Method 1

Learner Induction and

Enrolment Survey October 2014

Section Page

1.0 Introduction 1

2.0 Method 2

2.1 Sample 2

3.0 Results 3

3.1 Section One 3

3.2 Section Two 4

3.3 Section Three 9

4.0 Discussion 13

4.1 Part One 13

4.2 Part Two 13

4.3 Part Three 15

Table of Contents

1 Introduction

1.0 Introduction

It is important that the induction and enrolment procedures are effective and as smooth as

possible for all our learners. The college aims to ensure that the process of enrolling is clear and

straightforward to ease the transition to college and minimise administration workload for staff.

As of academic year 2013-14 the college has implemented a longitudinal induction process. In

previous years learner induction was held on one day, when staff would provide new learners with

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

& safety.

Feedback from learners stated that some felt that they were in receipt of too much information

over a short concentrated period of time. Often learner induction was timetabled on a day when

learners were not due to be attending college, therefore attendance was sometimes difficult.

The revised learner induction procedure ensured that the learner induction was programmed as

part of course timetables. The Academic Heads of Section arranged for staff to conduct sessions

on a variety of aspects of college life during the first few weeks of their course. This enabled

learners to digest the information more fully as well as allowing flexibility to make some

presentations tailored to specific subject areas.

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

UHI conducts an annual survey to gather opinions from students on their initial induction

experience and their first few weeks of college life. This survey is split into three parts:

Section one provided learners with the option to enter their student number (allowing access

to gender, course and study mode data) and asked why they chose to study at Shetland

College UHI.

Section two asked about the application process, induction and enrolment procedures and

the first few weeks of the course.

Section three asked about how they felt about different aspects of Shetland College UHI,

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.

Method 2

Male Female Withheld

8 45 1

Full-Time Part-Time Distance Learning Withheld

39 13 1 1

Business & Hospitality

Health & Care Post Graduate Computing Creative and

Cultural Studies Essential

Skills Withheld Construction

2 22 1 0 18 10 1 0

Gender Mode of Study

Curriculum Area

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 via e-mails to learners and to staff. There was also

promotion on the college Facebook page.

The questions in section two were provided by the Cross-Regional Quality Forum, as an initiative to

assess quality of early student experience across the UHI partnership.

2.1 Sample

A total of 54 students completed the survey, although there was some variation in number of responses to

each question. The sample was as follows:

3 Results

3.1 Section one

3.1.2 - Question 2

3.0 Results

Results 4

3.2 Section Two:

3.2.1 - Question 3

5 Results

3.2.1 - Question 3 (continued)

3.2.2 - Question 4

Results 6

3.2.2 Question 4 (continued)

7 Results

3.2.3 - Question 5

Results 8

3.2.4 - Question 6

9 Results

3.2.5 - Question 7

3.3 Section 3

3.3.1 - Question 8

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.

Excellent Very Good Good Okay Poor Very Poor

6 5 4 3 2 1

Results 10

3.3.1 - Question 8

(continued)

RoS RoS

Access (Transport and Directions) (N:50) Classrooms / Study Areas (N:50) 3.52 5.02

Attitude of Academic Staff (N:50) Standard of Equipment (N:50) 5.24 5.24

Attitude of Support Staff (N:50) Course Content and Teaching (N:50) 5.22 5.22

Canteen Facilities (N:50) Available Support (N:49) 4.4 5.25

11 Results

3.3.2 - Question 9

Cheaper prices in the canteen. We are students, and most of us cant even afford to pay for the food! I

have recently been stuck with having plain toast every lunch time, as I can’t afford something more

healthy/nutritious. It’s pretty ridiculous.

Better canteen.

Having more buses which would make it easier to access college at different times of the day.

More activities in classes to ensure learning of materials. i.e. group presentations etc.

It is fine at the moment.

More variety of food at dinner time.

Not too sure.

The bus times aren’t very practical.

Better bus timetables.

Sort out the air conditioning.

More help where required.

More buses.

Make sure there are no distractions in class to hinder your learning, etc. Peace and quietness when

working and no-one wandering around making noises.

Nothing really, I am comfortable with everything.

Nothing, I think the college has done great in providing everything needed for my course and I’m very

happy with everything.

To provide a smoking area for smokers as there are loads of smokers in this college including teachers. As

this has been a smoking campus for years I don’t’ understand why it was change. It was hidden behind the

back of the college so the non smokers didn’t have to deal with it. Providing a smoking shelter and bin

would be very helpful instead of seeing cigarette butts on the ground due to there not being a bin or

shelter.

No math???

n/a. online student only.

Better bus services.

Results 12

3.3.3 - Question 10

13 Discussion

4.0 Discussion

4.1 Section One

4.1.1 - Why did you decide to do a course at Shetland College UHI?

Responses to this question were in line with results from last years’ survey. 62.75% of the

sample said the college offers the course they want, 31.37% said they do not want to leave

Shetland and 27.45% said that the college is close to where they live/work. As was the case last

year, there were no responses to ‘my workplace organised it’ which indicates a gap in the

sample.

Qualitative responses included an interest in Shetland’s history, not knowing what to do on

leaving school, not getting into a college on the mainland and their course being the best option

to get into university.

Recommendation: For marketing purposes it is important to acknowledge the range of reasons

why someone may choose to study at Shetland College UHI. Considering that no construction or

computing learners took part in the survey this year, in future staff should liaise with relevant

Heads of Section to encourage participation from learners in these subject areas.

4.2 Section Two

4.2.1 - Before starting my course...

On the whole responses were positive to this set of questions, with either ‘Agree’ or ‘Strongly

Agree’ the clear majority for all six statements. 57.14% of the sample agreed their initial enquiry

to the college provided necessary information for the next step in the application process, 66.67%

agreed that applying for their course was easy, 53.06% strongly agreed that their needs and

questions were taken into account during their interview and 46.94% agreed that their funding

application was dealt with successfully. Although 52% agreed and 30% strongly agreed that they

were provided with accurate information about the date and time of induction there was a further

16% who disagreed with that statement. Similarly, while 50% agreed and 29.17% strongly agreed

that they were provided with clear funding information, 14.58% disagreed.

Qualitative responses elaborated on these figures, with one learner saying they were only notified

about the induction a few days in advance, and another saying that the induction date wasn’t

shared during their interview. Another comment was very positive: ‘starting the course was very

simple and straight forward, nothing was confusing or a hassle.’

Recommendation: In general this sample of learners were very satisfied with the application

process, although there was a minority of comments about lack of information. It is important that

every effort is made to effectively communicate induction information with learners, taking into

account any potential barriers to their understanding. Induction arrangements should be

confirmed and shared as early as possible.

Discussion 14

4.2.2 - Induction and the first days of college

All seven statements had a strong majority of positive responses. 54% of the sample agreed they

found induction useful preparation for starting their course, 55.10% agreed and 42.86% strongly

agreed that they know how to access library facilities, 68.75% agreed that the content of the

Student Information Booklet is useful, 66.67% agreed that their course handbook explains about

different learning techniques, and 48.98% agreed that activities provided an opportunity to mix

with other learners. Particularly encouraging were the responses to ’during my first week at

college, I was made to feel welcome,’ with 46% agreeing and another 46% strongly agreeing with

that statement. Although responses to the statement about the usefulness of induction were

largely positive, 10% of the sample disagreed and a further 6% strongly disagreed.

The single qualitative response was very positive: ‘induction was great and I felt very welcome to

join the course I chose.’

Recommendation: It is very encouraging that the sample were generally positive about induction

and their first days at college, in particular that they felt welcome. Although some learners did not

feel that induction was useful preparation for their course, these comments were in the minority.

Staff should continue to evaluate the content of induction presentations.

4.2.3 - During the first few weeks of my course...

Three statements had largely positive responses. 52% agreed and 36% strongly agreed that they

were supported in using technology, 55.10% agreed that they know how to access Support for

Learning, and 36.59% agreed and 26.83% strongly agreed that they know who their Personal

Academic Tutor is. It should be noted that this last question is only relevant to Higher Education

students, with 31.71% of the sample putting ‘not applicable’ as their response to this question.

The statement ‘I am aware of the Student Engagement Assistant’ had a more negative response,

with only 35.42% agreeing and 50.00% of the sample disagreeing. This result is probably

because student engagement presentations were delayed this year, due to other events which

were occurring in the college at the same time. Normally at the time of this survey all classes

would have had a presentation in class by the Student Engagement Assistant, but this was not

the case this year.

The single qualitative response was positive: ‘during the first few weeks of my course things were

fairly easy to get the hang of due to the tutors and the help provided.’

Recommendation: It is very important for students to be adequately supported during the first few

weeks of their course, so these results are encouraging. Although September 2014 had some

exceptional circumstances for the college it is important in the future to minimise disruption to the

induction schedule and make sure all classes are provided with relevant information.

15 Discussion

4.2.4 - Student Representation

The three student representation statements had a majority of positive comments. 56% of the

sample agreed and 32% strongly agreed that they were aware of the role of a class rep, 56.25%

agreed and 25% strongly agreed that they were aware of the role of the Student Rep Group, and

58.33% agreed and 27.08% strongly agreed that they know how to provide feedback to improve

learning and teaching.

Both qualitative comments were positive: one student said they were aware of all points and

another said ‘nothing is needing to be improved.’

Recommendation: Class reps fulfil a vital role in empowering the student voice in quality

improvement, so staff should continue to promote this role and its importance to the student

experience. Similarly, it is important that learners feel they have some impact on how their course

is taught, and staff should continue to encourage this dialogue.

4.2.5 - Overall, how would you rate your experience of the College so far?

There was a very positive response to this question with 56.68% stating they were ‘satisfied,’

41.18% stating they were ‘very satisfied,’ only 1.96% said they were ‘dissatisfied’ and there were

no responses for ‘very dissatisfied.’

The quantitative comments were more mixed: while one student said that ‘the college has been

the best experience in educational purposes that I have encountered’ another said the college is

‘very unorganised.’ Another comment suggested the college should provide a smoking area for

learners.

Recommendation: In general the sample is satisfied with their college experience so far, and it is

important to keep up that level of satisfaction as their studies continue. Staff should encourage

dialogue with students to continually improve learning, teaching and the social experience of

being a student.

4.3 Section Three

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

For this question a mean rate of satisfaction (RoS) was applied to each category, with a figure of

6.0 equating “excellent” and a figure of 1.0 equating “very poor” (see page 9). With the exception

of ‘access (transport and directions)’ and ‘canteen facilities’ all categories had a RoS of 5.00 or

higher (or “very good” to “excellent”). The rating of 3.52 (or between “okay “ and “good”) for

transport probably relates to reduction in the local bus service, which the college is currently

working with Shetland Islands Council to improve. ‘Canteen facilities’ had a rating of 4.4 (or

between “good” and “very good”). The other categories had very similar ratings, the highest was

a rating of 5.25 (between “very good” and “excellent”) for ‘available support,’ closely followed by

a joint rating of 5.24 for ‘attitude of academic staff’ and ‘standard of equipment.’

The qualitative comments raised some specific points: the lack of a student discount in the

Mareel café, the reduction in bus service, the need for a new vending machine and printers being

disconnected. There was also a very positive comment about the library staff: ‘the girls in the

library are really helpful in both aspects of my course work and find the information I need.

Brilliant.’

Discussion 16

Recommendation: With the exception of the local bus service (which is currently being

negotiated), the sample was in general very positive about college facilities, staff and support.

Again, it is important to keep up this high level of satisfaction and encourage continual feedback

throughout the academic year.

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

There were a variety of suggestions for improvement, covering college services as well as

learning and teaching. There were three comments relating to the price and variety of food in the

cafe, which has been recently addressed with college management and cafe staff via Talk Box

feedback. At the moment there is nothing which can be done about increasing the variety of food

because the small cafe team are working to maximum capacity. In terms of costs, prices are set

in line with other local business as well as UHI colleges and are at their current level to cover

staff and ingredient costs. Due to ongoing SIC budget restraints, the college has no option but to

try and make the cafe break even.

There were five comments relating to the reduced bus service to Shetland College, which is an

issue currently being addressed by college management. From very recent meetings with

ZetTrans it is very likely that an additional bus will be added to the timetable imminently, with

potential for a more regular service in the near future.

Learning and teaching comments included a request for a greater variety of activities in lessons,

more help when required and limited distractions while in class. There was also a comment

relating to the recent decision to make Shetland College UHI a no smoking campus, compared to

previous years where a shelter was provided. ‘Providing a smoking shelter and bin would be very

helpful instead of seeing cigarette butts on the ground due to there not being a bin or shelter.’

There were also three positive comments in this section, including: ‘Nothing, I think the college

has done great in providing everything needed for my course and I’m very happy with everything.’

Recommendation: Comments relating to the cafe and local bus service are already being

addressed by college management - all should work towards satisfactory resolutions of these

issues. College management may wish to address the issue of a smoking shelter if it is

something that learners feel strongly about.

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

(continued)

4.3.3 - How would you like to give feedback to Shetland College UHI?

There were a mix of responses to this question. 30.61% said it was very likely that they would

speak to a member of staff, while 36.73% said it was likely and 26.53% said perhaps. A majority

said it was very likely (27.08%) and likely (29.17%) that they would speak to a class

representative, but again a further 22.92% said perhaps and 16.67% said it was unlikely. 33.33%

of the sample said it was likely that they would use online services but 31.25% only said perhaps.

17 Discussion

4.3.3 - How would you like to give feedback to Shetland College UHI?

(continued)

Recommendation: There will probably never be a one-size-fits-all feedback method which is

effective for each and every learner. Individual differences will make it more likely for learners to

choose particular methods of feedback, and it is important that the college maintains and

promotes multiple communication methods.

While 21.74% said it was likely they would use a Talk Box (a system of online and paper

suggestion boxes) and 19.57% said it was very likely, a majority of 32.61% said perhaps, with a

further 13.04% each for ‘unlikely’ and ‘very unlikely.’ Although this question asked about the

Learner Forums, it had already been decided to discontinue this feedback method.

The single qualitative comment was that the learner didn’t know what Talk Box is, which is

probably due to the delay in student engagement presentations which has been experienced this

semester.

2 Introduction

Contact:

Greg McCarron

Communications and Student Engagement Assistant

Shetland College UHI

Lerwick,

Shetland,

01595 771 269

Greg.McCarron@uhi.ac.uk

www.shetland.uhi.ac.uk