Dr Gina Pauli Department of Psychology University of Roehampton

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Presentation transcript:

Dr Gina Pauli Department of Psychology University of Roehampton Institutional and Subject Excellence: Students as customers or partners? Dr Gina Pauli Department of Psychology University of Roehampton

Workshop Outline Exploring attitudes, behaviour and experience arising out of conceptualisations of students as customers and partners Encouraging students to become partners in teaching and learning Measuring outcome: Can we do better than measuring customer satisfaction?

A tale of two Higher Education landscapes... Cut-backs in funding Massification and diversification of the study body Greater scrutiny and regulation of HE Students as fee-paying “Customers”

OfS: The four primary regulatory objectives All students, from all backgrounds, and with the ability and desire to undertake higher education: Are supported to access, succeed in, and progress from, higher education. Receive a high quality academic experience, and their interests are protected while they study or in the event of provider, campus or course closure. Are able to progress into employment or further study, and their qualifications hold their value over time. Receive value for money.

“Students as partners is a concept and practice whose time has come “Students as partners is a concept and practice whose time has come.” (Healey et al, 2016) Students as co-learners, co-developers, co-inquirers, co-developers, co-designers Genuine power sharing Openness to new ways of working and learning together Challenge to traditional models of HE relationships Constructive response to policy drivers emphasizing the importance of student engagement and teaching quality Challenge to the prevailing discourse of students as consumers of HE

What is the impact of ‘students as customers’ and ‘students as partners’ understandings on learning and teaching from students and academic staff points of view? Students Academic staff Students as customers Attitude? Behaviour? Experience? Students as partners

Students as Customers Students Academic Staff Expectations, rights and entitlements Paying for a product/commodity/outcome Focus on acquiring a degree/best grades with the least expenditure of time, money and effort More litigious (activism turned inwards) More likely to see HE as a means to an end rather than an end in its own right Academic Staff Teaching as ‘performance’ Need for tight control over the ‘product’ Need to ensure student satisfaction at all costs Fear of negative evaluation May discourage constructing challenging learning opportunities

Students as Partners Students Welcomed into a community of practice More likely to foster deep engagement with subject and university Empowered to become independent learners Focus on learning process Academic staff Authentic teaching Inclusivity Can take risks Can provide challenging learning opportunities Can relinquish some control over teaching and learning to students

What learning and teaching practices encourage working in partnership with students? What practices discourage partnership work? What are the drivers?

NSS: A measure of teaching quality? To inform prospective students about the views about the quality of their higher education experience of current students (UCAS via Unistats website, HEFCE) Accountability of sector in receipt of public funds in terms of quality of students’ courses (HEFCE) Quality Enhancement: to initiate dialogue with students on how to improve their experience (Universities, HEA) KPI on TEF satisfaction with teaching = perceived quality of teaching = quality of teaching

Customer Satisfaction Feedback UK Holiday Company Roehampton University UK Customer Satisfaction Feedback

Evaluation of learning and teaching practices ‘Students as customers’ creates a conflict of interest with service providers resulting in a complaint culture (Furedi, 2009) Students should be given a greater voice and a say in how HE environments operate (Cuthbert, 2010) Learning resources x Teaching quality Teaching facilities General Learning environments Administrative structures Campus resources “Our findings seem to indicate that students may not always be the best judge of their own learning experience and what helps them in achieving the best outcome. “ (Rienties et al, 2016, p.340)

What KPIs could be used to evaluate learning and teaching practices instead?

Squaring the circle Need to address students’ disquiet with being told to understand themselves as customers on the one hand and the need to be open to unfamiliar ways of thinking and challenging learning situations on the other Need to address issues arising for staff wishing to construct challenging learning situations, which may cause temporary discomfort, and the requirement to ensure students are ‘satisfied’ with their learning experience

Any answers? Please email me r.pauli@roehampton.ac.uk

Students as Partners Students as co-learners, co-developers, co- inquirers, co-developers, co-designers Genuine power sharing Openness to new ways of working and learning together Based on values of authenticity, inclusivity, honesty, reciprocity, empowerment, trust, courage, plurality, shared responsibility High levels of active student participation High levels of student control over learning and teaching

Students as customers All students, from all backgrounds, and with the ability and desire to undertake higher education: Are supported to access, succeed in, and progress from, higher education. Receive a high quality academic experience, and their interests are protected while they study or in the event of provider, campus or course closure. Are able to progress into employment or further study, and their qualifications hold their value over time. Receive value for money.