Semester Feedback

Introduction

Newman Students’ Union

Semester Feedback Report

Semesters replaced terms in the academic year 2009/10; discussions have taken place on University panels, student meetings and throughout the campus about how the change has affected the student experience.

The Students’ Union felt it was important to gather relevant feedback from students about this issue. With Newman University College having around 2,750 students we sought opinion from 1,000 students from diverse backgrounds to see if the changes had affected them.

This has been a thorough and informative process about the student experience at Newman University College and NSU feel the University should look at this feedback in the same manner as the Student Written Submission, by the recommendations being considered.

Martin CornbillNewman Students’ Union President 2010/11

Acknowledgements

Thank you to all students who went out and gained student feedback from their classes.

Thank you to the lecturers who allowed the Newman Students’ Union Executive Committee to attend lectures and explain the questionnaire and wait for them to be completed.

Thank you to Lizzy Creevy for helping collate the information and producing the graphs and statistics. As well as the NSU staff team as a whole for their encouragement, support and help completing this report.

Finally, thank you to the 1009 students who completed the questionnaires.

Methodology

The process started in July 2010, by creating questionnaires and presenting them to students and selected University College Staff. Participants were quizzed on what was considered to be acceptable and what they would like to see changed on the questionnaire.

After this consultation with students and the University, the format of the questionnaire was finalised. To make it accessible to the whole of the student body, the word semesters wasn’t used on the questionnaire.

The NSU Executive then decided that the best way to obtain feedback was by taking questionnaires to lectures, explaining the form and then asking the students to fill it in. It was also agreed that first year students should not be presented with the questionnaire until February at the earliest, to allow them to experience semesters and thus enable them to comment on them.

The aim was to get a representative response, covering students from each programme area and year, results were then analysed for any patterns.

Results are presented throughout in graph format. Some graphs show more than 1009 responses, because some students commented on issues in both a positive and negative manner. We thought this method was representative of the data rather than putting them in the neutral box.

We thought it would be good practise to look at the ITE area and more traditional Undergraduates separately, as these areas are different and have been vocal about the affects of Semesterisation at relevant meetings. We decided to compare the second year results against those of the third and fourth years to see how figures would compare with general results, and how those who have and haven’t experienced terms view the current format. First years were not included in the comparisons due to a lack of experience being taught in the semester format.

We are pleased that we managed to get an equal number of ITE 2nd years to compare to 3rd and 4th years combined (100 each), as this enabled us to analyse the data to see if any patterns emerge.

Results have been compared with the overall statistics and similarities and differences between results are discussed throughout.

The table below shows a breakdown of where data has been received from:

Course Structure

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10152025303540

Percentage of Students

We are pleased with the range of students who filled in the questionnaire as we averaged about 65% full time 35% part time students.

Year

0

50

100

150

200

250

300

350

400

1 2 3 4

Year

The graph above shows how many students from each year group completed the questionnaire. We are pleased with the nature of the split as an all round view on semesters was being aimed for, but we were aware years two, three and four were likely to be more vocal due to experience. There are less fourth years due to not all ITE students continuing past the 3rd year.

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Total numbers

Results Analysis

Overall Statistics

Below are 8 graphs showing all of the results from the 1009 participants. Each graph is explained and key themes are highlighted/identified.

Q1 – Do you believe your course fees are value for money? Yes/No

Question 1

34%

3%61%

2%

Yes

Neutral

No

No Answer

Q2 – Please explain your answerQuestion 2

24%

5%

59%

12%

Positive

Neutral

Negative

No Answer

These questions are linked together resulting in their findings being similar. The results show that 61% of students think their fees are not value for money. Some reasons for the negative feedback were that students believe education should be free. Also, the lack of resources did not warrant the fees and the availability of facilities was not good enough, which links with the 2010/11 Internal Satisfaction Survey’s findings.

It was interesting to read that some students commented on the lack of contact and formal teaching time at the University. This may link to students’ expectations, especially after school, college and

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Year 1 – 282Year 2 – 367 Year 3 – 293Year 4 - 62

sixth form experiences that they should be in lectures all day, when in reality doing a full time course does not mean constant lectures. “Not enough lecture time”

From the conversations we have had with selected Students’ Unions (based on size and courses on offer) they were surprised by this. They commented information on student expectations were provided in the relevant paperwork and at the fresher’s induction.

We are pleased the style of the module handbooks are being looked into, this should help getting the message of independent learning across, but it could be made a priority to explain independent learning during induction week as well as the weeks following.

A few of the responses rejected the Government’s proposal to lift the cap on fees, as many were thankful to only be paying £3,300, resulting in some positive comments. On the whole though people felt fees with the current job climate wasn’t value for money.

“I don’t believe we should be paying so much to be educated”

“Prices too high without the guarantee of the job you want in the end”

Others who felt positively about course fees felt education at degree level should be paid for and/or in the future it will lead them to better job prospects.

“I just believe…at the end of it I will have a better chance of having a job and better qualifications”

“Excellent course and I get a good education”

“The quality and support available at Newman is excellent”

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Q3 – How do you feel about the way the year is laid out structurally?

Question 3

40%

12%

45%

3%

Positive

Neutral

Negative

No Answer

The positive and negative comments for this question have a particular theme; e.g. “The breaks are too long”, “the academic year isn’t long enough” versus “the length of breaks is great”. Some students who responded negatively on questions one and two felt they could do their degree in two years due to the amount of breaks and felt it was not value for money.

“Too much holiday in between semesters”

“Only here from (late) September till April”

Some student parents were unhappy that the year does not match with half terms which can lead to childcare issues.

“Lectures run through half term and therefore I miss too many”

“Part time courses are not catered for – as lectures do not match work/school timetables”

If the University is keen to continue this trend, then ways to support parents during these periods to ensure students have the time to receive the best education possible while studying at Newman, should be looked into.

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Q4 - Do you feel the workload is manageable? Please explain your answer?

Question 4

49%

8%

42%

1%

Positive

Neutral

Negative

No Answer

From reviewing all the comments, it would be said that student parents are feeling the strain, with family responsibilities being a factor why the workload isn’t manageable.

“It is hard when you are working … and looking after a family”

It would be interesting to compare the marks and grades that parents achieve with other students as they appear to be a group particularly concerned with the workload.

The number of modules per semester was an issue; the vast majority of negative comments came from those who had uneven module splits.

“Bad – had 5 modules in Semester 1 and 3 modules for semester 2, (its) really unbalanced”

From these comments words such as “pressure” and “stress” appeared on the questionnaires in relation to the semester where they had more modules and assessments. It would be interesting to view the number of mitigating circumstances and extensions that have been applied for due to workload purposes this year.

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Q5 - Do you feel assessments are appropriate?Question 5

76%

6%

15%

3%

Positive

Neutral

Negative

No Answer

This result is the most ‘overall’ unanimous positive response, as our students feel they are being challenged in a variety of ways.

Students had very positive comments about the variety of assessments and how well they link with what they are being taught. The fact they don’t only sit exams was also praised along with the opportunities and key skills they will learn from a diverse range of assessments.

“They do refer to what is being taught”

“Work is explained accordingly and staff are very helpful”

Some negative comments were in regards to working with other people as this may affect their individual marks. It can be appreciated that the University view is that students are being prepared for life after their degree and this experience is an important lesson in life as you don’t necessarily get on with everyone you have to work with.

6

Q6 - Do you have any further comments on assessments?Question 6

3% 2%

21%

74%

Positive

Neutral

Negative

No Answer

Due to the massive uptake on the previous questions and the answers given, it isn’t surprising to see only a quarter have taken the opportunity to comment further.

We do feel giving this option was worthwhile as it gave students an opportunity to reiterate previous points or come up with new ones.

Those who have commented have brought up a few issues which seem focussed on collection of work and the modules return spreadsheet, supporting research taken from the student written submission.

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Q7 - What would your opinion be on reducing modules in the year from 8 to 6? (This would mean module credits would change from 15 to 20)

Question 7

36%

18%

26%

20%

Positive

Neutral

Negative

No Answer

During explanation of the questionnaire students were told this would not mean a reduction in the workload, but more focussed on the six modules taken. There was one strong argument for and one strong argument against the change. The argument for included that it would lead to more focus on assignments and less hand-in dates. The argument against was that students liked the variety their course has to offer and by reducing the modules to six, it would be limiting their opportunities during their degree.

“This is a good idea”

“Broader range is better”

“I enjoy the variety”

Many of the neutral comments came from those who wanted more information of what the change would mean for areas; such as timetabling, number of lectures and value of the degree due to less modules being completed.

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Q8 - If you have any further comments please provide them here

Question 8 3%

1%

21%

75%

Positive

Neutral

Negative

No Answer

It is said if you have a bad experience at a restaurant you tell an average of 12 people, if you have a good one you will tell 3. Of the 25% of students that did comment it is therefore not surprising the vast majority used the opportunities to reiterate a negative comment rather than bringing up something positive. The new concerns that students raised were quality of service in some departments, Student Finance England, Sanctuary prices, no microwave, part time students also felt they were not valued as much as full time, due to service closures when they arrive (Sanctuary, SASTs etc).

“Printing costs [are] too high”

“Information for students needs to be more readily available e.g. [how to get] extensions”

“Sanctuary does not cater for evening students”

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ITE Comparison

For ease of comparison, the overall statistics from the 1009 participants are presented just above the ITE graph for that relevant question. For more information about how this was collated please see the methodology.

It could be viewed that the building work at Newman has impacted all areas of campus, but none more so than the School of Teacher Education Department. Finding suitable teaching rooms for the groups has proven a challenge due to a reduction in larger classrooms for a variety of reasons such as noise levels from the building work. This has inevitably led to timetabling issues which has been a frustration for everyone involved, especially the students.

The building work will lead to improvements for classroom suitability but has had a negative effect on student satisfaction this year. It will be interesting to see how the National Student Survey has been affected by this.

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Q1 – Do you believe your course fees are value for money? Yes/No

Overall

It should be noted the ‘no’ answer from the ITE 2nd years is 30% up from the overall statistics.

ITE 3rd and 4th - Question 1

26%

3%

71%

0%

Yes

Neutral

No

No Answer

These results show there is dissatisfaction over value for money within the ITE course. Reasons stated were due to the ‘short’ length of the academic year and the length of holidays. It was slightly surprising to see the second years being more negative about the course fees as it is likely they will be studying at University the same time first years come in who will be paying 3 times as much for the same course. The main source for the 2nd year negativity is that they view they are not in University enough.

“Only taught for 17 weeks!” It would be interesting to compare this opinion with students from similar institutions. To see how many teaching hours they receive and whether they are happy with it.

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Yes : 34%Neutral: 3%No: 61%No Answer: 2%

These figures are the overall statistics/results from question 1, below are the graphs and results from the ITE area.

The building work is highlighted in the responses and students have shown their frustrations with it. “Attempting to work around a building site is impractical” Q2 - Please explain your answer

Positive: 24%Neutral: 5%Negative: 59%No Answer: 12%

ITE 2nd - Question 2 8%

0%

91%

1%

Positive

Neutral

Negative

No Answer


23%

1%

69%

7%

Positive

Neutral

Negative

No Answer

Both graph results are very similar to question 1, which shows question 1 is supported by reasons, rather than an impulse reaction to the question.

The ITE Students were more focussed on their value for money, rather than being concerned by other people’s future costs.

The main grievances of students focussed on the three areas below:

“[We need] Better organisation regarding modules, rooms, timetables etc”.

“Too much is left to moodle”

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“The amount of contact time is insufficient”

Q3 – How do you feel about the way the year is laid out structurally?Positive: 40%Neutral: 12%Negative: 45%No Answer: 3%

ITE 2nd - Question 3

21%

4%

74%

1%

Positive

Neutral

Negative

No Answer

From the overall results, the negative answer is 29% up. Even though the 2nd years are not as disapproving as the 3rd and 4th, these figures are not very encouraging, the main reasons for this are the same as the 3rd and 4th years.

ITE 3rd and 4th - Question 3 8%

0%

92%

0%

Positive

Neutral

Negative

No Answer

From the overall results, the negative answer is 47% up.

3rd and 4th years have been very vocal in their disapproval for how the year has been laid out. Even though they were given the same amount of ‘free’ weeks to complete the dissertation module, they did not appreciate it having to be handed in around placement.

Other reasons behind the disapproval are:

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“Semesters limit what we can do in school”

“It makes child care a real problem in half terms”


Positive: 49%Neutral: 8%Negative: 42% No Answer: 1%


39%

1%

59%

1%

Positive

Neutral

Negative

No Answer

From the overall results, the statistics for the 2nd years show a 17% increase in negative responses and a 10% reduction in positive ones.


19%

0%

81%

0%

Positive

Neutral

Negative

No Answer

From the overall statistics, the 3rd and 4th years have had a 39% increase in negative responses. From the comments this is due to changes with placements and hand in dates, the statistics show changes to semesters has had more of an impact on ITE Students than it has for non teaching undergraduates.

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“I feel rushed with my work, as all our assignments are in for around the same time”

On both graphs it is interesting to see students having a very definitive feeling towards the workload, with very little uptake for neutral and no answer.

Q5 - Do you feel assessments are appropriate?



69%0%

30%

1%

Positive

Neutral

Negative

No Answer

Even though the results are slightly down when compared to the overall statistics, over two thirds of ITE students feeling positive about the way they are assessed.

It appears from the results that the standard and appropriateness of assessments have not been affected by semesters.


70%

0%

29%

1%

Positive

Neutral

Negative

No Answer

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Q6 - Do you have any further comments on assessments?


ITE 2nd - Question 6 4% 2%

32%

62%

Positive

Neutral

Negative

No Answer

ITE 3rd and 4th - Question 6 6% 0%

23%

71%

Positive

Neutral

Negative

No Answer

The students that used this opportunity used it to reiterate points and/or bring up new ideas. Of those that did comment the main issue that was brought up was:

“Terms meant I had more time to do work and take part in the social aspect of University”.

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This point has an effect on the Universities Strategic aims ‘Engagement with the Community and Region (point lll.5) and can be linked to the wider student experience as well. With the same amount of work being done in less time, students are having less time to participate in sports, societies, volunteering or sitting on panels etc. as they have to put their degree first.

Q7 - What would your opinion be on reducing modules in the year from 8 to 6? (This would mean module credits would change from 15 to 20)

Positive: 36% Neutral: 18%Negative: 26%No Answer: 20%


27%

19%

43%

11%

Positive

Neutral

Negative

No Answer


36%

11%26%

27%

Positive

Neutral

Negative

No Answer

The 2nd years are more content with how things currently are, whilst the 3rd and 4th years seem more willing to embrace the change; the workload that the students were facing and the number of assessments being handed in at once may have influenced this answer.

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“If dates and semesters carry on this way- this would be one way of helping as we wouldn’t have to fit in so much. However – it is nice having the variety of modules”.



ITE 2nd - Question 8 2%

0%

29%

69%

Positive

Neutral

Negative

No Answer

ITE 3rd and 4th - Question 8 4%

0%

54%

42%Positive

Neutral

Negative

No Answer

Considering the overall statistics only show 25% of students commenting for this question – the uptake of 58% of ITE 3rd and 4th year students is very significant. The comments raised are mainly negative and are used to reiterate previous points.

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“Lectures are cancelled – no work left and not re-scheduled”

“The EPS module … was supposed to be taught over 12 weeks and we only received 3 weeks [of] taught sessions”.

“It is difficult to fit a teaching course into semesters as it naturally fits into terms”

“Semesters make [the] work load… intense”

Comparison between overall statistics and Undergraduate 2nd and 3rd years

As stated in the methodology, the intention was to compare the results of undergraduate 2nd and 3rd years. After looking at the comparisons, the results are very similar to near identical so it was thought stating the key themes behind each answer rather than comparing the percentages would be a better use of resources.

Q1 – Do you believe your course fees are value for money? Yes/NoQ2 – Please explain your answer

The results from this area are slightly more positive than the overall statistics. This may be down to the timing of when the students did the questionnaire, as some commented the fee was better than what future students would have to pay or being content with the current amount.

Q3 – How do you feel about the way the year is laid out structurally?

This was nearly identical to the overall statistics, the key themes were: the positive/negative length of breaks and the number of lectures per week.


The second years were slightly more positive than the overall statistics. They feel the workload is manageable, if a little rushed at times.

The third years having their dissertation, plus a variety of other pressures including: general workload, hand in dates and external assessments e.g. having to work, have lead to more negative results.

Q5 - Do you feel assessments are appropriate?

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Very similar results to overall statistics, with the same positive and negative comments being brought up.

The positive responses comment on their not being too many exams, good diversity and lots of key skills being learnt.

The negative responses focus on presentations, with others having influence over an individuals mark.

Q6 - Do you have any further comments on assessments?

Again these results were nearly identical to the overall statistics. 20% of 2nd years and 25% of 3rd years commented. Of those who did comment, the space was used to reiterate previous comments. Q7 - What would your opinion be on reducing modules in the year from 8 to 6? (This would mean module credits would change from 15 to 20)

The 3rd years were slightly more favourable to the idea of 6 modules than 2nd years. There was not much variation from the overall statistics with the main theme of answers being “variety on offer” versus “how in depth per module” the subject gets.


The 2nd years were more reluctant than others to take up the opportunity to comment, whilst uptake from the 3rd years was identical to the 25% reflected in the overall statistics.

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Conclusion – Overall Statistics

The bunching of assessments is a problem for students, as some believe their marks are being affected by this. We are pleased to be working with the University to solve this as this was one of the key issues.

This links in with the weight of modules per semester – those who have equal splits tend to cope with the workload better. We appreciate due to the combined honours programme uneven splits are inevitable, but we hope to continue talking with the University about how to ensure extreme splits do not occur. Students should be well informed of their choices and the likely workload that will accompany their decisions. Even though extreme circumstances are rare - students should not be able to get into the position of 7 modules in one semester and arguably not even 6 per semester.

This year has been out of sync with half terms, this has proven difficult for student parents. If the University continues to do this, they could consider at a half term programme for children; this would allow students to attend lectures and not have to worry about what they will do for childcare.

Students either particularly enjoy or dislike the length of breaks under semesters; the main frustration is that students feel they could complete their 3 year degree in 2 years. Others enjoy the opportunity the longer breaks bring, e.g. Camp America, being able to work to pay for their degree etc. The University will have to think carefully about the length of the academic year as students will want value for money, especially when the higher fees start.

With regards to the increase in module credits resulting in fewer modules, students are divided in their answers between variety of modules and depth. To put it simply, the number of modules is enjoyed by some students as it gives them a chance to experience

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more subjects in their discipline and others would prefer the chance to go experience fewer modules in more depth. NSU would recommend the University research this in detail before making a decision, as it would increase staff workloads for the year if the idea went ahead and would impact the student experience.

The strained relationship between students and Exams and Assessments is highlighted, which supports comments raised in the Student Written Submission.

“Exams and assessments aren’t very helpful and tend to close a lot for menial reasons”

Plans are already in place to ensure this is improved on and we thank the University for their response on this matter.

Conclusion – School of Education

From the results, it is clear to see that the students from the School of Education have had a number of issues with regards to their year.

The main grievances have come from:

The building work Time spent in University Timing of assessments Bunching of assessments Resources available to them

From the results it seems that the building work has impacted the School of Education more than others, which has not helped with timetabling and appropriateness of rooms in this area.

Bunching and timing of assessments has been a problem for the University as a whole and we are pleased this is being worked on, but students have felt their standard of work is going to suffer. This was apparent when going through the feedback from the ITE students.

“My average for the first two years has been over 70%, it will drop this year as I don’t have time to study for all of my subjects”. (ITE Student)

As long as the University continues to monitor and work on the situation this issue can be solved.

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With the building work on the library this year, it should be noted that very few commented negatively about the layout of the interim library or the facilities and service on offer. For that the library team should be praised.

Physical resources available to students continues to be an issue. Even though the University spent more per student than other local institutions the student body didn’t feel number of books were sufficient. An improvement in the number of e-books and resources has been noted and praised by students.

Graduation and Retention

There are positives that semesters have brought; around 70 additional students were able to graduate with their year under the semester system, as they could complete their re sits. Numbers for the academic year 10/11 are yet to be finalised but is expected to be similar. Also, since the change to semesters there has been an improvement in the University’s retention rates and re sits completion which is good as the University tries to improve its record in this area.

Final thoughts

Looking at the retention rates, re sit completions etc, it does seem semesters are having a positive impact on the student experience. This system is still very new though and work needs to be done to ensure the workloads are manageable as the welfare of the students needs to be thought of as well as the opportunities students can get involved in. Otherwise questions about getting involved in the community will continue to be poorly rated in questionnaires. We look forward to working with the University to solve these problems to give Newman students the best University experience possible and continue improving the academic statistics.

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Documents

Semester Feedback