Quality Enhancement Report Learning Initiative UK Engagement Survey Quality Enhancement Report Learning Initiative

UKES 2014 Pilot What is it? Why it was implemented and by whom The United Kingdom Engagement Survey (UKES) is the only undergraduate survey in the UK to focus on student engagement. UKES is based on the National Survey of Student Engagement (NSSE), which is widely used in the United States, Australia, New Zealand, South Africa and Ireland. Why it was implemented and by whom HEA ran first pilot in 2013, second in 2014, and now it’s being run as a national survey. Hull has participated since 2014. To improve quality of undergraduate education To help make correlations between satisfaction and engagement To encourage serious conversations about what universities are doing well and where improvement is needed which can lead to deeper inquiry, action and improvement Those involved and those it targets/affects Only non-final year undergraduates are surveyed. Affects all University staff working with students or in teaching and learning. Amanda Hamilton | 15 April 2015 | 2

Impact and Evidence (Quantitative) Amanda Hamilton | 15 April 2015 | 3

Impact and Evidence (Qualitative) “There was plenty of opportunity to debate, analyse and share thoughts on the subject matter and our own learnings during class. Lessons encouraged us to apply, explore and adapt what we had learnt reading rather than just spoon-feeding us the module's requirements.” Health Technology & Perioperative Practice “A lack of a community in the philosophy department. Whilst it is down to the students to form a successful philosophy society, a more active interest from the department may have helped it run better.” Politics, Philosophy & International Studies “Unfortunately due to some problems within the cohort I have not felt able to participate in the lectures as I usually do. This has hampered my learning this year as I learn better through active engagement in the sessions. The lectures offer a great deal of opportunity for engagement however due to some hostility within the group I have not found it possible this year. I hope that in my final year things will have settled down and I feel that I can become fully engaged once again.” Social Sciences Amanda Hamilton | 15 April 2015 | 4

Future plans for development Providing analysis based on institutional or strategic priorities Use data to help set future key performance indicators for institutional priorities Part of Annual Monitoring Reports Faculty/Department incorporation Amanda Hamilton | 15 April 2015 | 5

Contact Details Amanda Hamilton Enhancement Survey Officer Learning Enhancement and Academic Practice amanda.hamilton@hull.ac.uk ext 6969

Engagement for Enhancement “Students’ engagement with their studies is, self-evidently, vital to their success. What institutions do, pedagogically, influences student engagement – but much of that engagement takes place away from lecture theatres, laboratories and studios. Teaching staff are thus likely to be somewhat in the dark about what students actually do as they work through their study programmes, and hence be left uncertain about the best ways to adapt their pedagogic approaches in order to increase the chances of their students’ success. Surveys focusing on students’ academic behaviour can assist staff in pedagogic innovation” (Buckley 2013). Professor Mantz Yorke, The University of Lancaster Amanda Hamilton | 15 April 2015 | 7

Engagement and Success “Student engagement in educationally purposeful activities is positively related to academic outcomes as represented by first-year and senior student grades and to persistence between the first and second year of college” (Kuh et al. 2007). Connecting the Dots: Multi-Faceted Analysis of the Relationship between Student Engagement Results from the NSSE, and the Institutional Practices and Conditions that Foster Student Success Amanda Hamilton | 15 April 2015 | 8

Student Engagement for QA “To improve the evaluation that underpins quality assurance in higher education, there is a need to remedy this omission, to develop means of gathering data that can be used to evaluate what’s really going on in the education of university students, to evaluate what students are actually contributing towards productive learning” (Coates, 2005). The value of students engagement for higher education quality assurance Amanda Hamilton | 15 April 2015 | 9

Conceptual Framework (Kahu, 2013) Amanda Hamilton | 15 April 2015 | 10

References Buckley, A. (2013). Engagement for enhancement: Report of a UK survey pilot. York: Higher Education Academy. Available from: http://heacademy.ac.uk/sites/default/files/Engagement_for_enhancement_FINAL_0.p df [accessed 09/04/2015]. Coates, H. (2005) The value of student engagement for higher education quality assurance, Quality in Higher Education, 11:1m 25-36, DOI: 10.1080.13538320500074915. Kahu, E. R. (2013). Framing student engagement in higher education, Studies in Higher Education, 38:5, 758-773, DOI: 10.1080/03075079.2011.598505. Kuh, G., Kinzie, J., Cruce, T., Shoup, R. and Gonyea, R. (2007) Connecting the dotes: Multi-faceted analysis of the relationships between student engagement results from the NSSE, and the institutional practices and conditions that foster student success. Bloomington, IN: Indiana University Center for Postsecondary Research. Available from: http://nsse.iub.edu/pdf/connecting_the_dots_report.pdf [accessed 09/04/2015].