AIS06 Student Feedback.pdf - Edinburgh Napier Staff Intranet

AIS06

Paper title: Analysis of student feedback for the preceding academic year

Detail: This paper includes student experience reports (undergraduate and taught

postgraduate) based on NSS, PTES and module evaluation results for the 2017/18

academic year, the paper to the University Learning, Teaching and Assessment

Committee/Student Experience Committee which accompanied each School’s

resultant action plans, and the minute extract from the meeting at which these were

considered. Also included is the terms of reference for the University Student

Surveys Group to be constituted in 2019/20.

Rationale for inclusion

In 2017, the Market and Intelligence team within our Planning & Business

Intelligence Department revised the reports provided to Schools to assist them in

responding to student feedback. The Student Experience Reports bring together

student feedback data including NSS data (3 year trends; benchmarking etc., and

verbatim comment analysis) as well as module evaluation results, and identify three

areas of focus for each School based on the student experience survey findings.

These comprehensive reports are intended to be used by the Schools to inform

their School action plans and to provide key points of focus at UG and PG level

which would help improve student satisfaction in each school. The reports are

refined each year to ensure that they are meeting School needs, and feedback from

School Academic Leads has been sought each year to this end.

In 2019/20, the School action plans will be pre-populated by Planning & Business

Intelligence to more effectively align with the reports. Other planned enhancements

include the establishment of the University Student Surveys Group. The terms of

reference of this group is included for information.

Reports included:

1. Student Experience Reports for 2018 for each of the six Schools for their

undergraduate provision

2. Student Experience Reports for 2018 for each of the six Schools for their

postgraduate taught provision

3. Responding to the Student Voice – paper to the University Learning,

Teaching and Assessment Committee/Student Experience Committee

4. Minute extract, University Learning, Teaching and Assessment

Committee/Student Experience Committee, 25 September 2018

5. Student Surveys Group Terms of Reference (to be constituted from 2019/20)

RA Chapter/s: 2, 3 & 4 (particularly 2.1.2, 3.1.3, 4.4.7)

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Student Experience Report - 2018

The Business School – Undergraduate

Nicola Kivlichan Planning & Business Intelligence

August 2018

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Contents

Undergraduate - Key Areas of Focus

Page – 3 - 5

Appendix 1 - Undergraduate Student Satisfaction Supporting Data Table 1 - NSS 3 year trend Table 2 - NSS Benchmarking – Question by Quartile Chart 1 & 2 - NSS 2018 Analysis of Verbatim Comments Table 3 - NSS 2018 – Results by Course Table 4 - NSS Course Subject Mapping Table 5 – NSS 2018 – Results by Subject Table 6 - NSS Response Rates Table 7 - Module Evaluation Results - Trimester 1 & 2 2017/18

Pages 6 - 33

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Top 3 areas of focus for ENUBS based on student experience survey findings – Undergraduate

1. Organisation & Management (particular focus on course organisation, communication of changes, response times to student emails).

2. Assessment & Feedback (particular focus on clear and fair marking criteria). 3. Teaching & Learning (particular focus on staff making the subject interesting and intellectual stimulation).

Analysis of Results Trend Analysis When considering the trend of NSS satisfaction scores within ENUBS there are high levels of inconsistency with very few factors

showing a consistent direction of travel across multiple years. This suggests that improvements which are being made in response to results from individual years are not being maintained over a sustained period of time. Often scores will decline after a year of improvement resulting in additional resource requirements in future years to improve scores again.

Results from students within ENUBS at Edinburgh Napier have been compared with the UK within relevant subject areas to identify which quartile the Edinburgh Napier scores sit within. When considering overall satisfaction Edinburgh Napier sits within the 4th quartile for the following subjects areas in 2018: French Studies and Economics.

NSS – Areas for Improvement

A number of areas are highlighted in the NSS, which ENUBS could focus on to improve their overall scores and improve their ranking among UK institutions who also offer relevant subjects. Within each of the overall sections covered by the NSS there are areas where improvements could contribute to increased overall levels of satisfaction.

o Teaching & Learning – All factors which can be compared over a 3 year period in this section have experienced declining scores over that period. The factor relating to staff making the subject interesting has experienced the largest decline when compared with scores in 2016. The factor relating to staff making the subject interesting has also experienced continued year on year declining scores over the 3 year period. However the factor relating to intellectual stimulation has experienced a slight year on year increase in score when compared with 2017. The factor relating to intellectual stimulation sits in either the 3rd or 4th quartile in the UK for a number of individual subject areas. The verbatim comments offer insight into some of the feedback from students on their teaching & learning experience, student comments include lecturers reading from slides and lecturers being disinterested.

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o Learning Opportunities – Learning opportunities was a new section in the 2017 questionnaire. However when compared with results in 2017 all factors in this section have shown a year on year decrease. The largest decrease is in the factor which considers the opportunities to apply what the student has learnt.

o Assessment and & Feedback – ENUBS has declined in the majority of factors measured under this heading when compared considered over a 3 year period. The largest falls in score relate to fair marking criteria, this factor has experienced consistently declining scores over the 3 year period. More in depth information can be gained from the verbatim comments where the issue of perceived variably of marking between lecturers has been raised.

o Academic Support – ENUBS has declined in all the factors measured under this heading when consider over a 3 year period. The largest falls in score relates to good advice for study choices, despite a small increase in scores when compared with 2017. The factor relating to the ability to contact staff when needed has experienced consistently declining scores over the 3 year period. This is consistent with the verbatim comments where this issue is also raised.

o Organisation & Management – ENUBS has declined in all the factors measured under this heading when considered over a 3 year period. The largest fall in score relates to the organisation and smooth running of the course. The verbatim comments provide more insight into some of the student concerns in this area. Some of the issues raised include lack of cover and communication when staff are unwell and unable to teach their classes.

o Learning Resources – ENUBS has improved in all the majority factors measured under this heading when considered over a 3 year period. Library resources which support learning has experienced the largest increase in score. Stronger scores in this section are reflected in the quartile position across a number of the individual subject areas within the school.

o Learning Community – Learning community was a new section in the 2017 questionnaire. However when results from 2017 are considered there are no year on year increases in score recorded.

o Student Voice – Student voice was a new section in the 2017 questionnaire. The majority of factors in this area have experienced a slight decline in score. However staff valuing student feedback on the course has experienced a slight year on year increase.

Course / Subject Results

Results by course (where available) within the NSS show a marked variation in overall satisfaction scores. Within the NSS results, there is a 46% difference between the course with the highest overall satisfaction compared with the course with the lowest satisfaction rating.

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Module Level Results

Overall satisfaction scores are variable at module level. During Tri 1 and Tri 2017/18 there was a 93% difference between the satisfaction of the strongest and weakest performing module. In addition overall satisfaction among 39 modules was below 77%.

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Appendix 1 - Undergraduate Student Satisfaction Supporting Data

Table 1 – NSS 3 Year Trend ENUBS 2016 – 2018 (new questionnaire introduced in 2017)

Statement 2016 (%)

2017 (%)

2018 (%)

Overall 3 Year Trend

Teaching

Staff are good at explaining things Staff have made the subject interesting The course is intellectually stimulating Course challenged me to achieve my best work

92 80 80 n/a

88 78 74 69

88 75 76 71

Declined Declined Declined

n/a

Learning Opportunities

Opportunities to explore ideas or concepts Opportunities to bring ideas together Opportunities to apply what learnt

n/a n/a n/a

77 85 76

75 80 70

n/a n/a n/a

Assessment & Feedback

The criteria used in marking have been made clear in advance Marking and criteria fair Feedback on my work timely Received helpful comments on work

82 78* 74* 58*

70 72 76 68

75 70 71 69

Declined Declined Declined Improved

Academic Support

I have been able to contact staff when I needed to Sufficient advice / guidance - course Good advice was available on study choices

88 79* 74*

85 70 60

84 72 62


Organisation & Management

The course is well organised and is running smoothly The timetable works effectively Any changes in the course or teaching have been communicated effectively

83 87* 83

73 82 75

71 77 74


Learning Resources

IT resources supported my learning Library resources supported my learning Access to course specific resources

93* 87* 85*

92 89 89

90 91 87

Declined Improved Improved

Learning Community

Part of a community of staff and students Opportunities to work with other students

n/a n/a

57 86

55 86

n/a n/a

Student Voice Opportunities to provide feedback on course Staff value students’ views about course Students’ feedback on course acted on Student’s Union represents academic interests

n/a n/a n/a 68*

80 70 46 54

78 72 47 47

n/a n/a n/a

Declined

Overall Overall I am satisfied with the quality of the course 85 79 81 Declined

* Changes to questionnaire wording in 2017

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Table 2 (a) – NSS Benchmarking - Law at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018

Teaching Staff are good at explaining things 1 4 1

Staff have made the subject interesting 1 2 1

The course is intellectually stimulating 1 3 2

The course has challenged me to do my best work n/a 4 2


Opportunities to explore ideas or concepts n/a 3 1

Opportunities to bring ideas together n/a 1 2

Opportunities to apply what learnt n/a 4 1


The criteria used in marking have been made clear in advance 1 4 1

Marking and criteria fair 1* 3 2

Feedback on my work timely 3* 1 2

Received helpful comments on work 1* 4 1

Academic Support

I have been able to contact staff when I needed to 2 3 1

Sufficient advice / guidance - course 1* 4 2

Good advice was available when I needed to make study choices 3* 4 1


The course is well organised and is running smoothly 2 4 2

The timetable works effectively 1* 3 1

Any changes in the course or teaching have been communicated effectively 1 4 2

Learning Resources

IT resources supported my learning 3* 1 2

Library resources supported my learning 4* 4 4

Access to course specific resources 3* 3 3

Learning Community

Part of community of staff and students n/a 3 1

Opportunities to work with other students n/a 2 1

Student Voice Opportunities to provide feedback on course n/a 3 2

Staff value students’ views about course n/a 3 2

Students’ feedback on course acted on n/a 4 2

Student’s Union represents academic interests 2* 3 2

Overall Overall I am satisfied with the quality of the course 1 4 1

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Table 2 (b) – NSS Benchmarking – Business Studies at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








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Table 2 (c) – NSS Benchmarking – Marketing at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








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Table 2 (d) – NSS Benchmarking – Management Studies at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








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Table 2 (e) – NSS Benchmarking – Human Resource Management at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








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Table 2 (f) – NSS Benchmarking – Finance at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








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Table 2 (g) – NSS Benchmarking – Accounting at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








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Table 2 (h) – NSS Benchmarking – Transport, Tourism & Travel at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








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Table 2 (i) – NSS Benchmarking – French Studies at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








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Table 2 (j) – NSS Benchmarking – Economics at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018

Teaching Staff are good at explaining things 4 n/a 4

Staff have made the subject interesting 4 n/a 4

The course is intellectually stimulating 4 n/a 4

The course has challenged me to do my best work n/a n/a 4


Opportunities to explore ideas or concepts n/a n/a 3

Opportunities to bring ideas together n/a n/a 2

Opportunities to apply what learnt n/a n/a 4


The criteria used in marking have been made clear in advance 1 n/a 3

Marking and criteria fair 1* n/a 4

Feedback on my work timely 4* n/a 3

Received helpful comments on work 4* n/a 4

Academic Support

I have been able to contact staff when I needed to 3 n/a 4

Sufficient advice / guidance - course 2* n/a 4

Good advice was available when I needed to make study choices 3* n/a 4


The course is well organised and is running smoothly 2 n/a 4

The timetable works effectively 1* n/a 3

Any changes in the course or teaching have been communicated effectively 4 n/a 4

Learning Resources

IT resources supported my learning 1* n/a 3

Library resources supported my learning 1* n/a 2

Access to course specific resources 2* n/a 3

Learning Community

Part of community of staff and students n/a n/a 4

Opportunities to work with other students n/a n/a 2

Student Voice Opportunities to provide feedback on course n/a n/a 4

Staff value students’ views about course n/a n/a 4

Students’ feedback on course acted on n/a n/a 4

Student’s Union represents academic interests 4* n/a 4

Overall Overall I am satisfied with the quality of the course 4 n/a 4

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NSS 2018 – Analysis of Verbatim Comments - ENUBS

Key issues raised by the verbatim feedback in the 2018 NSS for ENUBS to address:

Clear communication of arrangements, and appropriate cover, for staff who are unwell and unable to teach their classes. Consideration of response times to student emails. Clarity to be provided on the marking criteria used across the school. Ensuring courses provide practical skills and prepare students for the job market / industry. Ensure Programme Handbooks are kept up to date. Consider issues raised which relate to the efficiency of timetabling. Consistency of support available to support students to find a placement should be considered as well as the appropriate

vetting of the placements which students go on, to ensure both employer and students are clear in terms of expectations. Consideration of the dissertation module and allocation of supervisors.

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ENUBS Feedback (Charts 1&2) The charts below show how the comments were broken down by key theme. Comparison has also been made with the 2017 NSS

verbatim comment analysis which was undertaken.

45%

23% 22% 22%

16% 14% 13%

28%24%

35% 35%

23%19%

22%

Organisation Assessment &Feedback

Teaching Teaching Course Content Facilities University Experience

Negative Feedback

2018 2017

39%37%

23%

16%

9%

4%

47%

33%30%

21%

9%

3%

Teaching Course Content University Experience Facilities Organisation Assessment & Feedback

Positive Feedback

2018 2017

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ENUBS Negative Feedback - Specific Issues Commented Upon

Assessment & Feedback Course Content University Experience

Too much emphasis on exams as part of the assessment process.

Lack of feedback on exam results. Inconsistent marking. Lack of clarity of marking criteria. Feedback lacking in depth. Feedback not timely.

Lack of intellectual challenge in some of the modules.

Relevance of some modules of the courses being studied.

Lecture slide content not updated. Lecture being read from PowerPoint slides

with no additional discussion. Most up to date industry technologies

should be used. Courses not practical enough. Some modules too generic. Compulsory modules which do not relate to

their course. Repetition on some modules.

Programme handbooks are not updated. Difficult for students coming from college to

fit in. Lack of support for societies. When feeding back on issues on a course it

helps future year’s not current students.

Facilities Organisation Teaching

Lack of IT resources on the campus. Library is noisy. Lack of targeting careers support. Not enough books for certain subject areas. Temperature – too cold (library particularly).

Staff not responding to emails in a timely fashion or at all.

Student find out modules not running at the last minute.

Continually changing structures of modules.

Issues with the organisation of the timetable.

Lack of support to find a placement. More effective vetting of placements.

When staff are off ill clear communication and clarity of process is required. Also appropriate substitute lecturers should be provided.

Issues for some with the supervisor’s allocated as part of the dissertation process.

Issues with dissertation module.

Access to lecturers / not responding to emails.

Lecturers reading from slides. Modules not intellectually stimulating. Lecturers disinterested / failure to provide

advice. Inconsistency in teaching across the

school. Difficulty understanding some lecturers /

strong accents. Poor communication / teaching skills from

some lecturers.

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Table 3 - NSS 2018 – Results by Course (where available)

NSS

Q

BA Accounting

BA Accounting

with Corporate Finance

BA Business

Mgmt.

BA Business

Mgmt. with

Marketing

BA Economics with Mgmt.

BA Festival & Event Mgmt.

BA Tourism & Airline

Mgmt.

BA Tourism Mgmt.

BA Marketing

Mgmt.

LLB

1 86 100 88 91 67 83 100 92 82 100

2 69 92 76 82 50 74 70 67 82 91

3 72 85 78 64 75 78 60 58 86 91

4 83 85 65 55 58 74 67 92 73 87

5 64 85 74 82 75 61 50 75 82 91

6 69 85 81 73 83 83 80 92 86 83

7 45 69 73 82 58 70 60 75 73 83

8 59 92 65 91 67 74 80 83 64 83

9 61 77 73 73 67 83 90 83 81 78

10 72 77 63 82 67 70 60 67 68 78

11 72 77 69 73 50 78 70 67 64 87

12 90 85 79 55 75 91 100 92 91 91

13 79 92 62 64 58 70 60 83 64 83

14 56 62 57 73 58 50 70 58 57 87

15 86 69 73 64 50 74 40 75 77 83

16 69 62 76 82 75 74 80 75 86 91

17 76 92 76 64 58 82 60 75 77 83

18 83 77 95 100 83 87 100 92 95 91

19 93 69 96 100 92 87 80 100 95 83

20 86 75 86 100 82 71 80 100 90 86

21 43 77 53 55 50 35 60 42 41 74

22 79 85 83 100 83 83 100 83 95 91

23 83 62 73 91 75 74 70 83 82 83

24 76 77 68 82 33 74 70 67 86 74

25 68 46 51 50 17 22 30 33 48 57

26 36 73 52 45 33 27 50 42 45 62

27 90 85 78 91 50 83 70 92 86 96

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Table 4 - NSS Course Subject Mapping

Subject Group Edinburgh Napier Courses Within Subject Group

Economics BA (HONS) ECONOMICS WITH MANAGEMENT F/T

Law

BA (HONS) ACCOUNTING WITH LAW F/T

LLB (HONS) F/T

LLB GRADUATE ENTRY FT

LLB PT

Business Studies

BA (HONS) BUSINESS MANAGEMENT WITH ACCOUNTING F/T

BA (HONS) BUSINESS MANAGEMENT WITH ECONOMICS F/T

BA (HONS) BUSINESS MANAGEMENT WITH ENTREPRENEURSHIP F/T

BA (HONS) BUSINESS MANAGEMENT WITH FESTIVALS AND EVENTS FT

BA (HONS) BUSINESS MANAGEMENT WITH FINANCE F/T

BA (HONS) BUSINESS MANAGEMENT WITH FRENCH F/T

BA (HONS) BUSINESS MANAGEMENT WITH GERMAN F/T

BA (HONS) BUSINESS MANAGEMENT WITH HOSPITALITY F/T

BA (HONS) BUSINESS MANAGEMENT WITH HUMAN RESOURCE MANAGEMENT F/T

BA (HONS) BUSINESS MANAGEMENT WITH MARKETING F/T

BA (HONS) BUSINESS MANAGEMENT WITH SPANISH F/T

BA (HONS) BUSINESS MANAGEMENT WITH TOURISM F/T

BA (HONS) BUSINESS STUDIES WITH ENTREPRENEURSHIP SW

BA (HONS) BUSINESS STUDIES WITH FINANCE SW F/T

BA (HONS) BUSINESS STUDIES WITH HUMAN RESOURCE MANAGEMENT SW F/T

BA (HONS) BUSINESS STUDIES WITH MARKETING MANAGEMENT SW F/T

BA (Hons) FESTIVAL AND EVENT MANAGEMENT WITH ENTREPRENEURSHIP F/T

BA (HONS) FLEXIBLE MANAGED PROGRAMME F/T (NUBS)

BA (HONS) HOSPITALITY WITH ENTREPENEURSHIP F/T

BA (HONS) INTERNATIONAL BUSINESS F/T

BA (HONS) INTERNATIONAL BUSINESS LANGUAGES F/T

BA (HONS) INTERNATIONAL BUSINESS STUDIES SW F/T

BA (HONS) MARKETING MANAGEMENT WITH ENTREPENEURSHIP F/T

BA BUSINESS MANAGEMENT (ON-LINE)

BA FLEXIBLE MANAGED PROGRAMME F/T (NUBS)

BENG (HONS) ENGINEERING WITH MANAGEMENT F/T

BENG (HONS) ENGINEERING WITH MANAGEMENT P/T

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Marketing

BA (HONS) ACCOUNTING WITH MARKETING MANAGEMENT

BA (HONS) BUSINESS MANAGEMENT WITH MARKETING F/T

BA (HONS) BUSINESS STUDIES WITH MARKETING MANAGEMENT SW F/T

BA (HONS) FESTIVAL AND EVENT AND MARKETING MANAGEMENT FT

BA (HONS) HOSPITALITY & SERVICE MANAGEMENT F/T

BA (HONS) HOSPITALITY AND MARKETING MANAGEMENT F/T

BA (HONS) LANGUAGE WITH MARKETING MANAGEMENT F/T

BA (HONS) MARKETING MANAGEMENT F/T

BA (HONS) MARKETING MANAGEMENT WITH CONSUMER STUDIES F/T

BA (HONS) MARKETING MANAGEMENT WITH ENTREPENEURSHIP F/T

BA (HONS) MARKETING MANAGEMENT WITH LANGUAGE F/T

BA (HONS) MARKETING WITH DIGITAL MEDIA F/T

BA (HONS) TOURISM AND MARKETING MANAGEMENT F/T

Management Studies

BA (HONS) BUSINESS MANAGEMENT F/T

BA (HONS) BUSINESS MANAGEMENT P/T

BA (HONS) ECONOMICS WITH MANAGEMENT F/T

BA (HONS) INTERNATIONAL BUSINESS LANGUAGES WITH MANAGEMENT F/T

BA BUSINESS MANAGEMENT (WEST LOTHIAN COLLEGE) F/T

Human Resource Management

BA (HONS) ACCOUNTING WITH HUMAN RESOURCE MANAGEMENT F/T

BA (HONS) BUSINESS MANAGEMENT WITH HUMAN RESOURCE MANAGEMENT F/T

BA (HONS) BUSINESS STUDIES WITH HUMAN RESOURCE MANAGEMENT SW F/T

BA (Hons) FESTIVAL AND EVENT WITH HUMAN RESOURCE MANAGEMENT F/T

BA (HONS) HOSPITALITY WITH HUMAN RESOURCE MANAGEMENT F/T

BA (HONS) INTERNATIONAL BUSINESS LANGUAGES WITH HUMAN RESOURCE MANAGEMENT F/T

BA (HONS) TOURISM MANAGEMENT WITH HRM F/T

Finance

BA (HONS) ACCOUNTING AND FINANCE F/T

BA (HONS) ACCOUNTING WITH CORPORATE FINANCE F/T

BA (HONS) BUSINESS FINANCE (ACCOUNTING) F/T

BA (HONS) BUSINESS MANAGEMENT WITH ECONOMICS F/T

BA (HONS) BUSINESS MANAGEMENT WITH FINANCE F/T

BA (HONS) BUSINESS STUDIES WITH FINANCE SW F/T

BA (HONS) FINANCIAL SERVICES F/T

Accounting

BA (HONS) ACCOUNTING (DIRECT ENTRY) F/T

BA (HONS) ACCOUNTING AND FINANCE F/T

BA (HONS) ACCOUNTING F/T

BA (HONS) ACCOUNTING WITH CORPORATE FINANCE F/T

BA (HONS) ACCOUNTING WITH HUMAN RESOURCE MANAGEMENT F/T

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Accounting Cont.

BA (HONS) ACCOUNTING WITH LAW F/T

BA (HONS) ACCOUNTING WITH MARKETING MANAGEMENT

BA (HONS) BUSINESS FINANCE (ACCOUNTING) F/T

BA (HONS) BUSINESS MANAGEMENT WITH ACCOUNTING F/T

Tourism, Transport & Travel

BA (HONS) BUSINESS MANAGEMENT WITH FESTIVALS AND EVENTS FT

BA (HONS) BUSINESS MANAGEMENT WITH HOSPITALITY F/T

BA (HONS) BUSINESS MANAGEMENT WITH TOURISM F/T

BA (HONS) FESTIVAL AND EVENT AND MARKETING MANAGEMENT FT

BA (HONS) FESTIVAL AND EVENT AND TOURISM MANAGEMENT F/T

BA (HONS) FESTIVAL AND EVENT MANAGEMENT F/T

BA (Hons) FESTIVAL AND EVENT MANAGEMENT WITH ENTREPRENEURSHIP F/T

BA (HONS) FESTIVAL AND EVENT MANAGEMENT WITH LANGUAGE F/T

BA (Hons) FESTIVAL AND EVENT WITH HUMAN RESOURCE MANAGEMENT F/T

BA (HONS) HOSPITALITY & SERVICE MANAGEMENT F/T

BA (HONS) HOSPITALITY AND MARKETING MANAGEMENT F/T

BA (HONS) HOSPITALITY AND TOURISM MANAGEMENT F/T

BA (HONS) HOSPITALITY MANAGEMENT F/T

BA (HONS) HOSPITALITY MANAGEMENT WITH LANGUAGE F/T

BA (HONS) HOSPITALITY WITH ENTREPENEURSHIP F/T

BA (HONS) HOSPITALITY WITH HUMAN RESOURCE MANAGEMENT F/T

BA (HONS) LANGUAGE WITH FESTIVAL AND EVENT MANAGEMENT

BA (HONS) LANGUAGE WITH TOURISM MANAGEMENT F/T

BA (HONS) LANGUAGES AND INTERCULTURAL COMMUNICATION F/T

BA (HONS) TOURISM AND AIRLINE MANAGEMENT F/T

BA (HONS) TOURISM AND MARKETING MANAGEMENT F/T

BA (HONS) TOURISM MANAGEMENT F/T

BA (HONS) TOURISM MANAGEMENT WITH HRM F/T

BA (HONS) TOURISM MANAGEMENT WITH LANGUAGE F/T

BA HOSPITALITY MANAGEMENT (GLASGOW COLLEGE) F/T

FESTIVAL AND EVENT AND HOSPITALITY MANAGEMENT

French Studies

BA (HONS) FESTIVAL AND EVENT MANAGEMENT WITH LANGUAGE F/T

BA (HONS) HOSPITALITY MANAGEMENT WITH LANGUAGE F/T

BA (HONS) INTERNATIONAL BUSINESS LANGUAGES F/T

BA (HONS) INTERNATIONAL BUSINESS LANGUAGES WITH HUMAN RESOURCE MANAGEMENT F/T

BA (HONS) INTERNATIONAL BUSINESS LANGUAGES WITH MANAGEMENT F/T

BA (HONS) LANGUAGE WITH FESTIVAL AND EVENT MANAGEMENT

BA (HONS) LANGUAGE WITH MARKETING MANAGEMENT F/T

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French Studies Cont.

BA (HONS) LANGUAGE WITH TOURISM MANAGEMENT F/T

BA (HONS) LANGUAGES AND INTERCULTURAL COMMUNICATION F/T

BA (HONS) MARKETING MANAGEMENT WITH LANGUAGE F/T

BA (HONS) TOURISM MANAGEMENT WITH LANGUAGE F/T

German & Scandinavian Studies BA (HONS) BUSINESS MANAGEMENT WITH GERMAN F/T

Iberian Studies BA (HONS) BUSINESS MANAGEMENT WITH SPANISH F/T

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Table 5 - NSS 2018 – Results by Subject Area NSS Q Law Business

Studies Marketing Management

Studies HRM Finance Accounting Transport,

Tourism & travel

French Studies

Economics

1 96 86 86 88 95 92 87 90 84 67

2 88 80 73 75 85 80 76 70 69 50

3 89 78 71 78 70 91 74 70 79 75

4 85 67 67 65 85 86 79 77 42 58

5 89 77 78 75 80 91 72 65 67 75

6 81 76 84 81 80 82 78 81 78 83

7 86 75 72 73 70 82 58 66 49 58

8 86 81 69 66 90 86 68 79 87 67

9 77 63 70 73 80 80 67 74 67 67

10 76 67 79 64 90 71 69 71 76 67

11 81 66 63 68 85 83 70 70 70 50

12 93 79 82 80 85 83 87 89 87 75

13 82 71 67 63 79 89 79 74 91 58

14 84 71 59 56 75 73 57 60 49 58

15 80 70 72 73 75 68 80 66 60 50

16 86 83 81 76 85 74 69 71 87 75

17 80 61 74 75 100 86 76 78 73 58

18 87 90 94 93 100 86 80 90 90 83

19 81 90 96 96 90 88 89 90 90 92

20 84 88 91 86 95 84 86 84 93 82

21 74 60 48 51 55 75 53 49 60 50

22 93 87 90 84 95 88 79 88 79 83

23 85 79 79 74 80 62 77 81 84 75

24 74 69 84 67 75 80 75 69 75 33

25 58 46 45 48 56 65 66 34 29 17

26 55 50 42 50 42 84 47 39 51 33

27 93 83 78 77 90 83 88 81 64 50

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Table 6 – NSS Final Response Rates

2018 2017 2016 2015

ENUBS 74% 77% 78% 80%

Table 7 – Module Evaluation Survey 2017/18 – Trimester 1 & 2 – Overall Satisfaction Scores by Module (UG)

KEY 87% and above Between 77 and 86% Less than 77%

Subject Group Name % Agree Module Name (with Code)

Accountancy Finance and Law

TR1 100% Corporate Accounting (ACC08104)

TR2 100% International Accounting (ACC10108)

TR2 100% Introduction to the Financial Services Sector (FIN07102)

TR1 100% Personal Investment and Portfolio Planning (FIN08104)

TR1 100% Advanced Personal Financial Planning (FIN09102)

TR2 100% Corporate Risk Management (FIN09104)

TR2 100% IT and Financial Services (FIN09105)

TR2 100% Behavioural Issues in Finance (FIN09106)

TR2 100% Regulatory Risk Management (FIN10107)

TR1 100% Scottish Legal System (LAW07109)

TR2 100% Obligations 1 (LAW07110)

TR2 100% Family Law (LAW07112)

TR2 100% Business law for managers (LAW08101)

TR2 100% Obligations 2 (LAW08119)

TR1 100% Law & Society (LAW09106)

TR1 100% Evidence (LAW09122)

TR1 100% Legal Profession, Dispute Resolution and Ethics (LAW09124)

TR1 100% Sports Law (LAW10105)

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Accountancy Finance and Law Cont.

TR2 100% Contemporary Issues in Family Law (LAW10108)

TR1 100% Legal Practice in the Twenty First Century (LAW10116)

TR1 99% Accounting for Business (ACC07104)

TR1 98% Central Banking (FIN10108)

TR1 97% Managerial Finance (ACC08102)

TR2 97% Accounting for Business (ACC07104)

TR1 97% Employment Law (LAW08103)

TR2 96% Accounting Information Systems (ACC07103)

TR2 96% EU Law (LAW08120)

TR2 95% Personal Investment and Portfolio Planning (FIN08104)

TR2 95% Legal System and Skills (LAW07105)

TR1 94% Innovations in Management Accounting (ACC10103)

TR1 93% Financial Services Risk Management (FIN10109)

TR1 92% Corporate Social Responsibility (ACC10107)

TR2 92% Law of Succession and Trusts (LAW09123)

TR2 92% Reporting Corporate Performance (ACC08107)

TR1 92% Marketing Financial Services (FIN09103)

TR1 90% Law of the Workplace (LAW08109)

TR1 89% Business and Corporate Law (LAW08102)

TR2 89% Current Issues in Finance (ACC10106)

TR2 89% International Trade Law (LAW10110)

TR2 88% Media Law (LAW09114)

TR1 88% Taxation (ACC09103)

TR2 88% Property Law (LAW08118)

TR1 88% Management Accounting (ACC07101)

TR2 88% Contemporary Corporate Finance (ACC09110)

TR2 87% Financial Management (ACC08105)

TR2 86% Management of Financial Institutions (FIN10103)

TR1 86% Investment Management (ACC10102)

TR1 85% Company Law (LAW09121)

28

Accountancy Finance and Law Cont.

TR1 84% Business Law (LAW08116)

TR1 83% Advanced Management Accounting (ACC09102)

TR2 83% Advanced Corporate Reporting (ACC09105)

TR1 83% Corporate Financial Management (ACC09101)

TR2 83% Planning Personal Finance (FIN08103)

TR2 82% Auditing (ACC09109)

TR1 80% Financial Accounting (ACC07102)

TR1 79% Introduction to the Financial Services Sector (FIN07102)

TR1 79% Financial Services Decision Making & Planning I (FIN08102)

TR2 78% Advocacy (LAW09126)

TR1 75% Essential Health Law Issues for Practice, Management and Policy (LAW10114)

TR2 71% Strategic Management Accounting (ACC10105)

TR2 69% Human Rights (LAW09117)

TR1 67% Financial Services and Decision Making Planning 2 (FIN09101)

TR2 64% Intellectual Property (LAW09115)

TR2 64% Contemporary Issues in Criminal Law (LAW10107)

TR1 63% Management Science and Statistics (FIN08107)

TR2 62% Constitutional and Administrative Law (LAW07111)

TR2 57% Global Financial Markets (FIN10102)

International Business

TR1 100% Global Employment Practices (HRM10101)

TR2 100% Strategic Appraisal (SOE08102)

TR1 100% Business Economics (SOE09111)

TR1 100% Economics of Business Strategy (SOE10107)

TR2 97% Contemporary Issues in HRM (HRM10103)

TR1 94% Organisational Change Management (HRM09103)

TR1 94% Managing the Employment Relationship (HRM09104)

TR2 91% Human Resource Development (HRM09102)

TR1 91% Development Economics (SOE10108)

TR1 90% Monetary Theory and Policy (SOE09113)

TR2 90% International Business (SOE09402)

29

International Business Cont.

TR2 88% Behavioural Studies (HRM07101)

TR1 87% Strategic Management in a Global Context (SOE09101)

TR1 86% Business and Management Challenges (SOE08101)

TR1 86% International Business (SOE09102)

TR2 84% Business Strategy and Sustainable Development (SOE10103)

TR1 84% Introduction to Human Resource Management (HRM08101)

TR1 82% Strategic Management in a Global Context (SOE09401)

TR2 82% Logistics and Supply Chain Management (SOE10104)

TR1 80% Behavioural Studies (HRM07101)

TR1 78% Leadership in a Changing Environment (HRM10088)

TR1 78% Research and Study Skills (SOE07105)

TR2 75% Business and Management Challenges (SOE08101)

TR2 75% Public Policy and Management (SOE09114)

TR2 74% Introduction to Human Resource Management (HRM08101)

TR1 73% Organisational Change Management (HRM09403)

TR2 71% Personal Selling Skills and the Sales Process (SOE09121)

TR2 71% Principles of Economics (SOE07103)

TR2 69% World Economy (SOE08103)

TR1 69% Operations Management (SOE09103)

TR1 55% Intermediate Economics (SOE08104)

TR2 50% Economics of Emerging Markets (SOE09115)

Marketing Sales and Entrepreneurship

TR1 100% Creativity, Innovation and Enterprise (ENT08601)

TR1 100% Dynamics of Branding (MKT07103)

TR2 100% Retail Marketing (MKT09107)

TR2 100% Marketing Ethics (MKT10102)

TR1 97% Marketing and Society (MKT09103)

TR1 94% International Marketing (MKT09101)

TR2 93% Marketing Research and Communications (MKT08103)

TR1 92% Growing a Business (ENT10102)

TR1 91% Emerging Markets (MKT10101)

30

Marketing Sales and Entrepreneurship Cont.

TR1 90% Social Marketing (MKT09108)

TR1 89% Exploring Entrepreneurship (ENT07101)

TR1 89% Starting a New Business (ENT09101)

TR2 88% Marketing Communication Tools (MKT08101)

TR1 88% Marketing 1 (MKT07101)

TR2 86% International Marketing (MKT09101)

TR2 85% Consumer Behaviour (MKT07102)

TR1 84% Brand Management (MKT09109)

TR2 83% Exploring Entrepreneurship (ENT07101)

TR2 80% Marketing 1 (MKT07101)

TR1 78% Entrepreneurial Consultancy Project (ENT09103)



TR2 74% Online Marketing (MKT08106)

TR2 62% Starting a New Business (ENT09101)

TR1 59% Market Research in Practice (MKT08105)

TR2 25% Direct & Digital Marketing (MKT09106)

TR2 7% Marketing Management in Practice (MKT10103)

Tourism and Languages

TR1 100% German 1 (LNG07102)

TR1 100% Spanish 1 (LNG07103)


TR2 100% German 2 (LNG07107)

TR1 100% French 3 (LNG08101)

TR1 100% German 3 (LNG08102)

TR1 100% Italian 3 (LNG08104)


TR2 100% French 6 (LNG09107)

TR2 100% German 6 (LNG09108)

TR1 100% English for Professional Purposes 5 (LNG09127)

TR2 100% English for Professional Purposes 6 (LNG09128)

31

Tourism and Languages Cont.

TR1 100% German 7a Advanced German - Report Writing (LNG10102)

TR1 100% Spanish 7a Advanced Spanish - Report Writing (LNG10103)

TR2 100% German 8b Advanced German Negotiation (LNG10117)

TR1 100% English for Professional Purposes 7a (LNG10126)

TR2 100% Hospitality Operations (TSM07102)

TR2 100% Wine Studies (TSM07104)

TR1 100% Airport Management (TSM08111)

TR1 100% Customer Service and Care (TSM08113)

TR1 100% Management of Hospitality Systems (TSM08122)

TR1 100% Hospitality Business Development (TSM09101)

TR1 100% Management of MICE Events (TSM09117)

TR1 97% Planning & Public Policy for Festival and Events (TSM09102)

TR2 97% Exploring Culture (LNG08120)

TR2 97% French 4 (LNG08108)

TR1 96% Tourism Impacts and Sustainable Development (TSM08124)

TR2 95% The Study of Food, Wine and Gastronomy (TSM08123)

TR1 94% Wine Studies (TSM07104)

TR1 94% Airline Strategy and Marketing (TSM10111)

TR2 93% Global Airline Industry (TSM09113)


TR2 92% Intercultural Organisational Management (LNG07111)


TR2 91% German 4 (LNG08109)

TR2 91% French 8b Advanced French Negotiation (LNG10116)

TR2 91% Music Event Management (TSM09127)

TR2 90% International Festival and Events Environments (TSM10103)


TR1 90% Sustainable Development in Hospitality (TSM10112)

TR2 89% International Wines and Spirits Management (TSM09116)

TR1 89% Introduction to International Hospitality, Tourism and Events (TSM07108)

32


TR1 88% Festival and Event Design and Delivery (TSM08118)

TR2 87% The Business of Festivals and Events (TSM07103)

TR2 86% Live Project for Hospitality, Marketing, Tourism and Festival and Events (TSM09107)

TR1 86% Italian 1 (LNG07104)


TR2 86% Facilities Planning for Hospitality Tourism and Events (TSM08104)

TR2 85% Visitor Attraction Management (TSM08106)

TR1 85% Sports' Event Tourism (TSM08120)

TR1 85% Global Service Management (TSM09126)

TR1 84% International Tourism Policy and Planning (TSM09103)

TR1 84% Hospitality Supervision and Training Skills (TSM09111)

TR1 84% Leadership Innovation and Technology for Tourism, Hospitality and Events (TSM10110)


TR1 83% An Introduction to Discourse, Language and Society (LNG07120)

TR1 83% Communication in International Management (LNG10123)

TR1 83% Festival & Event Impacts and Sustainability (TSM10113)


TR1 80% Studying and Living Abroad (LNG09120)

TR1 80% Casino Management (Melco Crown) (TSM09626)


TR1 79% Understanding European History and Politics for the 21st Century (LNG08125)

TR2 79% English for Professional Purposes 8b (LNG10125)

TR2 78% Event Management (TSM08121)

TR1 78% French 7a Advanced French - Report Writing (LNG10101)

TR2 76% The Global Tourism Industry (TSM07106)

TR2 75% International Destination Management (TSM10102)

TR2 75% Airline Management (TSM10108)

TR2 71% Studying and Living Abroad (LNG09120)

TR2 67% Transport for Tourism (TSM08117)

TR2 67% Natural Area Tourism (TSM09124)

33


TR1 60% Intercultural Organisational Management (LNG07111)


TR2 55% Business Tourism (TSM10105)

TR2 51% Scottish Culture and Society (LNG08107)

TR1 50% Modern Language and Film (LNG09129)

TR1 45% Scottish Culture and Society (LNG08107)

TR2 42% Global Hospitality Management (TSM10109)

1


School of Arts & Creative Industries – Undergraduate


August 2018

2

Contents


Page – 3 - 4

Appendix 1 - Undergraduate Student Satisfaction Supporting Data Table 1 - NSS 3 year trend Table 2 - NSS Benchmarking – Question by Quartile Chart 1 & 2 - NSS 2018 Analysis of Verbatim Comments Table 3 - NSS 2018 – Results by Course Table 4 - NSS Course Subject Mapping Table 5 – NSS 2018 Results by Subject Table 6 - NSS Response Rates Table 7 - Module Evaluation Results - Trimester 1 & 2 2017/18

Pages 5 - 26

3

Top 3 areas of focus for SACI based on student experience survey findings – Undergraduate

1. Organisation & Management (particular focus on the organisation and smooth running of the course). 2. Assessment & Feedback (particular focus on clear and fair marking criteria). 3. Academic Support (particular focus on sufficient guidance on course and good advice for study choices).

Analysis of Results

Trend Analysis When considering the trend of NSS satisfaction scores within SACI there are high levels of inconsistency with very few factors

showing a consistent direction of travel across multiple years. This suggests that improvements which are being made in response to results from individual years are not being maintained over a sustained period of time. Often scores will decline after a year of improvement resulting in additional resource requirements in future years to improve scores again.

Results from students within SACI at Edinburgh Napier have been compared with the UK within relevant subject areas to identify which quartile the Edinburgh Napier scores sit within. When considering overall satisfaction Edinburgh Napier sits within the 1st quartile for the following subjects areas: Journalism, Music and Drama and in the 4th quartile for Media Studies, Design Studies and Cinematics & Photography.


A number of areas are highlighted in the NSS, which SACI could focus on to improve their overall scores and improve their ranking among UK institutions who also offer relevant subjects. Within each of the overall sections covered by the NSS there are areas where improvements could contribute to increased overall levels of satisfaction.

o Teaching & Learning – All factors which can be compared over a 3 year period in this section have experienced declining scores. The factors relating to staff good at explaining things and staff making the subject interesting have shown year on year declining scores over the 3 year period. The factor relating to intellectual stimulation has declined slightly over the 3 year period but did increase between 2017 and 2018. The verbatim comments offer insight into the feedback from students on their teaching & learning experience some of the issues raised include, difficulty contacting lecturers and lack of full time staff members affecting teaching.

o Learning Opportunities – Learning opportunities was a new section in the 2017 questionnaire. The majority of factors in this section have shown increased scores between 2017 and 2018.

o Assessment and & Feedback – SACI has declined in half of factors measured under this heading when compared over a 3 year period. The largest decline and a factor which has experienced year on year falling scores over the 3 year period

4

relates to marking criteria being made clear in advance. There has also been a decline in score when considering how fair the marking criteria are. More in depth information can be gained from the verbatim comments where the issue of perceived subjective marking has been raised.

o Academic Support – SACI has declined in all the factors measured under this heading when compared over a 3 year period. The largest decline in score relates to good advice for study choices. Scores in this factor have fallen year on year over the 3 year period.

o Organisation & Management – SACI has declined in all of the factors measured under this heading when compared over a 3 year period. The factors relating to the organisation and smooth running of the course and timetable working effectively have both declined each year over the 3 year period. The verbatim comments provide more insight into some of the student concerns in this area. Some of the issues raised include issues with communication between staff, student feedback not being acted on and unclear changes to the schedule.

o Learning Resources – The majority of factors under this section have experienced increased scores when considered over a 3 year period. Access to library resources has experienced a noticeable increase in score over the 3 years.

o Learning Community – Learning community was a new section in the 2017 questionnaire. The scores across individual subject areas within SACI are mixed. However having the opportunities to work with other students has increased over the 2 years.

o Student Voice – Student voice was a new section in the 2017 questionnaire. Again scores for SACI are mixed in this area. However there has been a decline in the factor relating to students feeling the feedback on their course has been acted on. It will be important to address this and share with students details of the changes which have been made as a result of the feedback they have provided.


Results by course (where available) within the NSS show a marked variation in overall satisfaction scores. Within the NSS results, there is an 74% difference between the course with the highest overall satisfaction compared with the course with the lowest satisfaction rating.


Overall satisfaction scores are variable at module level. During Tri 1 and Tri 2017/18 there was an 86% difference between the satisfaction of the strongest and weakest performing module. In addition overall satisfaction among 41 modules was below 77%.

5


Table 1 – NSS 3 Year Trend SACI 2016 – 2018 (new questionnaire introduced in 2017)

Statement

2016 (%)

2017 (%)

2018 (%)


Teaching


92 88 82 n/a

91 85 77 72

86 84 81 75


n/a



n/a n/a n/a

80 80 78

84 79 81

n/a n/a n/a



80 75* 64* 72*

73 76 65 78

69 71 64 75

Declined Declined

Level Improved

Academic Support


85 85* 82*

84 80 76

83 81 68




66 85* 75

65 84 76

58 83 72


Learning Resources


93* 82* 84*

89 90 84

90 93 89

Declined Improved Improved

Learning Community


n/a n/a

71 84

70 87

n/a n/a


n/a n/a n/a 58*

88 78 62 48

85 81 56 46

n/a n/a n/a

Declined



6

Table 2 (a) – NSS Benchmarking – Media Studies at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








7

Table 2 (b) – NSS Benchmarking – Publicity Studies at Edinburgh Napier Question by Quartile Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








8

Table 2 (c) – NSS Benchmarking – Journalism at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








9

Table 2 (d) – NSS Benchmarking – English Studies at Edinburgh Napier Question by Quartile Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








10

Table 2 (e) – NSS Benchmarking – Design Studies at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








11

Table 2 (f) – NSS Benchmarking – Music at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








12

Table 2 (g) – NSS Benchmarking – Drama at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018

Teaching Staff are good at explaining things n/a 1 1

Staff have made the subject interesting n/a 1 1

The course is intellectually stimulating n/a 1 1







The criteria used in marking have been made clear in advance n/a 3 1

Marking and criteria fair n/a 3 2

Feedback on my work timely n/a 1 1

Received helpful comments on work n/a 4 2

Academic Support

I have been able to contact staff when I needed to n/a 1 1

Sufficient advice / guidance - course n/a 1 1

Good advice was available when I needed to make study choices n/a 1 2


The course is well organised and is running smoothly n/a 2 1

The timetable works effectively n/a 1 2

Any changes in the course or teaching have been communicated effectively n/a 1 1

Learning Resources

IT resources supported my learning n/a 1 1

Library resources supported my learning n/a 4 2

Access to course specific resources n/a 4 1

Learning Community






Student’s Union represents academic interests n/a 3 4

Overall Overall I am satisfied with the quality of the course n/a 1 1

13

Table 2 (h) – NSS Benchmarking – Cinematics & Photography at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018

Teaching Staff are good at explaining things 3 n/a 4

Staff have made the subject interesting 3 n/a 4

The course is intellectually stimulating 2 n/a 4

The course has challenged me to do my best work n/a n/a 4


Opportunities to explore ideas or concepts n/a n/a 4

Opportunities to bring ideas together n/a n/a 4

Opportunities to apply what learnt n/a n/a 2


The criteria used in marking have been made clear in advance 2 n/a 4

Marking and criteria fair 2* n/a 4

Feedback on my work timely 4* n/a 4

Received helpful comments on work 4* n/a 4

Academic Support

I have been able to contact staff when I needed to 2 n/a 4

Sufficient advice / guidance - course 1* n/a 4

Good advice was available when I needed to make study choices 2* n/a 3


The course is well organised and is running smoothly 4 n/a 4

The timetable works effectively 2* n/a 4

Any changes in the course or teaching have been communicated effectively 3 n/a 4

Learning Resources

IT resources supported my learning 1* n/a 1

Library resources supported my learning 3* n/a 2

Access to course specific resources 1* n/a 1

Learning Community

Part of community of staff and students n/a n/a 2

Opportunities to work with other students n/a n/a 3

Student Voice Opportunities to provide feedback on course n/a n/a 4

Staff value students’ views about course n/a n/a 4

Students’ feedback on course acted on n/a n/a 4

Student’s Union represents academic interests 4* n/a 4

Overall Overall I am satisfied with the quality of the course 3 n/a 4

14

NSS 2018 – Analysis of Verbatim Comments - SACI

Key issues raised by the verbatim feedback in the 2018 NSS for SACI to address:

A number of factors relating to Organisation & management specifically: o Communication of changes to scheduled classes to be clear and timely. o Improvements to communications between staff members and consistently of staff communications. o Staffing issues to be considered – a feeling of an understaffed school. o Consideration of response times to student emails.

Clarity to be provided on the marking criteria used across the school. Ensuring courses provide practical skills and prepare students for the job market / industry. Availability and age of equipment provided to be reviewed. Financial support for relevant students to be reviewed. A communication plan to ensure students are made aware of changes which are made in the school as a result of the

feedback they have provided.

15

SACI Feedback (Charts 1&2) The charts below show how the comments were broken down by key theme. Comparison has also been made with the 2017 NSS


43%40%

20% 19%

14%12%

22%

41%

18%

40%

19%

10%

Organisation Course Content Facilities Assessment & Feedback Teaching University Experience

Negative Feedback

2018 2017

58%

38% 36%

22%

9%5%

50% 49%

30%

18%

5% 3%


Positive Feedback

2018 2017

16

SACI Negative Feedback - Specific Issues Commented Upon


Timeliness of feedback. Marking appears to be subjective. Lack of consistent marking criteria evident. Feedback not always constructive.

Lack of opportunity to use the workshop. Content has been repetitive on some

courses. Some courses to heavily based on theory

and do not provide enough practical skills. Feeling that on some courses the students

were ‘guinea pigs’ for new modules. Some courses need to be more closely

aligned with the industry the graduates will go into.

Lack of opportunity to specialise in some courses.

Financial implications of aspects of the course where no support is provided by the University.

Lack of a strong student association. Overall feeling of a lack of skills being

developed. Lack of interaction between students. Difficulties for some students who have

come directly from college.


Lack of student support facilities. Some of the equipment which is used is

older and requires updating. For some courses there is not enough

equipment making access more difficult. Lack of journals in the library.

Lack of full time members of staff, feeling of a lack of staff.

Lack of organisation and management. Examples of lecturers not turning up to class, changes to schedule can be unclear.

Lack of communication between staff, examples of different communications from different members of staff.

Some staff are not accessible. Student feedback not always acted on. Numerous timetables changes with little

notice

Feeling of some lecturers favouring particular students.

Lack of access to lecturers. Lack of debate around ideas in some

classes. Examples of lecturers who were not

supportive. Some lecturers not very organised in the

way they teach their modules.

17


NSS Q

BA Television

BA Acting

& English

BA Comms, Advertising

& PR

BA English & Film

BA English

BA Journalism

BA Photo

BA Popular Music

BDes Interior

& Spatial Design

BDes Product Design

BMus Music

BA Film

BDES Graphic Design

1 82 100 100 93 100 85 57 96 53 100 100 60 100

2 76 100 80 86 91 88 71 96 47 94 92 80 100

3 56 100 90 92 100 85 64 92 53 100 83 60 91

4 71 100 80 79 91 74 50 84 32 88 92 67 91

5 75 92 90 92 100 76 79 100 42 100 83 73 100

6 71 100 90 86 100 79 71 88 47 76 83 60 91

7 71 92 80 77 91 76 86 92 53 76 83 87 100

8 59 92 80 71 91 65 21 88 37 88 100 53 73

9 65 77 80 79 82 88 29 92 26 71 100 47 64

10 53 85 50 86 91 56 29 72 42 76 100 40 73

11 59 85 80 86 100 68 64 92 37 88 100 53 100

12 88 100 100 100 91 74 57 96 58 82 92 80 100

13 69 100 90 92 82 76 71 96 47 94 92 60 100

14 47 83 89 77 91 63 86 88 39 71 100 50 100

15 59 92 70 57 100 41 7 88 11 76 83 20 82

16 82 85 90 79 100 85 43 88 58 94 92 93 91

17 59 85 100 86 100 44 21 92 32 76 100 40 100

18 100 100 100 100 91 65 86 96 84 100 83 93 100

19 100 92 90 86 100 97 93 96 95 88 75 87 100

20 76 100 100 93 100 79 100 100 68 71 91 100 100

21 35 92 80 50 64 71 71 76 47 94 92 80 55

22 88 100 90 100 91 91 86 80 63 100 67 80 100

23 94 100 80 86 73 82 71 96 68 88 100 73 91

24 53 100 90 93 100 88 43 92 63 94 100 53 91

25 29 58 70 69 64 50 29 76 32 71 75 47 64

26 63 40 50 54 27 41 33 52 31 63 50 23 63

27 65 100 90 79 91 88 57 92 26 100 92 53 100

18



Media studies

BA (HONS) TELEVISION F/T

BA (HONS) ENGLISH AND FILM F/T

BA (HONS) MARKETING WITH DIGITAL MEDIA F/T

BA (HONS) TELEVISION (CITY OF GLASGOW COLLEGE) F/T

Publicity studies BA (HONS) COMMUNICATION, ADVERTISING AND PUBLIC RELATIONS F/T

Journalism BA (HONS) JOURNALISM F/T

English studies

BA (HONS) ACTING AND ENGLISH F/T

BA (HONS) ENGLISH AND FILM F/T

BA (HONS) ENGLISH F/T

Design studies

BDES (HONS) GRAPHIC DESIGN F/T

BDES (HONS) INTERIOR AND SPATIAL DESIGN

BDES (HONS) PRODUCT DESIGN F/T

DESIGN AND DIGITAL ARTS

Music BA (HONS) POPULAR MUSIC F/T

BMUS (HONS) MUSIC F/T

Drama BA (HONS) ACTING AND ENGLISH F/T

BA (HONS) ACTING FOR STAGE AND SCREEN F/T

Cinematics & Photography BA (HONS) FILM F/T

BA (HONS) PHOTO F/T

19

Table 5 - NSS 2018 – Results by Subject Area

NSS Q Media Studies Publicity Studies Journalism English Studies

Design Studies Music Drama Cinematics & Photo

1 85 100 85 98 82 97 100 59

2 77 80 88 92 76 95 100 76

3 65 90 85 98 78 89 100 62

4 71 80 74 90 66 86 100 59

5 81 90 76 96 78 95 92 76

6 77 90 79 96 68 86 100 66

7 73 80 76 88 74 89 92 86

8 62 80 65 86 64 92 92 38

9 67 80 88 80 54 95 77 38

10 65 50 56 88 62 81 85 34

11 64 80 68 92 70 95 85 59

12 90 100 74 96 74 95 100 69

13 73 90 76 90 78 95 100 66

14 54 89 63 85 64 92 83 68

15 60 70 41 86 54 86 92 14

16 83 90 85 90 80 89 85 68

17 69 100 44 92 66 95 85 31

18 99 100 65 96 94 92 100 90

19 96 90 97 94 94 89 92 90

20 83 100 79 98 78 97 100 100

21 40 80 71 67 68 81 92 76

22 91 90 91 96 86 76 100 83

23 91 80 82 83 82 97 100 72

24 67 90 88 98 82 95 100 48

25 43 70 50 64 56 76 58 38

26 59 50 41 38 53 51 40 28

27 69 90 88 90 72 92 100 55

20


2018 2017 2016 2015

SACI 80% 74% 84% 75%



Subject Group Name % Agree

Module Name (with Code)

Design Photography and Advertising

TR1 100% Foundation Product Design 1 (DES07112)

TR2 100% Foundation Product Design 2 (DES07113)

TR1 100% Foundation Digital Media 1 (DES07119)

TR2 100% Debating Design 1 (DES07123)

TR1 100% Graphic Design Studio 1 (DES08103)

TR1 100% Design for Living Spaces (DES08120)

TR1 100% Materials for Inspirational Design 1 (DES08127)

TR2 100% Professional Project in Public Relations Management (DES10115)

TR1 100% Advertising Theory and Practice (JAC09110)

TR1 97% Debating Design 2 (DES08122)

TR1 96% Foundation Graphic Design 1 (DES07116)

TR2 94% Computer Aided Design (Visualisation) (DES08124)

TR2 93% Design for Commercial Spaces (DES08121)


TR2 90% Branding (DES09131)


TR2 88% Product Design Studio 2 (DES08111)

TR2 88% Foundation Digital Media 2 (DES07120)

TR1 88% Professional Project in Advertising Management (DES10114)

21

Design Photography and Advertising Cont.


TR2 86% Illustration, Text and Image (DES08113)

TR1 85% International & Intercultural Communication (JAC10109)

TR1 84% Design for Exhibition & Display (DES09130)

TR1 83% Graphic Design for Screen Based Communication (DES08129)



TR2 81% Foundation Interior and Spatial Design 2 (DES07122)

TR1 80% Foundation Interior & Spatial Design 1 (DES07121)

TR2 77% Foundation Graphic Design 2 (DES07114)

TR1 74% Design Research Methods (DES09118)

TR1 73% Minor Project (DES10102)

TR1 72% Experiential Graphic Design (DES09138)

TR2 71% Design Professional Practice (DES10111)

TR2 70% Design Studies 1 (DES08130)

TR2 70% Online Communication (JAC09105)

TR1 67% Visual Research Methods (DES07118)

TR1 67% Light & Colour in the Built Environment (DES09129)

TR2 63% International & Intercultural Graphic Design (DES09139)

TR1 62% Communication Management 2 (JAC09115)

TR2 50% Visual Communication 1 (DES09116)

TR2 50% Public Relations Theory and Practice (JAC09108)



TR1 27% Computer Aided Design [Construction and Detailing] (DES08123)

Humanities and Culture

TR2 100% Literature and Adaptation (CLP07105)

TR1 100% Acting Fundamentals I (CLP07111)

TR2 100% Acting Fundamentals II (Naturalism) (CLP07112)

TR1 100% Reading Texts: Analysing Film, Literature and Culture (CLP07114)

TR1 100% Intermediate Acting I: 20th Century Drama (CLP08114)

22

Humanities and Culture Cont.

TR1 100% Fundamentals of Directing (CLP08115)

TR2 100% American Outlaws: Modern American writing (CLP08117)

TR1 100% Narratives of Social and Sexual Deviance: Rethinking the Victorians (CLP08119)

TR1 100% Women's Writing and Film-making (CLP09103)

TR2 100% Creative Writing: Genre Writing (CLP09110)

TR1 100% Interpreting Text (CLP09116)

TR1 100% Performance Technique I (CLP09117)

TR1 100% Unacknowledged Legislators: Poets in History and Society (CLP09126)

TR1 100% Everyday Life in 20th Century Literature and Film (CLP09127)

TR2 100% Cultural and Literary Theory: Debates and Applications (CLP09129)

TR2 100% The Gothic tradition (CLP10100)

TR2 100% Cities real and imagined (CLP10101)

TR2 100% Crime in Text and Film (CLP10108)

TR2 100% Advanced Performance (Stage) (CLP10112)

TR1 100% Performance Workshop II (CLP10117)

TR2 100% Memoir, Documentary and the Essay Film (CLP10121)

TR1 100% Modern Scottish Fiction (CLP10124)

TR2 100% Fictions of Terror: From Dynamite Violence to Media Spectacle (CLP10126)

TR1 100% Principal Study 1.1 (MUS07120)


TR1 100% Western Art Music 1.1 (MUS07123)

TR1 100% Music Technologies 1 (MUS07126)

TR1 100% Practical Music Studies 1 (MUS07128)

TR2 100% Music Cultures (MUS07131)

TR1 100% General Music Skills 1 (MUS07132)

TR2 100% General Music Skills 2 (MUS07133)

TR2 100% Recording Studio Theory & Practice 2 (MUS08121)




23

Humanities and Culture Cont.

TR1 100% Instrumental/Vocal Teaching 1 (MUS09111)



TR2 100% Creative Practice (MUS09133)

TR1 100% Instrument 5 (MUS09137)



TR2 100% Instrumental/Vocal Teaching 2 (MUS10106)

TR2 100% Music Psychology (MUS10108)

TR1 100% Production and Professional Practice (MUS10128)

TR1 100% Principal Study 4 (MUS10131)

TR2 100% Jazz 3 - Global (MUS10133)

TR1 100% Music Research Project 1 (MUS10135)

TR1 98% Introduction to Literary Studies: Text and Context (CLP07115)

TR2 97% The Modern Novel (CLP08107)

TR2 96% Jazz 1 - America (MUS08136)

TR2 95% Narratives of Nature (CLP09123)

TR1 95% C21 Literature: Writing the Unfolding Present (CLP09128)

TR2 95% Music Industries 1 (MUS08138)


TR1 95% Modern drama (CLP08103)

TR2 94% Performance Technique II (CLP09118)

TR2 94% Global Literatures of Conflict (CLP08118)

TR2 94% Performance Skills for Professional Practice (CLP10114)

TR2 94% Introduction to Music Therapy (MUS09109)

TR1 93% Creative Writing: Finding Your Voice (CLP08120)

TR1 92% Core Music Skills 1 (MUS08141)

TR2 91% Contemporary Hollywood Cinema (CLP08108)



24

Humanities and Culture Cont. TR2 91% Core Music Skills 2 (MUS08142)

TR2 90% 19th Century Literature and Culture 1 (CLP07104)

TR2 90% Fundamentals of Interpreting Text (CLP07113)

TR2 90% Music Technologies 2 (MUS07127)

TR1 90% Music in a Globalised World (MUS09144)

TR2 88% Case Studies in Cultural Studies (CLP07101)


TR1 88% Popular culture (CLP08100)

TR2 88% Ensemble Performance 2 (MUS10115)

TR1 86% Science fiction: text and film (CLP09108)

TR1 86% Reading Experiments: Children’s Literature and Science (CLP10127)

TR1 85% Music Genres (MUS07125)


TR2 83% Recording Studio Professional Practice & Accreditation (MUS10114)

TR1 83% Critical Contexts: Introduction to Literary Criticism and Cultural Theory (CLP07116)

TR2 81% Shakespeare and the Renaissance (CLP08111)

TR2 80% Music Software Applications (MUS09122)


TR2 75% Popular Music Ensemble Performance (MUS07130)

TR1 75% Ensemble Performance 1 (MUS09114)

TR1 75% Entrepreneurship in the Music Industries (MUS10129)

TR1 74% The Literature of Empire: Texts and Contexts (CLP08101)

TR1 71% Music in the Community (MUS08134)

TR2 71% Instrument 6 (MUS09138)

TR2 67% Music Industries and Entrepreneurship (MUS09146)

TR2 33% Performance Workshop I: Shakespeare (CLP08116)

TR1 14% Session Skills (MUS08143)

Media and Screen

TR2 100% Social Media (JAC07109)

TR1 100% Introduction to Reporting 1 (JAC07112)

TR2 100% News Writing (JAC07114)

25

Media and Screen Cont.

TR2 100% Literary Journalism (JAC08114)

TR2 100% Sports Journalism (JAC08115)

TR1 100% Magazine Production (JAC09107)

TR2 100% Digital Platforms (JAC09120)

TR2 100% Applied Camera Techniques (LMD07113)

TR2 100% Photo: Constructed (LMD08108)

TR1 100% Visual Anthropologies (LMD09127)

TR1 100% TV Factual Research (LMD09131)

TR2 100% TV Drama Production (LMD09141)

TR1 100% The Image and The Archive (LMD09145)

TR1 100% Globalising Feminism (LMD09146)

TR1 100% Scoping Industry (LMD09147)

TR2 100% Dreams and Visions in the Moving Image (LMD09148)

TR1 96% Covering the Arts (JAC07119)

TR1 96% Communication and Practice (LMD07107)

TR1 95% Television News (JAC09123)

TR1 94% Photo: Studio (LMD08103)

TR2 94% Theory for Photo Practice (LMD08111)

TR1 93% Dissertation (LMD10100)

TR1 93% Feature Writing (JAC08102)

TR2 92% Media Law for Journalists (JAC08107)

TR1 92% Histories 2: Photography (LMD08122)

TR1 92% Professional Development [Photography] (LMD10124)

TR1 91% Creative Practice 1 (LMD07101)

TR1 90% Film Production Management (LMD08119)

TR2 90% Film Project (LMD09126)

TR1 90% Film Craft Disciplines (LMD09130)

TR2 89% Film Narrative 2 (LMD07112)

TR1 89% TV Scriptwriting (LMD09135)

TR1 89% Community Media (LMD10127)

26

Media and Screen Cont. TR2 88% Histories 1: Photography (LMD07115)

TR2 88% Creative Practice 2 (LMD07104)

TR1 88% TV: Work-based learning (LMD10120)

TR1 87% Sub Editing and Design (JAC08105)

TR2 83% Copyright in Photography, Film, and Literature (LMD09150)

TR1 82% Information, Communication and Society (JAC09113)

TR2 81% Investigative Journalism (JAC09124)

TR2 80% Radio News (JAC08113)

TR1 80% Photo: Landscape (LMD08104)

TR1 80% Advanced Documentary Practice (LMD09125)

TR2 77% Film History (LMD07114)

TR2 77% Television Studies (LMD09137)

TR2 76% Collaboration and Investigation: Site and Context (LMD09144)

TR1 76% Public Affairs for Journalists (JAC08112)

TR1 76% Workflow and Creative Camera Techniques (LMD07109)

TR2 75% Introduction to Broadcast Journalism (JAC07115)

TR2 75% Documentary Practice (JAC09122)

TR1 75% TV Factual Production (LMD09133)

TR2 75% Editorial and Documentary Photography (LMD09143)

TR2 73% Sequences and Seriality (LMD08123)

TR2 69% Documentary Film (LMD08120)

TR2 67% Dissertation (JAC10100)

TR2 62% TV Studio Presentation (LMD09139)

TR1 59% Film Genres (LMD08115)

TR2 46% Film Adaptation (LMD08118)

TR1 45% Film Theory (LMD08121)

TR1 41% Photographic Reading and Writing (LMD07116)

TR2 31% Professional Development (LMD10102)

TR2 28% Representing the Real (LMD07105)

1


School of Applied Sciences – Undergraduate


August 2018

2

Contents


Page – 3 - 4

Appendix 1 - Undergraduate Student Satisfaction Supporting Data Table 1 - NSS 3 year trend 3 Table 2 - NSS Benchmarking – Question by Quartile Chart 1 & 2 - NSS 2018 Analysis of Verbatim Comments Table 3 - NSS 2018 – Results by Course Table 4 - NSS Course Subject Mapping Table 5 – NSS 2018 – Results by Subject Table 6 - NSS Response Rates Table 7 - Module Evaluation Results - Trimester 1 & 2 2017/18

Pages 5 - 22

3

Top 3 areas of focus for SAS based on student experience survey findings – Undergraduate

1. Organisation & Management (particular focus on course organisation and effective running of timetable). 2. Assessment & Feedback (particular focus on clear and fair marking criteria and timely feedback being provided). 3. Academic Support (particular focus on the guidance and advice available on the course and with study choices).

Analysis of Results

Trend Analysis When considering the trend of NSS satisfaction scores within SAS there are high levels of inconsistency with very few factors

showing a consistent direction of travel across multiple years. This suggests that improvements which are being made in response to results from individual years are not being maintained over a sustained period of time.

Results from students within SAS at Edinburgh Napier have been compared with the UK within relevant subject areas to identify which quartile the Edinburgh Napier scores sit within. When considering overall satisfaction Edinburgh Napier sits within the top quartile for Microbiology and the 4th quartile for Animal Science.


A number of areas are highlighted in the NSS, which SAS could focus on to improve their overall scores and improve their ranking among UK institutions who also offer relevant subjects. Within each of the overall sections covered by the NSS there are areas where improvements could contribute to increased overall levels of satisfaction.

o Teaching & Learning – The majority of factors which can be compared over a 3 year period in this section have experienced declining scores. Staff good at explaining things has declined consistently in each of the 3 years. The factor relating to the course challenging them to do their best work has increased between 2017 and 2018 and it will be important to maintain this increase. The verbatim comments offer insight into some of the feedback from students on their teaching & learning experience, student comments include lectures which are not engaging and lack of staff enthusiasm.

o Learning Opportunities – Learning opportunities was a new section in the 2017 questionnaire. SAS scores between 2017 and 2018 in this section have been mixed.

o Assessment and & Feedback – SAS has declined in half of the factors measured under this heading when compared over a 3 year period. However when results between 2017 and 2018 and compared there have been increases in the majority of factors highlighting the focus on this area. It will be important to maintain and grow these scores going forward. Timely feedback is the one score in this section which has dropped between 2017 and 2018. More in depth information can be gained from the verbatim comments where the issue of inconsistent marking criteria has been raised.

4

o Academic Support – SAS has declined in all the factors measured under this heading when compared over a 3 year period. The largest falls in score relates to sufficient advice / guidance on the course and good advice for study choices. Despite this there have been small increases in score in all of these factors between 2017 and 2018. It will be important to maintain the focus on this area and continue to improve these scores.

o Organisation & Management – SAS has declined in all the factors measured under this heading when compared over a 3 year period. The largest fall in score relates to the organisation and smooth running of the course. Despite this there have been some slight year on year increases between 2017 and 2018. It will be important to maintain these and continue focus on these areas. The verbatim comments provide more insight into some of the student concerns in this area. Some of the issues raised include lack of replies to emails, poor staff / student communication on a range of issues and some specific issues with the ethical approval process.

o Learning Resources – SAS has declined in the majority of factors measured under this heading when compared over a 3 year period (however still achieves high scores in this section). IT resources supporting learning has experienced the largest decrease in score. Despite this when scores between 2017 and 2018 are considered each of the factors in this section have experienced a slight increase.

o Learning Community – Learning community was a new section in the 2017 questionnaire. There has been a year on year increase in both of the factors in this section.

O Student Voice – Student voice was a new section in the 2017 questionnaire. All the factors in this section have experienced a year on increase. Particularly notable is the increase in score related to acting on student feedback about the course. It will be important to continue the focus on this area and maintain and grow the current score.





5


Table 1 – NSS 3 Year Trend SAS 2016 – 2018 (new questionnaire introduced in 2017)

Statement 2016 (%)

2017 (%)

2018 (%)


Teaching


94 89 88 n/a

92 87 89 75

91 87 87 81


n/a



n/a n/a n/a

84 88 71

84 84 72

n/a n/a n/a



83 82* 61* 70*

74 69 68 68

81 77 63 75

Declined Declined Improved Improved

Academic Support


87 85* 76*

83 75 66

85 76 68




76 85* 76

61 77 73

64 79 73


Learning Resources


97* 93* 94*

93 90 91

94 94 92

Declined Improved Declined

Learning Community


n/a n/a

60 89

63 91

n/a n/a


n/a n/a n/a 64*

83 70 42 50

84 77 58 48

n/a n/a n/a

Declined



6

Table 2 (a) – NSS Benchmarking - Biology at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








7

Table 2 (b) – NSS Benchmarking - Microbiology at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








8

Table 2 (c) – NSS Benchmarking – Sports Science at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








9

Table 2 (d) – NSS Benchmarking – Psychology at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








10

Table 2 (e) – NSS Benchmarking – Animal Science at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018

Teaching Staff are good at explaining things n/a 2 4

Staff have made the subject interesting n/a 1 4

The course is intellectually stimulating n/a 1 4







The criteria used in marking have been made clear in advance n/a 2 4

Marking and criteria fair n/a 2 4

Feedback on my work timely n/a 3 4

Received helpful comments on work n/a 4 3

Academic Support

I have been able to contact staff when I needed to n/a 4 4

Sufficient advice / guidance - course n/a 3 4

Good advice was available when I needed to make study choices n/a 2 4


The course is well organised and is running smoothly n/a 4 4

The timetable works effectively n/a 3 4

Any changes in the course or teaching have been communicated effectively n/a 4 4

Learning Resources

IT resources supported my learning n/a 3 1

Library resources supported my learning n/a 4 3

Access to course specific resources n/a 2 4

Learning Community






Student’s Union represents academic interests n/a 3 4

Overall Overall I am satisfied with the quality of the course n/a 3 4

11

Table 2 (f) – NSS Benchmarking – Sociology at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








12

NSS 2018 – Analysis of Verbatim Comments - SAS

Key issues raised by the verbatim feedback in the 2018 NSS for SAS to address:

Timely availability of exam marks. Consistency in provision of timely and actionable feedback. Consideration of response times to student emails. Clarity to be provided on the marking criteria used. Acting on student feedback, and communicating the changes which have been made with students. Improved communication between staff and with students. The students do not always expect things such as feedback in 3

weeks but they would like communication to inform them when this will not happen and to be provided with an explanation. Review of the ethical approval process and the time this takes. There are a number of student comments relating to this

issue specifically. Review of some courses to ensure years 1 & 2 are as academically stimulating as year’s 3 & 4. Also ensuring course

content is not repetitive.

13

SAS Feedback (Charts 1&2) The charts below show how the comments were broken down by key theme. Comparison has also been made with the 2017 NSS


44%

35%32%

19%15%

9%

32%35% 34%

32%

12% 11%

Organisation Course Content Assessment & Feedback Teaching Facilities University Experience

Negative Feedback

2018 2017

56%

48%

23%20%

10% 9%

54%49%

17% 19%

6% 5%

Teaching Course Content Facilities University Experience Organisation Assessment & Feedback

Positive Feedback

2018 2017

14

SAS Negative Feedback - Specific Issues Commented Upon


Lack of timely feedback. Feedback not provided in enough depth. Marking criteria does not appear to be

consistent. Lack of provision of past papers or

exemplars for assignments. Delays in receiving exam results.

First half of the course very general. Lack of work experience opportunities. Lack of accreditation on some courses –

and no explanation as to why this is. Lack of lab experience. Lack of field trips. Overlaps in some course content. Limited help available for the honours

project. Lack of challenge in some modules.

Too many students on the course. Issues with accreditation of courses. Lack of a strong student union / lack of

clubs to join. Lack of a community feel.


Lack of books available within the library. Lack of student support for some. Lack of parking at the Sighthill campus. Location of Sighthill campus. Some demand for more careers advice.

Examples of exams being timetabled very close together.

Lateness of the issue of exam timetables. Examples of timetable malfunctions. Timetable very spread out. Moodle not always updated with the most

recent information. Lack of replies to emails. Poor communication of course changes to

students. Student feedback on courses not acted on. Examples of tutorials being cancelled. Issues with the ethical approval process /

time taken. Communication between staff /

departments.

Examples of lectures being read from slides.

Some lecturers not approachable. Lack of support from some lecturers. Some requirement for additional support in

relation to the dissertation. Some lecturer’s not enthusiastic about what

they were teaching.

15


NSS Q

BA Crimin- ology

BA Psych-ology

BA Social

Sciences

BSc Forensic Biology

BSc Animal Biology

BSc Biological Sciences

BSc Sport & Exercise

(Sport Coaching)

BSc Sport & Exercise

(Sport Injuries)

BSc Sport & Exercise Science

BSc Veterinary

Nursing

BSc Psychology

BA Psychology

& Sociology

1 97 94 93 92 97 95 88 83 88 80 100 92

2 97 94 81 83 94 90 81 78 90 88 85 75

3 94 82 86 92 91 98 63 78 88 88 92 83

4 78 85 79 92 94 76 81 83 80 76 77 83

5 84 85 86 75 94 83 81 78 84 72 92 83

6 94 76 86 100 97 85 81 83 76 64 100 92

7 69 38 67 92 94 78 50 78 76 88 54 73

8 81 82 90 91 94 73 81 78 76 60 92 100

9 72 76 79 83 94 76 88 65 75 44 92 92

10 66 68 69 75 73 56 75 57 65 32 77 50

11 69 74 79 92 85 71 88 61 73 80 77 75

12 91 76 93 75 97 90 94 91 94 36 69 75

13 78 79 79 83 82 85 81 59 78 40 77 75

14 75 59 50 83 90 76 56 70 67 48 75 67

15 78 56 69 58 82 73 63 61 69 0 77 67

16 91 82 88 58 88 80 75 87 78 36 92 67

17 77 79 64 67 94 76 88 78 71 16 92 83

18 97 97 90 100 100 95 75 96 98 88 92 100

19 100 97 93 83 94 95 88 96 98 76 100 100

20 81 94 90 83 94 88 88 96 100 80 100 100

21 47 53 61 67 70 83 81 70 71 48 62 33

22 88 82 86 100 97 95 94 96 94 88 100 92

23 94 79 80 92 94 88 94 65 84 76 100 67

24 81 82 73 58 94 83 75 74 84 40 85 58

25 53 62 56 58 70 51 67 57 75 12 85 67

26 40 56 41 50 44 59 40 36 60 27 62 42

27 97 88 80 75 97 100 94 87 88 28 92 83

16



Biology

BA (HONS) FLEXIBLE MANAGED PROGRAMME F/T

BSC (HONS) FORENSIC BIOLOGY F/T

BSC (HONS) ANIMAL BIOLOGY F/T

BSC (HONS) BIOLOGICAL SCIENCES F/T

BSC (HONS) ENVIRONMENTAL BIOLOGY F/T

BSC (HONS) MARINE AND FRESHWATER BIOLOGY F/T

Microbiology BSC (HONS) BIOMEDICAL SCIENCE F/T

BSC (HONS) MICROBIOLOGY AND BIOTECHNOLOGY F/T

Sports science

BSC (HONS) SPORT AND EXERCISE SCIENCE (EXERCISE PHYSIOLOGY) F/T

BSC (HONS) SPORT AND EXERCISE SCIENCE (SPORT PSYCHOLOGY) F/T

BSC (HONS) SPORT AND EXERCISE SCIENCE (SPORTS COACHING) F/T

BSC (HONS) SPORT AND EXERCISE SCIENCE (SPORTS INJURIES) F/T

BSC (HONS) SPORT AND EXERCISE SCIENCE F/T

Psychology

BA (HONS) PSYCHOLOGY F/T

BA (HONS) PSYCHOLOGY WITH SOCIOLOGY F/T

BSC (HONS) PSYCHOLOGY F/T

Animal science

BSC (HONOURS) VETERINARY NURSING (TOP-UP) D/L

BSC (HONS) VETERINARY NURSING (TOP UP) F/T

BSC (HONS) VETERINARY NURSING F/T

BSC VETERINARY NURSING (TOP UP) P/T

Sociology

BA (HONS) CRIMINOLOGY F/T

BA (HONS) FLEXIBLE MANAGED PROGRAMME F/T

BA (HONS) MARKETING MANAGEMENT WITH CONSUMER STUDIES F/T

BA (HONS) PSYCHOLOGY WITH SOCIOLOGY F/T

BA (HONS) SOCIAL SCIENCES F/T

17


NSS Q Biology Microbiology Sport Science Psychology Animal Science Sociology

1 94 95 87 95 76 95

2 89 91 85 89 78 87

3 91 95 82 85 82 89

4 92 75 80 83 76 79

5 85 84 83 87 72 85

6 94 86 79 84 63 89

7 86 77 73 47 85 68

8 92 75 78 87 55 87

9 90 77 76 82 42 76

10 74 57 63 67 30 67

11 86 70 73 75 70 74

12 93 91 94 75 36 90

13 85 86 76 78 39 78

14 84 78 67 64 47 62

15 77 73 65 62 0 72

16 82 80 81 82 42 88

17 85 77 76 83 21 70

18 95 95 93 96 88 94

19 91 93 96 98 79 96

20 92 88 97 96 81 87

21 68 82 72 52 38 54

22 95 95 95 88 81 87

23 95 89 80 82 70 85

24 86 84 79 79 42 76

25 62 55 68 68 10 55

26 50 60 50 55 27 41

27 92 98 88 88 33 87

18


2018 2017 2016 2015

SAS 81% 78% 81% 83%





Animal and Plant Science

TR2 100% Applied Terrestrial Ecology (ENV09101)

TR2 100% Environmental Toxicology (ENV09105)

TR1 100% Fisheries Biology (ENV10101)

TR1 100% Advances in Aquatic Science (ENV10104)

TR1 100% Biodiversity: Pattern and Process (ENV10107)

TR1 100% Foundations of Veterinary Nursing Theory (VET07100)

TR2 100% Application of Small Animal Nursing Care (VET08100)

TR2 100% Veterinary Theatre Nursing and Anaesthesia (VET08101)

TR2 100% Veterinary Nursing Care of Exotic Species (VET09103)

TR2 100% Clinical Care, Rehabilitation and Reintroduction of Wildlife Species (VET09105)

TR1 100% Specialised Veterinary Nursing (VET10100)

TR1 97% Veterinary and Scientific Ethics (VET08109)

TR1 97% Diagnostics for Veterinary Nurses (VET08102)

TR1 94% Life on Earth (ENV07100)

TR2 93% Clinical Care of Exotic Species (VET08108)

TR1 93% Advances in Animal Behaviour (ENV10102)

TR2 93% Life of Mammals (ENV09100)

19

Animal and Plant Science Cont. TR1 91% Practical Biology 3 (ENV08103)

TR1 91% Population and Community Ecology (ENV09103)

TR1 90% Veterinary Pathology (VET08104)

TR2 89% Scientific Enquiry (ENV07101)

TR2 87% Physiology and the Environment (ENV08101)

TR2 87% Animal Behaviour (ENV08100)

TR2 87% Animals in Society (VET09101)

TR1 83% Freshwater Biology (ENV09102)

TR1 81% Emergency and Critical Care for Veterinary Nurses (VET10106)

TR1 77% Environmental Management (ENV10103)

TR1 55% Principles of Small Animal Care (VET07102)

TR1 52% Veterinary Anatomy and Physiology (VET07101)

TR2 52% Marine Biology (ENV09104)

TR2 44% Equine Veterinary Nursing (VET09106)

TR2 33% Veterinary Science in Action (VET07105)

Biomedical Science TR2 100% Biology of Disease (BMS08100)

TR1 97% Molecular Genetics (BMS09103)

TR1 95% Applications of Molecular Biology (MIC10105)

TR2 94% Clinical Biochemistry (BMS09105)

TR2 92% Immunology (BMS09100)

TR1 89% Biochemistry (BMS08101)

TR2 89% Cell Biology: Structure and Function (BMS07109)

TR2 82% Pharmacology & Pathophysiology (BMS09101)

TR1 79% Cellular and Molecular Pathology (BMS10104)

TR1 67% Comparative Anatomy and Physiology (BMS07107)

TR1 63% Cellular and Molecular Immunology (BMS10106)

TR1 49% Foundations in Science (BMS07106)

Microbiology & Drug Discovery

TR1 100% Forensic Toxicology (BMS10101)

TR1 100% Case File Interpretation and Court Room Evidence (BMS10105)

TR1 100% Medical Microbiology (MIC09100)

20

Microbiology & Drug Discovery Cont.

TR1 100% Biotechnology - Industry and Environment (MIC10102)

TR2 83% Food Microbiology & Biotechnology (MIC09103)

TR2 81% Introductory Microbiology (MIC07100)

TR2 78% Environmental Microbiology (MIC09102)

TR1 73% Microbiology (MIC08101)

TR2 69% Microbes and Man (MIC08100)

TR1 53% Scientific Communication - Dissertation and Statistics (MIC09101)

TR1 36% Forensic Genetics and DNA Profiling (BMS10100)

Psychology TR2 100% Introduction to Educational Psychology (PSY08105)

TR1 100% Counselling Psychology (PSY09104)

TR1 98% Individual Differences 2 (PSY09103)

TR2 96% Cognitive Psychology 1 (PSY08101)

TR1 96% Critical Psychology (PSY10104)

TR2 95% Forensic Psychology 1 (PSY09113)

TR2 95% Brain and Cognition (PSY09114)

TR1 94% Biological Foundations of Behaviour (PSY08103)

TR1 94% Forensic Psychology 2 (PSY10112)

TR1 90% Introduction to Psychology (PSY07103)

TR2 90% Psychology of Lifespan Development (PSY10105)

TR2 90% Abnormal Psychology (PSY10107)

TR1 88% Psychology of Child Development (PSY08100)

TR2 88% Social Psychology 1 (PSY07101)

TR1 87% Researching Psychology 2 (PSY08104)

TR2 86% Individual Differences 1 (PSY07100)


TR1 83% Organisational Psychology (PSY10113)

TR2 77% Work Psychology (PSY09101)

TR1 58% Social Psychology 2 (PSY09106)


Social Science TR1 100% Introduction to the Criminal Justice System in the UK (SSC08104)

21

Social Science Cont. TR2 100% Youth, Crime and Deviance (SSC08105)

TR2 100% Criminological Theory (SSC08106)

TR2 100% Interpreting Scottish History (SSC08111)

TR1 100% Social and Cultural Landscapes (SSC09102)

TR2 100% Environment, Politics and Society (SSC09104)

TR2 100% Sexuality and Gender (SSC09105)

TR1 100% Crime, Control and Punishment (SSC09108)

TR1 100% Violence and Society (SSC09113)

TR1 100% Sociology of Medicine, Health and Illness (SSC09115)

TR2 100% Science, Technology and Society (SSC10116)

TR2 97% Researching the Social Sciences (SSC09110)

TR2 96% Introduction to Criminology (SSC07104)

TR1 96% Politics in British Society (SSC08101)

TR1 96% Comparative & International Criminology (SSC10107)

TR1 96% Nature, Culture and Ethics (SSC10117)

TR2 96% Society, Space and Place (SSC08100)

TR1 94% Preparation for Honours Project (SSC10115)

TR1 94% Victimisation and Victimology (SSC10113)

TR1 92% Understanding Social Science Research (SSC07103)

TR1 92% Social Identities (SSC10102)

TR1 92% Contemporary British History (SSC07100)

TR2 92% History of Crime, Correction & Reform (SSC09112)

TR2 89% Surveillance & Society (SSC10112)

TR2 88% Sociological Theory (SSC08103)

TR1 78% Introduction to Sociology 1 (SSC07101)

TR2 67% Understanding Social Change (SSC07102)

TR1 66% Quantitative Research (SSC08108)

Sport Exercise and Health Science

TR1 100% Exercise Training for Sports Performance (SES07100)

TR2 100% Skill Acquisition: Motor Learning & Control (SES07106)

TR2 100% Principles of Coaching (SES08104)

22

Sport Exercise and Health Science Cont.

TR1 100% Sports Injury Rehabilitation (SES09100)

TR1 98% Anatomy and Physiology for Sport and Exercise Science (SES07105)

TR2 97% Foundations of Sport and Exercise Science (SES07101)

TR2 95% Sport, Exercise and Wellbeing (SES07107)

TR1 95% Sport and Health Nutrition (SES08108)

TR1 94% Analysis of Sports Performance (SES10106)

TR2 89% Intermediate Biomechanics (SES09109)

TR1 89% Advanced Exercise Physiology (SES10120)

TR2 87% Introduction to Exercise Physiology (SES08106)

TR2 85% Introduction to Sport and Exercise Psychology (SES08103)

TR2 85% Growth, Maturation and Exercise (SES09104)

TR1 82% Introduction to Biomechanics (SES08105)

TR1 75% Health, Lifestyle and Exercise Behaviour (SES10110)

TR1 71% Scientific Analysis of Human Movement (SES10108)

TR1 59% The Research Process in Sport and Exercise (SES08102)

TR2 58% Intermediate Sport Psychology (SES09108)

TR1 58% Intermediate Exercise Physiology (SES09102)

TR2 57% Volunteering and Employability (HSS08100)

TR1 51% Scientific Review and Statistics (SES09119)

TR1 41% Application of Science to Sport and Exercise (SES07102)

1


School Engineering & the Built Environment – Undergraduate


August 2018

2

Contents


Page – 3 - 4

Appendix 1 - Undergraduate Student Satisfaction Supporting Data Table 1 - NSS 3 year trend Table 2 - NSS Benchmarking – Question by Quartile Chart 1 & 2 - NSS 2018 Analysis of Verbatim Comments Table 3 - NSS 2018 – Results by Course Table 4 - NSS Course Subject Mapping Table 5 – NSS 2018 – Results by Subject Table 6 - NSS Response Rates Table 7 - Module Evaluation Results - Trimester 1 & 2 2017/18

Pages 5 - 20

3

Top 3 areas of focus for SEBE based on student experience survey findings – Undergraduate

1. Organisation & Management (organisation and running of course). 2. Assessment & Feedback (particular focus on clear and fair marking criteria and timely feedback). 3. Academic Support (particular focus on good advice for study choices).

Analysis of Results

Trend Analysis

When considering the trend of NSS satisfaction scores within SEBE there are high levels of inconsistency with very few factors showing a consistent direction of travel across multiple years. This suggests that improvements which are being made in response to results from individual years are not being maintained over a sustained period of time. Often scores will decline after a year of improvement resulting in additional resource requirements in future years to improve scores again.

Results from students within SEBE at Edinburgh Napier have been compared with the UK within relevant subject areas to identify which quartile the Edinburgh Napier scores sit within. When considering overall satisfaction Edinburgh Napier sits within the 4th quartile for the following subjects areas: General Engineering and Architecture but is in the 2nd quartile for Building.


A number of areas are highlighted in the NSS, which SEBE could focus on to improve their overall scores and improve their ranking among UK institutions who also offer relevant subjects. Within each of the overall sections covered by the NSS there are areas where improvements could contribute to increased overall levels of satisfaction.

o Teaching & Learning – All factors which can be compared over a 3 year period in this section have experienced declining scores. Between 2017 and 2018 all factors have also decreased. The factor relating to staff being good at explaining things has experienced the largest decrease when compared over a 3 year period. The verbatim comments offer insight into some of the feedback from students on their teaching & learning experience and some areas where their experience could be enhanced.

o Learning Opportunities – Learning opportunities was a new section in the 2017 questionnaire. When results between 2017 and 2018 are compared the majority of factors have fallen with the other factor remaining consistent.

o Assessment and & Feedback – SEBE has declined in the majority of factors measured under this heading when compared over a 3 year period. The largest decrease in score relates to fair marking criteria. When results between 2017 and 2018 only are compared there has been a decrease in all scores in this section. More in depth information can be gained from

4

the verbatim comments where the perceived lack of fairness in marking group work has been mentioned. The lack of timely and clear feedback has also been mentioned.

o Academic Support – SEBE has declined in the majority of factors measured under this heading when compared over a 3 year period. The largest decline in score relates to good advice for study choices. When year on year results between 2017 and 2018 are compared there has been an increase in score for being able to contact staff. However both sufficient guidance being received on the course and good advice on study choices have experienced year on year declining scores over the entire 3 year period.

o Organisation & Management – SEBE has declined in all factors measured under this heading when compared over a 3 year period. The largest decline in score was for the organisation and smooth running of the course. Scores for this factor have dropped year on year over the 3 year period. The verbatim comments provide more insight into some of the student concerns in this area. Some of the issues raised include disruptions due to staff leaving the university and classes being cancelled as a result.

o Learning Resources – SEBE has experienced declining scores in the majority of factors measured under this heading when compared over a 3 year period. Access to course specific resources is the only factor under this heading to experience an increase in score and this score has increased year on year over the 3 years.

o Learning Community – Learning community was a new section in the 2017 questionnaire. SEBE has experienced declining scores in each of the factors measured under this heading between 2017 and 2018.

o Student Voice – Student voice was a new section in the 2017 questionnaire. The majority of scores in this section have experienced year on year decline with a marginal increase when considering student feedback being acted on. However the overall score for acting of student feedback remains very low.





5


Table 1 – NSS 3 Year Trend SEBE 2016 – 2017 (new questionnaire introduced in 2017)

Statement

2016 (%)

2017 (%)

2018 (%)


Teaching


92 82 87 n/a

92 85 88 80

83 79 82 74


n/a



n/a n/a n/a

79 82 72

71 82 66

n/a n/a n/a



74 80* 51* 63*

69 77 66 64

64 67 55 58

Declined Declined Improved Declined

Academic Support


87 83* 79*

85 79 68

89 75 67

Improved Declined Declined



77 85* 79

73 80 77

59 84 74


Learning Resources


94* 93* 85*

88 89 87

91 90 88

Declined Declined Improved

Learning Community


n/a n/a

70 93

64 87

n/a n/a


n/a n/a n/a 65*

83 68 50 52

78 68 51 55

n/a n/a n/a

Declined



6

Table 2 (a) NSS Benchmarking – General Engineering at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








7

Table 2 (b) NSS Benchmarking – Civil Engineering at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








8

Table 2 (c) NSS Benchmarking – Architecture at Edinburgh Napier Question by Quartile Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








9

Table 2 (d) NSS Benchmarking – Building at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








10

NSS 2018 – Analysis of Verbatim Comments - SEBE

Key issues raised by the verbatim feedback in the 2018 NSS for SEBE to address:

Clear communication of arrangements, and appropriate cover, for teaching staff who have left the institution. Timely availability of exam marks. Provision of timely and actionable feedback. Consideration of response times to student emails. Clarity to be provided on the marking criteria used across the school, with particular focus on group work. Consideration of the allocation of supervisors for dissertation projects. Consideration of the physical teaching spaces and the use of appropriate rooms. Consideration of contact hours and alternative ways to create a community among students within the School.

11

SEBE Feedback (Charts 1&2) The charts below show how the comments were broken down by key theme. Comparison has also been made with the 2017 NSS


35%31%

28%

20%17%

11%

31%28%

37%

14%

25%

7%

Organisation Teaching Course Content Assessment & Feedback Facilities University Experience

Negative Feedback

2018 2017

58%

38% 36%

22%

9%5%

50% 49%

30%

18%

5% 3%


Positive Feedback

2018 2017

12

SEBE Negative Feedback - Specific Issues Commented Upon


Feedback not provided. Timeliness of feedback. Group work has a negative impact on

assessment grading. Marking criteria – particularly in terms of

group work marking. Delay in receiving exam results. Lack of clarity in feedback.

Lack of contact hours. Lack of modules on some required

software. Not all modules seemed relevant to the

degree. Lecture materials not always helpful.

Lack of time within the university. Lack of placement opportunities. Lack of societies and opportunities for

students to come together.


Lack of student support services. Not enough course related books within

the library. Issues with some physical facilities on

campus and the lack of course based equipment.

Example of a room being too small for the number of students (H5 Merchiston), students sitting on the floor.

Access to certain tools and machines is difficult.

High levels of disorganisation. A number of disruptions due to staff

leaving the University. Lack of communication at these times.

Lack of replacements for staff who have left and examples of replacement lecturers who were not familiar with the subject.

Unclear how to get in touch with some member of staff and lack of responses to emails.

Examples of classes being cancelled due to lack of teaching staff.

Lack of student interaction from some lecturers.

Number of lecturers lacking passion and enthusiasm.

Some students left feeling that they are only a statistic.

Not all lectures receptive to being asked questions.

Supervisors who are not related to the dissertation subject area.

13


NSS Q

BSc Architectural Technology

BEng Civil Engineering

BSc Civil Engineering

BSc Quantity Surveying

BEng Energy &

Environmental Engineering

BEng Mechanical Engineering

1 85 88 90 92 48 81

2 69 83 80 83 74 79

3 85 90 70 75 78 81

4 77 76 80 75 74 71

5 85 76 90 75 52 65

6 100 88 80 92 70 71

7 92 74 70 83 52 56

8 77 69 90 100 35 48

9 85 64 90 100 36 58

10 69 67 60 100 18 38

11 77 76 80 83 30 33

12 100 90 100 100 74 81

13 77 88 90 83 43 65

14 67 63 70 83 48 67

15 77 81 70 92 13 40

16 77 90 80 100 83 83

17 77 93 89 100 48 60

18 85 98 100 83 78 96

19 69 93 100 100 87 98

20 85 93 80 92 83 89

21 62 69 90 83 57 64

22 85 93 90 92 87 96

23 85 71 78 92 57 87

24 69 67 100 83 43 64

25 69 60 33 75 26 49

26 67 61 67 82 45 60

27 77 90 70 83 43 72

14



General engineering

BENG (HONS) ELECTRICAL ENGINEERING F/T

BENG (HONS) ELECTRICAL ENGINEERING P/T

BENG (HONS) ELECTRONIC AND ELECTRICAL ENGINEERING F/T

BENG (HONS) ELECTRONIC ENGINEERING

BENG (HONS) ENERGY AND ENVIRONMENTAL ENGINEERING F/T

BENG (HONS) ENGINEERING WITH MANAGEMENT F/T

BENG (HONS) ENGINEERING WITH MANAGEMENT P/T

BENG (HONS) MECHANICAL ENGINEERING F/T

BENG (HONS) MECHANICAL ENGINEERING P/T

BENG (HONS) MECHATRONICS F/T

BENG (HONS) POLYMER ENGINEERING F/T

BSC (HONS) PRODUCT DESIGN ENGINEERING F/T

MENG MECHANICAL ENGINEERING F/T

Civil engineering

BENG (HONS) CIVIL AND TRANSPORTATION ENGINEERING F/T

BENG (HONS) CIVIL ENGINEERING F/T

BSC (HONS) CIVIL ENGINEERING F/T

MENG CIVIL ENGINEERING F/T

Architecture BSC (HONS) ARCHITECTURAL TECHNOLOGY F/T

Building

BSC (HONS) BUILDING SURVEYING F/T

BSC (HONS) CONSTRUCTION AND PROJECT MANAGEMENT F/T

BSC (HONS) CONSTRUCTION AND PROJECT MANAGEMENT P/T

BSC (HONS) PROPERTY DEVELOPMENT AND VALUATION F/T

BSC (HONS) QUANTITY SURVEYING F/T

BSC (HONS) QUANTITY SURVEYING P/T

BSC (HONS) REAL ESTATE SURVEYING

15


NSS Q General Engineering Civil Engineering Architecture Building

1 78 89 85 91

2 77 83 69 85

3 83 87 85 74

4 72 77 77 76

5 63 77 85 82

6 77 87 100 85

7 56 74 92 76

8 51 72 77 88

9 56 70 85 94

10 39 66 69 82

11 38 77 77 82

12 83 92 100 97

13 66 89 77 82

14 66 65 67 75

15 38 77 77 91

16 80 87 77 94

17 61 92 77 91

18 88 98 85 88

19 91 92 69 91

20 86 91 85 88

21 61 72 62 65

22 85 92 85 88

23 75 73 85 91

24 63 73 69 79

25 41 54 69 71

26 49 61 67 61

27 67 85 77 85

16


2018 2017 2016 2015

SEBE 75% 81% 80% 71%

Table 7 – Module Evaluation Survey 2017/18 – Trimester 1 & 2– Overall Satisfaction Scores by Module (UG)




Building and Surveying

TR2 100% Architectural Technology 1 (BSV07101)

TR1 100% Design Information Technology 1 (CAAD 1) (BSV07105)

TR2 100% Quantity Surveying 1 (BSV08101)

TR2 100% Valuation 1 (BSV08102)


TR2 100% Construction Cost Procedures (BSV08110)

TR1 100% Research and Innovation (BSV08114)

TR1 100% Surveying 3 (BSV09101)

TR1 100% Quantity Surveying 2 (BSV09103)


TR1 100% Planning & Development 2 (BSV09108)

TR2 100% Investment Appraisal (BSV09112)

TR2 100% Building Control and Fire Engineering (BSV09113)

TR2 100% Building Services Engineering (BSV09114)

TR2 100% Building Economics 3 (BSV09115)

TR2 100% Planning and Development 3 (BSV09118)



17

Building and Surveying Cont. TR1 98% Construction Management 2 (BSV09100)

TR1 96% Building Engineering and Construction Mathematics (BSV07103)


TR2 91% Construction Cost Studies (BSV07109)

TR1 90% Building Design and Technology 2 (BSV08105)


TR1 90% Property Value Studies (BSV07108)


TR1 88% Sustainable Development (BSV10104)


TR2 87% Construction Project Management 1 (BSV09109)

TR2 85% Construction Management 1 (BSV08106)

TR2 85% Contract Administration and Practice (BSV09111)

TR1 84% Building Design & Technology 1 (BSV07100)

TR1 84% Design Information Technology 2 (CAAD 2) (BSV08108)

TR1 83% Introduction to Modern Architecture (BSV07106)

TR2 75% Building Engineering 2 (BSV08100)

TR2 75% Architectural Practice and Management (BSV10112)


TR1 65% Building Design and Technology 2 (AT) (BSV08112)

TR1 64% Development Appraisal (BSV09104)

TR2 63% Construction Project Management 2 (BSV10105)

TR1 61% Building Design and Technology 3 (BSV09102)

TR1 58% Project Evaluation (BSV10100)


TR2 45% Property and Construction Business Law (BSV07104)

Civil and Transportation

TR2 100% Civil Engineering Materials (CTR07100)

TR1 100% Construction Engineering (CTR07102)

TR2 100% Soil Mechanics (CTR08110)

TR2 100% Water Engineering (CTR09111)

18

Civil and Transportation Cont. TR1 100% Transport Engineering (CTR09126)

TR1 100% Construction Methods (CTR09131)

TR2 100% Applied Structural Design 2 (CTR10106)

TR2 100% Construction Law and Contracts (CTR10111)

TR1 98% Railway Engineering (CTR10129)

TR2 97% Structural Engineering 2 (CTR10112)

TR2 96% Construction Surveying (CTR07101)

TR2 91% Structural Engineering 1 (CTR09114)

TR1 88% Principles of Civil Engineering (CTR07103)

TR1 87% Structural Analysis and Design (CTR08101)

TR2 86% Principles of Civil Engineering (CTR07103)

TR1 82% Geotechnics 3 and Geoenvironmental Engineering (CTR10626)

TR1 81% Geotechnics 3 and Geoenvironmental Engineering in Practice (CTR10125)

TR1 76% Civil Engineering Principles and Materials 2 (CTR08108)

TR1 74% Geotechnics 2 in Practice (CTR09130)

TR2 73% Water Resources Engineering (CTR09109)

TR2 67% Integrated Engineering Design 1 (CTR10130)

TR1 55% Civil Engineering Materials (CTR07100)

TR2 27% Project Management (CTR08107)

Electronics Electrical and Mathematics

TR2 100% Electrical and Electronic Principles (ELE07109)

TR1 100% Circuit Realisation (ELE08110)

TR2 100% Electrical Systems (ELE09100)

TR1 100% Transmission and Networks (ELE10101)

TR2 94% Further Intermediate Mathematics (ELE08104)

TR1 93% Electrical Supply (ELE09103)

TR1 91% Foundation Mathematics (ELE07102)

TR1 91% Mathematical Methods II (ELE08109)

TR1 87% Engineering Skills (ELE07111)

TR2 85% Integrated Engineering Design (ELE09114)

TR2 85% Electronic Devices & Circuits (ELE08100)

19

Electronics Electrical and Mathematics Cont. TR1 83% Foundation Mathematics A (ELE07103)

TR1 83% Electrical Engineering (ELE08101)

TR2 83% Power Systems (ELE10104)

TR2 82% Electronic Drives (ELE10106)

TR2 81% Mathematical Methods I (ELE07110)

TR2 81% Circuit Realisation (ELE08110)

TR2 77% Engineering Electronics (ELE10112)

TR1 75% Engineering Applications - Electrical and Electronic (ELE09104)

TR1 67% Electronic Systems (ELE09102)

TR1 59% Electrical Machines (ELE10102)

TR1 50% Embedded Systems (ELE10111)

TR2 14% Signal Processing (ELE09113)

Mechanical Materials and Manufacturing Management

TR2 100% Applied Robotics (MEC09110)

TR2 100% Management for Engineers 2 (MEC09118)

TR1 100% Advanced Control (MEC10104)

TR1 100% Industrial Automation (MEC10112)

TR2 100% Manufacturing Systems Engineering (MEC10116)

TR1 96% Materials and Manufacture 2 (MEC09104)

TR2 94% Materials and Manufacture (MEC08100)

TR1 93% Mechanics (MEC10106)

TR1 91% Renewable Energy and Sustainability (MEC09117)

TR2 90% Project Management (MEC09114)

TR2 86% Dynamics (MEC10107)

TR1 86% Plastics Product Design (MEC09100)

TR2 83% Energy Systems Design (MEC09122)

TR1 82% Programmable Control Engineering (MEC09109)


TR1 73% Manufacturing Systems (MEC09112)

TR2 72% Mechanical Principles (MEC07106)

TR2 72% Engineering Design (MEC09130)

20

Mechanical Materials and Manufacturing Management Cont.

TR1 71% Design and Development 2 (MEC09108)

TR1 70% Fluid Mechanics (CTR08100)

TR1 67% Advanced Energy Systems 1 (MEC10110)

TR2 59% Building Services Engineering B (MEC10114)

TR1 53% Mechanics and Thermofluids (MEC08102)


TR2 46% Engineering Applications Mechanical (MEC09107)


TR2 42% Future Technologies and Design (MEC10111)

TR1 33% Building Services Engineering A (MEC10113)

TR2 33% Advanced Energy Systems 2 (MEC10115)

TR2 22% Control Measurement and Instrumentation (MEC08106)

TR1 7% Engineering Design and CAD (MEC08101)

TR1 6% Computer Aided Engineering (MEC10108)

1


School of Health & Social Care - Undergraduate


August 2018

2

Contents


Page – 3 - 4

Appendix 1 - Undergraduate Student Satisfaction Supporting Data Table 1 - NSS 3 year trend 3 Table 2 - NSS Benchmarking – Question by Quartile Chart 1 & 2 - NSS 2018 Analysis of Verbatim Comments Table 3 - NSS 2018 – Results by Course Table 4 - NSS Course Subject Mapping Table 5 – NSS Results by Subject Table 6 - NSS Response Rates Table 7 - Module Evaluation Results - Trimester 1 & 2 2017/18

Pages 5 - 15

3

Top 3 areas of focus for SHSC based on student experience survey findings – Undergraduate

1. Organisation & Management (particular focus on course organisation and communication of changes). 2. Teaching & Learning (particular focus on intellectual stimulation). 3. Assessment & Feedback (particular focus on clear and fair marking criteria).

Analysis of Results

Trend Analysis

When considering the trend of NSS satisfaction scores within SHSC there are high levels of inconsistency with very few factors showing a consistent direction of travel across multiple years. This suggests that improvements which are being made in response to results from individual years are not being maintained over a sustained period of time. Often scores will decline after a year of improvement resulting in additional resource requirements in future years to improve scores again.

Results from students within the Nursing subject area at Edinburgh Napier have been compared with the UK to identify which quartile the Edinburgh Napier scores sit within. When compared over a 3-year period Edinburgh Napier has seen an increase in the number of individual question areas within the NSS which are ranked in the 4th quartile at a UK level.


A number of areas are highlighted in the NSS, which SHSC could focus on to improve their overall scores and improve their ranking among UK institutions who also offer Nursing. Within each of the overall sections covered by the NSS there are areas where improvements could contribute to increased overall levels of satisfaction.

o Teaching & Learning – All factors in this section which can be compared over a 3 year period have declined. The intellectual stimulation of the courses has fallen furthest. This factor has also fallen the furthest when scores between 2017 and 2018 only are compared. The verbatim comments offer insight into some of the feedback from students on their teaching & learning experience, lack of interest and engagement from some staff and lack of engaging teaching are some of the comments which have been made under this heading.

o Learning Opportunities – Learning opportunities was a new section in the 2017 questionnaire. However the scores for all the factors in this section have fallen between 2017 and 2018.

o Assessment and & Feedback – SHSC has declined in all of the factors measured under this heading when compared with over a 3 year period. The largest falls in score relate to fair and clear marking criteria. When results are compared between 2017 and 2018 each factor has also declined with timely feedback showing the largest year on year fall.

4

o Academic Support – SHSC has declined in all the factors measured under this heading when compared over a 3 year period. The largest fall in score relates to sufficient advice and guidance on the course. All factors in this section have experienced consistently declining scores over the 3 year period.

o Organisation & Management – SHSC has declined in all the factors measured under this heading when compared over a 3 year period. The largest fall in score relates to the effective communication of changes. The verbatim comments provide more insight into some of the student concerns in this area. Some of the issues raised include changes in the course not being clearly communicated, staff providing conflicting information and student feedback not being addressed.

o Learning Resources – SHSC has declined in all of the factors measured under this heading when compared over a 3 year period. IT resources have experienced the largest decline in this section.

o Learning Community – Learning community was a new section in the 2017 questionnaire. When scores are compared between 2017 and 2018 both have fallen, with students feeling they are part of a community of staff and students showing the largest decline.

o Student Voice – Student voice was a new section in the 2017 questionnaire. All factors in this section have declined between 2017 and 2018. The largest decline is relates to students considering the staff value their views on the course.


Results by course (where available) within the NSS show a marked variation in overall satisfaction scores. Within the NSS results, there is a 73% difference between the courses with the highest overall satisfaction compared with the course with the lowest satisfaction rating.



5


Table 1 – NSS 3 Year Trend SHSC 2016 – 2018 (new questionnaire introduced in 2017)

Statement

2016 (%)

2017 (%)

2018 (%)


Teaching


86 84 85 n/a

84 81 83 82

67 66 61 63


n/a



n/a n/a n/a

80 83 91

62 68 72

n/a n/a n/a



76 71* 68* 63*

70 62 75 64

54 51 55 49

Declined Declined Declined Declined

Academic Support


87 80* 74*

84 76 69

76 59 56




50 75* 71

40 72 61

19 58 30


Learning Resources


95* 96* 89*

92 95 93

82 92 84


Learning Community


n/a n/a

65 88

51 79

n/a n/a


n/a n/a n/a 62*

87 70 47 52

78 55 44 45

n/a n/a n/a

Declined



6

Table 2 – NSS Benchmarking - Nursing at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








7

NSS 2018 – Analysis of Verbatim Comments - SHSC

Key issues raised by the verbatim feedback in the 2018 NSS for SHSC to address:

Organisation and management issues specifically: o Consistent and effective staff / student communication is required. o When course changes are being made these should be communicated effectively to students and they should be

given the details of the reasons for the changes. o Timely availability of timetables and placement details.

Clarity on when exam results will be available. Provision of actionable and supportive feedback. Consideration of response times to student emails. Clarity to be provided on the marking criteria used across the school, with particular focus on the same criteria being

followed by different staff members. Consideration of the online learning environment and how student desire for more face to face contact can be incorporated

to enhance the sense of community and belonging among students. Review the modules which run alongside placements to ensure the workload is manageable for students. Consideration of the placement experience and the associated students concerns with placements.

8

SHSC Feedback (Charts 1&2) The charts below show how the comments were broken down by key theme. Comparison has also been made with the 2017 NSS


67%

40%

22% 21%

6% 5%

52%

27% 28%

17%11%

4%

Organisation Course Content Assessment & Feedback Teaching University Experience Facilities

Negative Feedback

2018 2017

52%

43%

15% 13%8%

2%

48%

33%

18% 16%

3% 3%

Teaching Course Content Facilities University Experience Organisation Assessment & Feedback

Positive Feedback

2018 2017

9

SHSC Negative Feedback - Specific Issues Commented Upon


Marking criteria inconsistent between lecturers.

Feedback not constructive and does not help the student improve.

Feedback can undermine the student. Lack of feedback on exams. Feedback not always timely. Exam results issued late / lack of clarity in

terms of when they were due. Lack of clarity in what was required for

assessments.

Lack of skills / knowledge taught so students do not feel prepared for the job market.

Students not informed of course changes prior to starting the course.

Lack of pharmaceutical and anatomy content.

More teaching on medical knowledge required.

Feeling that placement allocation is not always fair.

Lack of experience gained from placement / lack of rotation in placements.

Placement experiences which are not relevant to the course.

Lack of required skills taught in University so feel unprepared on placements.

Lack of face to face learning. Enhanced mental health content required. Some repetition of content within modules. Some modules not relevant to the course. Some lack of teaching on the practical

elements of nursing. Workloads at University while on

placement can be difficult to manage – unmanageable for some.

Challenging in respect to University workload combined with family circumstances.

High number of students on the course / feeling like a number.

Funding issues through lack of student loans.

Lack of engagement with fellow students.

10

SHSC Negative Feedback - Specific Issues Commented Upon Cont.


More access on online books required. Examples of out of date textbooks. Lack of student support (lack of support for

dyslexia and mental health specifically referenced).

IT issues. Poor online lecture sound quality. Some rooms cold.

Lack of course organisation. Feeling of being ‘guinea – pigs’ for course

changes. Long response times to emails. Changes to course not communicated prior

to starting the course or communicated effectively when they occurred.

Lack of consultation on course changes. Staff communicate conflicting information. Placement / timetables details not provided

in a timely fashion. Negative student feedback not addressed. Frequent classroom changes – these are

not always communicated effectively. Disorganisation in terms of the allocation of

placements. Changes to the course did not happen

smoothly. Lack of ingoing support provided while on

placement.

Lack of face to face teaching. Some classes not very stimulating. Examples of some PDT’s who are not

supportive. Some staff do not seem comfortable with

what they are teaching. Not all staff are supportive. Examples of lectures being read of

PowerPoint slides with no engagement. Some lecturers do not explain topics well. Examples of links for course specific

resources being broken. Some staff unhelpful / rude.

11


NSS Q

Adult Nursing – Shortened Pathway

Bachelor

of Midwifery

Bachelor

of Nursing – Adult

Bachelor

of Nursing – Child

Bachelor of Nursing – Learning Disabilities

Bachelor of Nursing – Mental

Health

Mental Health –

Shortened Pathway

1 47 98 55 70 94 80 69

2 60 95 55 73 87 77 46

3 47 95 50 69 84 66 46

4 40 91 55 72 84 63 31

5 33 95 50 69 84 80 69

6 53 98 60 67 87 71 92

7 67 98 65 80 87 57 69

8 47 77 48 59 52 66 62

9 40 88 41 56 73 49 46

10 40 91 37 63 90 77 85

11 33 91 33 47 84 69 77

12 87 100 69 69 97 80 77

13 67 93 52 55 94 51 31

14 50 86 48 48 82 58 58

15 7 60 12 16 48 3 8

16 40 88 54 67 77 37 23

17 13 77 19 36 61 20 8

18 60 100 76 86 90 82 92

19 87 98 89 92 94 94 100

20 79 100 80 83 93 89 92

21 33 93 39 55 77 51 54

22 67 100 75 81 84 76 85

23 80 93 73 80 87 77 85

24 20 93 46 59 84 54 38

25 13 70 42 46 65 26 8

26 38 66 42 48 48 34 33

27 33 98 39 56 87 47 25

12



Nursing

ADULT NURSING - SHORTENED PATHWAY FOR GRADUATES (ADULT) FT

BACHELOR OF MIDWIFERY F/T

BACHELOR OF NURSING (ADULT) FT

BACHELOR OF NURSING (CHILD) FT

BACHELOR OF NURSING (LEARNING DISABILITIES) F/T

BACHELOR OF NURSING (MENTAL HEALTH) FT

SHORTENED PATHWAY FOR GRADUATES NURSING (MENTAL HEALTH) FT

13


NSS Q Nursing

1 67

2 66

3 61

4 63

5 62

6 68

7 72

8 54

9 51

10 55

11 49

12 76

13 59

14 56

15 19

16 58

17 30

18 82

19 92

20 84

21 51

22 79

23 78

24 55

25 44

26 45

27 51

14


2018 2017 2016 2015

SHSC 81% 75% 78% 73%

Table 7– Module Evaluation Survey 2017/18 – Trimester 1 & 2 – Overall Satisfaction Scores by Module (UG)


Subject Group Name %

Agree Module Name (with Code)

Cancer Collaborative TR1 78% Developing Professionalism (Theory 2a Stem) (NUR07106)

Enduring Conditions and Community Care

TR2 100% Essential Theory and Skills for Adult Health Practice (B) - Theory 3B (ADN08118)

TR2 94% Essential Theory and Skills for Learning Disability Practice - Theory 3B (LDN08118)

TR2 87% Foundations of Health and Well-Being (Theory 1b Generic) (NUR07105)

TR1 84% Essential Theory and Skills for Adult Health Practice (A) - Theory 3A (ADN08117)

TR1 82% Essential Theory and Skills for Child Health Practice - Theory 3A (CHN08118)

TR1 78% Essential Theory and Skills for Learning Disability Practice - Theory 3A (LDN08117)

TR1 75% Foundations of Health and Well-Being (Theory 1a Generic) (NUR07104)

TR2 74% Developing Professionalism (Theory 2b Stem) (NUR07107)

TR2 71% Essential Theory and Skills for Child Health Practice - Theory 3B (CHN08119)

Generic TR2 100% Management of Psychosocial Issues in Long-Term Conditions (NMS09146)

TR1 100% Reproductive Health Theory for Practice (NMS09161)

TR1 37% Critical Perspectives of Mental Health - Theory 5 B Mental Health (MHN09117)

Mental Health and Learning Disability

TR1 100% Substance Misuse Over the Lifespan (MHN09103)

TR1 92% Essential Theory and Skills for Mental Health Practice A - Theory 3A (MHN08114)

TR1 86% Critical Perspectives of Mental Health - Theory 5a (MHN09113)

TR2 74% Essential Theory and Skills for Mental Health Practice B -Theory 3 B (MHN08115)

15

Mental Health & Learning Disability Cont. TR1 33% Mentorship in Practice (NMC Requirements) (NMS09126)

Midwifery and Child Health TR1 100% Antenatal and Postnatal Midwifery Care (MID07113)

TR2 100% Evidence base for normal labour and birth (1) (MID07115)

TR1 88% Introduction to Professional Midwifery Practice (MID07114)

TR1 86% Integrated Health and Social Care and Midwifery (MID08117)

TR2 83% Midwifery Care in Challenging Circumstances (MID09117)

TR2 82% Medical Disorders and the Midwife (MID08119)

TR1 81% The Science of Midwifery (MID07112)

TR1 25% Evidence Base for Contemporary Midwifery Practice (MID09124)

Population and Public Health TR2 14% Effective Interagency Working in Healthcare B - Theory 4 B (Generic) (NUR08102)

TR1 12% Effective Interagency working in Healthcare A – Theory 4A (Generic) (NUR08101)

Protecting and Enhancing Equality TR1 60% Child Protection (HSC09100)

Transforming Education and Practice TR1 97% Critical Perspectives of Child Health - Theory 5a Child Health (CHN09119)

TR1 96% Critical Perspectives of Adult Health [A] - Theory 5A (ADN09134)

TR1 81% Critical Perspectives of Child Health Theory 5b (CHN09120)

TR1 80% Foundations of health and well-being {Bridging} (Theory 1a Generic) (NUR10101)

TR1 71% Theory 5 A - Critical Perspectives of Learning Disability (LDN09113)

TR1 41% Critical Perspectives of Adult Health [B] - Theory 5B (ADN09135)

TR2 34% Effective Leadership in Healthcare - Theory 6 Stem (NUR09120)

TR1 0% Critical Perspectives of Learning Disability – Theory 5B (LDN09114)

1


School of Computing – Undergraduate


August 2018

2

Contents


Page – 3 - 4

Appendix 1 - Undergraduate Student Satisfaction Supporting Data Table 1 - NSS 3 year trend Table 2 - NSS Benchmarking – Question by Quartile Chart 1 & 2 - NSS 2018 Analysis of Verbatim Comments Table 3 - NSS 2018 – Results by Course Table 4 - NSS Course Subject Mapping Table 5 – NSS Results by Subject Table 6 - NSS Response Rates Table 7 - Module Evaluation Results - Trimester 1 & 2 2017/18

Pages 5 - 16

3

Top 3 areas of focus for SoC based on student experience survey findings – Undergraduate

1. Teaching & Learning (particular focus on staff making the subject interesting). 2. Assessment & Feedback (particular focus on clear and fair marking criteria and provision of timely feedback). 3. Organisation & Management (particular focus on the organisation and smooth running of the course and effective

communication of any changes).

Analysis of Results

Trend Analysis

When considering the trend of NSS satisfaction scores within SoC there are high levels of inconsistency with very few factors showing a consistent direction of travel across multiple years. This suggests that improvements which are being made in response to results from individual years are not being maintained over a sustained period of time. Often scores will decline after a year of improvement resulting in additional resource requirements in future years to improve scores again.

Results from students within the Computing subject area at Edinburgh Napier have been compared with the UK to identify which quartile the Edinburgh Napier scores sit within. When compared with 2017 Edinburgh Napier has seen an increase in the number of individual question areas within the NSS which are ranked in the 1st and 2nd quartile at a UK level.


A number of areas are highlighted in the NSS, which SoC could focus on to improve their overall scores and improve their ranking among UK institutions who also offer Computing. Within each of the overall sections covered by the NSS there are areas where improvements could contribute to increased overall levels of satisfaction.

o Teaching & Learning – The factor relating to staff making the subject interesting has experienced the largest decline over a 3 year period, despite a slight increase between 2017 and 2018. It will be important to maintain and grow satisfaction in this area. The intellectual stimulation of the course has improved slightly over a 3 year period with a noticeable increase between 2017 and 2018. The verbatim comments offer insight into some of the feedback from students on their teaching & learning experience, lack of preparation for lectures and lack of support as part of the dissertation process are some of the comments which have been made under this heading.

o Learning Opportunities – Learning opportunities was a new section in the 2017 questionnaire. When considering results between 2017 and 2018 SoC has experienced increased scores for each factor in this section.

o Assessment and & Feedback – SoC has declined in the majority of factors measured under this heading when compared over a 3 year period. The largest falls in score relate to clear marking criteria and fair marking criteria, this is despite

4

increases between 2017 and 2018. It will be important to maintain and grow satisfaction in these areas. The majority of factors under this heading are within the 3rd quartile when compared with the UK as a whole.

o Academic Support – SoC has declined in all the factors measured under this heading when compared over a 3 year period despite increases in each factor when compared with 2017. The largest 3 year fall in score relates to advice and guidance received on the course, however when year on year figures are considered this same factor has the largest increase in score. Again it will be important to maintain and grow satisfaction in these areas.

o Organisation & Management – SoC has declined in the majority factors measured under this heading when considered over a 3 year period. The largest fall in score relates to the organisation and smooth running of the course, despite a very marginal increase between 2017 and 2018. The verbatim comments provide more insight into some of the student concerns in this area. Some of the issues raised include poor communication lack of timely replies to emails. Computing at Edinburgh Napier is in the 3rd quartile in the UK for the factor relating to effective communication of changes.

o Learning Resources – SoC has declined in the majority of factors measured under this heading when compared over a 3 year period. The factors relating to IT resources and Library resources have consistently declined over the 3 year period. Access to course specific resources has experienced an improved score and this has consistently improved over the 3 year period. Despite this IT resources and access to course specific resources are both in the top quartile within the UK.

o Learning Community – Learning community was a new section in the 2017 questionnaire. Between 2017 and 2018 all factors have experienced increased scores in this section. However Computing at Edinburgh Napier is ranked in the 4th quartile in the UK for students feeling part of a community.

o Student Voice – Student voice was a new section in the 2017 questionnaire. Between 2017 and 2018 all factors have experienced increased scores in this section However Computing at Edinburgh Napier is ranked in the 4th quartile in the UK for acting on student feedback.


Results by course (where available) within the NSS show a degree of variation in overall satisfaction scores. Within the NSS results, there is a 20% difference between the course with the highest overall satisfaction compared with the course with the lowest satisfaction rating.



5


Table 1 – NSS 3 Year Trend SoC 2016 – 2018 (new questionnaire introduced in 2017)

Statement

2016 (%)

2017 (%)

2018 (%)


Teaching


93 89 83 n/a

87 76 74 75

89 78 84 73


n/a



n/a n/a n/a

69 73 75

76 79 81

n/a n/a n/a



87 83* 68* 67*

71 69 58 60

74 73 63 69

Declined Declined Declined Improved

Academic Support


90 88* 84*

82 69 65

86 78 70




83 84* 82

65 77 72

66 87 72

Declined Improved Declined

Learning Resources


94* 94* 84*

92 81 89

89 80 92


Learning Community


n/a n/a

47 78

54 85

n/a n/a


n/a n/a n/a 63*

79 61 45 45

87 71 51 46

n/a n/a n/a

Declined



6

Table 2 – NSS Benchmarking - Computing at Edinburgh Napier Question by Quartile

Statement 2016 2017 2018














Academic Support








Learning Resources




Learning Community








7

NSS 2018 – Analysis of Verbatim Comments - SoC

Key issues raised by the verbatim feedback in the 2018 NSS for SoC to address:

Consideration of response times to student emails. Clarity to be provided on the marking criteria used across the school. Ensuring courses provide practical skills and prepare students for the job market / industry. Consideration of the level support provided to all students as part of the dissertation process. Ensure course materials being used are up to date. Consider the relevance of modules within programmes. The experience of coming from college is very successful for some students, however others have some issues. Consider

the level of support for all students. Ensure communication between staff and students is consistent.

8

SoC Feedback (Charts 1&2) The charts below show how the comments were broken down by key theme. Comparison has also been made with the 2017 NSS


35% 35%

22%18% 16%

12%

38%

29%

23%26%

11% 10%

Course Content Organisation Teaching Assessment & Feedback University Experience Facilities

Negative Feedback

2018 2017

42%40%

33%

15%

6%2%

31%

39%

24%

12%16%

1%


Positive Feedback

2018 2017

9

SoC Negative Feedback - Specific Issues Commented Upon


Feedback not provided in a timely manner. Lack of clarity in marking criteria, lack of

consistency in grades.

Examples of course material which is not up to date / lecture slides containing mistakes.

Issues with group work, unfair split of work / too much reliance on group work.

Lack of relevant modules on some courses.

More practical experience required for some courses.

Module content should be linked with what will be required in the employment market.

Some modules not academically stimulating.

Some experienced difficulties when coming from college.

Lack of community among students. Lack of hands-on practical experience in

the course. Lack of engagement from ENSA after some

societies have been established.


Some students have experienced issues with student support.

Accessing lab resources can be difficult. Equipment limited on some courses.

Lack of replies / timely replies to emails. Communication about changes to modules

is not timely. Examples of modules being cancelled. Lack of communication from lecturers on

some parts of the course / rooms changes etc.

Staff members communicating conflicting information.

Not all classes have slides put up on Moodle prior to the lecture.

Lecturers leaving during the trimester.

Lack of support for some as part of the dissertation project process.

Some member of staff do not prepare for lecturers.

Some members of lecturing staff are difficult to understand.

Some lecturers unhelpful and unapproachable.

Some lecturers treat students inappropriately in the class in terms of giving consideration to their maturity and also their level of knowledge of the subject.

10


NSS Q

BEng Computer Security & Forensics

BEng Computer Systems & Networks

BEng Computer Systems &

Networks S/W

BEng

Software Engineering

BSc Information Technology Management

BSc Web Design &

Development

BSc Hons

Digital Media

BSc Games Development

1 90 73 100 93 88 87 83 100

2 83 82 100 64 50 80 90 79

3 86 91 92 79 75 73 86 93

4 79 55 75 64 75 79 66 79

5 69 64 75 82 75 93 86 71

6 76 82 75 82 94 79 83 79

7 72 82 83 86 88 93 76 71

8 62 82 75 57 88 80 72 71

9 76 91 83 79 56 67 62 93

10 55 73 33 68 63 80 72 64

11 52 45 58 61 88 80 72 71

12 68 64 92 96 81 100 79 100

13 72 73 75 89 81 86 76 86

14 48 55 70 65 73 93 83 86

15 52 73 67 68 75 80 66 50

16 90 82 83 93 94 73 83 86

17 59 73 67 85 81 93 55 57

18 93 100 92 82 88 100 93 93

19 91 90 64 85 88 86 75 62

20 86 91 92 100 88 100 97 100

21 48 64 33 46 56 60 48 86

22 79 91 83 93 93 87 86 100

23 83 100 83 93 93 87 76 93

24 61 55 58 79 87 80 68 79

25 37 55 33 71 60 73 62 36

26 44 70 42 41 50 67 43 33

27 72 82 92 86 73 73 90 86

11



Computer Science

BENG (HONS) COMPUTER SECURITY AND FORENSICS F/T

BENG (HONS) COMPUTER SECURITY AND FORENSICS F/T SW

BENG (HONS) COMPUTER SYSTEMS AND NETWORKS F/T

BENG (HONS) COMPUTER SYSTEMS AND NETWORKS F/T S/W

BENG (HONS) COMPUTING F/T

BENG (HONS) COMPUTING F/T SW

BENG (HONS) SOFTWARE ENGINEERING F/T

BENG (HONS) SOFTWARE ENGINEERING F/T SW

BSC (HONS) BUSINESS INFORMATION SYSTEMS F/T

BSC (HONS) BUSINESS INFORMATION SYSTEMS F/T SW

BSC (HONS) COMPUTING F/T

BSC (HONS) COMPUTING SCIENCE (SANDWICH) FT

BSC (HONS) COMPUTING SCIENCE F/T

BSC (HONS) CREATIVE COMPUTING F/T

BSC (HONS) DIGITAL MEDIA F/T

BSc (HONS) DIGITAL MEDIA GLOBAL F/T

BSC (HONS) GAMES DEVELOPMENT F/T

BSC (HONS) INFORMATION TECHNOLOGY MANAGEMENT F/T

BSC (HONS) INFORMATION TECHNOLOGY MANAGEMENT F/T SW

BSC (HONS) INTERACTIVE MEDIA DESIGN F/T

BSC (HONS) SOUND DESIGN

BSC (HONS) WEB DESIGN AND DEVELOPMENT

BSC CREATIVE COMPUTING GLOBAL

MENG SOFTWARE ENGINEERING F/T

WEB DESIGN AND DEVELOPMENT

12


NSS Q Computing

1 89

2 78

3 84

4 73

5 76

6 79

7 81

8 74

9 73

10 63

11 69

12 86

13 78

14 70

15 66

16 87

17 72

18 89

19 80

20 92

21 54

22 85

23 87

24 71

25 51

26 46

27 83

13


2018 2017 2016 2015

SoC 80% 78% 78% 69%





Computer Systems TR2 100% Applied Cisco Networking (Security/Wireless) (CSN08104)

TR2 100% Wireless Local Area Networks (CSN09104)

TR2 96% Practical Networks 1 (CSN07102)

TR2 94% Practical Network 3 (CSN09113)

TR2 92% Practical Networks 2 (CSN08102)

TR1 88% Network Security and Cryptography (CSN09112)

TR2 86% Digital Forensics (CSN08111)

TR1 85% Computer Systems 1 (CSN07101)

TR2 84% Security Testing and Advanced Network Forensics (CSN10107)

TR1 83% Scripting for Cybersecurity and Networks (CSN08114)

TR1 77% Computer Systems (Bridging) (CSN08112)

TR1 71% Mobile Communication (CSN10104)

TR1 67% Networked Services (CSN09101)

TR1 58% O S Forensics (CSN09111)

TR2 50% Security Systems for IoT (CSN10108)

TR1 31% Systems and Services (CSN08101)

TR2 29% Mathematical Approaches to Data Communication (CSN08115)

Creative and Social Informatics

TR2 100% Producing Digital (IMD07106)

TR2 100% 2D Computer Animation (IMD08105)

14

Creative and Social Informatics Cont.

TR1 100% Scripting for Interactive Media (IMD09128)

TR1 100% Motion Graphics (IMD09132)

TR2 100% Visual Effects (VFX) (IMD09133)

TR1 100% Sound Design 1 (IMD09144)

TR1 100% Visual Effects Storytelling (IMD10104)

TR2 100% Modelling for Business (INF07104)

TR2 100% Modelling for Business (INF07404)

TR2 100% Digital Business Environments (INF09113)

TR1 100% Information - Society and Security (INF10101)

TR1 95% Business Systems Analysis and Design (INF08101)

TR1 95% Database Systems (INF08104)

TR1 91% Creative Computing (IMD10108)

TR2 89% Professional Identity through Portfolio Development (IMD10110)

TR2 88% Information Technology Service Management (INF09112)

TR1 88% Information Systems in Organisations (INF07103)

TR1 85% Practical Interaction Design (IMD08101)

TR1 85% Experiential Design (IMD09108)

TR1 84% Digital Storytelling (IMD09104)

TR1 83% Digital Video Development (IMD08104)

TR2 82% Enterprise Systems (INF08105)

TR1 81% Digital Imaging (IMD07114)

TR1 78% 3D Modelling (IMD09145)

TR1 75% Being Digital (IMD07102)

TR1 73% Information Strategy (INF10103)

TR1 72% User-centred Organisational Systems (INF09114)

TR1 71% Visual Design for Digital Media (IMD08119)

TR1 71% Ubiquitous Computing (IMD09139)

TR2 70% Playful Interaction (IMD08114)

TR2 70% Information - Society and Security (INF10101)

TR2 68% Sound Theory (IMD08102)

15

Creative and Social Informatics Cont.

TR1 67% Interactive Audio (IMD09136)

TR2 62% Cyberpsychology (IMD09134)

TR1 61% Project Management for Information Systems (INF09101)

TR2 57% Sound Design 2 (IMD09143)

TR2 54% Responsive Environments (IMD09119)

TR1 52% Experiencing the Digital City (IMD07108)

TR2 50% Professional Practice 1: Work-based Project (SOC07401)

TR1 48% Management of Software Projects (INF10104)

TR1 46% Knowledge Management (INF10102)

TR2 38% Design Thinking and Doing (IMD09142)

TR2 38% Business Intelligence and Reporting (INF10106)

TR2 35% Introduction to Human Computer Interaction (IMD07401)

TR2 26% Introduction to Human Computer Interaction (IMD07101)

TR2 25% 3D Animation (IMD09146)


TR1 100% Introduction to the Web (SET07104)

TR2 100% Sensing Systems for Mobile Applications (SET09118)

TR1 100% Physics-Based Animation (SET09119)

TR1 100% Concurrent and Parallel Systems (SET10108)

TR2 100% Professional Internship (SOC09112)

TR1 93% Foundations of Software Design and Development (SET07110)

TR1 93% Advanced Web Technologies (SET09103)

TR2 91% Web Development for Information Management (SET08109)

TR2 90% Computational Intelligence (SET10107)

TR2 89% Computer Graphics (SET08116)

TR2 88% Programming Fundamentals (SET07109)

TR1 87% Software Development 1 (SET07102)

TR2 87% Advanced Database Systems (SET09107)

TR2 87% Formal Approaches to Software Engineering (SET10112)

TR2 87% Programming for Interactive Media and Design (SET07108)

TR2 84% Fundamentals of Parallel Systems (SET09109)

16

Software Engineering Cont. TR2 82% Artificial Intelligence (SET08118)


TR2 81% Web Technologies (SET08101)

TR2 80% Mathematics for Software Engineering (SET07406)

TR1 80% Software Engineering (SET09102)

TR1 80% Multi-Agent Systems (SET10111)

TR1 79% Object Oriented Software Development (SET08119)

TR2 78% Mobile Applications Development (SET08114)

TR1 78% Algorithms and Data Structures (SET09117)

TR2 75% Mathematics for Software Engineering (SET07106)

TR1 75% Honours Project (40 Credits) (SOC10101)

TR1 70% Software Architecture (SET10101)

TR2 68% Games Engineering (SET09121)

TR1 64% Data Analytics (SET09120)

TR2 50% Group Project (SOC09109)

TR2 30% Software Engineering Methods (SET08103)

1


The Business School - Postgraduate


July 2018

2

Contents

Postgraduate - Areas of Focus

Page – 3 - 5

Appendix 1 - Postgraduate Student Satisfaction Supporting Data Table 1 – PTES Response Rates Table 2 - PTES 3 Year Trend Table 3 - PTES Benchmarking – Question by Quartile Analysis of PTES Verbatim comments Table 4 - PTES 2018 – Overall Results by Course Table 5 – PTES 2018 – Results by Subject Table 6 - Module Evaluation Results - Trimester 1 & 2 2017/18

Pages 6 - 23

3

Top 3 areas of focus for ENUBS based on student experience survey findings – Postgraduate

1. Teaching & Learning (particular focus on the intellectual stimulation of the course). 2. Organisation & Management (particular focus on the organisation of the course and effective communication of changes). 3. Skills & Development (particular focus on preparation for future career and the confidence gained from undertaking the

course).

Analysis of Results

3 Year Trend Analysis

When considering the 3-year trend of PTES satisfaction scores within ENUBS there continues to be high levels of inconsistency with very few factors showing a consistent direction of travel across the 3-years. This suggests that improvements which are being made in response to results from individual years are not being maintained over a sustained period of time. Often scores will decline after a year of improvement resulting in additional resource requirements in future years to improve scores again.

There are a small number of individual question areas within the PTES where ENUBS scores have declined consistently over a 3-year period. These are:

o The course has created sufficient opportunities to discuss my work (4th quartile in the UK for Business and Management). o The course has challenged me to produce my best work (4th quartile in the UK for Business, Management and Tourism,

Transport & Travel) o I am encouraged to be involved in decisions about how my course is run (4th quartile in the UK for Business, Finance &

Accounting and Tourism Transport & Travel ) o As a result of my course I am more confident about independent learning (4th quartile in the UK for Business and

Management). o My research skills have developed during my course (4th quartile in the UK Management).

Results from students within the ENUBS at Edinburgh Napier have been compared at a subject level with the UK where relevant information exists to identify which quartile the Edinburgh Napier scores sit within (Business, Finance & Accounting, Management and Tourism, Transport & Travel). When compared over a 3-year period Edinburgh Napier has seen an increase in the number of individual question areas within the PTES which are ranked in the 4th quartile at a UK level and a decrease in question areas in the top quartile.

4

PTES – Areas for Improvement

A number of areas are highlighted in the PTES, which ENUBS could focus on to improve their overall scores and improve their ranking among UK institutions who also offer similar subject areas. Within each of the overall sections covered by the PTES there are areas where improvements could contribute to increased overall levels of satisfaction.

o Teaching & Learning – None of the factors within this section have experienced sustained year on year increases over the 3 year period. The factor considering the intellectual stimulation of the course has experienced one of the largest year on year declines for ENUBS between 2017 and 2018 (-7%). The verbatim comments provide feedback from the students taking part of specific issues which could further improve satisfaction in this area.

o Engagement – Scores in this section have been variable over a 3-year period and 2 factors have experienced continually declining scores over the 3-year period (sufficient opportunities to discuss work and challenge to produce best work). This is reinforced by the verbatim comments where distance learners have commented on the limited opportunities to have discussion with fellow students.

o Assessment and & Feedback – All factors in this section have experienced improved scores when considered over a 3 year period. Scores in some factors have been inconsistent, experiencing declines in 2017 and increases in 2018. Fair marking and assessment arrangements have experienced consistent improvements in scores over the 3-year period which it will be important to maintain and build on. The verbatim comments reinforce the student feedback on some of the issues in this area.

o Dissertation – The majority of factors within this area have experienced declining scores when considered over a 3-year period. However when results between 2017 and 2018 and considered all the factors in this section have experienced an increase in score. The most improved factor relates to the skills and subject knowledge of the supervisor. ENUBS should continue to focus on this area to continue to improve student satisfaction scores. Again the verbatim comments received from the students provides additional information.

o Organisation & Management – Within this section scores are variable. For the majority of factors scores over a 3-year period have been level. When considered over a 3-year period involvement about decisions in how the course is run has declined and it will be important to consider this to prevent scores falling in this area as it is already one of the lowest rated areas.

o Resources & Services – This has generally been an area of strength for Edinburgh Napier however, and over a 3-year period scores in each of the questions asked under this section scores have either declined or remained level. The verbatim comments provide more insight into some of the issues faced by students and give an understanding of how student satisfaction could be further enhanced in this area. Issues raised by distance learners are key in terms of issues with accessing some of the technology.

5

o Skills & Development – Scores in this section continue to be variable. There have been some small improvements when considered over a 3-year period. The majority of factors in this area have fallen when considered over a 3-year period with confidence about independent learning and development of research skills having fallen year on year. Consideration of the skills required for their career and feeling better prepared for a future career will be important factors to address. Verbatim comments indicate that it is important that students feel their course has prepared them for industry and that courses should be closely aligned with emerging issues and topics.


Results by course (where available) within the PTES show a marked variation in overall satisfaction scores. Within the PTES results, there is a 50% difference between the course with the highest overall satisfaction compared with the course with the lowest satisfaction rating. This is also evident at overall subject area with results for the 5 subject areas which are available showing a 28% difference in overall satisfaction ratings.

Distance Learning Students

It is important to highlight some of the specific concerns raised by distance learning students through the verbatim comments. Issues which impact on these students do not necessarily impact on-campus students in the same way and failing to address some of their concerns could have a reputational impact on the courses they are studying. Particular concerns raised included; recordings / videos to be available of lectures, time zone issues limiting the ability to attend virtual sessions, lack of ability to contact staff, materials not available online, issues with downloading some online materials (particularly those from certain countries), high levels of course workload for those in full time roles, lack of use of online forums, lack of interaction with other distance learning students and timeliness of feedback.


Overall satisfaction scores are variable at module level. During Tri 1 and Tri 2 2017/18 there was an 85% difference between the satisfaction of the strongest and weakest performing module. In addition overall satisfaction among 22 modules was below the 77%

6

Appendix 1 - Postgraduate Student Satisfaction Supporting Data Table 1 – PTES Final Response Rates

2015 2016 2017 2018

ENUBS 41% 34% 33% 31%

Table 2 – PTES 3 Year Trend - ENUBS Satisfaction

2016 (%)

2017 (%)

2018 (%)


Teaching & Learning

Staff are good at explaining things Staff are enthusiastic about what they are teaching The course is intellectually stimulating The course has enhanced my academic ability The learning materials provided on my course are useful There is sufficient contact time I am happy with the support for my learning I receive from staff on my course

81 82 85 89 84 63 74

85 84 86 89 85 65 71

82 80 79 85 83 65 71

Improved Declined Declined Declined Declined Improved Declined

Engagement I am encouraged to ask questions or make contributions in taught sessions The course has created sufficient opportunities to discuss my work My course has challenged me to produce my best work The workload on my course has been manageable I have appropriate opportunities to give feedback on my experience

83 73 85 78 73

83 72 83 70 75

80 69 76 77 72

Declined Declined Declined Declined Declined


The criteria used in marking have been made clear in advance Assessment arrangements and marking have been fair Feedback on my work has been prompt Feedback on my work (written or oral) has been useful

84 73 66 73

84 74 63 70

85 77 67 74

Improved Improved Improved Improved

Dissertation or Major Project

I understand the required standards for the dissertation / major project I am happy with the support I received for planning my dissertation / major project My supervisor has the skills and subject knowledge to adequately support me My supervisor provides helpful feedback on my progress

86 72 86 83

79 67 79 77

84 71 83 79


7


The timetable fits well with my other commitments Any changes in the course or teaching have been communicated effectively The course is well organised and is running smoothly I was given appropriate guidance and support when I started my course I am encouraged to be involved in decisions about how my course is run

75 81 78 76 61

71 83 80 76 59

75 81 78 74 54

Level Level Level

Declined Declined

Resources & Services

The library resources and services are good enough for my needs I have been able to access general IT resources I have been able to access subject specific resources I am aware of how to access the support services at my institution

79 81 77 73

79 85 80 74

78 81 77 72

Declined Level Level

Declined

Skills & Development

As a result of the course I am more confident about independent learning My confidence to be innovative or creative has developed during my course My research skills have developed during my course My ability to communicate information to diverse audiences has developed I have been encouraged to think about what skills I need to develop for my career As a result of the course I feel better prepared for my future career

86 80 90 75 72 78

84 74 88 73 72 75

81 77 85 76 71 79

Declined Declined Declined Improved Declined Improved

Overall Overall, I am satisfied with the quality of the course 85 83 82 Declined

8

Table 3 (a) – PTES Benchmarking – Business at Edinburgh Napier Question by Quartile

2016 2017 2018

Teaching & Learning

Staff are good at explaining things 4 3 4

Staff are enthusiastic about what they are teaching 4 3 4


The course has enhanced my academic ability 2 1 3

The learning materials provided on my course are useful 3 2 2

There is sufficient contact time 4 4 3

I am happy with the support for my learning I receive from staff on my course 3 4 4

Engagement I am encouraged to ask questions or make contributions in taught sessions 4 2 4

The course has created sufficient opportunities to discuss my work 4 4 4

My course has challenged me to produce my best work 2 2 4

The workload on my course has been manageable 1 2 2

I have appropriate opportunities to give feedback on my experience 2 3 4



Assessment arrangements and marking have been fair 2 1 2

Feedback on my work has been prompt 3 3 3

Feedback on my work (written or oral) has been useful 3 3 3


I understand the required standards for the dissertation / major project 2 4 2

I am happy with the support I received for planning my dissertation / major project 3 3 3

My supervisor has the skills and subject knowledge to adequately support me 2 3 2

My supervisor provides helpful feedback on my progress 2 3 2


The timetable fits well with my other commitments 2 3 2



I was given appropriate guidance and support when I started my course 3 1 3

I am encouraged to be involved in decisions about how my course is run 3 3 4


The library resources and services are good enough for my needs 4 4 4

I have been able to access general IT resources 4 4 4

I have been able to access subject specific resources 4 4 4

I am aware of how to access the support services at my institution 3 4 4

9


As a result of the course I am more confident about independent learning 2 2 4

My confidence to be innovative or creative has developed during my course 2 3 3

My research skills have developed during my course 2 1 3

My ability to communicate information to diverse audiences has developed 3 4 4

I have been encouraged to think about what skills I need to develop for my career 4 4 4

As a result of the course I feel better prepared for my future career 3 3 3

Overall Overall, I am satisfied with the quality of the course 2 1 3

Table 3 (b) – PTES Benchmarking – Finance & Accounting at Edinburgh Napier Question by Quartile

2016 2017 2018

Teaching & Learning























10




















Table 3 (c) – PTES Benchmarking – Management at Edinburgh Napier Question by Quartile

2016 2017 2018

Teaching & Learning













11






























12

Table 3 (d) – PTES Benchmarking – Tourism, Transport & Travel at Edinburgh Napier Question by Quartile

2016 2017 2018

Teaching & Learning






















My supervisor provides helpful feedback on my progress 1 n/a 2












13









14

PTES 2018 – Analysis of Verbatim Comments

As part of the PTES students responding are asked to provide verbatim feedback following each section in the survey. They are also

then asked to comment on two final questions which look at the best part of their course and what could be improved. The following

tables provide detail specific to The Business School with regard to the feedback raised by students from the school. Some overall

key issues raised through the verbatim comments have also been detailed below. Verbatim comments from students who are

primarily distance learners and those who are primarily face to face learners has been reported back separately given the variations

in student experience and expectation.

Key issues raised by the verbatim feedback in the 2018 for The Business School to address:

Consideration of response times to student emails, particularly with regard to communication with distance learning students. Consider the information provision for students beginning their courses in January and how this can be enhanced. Where possible courses to be as practical as possible, providing real life up to date examples. Where practical the

opportunity to develop real life skills to be provided, site visits / placements. For distance learners the VOHs can be an issue, the timings and frequency of these very often make them difficult to attend. Overall distance learners have a desire to have more interaction with the university, both in terms of staff and other students.

These is a desire among many for increased levels of face to face teaching and making greater use of technology to provide more recorded lectures.

Greater demand for increased support from the careers service, particularly from students who are studying on campus. Ensure all lecturer material is accurate and contains up to date examples of the topics discussed. Encouraging increased student interaction on online courses. Student feedback to be prompt and provide the required level of depth, ensuring this is applied consistently.

15

PTES 2018 – Analysis of Verbatim Comments Cont.

Face to Face Distance

Teaching Inconsistency of teaching materials / quality of teaching.

Some courses feel repetitive. Appropriate guidance provided for January start

students. Some demand for variations on styles of teaching on

some courses. Poor response times to student emails. Lack of support from some staff members.

Lack of response to emails. Some session’s poorly attended by students. Issues which arise as a result in the difference in time

zones – relating to timing of session in the UK. Inconsistencies in teaching experience. Can be difficult to speak to a real member of staff and

the method of study can lack personalization. Changes to sessions have not always been

communicated well. Some feeling of a lack of support being provided by

some staff. Some issues with end of unit tests (accuracy). Some requests for VOH sessions to be recorded to

those who cannot attend can view them later. Greater number of tutorial times – increased number

of virtual office hours. Some demand for more ‘face to face’ sessions with

lecturers. Feeling that the contact time for distance learning students is not enough. More interaction between students and lecturers.

Engagement Feedback on modules should be undertaken at the end of the course.

Feedback about course requested but not acted on. Some issues with the spacing of assignment

deadlines. Lack of student contribution in sessions.

Issue with the timings of VOH sessions. Limited contact with other students. Some lecturers do not provide taught sessions. Limited opportunity to feedback on the course

experience. Examples of lecturers not turning up to VOH session. Some issues with the volume of work for students. Limited contact with lecturers.

16

Feedback Some feedback not received in a timely manner. Lack of depth in some feedback received. Inconsistency in feedback across courses. Grading criteria not applied consistently.

Feedback lacking in depth. Lack of timeliness in the provision of feedback More clarity required on what can and can’t be done in

assessments (i.e. structuring of bibliography, appendix word counts)

Marking criteria do not always seem to be consistently followed.

Feedback on dissertations variable.

Dissertation Lack of support from supervisor. Limited support when choosing a topic. Clarity needs to be given to students about the tight

timescales to collect information for their dissertation.

No contact from dissertation supervisor. Lack of understand of what the dissertation will entail. Lack of support from the supervisor.

Org & Man Clearer communications for January starts. Scheduling of some classes an issues – in particular 3

hour classes.

Some feeling of isolation and lack of support. Orientation materials should be available earlier. Human interaction part of the course very important

but VOHs can be difficult to attend. Changes to classes / timings not communicated well

to students.

Resources Poor Wi-Fi speeds at Craiglockhart. Study rooms overbooked. More up to date literature required. Lack of designated area for master students. Open plan library noisy. Library too small. Not enough hard copies of some books.

More information about careers and guidance. Some issues accessing the library. Some articles not available through the library. No online access to some further reading.

Skills Dev Some feeling there has been a lack of signposting for careers advice.

Lack of support to prepare for the future. Course needs to be practical enough to provide the

required skills for their profession.

Some students feel they have not gained a great deal from the course.

17

Course Improvement

Learning materials should be up to standard. Learning should be a step forward to what was

covered in the undergraduate course. Inconsistency in quality of lectures delivered. Course to provide practical examples / learning. More careers based talks / more interaction with

future employers. January starts could be better managed. Take on board student’s feedback on the course. Where applicable the opportunity to gain relevant

accreditation. More collaboration between students for some and

others feel there is too much group work. Better induction week. Including placements / internships. Site visits. Tutors to respond the queries.

Increased interaction with tutors and other students. Constructive / more feedback required. Timely feedback. Links from course materials must be up to date. More support from tutors (1:1 support). Further reading should all be available online, not only

from the physical library. Group work to be included. Improving library search. Recording and making available VOH. Tutors to respond to queries. Quality of the videos to be improved. Enhancing course materials. More best practice examples to be shared. Consider virtual office timings. More taught aspects of the course. Reading expectation can be very high. More practical aspects of the course. More content instead of just reading. Access to pre-recorded lecturers. Overall demand for more engagement / interaction

between the University and the distance learner.

18

Table 4 – PTES 2018 – Overall Results by Course (where more than 5 responses have been received)

Course

Overall satisfaction (% Agree) 2018


MSc Flexible Managed Programme FT 59% 80%

MBA (Leadership & Innovation) Online 80% n/a

MBA (Human Resource Management) Online 94% n/a

MBA (Marketing & Sales Management) Online 100% n/a

MBA (Marketing & Sales) Online 78% 78%

MBA (Online) 88% 78%

MBA (Health Management) Online 85% n/a

MBA Leadership & Practice (LPU) FT 78% n/a

MSc Business Management (Online) 77% 88%

MBA (Finance) Online 100% 100%

MBA Logistics and Supply Chain Management Online 71% n/a

MBA Project Management (Online) 75% n/a

MBA Banking (Online) 100% n/a

MSc Marketing FT 92% 75%

MSc Marketing with Festival and Event Management FT 100% n/a

MSc Human Resource Management PT 75% 94%

MSc Human Resource Management Online 73% n/a

MSc International Events and Festival Management FT 90% 60%

MSc Tourism & Hospitality Management FT 89% n/a

MSc International Finance FT 90% 88%

MSc International Banking and Finance FT 50% n/a

MSc International Business Management FT 100% n/a

MSc Business Management (marketing & Sales ) Online 78% n/a

MSc Business Management (Human Resource Management) online 71% n/a

PG Certificate of Credit (DLP) D/L 92% n/a

19

Table 5 – PTES 2018 – Overall Results by Subject

Q

Business Studies (%)

Marketing (%)

HRM (%)

Hosp, Trans, Sport, Travel (%)

Finance (%)

Teaching & Learning

1 Staff explanation 79 92 69 93 88

2 Staff enthusiastic 76 95 77 95 81

3 Intellectually stimulating 82 64 66 76 88

4 Enhanced academic ability 87 76 66 90 88

5 Learning materials 83 87 69 80 94

6 Contact time 62 77 58 85 88

7 Learning support 69 85 47 88 88

Engagement

8 Encouraged to ask questions 76 87 79 93 94

9 Opportunities to discuss 67 67 53 83 94

10 Challenged to produce best work 80 72 55 63 75

11 Workload manageable 79 64 61 88 88

12 Opportunities to feedback 72 77 61 78 88


13 Criteria clear 84 95 72 88 94

14 Arrangements fair 77 82 66 78 81

15 Feedback prompt 67 59 67 61 81

16 Feedback useful 75 67 61 73 100


17 Understand standards 85 84 70 89 81

18 Happy with support 70 78 55 78 75

19 Supervisor skills 85 86 59 83 94

20 Supervisor feedback 80 82 62 83 88


21 Timetable 74 79 67 83 81

22 Changes communicated 80 90 72 85 81

23 Well organised 79 82 62 90 81

24 Appropriate guidance 72 79 59 93 81

25 Involvement in course decisions 52 58 61 52 81


26 Library resources 74 90 80 83 94

27 General IT 77 95 84 93 94

28 Subject specific resources 70 97 82 85 94

29 Awareness of support services 67 77 67 90 88

20


30 Confident about independent learning 82 92 53 83 94

31 Confidence to be innovate / creative 81 74 44 73 81

32 Research skills improved 84 95 59 95 100

33 Communication to diverse audiences 77 77 52 80 94

34 Encourage to think about skills 73 62 68 66 81

35 Better prepared for future career 82 62 75 71 81

Overall 36 Overall satisfaction 83 90 62 88 75

21

Table 6– Module Evaluation Survey 2017/18 – Trimester 1 & 2 – Overall Satisfaction Scores by Module (PG)


Subject Group Name % Agree Module Name (with Code)

Accountancy Finance and Law

TR1 100% Financial Management (ACC11118)

TR2 100% Building High Performance Organisations (ACC11416)

TR1 100% Statistics, Probability and Risk (FIN11101)

TR1 100% Financial Markets, Institutions and Banking (FIN11128)



TR1 100% International Economic Law (LAW11109)

TR2 90% Strategic Management in Global Banking (FIN11127)

TR1 86% Building High Performing Organisations (ACC11116)

TR2 82% International Banking and Insurance (FIN11107)

TR2 67% Investment, Corporate Finance and Portfolios (ACC11113)

TR2 46% Global Finance (FIN11108)

TR2 45% Strategic Financial Management (ACC11106)

International Business

TR1 100% Labour Relations (HRM11103)

TR2 100% Labour Relations (HRM11103)

TR2 100% Leading Strategic Decision-Making (HRM11120)

TR2 100% Action Learning in Organisations (HRM11121)

TR2 100% Reflection on Practice (HRM11122)

TR2 100% Professional Selling and Sales Strategies (SOE11127)

TR2 95% HRM in an International Context (HRM11111)

TR2 95% Contemporary Issues in Strategic Management (SOE11105)

TR2 91% Organisational Change and Management (HRM11118)

R2 89% Learning and Development (HRM11106)

22

International Business Cont.

TR2 88% Management and Organisational Change (HRM11117)


TR1 86% Marketing within the Global Economy (SOE11440)

TR1 83% International Sales Management (SOE11139)

TR1 82% Sustaining Organisational Performance (SOE11128)

TR1 82% People and Organisational Development (HRM11115)

TR1 79% Research Methods (SOE11131)

TR2 78% Research Skills for Managers (SOE11410)

TR1 77% Contemporary Human Resource Management (HRM11101)

TR1 76% The Organisational Context of HR (HRM11116)

TR2 76% Leadership, Strategy and Innovation (HRM11119)

TR1 72% Marketing within the Global Economy (SOE11140)

TR2 69% Research Methods (SOE11131)

TR2 68% Employee Resourcing (HRM11102)

TR2 58% Research Skills and Professional Development (HRM11107)

TR1 56% Research Skills for Managers (SOE11410)

TR1 54% Global Economic Environment and Marketing (SOE11129)

TR2 50% HRM in International Context (HRM11411)


TR2 15% Project Management (SOE11441)

Marketing Sales and Entrepreneurship

TR2 97% Direct & Digital Marketing (MKT11105)

TR1 95% Consumer Behaviour (MKT11102)

TR2 91% Strategic Brand Management (MKT11103)

TR2 84% Global Marketing (MKT11104)

TR2 67% New Venture Planning (ENT11101)

TR1 67% Managing Innovation (ENT11407)

TR1 60% Principles and Practice of Marketing (MKT11108)

TR1 51% Managing Innovation (ENT11107)

TR1 32% Marketing Communications (MKT11101)

23

Tourism and Languages

TR1 100% Introduction to Teaching English as a Foreign Language (LNG11107)

TR2 100% Teaching English as a Foreign Language (LNG11108)

TR1 100% Understanding Language in the Global Workplace (LNG11118)

TR1 100% Managing Heritage Tourism (TSM11104)

TR2 100% Contemporary Issues in Hospitality Management (TSM11107)

TR2 96% Experience Design and Management for Tourism, Hospitality and Events (TSM11114)

TR1 93% Business Skills for Events Management in the Tourism Industry (TSM11101)

TR1 93% The Management of Hospitality Operations (TSM11106)

TR1 92% Tourism Marketing (TSM11108)

TR2 89% Natural Area Tourism (TSM11116)

TR1 87% International Business Event Management (TSM11113)

TR2 84% Tourism, Society and Visual Culture (TSM11109)

TR2 83% Developing Intercultural Competence in the Workplace (LNG11120)

TR1 79% Intercultural Business Communication (LNG11106)

TR1 79% Tourism Concepts and Issues (TSM11111)

TR2 76% Case Studies in International Tourism (TSM11105)

TR2 73% Advertising as Cultural Discourse (LNG11105)

TR2 71% International Festival and Event Management (TSM11110)

1


School of Arts & Creative Industries - Postgraduate


July 2018

2

Contents


Page – 3 - 5

Appendix 1 - Postgraduate Student Satisfaction Supporting Data Table 1 – PTES Response Rates Table 2 - PTES 3 Year Trend Table 3 - PTES Benchmarking – Question by Quartile Analysis of PTES Verbatim comments Table 4 - PTES 2018 – Overall Results by Course Table 5 – PTES 2018 – Results by Subject Table 6 - Module Evaluation Results - Trimester 1 & 2 2017/18

Pages 6 - 17

3

Top 3 areas of focus for SACI based on student experience survey findings – Postgraduate

1. Teaching & Learning (particular focus on the intellectual stimulation of the course). 2. Dissertation (particular focus on understanding the required standards and the support received for planning the

dissertation). 3. Resources (particular focus on the age of specialist facilities available to students).

Analysis of Results


When considering the 3-year trend of PTES satisfaction scores within SACI there are high levels of inconsistency (largely due to a poorer set of scores in 2017) with only a small number of factors showing a consistent direction of travel across the 3-years. This suggests that improvements which are being made in response to results from individual years are not being maintained over a sustained period of time. Often scores will decline after a year of improvement resulting in additional resource requirements in future years to improve scores again. In particular in 2017 there were a number of sharp decreases in scores which may suggest there were particular concerns in that year.

There is one individual question area within the PTES where SACI scores have declined consistently over a 3-year period. This is:

o I understand the required standards for the dissertation (4th quartile in the UK for Other Creative Arts) Results from students within the Communication & Information Studies, Art & design and Other Creative Arts subject areas at

Edinburgh Napier have been compared with the UK to identify which quartile the Edinburgh Napier scores sit within. When compared over a 3-year period Edinburgh Napier has seen an increase in the number of individual question areas within the PTES which are ranked in the 1st quartile at a UK level and a decrease in question areas in the 4th quartile.


A number of areas are highlighted in the PTES, which SACI could focus on to improve their overall scores and improve their ranking among UK institutions who also offer similar subjects. Within each of the overall sections covered by the PTES there are areas where improvements could contribute to increased overall levels of satisfaction.

o Teaching & Learning – The factor relating to the usefulness of course learning materials provided has increased over a 3-year period. However, it will be important to maintain and continue this improvement. Intellectual stimulation of the course in has previously been a real strength for SACI overall, however satisfaction with this factor has declined noticeably in

4

2018. The majority of factors in this section have experienced overall 3-year increase in scores despite many falling back in 2017. It will be important to ensure scores in these areas do not return to 2017 levels. When considering the verbatim comments the factors which can be identified which could further increase student satisfaction are consistency of staff communication and prompt response to student emails.

o Engagement – All of the factors relating to engagement have improved when viewed over a 3-year period. Year on year between 2017 and 2018 all scores have also experienced noticeable increases. Providing sufficient opportunities to discuss work has seen a consistent year on year increase over the 3 year period.

o Assessment and & Feedback – All of the factors relating to Assessment & Feedback have increased when viewed over a 3-year period, this is despite a decline in scores in 2017. The factor relating to clear marking criteria being provided has shown a consistent year on year increase over the 3 year period and the opportunity exists to continue the focus on this to increase satisfaction levels further. The verbatim comments highlight the continued need to focus on timeliness of feedback, this has improved but is not consistent across all modules.

o Dissertation – Scores for factors relating to the dissertation have been mixed with the majority declining over a 3 year period. However many scores have increased when compared with 2017, this followed on from some substantial declines in 2017. Of particular concern is the understanding of required standards as scores in this factor have experienced continued decline over the 3-year period. Despite an increase in score in 2018 the score for the factor relating to the support received for planning the dissertation remains low and should be an area of focus.

o Organisation & Management – The majority of the factors relating to Organisation & Management have increased when viewed over a 3-year period. Again this follows on from a poorer set of results in 2017. The factor relating guidance and support received on starting the course has experienced a very slight decline over a 3 year period. The factor relating to the timetable fitting well with other commitments has experienced a year on year increase over the 3 years. All factors in this section have experienced an increase in 2018 when compared with 2017. It will be important to maintain and improve student scores in these areas. The verbatim comments highlight issues with small number of lecturers failing to turn up at classes.

o Resources & Services – This has generally been an area of strength for Edinburgh Napier however, and is an area of strength for SACI. All factors measured in this section have improved over a 3-year period, with 3 factors showing consistent year on year growth. The verbatim comments provide some additional feedback on areas where continued improvement could be made. This relates to the age of the specialist facilities which are available to students.

o Skills & Development – All factors in this section have experienced increased scores when considered over a 3-year period, with 3 factors showing consistent year on year growth. Maintaining these high score and continuing to improve student satisfaction will be a focus.

5


Results by course (where available) within the PTES show a marked variation in overall satisfaction scores. Within the PTES results, there is a 21% difference between the course with the highest overall satisfaction compared with the course with the lowest satisfaction rating. This large variation is also evident within overall subject areas with results for the 5 subject areas which are available showing a 58% difference in overall satisfaction ratings.


It is important to highlight some of the specific concerns raised by distance learning students through the verbatim comments. Issues which impact on these students do not necessarily impact on-campus students in the same way and failing to address some of their concerns could have a reputational impact on the courses they are studying. Particular concerns raised included; lack of access to staff, poor response times when answering emails and lack of interaction with other students.


Overall satisfaction scores are variable at module level. During Tri 1 and Tri 2 2017/18 there was a 40% difference between the satisfaction of the strongest and weakest performing module. In addition overall satisfaction among 10 modules was below the satisfaction rate of 77%.

6

Appendix 1 - Postgraduate Student Satisfaction Supporting Data

Table 1 – PTES Final Response Rates

2015 2016 2017 2018

SACI 39% 49% 44% 42%

Table 2 – PTES 3 Year Trend - SACI Satisfaction

2016 (%)

2017 (%)

2018 (%)


Teaching & Learning


80 89 82 75 73 73 77

71 83 90 79 76 55 62

85 92 80 75 88 76 81

Improved Improved Declined

Level Improved Improved Improved


90 85 82 83 82

80 87 80 62 57

96 93 84 84 83

Improved Improved Improved Improved Improved



61 68 69 68

64 64 45 61

70 80 71 83




83 77 83 74

79 56 68 53

77 63 83 71

Declined Declined

Level Declined

7



79 68 58 80 69

69 59 55 57 52

90 76 73 79 76

Improved Improved Improved Declined Improved



73 88 78 66

78 93 84 71

81 91 88 79




76 86 67 79 87 81

81 85 69 71 85 83

87 88 82 80 89 87

Improved Improved Improved Improved Improved Improved


8

Table 3 (a) – PTES Benchmarking – Communication & Information Studies at Edinburgh Napier Question by Quartile 2016 2017 2018

Teaching & Learning





















My supervisor has the skills and subject knowledge to adequately support me n/a 4 3

My supervisor provides helpful feedback on my progress n/a n/a 4












9









Table 3 (b) – PTES Benchmarking – Art & Design at Edinburgh Napier Question by Quartile

2016 2017 2018

Teaching & Learning

Staff are good at explaining things n/a n/a 4

Staff are enthusiastic about what they are teaching n/a n/a 4

The course is intellectually stimulating n/a n/a 4

The course has enhanced my academic ability n/a n/a 4

The learning materials provided on my course are useful n/a n/a 1

There is sufficient contact time n/a n/a 4

I am happy with the support for my learning I receive from staff on my course n/a n/a 4

Engagement I am encouraged to ask questions or make contributions in taught sessions n/a n/a 2

The course has created sufficient opportunities to discuss my work n/a n/a 2

My course has challenged me to produce my best work n/a n/a 4

The workload on my course has been manageable n/a n/a 3

I have appropriate opportunities to give feedback on my experience n/a n/a 3


The criteria used in marking have been made clear in advance n/a n/a 2

Assessment arrangements and marking have been fair n/a n/a 2

Feedback on my work has been prompt n/a n/a 4

Feedback on my work (written or oral) has been useful n/a n/a 4


I understand the required standards for the dissertation / major project n/a n/a n/a

I am happy with the support I received for planning my dissertation / major project n/a n/a n/a

My supervisor has the skills and subject knowledge to adequately support me n/a n/a n/a


10


The timetable fits well with my other commitments n/a n/a 1

Any changes in the course or teaching have been communicated effectively n/a n/a 2

The course is well organised and is running smoothly n/a n/a 3

I was given appropriate guidance and support when I started my course n/a n/a 4

I am encouraged to be involved in decisions about how my course is run n/a n/a 4


The library resources and services are good enough for my needs n/a n/a 4

I have been able to access general IT resources n/a n/a 1

I have been able to access subject specific resources n/a n/a 4

I am aware of how to access the support services at my institution n/a n/a 4


As a result of the course I am more confident about independent learning n/a n/a 2

My confidence to be innovative or creative has developed during my course n/a n/a 4

My research skills have developed during my course n/a n/a 3

My ability to communicate information to diverse audiences has developed n/a n/a 2

I have been encouraged to think about what skills I need to develop for my career n/a n/a 4

As a result of the course I feel better prepared for my future career n/a n/a 4

Overall Overall, I am satisfied with the quality of the course n/a n/a 4

Table 3 (c) – PTES Benchmarking – Other Creative Arts at Edinburgh Napier Question by Quartile

2016 2017 2018

Teaching & Learning













11







I understand the required standards for the dissertation / major project n/a n/a 4

I am happy with the support I received for planning my dissertation / major project n/a n/a 1

My supervisor has the skills and subject knowledge to adequately support me n/a n/a 1





















12

PTES 2018 Analysis of Verbatim Comments - SACI



tables provide detail specific to SACI with regard to the feedback raised by students from the school. Some overall key issues raised

through the verbatim comments have also been detailed below. Verbatim comments from students who are primarily distance

learners and those who are primarily face to face learners has been reported back separately given the variations in student

experience and expectation.

Key issues raised by the verbatim feedback in the 2018 for SACI to address:

Consideration of response times to student emails. Ensuring messages communicated to students by different members of staff are consistent. Ensuring communication of class changes is undertaken promptly and across communication channels which include all

students. Student feedback to be prompt and provide the required level of depth. Review the age of the IT facilities available to students who require more specialist resources for their course. Review the process of allocating dissertation supervisors and the timings of classes related to the dissertation. Continue to respond to the feedback provided by students – this is highly valued and appreciated.

13



Teaching Consistency of messages communicated between teaching staff.

Communication of key organizational messages to students should be consistent.

Staff response times to student emails.

Engagement Student feedback not always acted on.

Feedback Examples of feedback not being handed back on time. Some cases where marketing criteria should be made

clearer. In some cases more in depth feedback required.

Examples of feedback not being handed back on time.

Dissertation Classes relating to the dissertation and allocation of supervisor could happen earlier in the academic session.

Additional classes relating to the dissertation and having these scheduled earlier in the academic year.

Org & Man Example of lecturers not turning up to a timetabled class.

Changes to timetables classes not communicated effectively or promptly.

Examples of poor staff response times to student emails.

Examples of students being provided with different organizational information by different staff members.

Example of lecturer not turning up to a timetabled class.

Resources Age and standard of PC resources. Limited library resources for some subject areas.

Age and standard of PC resources.

Skills Dev Some feedback that support for placements could be increased.

Course Improvement

Resources available / age of the IT available. Feedback provided (timeliness and depth). Communication on the course / consistency. Ensure modules provided are appropriate to the

overall degree. Number of students enrolled on some course to high.

Would like to see an increased sense of community across the course.

Staff support has to be made available and clear how to access this.

14


MSc Publishing

(FT)

MA Creative Writing (FT)

MA Journalism (FT)

Overall


37% 100% n/a


79% 100% 100%


Q

Design Studies

(%)

Publishing (%)

Imaginative Writing (%)

Journalism (%)

Cinematics & Photography

(%)

Teaching & Learning

1 Staff explanation 75 79 100 100 73

2 Staff enthusiastic 58 97 100 100 91

3 Intellectually stimulating 42 79 100 94 73

4 Enhanced academic ability 50 79 92 88 45

5 Learning materials 83 85 100 94 73

6 Contact time 67 76 100 100 27

7 Learning support 67 76 100 94 64

Engagement

8 Encouraged to ask questions 100 94 100 100 82

9 Opportunities to discuss 92 88 100 100 91

10 Challenged to produce best work 50 82 100 94 91

11 Workload manageable 50 97 77 100 73

12 Opportunities to feedback 75 82 85 94 73


13 Criteria clear 75 53 100 81 55

14 Arrangements fair 75 76 92 100 64

15 Feedback prompt 42 62 100 94 55

16 Feedback useful 58 85 100 94 64

15


17 Understand standards 50 81 100 92 56

18 Happy with support 55 45 100 80 56

19 Supervisor skills 90 71 100 90 67

20 Supervisor feedback 90 53 89 89 56


21 Timetable 91 91 92 93 73

22 Changes communicated 75 65 85 100 64

23 Well organised 58 65 100 100 45

24 Appropriate guidance 50 79 100 100 55

25 Involvement in course decisions 50 76 92 100 45


26 Library resources 75 88 69 93 73

27 General IT 92 100 92 87 64

28 Subject specific resources 75 100 100 80 64

29 Awareness of support services 50 82 75 100 82


30 Confident about independent learning 75 94 77 93 82

31 Confidence to be innovate / creative 67 88 92 100 91

32 Research skills improved 83 82 77 88 91

33 Communication to diverse audiences 67 82 77 88 73

34 Encourage to think about skills 67 94 100 100 73

35 Better prepared for future career 58 91 92 100 73

Overall 36 Overall satisfaction 42 79 100 100 73

16

Table 6 – Module Evaluation Survey 2017/18 – Trimester 1 & 2 – Overall Satisfaction Scores by Module (PG)




Design Photography and Advertising

TR1 100% Sketching in Hardware & Software (DES11106)

TR1 100% Spatial Lighting Design (DES11118)

TR2 100% Design Management (DES11119)

TR1 100% Concept Creation (DES11127)

TR1 100% 3D Prototyping (DES11130)

TR1 100% Planning in Advertising (DES11133)

TR2 82% Campaign Creation (JAC11111)

TR2 77% Digital Creative (JAC11127)

TR1 71% Motion Graphics (DES11120)

TR2 70% Light Art & Projection (DES11122)

TR1 60% Exhibition Design (DES11129)

Humanities and Culture

TR2 100% Writing for Graphic Fiction (CLP11109)

TR2 100% Writing Genre Fiction (CLP11111)

TR1 100% Writing Practice First Person Narrative (CLP11117)

TR1 100% Creating Narrative - Writer's Toolkit (CLP11119)

TR2 100% Creative and Editorial Development (CLP11122)

TR1 100% Dramatic Story and Structure (CLP11129)

TR1 100% Script Analysis (CLP11132)

TR2 100% Writing Young Adult Fiction (CLP11136)

TR1 90% Publishing in Context (CLP11100)

TR1 88% Publishing in Practice (CLP11137)

17

Humanities and Culture Cont. TR2 80% Publishing Production (CLP11138)

TR2 46% Innovation and Authorship (CLP11121)

TR1 42% Fiction and the Fiction Market (CLP11133)

Media and Screen TR1 100% News Writing (JAC11119)

TR1 100% Media Law and Regulation (JAC11138)

TR2 100% Magazine Production (JAC11139)

TR1 100% Script workshop 1 (SCA11102)

TR1 100% Creative Practice for Film and TV (SCA11130)

TR1 100% Interactive Story & Transmedia (SCA11135)

TR2 95% Creative Practice for Cinema (SCA11129)

TR1 95% Collaborative Techniques in Film 1 (SCA11118)

TR2 95% Collaborative Techniques in Film 2 (SCA11122)

TR2 93% Journalism, Information and Society (JAC11131)

TR2 92% TV and Multimedia News (JAC11133)

TR2 89% From Script to Screen (SCA11104)

TR2 88% Critical Film Study (SCA11123)

TR2 82% Graduation project development (SCA11132)

TR1 73% Radio Bulletins (JAC11135)

TR1 71% Writing and Screen Project Development (SCA11100)

TR2 63% Interactive Media (SCA11117)

TR1 62% The Business of Screen Project Development (SCA11101)

TR2 60% Script workshop 2 (SCA11105)

1


School of Applied Sciences - Postgraduate


July 2018

2

Contents


Page – 3 - 5

Appendix 1 - Postgraduate Student Satisfaction Supporting Data Table 1 – PTES Response Rates Table 2 - PTES 3 Year Trend Table 3 - PTES Benchmarking – Question by Quartile Analysis of PTES Verbatim comments Table 4 - PTES 2018 – Overall Results by Course Table 5 – PTES 2018 – Overall Results by Subject Table 6 - Module Evaluation Results - Trimester 1 & 2 2017/18

Pages 6 - 17

3

Top 3 areas of focus for SAS based on student experience survey findings – Postgraduate

1. Teaching & Learning (particular focus on intellectual stimulation, enhancing academic ability and contact time) 2. Dissertation (particular focus on supervisor providing helpful feedback on progress). 3. Resources (particular focus the library resources and services and the awareness of how to access support services).

Analysis of Results


When considering the 3-year trend of PTES satisfaction scores within SAS there are high levels of inconsistency with very few factors showing a consistent direction of travel across the 3-years. This suggests that improvements which are being made in response to results from individual years are not being maintained over a sustained period of time. Often scores will decline after a year of improvement resulting in additional resource requirements in future years to improve scores again.

There are a number of individual question areas within the PTES where SAS scores have declined consistently over a 3-year period. These are:

o The course is intellectually stimulating (4th quartile in UK for Psychology) o The course has enhanced my academic ability (4th quartile in UK for Biology & Related Sciences and Psychology) o There is sufficient contact time o The course has created sufficient opportunities to discuss work (4th quartile in UK for Psychology) o The workload on my course has been manageable (4th quartile in UK for Psychology) o My supervisor provides helpful feedback on my progress (4th quartile in UK for Biology & Related Sciences) o I have been able to access general IT resources o I have been able to access subject specific resources o I am aware of how to access the support services at my institution (4th quartile in UK for Psychology) o As a result of the course I am more confident about independent learning

Results from students within the Biology & Related Sciences and Psychology subject area at Edinburgh Napier have been compared with the UK to identify which quartile the Edinburgh Napier scores sit within. When compared over a 3-year period Edinburgh Napier has seen an increase in the number of individual question areas within the PTES which are ranked in the 4 th quartile at a UK level and a decrease in question areas in the top quartile.

4


A number of areas are highlighted in the PTES, which SAS could focus on to improve their overall scores and improve their ranking among UK institutions who also offer similar subjects. Within each of the overall sections covered by the PTES there are areas where improvements could contribute to increased overall levels of satisfaction.

o Teaching & Learning – The majority of factors relating to this section have experienced declining scores over the 3 year period. Despite this scores relating to staff explaining things and enthusiasm are still strong. There has been no improvement in any factor in this section when compared with the scores in 2017. The satisfaction with contact time is the lowest score over that this has fallen consistently over a three year period.

o Engagement – Overall the majority of factors relating to engagement have declined when viewed over a 3-year period. Two of the factors have experienced a consistent 3-year decline in score. The factor considering opportunities to provide feedback on their experience has actually experienced consistent increases in score over a 3-year period. The factor looking at the course challenging them to produce their best work has the largest decline in actual scores over a 3 year period. This would be an area of focus within this section.

o Assessment and & Feedback – The majority of factors within this section have declined when considered over a 3-year period. The only factor where the scores have increased over the 3-years is prompt feedback. However all the factors within this section should continue to be a focus to increase student satisfaction. This is supported by the verbatim comments made by students.

o Dissertation – The majority of factors in this section have declined over a 3-year period, with one of factor experiencing consistent decline each year over the period. However there has been a noticeable increase in the support received as part of the planning process for the dissertation. The feedback provided by the supervisor has experienced year on year fall scores over the 3-year period and would be an area of particular focus. This is supported by the verbatim comments received by students.

o Organisation & Management – The majority of factors within this section have improved when considered over a 3-year period. Within this section the majority of factors have also experienced increases when compared with 2017. Over a 3- year period the timetable fits well with other commitments has declined. The largest increase on score over the 3 year period is for the organisation and smooth running of the course.

o Resources & Services – This has generally been an area of strength for Edinburgh Napier however, scores within SAS in this area over a 3-year period have all declined. Three factors within this area have experienced consistent decline. All scores have declined between 2017 and 2018 It will be important to focus on this area and consider the verbatim comments which provide more detail on the ratings.

o Skills & Development – Overall the majority of factors in this section have declined when considered over a 3-year period. With confidence about independent learning having consistently declined year on year over the 3-year period. The largest

5

decline when considered over the 3 year period relates to the course helping them to feel better prepared for their career. This should be an area of focus to ensure this factor does not continue to experience declining scores.


Results by course (where available) within the PTES show a marked variation in overall satisfaction scores. Within the PTES results, there is a 33% difference between the course with the highest overall satisfaction compared with the course with the lowest satisfaction rating. This is also evident at overall subject areas with results for the 7 subject areas which are available showing a 50% difference in overall satisfaction ratings.


It is important to highlight some of the specific concerns raised by distance learning students through the verbatim comments. Issues which impact on these students do not necessarily impact on-campus students in the same way and failing to address some of their concerns could have a reputational impact on the courses they are studying. Particular concerns raised included; issues with the time taken to answer email queries, better use of video conferencing, more library resources online and desire for increased staff contact.


Overall satisfaction scores are variable at module level. During Tri 1 and Tri 2 2017/16 there was a 43% difference between the satisfaction of the strongest and weakest performing module. In addition overall satisfaction among 3 modules was below a satisfaction rate of 77%.

6



2015 2016 2017 2018

SAS 52% 45% 32% 36%

Table 2 – PTES 3 Year Trend - SAS Satisfaction

2016 (%)

2017 (%)

2018 (%)


Teaching & Learning


91 88 93 92 88 75 75

91 96 86 86 90 71 80

88 91 81 82 86 68 80

Declined Improved Declined Declined Declined Declined Improved


88 82 89 84 72

89 81 77 71 74

86 80 77 73 75

Declined Declined Declined Declined Improved



81 77 61 85

84 73 59 77

76 75 69 78

Declined Declined Improved Declined



87 70 91 88

59 63 90 83

85 81 86 76

Declined Improved Declined Declined

7



93 76 71 80 58

75 77 70 77 69

85 88 86 87 65

Declined Improved Improved Improved Improved



86 92 90 83

91 91 88 78

78 87 86 76




85 73 88 73 82 89

84 75 80 69 84 79

81 74 82 75 81 82

Declined Improved Declined Improved Declined Declined

Overall Overall, I am satisfied with the quality of the course 83 83 84 Improved

8

Table 3 (a) – PTES Benchmarking – Biology & Related Sciences at Edinburgh Napier Question by Quartile

2016 2017 2018

Teaching & Learning


































9









Table 3 (b) – PTES Benchmarking – Psychology at Edinburgh Napier Question by Quartile

2016 2017 2018

Teaching & Learning






















My supervisor provides helpful feedback on my progress n/a n/a n/a

10




















11

PTES 2018 Analysis of Verbatim Comments - SAS



tables provide detail specific to SAS with regard to the feedback raised by students from the school. Some overall key issues raised




Key issues raised by the verbatim feedback in the 2018 for SAS to address:

Consideration of response times to student emails, particularly with regard to communication with distance learning students. Ensuring communication of class changes is undertaken promptly and across communication channels which include all

students. Student feedback to be prompt and provide the required level of depth, ensuring this is applied consistently. Ensure a response is made to the feedback and comments made by students. Issues with workload and spread of assessment in Trimester 2 to be considered. Ensure marketing criteria are clear and consistently applied. Ensuring up to date journals are available within the library. Provide step by step information on the use of Library Search.

12

PTES 2018 – Analysis of Verbatim Comments Cont. Face to Face Distance

Teaching Examples of mistakes in lecture materials and the appearance of limited time being spent compiling them.

Can be difficult to organize meeting outside of class time.

Some concerns over the level of support for dyslexic students.

Level of teaching not high enough for PG level. Lack of opportunity to gain lab skills. Lack of contact with PDT.

Better use of video conferencing could be made. Example of emails not being answered.

Engagement Workload inconsistent. Examples of feedback not be acted on. Deadlines are very closely packed tighter in Trimester

2.

Workload for part time students with jobs can be difficult to manage. Workload not evenly distributed across the year.

Feedback Examples of feedback not being received in a timely manner or not providing sufficient depth.

Examples of different lecturers marketing to different criteria.

Example of feedback not appearing to be welcome.

Lack of clarity in marking criteria. Examples of feedback not being received in a timely

manner.

Dissertation Example of a lack of information being provided about the dissertation process.

Example of difficulties in getting in touch with the supervisor.

Lack of feedback from some dissertation supervisors.

Org & Man Example of information missing on Moodle. Lack of communication of course changes,

communication not undertaken through official channels.

Opportunity to provide more support and guidance at the start of the course for those who have not studied at this level for some time.

Resources Issues with the Wi-Fi connection within Sighthill. Issues accessing papers on Library search. Availability of the most recent journals in the library.

Comment relating to the complexity of using the online library resource service.

Skills Dev Lack of depth in the course. Lack of careers discussions.

13

Course Improvement

Better communications from staff. Higher level of academic work and overlapping

content. Greater level of depth on topics. Greater use of Moodle for interactive teaching. More contact time. Increase lab hours. Full days of labs rather than being spread over

multiple days. Moodle more effectively used. Assessments and deadlines spread more evenly. Greater availability of careers guidance.

More library resources online Clearer assessment criteria. Better communication from staff. Better spreading of the workload and assignments. More contact and support from staff.

14


PGDip Careers Guidance &

Development (D/L)

PGDip Careers Guidance &

Development (FT)

MSc Wildlife Biology &

Conservation (FT)

MSc Applied Criminology &

Forensic Psychology (FT)

MSc Drug Design &

Biomedical Science (FT)

MSc Pharmaceutical

Science (FT)

Overall


n/a n/a 83 90 88 n/a


100 100 100 67 80 83


Q

Micro-biology

(%)

Biology (%)

Sociology (%)

Social work (%)

Sport & Exercise Science

(%)

Bio-technology

(%)

Pharmacology, Toxicology & Pharmacy (%)

Teaching & Learning

1 Staff explanation 88 88 82 94 88 83 83

2 Staff enthusiastic 88 94 91 100 88 83 83

3 Intellectually stimulating 75 100 73 94 88 50 50

4 Enhanced academic ability 81 88 80 88 88 50 83

5 Learning materials 81 94 91 94 88 50 83

6 Contact time 75 69 64 59 88 83 33

7 Learning support 94 69 82 82 88 83 50

Engagement

8 Encouraged to ask questions 88 93 82 94 88 83 50

9 Opportunities to discuss 88 81 64 94 75 67 67

10 Challenged to produce best work

88 88 64 76 88 33 83

11 Workload manageable 81 81 64 53 75 83 83

12 Opportunities to feedback 81 75 73 76 62 83 67

15


13 Criteria clear 94 81 82 65 75 67 50

14 Arrangements fair 81 69 82 76 75 83 50

15 Feedback prompt 62 69 73 88 50 67 50

16 Feedback useful 88 81 91 81 75 50 50


17 Understand standards 88 71 78 100 100 100 100

18 Happy with support 86 69 75 100 83 100 100

19 Supervisor skills 86 86 89 100 83 67 100

20 Supervisor feedback 86 60 83 100 83 67 67


21 Timetable 100 80 73 88 88 83 60

22 Changes communicated 94 88 91 88 75 100 67

23 Well organised 100 81 64 100 75 83 83

24 Appropriate guidance 94 87 82 94 88 83 60

25 Involvement in course decisions

75 50 73 62 50 83 67


26 Library resources 81 81 91 71 71 83 67

27 General IT 94 94 91 82 86 83 67

28 Subject specific resources 88 100 91 82 100 67 50

29 Awareness of support services

87 94 64 62 75 67 67


30 Confident about independent learning

88 88 82 82 88 50 67

31 Confidence to be innovate / creative

81 81 55 76 88 50 67

32 Research skills improved 94 94 64 75 88 83 67

33 Communication to diverse audiences

75 81 73 71 100 50 67

34 Encourage to think about skills

75 88 80 88 100 33 83

35 Better prepared for future career

88 88 64 94 88 50 83

Overall 36 Overall satisfaction 88 81 73 100 88 50 83

16



Subject Group Name %

Agree Module Name (with Code)

Animal and Plant Science TR2 100% Biodiversity and Conservation (ENV11100)

TR1 100% Field and Laboratory Skills (ENV11108)

TR2 100% Field and Laboratory Skills (ENV11108)

TR1 100% Case Studies in Applied Ecology (ENV11115)

TR2 94% Management of Aquatic Protected Areas (ENV11112)

TR1 89% Humans and Wildlife (ENV11101)

TR1 88% Modelling Wildlife Populations (ENV11114)

TR1 88% Principles of Wildlife Management (ENV11116)

TR1 80% Scientific Methods (ENV11109)

Biomedical Science TR1 87% Advanced Immunology (BMS11100)

TR1 82% Molecular Pharmacology and Toxicology (BMS11110)

TR2 81% Research Skills (MIC11107)

Microbiology & Drug Discovery TR1 100% Biotechnology for Sustainable Renewables (MIC11112)

TR2 100% Quality Control & Pharmaceutical Analysis (MIC11113)

TR2 94% Drug Design and Chemotherapy (BMS11105)

TR1 93% Current Practice in Drug Development (BMS11104)

TR2 92% Molecular Pathogenesis of Microbial Infection (MIC11100)

TR2 88% Biotechnology and Drug Discovery (MIC11108)

TR1 71% Business and Bioethics (MIC11104)

TR1 70% Cell Technology (MIC11103)

Psychology

TR1 100% Advanced Research Skills (PSY11102)

TR1 94% Practical Forensic Psychology (PSY11100)

17

Psychology Cont. TR2 89% Advanced Forensic Psychology (PSY11103)

TR2 86% Advanced Research Skills (PSY11102)

Social Science TR1 100% Policy and contexts for practice (CRG11103)

TR2 100% Career Development Theory (CRG11106)

TR2 100% Career Counselling and Coaching (CRG11121)

TR2 100% Contemporary Guidance Practice (CRG11123)

TR2 100% Education and Labour Markets (CRG11126)

TR1 100% Community Safety and Mediation (SSC11109)

TR2 100% International and Comparative Criminology (SSC11113)

TR1 89% Current Topics in Crime (SSC11111)

TR1 87% Career Learning (CRG11122)

TR2 86% Criminal Justice in Practice (SSC11110)

Sport Exercise and Health Science

TR1 100% Physiological Factors Affecting Sporting Performance (SES11102)

TR2 100% Scientific Support in Sport (SES11103)

Sport Science & Health TR2 100% Physical Activity and Cancer Survivorship (SES11115)

TR1 83% Exercise Physiology & Health (SES11113)

TR2 57% Physical Activity for Neurological Conditions (SES11111)

1


School Engineering & the Built Environment - Postgraduate


July 2018

2

Contents


Page – 3 - 6

Appendix 1 - Postgraduate Student Satisfaction Supporting Data Table 1 - PTES Response Rates Table 2 - PTES 3 Year Trend Table 3 - PTES Benchmarking – Question by Quartile Analysis of PTES Verbatim comments Table 4 - PTES 2018 – Overall Results by Course Table 5 – PTES 2018 – Results by Subject Table 6 - Module Evaluation Results - Trimester 1 & 2 2017/18

Pages 7 - 18

3

Top 3 areas of focus for SEBE based on student experience survey findings – Postgraduate

1. Teaching & Learning (particular focus on enhancing academic ability and intellectual stimulation). 2. Skills & Development (particular focus on ability to communicate to diverse audiences, development of research skills and

encouragement to think about skills needed to develop for career). 3. Organisation & Management (particular focus on the support and guidance given when starting the course).

Analysis of Results


When considering the 3-year trend of PTES satisfaction scores within SEBE there are high levels of inconsistency with very few factors showing a consistent direction of travel across the 3-years. This suggests that improvements which are being made in response to results from individual years are not being maintained over a sustained period of time. Often scores will decline after a year of improvement resulting in additional resource requirements in future years to improve scores again.

There are a number of individual question areas within the PTES where SEBE scores have declined consistently over a 3-year period. These are:

o The course has enhanced my academic ability (4th quartile in UK for Mechanically Based Engineering) o The workload on my course has been manageable o I was given appropriate guidance and support when I started my course (4th quartile in UK for Mechanically Based

Engineering, Architecture, Building & Planning and Civil & Chemical Engineering) o I am aware of how to access the support services at my institution (4th quartile in UK for Mechanically Based Engineering

and Civil & Chemical Engineering) o My research skills have developed during my course (4th quartile in UK for Mechanically Based Engineering) o My ability to communicate information to diverse audiences has developed (4th quartile in UK for Mechanically Based

Engineering) o I have been encouraged to think about what skills I need to develop for my career (4th quartile in UK for Mechanically Based

Engineering and Architecture, Building & Planning) Results from students within the Architecture, Building & Planning, Civil & Chemical Engineering and Mechanically Based

Engineering subject areas at Edinburgh Napier have been compared with the UK to identify which quartile the Edinburgh Napier scores sit within. When compared over a 3-year period Edinburgh Napier has seen decrease in the number of individual question areas within the PTES which are ranked in the 4th quartile at a UK level and a decrease in question areas in the top quartile.

4


A number of areas are highlighted in the PTES, which SEBE could focus on to improve their overall scores and improve their ranking among UK institutions who also offer similar subjects. Within each of the overall sections covered by the PTES there are areas where improvements could contribute to increased overall levels of satisfaction.

o Teaching & Learning – Over a 3-year period the majority of factors within this section have decreased, with one factor showing a consistent year on year decline. The course enhancing academic ability as consistently fallen over the 3 year period. However when results between 2017 and 2017 are considered there has been an increase in the majority of question areas. Support for learning from staff has experienced the largest year on year increase between 2017 and 2018.

o Engagement – Overall the majority of factors relating to engagement have declined when viewed over a 3-year period. The management of workload on the course factor has declined consistently over the 3 year period. However when results between 2017 and 2018 are considered the majority of factors in this section have experienced improved scores. The largest improvement has been for opportunities to feedback on their experience and this has improved consistently over the entire 3 year period. Sustaining these year on year increases will be important as some of the factors in this section could be improved such as the opportunities to discuss work which has improved slightly but still has a low score.

o Assessment and & Feedback – Factors relating to Assessment & Feedback have been mixed over a 3 year period, with equal numbers experiencing increased and falling scores. However the criteria used in marking being clear has shown a consistent year on year increase. When results between 2017 and 2018 are considered every factor in this section has improved. However there are clear indications of where factors in this section could continue to improve in the verbatim comments. It will be important to maintain the improvements made in 2018 and look to making further improvements.

o Dissertation – All of the factors relating to the dissertation have improved over a 3-year period, they have all experienced noticeable increases between 2017 and 2018. In particular improvements to the skills and subject knowledge to support students and supervisors providing helpful feedback on progress has been marked. The verbatim comments provide feedback on how these scores could be maintained and improved further.

o Organisation & Management – Factors relating to organisation and management have been mixed over the 3-year period, The majority have declined with one factor declining consistently over the 3 years. The guidance and support given on starting the course has declined consistently over 3 years and requires focus to improve this score. When looking at the scores between 2017 and 2018 the majority of questions in this area have improved. However despite a year on year improvement a number of the scores remain low in this section.

o Resources & Services – This has generally been an area of strength for Edinburgh Napier, over a 3-year period the majority of factors within this section have improved for SEBE as whole. The ability to access subject specific resources has improved consistently over the 3 year period. The one area which has declined over the 3 year period is awareness of

5

how to access support services at the institution. This has declined consistently over the 3 years and there is an opportunity to improve the student experience by signposting access to these services more clearly.

o Skills & Development – All of the factors relating to Skills & Development have declined over a 3-year period, with half experiencing consistently falling scores over the 3-year period. When considered on a year on year basis between 2017 and 2018 half of the scores in this section have improved and half have decreased. The most improved year on year score relates to feeling better prepared for their future career. It is will be important to maintain and then improve on this. However the consistently declining scores relate to research skills development, ability to communicate to diverse audiences and thinking about the skills needed to develop their career. It will be important to focus on these to ensure they do not continue to decline.


Results by course (where available) within the PTES show a marked variation in overall satisfaction scores. Within the PTES results, there is a 57% difference between the course with the highest overall satisfaction compared with the course with the lowest satisfaction rating. This is also evident at overall subject areas with results for the 3 subject areas which are available showing a 19% difference in overall satisfaction ratings.


It is important to highlight some of the specific concerns raised by distance learning students through the verbatim comments. Issues which impact on these students do not necessarily impact on-campus students in the same way and failing to address some of their concerns could have a reputational impact on the courses they are studying. Particular concerns raised included; lack of support material specifically for distance learners, lack of communication with other students, lack of timely responses to emails from staff and a requirement to update course materials.


Overall satisfaction scores are variable at module level. During Tri 1 and Tri 2 2017/18 there was an 80% difference between the satisfaction of the strongest and weakest performing module. In addition overall satisfaction among 20 modules was below the satisfaction rate of 77%.

6



2015 2016 2017 2018

SEBE 49% 33% 31% 32%

Table 2 – PTES 3 Year Trend - SEBE Satisfaction

2016 (%)

2017 (%)

2018 (%)


Teaching & Learning


78 84 77 88 75 64 60

70 71 79 81 73 53 59

72 74 77 77 76 58 68

Declined Declined

Level Declined Improved Declined Improved


77 62 81 74 61

66 53 68 72 65

74 54 76 71 74

Declined Declined Declined Declined Improved



64 69 59 64

65 65 48 60

70 67 53 65

Improved Declined Declined Improved



74 56 70 76

64 54 67 66

75 64 86 83


7



80 77 74 71 44

71 76 66 63 42

79 82 69 62 53

Declined Improved Declined Declined Improved



78 81 72 79

77 87 77 74

79 85 79 70

Improved Improved Improved Declined



83 76 86 69 68 85

79 65 84 67 67 67

82 70 82 66 64 75

Declined Declined Declined Declined Declined Declined


8

Table 3 (a) – PTES Benchmarking – Architecture, Building & Planning at Edinburgh Napier Question by Quartile

2016 2017 2018

Teaching & Learning


































9









Table 3 (b) – PTES Benchmarking – Civil & Chemical Engineering at Edinburgh Napier Question by Quartile 2016 2017 2018

Teaching & Learning























10




















Table 3 (c) – PTES Benchmarking – Mechanically Based Engineering at Edinburgh Napier Question by Quartile 2016 2017 2018

Teaching & Learning












11











My supervisor provides helpful feedback on my progress n/a n/a n/a




















12

PTES 2018 Analysis of Verbatim Comments - SEBE



tables provide detail specific to SEBE with regard to the feedback raised by students from the school. Some overall key issues

raised through the verbatim comments have also been detailed below. Verbatim comments from students who are primarily distance



Key issues raised by the verbatim feedback in the 2018 for SEBE to address:

Consideration of response times to student emails, particularly with regard to communication with distance learning students. Greater use of different technologies for distance learners. Opportunity to help these students become more engaged with

the University. Demand from distance learning students to have interactive course materials, in particular being able to view lecturers as

part of their course. Ensure course materials for distance learners meet the requirements of this mode of study. Increase staff support for distance learner students. Student feedback to be prompt and provide the required level of depth, ensuring this is applied consistently. Ensure marketing criteria are clear and consistently applied. Ensuring up library and IT resources required by distance learning students are available to them.

13



Teaching Examples of course materials which could enhanced. Difficulty in contacting lecturers outside class.

Lack of support materials specifically for online students. Lack of use of video materials and poor leave of notes provided.

Lack of communication with online learners. Slow response times to queries from online learners.

Engagement Some opportunity for increased level of group work Very little engagement with other distance learning students.

Feedback Examples of delays in receiving feedback. Examples of lack of clarity in some modules as to

what is required. Feedback can be lacking in depth.

Examples of delays in receiving feedback. Example of feedback lacking in depth.

Dissertation Supervisors who are not specialists in the students subject area.

Example of difficulty in getting a supervisor.

Examples of lack of support and delays in responses from supervisors.

Some opportunity for increased level of group work

Org & Man Lack of guidance for January starts. More guidance and communication required by distance learners.

Examples of Moodle not being kept up to date.

Resources Some subject areas not adequately covered in the library.

A number of resources can only be accessed on campus.

Some recommended reading available on campus but not online.

Skills Dev Industry lectures only available to full time students.

Course Improvement

Staff engagement. Consistent use of Moodle. Timeliness of feedback provided.

Improving staff response to queries. Improved explanation of some topics. Update and improving course materials. Making the course more interactive. Increased contact with staff.

14


Course



MSc Construction Project Management (D/L) 50 71

MSc Construction Project Management (FT) 43 n/a

MSc Construction Project Management Online 71 n/a

MSc Safely & Environmental Management FT 71 n/a

MSc Real Estate Management and Investment FT 67 n/a

MSc Transport and Planning Engineering (D/L) 69 71

MSc Advanced Materials Engineering FT 100 n/a


Q

General Engineering

(%)

Civil Engineering

(%)

Building (%)

Teaching & Learning

1 Staff explanation 88 63 67

2 Staff enthusiastic 88 74 65

3 Intellectually stimulating 76 85 72

4 Enhanced academic ability 76 80 76

5 Learning materials 88 70 71

6 Contact time 76 45 55

7 Learning support 76 65 62

Engagement

8 Encouraged to ask questions 88 80 63

9 Opportunities to discuss 65 55 50

10 Challenged to produce best work 76 80 72

11 Workload manageable 65 65 78

12 Opportunities to feedback 71 85 67

15


13 Criteria clear 71 79 63

14 Arrangements fair 65 79 61

15 Feedback prompt 53 74 43

16 Feedback useful 59 78 61


17 Understand standards 69 62 80

18 Happy with support 75 57 56

19 Supervisor skills 94 86 80

20 Supervisor feedback 86 100 74


21 Timetable 71 70 83

22 Changes communicated 82 68 85

23 Well organised 76 70 62

24 Appropriate guidance 62 65 61

25 Involvement in course decisions 62 50 48


26 Library resources 82 85 76

27 General IT 87 90 84

28 Subject specific resources 81 84 75

29 Awareness of support services 59 84 65


30 Confident about independent learning 94 70 80

31 Confidence to be innovate / creative 82 75 61

32 Research skills improved 76 75 85

33 Communication to diverse audiences 62 58 70

34 Encourage to think about skills 59 65 61

35 Better prepared for future career 76 75 72

Overall 36 Overall satisfaction 82 70 63

16





Building and Surveying TR2 100% Production Management (BSV11103)

TR2 100% Procurement Strategy (BSV11104)

TR2 100% Timber Form & Construction (BSV11118)

TR1 100% Concrete Form & Construction (BSV11135)

TR1 95% Sustainable Building Design (BSV11114)

TR1 92% Building Economics (BSV11111)

TR1 92% Renewable Energy Finance and Environmental Law (BSV11122)

TR2 91% Building Performance 3 (BSV11134)

TR2 89% Sustainable Water Resources Management (BSV11126)

TR1 88% Building Performance 1 (Acoustics and Sound Insulation) (BSV11132)

TR2 86% Advanced Digital Media (BSV11131)

TR2 82% Property Investment Analysis (BSV11108)

TR1 80% Real Estate Valuation (BSV11141)

TR1 75% Project Management (BSV11101)

TR2 71% Project Risk Management (BSV11705)

TR2 70% Property Asset Management (BSV11109)

TR2 70% Waste Management (BSV11124)

TR2 69% Sustainable Urban Property Development (BSV11125)

TR2 55% Project Appraisal and Finance (BSV11702)

TR1 47% Law and Administration: Property and Construction (BSV11106)

TR1 38% Strategic Management (Built Environment and Engineering) (BSV11100)

TR1 29% Project Appraisal and Finance (BSV11102)

TR2 20% Project Risk Management (BSV11105)

17

Civil and Transportation TR2 100% Advanced Structural Steel Design (CTR11119)

TR1 100% Transport Policy (CTR11505)

TR2 100% Advanced Structural Steel Design (CTR11519)

TR1 100% Geomechanics Analysis and Modelling (CTR11527)

TR1 100% Traffic Engineering Design (CTR11531)

TR2 100% Geotechnical Earthquake and Offshore Engineering (CTR11534)

TR2 94% Transport Demand Management and Road Safety (CTR11135)

TR2 94% Dissertation and Integrated Engineering Design (CTR11523)

TR1 86% Advanced Structural Concrete (CTR11118)

TR1 86% Advanced Mechanics of Material and Finite Element Analysis (CTR11129)

TR1 83% Forensic Engineering (CTR11100)

TR2 82% Structural Dynamics and Earthquake Design (CTR11102)

TR2 80% Structural Dynamics and Earthquake Design (CTR11502)

TR2 78% Transport and Traffic Models (CTR11104)

TR1 76% Traffic Engineering Design (CTR11131)

TR2 63% Transport Economics and Appraisal (CTR11132)

TR1 61% Public Transport (CTR11130)

TR1 44% Dissertation and Integrated Engineering Design (CTR11523)

Electronics Electrical and Mathematics TR2 100% Distributed Generation Systems (ELE11113)

TR1 88% Instrumentation Systems (ELE11114)

Mechanical Materials and Manufacturing Management

TR2 100% Control Engineering (MEC11101)

TR2 100% Mechatronic Systems (MEC11114)

TR1 100% Metallic Materials (MEC11115)

TR1 100% Sustainable Energy Technologies (MEC11123)

TR2 100% Mechanical Computer Aided Engineering (MEng) (MEC11504)

TR1 100% Design and Quality Management (MEC11524)

TR2 90% Forensic Materials Engineering (MEC11112)

TR2 88% Control Engineering (MEng) (MEC11501)

TR1 83% Ceramic and Composite Materials (MEC11109)

TR2 75% Smart Materials and Surfaces (MEC11118)

18

Mechanical Materials and Manufacturing Management Cont.

TR2 71% Energy Materials (MEC11110)

TR1 63% Solar Energy: Technology, Modelling and Analysis (MEC11121)

TR1 62% Sustainable Energy Technologies (MEC11523)

TR1 55% Plastics Materials (MEC11116)

TR1 39% Automation and Robotics (MEC11107)

1


School of Health & Social Care - Postgraduate


July 2018

2

Contents


Page – 3 - 5

Appendix 1 - Postgraduate Student Satisfaction Supporting Data Table 1 - PTES Response Rates Table 2 - PTES 3 Year Trend Table 3 - PTES Benchmarking – Question by Quartile Analysis of PTES Verbatim comments Table 4 - PTES 2018 – Overall Results by Course Table 5 – PTES 2018 Overall Results by Subject Table 6 - Module Evaluation Results - Trimester 1 & 2 2017/18

Pages 6 - 13

3

Top 3 areas of focus for SHSC based on student experience survey findings – Postgraduate

1. Organisation & Management (particular focus on communication of any changes in the course and the organisation and smooth running of the course).

2. Learning & Teaching (particular focus on intellectual stimulation and enhancing academic ability). 3. Assessment & Feedback (particular focus on useful feedback on work).

Analysis of Results


When considering the 3-year trend of PTES satisfaction scores within SHSC there are high levels of inconsistency with very few factors showing a consistent direction of travel across the 3-years. This suggests that improvements which are being made in response to results from individual years are not being maintained over a sustained period of time. Often scores will decline after a year of improvement resulting in additional resource requirements in future years to improve scores again.

There are a number of individual question areas within the PTES where SHSC scores have declined consistently over a 3-year period. These are:

o The course is intellectually stimulating o I am happy with the support for my learning I receive from staff on the course (4th quartile in the UK) o My course has challenged me to produce my best work o Any changes in the course or teaching have been communicated effectively (4th quartile in the UK) o The course is well organised and is running smoothly o I am encouraged to be involved in decisions about how my course is run o My confidence to be innovative or creative has developed during my course o Overall satisfaction

Results from students within the Nursing subject area at Edinburgh Napier have been compared with the UK to identify which quartile the Edinburgh Napier scores sit within. When compared over a 3-year period Edinburgh Napier has seen an increase in the number of individual question areas within the PTES which are ranked in the 4th quartile at a UK level and a decrease in question areas in the top quartile.

4


A number of areas are highlighted in the PTES, which SHSC could focus on to improve their overall scores and improve their ranking among UK institutions who also offer Nursing. Within each of the overall sections covered by the PTES there are areas where improvements could contribute to increased overall levels of satisfaction.

o Teaching & Learning – The factors relating to staff enthusiasm and useful learning materials being provided have both increased consistently over the 3-year period. It will be important to maintain and continue this improvement. The factor relating to intellectual stimulation has consistently declined over the 3 year period. When considering the results between 2017 and 2018 the largest year on year decline is for the course enhancing academic ability. The majority of factors in this section have experienced declining scores between 2017 and 2018.

o Engagement – Overall, the majority of factors relating to engagement have improved when viewed over a 3-year period. However, the challenge of the course to produce their best work has declined consistently over a 3 year period. Despite improvements over a 3 year period the majority of factors in this section experienced declining scores between 2017 and 2018. The verbatim comments highlight that increased contact with other students is a particular challenge for distance learning students.

o Assessment and & Feedback – The majority of factors in this section have declined over a 3 year period and all factors have declined between 2017 and 2018. A particular area of decline has been in relation to the usefulness of either written or oral feedback. This is also evident within the verbatim comments. A more general focus on assessment and feedback overall would be valuable to increase satisfaction.

o Dissertation – Overall scores within this section are improving with the majority of areas improving over a 3 year period. When comparing scores in 2017 and 2018 all have experienced year on year increases with the support received in the dissertation planning process being particular strong. It will be important to maintain these scores and continue to improve student satisfaction in this area.

o Organisation & Management – All of the factors in this section have declined both across a 3 year period and between 2017 and 2018. Three of the factors in this section have experienced consistently declining scores over the 3 year period. The largest year on year decline is for the organisation and smooth running of the course. This factor as a whole should be an area of focus for SHSC and the verbatim comments provided by students highlight some of the specific concerns raised by students when rating this factor.

o Resources & Services – There has been some improvement of scores in this section over both a 3 year period and between 2017 and 2018. The largest year on year increase relates to the ability to access subject specific resources.

o Skills & Development – Scores for this section have been variable with equal numbers of improved and decreased scores over a 3 year period. One factor has declined consistently over the 3 year period and another has improved consistently. When results are considered year on year between 2017 and 2018 the majority have improved with the largest increases

5

for encouragement to think about the skills needed to develop a career and the course making them feel better prepared for their future career.


Results by course (where available) within the PTES show a marked variation in overall satisfaction scores. Within the PTES results, there is a 19% difference between the course with the highest overall satisfaction compared with the course with the lowest satisfaction rating.


It is important to highlight some of the specific concerns raised by distance learning students through the verbatim comments. Issues which impact on these students do not necessarily impact on-campus students in the same way and failing to address some of their concerns could have a reputational impact on the courses they are studying. Particular concerns raised included; response times to emails, unmanageable workload expectations, lack of engagement from fellow students and more face to face WebEx sessions sought.



6



2015 2016 2017 2018

SHSC 22% 30% 34% 33%

Table 2 – PTES 3 Year Trend - SHSC Satisfaction

2016 (%)

2017 (%)

2018 (%)


Teaching & Learning


88 88 94 88 84 65 82

89 89 89 91 86 70 77

87 90 86 79 89 64 75

Declined Improved Declined Declined Improved Declined Declined


88 62 86 73 76

89 69 82 73 82

89 72 79 71 77

Improved Improved Declined Declined Improved



82 73 84 88

93 78 85 91

85 70 79 79

Improved Declined Declined Declined



81 81 86 86

73 71 86 85

78 82 88 88

Declined Improved Improved Improved

7



63 89 82 78 67

66 75 80 80 64

58 67 68 74 59

Declined Declined Declined Declined Declined



92 84 85 93

95 95 85 87

92 94 91 91

Level Improved Improved Declined



80 80 82 79 76 78

82 75 82 64 70 76

83 73 78 67 78 83

Improved Declined Declined Declined Improved Improved


Table 3 – PTES Benchmarking - Nursing at Edinburgh Napier Question by Quartile

2016 2017 2018

Teaching & Learning








8



































9

PTES 2018 Analysis of Verbatim Comments - SHSC



tables provide detail specific to SHSC with regard to the feedback raised by students from the school. Some overall key issues

raised through the verbatim comments have also been detailed below. Verbatim comments from students who are primarily distance



Key issues raised by the verbatim feedback in the 2018 for SHSC to address:

Demand from distance learning students to have more face to face study days or WebEx sessions. Some distance learning students would also welcome greater contact with fellow students.

Consideration to be given to the distribution of workload on distances learning programmes, currently for some the workload is unmanageable at certain points.

Desire to have more specific master’s levels sessions and to be clearly separated from BN sessions. Ensure timetabling is accurate. Ensure communication relating to class changes is clear and covers all students. Student feedback to be prompt and provide the required level of depth, ensuring this is applied consistently. Ensure marketing criteria are clear and consistently applied.

10



Teaching More contact time required. More discussion based at masters level – demand for

some classes only to have master’s students in them. Moodle pages can be hard to navigate. Examples of some PDTs being unapproachable. Some feeling that the course has not been structured

in a coherent way.

Some issues with response times to emails and answering questions on Moodle forums.

Online learning not appropriate for course – unclear when applying this would be the learning mode.

Engagement Undertaking essays while on placement. Work load variations – it would be useful to get an understanding on when these would be.

For some reading expectations are unrealistic. Workload unmanageable at points. Not all students engage on Moodle.

Feedback Some lack of depth in feedback provided. Lack of clarity in assessments.

Dissertation

Org & Man Timetabling issues leading to students missing mandatory classes.

When classed are changed this is not communicated clearly.

Confusion on Moodle with BN/MN integrated modules.

Modules not distributed well in terms of credit value. Lack of clarity in terms of payment for modules. Some feelings of being ignored as master’s students.

Resources Links on Moodle not always working.

Skills Dev Lack of teaching time. Negative experience of study.

Course Improvement

Increased support specific to master’s level. More in depth feedback. Clear communication from the university about how

the course is run and what will be expected at certain points.

Ensure timetables are accurate.

Face to face lecture time – taught days in Edinburgh. More WebEx face to face sessions.

More time to complete the work. Distribution of modules on the course. Quicker response times from tutors. More interaction with fellow students.

11


MSc Advanced Practice (named

speciality ) (D/L)

Masters in Nursing

(Adult) FT

PG Cert in Learning

Teaching & Assessment

(D/L)

MSc Healthcare

Management FT


n/a n/a 90 n/a


80 83 67 86


Q

Nursing (%)

Others in Subjects Allied to Medicine (%)

Teaching & Learning

1 Staff explanation 87 88

2 Staff enthusiastic 89 100

3 Intellectually stimulating 86 88

4 Enhanced academic ability 78 88

5 Learning materials 89 88

6 Contact time 61 88

7 Learning support 72 100

Engagement

8 Encouraged to ask questions 87 100

9 Opportunities to discuss 73 62

10 Challenged to produce best work 77 100

11 Workload manageable 69 88

12 Opportunities to feedback 77 86


13 Criteria clear 83 100

14 Arrangements fair 71 62

15 Feedback prompt 78 88

16 Feedback useful 77 100

12


17 Understand standards 86 50

18 Happy with support 77 100

19 Supervisor skills 85 100

20 Supervisor feedback 83 100


21 Timetable 55 88

22 Changes communicated 68 62

23 Well organised 66 88

24 Appropriate guidance 73 75

25 Involvement in course decisions 58 62


26 Library resources 92 88

27 General IT 95 88

28 Subject specific resources 90 100

29 Awareness of support services 91 88


30 Confident about independent learning 81 100

31 Confidence to be innovate / creative 73 75

32 Research skills improved 75 100

33 Communication to diverse audiences 66 75

34 Encourage to think about skills 79 75

35 Better prepared for future career 82 86

Overall 36 Overall satisfaction 78 88

13





Centre for Health and Wellbeing TR1 90% Clinical Governance and Improvement Practice (NMS11156)

Generic - School of Health and Social Care

TR2 80% Foundations of health and well-being {Masters} (Theory 1b Generic) (NUR10102)

Long Term Conditions TR2 80% Research Approaches in Health and Social Care (NMS11188)

Midwifery and Child Health TR1 94% Professional Midwifery Practice (MID11109)

TR2 92% Evaluating the Evidence Base for Normal Labour and Birth (MID11110)

Protecting and Enhancing Equality TR1 75% Child Protection in Context (NMS11134)

Transforming Education and Practice TR1 92% Developing Professionalism {Bridging} (Theory 2a Stem) (NUR11109)

TR2 56% Developing Professionalism {Masters} (Theory 2b Stem) (NUR11110)

1


School of Computing - Postgraduate


July 2018

2

Contents


Page – 3 - 5

Appendix 1 - Postgraduate Student Satisfaction Supporting Data Table 1 - PTES Response Rates Table 2 - PTES 3 Year Trend Table 3 - PTES Benchmarking – Question by Quartile Analysis of PTES Verbatim comments Table 4 - PTES 2018 – Overall Results by Course Table 5 – PTES 2018 – Overall Results by Subject Table 6 - Module Evaluation Results - Trimester 1 & 2 2017/18

Pages 6 - 16

3

Top 3 areas of focus for SoC based on student experience survey findings – Postgraduate

1. Focus on improving the distance learner student experience (ensuring courses provide distance learners with a high quality student experience).

2. Dissertation (particular focus on understanding the standards required for the dissertation and the support received for planning the dissertation).

3. Skills & Development (particular focus on the encouragement to think about the skills required for a future career and the ability to communicate to diverse audiences).

Analysis of Results


When considering the 3-year trend of PTES satisfaction scores within SoC there are high levels of inconsistency with very few factors showing a consistent direction of travel across the 3-years. This suggests that improvements which are being made in response to results from individual years are not being maintained over a sustained period of time. Often scores will decline after a year of improvement resulting in additional resource requirements in future years to improve scores again.

There are no individual question areas within the PTES where SoC scores have declined consistently over a 3-year period. Results from students within the Computing subject area at Edinburgh Napier have been compared with the UK to identify which

quartile the Edinburgh Napier scores sit within. When compared over a 3-year period Edinburgh Napier has seen a decrease in the number of individual question areas within the PTES which are ranked in the 4th quartile at a UK level and a increase in question areas in the top quartile.


A number of areas are highlighted in the PTES, which SoC could focus on to improve their overall scores and improve their ranking among UK institutions who also offer Computing. Within each of the overall sections covered by the PTES there are areas where improvements could contribute to increased overall levels of satisfaction.

o Teaching & Learning – The majority of factors in this section have improved over a three year period and every factor has improved when compared between 2017 and 2018. Staff enthusiasm, intellectual stimulation and sufficient contact time have all improved consistently over each of the 3 years. Scores for contact time and support received form staff for learning are lower when compared to others in this section and could be improved further. The verbatim comments provide

4

feedback which can further help improve scores in this area. It will be important to maintain the improvements already evident and further enhance the student experience.

o Engagement – Overall the majority of factors relating to Engagement have improved when viewed over a 3-year period. When considering results between 2017 and 2018 the majority of factors have also experienced increases in score. Encouragement to ask question in taught sessions and appropriate opportunities provide to give feedback on their experience have improved consistently over the 3 year period. An area to focus on is the workload on the course which has experienced declining scores between 2017 and 2018. There is also the opportunity to further improve the scores in some areas by maintaining improvements to date and further enhancing the student experience.

o Assessment and & Feedback – All factors relating to Assessment & Feedback have improved when viewed over a 3-year period. When considering results between 2017 and 2018 the majority of factors have also experienced increases in score. Fair assessment arrangements and prompt feedback on work have improved consistently over the 3 year period. Areas to focus would be the prompt and useful nature of feedback as scores are lower in those areas than for other factors in this section. There is also the opportunity to further improve the scores in some areas by maintaining improvements to date and further enhancing the student experience

o Dissertation – Overall the majority of factors relating to the Dissertation have declined when viewed over a 3-year period. However when considering results between 2017 and 2018 the majority of factors have actually experienced increases in score. Understanding the required standards for the dissertation is the only factor in this section to decline between 2017 and 2018 so this should be an area of focus to ensure it does not decline further. There is also an opportunity to further improve the score for the support received for planning the dissertation.

o Organisation & Management – Overall the majority of factors relating to Organisation & Management have improved when viewed over a 3-year period. When considering results between 2017 and 2018 an equal number of factors have experienced increases and decreases in score. The course is well organised and running smoothly has improved consistently over the 3 year period. There is also the opportunity to further improve the scores in some areas by maintaining improvements to date and further enhancing the student experience. The verbatim comments provide further information from the students relating to improvements which could be made in this area.

o Resources & Services – Overall half the factors relating to Resources have improved when viewed over a 3-year period. When considering results between 2017 and 2018 all factors have experienced increases in score. The library resources and services are good enough for my needs factor has improved consistently over the 3 year period. An area of focus in this section would be the awareness of how to access the support services at the institution. Increasing the signposting to these services would enhance the student experience.

o Skills & Development – Overall the 3-year trend for factors in the Skills & Development section has been mixed. However when considering results between 2017 and 2018 the majority of factors have experienced increases in score. Areas of

5

focus within this section would be the confidence to be innovative or creative and the ability to communicate information to diverse audiences, scores have increased between 2017 and 2018 but the scores are still relatively low when compared with others in the section. The encouragement to think about the skills they need to develop for their career has experienced declining scores between 2017 and 2018 and this should be a key focus to ensure it does not fall further.


Results by course (where available) within the PTES show a marked variation in overall satisfaction scores. Within the PTES results, there is a 30% difference between the course with the highest overall satisfaction compared with the course with the lowest satisfaction rating. However overall subject areas are more consistent with results for the 3 subject areas which are available showing a 13% difference in overall satisfaction ratings.


It is important to highlight some of the specific concerns raised by distance learning students through the verbatim comments. Issues which impact on these students do not necessarily impact on-campus students in the same way and failing to address some of their concerns could have a reputational impact on the courses they are studying. Particular concerns raised included; lack of timely responses to emails, examples where lecture material could be enhanced, fellow students not participating, opportunities to make better use of technology available and ensuring the courses are appropriately set up for distance learners.



6



2015 2016 2017 2018

SHSC 31% 30% 35% 38%

Table 2 – PTES 3 Year Trend - SoC Satisfaction 2016

(%) 2017 (%)

2018 (%)


Teaching & Learning


86 84 82 84 82 66 78

82 90 85 82 79 72 73

89 92 94 93 82 73 79


Level Improved Improved


77 67 82 64 66

82 66 78 76 70

83 73 83 65 74

Improved Improved

Level Improved Improved



76 73 58 64

87 84 65 71

85 86 66 70


7



83 80 79 88

83 58 77 67

75 68 79 81

Declined Declined

Level Declined



75 67 73 77 53

78 82 74 80 52

75 82 77 79 53

Level Improved Improved Improved

Level



83 93 90 79

84 89 82 67

85 94 90 76

Improved Improved

Level Declined



80 71 80 68 70 80

78 66 80 63 76 72

82 71 85 64 70 77

Improved Level

Improved Declined

Level Declined

Overall Overall, I am satisfied with the quality of the course 81 78 88 Improved

8

Table 3 – PTES Benchmarking – Computer Science at Edinburgh Napier Question by Quartile

2016 2017 2018

Teaching & Learning


































9









10

PTES 2018 Analysis of Verbatim Comments - SOC



tables provide detail specific to SOC with regard to the feedback raised by students from the school. Some overall key issues raised




Key issues raised by the verbatim feedback in the 2018 for SOC to address:

Consideration of response times to student emails, particularly with regard to communication with distance learning students. Ensure the experience is enhanced for distance learner students, quality of sound of recording has been raised also

ensuring consideration is given to distance learning students viewing in-class sessions. For example lecturers repeating questions from in-class students so they can be heard by distance learners.

Consider the timings of some aspects of the distance learning course as they can be difficult for students who also work. Ensure all lecturer material is accurate and contains up to date examples of the topics discussed. Encouraging increased student interaction on online courses. Student feedback to be prompt and provide the required level of depth, ensuring this is applied consistently. Ensure marketing criteria are clear and consistently applied.

11



Teaching Inconsistencies between modules. Some teaching material has out of date links and

references. Not all techniques being taught are up to date with

industry standard.

Issue when exams and sessions are held within work time.

Some emails to tutors not answered. Some lecture material poor, inconsistencies between

modules. Cannot always hear the questions the students in

class are asking. Response times to student queries can be slow. Inconsistencies between modules in terms of level of

teaching. Delays in course work handouts can have a big

impact on scheduling for distance learning students.

Engagement High workload, this could be more evenly spaced. Forums not as useful as they could be. Online teaching can be mode more difficult when

students do not participate or when an overwhelming volume of extra material is introduced.

Can be some issues with time management for distance learner students who also have jobs.

Feedback Some issues with timeliness of feedback and lack of depth.

Delivery of feedback inconsistent. Lack of clarity of the requirements for some assessed

work.

Inconsistency in the feedback provided across modules.

Examples of some assessment requirements not being clear.

Some issues with timeliness of feedback and lack of depth.

Dissertation Some issues with the consistency of supervisor support provided.

Examples of dissertation Moodle page not being updated.

Some issues with supervisor allocation.

Org & Man Timetable changes should be communicated better. Mixed experiences of organization at the institution. Timing of WebEx session can be an issue for those

who are employed.

12

Resources Issuing using the online library system. Difficulty accessing VSOC. No clear communication when the JKCC was closed.

Mixed experience of using the library. A number of students have difficulty using the online library service.

VSoC not probably set up early in the trimester.

Skills Dev

Course Improvement

Inconsistency in teaching quality and feedback received across modules.

Online course materials can be out of date and some refer to resources which no longer exist.

Increased flexibility on the choices of modules.

Ensure courses are suited to distance learners, ensuring distance leaners are able to hear the questions asked by students in the class.

Ensure materials have no errors / have been checked and updated.

Good quality sound for recorded lecturers. Consideration of the online course – so clarifying things which are said and unclear and repeating the questions by in class students.

Increased student interaction. More introductory / scene setting videos. Inconsistency across various aspects of the course,

such as feedback received, teaching etc. Prompt staff response to student queries.

13

Table 4 – PTES 2018 – Overall Results by Course (where more than 5 responses have been received) MSc advanced

Security & Digital

Forensics (D/L)

MSc Advanced Security &

Digital Forensics (FT)

MSc Business Information Technology

F/T

MSc Computing

(FT)

MSc Sound Design (D/L)


76 83 n/a 70 100


90 100 92 70 100


Q

Computer Science (%)

Software Engineering (%)

Information Systems (%)

Teaching & Learning

1 Staff explanation 81 89 100

2 Staff enthusiastic 89 91 100

3 Intellectually stimulating 93 95 88

4 Enhanced academic ability 89 93 100

5 Learning materials 67 85 88

6 Contact time 70 69 100

7 Learning support 78 78 88

Engagement

8 Encouraged to ask questions 85 79 100

9 Opportunities to discuss 74 70 88

10 Challenged to produce best work 85 83 81

11 Workload manageable 78 59 75

12 Opportunities to feedback 81 68 94


13 Criteria clear 74 85 100

14 Arrangements fair 81 87 94

15 Feedback prompt 74 63 69

16 Feedback useful 70 71 69

14


17 Understand standards 78 73 75

18 Happy with support 67 69 67

19 Supervisor skills 75 75 92

20 Supervisor feedback 71 83 90


21 Timetable 89 70 75

22 Changes communicated 77 82 94

23 Well organised 70 79 75

24 Appropriate guidance 78 78 88

25 Involvement in course decisions 74 42 75


26 Library resources 85 84 88

27 General IT 96 95 88

28 Subject specific resources 88 91 88

29 Awareness of support services 76 72 94


30 Confident about independent learning 81 81 88

31 Confidence to be innovate / creative 74 70 69

32 Research skills improved 74 88 88

33 Communication to diverse audiences 59 62 81

34 Encourage to think about skills 78 67 75

35 Better prepared for future career 81 75 81

Overall 36 Overall satisfaction 81 89 94

15





Computer Systems TR2 95% Computer Penetration Testing (CSN11127)

TR2 93% e-Security (D/L) (CSN11117)

TR1 83% Network Security (CSN11111)

TR2 83% Group Project (SOC11103)

TR1 82% Host-Based Forensics (DL) (CSN11126)

TR2 79% Incident Response and Malware Analysis (CSN11128)

TR1 76% Host-Based Forensics (CSN11125)

TR1 73% Computer Systems (CSN11108)

TR2 70% Incident Response and Malware Analysis (CSN11129)

TR2 69% e-Security (CSN11102)

Creative and Social Informatics TR2 100% Digital Business Environments (INF11114)

TR1 100% Strategic Information Systems Management (INF11115)

TR2 92% User Experience and Service Design (IMD11120)

TR1 91% Security Audit & Compliance (INF11109)

TR1 91% Data-Driven Decision Making (INF11116)

TR2 90% Management of Software Projects (INF11103)

TR2 50% Enterprise Information Systems with SAP (INF11108)


TR1 100% Database Systems (SET11101)

TR1 100% Emergent Computing for Optimisation (SET11508)


TR1 92% Information Systems Engineering (SET11106)


TR2 69% Programming for the Web (SET11105)

16

Software Engineering Cont. TR1 50% Web Design & Development (SET11112)

TR2 30% Data Wrangling (SET11121)

of 2

LTAC/SEC(18/19)07

EDINBURGH NAPIER UNIVERSITY

JOINT MEETING OF THE LEARNING, TEACHING & ASSESSMENT COMMITTEE AND

THE STUDENT EXPERIENCE COMMITTEE

Responding to the Student Voice – Priority Actions for 2018/19 Purpose

1. To consider the priority action plans produced by each of the six schools following the 2018 National Student Surveys (NSS) and Postgraduate Taught Experience Survey (PTES)

Background

2. In accordance with its remit, LTAC is responsible for monitoring performance and progress against national indicators, including regular monitoring and review of School action plans against the NSS and PTES surveys

Alignment to Strategic Objectives/External Policy Driver

3. The University is committed within its Strategy 2020 to ensuring students are at the centre of our academic excellence and leadership. Within our Academic Strategy KPI’s there is a clear requirement and ambition for the University to be in the upper quartile of student satisfaction within the NSS and PTES.

Summary of Key Issues and Options

4. The full set of NSS and PTES results for 2018 are available from Cognos and

from the Market Intelligence Sharepoint Site. Annual Student Experience reports covering student feedback for 2018 have been produced by the University’s Market Intelligence team, including survey scores, benchmarking information (where available), analysis of verbatim comments and module satisfaction results.

5. Following the publication of the 2018 survey results, the University Senior Leadership requested the development of priority action plans from each of the Schools. These are presented for Committee consideration.

6. In considering each priority action plan, committee members are requested to reflect on whether the action plans are robust in addressing the concerns identified within the surveys. Members will be asked to offer constructive feedback as appropriate to enhance each School’s detailed action plans as necessary.

https://businessintelligence.napier.ac.uk/ibmcognos/bi/?perspective=Napier+Home

https://staffworkplace.napier.ac.uk/Services/SAS/Market-Intelligence-and-Evaluation/Market%20Research/Forms/AllItems.aspx

Monitoring, evaluation and review activities

7. The monitoring of student survey action plans will continue to be the responsibility of the Schools reporting to LTAC throughout the academic year, with a formal final report required for consideration at the May 2019 meeting.

Recommendation

8. Learning Teaching Assessment Committee is asked to review each of the priority action plans to ensure that the plans are robust and effectively address the concerns raised within the NSS/PTES and provide feedback to each SAL LTA as appropriate.

Professor Alyson Tobin- Paper Sponsor Vice Principal – Learning & Teaching

Katrina Swanton Head of Quality & Enhancement

September 2018

1

School of Health & Social Care Priority Action Plan (Pre-registration Nursing NSS) Date: 8rd September 2018

Student Experience Issues Actions

Outcome Lead Status

Progress / Outcome

Timescale

Programme Level Student feedback strongly suggests content and structure changes required to programme

Changes decided at bootcamp with PL, FL + MLs (June 2018) All modules to be blended (too much online) Add ‘acute’ nursing module Year 2 (not enough acute nursing and too much Health & SC integration] Theory and Practice now taught in blocks [logistically difficult to be on placement and Univ same week and it disrupts our practice learning] Trimester 2 Year 2 Assessment type and date changed [overwhelmed by assessments due at same time] More time in Simulation & Clinical Skills timetables Better consistency between fields of practice

Ambition Improved student experience

PMT (Ailsa Sharp)

GREEN Approval obtained by NMC and ENU (Aug)

2018/19

Programme Level Clinical placements need to be organized and communicated in a timely way to students

Implement InPlace Placement software and give students their placements for Year 1 + 2 at beginning of programme Revise and strengthen link lecturer role to support mentors and students in practice Add reflection sessions to all practice modules to link theory to practice

Professional Ensure placements are planned, co-ordinated and timely

SAL SE (Gail Norris)

GREEN Starts in Sept 2018

Ongoing

Programme Level Students do not feel assessments are clear

Establish peer review of assessment criteria for each trimester

Professional Students have a clear and consistent understanding of assessments

SAL LTA/PL /FL/student) [Susan Dawkes]

AMBER

School Level Students do not feel they have a voice

Revamp SSLCs Student voice chart (where to go to) Student surgeries by PL or FL/SAL SE BN/MN twitter feed (combat facebook) PMT and a member of SSLT to meet with 2nd & 3rd Year Students “You said, we did” (include comms on moodle, emails etc)

Professional + Inclusive Ensure we work in partnership with students and they receive timely and accurate info. PMT engage more with student voice

SAL SE (GailNorris)

AMBER Sept 2018

2

Dedicated student engagement ‘person’ to ensure SSLC are working, pulse checks with students and ensure principals of comms consistently implemented. Guage student response to changes.

School Level Many staff do not understand the pre-reg nursing programme

PL (BN + MN) will do a short podcast to give staff and students an overview of programme Programme briefings monthly for staff and students Each trimester programme team have an away day to remain current about programme + feed into new programme development

Professional All of the programme team will understand the pre-reg nursing programme

PL (Ailsa and Diane)

AMBER Ongoing

School Level Students have variable experiences of PDTs

PDT time will be timetabled for students Staff development for enhancement and consistency amongst PDTs Reduce cohorts to 1:30

Professional PDTs will feel more confident and competent Students will get consistent and better support

FS (Fiona Smart)

RED

Status Key High/immediate/within 4 weeks Medium / Within 4 – 8 weeks

Low / Monitor/ Within 6 months

School of Engineering & Built Environment: NSS Results 2018

The School Leadership Team in SEBE has met twice to review the results of the 2018 NSS

assessment. What follows reports on the outcomes of this review and actions SEBE proposes for

2018/19. The first part of the report focuses on School-wide actions. The second are subject-specific

and relate to the suite of programmes the three Departments offer.

1. School-wide actions

Teaching on my course:

Re-design the induction process, so as to welcome students and instil the School ethos,

communicate the type of student experience SEBE offer and how these teaching and

learning experiences relate to the student’s chosen programme of study.

SAL for L&T, Quality and Student Experience, to review underperforming Programmes with

HoDs. Programme and Module Leaders to agree changes needed to ensure staff are good at

explaining things and making the subject interesting.

Programme and Module Leaders to review how annual reports and reflective commentaries

can be used to make sure the course is intellectually stimulating and allow students to

achieve their best work.

Programme and Module Leaders to also identify how the School’s Learning Support team

can assist with this review.

HoDs to oversee the induction of new academic staff by Programme Leaders.

Programme Leaders to induct new staff, mentor them and oversee the T&L they provide.

Dean and HoDs to review the merits of re-introducing a peer review system for all teaching

staff across Trimester 1 and 2.

Learning Opportunities:

SALs and HoDs to identify where students can more effectively “explore ideas in depth”,

bring the “different topics” taught in class together and “apply what is learnt” by gaining

hands on practical experience.

Programme Leaders to facilitate such “active learning” experiences by way of engagement

with employers, either through facilitated workshops, or fieldwork. Feedback from the

students on the value of such learning experiences is currently very positive, so Programme

Leaders and Module Leaders should make it a standard measure of the learning experience.

Programme Leaders should identify one such learning experience per semester. It is also

proposed the School (HoDs, Programme Leaders and Module Leaders) should capture these

learning experiences and get student consent to share them on social media.

Dean, HoDs and Programme Leaders, to support further diversification of teaching and

learning, by way of “year out” provision and through expansion of placements and

internships. They should also consider the possibility of engaging students on the research

and innovation conducted by the School.

To achieve this diversification, HoDs and Programme Leaders should also leverage the

outcome of the City Deal.

Assessment and feedback:

Dean, HoDs and SALs to champion the expansion of formative assessment.

Programme Leaders and Module Leaders to embed this type of feedback into the taught

provision and learning experiences leading-up to coursework and exams.

SALs, HoDs and Programme Leaders to ensure all assessment are proportionate, fair and

reasonable test of student learning and the portfolio of assessment instruments drawn on

are appropriate.

HoDs and Module Leaders to check all assessments have clear guidance on marking as part

of the moderation process.

Timely feedback of results to students i.e. within 2 weeks of submission. Propose the School

Office should send Module Leaders gentle reminders of the deadlines for providing feedback

and where it is not possible to meet these deadlines staff should email students to advise of

delay in issuing results.

School should embrace electronic feedback and develop a standard (grid-based) pro-forma

able to align the tasks set with the marks available.

Academic Support:

All teaching staff to have “out of office’ on when they are unavailable. Line managers

responsible for implementing this and use of [email protected] to advise of any

absence.

Where any of the staff do not operate an open door policy, they should have an office hour’s

note on their email signature, advising students when they are available.

All students should be advised how to contact their Personal Development Tutor and

Student Support services.

Organisation & Management of Programmes:

Any cancellations of classes, or staff sickness issues to be communicated via Moodle.

School Office to investigate the possibility of using SMS to communicate any changes to the

timetable.

If staff shortages are going to be long-term, every effort should be made by the HoD and

Programme Leaders to find suitable replacements.

Learning Resources:

SALs, HoDs, Programme Leaders and Module Leaders, to act on verbatim comments

suggesting lack of specified learning material in the library.

Learning Community:

School to instil a stronger sense of learner community by offering a platform for students to:

o rely less on taught provision; o support peer-group learning both in class and in the field; o draw on the industrial buddy system to reach out and learn from the independent and

third sectors;

o have greater contact with the professional bodies accrediting the programmes;

o organize social events, invite guest lecturers and plan site visits.

Student Voice:

As the current SSLCs structure appears insufficient to meet this expectation, the Dean, SALs

and HoDs, should:

o Consider changing the School-wide liaison to a Departmental system.

mailto:[email protected]

o Review possibility of greater input from ENSA in both the management and organisation

of the programmes and development of a learner community able to meet student

expectations.

Other mechanisms to consider:

o [email protected] – for students to provide positive and negative feedback to

the School on any issues they have encountered

o SEBE Comments Box located outside the School Office.

o Update on “What’s happening in SEBE” – once a trimester, all student invitation to

showcase any activities/research which is going on;

o 30 minute meeting each trimester with student reps to raise any particular issues; 1:1

with Dean, HoDs and SALs to communicate views and opinions.

2. Programme-specific actions

Building and Surveying

Civil and Transport Engineering

Theme Verbatim comments Action Owner

Communication Generally good but some pockets where it is poorer – do we know where these pockets are?

To be addressed by HoD where required

HoD or nominee

Academic Support

Generally good support for students Good practice to be replicated in other areas

Practical experience

Mixed response, some highlighting as a positive, others as insufficient

Organisation Good communication to students and well organised

Good practice to replicate across other groups

Theme Verbatim Comments Action Owner

Communication Generally positive communication between staff and students

Good practice to replicate across other groups

Academic Support

Generally good although some comment about staff only being available at late points in the day

Practical Experience

Positive feedback about site visits Good practice to replicate across other areas

Module Specific

Project Evaluations Module BSV10100: Flagged as very poor in verbatim comments, Module evaluation satisfaction results 2015 -80%; 2016 – 75%; 2017 – 58%

ML to have a plan in place to address issues. ML to meet with SAL LTA to review; SAL Quality to look at module reflective commentary

HoD or nominee


Library Resources

Lacks of books and some issues with software training identified

Check reading lists/Library

MLs/PLs

Feedback Taking too long for some modules – do we know which ones?

Cross check with Module Evaluations and pick up with individual staff members via 1:1 meetings

Assessment Issue with marking of projects If one-off issue, ensure mechanisms in place to prevent repeat

HoD or nominee

Mechanical and Electrical Engineering

Theme Verbatim comments Action Owner

Staff/Support Mixed response – some feedback is excellent, however three are pockets where we are not engaging with students and delivering a good service. Some of this likely to be due to staff leaving at short notice

Where we know feedback is poor (module evaluations, needs to be dealt with via line managers)

SGL

Organisation Very poor, likely to be due to staff leaving University at short notice. Organisation and communication identified as poor. Given we have ongoing issues with MEC/ELE staffing, we need to ensure good communication mechanisms in place for 2018/9

Where classes cancelled this must be done via [email protected] Where we know there are gaps, going into trimester 1, School Support can send communications to students to keep them updated. Where we know something has happened which impacts on the student experience, need to communicate to the cohort on why and what we are doing to improve things SSM can help with drafting communications

SGL/SSM

Practical Experience

Negative issue regarding access to labs and H&S; lack of site visits; lack of employer engagement opportunities

Need to identify if there is a specific issue with access to labs and why i.e. if H&S then communicate this to the students so they understand why they are unable to access the facility. What companies do we have close links with – guest lectures?

SGL/SSM


Feedback Feedback: need improved and clear marking criteria and timely feedback; feedback on exams released too late

If feedback is not going to be provided within the timeframe are we sending a communication to students? See School level suggestions

Professor Mark Deakin, Acting Dean, SEBE

6th September 2018

Draft NSS Action Plan 2018 SACI

School: SCHOOL OF ARTS AND CREATVE INDUSTRIES

Response to NSS 2018

Date: 29/08/2018

This plan focuses on key areas raised in the NSS 2018 and highlights immediate priorities for programme suites and some specific work for programmes which scored badly in this years survey. The top three actions for each subject area and for the School are recorded. Specific actions for poor performing programmes are also noted. Longer term work will focus on programme developments to ensure programmes are intellectually challenging, embedding of interdisciplinary approaches and enhancing enterprise and work based opportunities.


Programme / suite Key Action Proposed Actions Person Responsible

Progress and Evaluation

School Tracking and monitoring of student related issues (will allow us to effectively manage and resolve issues at the time)

Effectively track and monitor response times to feedback.

Enhance monitoring of changes to student timetables and cancelling of classes

Enhanced processes for feeding back concerns from module evaluations and SSLCs to School Leadership.

Student Satisfaction as standing item on School Leadership Agendas

Dean / School Leadership Team/ School Support Manager

Revitalise the Programme Leader forum in the school to include training and development and sharing of best practice (will lead to better shared understanding and response to organisation and management issues)

Monthly meeting opportunities to share best practice, discuss concerns and key issues

Dean / SAL LTA


Undertake full review of all student feedback last year and correlate to NSS results (will lead to identified areas of enhancement in capturing and responding to the student voice)

Full review of SSLC minutes and actions; module evaluations and other student feedback to measure effectiveness of feedback mechanisms and responding to students

Building staff/student community

Enhance school, subject and programme activities and events to cultivate a sense of belonging (as budget allows). Monitor attendance at events and review marketing of events as appropriate.

Dean /School Leadership Team

Design, Photography and Advertising Subject Group

Consolidation of staffing profile Review of staffing on all programmes to manage key issues with regards to sustainability

HoS / Dean

Enhance organisation and management

Regular programme and subject group meetings, including technical and administrative staff, to enhance programme operational concerns and ensure single voice of staff.

HoS / PLs

Enhance Student Communications

Ensure effective communications strategy embedded to ensure where there is unavoidable change that the students are effectively communicated with and the situation is managed.

HoS / PLs

English and Acting

Enhance opportunities for students to put theory into practice

Work with placement officer and Student Futures team to engage more students in activities which enhance employability

HoS / PLs

Building staff/student community

Enhance subject and programme activities and events to cultivate a sense of belonging (as budget allows).

HoS


Monitor attendance at events and review marketing of events as appropriate.

Ensure student voice is responded to

Enhance the value of SSLCs and ensure the feedback loop is closed and communicated widely

PLs / SAL SE

Screen and Media

Enhance student communications

Develop a student communications strategy for all programmes to ensure students have timely and effective communication

HoS / Pls

Enhance organisation and management

Regular programme and subject group meetings, including technical and administrative staff, to enhance programme operational concerns and ensure single voice of staff.

HoS / PLs

Enhance assessment and feedback

Review assessment and feedback strategies

Review assessment criteria (Ensure student input to these reviews)

HoS / Programme teams / SAL LTA

Other:

Photography / Film / TV / Interior and Spatial Design / English and Film

Focus group meetings with Final year students Tri 1

Focus groups on programmes below expected satisfaction score.

Opportunity to discuss key issues in NSS.

Feedback to be collated and discussed with programme team and School Leadership

Programme and Module changes made as required.

HoS / SAL SE

PL and Prog team to meet with Dean

Action focused meetings to discuss key concerns raised and programme responses

Dean / Programme Teams

Issues Identified Specific Actions Lead Executive Updated Impact

Dissertation

Gather and respond to student feedback and achieving consistent supervisery experience.

Introduce Eva Sys Online ModuleEvaluation Survey which will review gather/review feed from the proposal and towards the end of the module relating to the supervisery.

HoSGs

WBL

Difficulties surrounding engagement with University when out on placement and the transition back to fourth year.

Improved with communication with students whilst out on Placement through Placements Office and Academic Tutor. Introduction of recall day.

HoSG (T & L) with input from School Support Service

Organisation and Management

Review of academic induction to ensure students have a clear understanding of the learner expectations, feel confident in using the resources, facilities and student support available on campus and across the University, engage effectively in their learning.

Review of information and communication to students, utilising on-line resources where possible to help students prepare for joining the university.Review of academic induction to ensure students are welcomed back and have a clear understanding of the expectations for the year ahead to engage effectively in their learning.

Review of information and communication to students, from the previous year of study to returning correspondence.

Rationalisation of programmes has taken place and will remain under review. Modules will be rationalised over the firsttrimester to continue to create programme focus and reduce complexity of programme structures.

Academic Support

Pastoral support for students

Succesfully implement PDT system for allmatriculated students by the end of week one. Ensure PDTs meet at least once a trimester with students. Share PDT templates acrosst the School to get best practice.

HoSGS, SALs Student Experience and LTA and SSM

Review and refresh induction for all returning students.

SAL Student Experience and School Support Manager

Review and refresh induction for all new entrants.

SAL Student Experience and School Support Manager

Programme curricula - changes not communicated

HoSGs and School Support Manager

Business School

Communication with students outwith scheduled classes

Development and introduction of School Charter to provide a framework outlining mutual expectations for student and staff expectations, helping to promote positive relationships. The Charter will be used as an aid for all dealings with colleagues, students, visitors and customers.

School Leadership Team

Assessment and Feedback

Examination Feedback

Module Leaders to highlight in class and on Moodle that examination feedback is available on request. This will be monitored at the end of trimester one. HoSGs

Assessment Criteria

Ensure marking criteria for each module is included on Moodle Page as part of the assessment brief. HoSGs

Teaching Introduction of a Peer Review Scheme to support Module LeadersReview 'stretch me initiative' for implementation across the modules.

Considering establishing an early career teachers network across the School, linking with senior colleagues on the LTA Pathway

SAL Learning, Teaching and Assessment and Head of Sales

All new staff members, join HEA and under PG Cert in Learning and Teaching

HoSG

Student Voice

Create student engagement and building identity with programme and School.

Organise purposeful community building events for all subject groups.

SAL Student Experience

Estates - FacilitiesLiaison with Property and Facilities to ensure Campus Refurishment, e.g. class rooms, temperature

Liaison with Information Services regarding equipment upgrade in class rooms.

Classes are not stimulating which can impact on attendance.

SAL Learning, Teaching and Assessment

Low temperatures, Class room sign on takes time

Dean and School Support Manager

School of Computing NSS Action Plan 2018/2019

Programme-level actions

CSN/CS+F Programmes Improve feedback to students

To address the low score for assessment (receiving feedback on work), the Programme Leads will work with the Module Leaders, learning from strong scores in Digital Media.

Jim Jackson

SET Programmes Review of coursework assessment specifications

To address a low score in criteria for marking, the Programme Leads will work with Module Leaders to share best practice in designing clear criteria.

Peter Chapman

CSI Programmes Understanding & building community

To raise scores in sense of community, Programme Leads will identify attributes of the Games course (which had high scores) to see how these could be replicated.

Augusto Esteves

School-level actions

Capturing and responding to the student voice

We will consolidate the work done around SSLC in 17-18 and build a local community of SoC programme Reps. SSLC will remain an important focus but will be augmented by regular monthly Rep get-togethers, to allow feedback on Actions arising from SSLC and the ‘Have Your Say’ feedback box

Colin Smith

Organisation and management of programmes

We will review the operation and membership of the School’s Teaching Management Team to ensure strong PL representation and programme focus

Laura Muir

Building a strong staff-student community

Programme Leaders will be supported to deliver one cross-programme ‘community building’ event during SoC’s ‘MyFuture Career’ week, during Trimester 2

Colin Smith

Requests to SLT Student Futures team to support “My Future Career” Programme Leader support Module Leader coaching in criteria feedback

School of Applied Sciences – NSS Action Plan Summary

Programme-level actions

Action Programmes How this will lead to an improvement

Contact

All programme teams will have at least two structured meetings per trimester to prepare and then reflect on progress, and the running of the provision. The Programmes will enhance communication beyond the reps in relation to actions taken in response to feedback.

All programmes in the School

Improved organisation and management & improved evidence of responding to the student voice.

SAL QE and SAL LTA

Improve the ethical approval process for undergraduate final year students.

All programmes in the School

Shorter times for ethical approval that also provides better clarity and reassurance to the students. (This is a major issue for final year students).

Dean & Chair of School Research Integrity Committee.

Major staffing issue has severely impacted the running of the Vet nursing programme. SAL SE has now taken over as PL of programme. SLT team has been put in place to help manage the programme, student communication and relationship with our partner CAW, comprising SAL QE, LTA, & Technical Manager.

Vet Nursing All SSLC will run. Stronger focus on organisation and management of the programme and partnership will provide confidence to the students. New dedicated facilities on campus and technical support will enhance the student’s experience. SAL LTA will continue with building relationships between ENU team and CAW.

Dean & PL

Create a strong staff-student community by sharing our success in NSS, ENSA recognition of the SSLC (and promote the student representative system).

Biological Sciences Suite of Programmes

Enhanced student inductions highlight changes made last year as a result of collaborative working with the representatives. The students should have an improved sense of who we are and the

PL and year tutors

potential opportunities ahead for each year. These will add value as difficult to capture in a programme handbook.

Team will assess depth of learning in first two years based on student feedback and will continue to remove group work in final year. Improve communication and sense of community by engaging with students in smaller cohorts, aligned to studies, where possible. Continue with PL introduction briefing prior to induction.

Sports Science Suite of programmes

The students will have better and more specific communication. Assessments and course content will be altered, based on student feedback – evidence of responding to student voice.

PL

School-level actions

1. Capturing and responding to the student voice

Use module questionnaire data again as this proved successful last year in identify and

challenging persistent issues (now four years of data). A team (DLTE & SAL LTA) will meet with

each ML and teaching team to discuss and try to help resolve issues. This same data should

be used to highlight and share success of consistent high performance. Dean will continue

with face-to-face sessions with final year students. This proved very successful last year with

lots of positive comments from the student body.

2. Organisation and management of programmes

Review of the ethical approval process and the time this takes for students to complete. There

are a number of student comments relating to this issue specifically. The School, led by

Psychology, will look to address this issue which relates to organisation and management

across vet nursing, psychology, social sciences, criminology and sports sciences. The School

will roll out expectations of programme team proactively engaging with technical and School

Support Team to improve programme organisation, based on success last year with Biological

Sciences suite of programmes.

3. Building a strong staff-student community

Enhance student inductions by promoting and introducing the communities they are joining

(both staff and students) including sharing our success in NSS, ENSA recognition of the SSLC

(and promote the student representative system). We will focus on creating communities

within large cohorts to increase a sense of belonging. We will also highlight changes we have

made last year as a result of collaborative working with the representatives. We will continue

to celebrate success in teaching excellence through the new newsletter Teaching Matters to

raise the profile of innovate teaching that is recognised by the student body and externals.

JOINT MEETING OF

THE LEARNING, TEACHING & ASSESSMENT COMMITTEE AND

THE STUDENT EXPERIENCE COMMITTEE

Tuesday 25th September 2018

Glassroom, Merchiston - 9am

PRESENT:

Alyson Tobin (Vice Principal – Learning & Teaching, Convenor); Alison Andrews (School of Engineering & the Built Environment); Jackie Brodie (Business School); Sandra Cairncross (Assistant Principal – Student Experience – Vice-Convenor); Charlotte Chalmers (School of Applied Sciences); Susan Dawkes (School of Health & Social Care); Jon Fraser (ENSA, President); Patrick Harte (Business School); Nicola Kivlichan (Head of Market Intelligence); Steven Logie (Director of the School Support Service); Malcolm Jones (Information Services); Alan McLachlan (Head of Student Recruitment & Admissions); Ashley McLean (ENSA VP – Reps and Volunteers); Georgia Moran (ENSA VP – Sports and Societies); Calum Neill (Convenor, Research Degrees Committee); Kay Sambell (Department of Learning & Teaching Enhancement); Colin Smith (School of Computing); Katrina Swanton (Head of Quality & Enhancement - Clerk); Adam Watling (Head of Student Futures); Mark Wilkinson (Head of Student Wellbeing and Inclusion).

MINUTE EXTRACT

9. RESPONDING TO STUDENT VOICE - NSS LTAC/SEC(18/19)07

9.1 It was noted that while the overall University NSS outcome was disappointing, it was recognised that throughout the University, there were many excellent performing programmes and examples of good practice. It was recognised that a few, large programmes had low scores which impacted significantly on the University result. The University Leadership Team is supporting the Schools in addressing concerns highlighted within these problematic programmes. It is recognised that a long-term enhancement approach is required. The action plans presented to the Committee were intended to set out the priority actions for each School.

9.2 ENSA raised concern about the impact on the National League Tables, and the impact of the NSS informing the University’s position within the league tables, which highlighted the importance of addressing the issues and seeking to improve the NSS/PTES outcomes.

9.3 The School Academic Lead for Learning & Teaching for the SHSC explained the impact of the changes made to the pre-registration nursing programme and the lessons learnt around managing student expectations through programme transition as well as staff development.

9.4 The Business School shared their approach. It was noted that the enhancement plans for last year will continue to be worked on and seeking to avoid knee-jerk

reactions and to take a longer term approach. There are new priorities for this year. The Business School includes an executive lead to ensure that action is completed. It was noted that the School of Engineering & the Built Environment were establishing a steering group to support the School in taking forward the priority actions.

9.5 It was noted that there were a number of common themes within the priority action plans, including strengthening SSLCs and the student community and Schools were encouraged to work in partnership with ENSA in taking these actions forward. It was acknowledged that the NSS question around Students’ Association was problematic. ENSA shared an intention to commission a separate survey to gather richer data. It was suggested that there could be a joint campaign between ENSA and the University around the Students’ Association question within the NSS.

9.6 It was noted that the PTES action plans had not been included within the paper and that given that growing the postgraduate student population was a strategic goal for the University, it was important to ensure that enhancements extended to postgraduate programmes.

9.7 Thereafter, the Committee noted the action plans.

Student Surveys and Student Voice Group Terms of Reference General The purpose of the Student surveys group is to ensure the following:

- Oversee the planning, delivery and feedback of actions for all major student surveys carried out in the University. This includes NSS, PTES, module Evaluation and Touch Point Surveys

- Co-ordinate and monitor actions being taken by Schools and Services to enhance the Student Experience through focussed and measureable action plans, including feedback and improvement mechanisms to students.

- Identify areas for improvement in the student experience as highlighted through Module and TouchPoint surveys and ensure that issues are adequately addressed through focussed actions in each School

- Co-ordinate the institutional response to the NSS and PTES surveys, including preparations within Schools and supporting departments such as Marketing and Communications

- Ensure a strategic and co-ordinated approach to the number of student surveys

being carried out by the University. All proposed surveys to students should come to the group to be approved.

A note of actions will be taken and distributed to members after the meeting. The group will report to LTAC/SEC

Quorum One third of the current membership. Frequency of Meetings Monthly Reporting Requirements Update reports on:

- NSS Action Plans and actions

- Module Evaluation scores

- TouchPoint survey feedback

Committee Constitution: The Committee will be chaired by the Vice Principal of Learning and Teaching

Appointed Members Other Members Ex Officio In Attendance

Vice Principal for Learning and

Teaching

Head of Planning

Director of School Support Service &

Academic Registrar

Head of Market and Student

Intelligence

Head of DLTE

Heads of Learning and Teaching from

each School

Other attendees to

be invited as

appropriate in order

to provide

assistance to the

group to address

specific issues

AIS06 Student Feedback.pdf - Edinburgh Napier Staff Intranet

Documents

Transcript of AIS06 Student Feedback.pdf - Edinburgh Napier Staff Intranet