesthan German. Hannah Leichsenring | April 2014

  22. Results • Women wentlessoftenthrough a vocationaltraining, but if, this was morehelpful in theirstudies • Women live lessoftenwiththeirparents • Theyarelessactivebesidestheirstudies (athletics, arts/culture, politics, voluntarywork) • Theyhavemoreoftentheproblemtoreconcilestudieswithotherresponsibilitiesandsuffermoreoftenfromhealthproblems, especially mental health • Theywishformoresupportoffersfromtheuniversity, seelessopportunitiestoinfluence/engage in their HEI andfeelthattheygettoolittlefeedbackwhichis not helpfulenough • Mensaythey do not needthesupportoffersoftheuniversity • Women aremoreinterested in internationalityandinterculturality, andmorescepticaboutteamwork Hannah Leichsenring | April 2014

  23. How do men and women react on the situation of studying? Frame ofmind TOTAL Identificationwiththe HEI Intrinsicmotivation Determination Diligence Expectations (n.s.) Theoryorientation Acceptingassistance Extraversion Socialintegration Male average Femaleaverage Hannah Leichsenring | April 2014

  24. How do react men and women to the situation at university? • Women havehighervalues on thesocialfactors, men on personal factors • Academic and Orientation factors: no difference • QUEST total islowerforwomenbecauseofframeofmindvalue • Item level: Mensuffermoreoftenfromstomachaches • Women sufferfromheadaches, fatigue, lack ofconcentration, lack ofsleep, anxieties Ontologicalorepistemicproblem? Hannah Leichsenring | April 2014

  25. Adaption types Adaption types female male The Know-What-to-Dos The Pragmatists The Lonesome Riders The Disenchanted The Dutiful The Going-with-the-flow The Not-Arrived The In-Need-of-Support Hannah Leichsenring | April 2014

  26. Application at University • HSHL - Hochschule Hamm-Lippstadt • Newlyestablished HEI withfocus on practiceoriented STEM programmes • At firstwith high percentageof male students • Establishment of STEM programmesattractiveforfemalestudents • Despiteof a lotofexperience in theset-upofnewprogrammes: complaintsabout lack oforientation • Practicalrelevanceoftheprogramme • Content ofthecourses • Support witheverydaylife Hannah Leichsenring | April 2014

  27. Application at University • Monitoring with QUEST: • The students in thisprogrammewere different fromtheotherprogrammes. • More femalestudents, older • More from out ofthearea, somecamefromotheruniversities • Seekmoresupportandinformation • Different approachtostudying: more goal-oriented, moreacademicaffinity, and: moredisappointment • Reaction: Change in curricula, moretalkswithstudents, moreinfo… • Data oneyearlatershowedimprovedresults Hannah Leichsenring | April 2014

  28. HE Management

  29. How can we know what to do, for whom? And today: We need a management information tool for teachers, counsellors, admins, student unions… Here, we talked to at least half of the students Here, we just talked to the students. Hannah Leichsenring | April 2014

  30. Quality management in HE • Quality managementnormallymonitorsinputandoutputdata • Numberofstudents (with/withoutcharacteristics) • Grades etc. • Numberofgraduates • We also needdata on • Howthestudentexperienceuniversity (especiallythosewho do not showup) • Andhowiteffectsthestudentsifwechangethings

  31. Thank you very much! Hannah Leichsenring | April 2014

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