NSU Education Policy 2011 - 2014

Northumbria Students’ UnionEducation Policy2011-2014

Our Vision Of An OutstandingUniversity Education

FROM SEPTEMBER 2012, THE RISING COST OF A UNIVERSITY EDUCATION IS ALMOST CERTAIN TO MEAN A MORE DEMANDING STUDENT BODY. COUPLED WITH AN ULTRA-COMPETITIVE GRADUATE JOB MARKET, THERE ARE MANY CHALLENGES AHEAD FOR THE UNIVERSITY. THIS EDUCATION POLICY SETS OUT THE PRIORITIES WHICH WE BELIEVE WILL HELP THE UNIVERSITY TO MEET THOSE ENHANCED STUDENT EXPECTATIONS AND DELIVER AN OUTSTANDING UNIVERSITY EDUCATION TO ALL STUDENTS.

To find out what that means to Northumbria

students, we’ve heard from literally

hundreds, through our:

• Student Written Submission focus

groups2008

• Course Rep survey and focus groups

2009

• PGRMinimumStandardsSurvey2010

• InductionSurvey2010

• ‘Finding Equilibrium’ Programme

Leader / Course Rep comparative

surveysandfocusgroups2010

02 NSUEducationPolicy2011-2014

INTRODUCTION

• Education Policy Consultation survey

2010

• “How your lecturers use electronic

resources”survey2010

• NotoHiddenFeessurvey2010

• Forumsin2011–withCourse,School,

PGT and PGR Reps – and Student

Councilmeetings

And we’ve trawled through secondary

data from thousands more, including:

• NationalStudentSurvey2007-10

• Postgraduate Research Experience

Survey2008-10

On many of the hot topics in teaching

andlearning,wefoundthatNorthumbria

studentsheldarangeofviewsasdiverse

asthemake-upofthestudentbodyitself.

However, five principles stood out loud

andclearasprioritiesfordevelopment.

This policy translates those principles

intofivespecificvisionsforanenhanced

education and we’ve identified a set of

milestonesthatwilldemonstrateprogress.

We’re looking forward to engaging the

University in a dialogue at all levels to

examinehowthispolicycanbedelivered

andby2014wehopetobeabletoshow

thattheseoutcomeshavebeenachieved,

withthestudentexperiencebeingall the

betterforit.

INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

FEEDBACK. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TIMETABLESANDRESOURCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

GROUPWORK. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

RESEARCHENVIRONMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TRANSPARENCYANDVALUEFORMONEY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

HOWDOWEPLANTODELIVERTHEEDUCATIONPOLICY?. . . . . . . . . . . . . . . .

NSUEducationPolicy2011-2014 03

CONTENTS

02

04

07

10

14

17

19

From the National Student Survey (2007-2010):

That’s the principle that underpinned

Northumbria’s former Centre for

Excellence in Teaching and Learning

(CETL)–andatitsheartisacommitment

toregular,formativefeedback.Feedback

should always help the student “feed

forward” to the next stage – it’s more

than a percentage that appears on

Blackboard.

Ourvision:AUniversitywherequalityandtimelyfeedbackonassessedworkunderpinssuccessfullearning

BECAUSE IT SHOULDN’T JUST BE “ASSESSMENT OF LEARNING”, BUT “ASSESSMENT FOR LEARNING” – NOT JUMPING THROUGH HOOPS TO PROVE YOU CAN, BUT TREATING EVERY TASK AS A LEARNING OPPORTUNITY.

Why?

FEEDBACK


Northumbria students’ % satisfaction withAssessment and Feedback:

80

70

60

50

40

30

20

10

0

% overall satisfied with Assessment and Feedback

2010 2009 2008 2007

“Feedback on my work has been prompt”

“I have received detailed comments on my work”

“Feedback on my work has helped me clarify things I did not understand”

66 65 66

5865

6165

57

6964

6861 60

4958

50

Every School can point to outstanding

practice – individual tutorials on

multipledraftsbeforefinalsubmission,

audio feedback and so on (not that

everystudenthashaditcommunicated

to them that all of this is ‘feedback’).

With the 20 day feedback turnaround

embedded in the Northumbria Student

Learning Values, things are far better

thantheywerein2007(when,according

to the National Student Survey, only

49% of students were satisfied with

their feedback’s timeliness). And local

innovationssuchasexamfeedbackand

feedback on electronically-submitted

workthroughAssignmentHandlershow

that Northumbria can, and often does,

leadtheway.

But students still report receiving

feedback on written assignments up to

onesemester later. Occasionally,work

isevenreturnedwithjustamarkandno

commentary, or a near-illegible scrawl

with vague calls to “be more critical”,

withoutguidanceonwhere togo from

here.Withfriendsonotherprogrammes

enjoying a better deal, students are

expectingmore.

By September 2012

• Detailedfeedback,includingclearguidance

onhowtoprogresstothenextlevel,onall

writtenwork,within21workingdays.

• All module guides to make explicit core

issuesofpresentationdetail, including(a)

penaltiesforexceedingwordlimitsand(b)

referencingstyle.

• 50% of students to receive electronic

feedbackonassessedwork.

• 70% reported overall satisfaction with

AssessmentandFeedback in theNational

StudentSurvey

By September 2013

• Every student to be offered a ten minute

one-to-one tutorial on assessed work in

advance of final submissions on every

module.



By September 2014

• Written feedback (with the level of detail

describedabove)within15workingdays.



• 75% reported overall satisfaction with

AssessmentandFeedback in theNational

StudentSurvey

TheCurrentPicture TheMilestones


Which of the following would make a difference to your learning?

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Face to face feedback with a lecturer (for just a few minutes)

A minimum word limit on written

feedback by lecturers (e.g. 50 words)

Advice on how to get to the next level, regardless of what

mark is given

Electronic feedback for all written

feedback

Not Sure Wouldn’t make a difference Would make a difference

87.6%

6.3%6.1%

54.9%

28.5%

16.6%

93.3%

2.5%4.2%

62.2%

17.5%

20.4%


Please indicate how much you agree with the following statements:

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

I am happy with how assessment dates are spread throughout the year

11.8%

I know the penalties for exceeding or failing to meet the word limits

I know the specific requirements for my course

Strongly disagree Strongly agreeDisagree Not sure Agree

57.8%

13.2%

15.0%

2.3%

24.0%

48.0%

16.3%

8.1%

3.6%

23.2%

55.1%

11.2%

8.0%

2.5%

From our Education Policy consultation (November 2010)

Providing students with their timetable within the

enrolment period and placing lecture notes on

Blackboardisn’t justaboutmakingiteasiertofinda

part-timejobandskiplectures–it’salsoabouthelping

student parents and carers make last-minute plans

without fallingbehind,studentswhocommutefrom

across theNorthEast arrange their travel, andpart-

timestudentsnegotiate termswith theirsponsoring

employers. And it’saboutsupportingeverystudent

in developing time management skills and taking

responsibilityfortheirlearning.

Ourvision:AUniversitywherecleartimetablesandearlyavailabilityofresourcesempowerstudentstotakecontroloftheirlearning

BECAUSE NOT BEING ABLE TO MANAGE THE COMPETING PRESSURES ON YOUR TIME IS PROBABLY THE SINGLE GREATEST BARRIER TO PARTICIPATING IN HIGHER EDUCATION.

Why?

TIMETABLES AND RESOURCES

I have received a Programme Handbook and/or a School Handbook

I have received an accurate, fixed timetable for my lectures and seminars 74.8%

74.8%

0% 10% 20% 30% 40% 50% 60% 70% 80%


From our Induction Survey (October 2010):

The new academic calendar gives

continuity and clarity for students on

programmeswithoutSemester1exams.

Blackboardisuser-friendly,well-stocked

andregularlyusedby89%ofstudentswe

surveyed,enablingstudents toprepare

effectively for lectures and catch up if

theymissaday. AndMyNorthumbria

has brought convenient and accessible

personalisedtimetablestoeverystudent

–atleast,oncethey’refixed.

Butwhenadiscrepancyarisesbetween

the published modular timetable and

what appears on My Northumbria,

whichshouldthestudentturnto?What

of the one quarter of all students who

stilldon’thaveafixedtimetablebythe

end of their induction week – and the

18% who still wouldn’t describe their

timetable as fixed by halfway through

Semester1?Theremightbesupply-side

difficultiesandpressuresonspace–but,

withmarket-leveltuitionfeesandrising

expectations, will that argument wash

with students who have paid £8500+ a

year?

By December 2011:

• Allunanticipatedchangestotimetablingto

becommunicatedtostudentsbye-mail(2

days’noticeormore)orbothbye-mailand

textmessage(lessthan2days’notice).

By September 2012:

• 90%ofstudentstohaveafixedtimetable

beforethestartofSemester1teaching.

• 75% of modules to make lecture slides /

notesavailableonBlackboardinadvance,

in a format suitable for students to print

outinadvanceofattendinglectures.

By September 2013:

• 95%ofstudentstohaveafixedtimetable

beforethestartofSemester1teaching.

• 90% of students to have Wednesday

afternoons free for sport, activities and

volunteering.

• All students to be able to access an

accurate timetable on My Northumbria,

withchangestoregularteachingschedules

updatedwithin2workingdays.

• 90% of modules to make lecture slides /

notesavailableonBlackboardinadvance.



Of 729 students who answered each question:

400

350

300

250

200

150

100

50

0

I consistently use module resources available on Blackboard

Strongly Agree Agree

I would like lecture slides or notes to be available on Blackboard

270

380 380

235

“I’m a course rep and I’ve been asked by

students about trying to get lecturers to

put lecture slides on Blackboard. Some

of our lecturers won’t. Students say it

helps, lecturerssaynotusingBlackboard

forcesustousebookswhichimprovesour

grades.

“From our Education Policy Consultation (November 2010):

Do you currently have what youwould describe as a fixed timetable?

Yes No

18%

82%


In theworldofwork,youdon’talways

get a choice of who you work with.

But the tensions that arise from group

workcanbescary tostudentswhoare

used to having control over the mark

they’ve studied hard for. To many, it

feelsatoddswiththosecoreuniversity

values of personal responsibility for

one’slearningandindividualrewardfor

individualeffort.

Ourvision:AUniversitywhererewardingindividualcontributionwithmarksmakesgroupworkasuccess

BECAUSE GROUP WORK (WHICH STUDENTS RECOGNISE AS A VALUABLE MEANS OF GAINING EMPLOYABILITY-ENHANCING SKILLS) THROWS UP A HOST OF ETHICAL AND PRACTICAL ISSUES IN SUMMATIVE ASSIGNMENTS – WHERE THE MARKS COUNT.

Why?

GROUP WORK


Northumbria students’ % satisfaction with assessment arrangements:

80

78

76

74

72

70

68

66

64

“The criteria used in marking have been clear in advance”

2010 2009 2008

“Assessment arrangements and marking have been fair”

73

69

72

70

76

78

From the National Student Survey (2008-2010):

Group work at Northumbria is what

makes it possible for students on one

professional course to complete a

complex project with students training

for a different profession – invaluable

experience for theworldofwork. And

well-managed, innovative group work

with rich peer-to-peer feedback is not

uncommonatNorthumbria.

Sadly, poorly-managed group work

reinforces theverysamesocialdivides

it set out to challenge. Our previous

researchshowedthatit’sonlyinrelation

to their perceived lack of English

languageability ingroupwork thatUK

students ever express negative views

towardstheirclassmatesfromoverseas.

Most worryingly, while satisfaction

with assessment and feedback overall

has risen since our 2007/08 campaign,

confidenceinassessmentarrangements

appearstohaveactuallyfallennarrowly,

according to the National Student

Survey.

Butitdoesn’thavetobethatway.Better

managementofgroupworktrulycould

pay dividends in internationalising,

professionalising and stimulating the

learningenvironmentforeveryone.

By December 2011:

• All group work assignments to require

participants to agree a transparent

processforgroupselection,andaCodeof

Conductforeachgroup,democraticallyin

consultationwiththemoduletutor.

By September 2012:

• All summative group work assignments

toawardat least 50%ofmarksbasedon

provenindividualcontribution,whetheror

not the nature of the group work means

that this is identifiable from the group

assessment‘product’.

• A minuted commitment at the University

leveltoshiftawayfromsummativegroup

workandtowardsformativegroupwork.

By September 2013:

• All students participating in group work

to have recourse to a University-wide

dispute resolution procedure, designed

in consultation with the Students’ Union,

which would be non-punitive and would

focusonmediation.



Comparison of Course Reps’ and programme Leaders views on Groupwork (September 2010):

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Course Reps

Rate Groupwork ‘Good’ or ‘Excellent’

Rate Groupwork ‘Bad’ or ‘Terrible’

Programme Leaders

48.40%

90.70%

16.60% 0%


From our ‘Finding Equilibrium’ comparison of Course Reps’ and

Programme Leaders’ views (September 2010):

“…somelecturershavesaidthatanyproblemswithgroupmembersmustberaisedearlyon,

e.g.beforeChristmasforworksetinOctober,November.Yetissuescanariseatanytimeorcan

reachapointwherestaffinterventionisneededatanytime.It’snotfairtobelumberedwithan

unmotivated,unreliablestudentbecausetheyconvincedyoutheywereworththebenefitofthe

doubtuntilafterthecutoffpointforsortingoutissueswithgroupmembers!

“

“In our school group work is supposed to be

a simulation of the working environment,

however we are not yet in the working

environmentandmyprimaryaimistogetthe

bestdegreepossible.

““University education is not just about

getting a degree, it’s about learning

skills for thewiderworld.Groupwork

isacriticalskill.

“

Groupwork is suitable for formative assessment

Some Course Reps have suggested that groupwork should be more structured, and should feature some of the following. Please indicate which of these, if any,

you think should be included as part of groupwork:

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

A code of conduct that all members of a

group sign

Minutes (notes) taken at every group meeting showing key

actions

Students are marked as individuals and not

as a team

Students are able to choose their own

groups

Don’t mind Shouldn’t have this Should have this

52.7%

14.9%

14.9%32.5%

45.6%

21.5%

32.5%

66.0%

19.6%

52.5%

16.2%

31.3%

From our Education Policy consultation

(November 2010):

Please indicate how much you agree withthe following statements:

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Strongly Agree Agree Don’t know Disagree Strongly Disagree

Groupwork is suitable for summative assessment

22.7%

54.4%

10.9%

8.7%3.3%

3.2%

30.7%

16.3%

31.8%

18.0%


From the Postgraduate Research Experience Survey (2009) – average scores out of 5 in each area:

Creating knowledge, challenging

assumptions,oftenonatopicthatcarries

a huge amount of personal meaning

– more than any other assignment,

students want their dissertation to be

the best thing they’ve ever written,

something they can graduate proud of

and perhaps make a difference to the

world with. Northumbria’s Corporate

Strategy commits us all to building

a research environment to make this

happen.

Ourvision:AUniversitywhereoriginal,inspiredresearchdissertationsbenefitfromasupportiveresearchenvironment

BECAUSE WHETHER YOU’RE ON A TAUGHT MASTERS OR POST GRADUATE RESEARCH PROGRAMME (OR A FINAL YEAR UNDERGRADUATE) – YOUR DISSERTATION OR THESIS IS THE CULMINATION OF THE BLOOD, SWEAT AND TEARS YOU’VE SHED ACROSS YOUR EDUCATION.

Why?

RESEARCH ENVIRONMENT


Section 3: Infrastructure 2008 2009

3aIhaveadequateaccesstotheequipmentnecessaryformyresearch

3.8 3.9

3b Ihaveasuitableworkingspace 3.7 3.8

3cThereisappropriatefinancialsupportforresearchactivities

3.2 3.3

3dThereisadequateprovisionofcomputingresourcesandfacilities

3.7 4.0

3e Thereisadequateprovisionoflibraryfacilities 4.1 4.1

3f IhavethetechnicalsupportIneed 3.7 3.9

Infrastructure summary 3.7 3.8

With 140 funded PGR studentships in

2010/11,13%ofallNorthumbriastudents

on a Post Graduate Taught (PGT)

programme and a Corporate Strategy

that foregrounds research excellence

as a priority, there has never been a

better to time to be writing up your

research project at Northumbria. And

thecommunityofPGRstudentsisactive

andengaged,with theUKnumberone

responserateof54%inthePostgraduate

Research Experience Survey in 2009,

andanevenhigher59%in2011.

But with rapid expansion comes

challenges. For Masters students

(especiallythoseconsideringPGRstudy),

itisn’talwaysstraightforwardtogetthe

supervisor or supervision you need.

And a thriving Research Hub with new

PGR students might mean less chance

ofapermanentworkspaceorcomputer,

or sharing essential equipment and

resources. Meetingthesechallengesis

key to making Northumbria where the

brightest and best want to write their

dissertation.

By December 2011:

• Every PGR student to be assured equal

entitlementstoUniversitystaffintermsof

ITandlibraryaccess.

By September 2012:

• Everystudentcompletingadissertationto

enjoy at least one structured one-to-one

tutorialperfortnightforfeedbackondraft

dissertationwork.IfwritingupaMasters

dissertation over the summer and the

supervisorisonleave,studentsshouldbe

providedwithanamed‘coversupervisor’.

By September 2014:

• Every PGR student to be guaranteed an

individual physical workspace with a

personal computer and adequate storage

space,andregularaccesstoanynecessary

laboratory space or equipment (including

on evenings and weekends where

practical).




“Iwouldliketorecommendstudentshavemoresessionsinitiallywiththeirsupervisors.And

alsostudentshavetheoptiontochooseSupervisorsfromotherdepartments…ifafewlecturers

couldhandlestudents[fromrelatedsubjectareas]itwouldbeveryhelpfulforfuturestudents.

Overtheholidayperioditwouldbeusefulifthereisatleastonecontactstudentscouldemailin

ordertoclearupanygeneralconcernstheymaybehaving…Weunderstandthatthestaffare

entitledtoaSummerbreak,howeverthestudentsarepayingfora12monthcoursesoshould

haveatleastsomesortofsupervisionoverthefullperiod.

“

Aclear,transparent,inclusivetuitionfee

willnotonlyputstudents’mindsatease.

Thereislittledoubtthatvalueformoney

willbeakeyissuewhenannualtuition

fees reach £8500. And crucially, being

able to plan for the true cost of study

coulddecidewhetherornotastudentis

abletocompletetheirprogramme.

Ourvision:AUniversitywheretransparencyandvalueformoneyensurestudents’expectationsaremet

BECAUSE NO STUDENT SHOULD HAVE TO PAY UNANTICIPATED, UNBUDGETED AND UNREASONABLE COSTS FOR THINGS THAT ARE ESSENTIAL OR IMPORTANT TO THEIR SUCCESS AT UNIVERSITY.

Why?

TRANSPARENCY AND VALUE FOR MONEY

21.09

641.53

548.66

134.1

167.03

123.27

40.11

242.67

28.49

72.44

186.3

If ticked above please indicate how much you spent on each of the following (£) (average):

All Other Responses

Placement Travel

CRB Check

Professional Affiliations

Printing Credits

Course Materials (not stationery)

Studio Fees

Specialised Software

Clothing (Lab coats, Costumes)

Trips (Field, Theatre, etc)

Text Books

0 100 200 300 400 500 600 700

From the Hidden Fees survey (January 2011):


An outstanding student experiencehas to offer the full range of learningopportunities, whether first-rate studioand laboratory space, cutting edgecomputersoftware,orfield trips toputlearning into practice and bond withyourpeers.Itisthesethingsthatmakea Northumbria education unique – andnobodywoulddisputethattheyhavetobepaidfor.

But where they’re a core part of theprogramme – even if they’re nottechnically compulsory, but still put astudent at risk of disadvantage if theycan’taccessthem–itdoesn’talwaysaddup as to why they’re not incorporatedwithinthetuitionfee.OursurveyonHiddenFeesuncoveredarange of additional costs that studentssimplyhadn’tanticipated.TheUniversityhas a golden opportunity to bundletuition-relatedfeesintoonetransparent,value-for-money package and to “sell”theNorthumbriastudentexperienceforwhatit is–amongstthebest(andbestresourced)intheUK.

OurHiddenFeesNoThanksreportwaspublishedinJanuary2011andwehaveenjoyedaconstructivedialoguewiththeUniversityleadingtoaconfirmationthattheUniversitywillincorporateadditionalfeesintothetuitionfeewherelegalandwhereaffordable.TheStudents’Union’sworkdoesnotendatthispoint,though,and we will continue to work tirelesslywiththeUniversitytoagreeexactlywhatwillandwillnotbeincorporatedwithintheheadline£8500feeby2012.

By December 2011:

• AminutedstatementfromtheUniversity’s

Board of Governors agreeing in principle

toeliminate“hiddenfees”.

• DiscussionstobeginbetweentheStudents’

Union and University on what precisely

comesunderthedefinitionof“hiddenfees”.

• A full audit to be carried out of which

studentsonwhichprogrammesfacewhich

“hiddenfees”.

By September 2012:

• 60% of additional costs identified in the

audittohavebeenremoved.

By September 2013:

• 80% of additional costs identified in the

audittohavebeenremoved.



Over one thousand students every year

volunteer on the ground, championing

the outstanding university education

that every Northumbria student

deserves. These students will pursue

the delivery of this policy at every

opportunity:

• Upto20SchoolReps–2or3for

eachSchool

• Upto10PostGraduateTaught(PGT)

Reps–1or2foreachSchool

• Upto8PostGraduateResearch

(PGR)Reps–1foreachSchool

• 1200+CourseReps–Atleast1for

eachcourse,peryearofstudy

We will ensure the policy is on the

agenda at the following key decision-

making forums:

• CentrallybytheUniversityat

AcademicBoardorUniversity

LearningandTeaching

• AttheSchoolLevelatSchool

LearningandTeachingCommittee,

andSchoolResearchCommittees

• AttheSubjectAreaorProgramme

levelatStaff-StudentLiaison

CommitteesorProgramme

ManagementCommittees

Wewillupdateregularlyonthe

progressofourEducationPolicy:

• Onthewebsite–www.mynsu.co.uk/

educationpolicy

How do we plan to deliver the Education Policy (and how will you know it’s being achieved)?

• InmonthlybriefingstoyourCourse

RepsandSchool/PGT/PGRReps

…andhoweverelsewe’reableto.

And we’re always open to feedback,

suggestions and input on the direction

of our Education Policy – contact us:

• Bye-mail–su.coursereps@

northumbria.ac.uk

• Throughouronlinefeedbackform–

www.mynsu.co.uk/educationpolicy

Overall we feel that this policy reflects

an ambitious but well researched,

groundedandfocusedstatementabout

ourpositionregardingtheeducationof

Northumbria students. The Students’

Union opinion is that the University

offersaverygoodeducationandoverall

student experience, but that there are

areasforimprovement.

We look forward to an open and

constructive dialogue about this policy

andbelievethatiftheUniversityworks

withtheStudents’Unionandadoptsthe

five visions, and associated milestones

withinthispolicy,thenwebelievethere

is the potential to unlock a genuinely

outstanding and unique experience for

studentswithintheinstitution.


NorthumbriaStudents’Unione:[email protected]:01912274757|f:01912273760

2SandyfordRd|NewcastleuponTyne|NE18SB

Documents

NSU Education Policy 2011 - 2014