Sara Briscoe, Susan Patrick & Dr Ann Read Southampton Solent University

1. Engaging Students in Quality Assurance: The Challenge of Embedding Unit Feedback Processes and Enhancing the Student Learning Experience. Sara Briscoe, Susan Patrick & Dr Ann Read Southampton Solent University

2. Background “It is increasingly important for institutions to ensure that feedback is collected effectively and used wisely” HEFCE • Lead from Wider HE environment and QAA; • The student is a primary stakeholder in the HE process; • Student Voice and Closing the Feedback Loop; • Robust student feedback to inform quality enhancement activities; • SSU Student Feedback Project; • Core HE Product: Teaching & learning provision at unit Level.

3. Methodology • Student focus groups • Educational Developer focus group • In-depth interviews with HEI Quality Departments • Choices in Unit Feedback design cover a range of topics: • Purpose and design of the process • Responsibility for process • Level of standardisation v customisation across faculties • Quantitative and/or Qualitative data • Student anonymity/confidentiality issues • Online or paper based survey • Timing and frequency of the survey • Who collects & disseminates the data • Use of the data

4. STUDENT LEARNING EXPERIENCE End of Unit Survey Within unit feedback UNIT LEADER Unit Statistics Case Study: SSU Feedback Model STUDENT LEARNING EXPERIENCE Analysis centrally Incremental improvements in T & L (Unit) UNIT REPORT Record of formalised reflection APM Analysis centrally Briscoe S. & Patrick S. (2006)

5. Unit Feedback Processes & Issues • Process • Most HEI are collecting similar data regarding: • Clarity of aims of the unit • Workload manageability • Enjoyment • Appropriateness of assessment • Issues • Standardisation/customisation • Responsibility for process • Internet or paper • Response rates & timing • Administrative burden • Anonymity & Confidentiality issues • Lecturer resistance/student engagement • Within unit feedback dialogue • Oversurveying

6. Use of Student Feedback • Unit • Primary use of unit level feedback • Annual unit report, external examiner & exam boards • Periodic review • Staff performance • Course • Course monitoring/programme review • Institutional • Feedback policies reflects importance at Institutional level • Academic Quality & Standards/Learning and Teaching Units • Data still being used to prove rather than improve • Potential to combine with other student data sets

7. QAA – ‘area ripe for development’ Continuing lack of transparency to students Aid student engagement Student involvement in process design Methods: Feedback portfolio involving student representation, course meetings, focus groups etc could be utilised ‘You said, we did’ campaigns most common method VLE/email/handbooks What about future students? Closing The Loop

8. Issues for HEIs to Consider: • Is there a need to survey every unit every time it is delivered? • Some degree of customisation of unit surveys may help to engage students and lecturers with the process • Better information rather than more data • A formal feedback policy for all stakeholders • Greater use should be made of unit feedback at institutional level in strategic decision making and policy design • There is inconsistent practice of effectively closing the loop with student unit feedback • Benchmarking at unit level is still rare in the HE sector and there is very little information regarding best practice

9. Barrie S, Ginns P, & Prosser M, 2005, Early impact and outcomes of an institutionally aligned, student focused, learning perspective on teaching quality assurance. Assessment & Evaluation in Higher Education Vol 30, No 6, pp 641-656 Barrie S, 2001, Background to the Unit of Study Evaluation. Biggs J; Kember D; Leung D Y P, The revised two-factor study process questionnaire: R-SPQ-2F.British Journal of Educational Psychology; Mar 2001; 71, Brennan J et al HEFCE, 2003, Collecting and using student feedback on quality and standards of learning and teaching in HE, the Centre for Higher Education Research and Information, NOP Research Group and SQW Ltd Brennan J, Williams R HEFCE, March 2004, Collecting and using student feedback: a guide to good practice Learning and Teaching Support Network, and the Centre for Higher Education Research and Information Briscoe S & Patrick S, 2006, Southampton Solent University Feedback Model, Unpublished Briscoe S & Patrick S, 2008, Southampton Solent University Feedback Project: Workshop Discussion at SEDA Spring Conference May 2008: Engaging Student Expectations HEFCE, 2002, Informationon Quality and Standards in Higher Education, HEFCE 02/15 March Report Institute for Teaching & Learning, The University of Sydney, 2008, USE (Unit of Study) University Policy NOP Research Groups and SQW Ltd, May 2003, Collecting and Using Student Feedback on Quality and Standards of Learning and Teaching in HE. A Report to HEFCE by the Centre for Higher Education Research and Information. Prosser M, HEA, 2006, Student Surveys and the Student Learning Experience QAA, 2005, Outcomes From Institutional Audit: Student Representation And Feedback Arrangements QAA 090 10/05 QAA Report on the third institutional liaison conference. 8 May 2007, London

10. Sara Briscoe Academic Leader (Enhancement) 02380 319511 sara.briscoe@solent.ac.uk Susan Patrick Academic Leader (Recruitment & Retention) 02380 319516 susan.patrick@solent.ac.uk Contact Details: