student feedback analysis by lindash


									1) Student feedback analysis 2007/08
Student Affairs Committee will use this information to review the effectiveness of actions taken in response to student feedback during the 2007/08 academic year, in order to identify any trends, patterns or University-level issues that need further action (for which recommendations will then be made to Senate).



National Student Survey (NSS)
Please provide a brief commentary on the 2006/07 NSS scores for your School.

The results for two programmes within the School of Arts are available in the 2007 NSS - the BA Journalism and a Social Science, and the undergraduate Music programme. In Journalism, above sector average results are noted in the quality of feedback to students, and in the support for student personal development. Below sector average results are noted mainly in organisation & management, assessment, and in learning resources. The BA Journalism & a Social Science programme offers three possible Social Sciences, both major („and‟ = 50%) and minor („with‟ = 25%) Social Science routes, and a sizeable number of Journalism and Social Science electives within each strand. Problems were experienced prior to the 2006/7 academic year in the timetabling of the two subjects across the programme - the programme‟s flexible structure is valued greatly by students, but had more options than the University‟s timetabling software could handle satisfactorily. Following the NSS results, the Programme Director met with the University Timetabling Manager to discuss the problem, and looked at options to make the timetable work more effectively. In addition, the University‟s Full Scheduling project has meant that the programme‟s timetable has been prepared earlier, thus allowing more time to resolve problems when these occur. The 2007/8 timetable has worked more efficiently, and it is hoped that the 2008/9 timetable will be better still. In terms of assessment, the Department discovered that the 2006/7 and 2007/8 student handbooks, which are produced in online-only format, did not include information about assessment criteria which may have lead to the low response rate. These will be added to the 2008/9 handbook. In terms of learning resources, the School of Arts is undertaking a refurbishment to the College Building which will result in a great improvement to the computer and studio facilities available to undergraduate students. This should significantly impact positively upon future survey results. In Music, above sector average results are notable in the quality of teaching (the highest teaching quality score in the University), in the quality of assessment & feedback, academic support, and organisation & management. Below sector average results are noted in the support for student personal development, and in library learning resources. It is also noted that the UG Music programme scores are available only as an average over two years as a result of a low response rate in 2007. This has obscured the extremely positive and improved results to the question about the promptness of feedback which has been reduced as a result of a low score in the 2006 survey.


Undergraduate music students are able to choose approximately 80% of their second and third year programme of study through an unusually broad range of musical elective modules available at HE levels 2 and 3. As a result, the Department aims to develop strongly autonomous and independent research skills throughout its undergraduate programme. The below sector average scores in students‟ personal development are therefore surprising. Outside of academic life, professional musicians are always striving for perfection; the Department senses that, as a result of the substantial provision of individual attention through one-to-one tuition in instrumental and vocal performance and through personal supervision for composition and research projects, the average music student‟s expectation regarding their own accomplishments, both in performance and in academic work, tends to be somewhat high. Consequently, the survey of final year students, and its timing, may well reflect some frustration prompted by the disparity between aspiration, expectation and actual achievement. Library resources, particularly in the area of online resources, have improved markedly at City in the last two years. However, the Department notes that the focus on inductions for music students have in this period tended to be aimed at new first year undergraduate students rather than existing second and third years. The Department notes that the earlier experiences of the 2007 cohort of final year students may not have been as extensive as it is now in terms of support for inductions to library resources and services. The Department will keep under review library feedback responses, but we are optimistic that in future surveys, responses to the question about library services being good enough will be improved. Indeed, average scores for questions on the adequacy of library resources in Departmental feedback returns have already improved markedly.

Staff-student liaison committees (SSLC)
Please provide a brief commentary on the operation of SSLCs – eg. how effective/useful they are, any trends/patterns, the key issues arising, etc.

Student Staff Liaison Committees (SSLCs) operate in the Departments of Cultural Policy & Management, Journalism, and Music. Student representatives on all taught UG and PG programmes attend SSLCs which normally meet three times per year. The School has been particularly concerned over problems with the refurbishment project during the 2007/8, particularly related to the move of Departments during the „decant‟ period. In order to catch, consider and implement immediate action in response to issues raised, the School has ensured that SSLCs have been held regularly, and issues raised have also been considered at Departmental staff/programme team meetings, and School Executive. Reports of issues of student concerns have also been received as a standing item on the agenda of each Board of Studies meeting. Student representatives from each of the School‟s Departments are invited to attend the School of Arts Board of Studies, which meets five or six times per year. Whilst student representation on the Board of Studies has been patchy in previous years, it has been working better in 2007/8. In the coming academic year, the School intends to offer a „Student Forum‟ to give students from all Departments a regular opportunity to provide comments and raise issues of concern.


Module feedback
Please provide a commentary on how module feedback is gathered, how efficient/effective this is, any trends/patterns, and ways in which the system could be improved.

Within the School of Arts - the Departments of Cultural Policy & Management, Journalism & Publishing, and Music each operate their own student feedback systems. CPM - in the 2007/8 academic year, the Department introduced a new programme, the MA Culture, Policy and Management. It has conducted a pilot of the online collection of student feedback using This has enabled both qualitative and quantitative data to be collected easily, though the response rate whilst initially was good, tailed off once the novelty of an online survey wore off. Journalism - feedback forms are normally either distributed during examinations and collected upon completion, or distributed by tutors and collected by the administrative offices. These are considered by Programme Directors and issues reported to the Head of Department. Music - the Department obliges all students to complete a feedback form - students are required to submit a separate feedback form with the final piece of written assessment for each module for the coursework submission to be counted as valid. Students may submit a blank form, but in practice most do not the Department has achieved fairly high percentage return rates. The feedback forms are kept separate from coursework submissions, and the collated results are considered at an SSLC meeting with student representatives. Staff are asked to provide a written response to the trends identified in feedback received, and these are also considered at the meeting. Centres for Adult Education and Languages - given the large volume of modules being offered each year, it is not possible to collect, collate and analyse student feedback on every module. Sample module feedback is gathered through a moderation process managed by subject co-ordinators. Each visiting tutor is „moderated‟ at least once in a four year period. Although effective in terms of quality of data gathered and responses initiated there are issues about overall coverage. An online feedback survey is being prepared which should improve coverage and the speed with which we are able to collate and analyse data.

Student Experience Survey (SES) [piloted during 2007/08]
Please provide a brief commentary on the Student Experience Survey results for your School.

No need to complete – information provided in a previous form.

Other feedback
Please list and briefly evaluate any other feedback mechanisms used – eg. local School surveys, meetings with the Dean/Heads of Departments, forums, focus groups, etc.


A process of „Moderation‟ occurs within the Centres for Adult Education and Centre for Languages, in which visiting staff are visited at least once every four years by subject coordinators in order to sample their teaching. Students are invited to contribute to this review process by filling in a feedback questionnaire and attend a discussion, in the absence of the module tutor, about their course. In addition, the Centre for Adult Education conducts periodic large-scale customer satisfaction surveys. A complaints process also operates in the Centre for Adult Education, and responds on a one-to-one basis to issues raised by individual student customers, e.g. requests for discounts against course fees resulting from poor cleanliness of teaching facilities, requests for refunds resulting from illness, absence, etc. The Department of Cultural Policy & Management, having introduced the new MA Culture, Policy & Management programme, has been conducting end of programme tutorials for the first time in 2007/8. These require each student to reflect upon his/her aims stated in the Individual Pathway Plan at the launch of the programme. The tutorials have been described as “extraordinarily effective” - students have been required to re-examine the whole programme in the light of their own stated goals and the programme‟s ability (or otherwise) to meet these. Students are also being asked to provide written responses, and are being described by staff as “the most worthwhile monitoring process that I have ever had to deal with”.

2) Summary of issues identified from feedback and School responses
Please list the issues in order of frequency/significance, with the highest priority first. This should include both positive items (things commended or popular with students) as well as negative (areas of complaint, concern, low feedback scores, etc.).
[*Source: please indicate where the item of feedback came from, ie. SSLC, NSS, module feedback, Student Experience Survey or other.] Rank Issue/comment Source*
[SSLC/ NSS/Mod/ SES/other]

What was the response or what action was taken?

How successful was this?

How was the School’s response communicated to students?

Concerns raised by Music students about the College Building refurbishment project


Concerns over quality of available learning resources:

Concerns were communicated to Property & Facilities over the quality of decant space. Several meetings with student representatives were held to discuss concerns and the progress of the project. The School is in the process of implementing a refurbishment of College Building which we hope will go some way towards

We believe that, whilst it was not possible to resolve the issues of concern raised over decant space, student representatives appreciated the improved communication regarding the progress of the project We are confident that the learning resources available to students post-refurbishment will be a huge improvement on current facilities.

Directly to student representatives in meetings, and by email to all Music students.

Via personal tutoral contact, SSLC meetings, Board of Studies meetings, and in direct meetings with student


- insufficient library resources; - noise in library study areas; - unreliable computer facilities; - poor classroom facilities, e.g. AV, decor, cleanliness; - poor soundproofing of Radio studios. Complaints about conduct of a fellow student.

SSLC, Feedback. SSLC. SSLC. SSLC. SSLC, Feedback. Student complaint.

alleviating concerns over learning resources. Concerns over noise in library study areas were communicated to the library. Concerns over classroom facilities have been communicated to Timetabling / Property & Facilities. Exclusion of individual student

The Learning Resources Centre should provide a much improved resource for all School of Arts students. We understand that the library is implementing special areas for individual and group study.


Individual complaint resolved but broader issue of appropriate conduct remains - further guidance welcomed centrally, e.g. student code of conduct.

Not communicated (individual student discipline is not communicated to other students).

Completed by: Approved by:

Andrew Pearce Howard Tumber Date tba


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