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Using NSS for Enhancement

Using NSS for Enhancement. NSS data analysis, interventions and indicators of success on institutional level… Clare Milsom, Elena Zaitseva . from Satisfaction to Enhancement. Purposes of the NSS Quality assurance Student choice

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Using NSS for Enhancement

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  1. Using NSS for Enhancement NSS data analysis, interventions and indicators of success on institutional level… Clare Milsom, Elena Zaitseva

  2. from Satisfaction to Enhancement Purposes of the NSS • Quality assurance • Student choice • Improvement of the student learning experience (quality enhancement) (HEFCE2010) Enhancement is only possible when you know what the issues are…

  3. What do we do with NSS data… Quantitative data: tailored reports for Faculties, Schools and programmes looking at trends, patterns of responses and triangulating data (e.g. NSS and TESTA scores comparison) HEFCE 2010: ‘descriptive information ..which is not currently exploited’ analytical tool to enable ‘systematic analysis should be investigated’ Qualitative data: started to analyse institutional data set in 2011 2013: Each Faculty tailored semantic analysis of free text comments to use in Faculty NSS Action Plan. Also SRG on request. Three years of comparative data. Institutional interventions are reflected in scores as well as comments.

  4. NSS 2011 Scores showed a steady increase in all areas, but commentshighlighted particular issues with library (availability of computers) andfeedback (directly connected with lack) Skills (new concept) - mainly placement-related discourse Interventions: feedback policy, library’s survey and staff development

  5. NSS 2012 Library and feedback changed location - more positive perception Information – critical discourse Course – linked to skills and knowledge Learning Resources +7% Assessment and Feedback +6% Academic support +6%

  6. NSS 2013 Feedback and library are borderline concepts (small improvement in scores) Resources linked to available University – more central to student experience (first time positive concept). Linked to skills and experience. Organisation and management – most improvements (+4%)

  7. Dynamics of sentiments

  8. What have we learned… • Student satisfaction is a dynamic process • Analysingcomments longitudinally can help to identify changes in students’ attitude and see the impact of interventions at institutional level (HEFCE and HEA funded national analysis of free text comments: value for money and impact of higher tuition fees) • Cross sectional analysis (LJMU survey) – insights into level specific priorities and aims (Zaitseva, Milsom, Stewart (2013) Quality in Higher Education, 19(2), 225-247 ) 4. Quick data turn around allows timely and more informed actions 5. Encourage your students to leave comments!

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