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G OSIA K ULEJ P ROJECT C O - ORDINATOR (S URVEYS ) T HE H IGHER E DUCATION A CADEMY PTES – The first glance at the interim results from the first Postgraduate.

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Presentation on theme: "G OSIA K ULEJ P ROJECT C O - ORDINATOR (S URVEYS ) T HE H IGHER E DUCATION A CADEMY PTES – The first glance at the interim results from the first Postgraduate."— Presentation transcript:

1 G OSIA K ULEJ P ROJECT C O - ORDINATOR (S URVEYS ) T HE H IGHER E DUCATION A CADEMY PTES – The first glance at the interim results from the first Postgraduate Taught Experience Survey

2 Background The one off PGT Survey commissioned with York Consulting in 2007 (survey and focus groups) Summary report available at: rwork/research/surveys/PGTSurvey.pdf The need to close the gap between NSS and PRES Growing importance of PGT students Specific cohort (large number of international students, OU) Successful PRES methodology

3 Development Objective: Develop an easy-to-use tool for collecting comparative information about the taught postgraduate student experience, to inform enhancement. Steering group (HEIs representatives, UKCGE) Design principles: Student-centred, Voluntary, Useful, Anonymous, Easy to use, Flexible, Cost effective, Secure Based on PRES methodology The questionnaire builds up on the NSS, PRES and PGT surveys Planning: Steering group Pilot: July-Aug 2008; 6 HEIs 2,238 replies (13% response rate) Revised questionnaire and HEIs feedback

4 How does it work? Academy HE Institution BOS Academy Provide core questionnaire Coordinate (the same start/end dates, monthly bulletins) Collaborative agreement Advice on data analysis Collect feedback Sector wide report (anonymised dataset) HE Institution Purchase BOS licence Launch PTES (additional questions) Collect data ( s) Analyse data Institutional report Response to survey results BOS Provide technical support and guidance

5 Core questions Motivation Quality of teaching and learning Assessment and feedback Dissertation Organisation and management Learning resources Skills and personal development Career and professional development Overall satisfaction

6 Questionnaire Includes many questions from NSS (for comparison) and some from PRES (dissertation, demographics) Questions for particular groups of students: Campus based vs distance learners Student support services International students Demographic questions Degree registered for; age; gender; discipline (41 JACS), department, start date; full/part time; face-to-face/distant learner; domicile; paid employment; source of funding; highest qualification on entry

7 PTES 2009 PTES 1 st national administration advertised beginning of February 2009 HEIs to sign up until end of March HEIs (interim results from 29 HEIs) signed up PTES went live w/c 20 April Currently 9,119 replies (11% response rate) Will remain open until 26 June 2009 Final report Autumn 2009 Interim results – 8,362 replies

8 The cohort 29 HEIs

9 Qualifications 78% are registered on MA courses 9% Postgraduate Certificate 9% Postgraduate Diploma 4% Other

10 Age and gender 42% are female 58% are male

11 Discipline

12 Mode of study and mode of delivery 57% study full time and 43% study part-time 73% are primarily face-to-face learners

13 Domicile 67% Home students 12% Other EU 21% Non EU

14 Employment Just over a half are in paid employment (55%) Out of those: 23% work up to 20 hours per week Only 9% work between 21 and 30 hours per week 68% work over 30 hours per week

15 The main source of funding

16 The highest qualifications on entry 72% undergraduate degree or equivalent 18% Postgraduate degree 5% Other qualifications 4% below undergraduate degree 1% professional experience

17 A. Motivation 1) To progress in my current career path (52%) 2) To improve my employment prospects (49%) 3) For personal interest (44%) 1) The overall reputation of the institution (39%) 2) The location of the institution (37%) 3) The institution's reputation in my chosen subject area (34%)

18 B. Quality of teaching and learning Teaching quality on my programme is consistently good – 39% Teaching quality on my programme is variable but generally good – 52% Only 2% said the teaching quality is consistently poor

19 B. Quality of teaching and learning % Agree The course is intellectually stimulating84% Staff are enthusiastic about what they are teaching83% Staff are good at explaining things82% The teaching and learning methods are effective for this type of programme80% Staff made the subject interesting77% Staff are available/accessible when I need them72% I am happy with the teaching support I received from staff on my course71% There is sufficient contact time (face to face and/or virtual/online) between staff and students to support effective learning68%

20 C. Assessment and feedback %Agree The criteria used in marking have been made clear in advance74% Assessment arrangements and marking have been fair74% I have received detailed comments (written or oral) on my work67% Feedback on my work has helped me clarify things I did not understand57% Feedback on my work has been prompt57% I received feedback in time to allow me to improve my next assignment57%

21 E. Organisation and management The workload on my programme is more or less as I expected – 52% The workload is higher than I expected – 30% The workload is much higher than I expected – 10% %Agree The timetable fits well with my other commitments80% Any changes in the programme or teaching have been communicated effectively74% The balance of core modules and options is appropriate71% The programme is well organised and is running smoothly70% The balance between scheduled contact time and private study is appropriate69%

22 F. Learning resources %Agree I have been able to access general IT resources when I needed to78% The library resources and services are easily accessible77% The library resources and services are good enough for my needs75%

23 G. Skills and personal development %Agree The programme has developed my research skills78% The programme has developed my transferable skills77% As a result of the programme I am more confident about independent learning74% As a result of the programme, I feel confident in tackling unfamiliar problems65% The programme has helped me to present myself with confidence63% As a results of the programme my communication skills have improved60%

24 H. Career and professional development %Agree As a result of this programme, I believe my future employment prospects are better78% I feel better prepared for my future employment71% I am encouraged to reflect on my professional development needs67%

25 I. Overall satisfaction To what extent your expectations were met?

26 I. Overall satisfaction Quality of learning and teaching met or exceeded my expectations – 81% Assessment and feedback met or exceeded my expectations – 73% Overall, experience of my course met of exceeded my expectations – 83%

27 Campus based learners Distance learners Different groups of learners %Agree I have been able to access social learning spaces (e.g. for group working) on campus when I needed to72% I have been able to access specialised equipment, facilities, or rooms when I needed them69% %Agree I am satisfied with the quality of learning materials available to me (Print, online material, DVDs etc.)80% I am happy with the proportion of e-learning elements used in the programme (online resources, Virtual Learning Environment)70%

28 Students support services %Agree%Neutral I have received effective support with my study skills (e.g. taking notes, avoiding plagiarism)67%23% The level of careers support was appropriate for my needs54%31% The student support services were effective in addressing my needs58%31% The student support services were readily accessible65%26% I have received adequate support for my general English language needs52%34% I have received adequate support for my discipline/subject specific English language needs48%36%

29 Summary Survey results show generally a positive picture of taught experience Areas for improvement (less than 70% agreement): contact time, promptness and quality of the feedback, transferable skills, professional development needs Challenges for the survey Low response rate Increase number of HEIs Student services/support items

30 Further analysis Scale analysis Multiple regression: what affects the overall experience the most? Experience of different demographic groups Benchmarking: NSS 2007/08 and 2008/09 results PRES 2009 results B-clubs (Russell Group, 1994 Group, Pre-92 Group and Post-92 Group)

31 Future of PTES Dissemination of 2009 results (report) Working with PTES HEIs to share effective practice PTES 2010 as a part of postgraduate surveys package conducted by the Academy More information:

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