Role of students in quality assurance UPQUAL- Kraków

Students: as the primary users of higher education, students are an important category of customer

Students as “experience experts” 1. curriculum 2. organisation 3. teachers 4. institution Can evaluate:

sequence of courses adequate depth of the content integration between subjects redundant repetitions level of difficulty 1. Evaluation of the curriculum (study programme)

2. Evaluation of the organization availability of information about the programme daily / weekly schedule number and placement of exams availability of information about the requirements list of the textbooks list of practical skills syllabus / handouts use of time during classes / seminars

3. Evaluation of teachers presentation of the material general atmosphere of classes stimulation to critical thinking encouraging independent learning demands and fairness attitude towards students availability of extra-tutoring

Evaluation of teaching by students Can be done by: Direct feed-back Questionnaires Group discussions Monitoring of student progress/success rate Evaluation by alumni

Evaluation of teaching by students Should be understood and accepted by faculty members transparent not mandatory resulting in clear feed-back leading to visible changes

Evaluation of teaching by students Can be organized on a university level faculty level single course level single class level as periodic evaluation as permanent evaluation (box of suggestions and complaints)

To increase participation of students in evaluation: Confidentionality should be ensured Questions should be relevant Questioning organised during teaching time Evaluation spread over time “Samples” of students used

Student satisfaction test (students Barometer) student as a “client” comprehensive overview of the entire studies indication of strength and weaknesses results plotted on matrix for decision makers

Student satisfaction test (SST): Designed (by Lee Harvey) as institution – wide survey of student satisfaction uses student’s criteria of the quality of educational experience results used for management outcomes linked into a process of continuous quality improvement

SST: cont. Is not directed at a particular module or programme It is not about specific performance of individual teacher The questions derive from student perception It is an ongoing longitudinal study with a clear, centralized annual reposting and action Outcomes are published on annual basis

SST has 3 types of questions: satisfaction ratings importance ratings patterns of use of facilities or preferences

SST Library services Computer services Refectories Accommodation Course organization and assessment Learning and teaching Social life Self-development Financial circumstances School environment Typical topic areas

Very unsatis- factory E Unsatis- factory D OK. C Satisfactory B Very satisfactory A Very important Urgent need for immediate action Action in these areas has high priority This area to be targeted for future improvement Ensure no slippage, improve where possible Maintain excellent standards 7 Important Action to substantially improve this area Target this area for improvement Ensure no slippage Maintain standards Avoid overkill 5.5 No so impotrant Improve where resources permit Ensure no further slippage Restrict attention Maintain standards where possible No need for action here

SST: Is unique due to: student determined questions satisfaction and importance rating management information for action feedback to stake holders

Advantages resulting from using Student Satisfaction It demonstrates commitment to students It focuses on the whole student learning experience It provides a clear set of procedures for quality improvement It ensures that strategic management decisions are based on reliable and valid data It provides benchmarking against which progress can be assessed