1. “From Diary Room to Board Room” Using the Student Voice to Inform Institutional Practice and Policy to Enhance the Student Experience Nicola Poole - UWIC

2. Investigating the Student Experience Why? –Good teaching means seeing learning through the learner’s eyes (Ramsden,1988) –HE is placing increasing focus on understanding the student perspective not only to enhance learning and teaching but also to make strategic decisions around a whole range of issues How is it investigated at present? –NSS, End of Module Evaluation, Internal Surveys, QAA

3. Questions Raised Are our students in danger of being over surveyed? Do students have the right to be involved in all stages of academic life including design and development? How do we get the findings across to a number of different audiences?

4. Diary Room Aim – To capture the Student Voice in an innovative and engaging way –To provide information to be presented in a new high impact way –To use the information to inform policy and practice

5. Ran over 4 campuses Promoted in Student Newspaper/Posters/Stud ent Portal Student ambassadors used to circulate flyers on day Additional (optional) incentive of a prize draw Held end of first term – prior to Christmas break Consent form

6. Interface Questions asked by a laptop Students responded to the camera Question also on screen Allowed diary room to run without staff presence

7. Questions Centred around key issues that originated from the Learning and Teaching/Quality Enhancement Strategies –Assessment –Feedback –PDP –Personal Tutors

8. Analysis Transcription from the video tapes Qualitative analysis – thematically within questions ( By School and Programme where possible) Follow up focus groups held – to test interpretations of the questions and responses Video Clips selected – provide palpable sense of student voice

9. Results The method of allocating and introducing the personal tutor is an area for further development Many preferred to have one to one feedback Many felt feedback was often received when it was too late to act on it Many students thought that the process they had gone through would be of use when they left

10. Would like to have more tutorials Most knew of their student representative but didn’t really use them Students thought talks from external visitors helped, as did careers talks etc. Students liked to have smaller tests throughout out their course so they knew where they stood

11. Sound Clip

12. Dissemination of Results Reports to Learning &Teaching Boards Data – qualitative at school level to all Directors of Learning & Teaching to inform School Planning Presentation to Governors Meetings with School Student Representatives Article in ‘Retro’ student newspaper

13. Staff and Student Reaction Staff –Helped to inform and support other results e.g. NSS to specific School/Programme level –People can’t argue when they see the students commenting in the flesh Student –Initially a little awkward but soon relaxed to answer the questions –Good to have a different way to express our opinions – good questions – time to think

14. Outcomes Introduction of Personal Tutor Handbook Allowed good practice examples to be highlighted – e.g. formative assessment Provided a method to create discussion, from which action plans for improvement can be developed Diary Room Results Usage Form-ensuring results are used for Learning & Teaching Development and not Marketing

15. Future Developments Next Diary Room to focus on ‘Student Expectations Staff Diary Room to be held at UWIC Learning and Teaching Conference July 2008 Creation of teaching pack/tool for staff development – used to facilitate discussion/understanding of the issues raised by the students