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Aims & Objectives
Aim: to introduce college presidents to the Learner Engagement Questionnaire and get them ready to complete it at their college
Objectives: To develop a greater understanding of the college review
process To understand the role of the Learner Engagement
Questionnaire To develop skills to enable effective engagement with
learners To be able to plan for involvement in a college review
sparqs
Student Participation in Quality Scotland was created in 2003 and is funded by the Scottish Funding Council
Work with:• All colleges and HE institutions throughout
Scotland • Students’ Associations • Individual students • Other sector agencies
Aim to enhance the involvement of students in their learning and institutional decisions through…
sparqs
training and support→ provide training for student representatives; workshops for
staff and production of resources for students and staff events
→ national conference on student involvement; workshops, seminars and events for staff and student officers
sharing practice→ publications on student involvement; benchmarking of
representative systems and learning from other countries & sectors
consultancy→ 5 days support offered to each institution across Scotland
education Improving Scottish
I will cover...
• Learner engagement• The role of the managing
inspector• The important part played by the
Learner Engagement Questionnaire
education Improving Scottish
Learner Engagement
The process of college managers and staff working closely with learners to make improvements is known as learner engagement
How well are learners engaged in enhancing
• Their own learning?• The work and life of the college?
education Improving Scottish
Role of Managing Inspector (MI)
• Scope of the review
• Liaison with the college before, during and after the review
• Manages the review team
• Constructs the report
education Improving Scottish
Learner Engagement Questionnaire
• An important part of the college review• Informs HMIE of the views of learners
regarding how well the college is meeting their needs
• Informs HMIE how well the college actively seeks out, listens to and acts on learners’ views
• Helps determine the scope of the review activities
education Improving Scottish
The completed questionnaire will be considered by the Managing Inspector and the STM. It will assist them to identify areas on which to focus during the external review.
education Improving Scottish
Learner Engagement Questionnaire
Learners’ views are very important and will greatly inform significant aspects of the review of the college. We ask you to use this opportunity to provide us with a clear, accurate and comprehensive picture of student life in your college.
education Improving Scottish
Learner Engagement Questionnaire
• designed to capture and reflect the collective views of the whole student body across the college
• not your own personal views
education Improving Scottish
Learner ParticipationInvolve – as many learners as possible– a cross-section of the learner population e.g.
learners from access and NC/HN programmes, full-time and part-time; day/evening/flexible learning and any outreach activity
– student representatives (perhaps in running focus groups)
Reflect– views of the group, not those of any single
individual.
education Improving Scottish
The questionnaire
• Questions
• Prompts
• Pro-forma
• Additional information
education Improving Scottish
• Guidance and Support: Is the information, guidance and support you receive meeting learner needs?
• Programme of Study: Do the programmes of study you are undertaking suit learners’ needs?
• Relationships: Are all learners treated equally?• Learning and Teaching: How well do you think
you are learning? How well do you feel you are taught?
Questions about high quality learning
education Improving Scottish
Learner Engagement: To what extent are you enabled to express your views on aspects of college life and how the college operates?
Students’ Association and learner representation
Action and feedback
Questions about learner engagement and quality culture
Important things to remember
Need to say how you’ve consulted and how many with
Need to ensure that you engage with a range of the student body
Need to generalise feedback Learner voice needs to be central throughout Use the prompts that are outlined in the LEQ
Activity: Learner Engagement
Questionnaire
In small groups:
Look at the examples of responses and highlight what you think are effective responses and not as effective responses
Think about why some responses are more effective than others
What skills are needed?
Research Project Management Leadership Listening
Communication Time Management Team Work
Please now rate yourself using the scale in the workbook (1 meaning you need to work hard at
improving this skills and 5 meaning you don’t need to do much).
Development of these skills
How do you think you can improve/develop these skills?
A useful website to that will give you some hints and tips to improve and develop your skills is www.mindtools.com.
Getting student responses for the Learner Engagement
Questionnaire
Alison Fleming, HMIE Student Team Member, and Sareta Puri, sparqs
Consultation tools
Survey/questionnaire: online, paper, face to face or telephone
Focus group Individual interview Paired interview Poll Interactive games Comment cards ‘Food for Thought’
Activity: consultation tools
Split into four groups and list the pros and cons of the following methods:
Group one: focus groups Group two: interactive games Group three: surveys Group four: interviews
Important things to remember
Use methods that you feel comfortable with Use methods suitable for your student body e.g.
online surveys for part time learners Use at least two different methods Make sure you have enough time to carry out the
research Don’t do it on your own: get other students to
help gather opinions
Activity: surveys and focus groups
Split into two groups and look at blank copies of the Learner Engagement Questionnaire. Think about how you would use either surveys or focus groups to get responses for the Learner Engagement Questionnaire
Group one: work through the survey activity
Group two: work through the focus group activity
Open and closed questions
An open question requires a longer, more detailed response→ e.g. how have you been supported throughout your
programme?
A closed question can be answered with one or two words or a short phrase → e.g. how supported did you feel throughout your
programme? (on a scale of 1-5, 1 being not at all and 5 being extremely)
Collating closed questions
How supported did you feel throughout your programme? (on a scale of 1 – 5, 1 being not at all and 5 being very)
Scale 1 2 3 4 5
Number of responses
2 4 9 16 14
Activity: collating open responses
In pairs:
Group the response cards in bundles relevant to their meaning
Name each bundle with an overall heading
What conclusion can you draw from the results?
Important things to remember
It is important to consult across the college Leave adequate time for each stage of the
research There is no right or wrong way to collate
responses Keep feedback accurate, balanced, constructive
and depersonalised Get help from the student body or support staff The Student Team Member is available for
guidance
Consultation Toolkit
Aim: what do you want to to find out and why?
Target population: who do you want to consult with and why?
Methods & approaches: what tools are you going to use and how?
Partners: who would you involve?
Timescales: what do you need to do and by when?
Activity: timescales
In small groups:
Sort the activity cards into time order and write on them:→ Who you would involve in each stage→ How long you would need for each stage
Activity: contacting students
Split into two groups:
Group one look at how you would market a focus group and what the challenges might be
Group two look at how you would circulate a survey and what the challenges might be
Important things to remember
Consider the challenges at the start When planning think about what you want to
achieve Ensure methods are relevant to the student body Utilise other students and staff members Utilise methods already being used
Using the review as a catalyst for development
Heather McKnight, former President of Jewel & Esk College
Students’ Association
Feedback Session with College Management
Feedback from
Student Team
Member
Feedback from HMIE
A chance to
question and
comment
The Report
Available on HMIE website after the review Will get a summary at the end of the review week
and have a good idea what it will say Report will include summary and further details on each area
What is so important about this review?
Agreement between SFC and HMIE
Annual Engagement Reviews from HMIE to check on progress
Tool for identifying areas of risk and change
Students’ Association – what feedback?
What can you improve directly? How can you use any positive statements to
promote the Association within and out with college
How any negative statements can be used to generate change and additional support – be reflective
College Feedback
Have a look at some example report summaries. What do you think should be the priority for
students? (discuss in groups 10 mins)
Activity – Create an Action Plan
Check the summary and action points Identify who in your college would take these
changes forward Suggest goals/actions/changes “Showcase of Excellence” read examples
→ Identifying committees which will be guiding actions→ Discussions at Board of Governors Meetings→ Report Summary will give points for action
…. (10mins in groups)
Activity - Informing the Students
In groups discuss how best to communicate the information in the HMIE report and planned action to students…. (5mins)
Learner Report College VLE Class Reps and SRCs Focus Groups Posters/Leaflets Tutor Time