1. The Student at the Heart of the Quality Assurance Process

2. Introductions and Aims Discuss the importance of listening to the student voice Present the UWIC context Student evaluations Student representation Further developments

3. Why is listening to the student voice central to the QA process? Responding to students’ views can: help improve the quality of learning, teaching and assessment; aid retention; improve student satisfaction levels into the future (potential impact on student engagement, standards, programme/institutional reputation; recruitment etc.);

4. Why is listening to the student voice central to the QA process? help ensure that there is parity of student experience across the institution; help ensure that all students’ needs are being met (e.g. mature students; students with disabilities etc.); contribute to students’ perceptions of value for money; satisfy requirements of QAA, professional bodies etc.

5. External Drivers Welsh Assembly Government (WAG) (E.g. ‘Listening to Learners’ agenda) QAA (expects to see active student involvement at all levels) Professional bodies and the inspectorate (Estyn in Wales) National Student Survey (NSS)

6. Survey for all final year undergraduate students. Results are in the public domain. Used by prospective students to select appropriate programmes/HEIs. Indicator of the quality of learning, teaching, assessment, resources etc.

7. Institutional Commitment Commitment to listening to the student voice at institutional level. Genuine opportunities for students to have an impact at:  strategic level;  operational level. Intentions embedded in policy documents (e.g. Learning, Teaching and Assessment Strategy) and the constitutional framework.

8. UWIC Context Academic programmes and the student population are distributed across five academic Schools. Five Schools distributed across four campuses. Collaborative provision.

9. UWIC Context Schools often contain several discipline areas and a large number of programmes. Schools are subdivided into Departments. Some Schools are split between campuses. Some programmes are delivered across academic Schools.

10. Challenges Establish processes and mechanisms that: are embedded across the Institution; are meaningful and useful; provide all students with equal opportunities to put forward their views; are flexible enough to be tailored to different contexts.

11. Student Evaluations: Overview Students are encouraged to evaluate various aspects of their experience at:  Module level  Programme level  Institutional level

12. Student Evaluation Mechanisms School level:  Module evaluations  Programme evaluations  Evaluations of work-based learning Across UWIC:  Surveys, audits and focus groups  The Diary Room

13. Focus of Module and Programme Evaluations The quality of teaching The learning experience Assessment and feedback The structure and content of programmes/modules Resources/facilities Students are asked to be honest, realistic and professional in their responses.

14. Design, Format and Completion of Evaluations Consider avoiding a five-point scale (tendency to select the mid point) Quantitative data are useful indicators but qualitative comments provide greater detail. Useful to arrange completion during a taught session so that the tutor can give an overview (purpose, importance, use of outcomes etc.).

15. Design, Format and Completion of Evaluations Electronic forms can encourage completion and make analysis easier. Students who have had a negative experience tend to be most vocal. Student responses are often influenced by their most recent experiences (encourage them to reflect on the module/programme as a whole).

16. Analysis and Impact of Evaluations Analysis of data to identify key strengths and issues. Software available to aid this. Further dialogue with students as necessary.

17. Mid-module Evaluations Evaluations do not have to be restricted to the end of the module. The advantage of mid-module evaluations is that improvements can be made while the module is still underway.

18. Evaluations: Final Steps Programme action plans produced to address issues (incorporated into UWIC’s Annual Programme Monitoring process). Feedback to students on action taken in response to issues identified.

19. Challenges Relating to Evaluations Encouraging student engagement (survey fatigue?). Possible bias in results (e.g. students who wish to make a negative point are often keen to complete the evaluation). Student views can be expressed inappropriately. Students can be unrealistic or subjective.

20. Challenges Relating to Evaluations Encouraging staff engagement (staff time). Defensive attitudes of some staff. Management of feedback to students on actions taken.

21. UWIC-wide Surveys, Audits and Focus Groups For example: audit of all new students (e.g. exploring expectations); Student Satisfaction Survey; survey of all students who have withdrawn from UWIC. These are undertaken by UWIC Units (e.g. the Learning, Teaching and Development Unit).

22. The Diary Room Approximately 100 students volunteered to take part. Students were asked to focus on six key questions. Analysis took place to identify specific areas for improvement. Incentivising participation: entry into a prize draw.

23. Student Representation Process managed by UWIC’s Students’ Union (UWICSU) in conjunction with academic staff. Programme Representatives are nominated or elected at the beginning of each academic year. Representative plus a deputy. Training provided (UWICSU supplemented by Programme Director). Use of VLE (Blackboard)/UWIC email to reach the student body.

24. Student Representation Programme representatives are known as StARs (Student Academic Representatives). StARs in each School are supported by a School Representative.

25. School Representatives Recent initiative for UWIC. School Reps are appointed (application and interview) and receive payment. Each School has one School Rep. The role is undertaken for a year.

26. School Representatives SRs are: responsible to the School and UWICSU; represent the views of students and StARs; provide a ‘bridge’ between the student body and academic staff; assist in the recruitment and training of StARs; feed back outcomes to students.

27. Encouraging Students to be Representatives Benefits of student representation include: development of a range of skills (e.g. leadership, communication, organisation, problem solving etc.); CV enhancement; employability.

28. Student Representation on UWIC Committees and Boards L&T Board Programme Committee L&T Committee Staff/Student Liaison Committee

29. Further Potential for Student Involvement Members of revalidation and periodic review panels. Members of QAA audit panels. Working alongside staff to contribute to programme re-design/modification.

30. Outcomes Points incorporated into action planning at programme and School level. Impact on: i)learning, teaching and assessment strategies; ii)programme development; iii) resources, staffing and accommodation

31. Outcomes Issues raised could result in: staff development, learning and teaching workshops, in-house research projects, programme modifications/re-design etc. Student perspective offers a different point of view on issues and can influence UWIC-wide strategy.

32. Further Developments Refine mechanisms for feeding back outcomes to students. http://www.uwicsu.co.uk/content/138065/mem bership_services/you_said_we_did/http://www.uwicsu.co.uk/content/138065/mem bership_services/you_said_we_did/ More detailed analysis of the effectiveness of student representation structures and processes across the Institution. Continue to develop mechanisms to increase student engagement.

33. Further Developments Enhance communication between the student body and StARs; between StARs and the School Representative; between staff and students.