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Drafting an Improvement Plan Using NSS Data Catherine Rendell – Deputy Director Academic Quality Assurance and Enhancement, University of Hertfordshire.

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Presentation on theme: "Drafting an Improvement Plan Using NSS Data Catherine Rendell – Deputy Director Academic Quality Assurance and Enhancement, University of Hertfordshire."— Presentation transcript:

1 Drafting an Improvement Plan Using NSS Data Catherine Rendell – Deputy Director Academic Quality Assurance and Enhancement, University of Hertfordshire Helen Bennett – Assistant Registrar Academic Quality, University of Hertfordshire

2 Background There are over 22,000 students registered at the University of Hertfordshire (UH) Around 18,500 students are based at the home campuses in Hatfield, Hertfordshire Over 1,500 UH students are within the Hertfordshire Higher Education Consortium which includes four Further Education Colleges: Hertford Regional College North Hertfordshire College Oaklands College West Herts College

3 University of Hertfordshire Structure Four Faculties: Health and Human Sciences Humanities, Law and Education Business School Technology and Creative Industries Each Faculty has a number of Department/Schools within it For example: Health and Human Sciences has: School of Nursing and Midwifery School of Health and Emergency Professions School of Pharmacy School of Postgraduate Medicine School of Psychology School of Life Sciences Each of the Schools within the Faculty are recognised as Strategic Business Units

4 Data Analysis: identifying the students UH completes analysis for Schools by JACs subject and Dept ID The NSS groups by HESA course JACs codes Where a UH programme has several branches each with different combinations of JACs codes, the programme may be split across different NSS JACs subjects Example: HHBIO at UH is split across many different JACs subject Biology, Molecular Biology, Biotechnology; Applied Biomedical Science; Biochemistry; Biological Sciences, Molecular Biology and Genetics; Pharmaceutical Science; Pharmacology and Physiology

5 DATA ANALYSIS HHEC (UH collaboration with four FE Colleges) The four FE Colleges are combined together under one Dept ID for analysis purposes The students numbers from the HHEC on UH programmes were too small to meet: A the 23 respondents necessary B 50% publishable threshold identified by Ipsos Mori In order for the data to be statistically robust UH had to group all HHEC programmes together in one Dept ID

6 NSS Results Cycle June/July – start planning by reviewing the UNISTATS data to be used in the analysis September – analyse data from Content Management Website and Dissemination Website October - distribute results to Schools, who review the results in consultation with their student body Late October – Heads of Schools take Action Plans to Pro Vice Chancellor and key actions are communicated to the student body - overview of University results presented to Academic Board and Action Plan agreed. Key points posted on StudyNet (MLE) May - Follow up on University and School Action Plans




10 UH Strengths and Weaknesses Top 5 Areas 1.I have been able to access general IT resources when I needed to. 2.The library resources and services are good enough for my needs. 3.I have been able to access specialised equipment, facilities or rooms when I needed to. 4.My communication skills have improved. 5.Staff are enthusiastic about what they are teaching. Bottom 5 Scores 1.Feedback on my work has been prompt. 2.Feedback on my work has helped me clarify things I did not understand. 3.I have received detailed comments on my work. 4.Assessment arrangements and marking have been fair. 5.The course is well organised and is running smoothly.




14 TOP FIVE AND BOTTOM FIVE DEPARTMENTAL IDs IN NSS COMMENTS OUR STUDENTS ARE TELLING US …….. TOP FIVE Supportive lecturers Feeling that someone is there to help A sense of belonging to a community An overall sense of personal development BOTTOM FIVE Lack of organisation Last minute changes to classes Changes to teaching teams mid module Lack of support and help from tutors/lecturers, particularly with reference to not receiving replies to s No sense of an academic community

15 RESPONSE (1) Heads of Schools Action Plan Feedback to Learning and Teaching Institute Review at Faculty Level

16 RESPONSE (2) 2008/9 Learning and Teaching Institute focussed on : managing student expectations and understanding feedback; improving the assessment and feedback practice of both staff and students; reviewing summative feedback turnaround time; and reviewing assessment practices. Faculty Learning and Teaching Groups are to give high priority to the enhancement of academic support and assessment and feedback practices. Continuing Professional Development programme included more guidance on assessment (including design) feedback within modules. A review of academic support mechanisms.

17 RESPONSE 3 CUSTOMER SERVICE CAMPAIGN Agreed commitments - 8 principles Implementation by January 2009 Culture change

18 Data provided to Heads of Schools Graphs showing UH results by JACs code compared to top 5 subject competitors UH and Sector mean scores, % agree and % disagree by question and section Raw data from the survey Dept ID highlighting the mean, % agree and the % disagree for all questions of the survey UH league table by section of the survey based on the % students agreeing using Dept ID and JACs Code All open comments

19 FEEDBACK TO STUDENTS ON NSS RESULTS Institutional level results: A poster campaign endorsed by UHSU Feedback via StudyNet on actions taken Departmental ID Level: Students involved in analysis of the results Feedback on actions to be taken using StudyNet

20 2009 THANK YOU

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