1. Two-Point Feedback System: Improving student experience in real time Rikke Duus and Amanda Relph Senior Lecturers in Marketing University of Hertfordshire, Business School

2. Rationale Co-creating the student experience by collecting student feedback and listening to the student voice. 1

3. Research Aim & Objectives Aim; To understand student dissatisfaction at a deeper level in order to proactively deal with issues in real time Objectives; To identify key areas of module satisfaction and dissatisfaction To identify areas where the module can be improved To test the impact of the two-point feedback system on overall student satisfaction 2

4. Methodology Mid-module surveyPost-module survey Survey tool:Online surveys (Survey Monkey) Question type:Mix of quantitative and qualitative questions Topics:Module delivery, marking, workload & student preparation Sample:All students enrolled on Principles of Marketing 1 Sem A 08/09 Dates:8.11.08 – 14.11.0825.01.09 – 3.02.09 Response rate:17.8% (75 respondents)20.1% (85 respondents) Questions:1421 3

5. The Two-Point Feedback System 4 Principles of Marketing Mid-module survey Module actions Post-module survey Survey analysis Impact analysisDoes it work?

6. Results & Findings: Mid-Module Survey (MMS) 5 Most satisfactory (Definitely agree + agree) Least satisfactory (Definitely disagree + disagree) Use of examples in lectures88%Student preparation for seminars- 31% e-Learning facilities (inc. StudyNet) contributed to learning 87%Clear marking criteria given in advance- 24% Finding information on StudyNet80%The module workload- 17%

7. Actions to Improve the Student Experience 6 Areas of dissatisfactionActions Student preparation for seminars e-Mail and in-class communication with students regarding lack of preparation and absence Checked the students work in the seminars. Those with no preparation were asked to leave = increased level of preparation Clear marking criteria given in advance Extensive guidance provided to students for all three remaining assessments. Lecture on essay writing by the Academic Skills Unit.

8. Most satisfactory (Definitely agree + agree) Least satisfactory (Definitely disagree + disagree) Use of examples in lectures95% (88%) Student preparation for seminars-40% (-31%) Finding information on StudyNet85% (80%) Clear marking criteria given in advance-19% (-24%) e-Learning facilities (inc. StudyNet) contributed to learning 79% (87%) The module workload-19% (17%) Results & Findings: Post-Module Survey (PMS) 7 Of the respondents who completed the post-module survey...; 34% completed the mid-module survey31% did not complete the mid-module survey35% are not sure

9. Positive Results after Intervention? Does it actually make a difference? 8 Module workload Marking criteria Student preparation Finding info on StudyNet e-Learning facilities Examples in lectures Most satisfactory Least satisfactory

10. 9 Additional Results & Findings: Post-Module Survey FindingsStatistics A small majority of students prepared for more than half of the seminars 42% prepared for 1-6 seminars (half or less) 54% prepared for 7-11 seminars (more than half) A clear majority of students would recommend the module to other students 61% would recommend the module 12% would not recommend the module A majority of students have been concerned about passing the module 59% have been concerned 39% have not been concerned

11. So What? Easier to improve module aspects not reliant on student participation/involvement Already satisfactory module aspects improved with no intervention Module aspects that were already satisfactory improved more than dissatisfactory aspects It will take a greater effort to improve dissatisfactory module aspects than satisfactory 10

12. Study Limitations The timings of the surveys No questions focussing on importance 11

13. Discussion Points How could the TFS be improved to further be able to measure and react to student dissatisfaction? How much should we listen to the student voice? Is it possible to please all? 12