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Getting Ready for your College Review

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Getting Ready for your College Review. Welcome and introduction Eve Lewis, Head of sparqs. Aims & Objectives. Aim: to introduce college presidents to the Learner Engagement Questionnaire and get them ready to complete it at their college Objectives: - PowerPoint PPT Presentation
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Getting Ready for your College Review Welcome and introduction Eve Lewis, Head of sparqs
Transcript

Getting Ready for your College Review

Welcome and introductionEve Lewis, Head of sparqs

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

Learner Engagement Questionnaire

28th September 2010

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

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• 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

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Please make further comment, on behalf of your peers, if desired

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Any questions?

What does the Learner Engagement Questionnaire

look like?

Alison Fleming, HMIE Student Team Member

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

BREAK

Developing skills for effective engagement

Iain Delworth, sparqs

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

The A,B,C,D of Effective feedback

Accurate

Balanced

Constructive

Depersonalised Effective

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

LUNCH

Planning for your review

Sareta Puri, sparqs

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

Understanding the review

A Typical College Review Timetable

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

The quality framework

Understanding the importance of using the review as a catalyst for

change

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

Conclusions and close

Eve Lewis, Head of sparqs


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