Presentation on theme: "External & Strategic Development Services (ESDS) NSS and Gender Comparison of : Male and female students Sector and UEL Year 2006 to 2009 Strategic Planning,"— Presentation transcript:
External & Strategic Development Services (ESDS) NSS and Gender Comparison of : Male and female students Sector and UEL Year 2006 to 2009 Strategic Planning, ESDS
UEL compared to sector: male (2009) Male UEL students sometimes more happy than male sector students (e.g. about prompt feedback, personal development) Male UEL students show only strong negative difference to sector in question 11) I have been able to contact staff when I needed to.
UEL compared to sector: female (2009) Female UEL students often much less happy than sector female students (17 times out of 34 questions the difference of ‘% agree’ is higher than 10%) Female UEL students only more happy than sector in Practice Placements Three questions per group of questions they are very unhappy about: -Teaching on my course -Academic support -Learning resources => Area for most concern: Academic support (difference to sector 15% to 18% in 2009)
Areas of greatest concern for female UEL students in 2009 Female % Agree Female Sector- wide % Agree UEL female minus sector The teaching on my course 7484 -10 1. Staff are good at explaining things. 7787 -10 2. Staff have made the subject interesting. 7081 -11 3. Staff are enthusiastic about what they are teaching. 7484 -10 Assessment and feedback 5865 -7 6. Assessment arrangements and marking have been fair. 5973 -14 Academic support 5773 -16 10. I have received sufficient advice and support with my studies. 5472 -18 11. I have been able to contact staff when I needed to. 6381 -18 12. Good advice was available when I needed to make study choices. 5368 -15 Organisation and management 6272 -10 14. Any changes in the course or teaching have been communicated effectively. 5769 -12 15. The course is well organised and is running smoothly. 5769 -12 Learning resources 6879 -11 16. The library resources and services are good enough for my needs. 6979 -10 17. I have been able to access general IT resources when I needed to. 7084 -14 18. I have been able to access specialised equipment, facilities or rooms when I needed to. 6475 -11 Overall Satisfaction 7182 -11
2006 to 2009 UEL and sector (female) While there has been a clear upwards trend in female student satisfaction from 2006 to 2009 in the sector, UEL female students’ satisfaction declined from 2007 to 2009 in most areas.
2006 to 2009 UEL and sector: female students Main dissatisfaction in time period 2006 to 09: Academic support: -Q10. I have received sufficient advice and support with my studies. -Q11. I have been able to contact staff when I needed to. 2 nd area for concern: Learning resources -Q17. I have been able to access general IT resources when needed to. -Q18. I have been able to access specialised equipment, facilities or rooms when needed to. 3 rd area for concern: Organisation and management -Q14. Any changes in the course or teaching have been communicated effectively. -Q15. The course is well organised and running smoothly.
2006 to 2009: UEL male students and sector In the sector, the student satisfaction for male students has increased over the past three years to 2009, as it has for female students. Regarding UEL, the satisfaction of male students has decreased by 1-3% per question from 2008 to 2009. However, area C) Academic support has only seen improvement or the same satisfaction for male students. (Academic support is the area of greatest concern for female students).
Conclusion (1) Only one question raised strong concern among male and female students “Q11. I have been able to contact staff when I needed to.” => Maybe all staff to publicise their e-mail address and dates & times of advice hours at the beginning of each course in the first few lessons again and again; adding their e-mail address to their hand-outs regularly; reminding students that a response can only be expected within 48 hours as they have other commitments too (agree on general policy among staff?)
Conclusion (2) Female UEL students seem to feel they do not get sufficient academic support (Q.10 and 11) => Setting up extra advice hours; offering Facebook-style/Chat-style on-line help; drop- in sessions on academic support areas for female students only (maybe they feel intimidated by male students taking over with their questions?)
Conclusion (3) Q17: Female students claim to have been less able to access general IT resources when needed. Maybe less female students have their own computer and depend on UEL? => investigate further Q18: Female students less happy with accessing specialised equipment. Maybe offering special induction sessions for female students, monitoring if there are big groups of male students (intimidating) taking up specialised rooms all the time?)=> investigate through survey in a module, e.g. If you have not been able to access specialised equipment, what were the reasons? Maybe a resources issue and female students are more annoyed about this than male students? => investigate (How often have you been able/ not been able to access specialised equipment).