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NSS: Components of Institutional Experience29th April 2010
Dr Alex Buckley
The Higher Education Academy
Purpose of session
To give an overview of the enhancement work that has been done by UK HEIs, using NSS data
Three themes:
1. Exploring results2. Student engagement3. Enhancement activities
1. Exploring results
• NSS results are indicative, not conclusive; they provide a starting-point for further investigation, not an end-point
• Two key ways of exploring results further:1. Qualitative data
2. Internal institutional surveys
“To be effective in quality improvement, data collected from surveys...must be transformed into information that can be used within an institution to effect change” (Harvey 2001)
1. Exploring results: qualitative data• Focus groups:
• Free text comments– Use is advocated by some HEIs, used for leverage purposes by student
unions
Case: University of Wales, Newport- Getting detailed information about feedback and assessment, timetabling
Case: Bishop Grosseteste- Unpicking questions, free-text comments
Case: Sheffield Hallam: - “What would your experience have to be like to score 1 [or 5]?”- Organised event for staff to hear student voice
1. Exploring results: triangulation with internal surveys• Many people think that this is one of the key ways of using a high-level
national survey like the NSS for enhancement– 2008 Academy report, CHERI 2003
• Internal surveys are: detailed, flexible, targeted• Issues with aligning questions:
– NSS questions are too ambiguous:
– Survey fatigue:
– Artificial improvements
Case: Southampton Solent- Streamlining of survey- Use internal survey at Level 1 and 2 only, and avoid Level 3
Case: University College for the Creative Arts- Rejected plan to include NSS questions, will rethink internal survey strategy
2. Student engagement
• Key component of many strategies• Engagement with: students, student representatives and
student unions
• Two main areas (in addition to focus groups already talked about):1. Engaging with Student Unions and student / course representatives
2. Improving dissemination of information to students
“To make an effective contribution to internal improvement processes, views of students need to be integrated into a regular and continuous cycle of analysis, reporting, action and feedback” (Harvey 2001)
2. Student engagement: Student Unions
• Helping to communicate information about the NSS, and to provide input on enhancement
Case: University of the Arts, London- Student consultation facilitated by SU - SU reps on NSS steering group
Case: Sheffield Hallam- SU reps on NSS task team- SU representatives taking part in class briefings
Case: University of Leeds- SU actively prepared faculty reps for NSS discussions
Case: Southampton Solent- Worked with SU to vigorously promote NSS to increase participation
2. Student engagement: Communicating with students• Feedback on what action has been taken, “closing the feedback
loop”:
• Better information about services and support:
• Managing expectations:
Case: Sheffield Hallam- Production of a leaflet describing action taken in response to student feedback, “You Said, We Did...”
Case: University of Wales, Newport- Development of a formal protocol for informing students about cancellations and timetable changes
Case: University College for the Creative Arts- Production of an “assessment diary” for students, with realistic targets for the receipt of assessment
3. Enhancement activities: Internal dissemination
• Dissemination of data:
• Dissemination of good practice
Case: Anonymous HEI- Submitted “department” as a variable, allowing them to break down results at departmental level
Case: Manchester Metropolitan- Production of a breakdown by JACS code for programme teams that allows them to see where they stand on a national level
Case: University of Essex- Produced and dissemination of “good practice guides”
Case: University of Hertfordshire- Staff workshops to share both areas of concern and success
3. Enhancement activities: Changing processes
• Direct enhancement activities are very context-specific, but some examples:
Case: University of Glamorgan- Independent scrutiny of coursework feedback- Used Outlook to alert staff about impending assessment deadlines
Case: Anonymous HEI- Emphasising availability of Student Advisory Service
Case: Anonymous HEI- Essay clinics for students, to give them a sense of what is expected- Establishment of a departmental teaching website for staff
Resources available
• NSS data– HEFCE website has data from all years, of varying levels of detail
• Case studies of enhancement work– EvidenceNet– Ipsos-Mori– NUS
• HEA Subject Centres– Disciplinary analysis and support
• EvidenceNet
– Submit your own case studies• HEA Surveys Conference
– 18th May, Nottingham– Places still available!
www.heacademy.ac.uk/evidencenet
