Key features of the University of Manchester Professor Cathy Cassell Deputy Director (Academic) Sarah Featherstone Head of Undergraduate Services Original Thinking Applied

Where do you fit in ? Original Thinking Applied

Three elements to today’s session: Original Thinking Applied Overview of the wider context of what you do against the key strategic aims and objectives of the University of Manchester and Manchester Business School National Student Survey (NSS) Locating teaching within your academic career plan

The University of Manchester – Strategic Vision Core Goals Goal 2 – Outstanding learning To provide a superb higher education and learning experience to outstanding students, irrespective of their backgrounds, and to produce graduates distinguished by their intellectual capabilities, employability, leadership qualities, and their ability and ambition to contribute to society. Original Thinking Applied

The Manchester Student Experience Manchester students will benefit from a transformational experience that will have a major beneficial impact on their lives. The University will engage with all of its students in a highly personalised manner from the time of their initial enquiry or application, through their programme of study and wider experience as a student, culminating in their graduation and membership of our alumni community. This will be supported by our integrated Directorate of Student Experience. The value of the Manchester student experience will be evident from the feedback of our students through the National Student Survey, the International Student Barometer, employability data and the continuing engagement of our alumni. Original Thinking Applied

National Student Survey (NSS) Original Thinking Applied Annual Questionnaire for final year students (open 31 st January to 30 th April) Results early August 21 Questions - The teaching on my course - Assessment and feedback - Academic contact - Organisation and management - Learning resources - Personal development - Overall satisfaction

Importance of the NSS Original Thinking Applied Internal and external focus Internally - Feedback contributes to the strategic planning and quality levels for the future - Results drive positive action to continually improve the student experience at MBS Externally - Results influence UK rankings – Institution and Sector - Results can have a powerful effect on student recruitment, particularly with the introduction of Key Information Sets

University – overall satisfaction 85% MBS – overall satisfaction 82% Teaching on my course – 78% lower than the University score of 86% Assessment and feedback – 59% lower than the University score of 67% Academic Support – 74% lower than the University score of 79% Organisation and Management – 86% higher than the University score of 80% Learning Resources – 90% higher than the University score of 89% Personal Development – 79% lower than the University score of 81% Overall Satisfaction – 82% lower than the University score of 85% Original Thinking Applied NSS 2013 Results

Original Thinking Applied NSS 2013 Results What we have consistently done well in –Organisation and Management –Learning Resources Continued focus on –The teaching on my course –Assessment and feedback –Academic Support –Overall satisfaction

NSS The teaching on my course –Staff are good at explaining things –Staff have made the subject interesting –Staff are enthusiastic about what they are teaching –The teaching staff presented the material clearly –The course unit provided opportunities for participation and discussion –Overall, I would rate this course unit as excellent Original Thinking Applied What relates to your role as a GTA? Course Evaluation Questionnaires

Student Feedback ‘Workshops and seminars…are well run and enable students to cement their knowledge of the subject in question’ ‘The seminars were very useful and encouraged participation’ ‘Some of the tutorial leaders are lovely, passionate and a credit to the university’ ‘Unfortunately there was an significant language barrier problem with the seminar leader which made the seminars not as useful as they could have been.’ ‘Seminar leaders had the knowledge but were not able to explain it well enough and make their seminars engaging.’ ‘Seminar leaders could be more enthusiastic about teaching- a better environment for discussion needs to be facilitated.’

Assessment and feedback –Feedback on my work has been prompt –I have received detailed comments on my work –Feedback on my work has helped me clarify things I did not understand Original Thinking Applied What relates to your role as a GTA? Course Evaluation Questionnaires NSS –The feedback I received on my work was helpful

Academic Support –I have received sufficient advice and support with my studies –I have been able to contact staff when I needed to Original Thinking Applied What relates to your role as a GTA? NSS Course Evaluation Questionnaires –The teaching staff responded to questions about the subject matter

School initiatives to improve the student experience Original Thinking Applied Collegial approach from all MBS Student Experience Action Plan Teaching Academy focusing on -Delivery of teaching – ‘In class experience’ -Feedback -Staff development -Overseeing the GTA training programme -Peer review -Support through the Teaching Academy network Investment in the School’s teaching environment

Teaching and your academic career An increasingly important element of your academic CV –Business school income –NSS scores –Increasing fees –Increasing ‘scores on the doors’ culture

Developing your teaching portfolio 3 Rs: ratings, review and reflection Ratings from student surveys and other sources Peer review of teaching by your course co-ordinator Reflection and learning to improve your teaching. What would I do differently next time?

Any questions? Original Thinking Applied