Discerning Futures COURSE LEADERS’ CONFERENCE 2013.
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Transcript of Discerning Futures COURSE LEADERS’ CONFERENCE 2013.
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Discerning Futures
COURSE LEADERS’ CONFERENCE 2013
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Professor Sally GlenDeputy Vice Chancellor, Student Experience
PLENARYINTRODUCTION AND CONTEXT
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Professor Graham Gibbs
IMPROVING STUDENT LEARNING EXPERIENCE THROUGH IMPROVING COURSES
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‘Dimensions of Quality’
Literature review to inform debates about:
➔ whether UK HE is comparatively good
➔ whether university league tables are valid
➔ whether the NSS and KIS provide info students can trust
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‘Implications of ‘Dimensions of Quality’ in a Market Environment’
Review of institutional behaviour
➔ is how universities are responding to their PIs likely to “drive up quality”?
➔ which enhancement strategies are working?
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‘Presage’ variables
➔ Resources per student predict much less than one might expect (but learning resources predict effort)
➔ Selectivity predicts performance, but not learning gains, or engagement, or use of pedagogies known to enhance engagement
➔ Research predicts performance, but not engagement, and negatively predicts satisfaction & measures of learning gains.
➔ Who does the teaching predicts performance and gains
➔ Reputation predicts only selectivity, funding & research
➔ Peer ratings only reflect reputation (US and TQA)
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‘Process’ variables
➔ Cohort size, class size, ‘close contact’ with teachers (SSRs) (cohort effect avoidable...)
➔ Not class contact hours but total study hours
➔ Quality of teaching: training, student ratings, but not teachers’ research
➔ Quality of research environment: not at u/g level
Consequences for learning:
➔ Deep and surface approaches
➔ Engagement: close contact, high and clear expectations, good quick feedback, active and collaborative learning, time on task
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‘Product’ variables
➔ Degree classifications
➔ Retention
➔ Employability
... too many confounding variables to be able to make much sense of any of this data, and degree classifications and employability data are highly unreliable
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What to pay attention to in terms of pedagogy?
➔ Changing students: effort, internalisation of goals and standards, meta cognitive awareness, self-efficacy
➔ Changing teachers: who, and how sophisticated
➔ Moving from solitary to social learning
➔ Changing curricula: ➔ Focussing course design, review and evaluation around learning hours
➔ Shift from summative to formative assessment
➔ Making programmes coherent, with comprehensive changes implemented by course teams, not only by individuals (no matter how wonderful)
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Departments and social mediation of quality
➔ Programmes vary widely in quality within institutions (except where ‘institutional pedagogy’)
➔ It can be very difficult for individual teachers to adopt effective pedagogies if no-one else does
➔ Institutions with no QE focus on programmes have problems
➔ Communities of practice (Havnes)
➔ Talking about teaching at programme level (TESTA)
➔ Employment practices (adjunct faculty, pseudo departments, Fordism)
➔ Modular structures, no assessment (or even shared understanding) of programme outcomes
➔ ...implies increased developmental focus on depts or or course teams (Lund, Oslo, Finland, Utrecht)
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The ‘how’ of change...
1 Using teaching PIs to improve quality
2 Unanticipated impacts on curricula
3 Managerial vs devolved change
4 Student engagement
5 QA
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1 Using teaching PIs to improve quality
➔ Unprecedented attention to quantitative PIs➔ Average NSS scores up every year➔ Some institutions climbing rankings every year➔ ...by paying attention and using clever change processes
➔ Exeter
➔ Coventry
➔ Winchester: TESTA assessment and feedback
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1st degree programme at Winchester to use TESTA, now top ranked nationally
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University of Winchester
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1 Using teaching PIs to improve quality
➔ Unprecedented attention to quantitative PIs
➔ Average NSS scores up every year
➔ Some institutions climbing rankings every year
➔ ...by paying attention and using clever change processes
Exeter
Coventry
Winchester: 24 Universities now using TESTA
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2 Unanticipated impacts on curricula
➔ Whole is less than the sum of the parts (OU, Plymouth, module level NSS scores)
➔ Course rationalisation, abandoning joint degrees
➔ Abandoning modularity altogether
➔ Bigger, longer, fewer modules, fewer in parallel
➔ Planned programme assessment regimes, including programme level learning outcomes
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2 Unanticipated impacts on curricula
➔ Whole is less than the sum of the parts (OU)
➔ Course rationalisation, abandoning joint degrees
➔ Abandoning modularity altogether
➔ Bigger, longer, fewer modules, less in parallel
➔ Planned programme assessment regimes
... but this may cause
Less choice, less engagement
Larger classes
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3 Managerial/centrist vs devolved change
➔ Institutional vs Dept level targets for PIs
➔ Volume of feedback
➔ Criteria and standards (and hence learning outcomes)
➔ Institutional learning outcomes/graduate attributes
➔ Volume of assessment
➔ Class size
➔ Use of VLE
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4 Student engagement
➔ Students as change agents across departments (Exeter)
➔ Students as educational researchers across programmes (Winchester)
➔ Student teams as developers across Faculties (Sheffield)
➔ Changed practices, changed student attitudes
➔ Better engagement in studies (USA, NSSE)
➔ Improved NSS scores (2008-12 7%, Av 2%)
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5 Quality Assurance
➔ Annual reviews of NSS scores trumping all other QA and QE processes
➔ Valid dimensions of quality entirely missing from formal quality reviews (e.g. formative-only assessment, Jessop 2012; student effort)
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Conclusions
➔ Teaching quality PIs in the public domain are changing the market and will become more valid, more useful and more influential – and they operate at programme level
➔ It is possible to improve your PIs faster than the others
➔ The best way to do this is to
take local responsibility at programme level and change the institutional infrastructure to enable this to happen
involve students in the change process
➔ Local leadership of teaching is the new key role in universities