Equality and Diversity Annual Report 2010€¦ · Web viewEquality and Diversity Annual Report 2014 Monitoring data Student Feedback Published: December 2014 Comments or queries about

Equality and Diversity Annual Report 2014

Monitoring dataStudent Feedback

Published: December 2014

Comments or queries about this report are welcomed and should be sent for the attention of the Head of Equality and Diversity.

The Equality, Diversity and Information Rights TeamUniversity Secretary’s OfficeThe Open UniversityWalton HallMilton KeynesMK7 6AA

Tel 01908 652867 / 652566Minicom 01908 653074Email [email protected] www.open.ac.uk/equality-diversity

mailto:[email protected]

Student FeedbackGeneral

About Student Feedback

The University conducts regular surveys of students at the end of their module, and surveys of students who withdraw from their module. This report includes key findings from the 2012/2013 Student Experience on a Module Survey & and the 2012/2013 Withdrawal Survey.

The 12/13 Student Module Experience on a Module Survey (SEaM)The new SEaM survey was introduced during the 12/13 academic year. It is the replacement for the end of module survey which we have reported on previously in these monitoring reports for the latest Autumn survey period with results for modules which ended in October only. As presentation patterns in the University have changed with more modules ending in June and July right at the end of the academic year rather than in October each year, the reporting of the SEaM results in these monitoring reports going forward will be based on the latest results available for a full academic year.

The Student Experience on a Module (SEaM) survey is sent to all students on all modules two to three weeks before the end of their module.

In the 12/13 academic year, we surveyed 86385 students and received 36482 responses, a response rate of 42.2%.

The questionnaire asks a mixture of closed and open questions. Its purpose is to evaluate the student experience of studying on a particular module and is focused on the teaching and learning experience.We ask students to evaluate:

Their overall module experience using a set of ten key performance indicator questions Teaching materials and learning activities Assessment and feedback

For all questions, students are asked to respond on a five point scale. In reporting these results, ‘definitely agree’ and ‘mostly agree’ have been combined as ‘agree’ and ‘definitely disagree’ and ‘mostly disagree’ have been combined as ‘disagree’. The difference between these will be the percentage of students who responded ‘neither agree nor disagree’.

This report provides analysis of the overall findings by age (grouped data), disability, ethnicity (grouped data) and gender and also includes data tables for the ten performance indicators questions which asked for feedback on the overall module experience.

The withdrawal surveyThe Withdrawal Questionnaire is sent out to all students who formally withdraw after the module start date.

The survey dataset is drawn from the results from modules in the 2012/2013 academic year with a presentation finish date on or before 31st July 2013. In this period we received 1915 responses, a response rate of 10%.

We have used this aggregate data in the report as this is the dataset being used internally to provide the latest updates on withdrawal survey results.

This report provides analysis of the overall findings by age (grouped data), disability, ethnicity (grouped data) and gender for:

Overall satisfaction with the OU study experience Reasons for withdrawal from the module

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Student FeedbackAge

Results from the 2012/13 SEaM Survey

We received the following number of responses from students in each age band: 25 and under (3685), 26-35 (9767), 36-45 (9804), 46-55 (7517), 56 and over (5708)

Overall Module Experience – Key Performance Indicator Questions

Table 1: 12/13 SEaM Survey Results: Key Performance Indicator Questions by Age

OU OverallAgree(%)

25 and underAgree

(%)

26-35

Agree (%)

36-45

Agree (%)

46-55

Agree (%)

56 & overAgree

(%)

Overall, I am satisfied with the quality of the module 88.6 89.3 87.5 88.1 89.4 89.6

Overall, I am satisfied with my study experience 87.4 87.9 86.8 86.5 88 88.8

The module provided good value for money 76.4 77.1 74.7 75.3 77.8 79.2

I was satisfied with the support provided by my tutor/study adviser on this module 87.6 85.6 87.6 87.4 88 88.8

Overall, I was satisfied with the teaching materials provided on the module 87 88.1 85.9 86.3 87.8 88.3

Overall, I was able to keep up with the workload on this module 82.8 82.8 80.1 81.8 83.9 87.8

The learning outcomes were clearly stated 91.3 89 90.5 91.2 92.9 92.4

I would recommend this module to other students 81.9 82.9 80.7 81.1 83 83.3

The module met my expectations 81.7 81 80.3 81.1 83 83.8

I enjoyed studying this module 82.8 81.7 81.1 81.6 84 86.7

In Table 1, overall satisfaction (% agree) with the study experience was slightly lower for students aged 26-35 and 36-45 (both 87%).

Older students aged 56 and over (88%) were much more able (% agree) to keep up with the workload on this module.

Our youngest students aged 25 and under (86%) were slightly less satisfied (% agree) with the support provided by the tutor / study adviser on this module.

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The percentage of students who confirmed that the learning outcomes were clearly stated (% agree) increased with age.

Student FeedbackAge

Table 2: 12/13 SEaM Results: Teaching Materials, Learning Activities and Assessment

25 and under

Agree (%)

26-35

Agree (%)

36-45

Agree (%)

46-55

Agree (%)

56 & over

Agree (%)

I was able to find clear information about what to study and when

95.6 94.7 94.9 95.2 95.3

It was easy to navigate my way around the module website to access the online teaching materials and related learning activities

86.9 86.8 86.9 86.9 86.2

I was satisfied with the advice and guidance provided for my studies on this module

87.1 87.9 87.7 89.3 89.4

I was able to work with the different teaching materials and learning activities at the times I was required to

89.2 87.6 88.4 88.7 90

The teaching materials and learning activities were well integrated and helped me to learn

87.4 85.9 87 88 87.6

I was satisfied with the method of delivery of the different teaching materials and learning activities on this module

86.7 85.4 85.4 85.5 86

The library’s online resources enhanced my study 46.5 52.9 54.7 57.2 57.5

The instructions on how to complete the assignments were clear 89.6 89.6 90.1 91.8 91.5

Taking part in optional exercises or activities to test my understanding helped me to learn

74.9 76.3 78.1 78.1 77.1

Completing assignments on this module consolidated my learning 90.4 90.9 92 93 93.7

Taking part in collaborative activities with other students helped me to learn

60.2 61.9 62 61.6 59.9

In Table 2, satisfaction (% agree) that completing assignments on the module consolidated their learning increased by age.

Our youngest students aged 25 and under were the least satisfied (% agree) that the library’s online resources enhanced their study (47%)

Younger students aged 25 and under (75%) and aged 26-35 (76%) were slightly less likely to confirm that taking part in optional exercises or activities helped them to learn.

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Student FeedbackAge

Table 3: 12/13 SEaM Results: Qualification Aim & Skills Development

25 and under

Agreed (%)

26-35

Agreed (%)

36-45

Agreed (%)

46-55

Agreed (%)

56 & over

Agreed (%)

The module contributed to the achievement of my wider qualification aim 89.7 90.1 91.2 91.3 90.1

The knowledge and skills developed on this module are relevant to my work or career 77.5 74.9 73.1 67.6 59.7

Table 3 indicates that the relevance of knowledge and skills developed on module to the work or career of students decreased with age in the range of 78% for students aged 25 and under to 60% for students aged 56 and over.

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Student FeedbackAge

Results from the 2012/2013 Withdrawal Survey

We received the following number of responses from students in each age band: 25 and under (159), 26-35 (458), 36-45 (463), 46-55 (409), 56 and over (425)

Table 4: Withdrawal Survey 2012/2013 Results: General Satisfaction with the OU Study Experience by Age

25 and under

Agreed (%)

26-35

Agreed (%)

36-45

Agreed (%)

46-55

Agreed (%)

56 & over

Agreed (%)

The course choice information on OU publications/websites was accurate 77.4 80.7 77.8 81.7 83.3

The advice and guidance on course choice from an OU member of staff was accurate 75.0 80.5 76.5 76.7 78.0

Overall, I was satisfied with the teaching materials provided on this course (eg printed text, CD ROMs, DVDs, online materials) 79.1 78.4 76.8 81.7 81.3

I was satisfied with the support provided by my tutor/study advisor on this course 71.8 74.7 77.6 71.9 79.1

Overall, I was satisfied with the quality of this course 75.2 73.4 76.0 78.2 77.4

Overall I was satisfied with my study experience 61.7 65.1 67.1 64.8 66.8

In Table 4, our youngest students aged 25 and under (62%) who withdrew from the module were less satisfied with their study experience than older students.

Younger students aged 25 and under (75%) and aged 26-35 (73%) who withdrew from the module were slightly less satisfied (% agree) overall with the quality of the module.

Our youngest students aged 25 and under (75%) who withdrew from the module were the least satisfied (% agree) with the accuracy of the advice and guidance on course choice received from OU staff.

Students aged 36-45 (77%) who withdrew from the module were less satisfied (% agreed) with the teaching materials provided on their course.

There was wide variation in the level of satisfaction (% agree) for students who withdrew from the module with the support provided by the tutor / study advisor in the range of 72% for both students aged 25 and under & aged 46-55 to 79% for students aged 56 and over.

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Student FeedbackAge

Table 5: 2012/2013 Withdrawal Survey: All Reasons For Withdrawal From The Module By Age

Reasons for withdrawal(Select all that apply)

25 and under

Response (%)

26-35

Response (%)

36-45

Response (%)

46-55

Response (%)

56 & over

Response(%)

Family / life events /unexpected personal illness 42.1 62.2 55.7 57.0 52.8

Your employment 40.9 40.2 34.8 37.4 16.2

A physical/mental health disability .. * 18.9 19.0 17.5 22.3 21.4

I decided to concentrate on other modules studied concurrently 20.1 15.9 12.7 9.1 6.6

The module – teaching materials 13.2 13.8 13.2 12.5 15.5

The module – study support for my learning 10.7 10.5 6.9 10.0 8.7

General support needed for my study (eg financial) 3.1 3.7 2.8 2.9 1.9

Other 18.9 14.9 17.1 19.1 21.6

* Full statement text: A physical/mental health disability, health condition or specific learning difficulty (such as dyslexia) which affected my ability to study

In Table 5 family/life events/unexpected personal illness was the most common reason given for withdrawal from a module for students in all age groupings.

Students aged 35 and under were more likely to withdraw from their module due to:

(i) Employment – students aged 25 and under (41%); students aged 26-35 40% (ii) Deciding to concentrate on other modules studied concurrently - students aged 25 and under (20%); Students aged 26-35 (16%).

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Student FeedbackAge

Table 6: 2012/2013 Withdrawal Survey: Most INFLUENTIAL Factor For Withdrawal From The Module By Age


25 and under

Response (%)

26-35

Response (%)

36-45

Response (%)

46-55

Response (%)

56 & over

Response(%)

Family / life events /unexpected personal illness 28.0 42.9 42.0 39.0 47.0

Your employment 25.5 19.4 22.7 19.1 9.3

A physical/mental health disability .. * 8.9 9.3 9.9 13.5 13.8

I decided to concentrate on other modules studied concurrently 14.0 8.2 5.5 5.3 3.8

The module – teaching materials 6.4 5.4 5.3 7.2 8.0

The module – study support for my learning 2.6 3.3 2.5 3.2 4.3

General support needed for my study (e.g. finance) 1.9 0.9 1.4 1.1 0.8

Other 12.7 10.7 10.8 11.7 13.6

* Full statement text: A physical/mental health disability, health condition or specific learning difficulty (such as dyslexia) which affected my ability to study

In Table 6, the FACTOR which was most INFLUENTIAL in their decision to withdraw from the module for students across all age groups was family / life events / unexpected personal illness.

Employment was more likely to be the most INFLUENTIAL FACTOR in their decision to withdraw from the module for students aged 25 and under (26%) and students aged 36-45 (23%)

The decision to concentrate on other modules studied concurrently (14%) was more likely to be the most INFLUENTIAL FACTOR for withdrawal from the module for younger students aged 25 and under.

A physical/mental health disability, health condition or specific learning difficulty (such as dyslexia) which affected the ability to study was more likely to be the most INFLUENTIAL FACTOR for withdrawal for students aged 46 and over (14%)

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Student FeedbackDisability


We received the following number of responses from students: Disabled students with Disabled Student Allowance (DSA) (1177), Disabled students with no DSA (3377), Students with no disclosed disabilities (31928).


Table 7: 12/13 SEaM Survey: Key Performance Indicator Questions by Disability

OU OverallAgree (%)

DisabledWith no

DSAAgree (%)

DisabledWith DSAAgree (%)

NoDisabilitiesAgree (%)

Overall, I am satisfied with the quality of the module 88.6 86.7 85.3 88.9

Overall, I am satisfied with my study experience 87.4 84.5 83.7 87.8

The module provided good value for money 76.4 75.2 77.2 76.5

I was satisfied with the support provided by my tutor/study adviser on this module 87.6 86.8

85.6 87.8

Overall, I was satisfied with the teaching materials provided on the module 87.0 85 83.1 87.3

Overall, I was able to keep up with the workload on this module 82.8 78.7 78.3 83.5

The module met its stated learning outcomes 91.3 89.5 88.4 91.6

I would recommend this module to other students 81.9 79.5 79.9 82.2

The module met my expectations 81.7 78.3 77.1 82.2

I enjoyed studying this module 82.8 80.2 79.7 83.2

In Table 7, disabled students with DSA (77%) were slightly more positive (% agree) that the module provided good value for money than disabled students with no DSA (75%).

Students with no disabilities were more likely than students with DSA or no DSA to be satisfied (% agree) overall for these items:

I am satisfied with my study experience Students with no disabilities (88%), disabled students with DSA (84%), disabled with no DSA (85%)

I was able to keep up with the workload on the moduleStudents with no disabilities (84%), disabled students with DSA (78%), disabled students with no DSA 79%

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Table 8: 12/13 SEaM Survey: Teaching Materials and Learning Activities

DisabledWith no DSA

Agree (%)



It was easy to navigate my way around the module website to access the online teaching materials and related learning activities

83.2 83.3 87.3

I was satisfied with the advice and guidance provided for my studies on this module 86.5 83.8 88.6

I was able to work with the different teaching materials and learning activities at the times I was required to

85.6 82.1 89.1

The teaching materials and learning activities were well integrated and helped me to learn 84.2 82.6 87.5

I was satisfied with the method of delivery of the different teaching materials and learning activities on this module 83.4 80.8 86.1

I have declared a disability and was able to work with the teaching materials and learning activities on this module

82.3 86.2 -

In Table 8, disabled students with DSA (84%) were less satisfied (% agree) with the advice and guidance provided for their studies on this module than disabled students with no DSA (87%) and students with no disabilities (89%).

Disabled students with DSA (83%) and no DSA (84%) were less likely to report (% agree) that the teaching materials and learning activities were well integrated and helped them to learn.

Disabled students with DSA (82%) were less satisfied (% agree) that they were able to work with the different teaching materials and learning activities at the times they needed to.

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Table 9: 12/13 SEaM Results: Assessment by Disability

OU OverallAgree (%)

DisabledWith no DSA

Agree (%)



The instructions on how to complete the assignments were clear 90.6 88.4 86.6 90.9

Taking part in optional exercises or activities to test my understanding helped me to learn 77.1 76.4 77.0 77.2

Completing assignments on this module consolidated my learning 92.0 89.5 88.8 92.4

Taking part in collaborative activities with other students helped me to learn 61.4 57.9 59.8 61.8

Table 9 shows that students with no disabilities (91%) were more likely to perceive (% agree) that instructions on how to complete the assignments were clear.

Table 10: 12/13 SEaM Results: Qualification Aim & Skills Development by Disability

OU OverallAgree (%)

DisabledWith no DSA

Agree (%)



The module contributed to the achievement of my wider qualification aim 90.6 88.7 88.0 90.9

The knowledge and skills developed on this module are relevant to my work or career 71.9 72.1 69.7 72.2

In Table 10, knowledge and skills developed on the module had slightly less relevance to the work or career for disabled students with DSA (70%).

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Results from the 2012-2013 Withdrawal Survey

We received the following number of responses: Disabled Students with Disabled Study Allowance (92), Disabled Students with no Disabled Study Allowance (372), Students with disabilities (1431)

Table 11: 2012-2013 Withdrawal Survey: General Satisfaction with the OU Study Experience by Disability


DisabledWith no

DSAAgree (%)


The module choice information in OU publications/websites was accurate 74.4 82.9 80.3

The advice and guidance on module choice from an OU member of staff was accurate 82.7 80.3 76.7

Overall, I was satisfied with the teaching materials provided on the module 79.3 82.1 78.7

I was satisfied with the support provided by my tutor/study adviser on the module 69.9 75.0 76.0

I was satisfied with the quality of online interaction (e.g. online tutorials) 57.1 62.2 67.4

Overall, I was satisfied with the quality of my module 75.6 76.4 76.0

Overall, I was satisfied with my study experience 71.8 62.6 66.0

Table 11 indicates disabled students with DSA (74%) were much less likely to report (% agree) the module choice information in OU publications / websites was accurate (75%) but conversely more likely to report the advice and guidance on module choice from an OU member of staff accurate (83%).

Disabled students with DSA were less positive (% agree) with the support provided by their tutor/study adviser (70%) and the quality of online interaction (57%) on their module.

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Table 12: 2012-2013 Withdrawal Survey: Most INFLUENTIAL Factor For Withdrawal From The Module By Disability

Factor That Most Influenced Decision To Withdraw From The Module Disabled

With DSAAgree (%)

DisabledWith no

DSAAgree (%)


Family/Life events/unexpected personal illness 39.1 34.3 43.5

A physical/mental health disability, health condition or specific learning difficulty (such as dyslexia) which affected my ability to study 26.4 35.7 3.9

Other 12.6 10.3 12.1

Your employment 3.5 6.9 22.4

I decided to concentrate on other modules studied concurrently 5.8 5.1 6.8

The module – teaching materials 4.6 4.9 6.9

The module – study support for my learning 10.3 12.6 12.1

In Table 12, for disabled students with no DSA (36%) a physical/mental health disability, health condition or specific learning difficulty (such as dyslexia) which affected ability to study, was the most INFLUENTIAL FACTOR in the decision to withdraw from the module WHEREAS family/life events/unexpected personal illness was the most INFLUENTIAL FACTOR for disabled students with DSA (39%).

Disabled students with DSA (7%) and with no DSA (4%) were much less likely to cite their employment as most INFLUENTIAL FACTOR for withdrawal from the module.

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Student FeedbackEthnicity


We received the following number of responses from students in each ethnic grouping: Asian students (1046), Black students (1121), Other students (212), Mixed students (638), White students (32483), Not known (982) Overall Module Experience – Key Performance Indicator Questions

Table 13: 12/13 SEaM Survey: Key Performance Indicator Questions by Ethnicity

OU Overall

Agree(%)

Asian

Agree(%)

Black

Agree(%)

Mixed

Agree

(%)

White

Agree(%)

Other

Agree(%)

Unknown

Agree(%)

Overall, I am satisfied with the quality of the module 88.6 88.5 91.9 91.4 88.5 90.0 83.6

Overall, I am satisfied with my study experience 87.4 88.7 90.7 88.4 87.3 89.0 84.7

The module provided good value for money 76.4 76.8 82.0 78.7 76.4 79.6 68.2

I was satisfied with the support provided by my tutor/study adviser on this module 87.6 88.5 90.2 88.5 87.5 88.6 84.8

Overall, I was satisfied with the teaching materials provided on the module 87.0 86.6 90.5 89.5 87.0 88.0 80.7

Overall, I was able to keep up with the workload on this module 82.8 78.5 75.7 78.5 83.4 80.2 78.7

The module met its stated learning outcomes 91.3 90.5 93.7 89.6 91.4 88.5 86.8

I would recommend this module to other students 81.9 84.8 89.3 83.2 81.7 86.3 76.3

The module met my expectations 81.7 82.5 85.3 81.9 81.7 82.2 77.3

I enjoyed studying this module 82.8 84.7 87.8 84.5 82.6 86.1 79.8

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In Table 13, Black students were the most satisfied (% agree) with all aspects of the overall module experience we asked about apart from being able to keep up with the workload (76%) where Black students had the lowest rating for this item.

Asian and White students were the least satisfied with their overall quality of the module (both 89%) and that the module provided good value for money (White students 76%, Asian students 77%).

Table 14: 12/13 SEaM Survey: Teaching Materials and Learning Activities by Ethnicity

Asian

Agree (%)

Black

Agree (%)

Mixed

Agree (%)

White

Agree (%)

Other

Agree (%)

Unknown

Agree (%)

I was able to find clear information about what to study and when 94.6 93.0 94.0 95.2 94.3 91.3

It was easy to navigate my way around the module website to access the online teaching materials and related learning activities 87.0 88.4 85.5 87.0 86.3 78.7

I was satisfied with the advice and guidance provided for my studies on this module 87.4 90.9 88.9 88.4 88.6 82.1

I was able to work with the different teaching materials and learning activities at the times I was required to 85.4 86.1 89.7 88.9 82.5 84.6

The teaching materials and learning activities were well integrated and helped me to learn 86.7 90.2 87.7 87.1 89.6 80.6

I was satisfied with the method of delivery of the different teaching materials and learning activities on this module 85.6 87.2 87.2 85.7 84.6 81.4

The library’s online resources enhanced my study 54.7 56.9 53.9 54.3 54.4 51.3

Table 14 shows that Black (91%) students were overall the most satisfied (% agreed) with the advice and guidance provided for their studies on this module.

White (89%) and Mixed (90%) students were much more likely (% agree) to have been able to work with the different teaching materials and learning activities at the times they were required to.

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Table 15: 12/13 SEaM Survey: Assessment by Ethnicity

Asian

Agree (%)

Black

Agree (%)

Mixed

Agree (%)

White

Agree (%)

Other

Agree (%)

Unknown

Agree (%)

The instructions on how to complete the assignments were clear

88.4 91.8 91.1 90.8 90.5 84

Taking part in optional exercises or activities to test my understanding helped me to learn

79.3 81.2 78.1 77 77 74.7

Completing assignments on this module consolidated my learning

93.6 93.5 91.9 92 92.9 89.5

Taking part in collaborative activities with other students helped me to learn

67.7 68.4 64.1 60.8 60.7 61.6

Table 16 shows that Asian students (88%) were less satisfied (% agree) that the instructions on how to complete the instruments were clear.

Asian and Black students (both 68%) were the most positive (% agree) that taking part in assessed collaborative activities with other students supported their learning.

Black students (81%) were the most positive (% agree) that taking part in optional exercises or activities to test their learning helped their understanding.

Table 16: 12/13 SEaM Results: Qualification Aim & Skills Development by Disability

Asian

Agree (%)

Black

Agree (%)

Mixed

Agree (%)

White

Agree (%)

Other

Agree (%)

Unknown

Agree (%)

The module contributed to the achievement of my wider qualification aim

92.5 94 90.1 90.5 91.3 89.4

The knowledge and skills developed on this module are relevant to my work or career

81.6 87.1 78.5 70.8 81.1 70.9

Asian (93%) and Black (94%) students were most likely to confirm (% agree) that the module contributed to their wider qualification aim.

Black students (87%) were much more likely to confirm (% agree) while White students (71%) were much less likely to confirm that knowledge and skills developed on the module were relevant to their work or career.

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We received 3261 responses from White students compared to a much lower number of responses from students in the following ethnic groupings: Asian (35), Black (69), Other (7), Mixed (35), White (1727), Unknown (41)

NB Due to the low number of responses from Other students (7 responses), the discussion of results from this group are excluded from the commentary.

Table 17: 2012/2013 Withdrawal Survey: General Satisfaction with OU Study Experience by Ethnicity

Asian

Agree(%)

Black

Agree(%)

Mixed

Agree(%)

White

Agree(%)

Other

Agree(%)

Not Known

Agree(%)

The module choice information in OU publications/websites was accurate 70.0 85.4 88.9 80.2 80.0 87.5

The advice and guidance on module choice from an OU member of staff was accurate 79.3 82.0 70.4 77.6 85.7 81.8

Overall, I was satisfied with the teaching materials provided on the module 54.6 81.3 80.6 80.0 71.4 69.2

I was satisfied with the support provided by my tutor/study adviser on the module 78.1 76.2 80.0 75.6 85.7 61.8

I was satisfied with the quality of online interaction (e.g. online tutorials) 63.3 79.0 62.5 65.9 50.0 48.3

Overall, I was satisfied with the quality of my module 66.7 77.8 77.8 76.2 85.7 73.0

Overall, I was satisfied with my study experience 65.6 70.0 68.6 65.4 85.7 60.0

Table 17 shows Black (85%) and Mixed students (89%) were most likely to find the module choice information in OU publications/websites accurate. Mixed students (70%) were the least likely to find the advice and guidance on module choice from an OU member of staff accurate.

Asian students were much less likely to be satisfied overall with the quality of the module (67%), their study experience (66%) and with the teaching materials provided on the module (55%).

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Table 18: 2012/2013 Withdrawal Survey: All Reasons for Withdrawal from Module By Ethnicity


Asian

Response (%)

Black

Response(%)

Mixed

Response(%)

White

Response(%)

Other

Response(%)

Not Known

Response(%)

Family/life events/unexpected personal illness 54.3 53.6 69.4 55.8 42.9 51.2

A physical/mental health disability, health condition or specific learning difficulty (such as dyslexia) which affected my ability to study 14.3 13.0 25.0 20.3 14.3 12.2

Your employment 45.7 23.2 44.4 32.4 57.1 48.8

The module – teaching materials 20.0 5.8 5.6 13.9 0.0 22.0

The module – study support for my learning 5.7 8.7 5.6 9.3 0.0 12.2

The general support needed for my studies 5.7 11.6 5.6 2.5 0.0 0.0

I decided to concentrate on other modules studied concurrently 8.6 18.8 16.7 11.7 0.0 12.2

Other 14.3 10.1 13.9 18.8 14.3 12.2

Table 18 shows that Mixed students (69%) were much more likely to cite family/life events/unexpected personal illness as a reason for withdrawal from the module.

Employment was most commonly a reason for withdrawal from the module for Mixed (44%) and Asian students (46%).

Asian (20%) and White (14%) students were the most likely to cite the module – teaching materials as a reason for withdrawal from the module.

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Table 19: 2012-2013 Withdrawal Survey: Most INFLUENTIAL Factor for Withdrawal from Module By Ethnicity


Asian

Response (%)

Black

Response

(%)

Mixed

Response

(%)

White

Response

(%)

Other

Response

(%)

Not Known

Response

(%)

Family/life events/unexpected personal illness 41.9 42.6 42.4 41.6 14.3 36.8

A physical/mental health disability, health condition or specific learning difficulty (such as dyslexia) which affected my ability to study 0.0 6.6 12.1 11.7 14.3 5.3

Your employment 32.3 14.8 24.2 17.9 42.9 26.3

The module – teaching materials 9.7 3.3 6.1 6.3 0.0 13.2

The module – study support for my learning 3.2 8.2 3.0 3.0 14.3 2.6

I decided to concentrate on other modules studied concurrently 3.2 9.8 3.0 6.5 0.0 7.9

General support for my study (e.g. financial) 3.2 4.9 0.0 1.0 0.0 0.0

Other 6.5 9.8 9.1 12.1 14.3 7.9

Table 19 shows family / life events/ unexpected personal illness was most commonly the most INFLUENTIAL FACTOR in withdrawal from the module with minimal variation in response between ethnic grouping (42% - 43%).

For Asian students (32%) their employment was most commonly the most INFLUENTIAL FACTOR for withdrawal from the module.

21

Student FeedbackGender


We received the following number of responses from students: Men (13540), Women (22942).


Table 20: 12/13 SEaM Survey: Key Performance Indicator Questions by Gender

Aut10 Modules Survey:Key Performance Indicator Questions OU Overall

Agree (%)Men

Agree (%)Women

Agree (%)

Overall, I am satisfied with the quality of the module 88.6 87.9 88.9

Overall, I am satisfied with my study experience 87.4 87.5 87.3

The module provided good value for money 76.4 75.2 77.1

I was satisfied with the support provided by my tutor/study adviser on this module 87.6 89.7 86.3

Overall, I was satisfied with the teaching materials provided on the module 87 86.1 87.5

Overall, I was able to keep up with the workload on this module 82.8 83.8 82.2

The module met its stated learning outcomes 91.3 91 91.5

I would recommend this module to other students 81.9 82.3 81.6

The module met my expectations 81.7 82.7 81.1

I enjoyed studying this module 82.8 83.6 82.3

Table 20 shows there was no more than a 1.9.percentage point difference in the ratings (% agree) between men and women for the key PI questions we asked about the module experience overall apart from support provided by their tutor/study adviser on the module: 90% of men in contrast to 86% of women were satisfied with the support provided by their tutor / study adviser on the module.

Women (62%) were more likely to agree than men (59%) that taking part in collaborative activities helped them to learn.

Knowledge and skills developed on this module were slightly more relevant to the work or career of women (73%) than men (70%).

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We received the following number of responses from students: Men (639), Women (1276).

Table 21: 2012-2013 Withdrawal Survey: Satisfaction with the OU Study Experience by Gender

Men

ResponsesAgreed (%)

Women

ResponsesAgreed (%)

The module choice information in OU publications/websites was accurate 81.9 79.8

The advice and guidance on module choice from an OU member of staff was accurate 77.9 77.7

Overall, I was satisfied with the teaching materials provided on the module 77.7 80.2

I was satisfied with the support provided by my tutor/study adviser on the module 78.5 74.0

I was satisfied with the quality of online interaction (e.g. online tutorials) 67.8 65.0

Overall, I was satisfied with the quality of my module 78.0 75.1

Overall, I was satisfied with my study experience 65.9 65.5

In Table 21, men (78%) were more satisfied than women (75%) with the quality of the module overall.

Women (74%) were slightly less satisfied than men (79%) with the support provided by the tutor/study adviser on their module.

Men (80%) were slightly less satisfied than women (78%) with the teaching materials provided on the module.

Table 22: 20010-2011 Withdrawal Survey: Reasons for Withdrawal From The Module By Gender


MenResponse

(%)

WomenResponse

(%)

Family/life events/unexpected personal illness 44.3 61.5

Your employment 39.4 29.8

A physical/mental health disability, health condition or specific learning difficulty (such as dyslexia) which affected my ability to study 18.3 20.6

The module – teaching materials 13.3 13.9

The module – study support for my learning 7.4 10.0

I decided to concentrate on other modules studied concurrently 13.6 11.1

The general support needed for my study from the OU 2.7 3.0

Table 22 shows the largest percentage point difference in response between men (44%) and women (62%) in identifying the reasons for withdrawal was not related module related but due to family//life events/unexpected personal illness.

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Employment was cited as a reason for withdrawal by a higher percentage of men (39%) than women (30%).

For women (45%), family/life events/unexpected illness was the MOST INFLUENTIAL reason given for withdrawal from the module.

For men, family/life events/unexpected illness (32%) and employment (27%) were cited more closely as the MOST INFLUENTIAL reasons for withdrawal from the module.

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Documents

Equality and Diversity Annual Report 2010€¦ · Web viewEquality and Diversity Annual Report 2014 Monitoring data Student Feedback Published: December 2014 Comments or queries about