“Meeting the needs of learners throughout Shetland”

Student Induction and

Enrolment Survey October/November 2012

Table of Contents

1.0 Introduction 1

2.0 Method

2.1 Sample 2

3.0 Results

3.1 Part One 3

3.2 Part Two 4

3.3 Part Three 6

4.0 Discussion

4.1 Part One 8

4.2 Part Two 9

4.3 Part Three 10

1

1.0 Introduction

It is very important that induction and enrolment procedures are effective in making the transition to

Shetland College UHI as smooth as possible. The process of enrolling must be clear and

straightforward to make sure that learners are allocated places on appropriate courses and to ease

administration workload. Shetland College holds an induction day for new learners to provide them

with information about various aspects of college life; such as, using the library, study skills and

health & safety.

To ensure that induction and enrolment procedures are effective and efficient, Shetland College

conducts an annual survey to gather opinions from students on their induction experience. This

survey was split into three parts:

Part one asked for some general information about their studies: their course type (full-time,

part-time, etc.), how they heard about the college, why they chose to study here, and what

they thought about the prospectus.

Part two asked about the induction and enrolment procedures—specifically what they thought

about the quality of information they received on different topics.

Part three asked about how they felt about different aspects of Shetland College, what could

be done to improve their experience at the college and which methods they would prefer to

use to give feedback in the future.

2

2.0 Method

The website “Survey Monkey” was chosen to host the survey as the online method is convenient for data

collection and analysis. The survey was promoted in two e-mails to all students (08-10-12 and 16-10-12)

and one email to all staff (10-10-12). There was also promotion on the college plasma screens, Facebook

page, a noticeboard in the canteen, and the Computing section website.

The survey asked if participants were willing to take part in an informal follow-up discussion - four

students initially agreed. Following further email contact a phone conversation was held with one student

to discuss their answers.

2.1 Sample

40 students completed the survey, although responses to individual questions varied. The sample was as

follows:

Department (N:33)

Number of Participants

Percentage of Sample

Health and Care 12 36.4%

Business and Hospitality

9 27.3%

I.T. 6 18.2%

Creative Industries 3 9.1%

Heritage 2 6.1%

Unspecified 2 6.1%

Community Learning

1 3.0%

Construction 0 0%

Course Structure (N:39)

Number of Participants

Percentage of Sample

Full-Time 24 61.5%

Part-Time 11 28.2%

Other (e.g. Day Release or Distance Learning)

3 7.7%

Learning Centre 1 2.6%

Evening Class 0 0%

Level (N:33) Number of Participants

Percentage of Sample

HNC 10 30.3%

BA 7 21.2%

NC 4 12.1%

Introduction 3 9.1%

HND 3 9.1%

BSC 2 6.1%

Unspecified 2 6.1%

Access 1 3.0%

Community Course

1 3.0%

3

3.0 Results

3.1 Part One

3.1.1 How did you hear about Shetland College? (N: 38)

Method Number of Responses

Percentage of Sample

School 14 36.8%

General Awareness

5 13.2%

Shetland Times

4 10.5%

Word of Mouth

3 7.9%

Family 3 7.9%

Prospectus 3 7.9%

Careers Office

2 4.6%

Leaflet at Home

1 2.6%

Learning Centre

1 2.6%

Business Connection

1 2.6%

Friends 1 2.6%

UHI 1 2.6%

36.84%

13.16%10.53%

7.90%

7.90%

7.90%

5.26%

2.63%

2.63%

2.63% 2.63%2.63%

How did you hear about Shetland College? (N: 38)

School

General Awareness

Shetland Times

Word of Mouth

Family

Prospectus

Careers Office

Leaflet at Home

Learning Centre

Business Connection

Friends

UHI

Graph 3.1.1

Reason Number of Responses

Percentage

The college offers the course I want. 27 75.0%

It is close to where I live/work. 20 55.6%

I do not want to leave Shetland 14 38.9%

The course/college has a good reputation. 8 22.2%

I knew I would be able to get relevant support. 7 19.4%

My friends/family/colleagues attend Shetland Col-lege.

5 13.9%

My workplace organised it. 1 2.8%

Other: - “To achieve a qualification.” - “I’m still 15 and have to continue education. And I didn’t want to be in a school setting.” - “Unable to attend college. Online course made it possible to study for a degree.” - “Gut feeling told me this was the right place for me.”

4 11.1%

3.1.2 Why did you decide to do a course at Shetland College? (please tick all that apply) (N: 36)

4

3.1.3 What did you think about the design and content of the Shetland College Prospectus

2012/2013? (N: 38)

3.2 PART 2

3.2.1 How did you find the enrolment process in general? (N: 35)

3.2.2 What did you like or dislike? (N: 10)

Rating Number of Responses

Percentage Is there any more information that you would like

to see included?

“Courses should be more detailed.”

“More detailed start and end dates for the

courses.”

Excellent 4 10.5%

Very Good

18 47.4%

Good 11 29.0%

Okay 4 10.5%

Poor 0 0.0%

Very Poor 1 2.6%

Rating Number of Reponses

Percentage of Sample

Satisfactory 19 54.3%

Neutral 11 31.4%

Unsatisfactory 5 14.3%

54.3%31.4%

14.3%

How did you find the enrolment process in general?

(N: 35)

Satisfactory

Neutral

Unsatisfactory

Graph 3.2.1

“Repetition every year.” “Took too long.”

“I did not get told that I had been successful; I only got a letter inviting me to the induction.”

“It was a good way to get the feel of the college before starting your course.”

“Not as organised as it should have been.”

“It was quick and easy.”

“It took too long.” “Online enrolment much better.”

“The online facilities were excellent.” “I disliked the fact that the process took way too long and I’m still waiting for my references to come through.”

5

3.2.3 During the Student Induction what did you think about the quality of the following

information? (N: 35)

To calculate a mean rate of satisfaction for each component, the following points scale was applied to

each response:

Therefore, the highest possible mean rate of satisfaction (RoS) is 6.0 and the lowest possible mean rate of

satisfaction is 1.0.

3.2.4 How could we improve the student induction process in the future? (N:10)

RoS RoS

Library Facilities (35) 5.20 Student Code of Conduct (34) 4.35

Study Skills (34) 4.56 Sources of Support (34) 4.65

I.T. Training (34) 4.38 Class Reps/ Learner Forums (33) 4.12

Health and Safety (34) 4.29 Information Booklet Content (34) 4.50

Fire Procedures (33) 4.39 The Student ID Card Service (33) 4.67

Excellent Very Good Good Okay Poor Very Poor

6 5 4 3 2 1

“Doing 2 courses. Induction for new Directions was good, induction was non-existent for the higher.”

“A bit more information on how My UHI works when you are at home would have been good instead of having to figure it all out by ourselves.”

“I am now a second year student and have never been informed of induction dates!”

“Send the students the correct information before the course starts.”

“More I.T. info for those that need it.” “More notice to get ID cards.”

“Better information on when student ID cards are being issued.”

“The whole thing could take a shorter time, and could be presented in a friendlier way.”

“Do the same process for late starters like me.”

“I think it needs to be improved, looking at how it is advertised and people invited. I never got my letter and only got an e-mail on the day of! I think the librarian or office staff should do student ID cards.”

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3.3 Part Three 3.3.1 How do you feel about the following aspects of Shetland College? (N: 35)

3.3.3 What could be done to make your experience at the college better? (N: 16)

“Not enough parking facilities at certain times.” “The noise during the building makes it nearly impossible to study. Classrooms often cold.”

“Some of the modules look like they could do with being re-read and thought through better.”

“Canteen prices, very poor.”

“Admin staff I spoke to did not know correct procedure for SAAS part-time course application.”

“I think tutor support should be more and encouraged to meet once a term.”

“My course runs from Orkney mainly by VC – this is generally v good, but Orkney teaching staff’s use of VC could be improved: connections fail inexplicably mid lecture, Orkney staff do not always record lectures adequately; with, for example, poor sound and failure to use microphone effectively for recording. Also assignments from spring semester 2012 have not been returned with marks/feedback – this is poor.”

“Make the bus service more frequent.”

“Information needs to be passed between staff and office staff to help those who turn up at reception rather than turning them away as they don’t know the answer.”

“Heating.”

“Issues with VC use at Orkney College – see above. Staff need to understand essentials and also to review/listen to VC recordings they have made to check quality. Enforce policies regarding return of marked assignments within defined/agreed period. Shetland college however scores very high in these areas and I have no criticism of staff at Shetland College who are polite/knowledgeable/ well-informed.”

Ros RoS

Access (Transport and Directions) (34) 3.56 Classrooms/Study Areas (34) 4.59

Attitude of Academic Staff (34) 4.53 Standard of Equipment (34) 4.74

Attitude of Support Staff (35) (e.g. Admin, guidance, I.T.)

4.71 Course Content and Teaching (34) 4.65

Canteen Facilities (35) 4.49 Available Support (33) 4.64

3.3.2 Are there any other aspects of the college not listed which you think are particularly positive or negative? (N: 7)

7

3.3.3 What could be done to make your experience at the college better? (N: 16) Continued.

3.3.4 How would you choose to give feedback to Shetland College? (N: 35)

“A shuttle bus to and from college to the street. I finish on a Friday at 11.45 and live in the south end. I have to walk to the street to catch the 12 bus home, otherwise I have to wait to catch 12.35 from college and wait for the 2 bus to the south end.”

“Making sure timetables are clear and preparing class materials for each subject properly in advance, so they are ready for when the students start classes.”

“The staff should treat everyone as an equal and treat everyone like adults in this adult setting.”

“Staff could treat us more like adults because we are in college, not school.”

“More parking options.”

“More healthy options in the canteen (i.e. more choice than the regular cheese and chips options). Canteen space needs to be bigger. More classrooms would be a good idea, and bigger library.”

“Students Union.”

“Having details before the summer holiday of the dates when the next semester commences would be helpful.”

“I think tutor support should be more and once a term there should be a tutorial with tutor support to look at anything that may be highlighted for you.”

“Top up the vending machine with change more often.”

“It’s REALLY cold.”

“Some of the tutors could perhaps try to engage better with the students.”

Very Likely Likely Perhaps Unlikely Very Unlikely

Speaking to a Class Representative (33)

5 (14.3%) 10 (28.6%) 11 (31.4%) 5 (14.3%) 2 (5.7%)

Using the Learner Forum (34)

2 (5.7%) 7 (20%) 12 (34.3%) 10 (28.6%) 3 (8.6%)

Speaking to Members of Staff (33)

8 (22.9%) 16 (45.7%) 7 (20.0%) 2 (5.7%) 0 (0%)

Use of Online Services (35)

12 (34.3%) 12 (34.3%) 7 (20.0%) 3 (8.6%) 1 (2.9%)

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4.0 Discussion

4.1 Part One

4.1.1 ‘How did you hear about Shetland College?’

When learners were asked how they heard about Shetland College the top answer was through school

(39.5%). Six learners (16% of the sample) said they had always known about the college, with “word of

mouth” and “family” other popular sources of awareness. Only 3 learners stated they heard about it

through the prospectus and two said they had heard about it through the Careers Office.

4.1.2 Why did you decide to do a course at Shetland College (please tick all that apply).

75% of answers to this question stated that the college offered the course they wanted, which speaks

highly of the range of courses which are currently available. Other popular answers were that the college

is close to where they live or work (55.6%), and that they did not want to leave Shetland (38.9%).

Qualitative answers included dislike for the school setting, the flexibility of online learning and a positive

‘gut feeling’ which all contributed to these learners choosing Shetland College. It should be noted that very

low responses to ‘my workplace organised it’ is likely to be due to the sample. Many learners in the

Construction section would be in the situation where their workplace organised their course, but none

completed this survey.

4.1.3 What did you think about the design and content of the Shetland College Prospectus

2012/2013?

General feedback on the prospectus was positive – with 47.4% rating it as ‘very good’ and 28.9% rating it

as ‘good.’ Only one learner rated it as ‘very poor’ and none felt it was ‘poor.’ The two qualitative comments

suggested there should be more detail in terms of course information and also clear start and end dates.

Recommendation: It is important we continue to promote Shetland College to school pupils, as a large

number of Shetland College learners will hear about the college while considering their options at school.

The Shetland Times is a similarly important source of promotion. Perhaps more could be done to promote

the college through the Careers Office, which will be achieved by passing on regular up-to-date

information. There is a lot of general awareness of the college, mainly through word of mouth; and it is

important to maintain this through widespread promotion of the college throughout Shetland. This could

be encouraged at events such as the Shetland Craft Fair.

Recommendation: It is important to keep in mind the range of reasons which a learner may have for

choosing Shetland College and to promote how the college can meet their needs in a variety of ways. In

terms of the sample, more should be done to encourage learners from the Construction section to

participate in future surveys.

Recommendation: As we consider alternative methods of prospectus delivery in the near future, it is

important to retain what has been effective in the current prospectus. Learners want detailed course

information.

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4.2 Part Two

4.1.1 How did you find the enrolment process in general?

In general most students were satisfied with the enrolment process, with 54.3% rating it ‘satisfactory’ and

only 14.3% rating it ‘unsatisfactory’ (see graph 3.2.1). While one student felt it was ‘quick and easy,’ three

other students stated that it took too long. Three students commented that the enrolment process was not

fully organised: one student did not get an acceptance letter and another was still waiting for their

references to come through as of 8/11/12. There were positive comments about the online enrolment, with

one student describing it as ‘excellent.’ However, it was brought up at the Health & Care course team

meeting that online enrolment for HE courses and returning students in that section did not work properly.

At the same meeting it was reported that part-time students were not given full information about the

induction schedule.

4.1.2 During the Student Induction what did you think about the quality of the following

information?

Overall there was a positive rating about all information offered during the Student Induction; with the

lowest rating, for ‘Class Reps/Learner Forums,’ at 4.12 (with an average rating of 4 equating to “good”).

The highest satisfaction rating was for the information offered about library facilities, which was 5.20 (with

an average rating of 5 equating to “very good”). The next highest ratings were for ‘The Student ID Card

Service’ (4.67) and ‘Sources of Support’ (4.65).

4.1.3 How could we improve the student induction process in future?

Some learners felt that there should be additional I.T. information, particularly about how “My UHI” works

when accessing the system from home. One learner stated that while the induction for New Directions

was very good, it was ‘non-existent’ for their higher course, and another would appreciate an induction

process for late starters. Several learners felt that organisation and invitation to the event was not

satisfactory, with one learner not receiving their letter of invitation and another stating they had not been

informed about induction dates in two years of being at the college. While the overall satisfaction rating for

information about the student ID card service was positive, there were two learners who commented that

they would appreciate more information. There was another comment that the process took too long.

Recommendation: In this sample students were largely happy with the enrolment process, although the

procedure could be evaluated to see if it is slightly too long. It is very important to make sure that all

students are properly informed about enrolment and the schedule of induction events. Despite some

technical difficulties the online enrolment system was popular with some students; this should be carried

forward to enrolment in future years. However, a fully online enrolment system would not suit all students

– one commented that enrolment day ‘was a good way to get the feel of the college before starting your

course.’

Recommendation: While it is difficult to make sure that all enrolees have received information about the

enrolment process, it is important to make every effort to pass on this information. It may be beneficial to

introduce student inductions for higher courses and a second smaller induction event for late starters.

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4.3 Part Three

4.3.1 How do you feel about the following aspects of Shetland College?

The only category to get an overall satisfaction rating of less than 4 (equating to “good”) was ‘Access

(Transport and Directions)’ which got 3.56, with an average rating of 3 equating to “okay.” This low rating

is understandable given the distance of Shetland College from Lerwick town centre and the limited (if

relatively frequent) bus service. One learner felt there was not enough parking facilities at certain times,

which is a problem amplified during the construction of the new building.

The highest rating was for ‘Standard of Equipment’ with 4.74, although one student described problems

they were having with staff in other UHI campuses being unfamiliar with best practice for the video

conference equipment. They described poor quality recordings and illegible guest speakers, which

highlights the importance of staff training to make best use of high quality equipment.

All other categories had an average satisfaction rating between 4.49 and 4.71, or between “good” and

“very good.” There were some specific points for improvement: for one learner, admin staff did not know

the correct procedure for SAAS part-time application and another felt that tutors should offer more support

and meet with learners once a term. While the satisfaction rating for ‘Couse Content and Teaching’ was

very high, one learner felt that the content of some modules could be revised and ‘thought through better.’

4.3.2 What could be done to make your experience at the college better?

There were several suggestions for how Shetland College could improve. As mentioned above, a more

frequent bus service or shuttle bus was mentioned by two learners. Three felt improvements could be

made in delivery of information: term dates prepared in advance, course materials ready for the start of

classes and more effective communication with office staff to help with student enquiries. Two learners felt

they should be treated more like adults, one felt that some tutors could engage better with students, and

another felt there should be more tutor support available.

In a follow up discussion one learner spoke about large delays in the return of coursework from Orkney

College UHI – as of 19/11/12 they were still waiting for assignments submitted in spring. Various other

matters were raised by other learners; including more healthy options in the canteen, more heating for

classrooms and increased parking at the college.

Recommendation: It would be beneficial if the transport links to the town centre were improved with

additional buses (or a shuttle service) but this may not be possible given available resources. The heads

of sections should check that all staff delivering content to Shetland College students via video conference

are confident and competent with the equipment. If there are recordings available it may be useful to

regularly check a random sample of content to make sure it is of high enough quality.

Recommendations: Staff should always try to prepare class materials and course start-dates in advance

and pass on this information to learners as best they can. Effective communication with the office staff is

especially important because they are in a direct position to receive enquiries. Other learners have also

complained that the front office does not always have accurate start days for courses or up-to-date

information on scheduled staff training.

As suggested by one learner experiencing delays with feedback, Shetland College could establish an

agreed time-scale for the return of marked assignments and ensure this standard is met by all partners

contributing to delivery of course content.

11

4.3.3 How would you choose to give feedback to Shetland College?

Use of online services was the method of feedback with the most positive response. 34.3% of the sample

said they were “very likely” to use this method and a further 34.3% said they were “likely” to use it.

Speaking to members of staff was also very positive with 22.9% of the sample saying they were “very

likely” to use this method and a further 45.7% said they were “likely” to use it. Only 2.9% said they were

“very unlikely” to use online services for feedback and no-one said it was “very unlikely” for them to give

feedback to a member of staff.

The responses for “speaking to a class representative” were not quite so positive - while 28.6% said they

were “likely” to use this method, a further 31.4% only said “perhaps.” Use of the Learners’ Forum was

more negative - 34.3% only said “perhaps” for this method and 28.6% of the sample said it was “unlikely”

they would use it. 5.7% said it was “very unlikely” for them to give feedback to a class representative, and

8.6% said it was “very unlikely” for them to use the Learners’ Forum.

Recommendation: Online platforms should be maximised for student feedback. The Facebook presence

for Shetland College UHI recently switched from a Facebook “group” to a Facebook “page” which has the

additional feature of sending a private message - this will be a good method of feedback and inquiry. A

feedback form could be added to the UHI website as another means of online communication.

More should be done to promote the role of class representatives and the Learners’ Forum. Recently a full

list of class representatives was put on permanent display in the canteen; hopefully this should encourage

learners to familiarise themselves with their representative and contact them if they need to.

At present the Learners’ Forum is not a popular method of feedback for the learners of Shetland College.

Staff should continue to promote the forums, but they may never be a successful method of getting

feedback from a large number of learners. Therefore there should be appropriate alternative methods of

feedback run in addition to forums, such as the online platforms mentioned above.

It should be noted that in part two of the survey, information provided during student induction about class

reps and Learners Forums’ received the lowest mean rate of satisfaction. If improved in future inductions,

this may help learners better understand the role of class reps and Learners’ Forums, and encourage

them to utilise these methods during their time at Shetland College.

Shetland College UHI

Lerwick,

Shetland,

01595 771 269

Greg.McCarron@uhi.ac.uk

www.shetland.uhi.ac.uk

Contact:

Greg McCarron

Communications and Student Engagement Assistant