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The recent publication of the results of the first national survey of students in higher education provided Universities with plenty of food for thought - particularly at a time when educational choice and top-up fees are leading news stories.
In this article, Kay Renfrew, goes behind the hype of the headlines to reveal why institutions should actively set out to understand students' motivation and requirements. She draws on Oakleigh's experience to outline the key issues for implementing successful student feedback to support organisational objectives.
The National Student Satisfaction Survey
September 2005 saw publication of the results of the first national student survey (NSS) carried out in March of that year and commissioned by the Higher Education Funding Council for England (HEFCE). Around 170,000 final year undergraduates from 141 higher education institutions took part - a response rate of 60 per cent.
The objective of the survey of students in England, Wales and Northern Ireland is to provide a key source of information on the quality of higher education in the UK. It forms part of a drive to make more information available to prospective students on which to base decisions on where and what to study, and falls within HEFCE's strategy on widening participation.
The survey concentrated on academic support and facilities, and polled students' views on teaching, assessment and feedback, academic support, organisation and management, and their personal development.
What the National Student Survey Revealed
Initial reports in the media seem to suggest as many different interpretations of the results as individual responses. However, there is agreement that the results are a useful counterpoint to existing league tables, and provide plenty of opportunity for discussion.
Analysis suggests that although teaching on courses scored highly with students, they were less satisfied with the quality of feedback and assessment, and with the organisation and management of courses.
Ultimately, the survey reveals that around 80 per cent of students are satisfied with their university experience, and that the margin between the highest and lowest rated institution is narrow.
As might be expected, a new initiative does not launch without some controversy - much has been made of the stance taken by Students Unions at Oxford, Cambridge and Warwick universities to persuade students to opt out en masse. Even so, the reasons given for this (perceived intrusion into students' time at an important phase in their studies, a view that the questions asked are over generalised and irrelevant) do not dismiss the importance of understanding students views, rather the means of collecting the information is questioned.
Established Need for Student Consultation
Despite this controversy, the publication of the results of the National Student Satisfaction Survey has succeeded in placing the issue of student opinion in the spotlight, and raised the profile of student satisfaction with their university experience.
The results and subsequent debate offer universities the opportunity to look more closely at the particular experiences of their own students, with a view to improving support and services and so raising satisfaction levels. Indeed, Sir Howard Newby, Chief Executive of HEFCE, urged institutions to 'ask themselves searching questions'. If considered in conjunction with the Quality Assurance Agency for Higher Education's assertion that student feedback is a cornerstone to support quality improvement, and the requirement for widening participation to be a key element of the corporate plans institutions submit to HEFCE in 2005-2006, then feedback from students is not simply 'nice to have'.
Systematically collecting and analysing feedback at an institutional level will provide information from which to gain a better understanding of students' motivation and requirements from higher education. This improved understanding can inform universities' strategies for widening participation and improving retention.
Key Issues for Successful Student Consultation
Before attempting to engage with their student body, Universities must take into account a number of key issues to enable them to come to a proper understanding of students' views and perceptions.
Involve students from the outset - the process should be collaborative, not imposed, if a true reflection of student views is to be collected. Involvement could begin, for example, by working jointly with the Student Union to develop and implement the survey.
Be relevant to the student experience - it is crucial to ask questions that are about issues of key importance to students, and not what the university thinks is important. The survey is an opportunity to hold up a mirror to establish whether the university's image of itself reflects the views held by its students. As the National Student Survey illustrated, this is not necessarily the case.
Recognise the heterogeneity of the student body - the diverse nature of the student population means that research must capture the experiences of minority and under-represented groups. This may include disabled or mature students, those from minority ethnic groups or from under-represented socio-economic backgrounds. Understanding these diverse views and requirements can help retention and inform strategies to widen participation. This can be through providing information with which universities can tailor messages to a particular audience, or by improving 'word-of-mouth' dissemination of views on the university by raising satisfaction levels of existing students from minority groups.
Consider issues of confidentiality - students might express certain views and opinions only if confidentiality is guaranteed. Any attempt to gather feedback must take into account cultural and religious sensitivities if asking for views to be expressed openly. The use of a third party to conduct the survey can help overcome students' apprehensions that their views might be directly attributable.
Ensure results are used - for ongoing participation in a survey, the results must be shown to have an impact. If students (and staff) feel the information gathered disappears into a 'black hole' then response rates can plummet in subsequent surveys, and an adverse effect on satisfaction levels is likely. Students may interpret lack of action as a lack of interest in what they have to say.
Ensure results are seen to be used - it is essential that the university communicate changes made or planned as a result of the feedback. The process and results should be accessible, maybe through use of a dedicated webpage or regular printed bulletins. Good management of the results may itself help raise satisfaction levels by acknowledging that addressing student concerns is central to the university's operations.
See the process as a cycle - once established, universities should view the student survey as a continuous process. Analysis of results should lead to actions; feedback must then be elicited on those actions, and the analysis of the feedback lead to further actions to improve the quality of the student experience.
If you have any questions about the subjects covered in this white paper or you would like to find out more about how Oakleigh Consulting could help your organisation, please contact us on 0161 835 4100 or email us.
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