University of Portsmouth Students’ Union
Annual Quality Report 2013-14
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www.upsu.net/quality-assurance
University of Portsmouth Students’ Union
Annual Quality Report 2013-14
Published August 2014 University of Portsmouth Students’ Union Cambridge Road Portsmouth PO1 2EF This Annual Quality Report was planned and written by Clare Pitkin, Representation & Democracy Assistant and Zulfa Kaseruuzi, Vice President for Education & Democracy 2013/14. We would also like to thank all of our colleagues for their support in the production of this report. Any questions regarding the Annual Quality Report should be directed to the Student Voice Team on email: studentvoice@upsu.net Website: www.upsu.net/quality-assurance Copyright © 2014 University of Portsmouth Students’ Union
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University of Portsmouth Students’ Union
Annual Quality Report 2013-14
Contents Foreword ............................................................................................................ 4 Chapter One: Introduction ....................................................................................... 5 Research Methodology ......................................................................................... 6 Moving forward .................................................................................................. 7 Chapter Two: The Learning Experience ....................................................................... 8 Teaching quality ................................................................................................ 8 Communication ................................................................................................. 13 Chapter Three: Assessment and Feedback ................................................................... 15 Assessment criteria ............................................................................................ 15 Volume, timing and nature of assessments ............................................................... 17 Timing of feedback ............................................................................................ 19 Helpfulness of feedback ...................................................................................... 19 Chapter Four: Centralised University Issues ................................................................. 23 Timetabling ..................................................................................................... 23 Structure of the academic year ............................................................................. 24 Prayer Facilities ................................................................................................ 26 Chapter Five: Learning Resources ............................................................................. 28 IT Facilities ..................................................................................................... 29 Study Spaces .................................................................................................... 30 Chapter Six: Personal & Professional Development ........................................................ 32 Personal Tutors ................................................................................................. 32 Employability ................................................................................................... 34 The role of University Services .............................................................................. 36 Chapter Seven: Student Engagement ......................................................................... 39 Student Feedback .............................................................................................. 39 Communicating Change ....................................................................................... 41 Course Rep system ............................................................................................. 42 Conclusion: Next Steps .......................................................................................... 45 Reference List ..................................................................................................... 46 Prioritised Action Plan 2014/15 ................................................................................ 47
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University of Portsmouth Students’ Union
Annual Quality Report 2013-14
Foreword This academic year has been an exciting time to be at the University of Portsmouth Students' Union with engagement from more than 3,000 students, who have helped to shape our 2014-17 strategic plan, ‘A Way of Life’. This demonstrates that the Student Voice is at the heart of the Union’s strategy, with students identifying what it is that they want out of their time at University. Our students told us that alongside getting a good degree, they want to improve themselves, to gain independence and develop new skills, to get a good job, and to ultimately enjoy the whole experience of studying here at the University of Portsmouth. We believe that the Union is, and will continue to be, the place where students can go for support in attaining all of these goals. As part of the strategic plan we have outlined a set of commitments of what the Union will be for students over the next three years, including an organisation that will help to ‘empower the Student Voice’. This Annual Quality Report, we believe, is a positive step in providing a platform from which students’ ideas about their University experience can be vocalised and improved. There has been a lot of progress made during the 2013/14 academic year relating to representation of students on University committees with our Sabbatical Officers providing valuable insight and support to University staff across different areas of work. One such area of work has been in partnership with the Department for Curriculum and Quality Enhancement on the Academic Professional Excellence framework programme (APEX). This programme which engages University staff in continuing development opportunities linked to the UK Professional Standards Framework has seen students and Sabbatical Officers contributing their time to provide a student perspective on teaching quality. We are also delighted to announce that the development of the ‘Portsmouth Innovation Partnership’ project, with high level student volunteers involved in the development of a website aiming to showcase examples of good teaching practice, has won the Higher Education Academy Award for ‘Student and Staff Partnership’. This recognition by the HEA has meant that I will be leaving my time here at the Union on a real high; with a new Sabbatical Team elected for next year, the Union is committed to continuing the positive working relationship that is being developed with the University. The examples of good practice and the recommendations, identifying potential areas for development across the University, within this report are based on our own consultation with students during 2013/14, in addition to feedback provided through the National Student Survey 2013. We hope that the content of this report will generate open dialogue between the University and the Union, so that we are able to work together to tackle some of the issues and implement some of the ideas that students have put forward this year.
Zulfa Kaseruuzi Vice President Education and Democracy 2013/14
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University of Portsmouth Students’ Union
Annual Quality Report 2013-14
Chapter One: Introduction Over the past three years the University of Portsmouth Students’ Union has been working towards having ‘a positive impact with every Portsmouth student’ during their time at University. As a charity led by our values and guided by our students, we do this by providing wide-ranging services and learner support to the 23,000+ students at the University of Portsmouth. We are here to ensure the advancement of education of students at the University by promoting the interests and welfare of students during their course of study, and by representing, supporting and advising students. We are also committed to increasing our profile as the recognised representative channel between students and the University of Portsmouth. The Student Voice Team at the Union includes our Student Voice Coordinator, Brendan McCarthy, and our Representation & Democracy Assistant, Clare Pitkin, working alongside the elected Vice President for Education & Democracy. The activities and support delivered by the Student Voice Team is just one area of work delivered by the Student Opportunities Department at the Union, with Fern Lewis, Head of Student Opportunities, working with staff to deliver activities relating to student societies, sports clubs, media, volunteering and Raising and Giving (RAG). As part of the Union’s wider consultation with students through the ‘Big Conversation’1, increasing numbers of participants were identifying the importance of having a ‘voice’ in shaping their student experience, including their academic experience at the University. By taking part in the Annual Quality Report Project (AQRP) delivered by the National Union of Students (NUS) in partnership with the Quality Assurance Agency (QAA), we are working towards an approach that will, year on year, enable the ‘Student Voice’ to be empowered and embedded in the work that we do with the University to address the issues that students have experienced. We hope that the findings of this report and the commendations and recommendations included will be embraced by the University and that our Sabbatical Team for the 2014/15 academic year can work closely with University staff to work on the prioritised action plan included at the end of this document.
Commendations appear throughout the report and are identified by a star icon, celebrating good practice demonstrated by the University.
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The ‘Big Conversation’ engaged over 3,000 students from the University of Portsmouth in talking to the Union about what they want out of their time at University, including ways in which the Union can support them in making the most of their experience. Consultation started at Freshers’ Fayre 2013/14, with Sabbatical Officers continuing the discussion across campus until the release of the Annual Survey, which was shaped by the topics that students had raised. Analysis from the Survey was presented and discussed by the Union Trustees to identify further areas for investigation, with focus groups being hosted with students in February 2014. Through an analysis of student opinions and ideas collated during this process the Union has formed its 20142017 strategic plan, ‘A Way of Life’, to be finalised in advance of the 2014/15 academic year.
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Annual Quality Report 2013-14
Research Methodology The key issues outlined in this report were identified through the Union’s own consultation with students, in addition to a consideration of the data provided through the National Student Survey at the end of the academic year 2012/13. The main research bases used to compile this report were: “Question of the Week” This series of mini consultations looked at a “Question of the Week” over a six week period, which considered each of the identified report themes. This is the first time that mini consultations have taken place in this format led by the Union and we have been pleased with the information we have been able to collate as a result of this. In total, 735 responses were collected both online and via face-to-face consultation with students at different locations around the University campus. The Student Voice Survey The Student Voice Survey was a continuation of the Union’s ‘Big Conversation’ where we had been looking at different aspects of the student experience and how this should shape the strategic direction of the Union. The Student Voice Survey was launched on 5th March, with questions linked consistently to the key themes of the AQR, but also formulated based on some of the key indicators identified in the UK Quality Code for Higher Education provided by the QAA. In total, 515 responses were given by students. Please note that the graphs included in this report are from the Student Voice Survey data summary, unless stated otherwise. National Student Survey Results 2012/13 Our Student Voice Team spent time following the publication of the results in August 2013 collating key data, in addition to time spent in preparation for the AQR analysing some of the qualitative data provided by students. Student Led Teaching Award nominations from students We are pleased to be able to draw on the extensive feedback provided by students at the University of Portsmouth to identify examples of good practice when nominating academic and support staff at the institution for the annual awards. Student participation across University committees, projects and work streams Progress has been made during the 2013/14 academic year relating to representation of students on University committees, with our Sabbatical Officers providing valuable input and support to University staff across different areas of work. Other Secondary sources In order to formulate our recommendations we have tried, where possible, to take into consideration University of Portsmouth committee meeting minutes and reports, as well as University policy documents. 6
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Annual Quality Report 2013-14
Moving forward We are pleased with the level of student engagement in this year’s project; however, we recognise that the sample size of students used for our own consultations is not extensive due to time limitations, with our lead member of staff for the project not coming into post until December 2013. This issue will be resolved in the future by starting consultation with students for the AQR process at the beginning of the academic year and will be embedded throughout the Student Voice Team’s work with Course Reps. However, in identifying the key issues for students for this year’s report, where possible, we have triangulated data using the sources identified in the methodology. We would like to be able to broaden the research bases used to identify key issues for students and have identified two main areas to be worked upon with the University in advance of next year’s project. Firstly, the Union’s Student Voice Team have been working this year to secure access to the EvaSys system used by the University of Portsmouth to collate the results of Unit Satisfaction Questionnaires (USQ) and the University of Portsmouth Student Experience Survey (UPSES). The Student Voice Group has recently approved Union access and we will be looking at how we can utilise this resource in the future to enhance the work that we are doing. Secondly, whilst the majority of Schools across the University have been forwarding the minutes of Student Staff Consultative Committees and these provide detailed information about actions being taken at a grass roots level, we are keen to develop a structured way to capture the key feedback and action points noted by Course Reps prior to and during these meetings.
Action point: It is also important to note, that this report is not based on the experience of students from the University’s collaborative partners. However, the Union is committed to developing its relationship with collaborative partners, with positive steps being taken this year with student representatives involved in course approvals and reviews and our Sabbatical Team visiting some of our local partner colleges.
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Annual Quality Report 2013-14
Chapter Two: The Learning Experience In identifying students’ ‘Learning Experience’ as one of our report themes we wanted to explore what contributes to a positive experience for students at Portsmouth, with a focus on teaching quality and both Departmental and University-wide communication, which can be crucial factor in ensuring students are fully engaged with their learning.
Teaching quality The UoP identify in their University Strategy that they aim to ‘enhance [their] position as a leading modern university through the delivery of excellent teaching’ and that they aim 2 to be ‘known for outstanding, innovative and inspiring teaching’. With this in mind, the results of the National Student Survey 2013 show that overall 88% of students who took part in the survey were satisfied with the teaching on their course, which was above the sector mean of 86%. The standard of teaching at the University is something that the Union chooses to celebrate each year through the Student Led Teaching Awards. This event aims to recognise and reward University staff who are committed to delivering excellent teaching and support to their students. This year the Union received an incredible number of entries from students with nearly 1,000 nominations across the six award categories.
Quotes provided by students for the Student Led Teaching Awards 2014
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University of Portsmouth, (2012), Education Strategy 2012-2017
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Annual Quality Report 2013-14
Students nominating staff for the Most Innovative Teacher category cited excellent examples of how academic staff at the University are developing their approach to teaching delivery:
In regard to media, […] utilises all of the learning tools on offer; Moodle, video, PowerPoint, records the lectures, transcripts […]. They are an innovative chameleon; if it does not work it will change.
[…] doesn’t just tell you how it is done, or how to do it. [They] sit with you, showing you step by step how it should be done, and always asks if there is any problem during that process.
Humanities & Social Sciences Student, Student Led Teaching Awards 2014
CCi Student, Student Led Teaching Awards 2014
The winner of the Overall Impact award, who was chosen based on them excelling across all award criteria, was described by a student as ‘engaging all their students at the highest level with their charismatic method of teaching, and never failing to make everyone laugh. [They] engage their students in seminar discussions with [their] wealth of information and ability to carry a room.’ Provided by a Humanities & Social Sciences Student for the Student Led Teaching Awards 2014. This standard of nominations, we believe, indicates that there is plenty to celebrate in regards to teaching quality at the University. Some of the winners from this year’s Student Led Teaching Awards
However, within our consultation with students we have found inconsistency in the levels of satisfaction in relation to some individuals’ experiences of teaching. For instance, as part of the Student Voice Survey 2014 when we asked students to what extent they agreed 9
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Annual Quality Report 2013-14
that their course had met their expectations, those who indicated that this had not been the case listed issues with the quality of some of the teaching they had experienced on their course. These issues included: Students not feeling that the standard of teaching had been high enough for Higher Education; That the quality and enthusiasm of some lecturers had been disappointing; That teaching delivery and feedback on essays had been inconsistent. (Feedback will be explored in more detail in the next chapter).
The quality and enthusiasm of the lecturers was disappointing. A lot of lecturers do not seem to put much effort into their work, they just make a quick power point presentation and talk about it for an hour sometimes adding pointless aspects to the lectures that we could do at home just to run out the clock. Portsmouth Business School Student, Year 2, Student Voice Survey 2014
Similar concerns were expressed by some respondents to our first Question of the Week, which asked students what would be the main reason for them not to attend a planned University session, such as a lecture or a seminar. 19% of students who took part in the consultation indicated that they would not attend a session that they felt was uninteresting or not relevant to their assessment; with 16% of respondents reporting issues relating to Lecturers simply reading off of the slides; students lacking confidence in their Lecturer; and Lecturers being monotone.
Lecturer is unengaging, either by reading off of a PowerPoint, a dull/monotone voice.
Lecturers do not make lectures exciting enough. CCi Student, Year 2, Question of the Week 2014
Humanities & Social Sciences Student, Year 2, Question of the Week 2014
When considering the feedback provided by students on some of the courses least satisfied with teaching during the NSS 2013, it is possible to see from the breakdown provided in the table on the next page which areas require improvement. In identifying the five least 10
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satisfied courses across four of the five Faculties it is possible to see the inconsistency in some aspects of teaching delivery being experienced by students.
Table showing the University programmes least satisfied with the teaching on their course from the National Student Survey 2013
Staff have made the subject interesting
Staff are enthusiastic about what they are teaching
The course is intellectually stimulating
Average
Business Enterprise Development Music & Sound Technology Applied Languages Civil Engineering Hospitality Management
Staff are good at explaining things
University Course
68
57
57
71
63.25
80
64
80
40
66
65 70 80
74 68 67
74 72 73
61 77 67
68.5 71.75 71.75
As we have identified in our discussion of the Teaching Awards, it is important to recognise that there is some fantastic teaching practice across the University; however, we believe it is vital that students from across Faculties are satisfied with the quality of the teaching being delivered on their course.
The quality of teaching received by Higher Education students has also been consistently raised across the sector with results from the NUS Student Experience Research 2012 indicating that teaching skills are seen as the most important feature of a good quality learning and teaching experience by students.3 The Higher Education Academy (HEA) have 4 also recently published the findings of their Student Academic Experience Survey 2014, identifying that ‘institutions have a vital responsibility to facilitate and ensure effort, engagement, interaction and […] the deep learning’ of students, with concerns raised by participants about the delivery of teaching. This is a particularly relevant issue with the HEA research indicating that the key priority areas, alongside the decline in perceived ‘value for money’ by students’, relate to improving the quality of teaching and learning, including better training for Lecturers.
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National Union of Students, (2012), Student Experience Research 2012, Part 1: Teaching and Learning Higher Education Academy and Higher Education Policy Institute, (2014), Student Academic Experience Survey 4
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We are aware of and have been involved in as a Union the Academic Professional Excellence Framework programme – APEX – that is delivered by the Department for Curriculum and Quality Enhancement (DCQE) and is aligned with the University’s Education Strategy. This programme offers the chance for University staff to partake in continuing development opportunities that link to the UK Professional Standards Framework 5 developed by the HEA.
We have been pleased with the level of student engagement in the Foundation Pathway of the programme with current students, Faculty Reps and Sabbatical Officers participating in the workshops delivered to new Lecturers. High-level student volunteers have also been involved in developing a new project encompassing a website, which aims to showcase examples of good teaching practice; allowing the University and students to celebrate innovation and enhancement.
Recommendation: 1. Whilst we acknowledge the work being carried out by DCQE and across the University, we do wish to encourage the inconsistency in teaching quality experienced by students to be addressed. We would like to see the development of a charter – potentially encompassed in the Student Charter itself – that defines what University of Portsmouth students can expect of their learning experience in terms of teaching standards, with reference to the UK Professional Standards Framework.1 2. In line with the above, we would recommend that the University works with the Union to develop mechanisms to disseminate the good practice examples identified through the Student Led Teaching Awards, in addition to other case studies arising throughout the academic year.
We believe that the work being carried out as part of the APEX programme with consistent engagement from student representatives should be commended and we look forward to continuing to develop this model of partnership working throughout the next academic year, with the introduction of a formal ‘Student Academic Facilitator’ (SAF) role. The 5
Higher Education Academy, (2011), The UK Professional Standards Framework for teaching and supporting learning in Higher Education http://www.heacademy.ac.uk/ukpsf
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Annual Quality Report 2013-14
development of this formal role, we believe, will allow for more in-depth training to be provided; for greater recognition of their work; and for consideration of the skills they have developed, contributing to their employability in the graduate market.
Communication The NSS 2013 results indicated that students’ responses to Question 15, which asked students to identify whether or not they felt that ‘the course is well organised and is running smoothly’, may have significantly impacted on levels of Overall Satisfaction. When analysing some of the qualitative responses given by students on the ten least satisfied courses in relation to Organisation and Management – which included Question 15 – multiple respondents reported issues relating to communication. The issues with communication reported are summarised below: Last minute changes to timetabling and/or meeting times not being communicated effectively; A lack of communication between students’ placements and the University; Difficulties with contacting Course Leaders; A lack of communication and cooperation between Departments, impacting upon Joint Honours students; Poor or limited communication with some Lecturers, for example, no responses to emails.
Communication between staff and students in regards to changes in timetabling/liaising whilst out on placement could be improved.
Communication and cooperation between departments is nonexistent, which makes Combined Honours studies extremely difficult.
Science Student, NSS data, 2013
Humanities & Social Sciences Student, NSS data, 2013
In addition to some of these issues, students taking part in the Student Voice Survey 2014 reported that although resources are in place to enhance students’ study they did not believe that enough effort is made to effectively signpost students to both the resources and opportunities available to them through their course or through the University overall. Furthermore, communication about the changes made as a result of the feedback given by students was another area of development identified through the Student Voice Survey, with 57% of respondents indicating that they are not aware of the changes. This issue will 13
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Annual Quality Report 2013-14
be explored in more detail in Chapter Seven, which considers student engagement, but potentially demonstrates another area where communication between students and staff within Departments is not effective. Communication with students is an aspect of the student experience that the Union would like to explore in more detail so that we can better understand how students believe associated issues can be addressed at a Departmental level. The University’s Student Communications Policy (2010)6 outlines the different message categories, including ‘Learning and Teaching Communication’, which is allocated to each academic Department to coordinate. We would like to review the effectiveness of this approach against one of the QAA’s indictors, which advises that ‘every student is provided with clear and current 7 information that specifies the learning opportunities available to them.’ By exploring how different Departments are working to ensure this happens we would hope a more unified strategy across Schools and Faculties could be developed.
Recommendation: 3. We would encourage the University to work in partnership with the Union to conduct a review of Departmental communication, engaging students in developing a unified strategy across Faculties.
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University of Portsmouth, (2010), Student Communications Policy Quality Assurance Agency, (2014), UK Quality Code for Higher Education, Part B: Assuring and enhancing academic quality 7
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University of Portsmouth Students’ Union
Annual Quality Report 2013-14
Chapter Three: Assessment and Feedback The University of Portsmouth outlines in its introduction to Examination and Assessment Regulations that it has incorporated, as far as is practical, recommendations from the National Union of Students Charter on Feedback and Assessment. The University of Portsmouth’s guidance includes: a) Formative assessment and feedback should be used throughout the programme; b) Students should have access to face-to-face feedback for at least the first piece of assessment each academic year; c) Receiving feedback should not be exclusive to certain forms of assessment; d) Feedback should be timely; e) Students should be provided with a variety of assessment methods; f) There should be anonymous marking for all summative assessment; g) Students should be supported to critique their own work; h) Programme induction should include information on assessment practices and understanding marking criteria. 8 In consulting students about assessment at the University of Portsmouth, also in line with the NUS Charter on Feedback and Assessment9, our main considerations related to whether or not students were consistently receiving details of the marking criteria in advance and how this had been conveyed to them, in addition to the volume, timing and nature of the assessments being set. In considering feedback we wanted to explore whether or not it had been received by students within the 20 working day time period as outlined in the Examination and Assessment Regulations (updated in September 2013), and whether or not the comments received by students had been detailed and helpful in clarifying aspects of the work students had not understood, as well as detailing how to achieve a higher grade in the future.
Assessment criteria During the Student Voice Survey 2014 we asked students to identify whether or not they had been made aware of and/or had the opportunity to discuss assessment criteria set by their Lecturers.
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University of Portsmouth, (2013), Examination and Assessment Regulations National Union of Students, (2011), Charter on Feedback & Assessment, http://www.nusconnect.org.uk/asset/news/6010/FeedbackCharter-toview.pdf 9
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The graph shows the responses given by students to this question, with 66% indicating that they had been made aware of the assessment criteria, with 34% indicating that they hadn’t been. During our Question of the Week consultation we asked students how they had been made aware of the assessment criteria for their work. 60% of those students who took part identified Have you been made aware of and/or had that the assessment criteria the opportunity to discuss assessment was made available to them criteria set by your Lecturers? online via Moodle. This was consistently alongside the information being provided in a unit or course handbook 34% (37%), in addition to Yes information being provided No during lectures/seminars or 66% tutorials (28%).
Despite the majority of students consulted identifying that they had been made aware of the criteria, we would argue that 34% of respondents is a concerning figure; potentially indicating a lack of understanding by students about how they are being marked when completing their assessments. Furthermore, although the majority of qualitative responses given during the Student Voice Survey indicated a general willingness among Lecturers to discuss the assessment criteria in further detail outside of scheduled University sessions, some participants did indicate that there was inconsistency in the support offered by different Lecturers and that some were more readily available to establish a dialogue with than others.
This is a very underdeveloped part of my course. Some lecturers don’t tell us what they look for and simply tell us to “read the handbook.”
It’s not clear enough. It’s very subjective; they say things like “you have to be very good.” But that doesn’t mean anything. CCi Student, Year 2, Question of the Week 2014
Humanities & Social Sciences Student, Year 2, Student Voice Survey 2014
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Volume, timing and nature of assessments We consulted with students to find out to what extent they were satisfied that the volume, timing and nature of their assessments had been taken into consideration by their course.
To what extent are you satisfied that your course has taken into consideration the volume, timing and nature of your assessment? 70
63%
60 50
Very satisfied
40
Satisfied
30
Not satisfied
20
15%
Dissatisfied
15% 7%
10 0
The graph above shows the percentage breakdown of responses given by students taking part in the Student Voice Survey, with 63% indicating that they were satisfied these factors had been taken into account, but with 15% of respondents indicating they were not satisfied, and a further 7% reporting that they were dissatisfied with their course in relation to these aspects of their assessment. Students were also invited to identify any issues they had experienced. The most frequent issue identified by students linked to the timing of assessment deadlines, with the majority of respondents noting that unfortunately they had experience of deadlines being clustered together, making their workload difficult to manage and adding to the pressure and stress they experienced. In some instances this was also true in terms of exams being held in a short period of time, or sometimes on the same or consecutive days. Alongside this, students identified that they believed the solution to this issue was better communication between Lecturers, internally within Departments, and between Schools where Joint Honours programmes were being delivered, to plan out deadlines effectively. These issues were also reflected in comments given by students taking part in the NSS 2013 who were on the courses identified as the least satisfied in relation to assessment and feedback. Students reported that coursework could be more spread throughout the year, rather than deadlines falling at the same time; some assessment deadlines were falling too close to the deadline for dissertations or major projects; and they believed
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there had been a lack of effective communication between unit coordinators to ensure that student needs are met in relation to scheduling assessment deadlines.
The assessment days always coincided which made it difficult to stay on top of seminar work during this period.
High levels of stress due to disorganised deadlines dates. Science Student, NSS data, 2013
Portsmouth Business School Student, NSS data, 2013
Coursework for various subjects were all to be given in on the same day. I ended up with 7 pieces of work due in on one day; perhaps these could have been spread out?
Deadlines often fall all at the one time, so it can feel like we spend a lot of time doing nothing then everything comes at once and we can spend a lot of time catching up.
Humanities & Social Sciences Student, NSS data, 2013
CCi Student, NSS data, 2013
Recommendation: 4. Where practical, assessment deadlines and exam dates should be determined so that they are further spaced out to avoid unnecessary stress experienced by students and to lead to higher levels of achievement. 5. Where the above recommendation will not always be able to be implemented, additional support should be provided to students to enable them to develop effective time management skills. This should be addressed throughout the induction process, but also revisited throughout the academic year.
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Timing of feedback We are pleased to report, as demonstrated by the chart, that 84% of those students who took part in the Student Voice Survey 2014 identified that they had received feedback on their work on time, with just 16% indicating that this had not been the case. Despite this positive response from the students we consulted with, we wanted to outline some of the issues that had been raised by the 16% of respondents who had not received their work on time:
Have you generally received feedback on your work on time?
16%
Yes No
84%
Frustration had been caused by late returns of their work. There was inconsistency between staff members with some of them ensuring work and feedback was returned on time, whilst others did not meet the 20 working day return policy. The longest period of time reported referred to waiting for feedback for 8 weeks during the second year of a students’ study, with others reporting up to 2 weeks after the 20 working day period had passed.
Action point: The Union will continue to explore with students their experiences of the University’s 20 working day return policy, in order to identify whether or not it is consistently being upheld across Faculties.
Helpfulness of feedback The NSS results 2013 show that the University of Portsmouth fell below the sector mean relating to whether or not students felt that the feedback on their work had helped them to clarify things they had not understood. During the Student Voice Survey 2014 we also explored the helpfulness of feedback by asking students to what extent the feedback they had received on their work had been helpful in indicating how they may work towards a higher mark. The graph on the next page shows students’ responses to this question:
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To what extent has the feedback given on your work been helpful in indicating how you may achieve a higher mark? 45
42%
40 35% 35 30
Extremely helpful
25
Very helpful
20
Helpful
15
Not helpful at all
13% 10%
10 5 0
With 10% of students identifying that they had not found the feedback they had received helpful, we were keen to explore why this had been the case. Students indicated that:
The criticism offered in the feedback was generalised and not specific enough to their individual work, with multiple respondents identifying that the feedback had been vague, including comments that they did not feel were helpful, such as “expand more upon this”, “needs to be clearer”, “more detail”, rather than offering ideas about what content could be included. There was inconsistency in the standard of the feedback given by different Lecturers within Departments, with some giving clear and constructive feedback, whilst others felt that the quality of feedback was poor and inconsistent, requiring more detail and description.
Other students who achieved high or reasonable grades had felt frustrated that there was not feedback included that suggested how they could move into the next grade bracket.
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Via the nominations given by students for the Best Feedback award category at the Student Led Teaching Awards we are, however, able to identify examples of good practice in relation to giving helpful feedback. Students described the winning candidates with the following comments:
[They] created YouTube videos of themselves working through questions and FAQs to make them fun and engaging whilst still covering everything necessary to get across.
[Their] feedback is outstanding where they give you a choice of a meeting, a 10 minute sound bite of them commenting on your work, or just written feedback, meaning you can learn the way you find best.
Humanities Student & Social Sciences, Student Led Teaching Awards 2014
Humanities & Social Sciences Student, Student Led Teaching Awards 2014
In order to gather some student ideas about how feedback given on academic work might be improved we invited students participating in the Student Voice Survey to outline their suggestions. The majority of respondents to this question outlined that they would like feedback to be more descriptive and detailed and indicated that it should include:
Examples of what could have been included Examples of how the work could be improved How to apply the feedback to future assessments Specific feedback, relevant to the work of the individual student
Further suggestions included: Ensuring that feedback is legible by providing typed-up feedback that could be made available online through Moodle. Being able to make appointments/have face-to-face feedback sessions and/or tutorials to seek clarification on anything they were unsure of within the feedback provided. Structuring feedback in line with the assessment criteria and marking scheme, so that it is clearer about how they could reach the next grade bracket. Highlighting positive aspects and strengths of the work, as well as identifying at least two areas for improvement.
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Recommendation: 6. With some of this feedback in mind, and taking into consideration the information provided by the NUS through their ‘Assessment and feedback benchmarking tool’10 and Charter, we propose that the University, in partnership with Union representatives, establishes a working group of students across University Faculties to review and identify priority areas relating to assessment and feedback. 7. We propose that this review should contribute to the development of a specific Portsmouth charter relating to assessment and feedback, in order to increase the visibility of the principles to students across the University.
10
National Union of Students, (2013), Feedback and Assessment Benchmarking Tool
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Chapter Four: Centralised University Issues There were two main areas linked to organisation and management that were consistently cited by students that might be considered centralised University issues; timetabling and the changes to the structure of the academic year. We have also included an update and a recommendation based on the work of our VP Welfare & Community around Prayer Facilities for students.
Timetabling The NSS data 2013 showed that no progress had been made since the publication of the 2012 data with respect to timetabling, with the gap between Portsmouth and the sector increasing to two percentage points. However, we hope to see a change in some of this year’s feedback with the University taking steps in the 2013/14 academic year to ensure the early release of timetables to students during the summer break. During our Question of the Week consultation we asked a specific question to students around timetabling, asking them to give feedback on their experiences of this aspect of their course. We are aware that issues relating to timetabling have consistently been reported by students in the past; however, it is important to note that there was an essentially equal split between those responses that reflected a good or positive experience and those that indicated a poor experience of University timetabling. We do, however, believe it is important to highlight the common issues reported by students in relation to timetabling, with students consistently raising concerns relating to:
Big gaps between scheduled sessions Only having one scheduled session in a day Early starts at 9.00am or late finishes post 5.00pm How, or if, changes to timetabling are communicated Location of scheduled sessions with little or no time to travel between buildings
Some of these issues had particular implications for students making childcare arrangements; for students who were travelling to University from outside of the city; and those students wanting to secure part-time employment alongside their study.
The timetabling is not brilliant, it is often either very sparse, or lots of lectures per week with 5 hour breaks between lessons, which is extremely difficult for students not in halls. I’ve found myself having to decide what lesson to go to because I cannot afford to go back and forth and would have nowhere to go for the 5 hours. CCi Student, Year 1, Question of the Week 2014
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In considering the frequency of these issues being raised by students, we revisited the NSS 2013 data from those courses where students had indicated that they had been least satisfied with organisation and management. The comments left by students also consistently included scheduling of sessions and communication issues around timetabling. In reviewing the University Timetable Policy11, the Union recognises that the work carried out by the Central Timetabling Unit is incredibly complex, but is underpinned by a commitment to the efficient use of space across the University; to minimum changes to timetables; and to contributing to the delivery of a high quality learning experience for students. However, in recognising the complexity of this aspect of organisation across the University, our VP Education & Democracy 2013/14 has raised concerns about the lack of representation of staff from the University’s Central Timetabling Unit on key University committees.
Recommendation: 8. Therefore, we propose that the membership of the Student Representatives and Senior Management Committee be reviewed to include a senior member of staff from University timetabling in order to directly address issues arising. This, we believe, would enable the student representatives that sit on this committee to have a better understanding of the processes relating to timetabling and be able to filter this information down more effectively to other students. 9. As a result of the above recommendation being implemented, student representatives and staff from the Central Timetabling Unit to develop and market a coordinated response to be circulated to students across Faculties addressing concerns that have been arising.
Structure of the academic year An aspect of their University experience that was frequently noted by participants in the Student Voice Survey 2014 as having led to their expectations not being met related to the unit options and choices available to them. Students reported limited choices around units being closely linked to the restructuring of courses with less options being given in their second and third year of study. Students also reported that they had not been consulted about this change to their course. It was also identified that this change to the structure of the academic year, with the introduction of more year-long units, tended to result in the issue discussed in the previous chapter around assessment, with students experiencing 11
University of Portsmouth, (2013), University of Portsmouth Timetable Policy
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multiple deadlines for units being clustered together towards the end of the academic year, again resulting in difficulty in managing workloads.
I feel the change in structure whereby exams were moved from twice a year to once a year and all units were made full year units spoiled the variety of the course and makes exams more needlessly difficult as I have to prepare for everything at once. It also meant I could not take as many units and had to miss out on subjects I was interested in. Technology Student, Year 3, Student Voice Survey 2014
These issues were also reported in the NSS 2013 data by those students from the least satisfied courses with organisation and management at the University:
Restructuring of the course means exams and assessments are put at the end of the year. I don’t think this works at all with the way we have worked before. Humanities & Social Sciences Student, NSS data, 2013
The university recently underwent a major overhaul. This means that many of the classes which provided 10 credits have been unnecessarily bulked out to justify giving 20 credits and to fit into the new system. Humanities & Social Sciences Student, NSS data, 2013
The University took the decision to restructure the academic year as it was outlined in the 12 final proposal document that this would contribute to ‘organisational sustainability’, which was identified as one of the key aims in the University’s 2007-2012 University Strategic Plan. The revised academic structure was implemented in 2012, having been approved by Academic Council. The University outlined that they were confident that this
12
University of Portsmouth, (2012), The Structure of the Academic Year – final proposals for a deSemesterised structure to be introduced in the session 2012-2013
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decision would achieve ‘a more coherent experience for students and a more efficient 13 curriculum overall’ (UoP, 2012).
Although we understand that the decision around the restructuring of the academic year will not be changed due to organisational processes being updated, we do believe that the implications of this change for students need to be reviewed in line with what students have raised, in order to ensure that a coherent experience and efficient curriculum is being delivered. This includes a consideration of increasingly limited unit options and the clustering of deadlines at the end of the academic year being addressed through curriculum development and unit/assessment design. Please also see recommendation 4 in the previous chapter that addresses the spacing out of assessment deadlines and exam dates.
Prayer Facilities A final area under centralised issues that we wanted to discuss as part of the AQR relates to the prayer facilities available to Muslim students. Limited prayer facilities were identified by students as an issue during our Question of the Week consultation with them reporting that this had impacted upon their study and well-being. This was also an issue that had been brought to the attention of our VP Welfare & Community at the start of their term, with the number of Muslim students wanting to pray exceeding the capacity of the prayer rooms made available through the Chaplaincy, as well as no provision being made outside of operational building times.
This was taken to the University’s Estates Department to be considered in the plans for the Library refurbishment. Interim arrangements were put in place to accommodate students with a temporary room made available in the University Library. However, issues arose linked to the lack of ablution facilities and due to the space being used by male and female students, which the students indicated they did not feel was appropriate. Whilst it was not possible for the prayer space to be incorporated into the design plans for the Library refurbishment, further dialogue and discussion between student representatives, who produced and presented a report outlining the background to their campaign and their proposed solutions, and the Estates Department has led to an agreed proposal for the refurbishment and use of the ground floor of Mercantile building to accommodate students’ needs.
13
University of Portsmouth, (2012), Revised Academic Structure for 2012, http://www.port.ac.uk/intranet/directorate/revisedacademicstructure/
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The Union is delighted with this outcome and look forward to seeing the plans implemented for Mercantile. However, it is important to recognise that the long-term future of Mercantile building is still to be determined by the Estates Department.
Recommendation: 10. We recommend that the dialogue between Union student representatives and the Estates Department continues and expands to include future planning that considers the development of a permanent multi-faith facility/centre to accommodate the increasing number of students from different faith backgrounds.
Action point: The Union hopes to work with Chaplaincy, who will be managing the facilities, to monitor the usage of the space provided in Mercantile building, with a review of how effective the space is in accommodating students’ needs.
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Chapter Five: Learning Resources During our consultation with students through our Question of the Week we endeavoured to find out about their experiences of University facilities aiming to enhance their study. Respondents as part of the campaign generally acknowledged the positive aspects of the facilities available to them, highlighting the University Library; support provided by University Library staff; 24/7 access to the University Library; and specialist facilities linked to specific courses as enhancing their study experience.
24/7 library opening time has definitely led to an increase in the quality of my work, evidenced in my marks. I struggle to work during the day and at home. Hence I can work through nights in a good working environment. I think this should be a year-round policy as there are a number of assessments in the first semester for a number of students. Humanities & Social Sciences Student, Year 3, Question of the Week 2014
Furthermore, in data collated during the Student Voice Survey 2014 students who identified that they agreed that they had been given an ‘equal and effective opportunity to achieve’ identified a number of resources made available to them by the University that had enabled this to happen. These responses frequently cited the support provided via learning support within Departments; accessibility of resources through the University Library; and specific areas around the University that had benefitted their learning. Those specific areas included the resources department available to Humanities students in Milldam Building; the high quality equipment available through CCi for both University-related and extra-curricular activities; the learning resource centre in Park Building; and the new IT suite in Burnaby building.
The resources are quite phenomenal, ranging from familiar resources that everyone can use to high-tech, professional, industry standard resources. It's quite outstanding to have resources available on hand when it is needed. CCi Student, Year 1, Student Voice Survey 2014
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IT Facilities Those respondents referred to above generally noted that there was reasonable access to IT facilities, however, they did also identify that these could be limited during exam and assessment periods. The availability of computers and IT facilities across the campus was raised consistently by other students as a potential area for development, including in some of the feedback given by students through the NSS 2013 on the ten least satisfied courses relating to Learning Resources.
Computer access, particularly during exam period it is difficult to get a computer.
Facilities are not always free when needed, such as computers with certain programmes on.
Humanities & Social Sciences Student, NSS data, 2013
Science Student, NSS data, 2013
Furthermore, within responses collated from the Student Voice Survey a common issue reported related to the quality of IT facilities available. This included specialised software and programmes necessary for learning and coursework consistently not being available on computers across the University campus.
Access to certain software at critical times during the study semesters sometimes hinders the opportunity to complete work at your own pace. As a distance student I find this an issue due to unavailability or limited access.
There are not enough resources such as computers in the library that have the software needed for dissertation or coursework. Technology Student, Year 3, Student Voice Survey, 2014
Science Student, Year 3, Student Voice Survey 2014
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Recommendation: 11. The Union would encourage a review of the programmes currently available on computers across the University campus to ensure that these have adequate software installed for use by students across a range of discipline areas.
Study Spaces A final area for potential development linked to learning resources at the University of Portsmouth relates to the amount of study space available to students. During our Question of the Week consultation respondents identified limited group study space as an area for improvement.
Either there aren't enough computers around the University or people aren't aware of where they are. Park building fills up fast, and then the other rooms get booked out. You're left with going to the library which doesn't always have space or another building which might also be booked out. Eventually you're floating around campus trying to find somewhere to sit and get work done. There just isn't enough resources. Science Student, Year 2, Question of the Week 2014
The library is simply not big enough. It is always so difficult to find a computer or multiple computers if you intend to work as a group. There are few group study rooms; I have been working in a group since October and not once have we been able to book a room at a convenient time, even when we have tried to book a week in advance. Portsmouth Business School Student, Year 2, Question of the Week 2014
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Echoing the comment above, a number of respondents felt that more study space is required both in the Library and across the whole of the University campus. Overall, our findings suggest that students believe that there needs to be an increase in the amount of study space available and that this should incorporate greater access to group work study areas and spaces where IT equipment can be used, i.e. with suitable power sources available. Floor plan of the Library refurbishment In response to some of the feedback received through the National Student Survey and internal University surveys the University Library has committed to investing in the current building. To date, as at summer 2014, this has seen work started on the ground floor of the Library. This project will see over 200 study spaces added, some of which will host computers; an expansion of the Library café; and provision of a shared service point on the ground floor for students to address library and IT queries. The project has also taken into consideration the need for social learning spaces, including more bookable study rooms.14 The Union welcomes this project in direct response to consistent student feedback. We are, however, aware that the scheduled work, which is due to be completed by the end of September 2014, will be disruptive to some students’ study, particularly Masters and PhD students, with large areas of the Library being unavailable over the summer.
Action point: Whilst we understand that this is necessary for the work to go ahead the Union will be looking to consult with students about how effective they believe the interim arrangements are, and will look to gather students’ responses to the new development once the project is complete.
14
University of Portsmouth, (2014), Information about the ground floor refurbishment & the floor plan image found at: http://www.port.ac.uk/library/home/refurb/
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Chapter Six: Personal & Professional Development Unfortunately the NSS data 2013 has identified that the personal development of our students is an area that requires attention from the University as this was the first year that Portsmouth had not exceeded the sector mean in seven years. This chapter outlines some of the positive steps taken by the University to consistently try to address this aspect of the student experience by considering the work of personal tutors; the emphasis placed on employability; and the role of University services in supporting University of Portsmouth students.
Personal Tutors During the annual Student Led Teaching Awards in May 2014 we received an incredible number of nominations this year for the ‘Best Personal Tutor’ award category. In determining the winner for this category students were looking for an individual who would go the extra mile for students, make enquiries on their behalf as to what services are available, and would provide pastoral care and attention. This member of staff would show a commitment to keep up to date with the latest services and issues affecting students and provide excellent academic and/or career advice for students. Students described the winning candidates with the following comments:
Not only are they incredibly knowledgeable about their field of study, their experience makes them entirely personable and approachable, which ultimately makes their students feel comfortable coming up to them with any queries. […] is very supportive and always has your best interests at heart. CCi Student, Student Led Teaching Awards 2014
Aside from academic support, […] has also gone above and beyond [their] role as a personal tutor when I have encountered issues at home. I found myself facing eviction from my student accommodation and with deadlines looming I was inevitably concerned. […] not only showed me the support available from the university, but also helped me to effectively manage my deadlines. Humanities & Social Sciences Student, Student Led Teaching Awards 2014 32
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The work of personal tutors across the University was consistently acknowledged by students through our data from the Student Voice Survey and through our Question of the Week consultation. When students were asked to reflect upon whether or not they had felt supported in making the transition to University from previous education, there was some excellent feedback about the support made available to them upon arrival and throughout their time at the University of Portsmouth, with particular mention given to personal tutors, who were identified as being available to address issues students may be facing.
Students were also specifically asked how they had been encouraged and supported in developing skills linked to their academic, personal and professional development. Multiple respondents cited personal tutors and the opportunity to have regular personal tutorials as a way in which they had been supported in developing their skills.
During tutorial sessions with my personal tutor. These sessions provided both insight and useful tools for later life and professional development. Humanities & Social Sciences Student, Year 1, Student Voice Survey 2014
Some respondents who reported that they had not had a positive experience of the personal tutorial system at the University suggested that they believed that this process would have been beneficial to them. Moreover, they identified that they believed additional training should be provided to academics to enable them to support students effectively. In considering the current training and support provided by the University to members of staff, the Department for Curriculum and Quality Enhancement have produced a comprehensive Personal Tutoring Guide that aims to provide an overview of the role, including academic and pastoral aspects. The University states that it ‘is committed to providing each student with a named Personal Tutor with whom they will meet […] regularly and formally during their time at University’ (UoP, 2014).15 We are pleased to be able to recognise the positive work that has been taking place as part of the personal tutorial system, however, we also acknowledge based on student feedback during our consultation that there remains some inconsistency in the experiences
15
University of Portsmouth, (2014), Department for Curriculum & Quality Enhancement – Personal Tutoring, www.port.ac.uk/personaltutoring
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of students in relation to the quality of personal tutoring. This inconsistency is also potentially highlighted in the multitude of issues brought to the Union’s Advice Service.
Action point: As part of the Union’s commitment to one of our identified strategic themes, ‘Making life easier’, we wish to ensure that students across the University are getting the support necessary to enhance their well-being and to address any personal issues they may be facing as a student in Higher Education. Therefore, this is an area of University provision that we will be exploring in more detail with students during the 2014/15 academic year to ensure that there is consistency in support across Departments and Faculties.
Employability From feedback given during the Student Voice Survey 2014 students who indicated that their expectations about their course had been met or exceeded identified that they had gained valuable practical experience, and networking and work experience opportunities that had contributed to both their personal and professional development. This was also consistent with our findings during our Question of the Week consultation when students were asked how their course or department had supported them in developing professional skills. Participants identified career events, providing the opportunity for students to meet professionals from relevant industries/sectors, as significant to their development during their time at Portsmouth.
CAKE – Careers advice and knowledge event; meeting and drinks with a publisher about internships with the London magazine.
We were provided with many events to meet professionals from the sector, careers fair, practical skills competition/courses.
Humanities & Social Sciences Student, Year 2, Question of the Week 2014
Portsmouth Business School Student, Year 2, Question of the Week 2014
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During the Student Voice Survey 2014 the majority of respondents referred to encouragement and support from their course or Department in undertaking some form of work experience, placement or voluntary opportunity to increase and enhance their personal and professional skills. Some students reported that they had received substantial support from their Faculty placement office in seeking and securing placement opportunities.
I took a placement year which shows me how to develop my skills further. More emphasis should be put on placements as they are a fantastic experience and a very good way for students to learn these skills. Technology Student, Year 4, Student Voice Survey 2014
Other students identified that the communication - emails and updates – circulated directly by different University Departments was an additional way in which they were encouraged and supported to take up opportunities that would enhance their skills. Other common responses from participants reported that professional skills are embedded within the content of their course through practical workshops, implementing the skills taught as part of their programme; through site visits and field studies; and through valuable information and insight into areas of professional work being provided by guest speakers. Specific University modules were also listed by participants, such as ‘Research and Professional Development’, ‘Employability’, and ‘Graduate Skills and Careers’. We were disappointed, however with the lack of feedback and discussion given by students around the Personal Development Plan (PDP) scheme, which we understand to be a key part of the University’s Education Strategy and linked closely with the theme of employability. The University describes PDP as an ‘evidence-based approach’, which requires students ‘to gather and evaluate evidence of their achievements and failures’, enabling them to develop and implement plans to ensure their academic, personal and career goals (UoP, 2014),16 and is outlined further in the Curriculum Framework Document, 2012.17 The University identifies PDP as a structured and supportive process, which promotes student engagement, and suggests that it links closely to the role of the personal tutor 18 with ‘timely and rigorous tutorials’ enabling ‘wayward students’ to get back on track 16
University of Portsmouth, (2014), University Policy on Personal Tutoring – Personal Development Planning (PDP), www.port.ac.uk/personaltutoring 17 University of Portsmouth, (2012), Curriculum Framework Document 2012 18 University of Portsmouth, (2014), University Policy on Personal Tutoring – Personal Development Planning (PDP), www.port.ac.uk/personaltutoring
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and raises the aspirations of other students. Whilst the DCQE proposes that high quality PDP has advantages for the University as it supports student achievement and progression, and is included in the quality evaluations completed by students, we believe that with only a small number of students citing this as an example of how they are able to develop their skills (Student Voice Survey, 2014), this may require further research into how effectively the scheme is being implemented across the University.
Recommendation: 12. As PDP was implemented in 2012, the Union would like to see a review of students’ feedback regarding PDP conducted based on the evaluations that have been completed by students to date.
This information would allow the Union to develop appropriate consultation with students based on this information to draw further conclusions about how PDP is supporting students in their personal and professional development, contributing to the theme of employability. The effective delivery of PDP may be essential to ensure that the University of Portsmouth returns to its previous reputation of personal development being an area of strength in the NSS feedback.
Action point: In the lead up to the QAA’s visit to the University of Portsmouth in March 2015 to conduct the Higher Education Review, the Union will be looking more closely through further consultation with students at employability as an identified thematic element.
The role of University Services University services were consistently cited by students as having supported them in developing skills linked to their academic, personal and professional development in the Student Voice Survey 2014. One of the most frequently noted services was Academic Skills (ASK), which respondents had either specifically made use of or had been signposted to in order to gain support in developing academic writing skills. In a separate question respondents who identified ASK as a service that they had accessed consistently reported that members of staff from ASK and the information provided had been helpful in improving the quality of their academic work, with students noting that they would recommend this service to other students.
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Brilliant service, always there to help you. They give very precise information which allows you to grow in your academic area.
ASK instilled confidence in myself as an academic. Humanities & Social Sciences Student, Year 3, Student Voice Survey 2014
Humanities & Social Sciences Student, Year 1, Student Voice Survey 2014
Purple Door Careers and Recruitment was also noted by multiple respondents in the Student Voice Survey 2014 as a service they had been signposted to or had accessed autonomously to seek advice and support around CV development, interview techniques and careers talks/networking events. The regular email updates circulated by Purple Door were also frequently identified by respondents as being beneficial to them.
Purple Door Careers and Recruitment is an amazing place to seek help with job opportunities and employment-relevant subjects such as CVs, interviews etc. They are really great, always creating events that benefits students in this field and they always have resources available for students. Technology Student, Year 1, Student Voice Survey 2014
Students also reported that they had been signposted by academic members of staff to support services made available through the University, such as the Additional Support and Disability Advice Centre (ASDAC), the Counselling service and the Maths CafĂŠ to support them with their academic and personal development. Further support services identified by students as supporting their transition into Higher Education included Halls support, Student Finance, Chaplaincy, the tours and referencing workshops provided by the University Library, and the social events and extra-curricular activities provided by the Union.
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Action point: We are pleased to have received positive feedback about students’ experiences of being signposted to and utilising the support available to them through the variety of University services available to them. However, some feedback given by other students through the Student Voice Survey 2014 did identify that they believed that there was still more work to be done in ensuring that the support available to students is promoted more widely. With this in mind, the UPSU Student Voice Team are keen to work with the Union’s Advice Service to consult further with students about how they are utilising the support available and how such support may be improved.
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Chapter Seven: Student Engagement The Quality Assurance Agency outlines that the term ‘student engagement’ can be used to refer to two main areas of work: 1. Improving the motivation of students to engage in learning and to learn independently 2. The participation of students in quality enhancement and quality assurance processes, resulting in the improvement of their educational experience19 However, it is the latter definition that we are concerned with for the purposes of this chapter. Student Engagement at the University of Portsmouth and more specifically the commitment to work in partnership with students to enhance aspects of their experience is outlined in the Student Charter.20 The Charter emphasises that students have both rights and responsibilities to voice their opinions, alongside the University’s obligation to respond to student feedback. The University outlines within the Charter its commitment to:
Provide regular opportunities for students to comment on aspects of their study and university life – both formally and informally. Tell students what action has been taken as a result of the feedback they have given through the mechanisms provided. Support Course Reps to undertake relevant activities. As a result of this stated commitment, this chapter will consider in more detail the provision of opportunities for students to give feedback; how action resulting from feedback is communicated to students; and the structure and effectiveness of the current Course Representative system.
Student Feedback The QAA establishes within the UK Quality Code21 that HE providers should ‘create and maintain an environment’ where students and staff are able to engage in discussions that aim to enhance students’ educational experience.
19
Quality Assurance Agency, (2014), UK Quality Code for Higher Education, Part B: Assuring and enhancing academic quality 20 University of Portsmouth, (2013), Student Charter, www.port.ac.uk/studentcharter 21 Quality Assurance Agency, (2014), UK Quality Code for Higher Education, Part B: Assuring and enhancing academic quality
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At present there are a number of ways in which students at the University of Portsmouth are able to do this, with the University working increasingly with the Union to consider student representation and feedback, in addition to Sabbatical Officers and Union staff being involved in periodic reviews and course approvals for the first time this academic year 2013/14.
Although we are aware of these mechanisms and the work relating to them, we wanted to establish with students how their Department had involved them in gathering feedback about the development of their course. The majority of respondents – 94% of those who took part – identified that their course had asked them to complete unit/module feedback forms. 44% of those specifically mentioned feedback being required at the end of units, with 14% identifying mid-unit feedback being gathered (Question of the Week, 2014).
This is consistent with the University’s Policy for Listening to and Responding to the 22 Student Voice (also referred to as the Student Voice Policy), which outlines that student feedback should be ‘systematically and anonymously collected from students [...] through means of questionnaires focused at [different] levels of operation’, including at unit level – the Unit Satisfaction Questionnaire – and the course/institutional level – the University of Portsmouth Student Experience Survey. The content of these questionnaires is consistently reviewed and approved by the Student Voice Group, with representation from the UPSU Student Voice Team. In 2014 the Student Voice Group approved Union access to the EvaSys system through which the data from these questionnaires is collated. This will provide a valuable opportunity for the Union to identify recurring issues and themes within student feedback that will help to focus our own consultation with students.
Recommendation: 13. Overall, we recognise that there are a variety of opportunities provided by the University and the Union for students to provide feedback about their student experience, including on aspects of their study. However, we believe that there is further potential to work with students so that they see themselves as partners in developing learning. This requires a more collaborative approach between the Union and the University in utilising student feedback in a constructive way, actively engaging Course Reps in communicating key findings and working towards practical solutions.
22
University of Portsmouth, (2012), Policy for Listening to and Responding to the Student Voice, http://www.port.ac.uk/accesstoinformation/policies/curriculumandqualityenhancement/filetodownload,182 93,en.pdf
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Communicating Change During the Student Voice Survey 2014 we asked students whether or not they had been made aware of the changes resulting from the feedback they had given on their teaching and learning experience, and if so, how this had been communicated. As demonstrated by the chart, 43% of respondents indicated that they are aware of changes resulting from the feedback they had given, whilst 57% of respondents indicated that this had not been the case.
When you have given feedback on your teaching and learning experience, e.g. unit feedback, end of year survey etc, are your aware of the changes resulting from this?
43%
Yes No
57%
We would suggest that with 57% of this sample identifying that they had not been made aware of the changes indicates an area for development.
The Student Voice Policy outlines in its principles relating to Student Surveys that it is necessary to ‘‘close the loop’ and tell students what has happened in response to their feedback.’23 Whilst we agree with this principle, in reviewing the policy we believe that there is an oversight in the process currently outlined as it does not address how students are to be made aware of the action that has been taken both at a Departmental, Faculty and Institutional level. This is consistent with the feedback we gathered from students during the Student Voice Survey 2014:
We were asked to fill out feedback forms at the end of the unit and that was it. There was never a follow-up report to say what was changed based on the feedback.
End of year surveys and unit feedback should be displayed on Moodle and further feedback/discussions can take place about this feedback. Science Student, Year 3, Student Voice Survey 2014
Humanities & Social Sciences Student, Year 2, Student Voice Survey 2014
23
University of Portsmouth, (2012), Policy for Listening to and Responding to the Student Voice, http://www.port.ac.uk/accesstoinformation/policies/curriculumandqualityenhancement/filetodownload,182 93,en.pdf
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University of Portsmouth Students’ Union
Annual Quality Report 2013-14
I was only aware because I re-took a year and was able to experience the changes and improvements first hand. I believe my School and Faculty do seriously listen and engage with students. They could better inform students of the changes though. Humanities & Social Sciences Student, Year 2, Student Voice Survey 2014
Where students had reported that they had been made aware of changes resulting from feedback the mechanisms they identified included: Verbal communication from Lecturers about specific changes, generally during lectures or tutorials. Online communication, either via email or with the feedback being posted on Moodle. Course Reps utilising online forums to report changes, including Facebook groups.
Recommendation: 14. We recommend that the Student Voice Group reviews the process outlined in the Student Voice Policy to ensure the development of clear mechanisms across Faculties for communicating Course Rep achievements and actions resulting from student feedback.
Action Point The Union believes that the work carried out by Course Reps, including the changes resulting from the feedback they collate, needs to have more visibility around the campus and we would like to continue our work with the Associate Dean for Students across Faculties to ensure that this happens.
Course Rep system During the Student Voice Survey 2014 we asked two questions specifically relating to Course Reps at the University of Portsmouth. The first question addressed to Course Reps asked them to consider whether or not there is sufficient training for them in their position. We received feedback from 89 students, with a positive 82% reporting that they felt that the training and support is sufficient, but still with 18% indicating that they did not feel the training support was adequate.
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University of Portsmouth Students’ Union
Annual Quality Report 2013-14
These participants were invited to make suggestions about the additional training support they would like to see made available to them in their role. We are pleased to report that some responses noted that there had been an improvement to the training compared to previous academic years. Suggestions given by respondents included: A Moodle training course and more face-to-face sessions with other Course Reps to develop ideas More informative and interesting training sessions Ideas about ways in which Reps are able to gather and record feedback and report it to the University and the Union A role description, including the benefits of being a Rep; targets Reps should be meeting; and expectations of Reps in their role Training on how to present ideas and issues professionally in University meetings The second question included in the Student Voice Survey asked students to consider whether or not they felt that their Course Rep is supported in their role by the University and the Union. 35% of respondents (340 students responded in total) indicated that they did not believe that this had been the case. In the feedback given, disappointingly, the majority of students (57%) identified that they were not aware of who their Course Rep was; that they did not currently have a Rep; and/or that they were not aware of the Course Rep role.
As I am unaware of who the course reps are I feel their role could be made visible by being introduced when they’re enrolled as a rep and being encouraged to see them more often.
I am not aware of who the Course Rep is, so that is evidence enough that they aren’t supported as they should be. Humanities & Social Sciences Student, Year 2, Student Voice Survey 2014
Humanities & Social Sciences Student, Year 1, Student Voice Survey 2014
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www.upsu.net/quality-assurance
University of Portsmouth Students’ Union
Annual Quality Report 2013-14
Despite the progress that we recognise has been made since the introduction of the 24 Student Voice Policy in 2012, which formally outlines the ways for student feedback to be gathered, in addition to identifying some of the support essential to Course Reps in their role, the Union believes that there is still progress to be made to increase the visibility of Course Reps and their work across the University. As a jointly owned entity of the University and the Union the Student Voice Team wishes to highlight the importance of continuing the partnership work around the training and ongoing support provided to Course Reps through the Course Rep Academy. This includes the consistent review of training for Reps, ensuring that they are equipped with the essential skills they need to raise their profile and to be effective in their roles.
Action point: The Union hopes to be able to assist the University in addressing the QAA’s guidance that suggests that the effectiveness of student engagement is monitored and reviewed at least annually. This could be done by exploring and researching in more detail the experiences of Course Reps across Faculties, including training and on-going support, to feed into our Annual Quality Report process, findings and recommendations.
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University of Portsmouth, (2012), Policy for Listening to and Responding to the Student Voice, http://www.port.ac.uk/accesstoinformation/policies/curriculumandqualityenhancement/filetodownload,182 93,en.pdf
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www.upsu.net/quality-assurance
University of Portsmouth Students’ Union
Annual Quality Report 2013-14
Conclusion: Next Steps We aim to circulate this report and the attached action plan as widely as possible through members of the University Executive Board, Associate Deans, Heads of Departments, and Student Voice Coordinators, in addition to being presented at Academic Council and to Student Council at the start of the 2014/15 academic year. We hope that the findings of this report, including the examples of good practice and the recommendations we have highlighted, will be embraced by the University and that our Sabbatical Officer Team for the 2014/15 academic year can continue to work closely with University staff on committees, working groups, and individual projects to implement what has been proposed. In particular, the Quality Assurance Committee may play an instrumental role, working with the Union’s Vice President for Education & Democracy, in supporting the actions outlined. Moving forward with the Annual Quality Report Project, we would like to work more closely with Course Reps at Departmental level to ensure that we are able to include more detail of the steps being taken on the ground to address the feedback given by students. Importantly, this includes identifying more examples of good practice and promoting them as widely as possible. The work that the UPSU Student Voice Team have undertaken to date will also support the work being carried out to produce the Student Written Submission for the Quality Assurance Agency as they conduct their review of the University in March 2015. We hope to continue our work with the Department for Curriculum and Quality Enhancement and with the Quality Management Division of Academic Registry to develop good practice ensuring that students are consistently engaged in quality assurance processes. Again, we see the work that we do with Course Reps as being essential to this and we will be reviewing our training and support to ensure that aspects of quality assurance and enhancement are embedded in their role. Fundamental to our work as a Student Voice Team is that the participation of students more broadly in quality assurance leads to them benefitting from the contributions they have made. Overall, our aim through the Union’s 2014-2017 strategic plan, ‘A Way of Life’, is to ‘empower the Student Voice’, leading to the improvement of students’ educational experience at the University of Portsmouth.
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www.upsu.net/quality-assurance
University of Portsmouth Students’ Union
Annual Quality Report 2013-14
Reference List Higher Education Academy, (2011), The UK Professional Standards Framework for teaching and supporting learning in Higher Education, http://www.heacademy.ac.uk/ukpsf Higher Education Academy and Higher Education Policy Institute, (2014), Student Academic Experience Survey National Union of Students, (2011), Charter on Feedback & Assessment, http://www.nusconnect.org.uk/asset/news/6010/FeedbackCharter-toview.pdf National Union of Students, (2012), Student Experience Research 2012, Part 1: Teaching and Learning National Union of Students, (2013), Feedback and Assessment Benchmarking Tool Quality Assurance Agency, (2014), UK Quality Code for Higher Education, Part B: Assuring and enhancing academic quality University of Portsmouth, (2010), Student Communications Policy University of Portsmouth, (2012), Curriculum Framework Document 2012 University of Portsmouth, (2012), Education Strategy 2012-2017 University of Portsmouth, (2012), Policy for Listening to and Responding to the Student Voice, http://www.port.ac.uk/accesstoinformation/policies/curriculumandqualityenhancement /filetodownload,18293,en.pdf University of Portsmouth, (2012), Revised Academic Structure for 2012, http://www.port.ac.uk/intranet/directorate/revisedacademicstructure/ University of Portsmouth, (2012), The Structure of the Academic Year – final proposals for a de-Semesterised structure to be introduced in the session 2012-2013 University of Portsmouth, (2013), Examination and Assessment Regulations University of Portsmouth, (2013), Student Charter, www.port.ac.uk/studentcharter University of Portsmouth, (2013), University of Portsmouth Timetable Policy University of Portsmouth, (2014), Department for Curriculum & Quality Enhancement – Personal Tutoring, www.port.ac.uk/personaltutoring University of Portsmouth, (2014), Information about the ground floor refurbishment & the floor plan image found at: http://www.port.ac.uk/library/home/refurb/ University of Portsmouth, (2014), University Policy on Personal Tutoring – Personal Development Planning (PDP), www.port.ac.uk/personaltutoring 46
www.upsu.net/quality-assurance
University of Portsmouth Students’ Union
Annual Quality Report 2013-14
Prioritised Action Plan 2014/15 This action plan outlines some of the key findings, recommendations and action points from the Annual Quality Report (AQR) 2013/14 produced by the UPSU Student Voice Team. The Annual Quality Report for 2013/14 reviewed the University’s performance against six key themes – The Learning Experience; Assessment & Feedback; Centralised University Issues; Learning Resources; Personal & Professional Development; and Student Engagement. The key issues outlined in the report were identified through the Union’s own consultation with students, including the “Question of the Week” consultation and the Student Voice Survey, in addition to the data provided by the National Student Survey 2013. It is important to note that the AQR for 2013/14 is not based on the experience of students from the University’s collaborative partners. However, the Union is committed to continuing to develop our relationship with collaborative partners in the future.
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www.upsu.net/quality-assurance
University of Portsmouth Students’ Union
Annual Quality Report 2013-14
The Learning Experience Commendations: The standard of teaching at the University is something that the Union chooses to celebrate each year through the Student Led Teaching Awards. This event aims to recognise and reward University staff who are committed to delivering excellent teaching and support to their students. The standard of nominations the Union received, we believe, indicates that there is plenty to celebrate in regards to teaching quality at the University. We have been pleased with the level of student engagement in the Foundation Pathway of the Academic Professional Excellence Framework (APEX) programme with current students, Faculty Reps and Sabbatical Officers participating in the workshops delivered to new Lecturers. Students told us: They still experience some inconsistency in teaching quality.
Our recommendations/Action points: 1. We would like to see the development of a charter which specifically defines what University of Portsmouth students can expect of their learning experience in terms of teaching standards, with reference to the UK Professional Standards Framework by the Higher Education Academy. 2. That the University works with the Union to develop mechanisms to share good practice examples identified through the Student Led Teaching Awards.
They are experiencing issues relating to communication, including difficulties contacting Course Leaders; a lack of cooperation between Departments, impacting on joint Honours students; and poor or limited communication with some Lecturers.
3. We would encourage the University to work in partnership with the Union to conduct a review of Departmental communication, engaging students in developing a unified strategy across Faculties.
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www.upsu.net/quality-assurance
University of Portsmouth Students’ Union
Annual Quality Report 2013-14
Assessment & Feedback Commendations: Through the nominations given by students for the ‘Best Feedback’ award category at the Student Led Teaching Awards we are able to identify examples of good practice in relation to giving helpful feedback. Students told us: They are experiencing the clustering of assessment deadlines and exam dates, resulting in difficulties managing workloads.
Our recommendations/Action points: 1. Where practical, assessment deadlines and exam dates should be determined so that they are further spaced out to avoid unnecessary stress experienced by students and to lead to higher levels of achievement. 2. Additional support should be provided to students to enable them to develop effective time management skills.
They generally receive feedback Action point: The Union will continue to explore with students their experiences of the University’s 20 on their work on time, with working day return policy, so that we can make sure it is being consistently upheld across Faculties. fewer students indicating that this had been a problem. Some of the feedback received on assessments has not been helpful in providing ideas about how work can be improved. Feedback requires more detail and description and needs to be specific to individual work.
3. Using the NUS ‘Assessment and Feedback benchmarking tool’, we propose a working group of students across Faculties, co-ordinated by the University and Union, to review and identify priority areas relating to assessment and feedback. 4. This review should contribute to the development of a specific Portsmouth Assessment & Feedback charter.
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www.upsu.net/quality-assurance
University of Portsmouth Students’ Union
Annual Quality Report 2013-14
Centralised University Issues Commendations: The Union recognises that the work carried out by the Central Timetabling Unit is underpinned by a commitment to the efficient use of space across the University; to minimum changes to timetables; and to contributing to the delivery of a high quality learning experience for students. Dialogue and discussion between student representatives and the Estates Department regarding prayer facilities for students has led to an agreed proposal for the refurbishment and temporary use of the ground floor of Mercantile building to accommodate students’ needs. The Union is delighted with this outcome and looks forward to seeing these plans implemented. Students told us:
Our recommendations/Action points:
Common issues they experienced in relation to University timetabling include big gaps between scheduled sessions; only having one scheduled session in a day; early starts or late finishes; and changes to timetables not being communicated.
5. We propose that a senior member of staff from the Central Timetabling Unit sits on a key University committee with student representatives to directly address issues arising; helping to increase students’ understanding of timetabling processes. 6. As a result, student representatives and staff to develop and market a coordinated response to be circulated to students addressing concerns.
That limited prayer facilities for Muslim students was impacting on some students’ learning and well-being.
7. We propose that the dialogue between Union student representatives and the Estates department continues and expands to include future planning considering a permanent multifaith facility/centre to accommodate the increasing number of students from different faith backgrounds. Action point: The Union hopes to work with Chaplaincy to monitor the usage of the space provided in Mercantile building, with a review of how effective the space is in accommodating students’ needs.
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www.upsu.net/quality-assurance
University of Portsmouth Students’ Union
Annual Quality Report 2013-14
Learning Resources Commendations: Students acknowledged the positive aspects of the facilities available to them that aim to enhance their study, highlighting the University Library; support provided by University Library staff; 24/7 access to the University Library; and specialist facilities linked to specific courses as enhancing their study experience. Students who identified that they had been given an ‘equal and effective opportunity to achieve’ identified multiple resources made available to them by the University that had enabled this to happen, including learning support within Departments and accessibility of resources through the Library. The Union welcomes the University Library ground floor refurbishment project in direct response to consistent student feedback. Students told us: A common issue related to the quality of the IT facilities available, with specialised software and programmes not consistently available across the University campus.
Our recommendations/Action points: 8. We would encourage a review of the programmes available on computers across the campus.
They experience limited access to study spaces. This is, in part, Action point: The Union will be looking to consult with students about how effective the interim being addressed by the arrangements were during summer 2014 and will be gathering students’ responses to the new Library refurbishment of the downstairs development. of the University Library.
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www.upsu.net/quality-assurance
University of Portsmouth Students’ Union
Annual Quality Report 2013-14
Personal & Professional Development Commendations: During the annual Student Led Teaching Awards in May 2014 we received an incredible number of nominations this year for the ‘Best Personal Tutor’ award category. The positive work of personal tutors across the University was consistently acknowledged by students through our consultation with them. Students indicated that the chance to gain valuable practical experience and networking opportunities contributed to their personal and professional development. University services were consistently cited by students as having supported them in developing skills linked to their academic, personal and professional development. Students told us: That the personal tutorial system at the University has supported them in making the transition to University. However, some students had not had such a positive experience, showing some inconsistency in the support being provided.
Our recommendations/Action points: Action point: As part of the Union’s commitment to ‘making life easier’, we wish to ensure that students across the University are getting the support necessary to enhance their well-being. Therefore, we will be exploring this area in more detail with students during the 2014/15 academic year.
Few students discussed the Personal Development Plan (PDP) scheme, which is a key aspect of the University’s Education Strategy; linking closely with the theme of employability.
9. As PDP was implemented in 2012, the Union would like to see a review of students’ feedback about the scheme to date.
University services play a key role in supporting them in developing skills linked to their academic, personal and professional development.
Action point: In the lead up to the Quality Assurance Agency’s visit to the University in March 2015 to conduct their Higher Education Review, the Union will be looking more closely through further consultation with students at employability as a key theme. Action point: Students had indicated in feedback that they believed that there is still more work to be done in ensuring that the support available to students is promoted more widely. The Union Student Voice Team is keen to work with the Union’s Advice Service to consult further with students about how they are accessing support.
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www.upsu.net/quality-assurance
University of Portsmouth Students’ Union
Annual Quality Report 2013-14
Student Engagement Commendations: At present there are a number of ways in which students at the University of Portsmouth are able to engage in discussions that aim to enhance students’ educational experience, with the University working increasingly with the Union to consider student representation and feedback, in addition to Sabbatical Officers and Union staff being involved in periodic reviews and course approvals for the first time during the 2013/14 academic year. We recognise the progress that has been made since the introduction of the Student Voice Policy in 2012. Students told us: They recognise the opportunity to give feedback through Unit and Course questionnaires delivered by the University. They are not consistently made aware of the changes resulting from the feedback they have provided to the University.
Our recommendations/Action points: 10. We believe that there is further potential to work with students so that they see themselves as partners in developing learning. This requires a more collaborative approach between the Union and the University in utilising student feedback in a constructive way, actively engaging Course Reps in communicating key findings and working towards practical solutions. 11. We recommend that the Student Voice Group reviews the process outlined in the Student Voice Policy to ensure the development of clear mechanisms across Faculties for communicating Course Rep achievements and actions resulting from student feedback are established. Action point: The Union would like to continue and increase our work with the Associate Dean for Students across Faculties to ensure that the visibility of Course Reps and the work that they do increases, as they are vital to ‘closing the feedback loop’.
They are not always aware of Action point: The Union would like to explore the experiences of Course Reps in more detail across who their Course Rep is or what Faculties, including training and on-going support, to feed into future Annual Quality reports. their role involves.
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www.upsu.net/quality-assurance
University of Portsmouth Students’ Union
Annual Quality Report 2013-14
Next Steps: Circulate the AQR as widely as possible across the University, including to staff and students. The Union Student Voice Team and the Sabbatical Officers will be working throughout the 2014/15 academic year to ensure that the recommendations and action points are worked upon by the Union and the University.
The UPSU Student Voice Team to work more closely with Course Reps at Departmental level to ensure we are able to include more detail of the steps being taken on the ground to address student feedback. To undertake the Student Written Submission, outlining the quality of students’ academic experiences at the University of Portsmouth, to be presented to the Quality Assurance Agency when they conduct their Higher Education Review in 2015.
Overall, to continue to support Course Reps and students in becoming familiar with quality assurance processes to ensure that their educational experience at the University of Portsmouth continues to improve.
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