Student Experience Report (SER)

Part 1: Undergraduate Teaching and Learning: a Review of the National Student Survey Results

INTRODUCTION

In a departure from previous years’ practice, I will be submitting the SER in three parts in order to cover in depth different aspects of the student experience. This part of my report will focus on the undergraduate student teaching and learning experience as captured by the 2013 National Student Survey results; Parts 2 and 3 of the SER will deal with the postgraduate experience and with the welfare of students, both postgraduate and undergraduate.

The NSS has faced criticism from both academics and students. Academics have questioned whether the figures have been ‘gamed’ and one leading commentator has even argued that it is absurd to attempt to measure student satisfaction as any student who believed themselves ‘satisfied’ on completing a course should be regarded as ineducable. (Collini, 2010) Students, within UUEAS, have argued against the NSS as they believe its use by universities in competitive league tables has contributed to the marketisation of higher education and a consequent loss of academic freedom.

However, I, and my fellow Officers, believe the NSS to be a valuable tool in quality assurance and that the quantitive data and the Open Comments section can be used to understand the concerns of students and we have formulated ways to address these concerns with a series of recommendations at the end of each section.

We welcome the University’s policy that the NSS results form part of the agenda for the first meeting of each School’s Staff Student Liaison Committee in the Autumn Semester. In our work with Student Representatives, we have noted the importance that academic staff members of SSLCs place on the NSS results as an aid to addressing any problems the results may highlight. We look forward to working with staff and students on the SSLCs in the coming year and we hope this report will contribute to this work.

In the report, I have included the categorisation of issues that my predecessor, Josh Bowker, used for the 2012 SER as they continue to represent the key concerns of students as expressed in the NSS. I have added, four new issues, which my examination of the NSS and consultations with University staff have shown to be areas where the University might take action to enhance the student experience at UEA: module evaluation, exam timetabling, working with students with disabilities and support for students taking Joint Honours.

Louise Withers Green (Academic Officer)

24th September 2013

On behalf of UUEAS

MODULE EVALUATION

UUEAS Officers were given a presentation by the Associate Dean for Teaching and Learning for SCI in which they were shown an innovative use of NSS data in combination with Module Feedback to identify particular issues concerning teaching quality. Dr Milner then outlined to Officers the steps that had been taken to address these issues.

We believe Dr Milner’s initiative to be an excellent example of how student feedback can be used to improve the student experience; it is a concrete example to students of the real benefits that filling in a module evaluation form can bring.

However, we note that, since the change from paper to electronic submission of module feedback, there has been a decline in the percentage of students engaging in the process and filling in their module evaluation forms. The University average is at present 39.9%, with the lowest score for a School being 29.3%.

We believe that UUEAS could make a significant contribution to improving the rates of module evaluation feedback through our campaigning and publicity resources where we could demonstrate to our members that evaluation was not a meaningless chore but a real opportunity to shape their education.

Union Recommends:

That the University continue towards building a system where NSS results are used in conjunction with module evaluation to ‘drill down’ to identify and remedy problems at School level.

That the University continues to work with UUEAS on projects that aim to: raise the profile of module feedback, increase the number of evaluation responses and create a culture of feedback and response within Schools.

FEEDBACK

Feedback continues to be a key concern for UEA students. We congratulate the University on the introduction of some form of exam feedback for all students and we believe this will bring great benefits to our members and will feed forward very positively into future NSS results.

Presently, our members’ major concern is the prompt return of coursework and we believe this should be also a major concern for the University. In this year’s NSS, students have commented that they believe that some of the issues around the late return of coursework may be arise from the working practices of the Hubs.

A leading educationalist has argued that “feedback is most effective when given as soon as possible after performance” and this point is emphasised by many students in the NSS Open Comments. (Brinko, 1993) Students want to find out what they have got right and what they have got wrong before they submit the next piece of coursework.

The University scored 61% on NSS Question 7 ‘feedback on my work has been prompt,’ down one per cent from the previous year. This result is disappointing especially when compared with the NSS top quartile score of 73%.

Within the University, there were some remarkable differences between Schools. Three sets of results stand out in relation to Question 7. HIS, which the previous year had had an excellent 81% satisfaction rate fell to 49%, DEV fell from 64% to 35% whilst SWK scored 100%. SWK also scored 100% on Question 8 relating to the quality of feedback.

NSS 2013 Open Comments:

“Feedback on marked work is supposed to be returned to us within 20 working days, which is longer than other universities aim to return it in, and frequently we have had to wait much longer than this for work to be returned…” [DEV]

“The new system for handing in and getting coursework back has created some issues. Now quite a long-winded process, which can be frustrating.” [HIS]

Question 7: NSS 2013 results:

HUM UEA AMS ART FTM HIS LCS LDC MUS PHI PSI

This year %

61 48 76 57 49 72 41 50 58 60

Last year %

62 47 58 50 81 61 53 31 74 62

SSF UEA DEV ECO EDU LAW NBS NBS PSY SWK

LON

This year %

61 35 84 70 66 67 96 46 100

Last year %

62 64 81 63 79 67 - - -

When I asked the SWK Director of Teaching whether there was any particular factor behind the School’s performance; she noted she could not identify one in particular but commented that “high standards of feedback are expected.”

Here, it is useful to consider UEA’s scores on Question 7 against universities which also belong to the 94 group.

“As 1994 Group universities tend to have smaller student populations, close-knit academic communities emerge naturally on campus, offering highly personalized

learning with few barriers between students, teachers and researchers. This is one reason our universities have far outperformed the sector in all National

Student Surveys since its establishment in 2005.” (1994 group website)

The beliefs of UEA tie well into this ethos, and surely an improved turnaround time for feedback would further reduce barriers in the future. The 1994 group are successful within the NSS; however when looking at the scores for Question 7 for each institution within the group there were some significant differences.

Birkbeck CollegeUEA

University of EssexGoldsmiths

Institute of EducationLancasterLeicester

LoughboroughRoyal Holloway

SOASUniversity of Sussex

50 55 60 65 70 75 80 85 90

NSS 2013: 94 group average score for Question 7

% agree

% agree with statement

94 g

roup

Insti

tutio

ns

UEA are within the lower percentile of these scores, but with work and consultation with students, the University has the ability to improve these scores on this question. As the graph below illustrates, the 2009-2013 group score average at UEA for question 7 has remained largely stable, although in decline since 2011.

NSS 2009

NSS 2010

NSS 2011

NSS 2012

NSS 2013

45 50 55 60 65 70

UEA NSS 2009-2013 group score average for Question 7

We would submit that the difference in performance as to return of coursework is not only due to different practices within Schools but also can be placed in the way that different Schools are serviced by different Hubs. We do not think it coincidental that HIS students, after having first raised the issue with academic staff, raised their concerns about the procedures for submission and return of coursework of their Hub at Union Council and the fact that the HIS NSS score fell so dramatically.

NSS 2013 Open Comments:

“Poor administration through the centralised “hub” system.” (LAW)

“We had a lot of trouble with marking and the bureaucratic side of things. There was poor communication between administrative staff and the teachers.” (LDC)

“Support throughout the course was greatly diminished by centralising the administration of all health science subjects to one central office – all the health courses are very individual in their needs and medicine especially needs to be very well organised and supported with quick and reliable information and up-to-date admin.” (MED)

Union recommends:

That the University continues its policy of providing some form of feedback on exams and looks to develop the range and quality of exam feedback.

That the University should consider the twenty day turnaround of coursework to be an imperative rather than an aspiration.

That, as recommended in last year’s SER, the University should continue to look at best practices in particular Hubs and also, at the same time, to examine the relationship between Schools and Hubs in those cases where a School has experienced a dramatic decline in its NSS Question 7 scores.

ACADEMIC SUPPORT

Once again, the University scored highly in NSS questions relating to staff support. Satisfaction has climbed to 88% which reflects the hard work and engagement of academic staff right across the University.

However, we have two concerns in this area.

Firstly, the NSS results will, inevitably, not reflect the experience of students who had experienced problems and had to discontinue their studies. We welcome the initiative from NSC targeted at reaching, at an early stage, those students who are experiencing difficulties by strengthening the requirement to meet their adviser.

Secondly, as in last year’s SER, we believe the evidence points to a less robust system of support being in place for those students who are not on campus; this

is reflected in the Open Comments section and the quantitative data for FMH students on placement.

On placements, only 75% of respondents agreed that they had received sufficient preparatory information prior to their placement; whilst in the Open Comments, students commented on a perceived lack of support when they were organising their placements. Other students reported a lack of support during their placements.

NSS 2013 Open Comments:

“There is not proper support around placements if there are any issues.” (AHP)

“We as students have to arrange our final placements and for me as a mature student, I find this very difficult as a lot of placements don’t fit into my family lifestyle and some support would be nice.” (AHP)

“Not always knowing where I was going on placement and mentors not understanding their own role in my skills development.”(NSC)

We would submit that the period when students are away from campus working in a challenging environment is the period when they need the most support and access to advice.

Union recommends: that the University ensures that adequate resources, are allocated to the support of students both when finding and during their placements and that this might include the provision of an Online Hub specifically for students on placements.

LEARNING RESOURCES

The Library’s NSS performance was, again, excellent with an overall satisfaction level of 90%. The result, we believe reflects the hard work of the Library staff and their receptiveness to students’ ideas and suggestions, such as the 24-hour opening initiative.

NSS 2013 Open Comments:

“The library facilities are fantastic and the 24-hour opening hours are really useful.” [DEV]

“The library times are good because it is open 24/7 now.” [HIS]

“Also the library has been invaluable resource - with the new 24-hour service a very convenient facility to allow uninterrupted studying.” [NBS]

“…the introduction of 24-hour library opening time was genius!” [PHA]

The Library staff’s attendance at SSLCs gives them a direct channel for engagement with student reps and the ability to assess the specific needs of students in each particular School.

The decline in the number of negative comments in the Open Comments section on the issue of lack of core texts reflects the Library’s proactive work in this area.

The Library’s programme to get students to highlight where more books are needed is another great initiative that we fully support and would like to help through our campaigning and communications.

Union recommends:

That the University continues to make resources available to allow 24-hour opening.

That the Library and UUEAS work together to publicise any initiatives on ordering of books.

THE MUSIC SCHOOL

My predecessor titled this section of his report, ‘the Degradation of the Music Experience’ but I am happy to report that, although from the low base that one would expect for a closing School the NSS results this year showed a small increase in Overall Satisfaction and only a small decrease in satisfaction concerning Teaching Quality, from 80% to 78%. We believe that this result reflects the efforts of the members of staff of the Music Monitoring Group working together with student representatives.

We further believe that lessons have been learned by both the University and UUEAS as to the importance of early consultation and of working together whenever a major restructuring of the University is proposed.

A positive development has been the initiative by the Head of Learning and Teaching Services in consulting with the Student Officers and Faculty Convenor over the forthcoming restructuring of HUM and the establishment of a timetable of consultation meetings that will, also, involve meeting with student representatives in the affected Schools.

Also, we welcome the initiative of the Course Director of the new HUM Foundation Year Programme in meeting with UUEAS at an early stage and in working with UUEAS to ensure that student representation will play a key role in the programme’s inception.

Union recommends:

That the University continues to work with student representatives in MUS to ensure that any issues that arise are dealt with swiftly and effectively.

That the University - when considering any restructuring of learning and teaching - will consult with student representatives as early as possible and will work with the reps throughout the process.

UEA LONDON

UEA London had excellent NSS scores with Overall Satisfaction equalling the University’s score of 93%; in Assessment and Feedback, it outperformed the University by 91% to 72%.

So we would conclude that is no issue with the provision of teaching and learning. However, UEA London’s score on Question 23, satisfaction with the Students’ Union showed a marked negative differential: 68% against 84%. We believe that this figure reflects the relative lack of student activities available at UEA London in comparison with those available at the Norwich campus.

Union recommends:

The provision of funding for more activities, both social and sporting, at UEA London.

JOINT HONOURS

The problems that face this group of students are hidden in the NSS quantitative data as these students are not placed in a separate category within the data sets. However, my predecessors and I have noticed a steady number of students commenting, in the Open Comments, about the problems that they have faced.

It is apparent that Joint Honours students often experience their two subjects as almost completely separate rather than the interdisciplinary experience that, one would hope, the University’s ‘Do Different’ approach would aspire to. These students often feel they have no natural ‘home’ on campus and no arrangements are made for them to meet other students undertaking the same degree combination.

NSS Open Comments 2011-13:

2013

“This is a joint honours course and there is not enough recognition of that as I only get half the information I need.” [LDC]

“Because it is a joint degree between two schools of study you are halfway between both, and your academic advisor is one school when most of the modules you take are in another.” [CMP]

“Each subject could have been slightly better integrated. Doing a triple honours I sometimes felt like I was doing 3 subjects.” [ECO]

2012

“If doing a joint degree would be good if the staff from different departments communicated more and didn’t set deadlines all at the same time.” [ART]

“Lack of coordination between departments.” [ENV]

“Doing a joint course, it has been difficult to manage the overlap with feedback. I was not given an advisor for each subject that I was studying making it difficult for me to look for help in regard to my other subject.” [LDC]

2011

“Joint Honours students should be included in events from both schools, not just the school they are in.” [PHI]

“As I study a joint course I feel that a dedicated interdisciplinary module each year, to create a better understanding of how to link the two subjects (in preparation for the dissertation, especially) was really needed.” [ART]

Union recommends:

That the University provides a separate forum within the representation structure where Joint Honours students can bring their concerns to staff.

That Joint Honours students be assigned to the same seminar groups to allow for debate to become truly interdisciplinary.

That the University investigates the possibility of assigning, as academic advisers to Joint Honours students, staff that have experience teaching in more than one School.

EXAM TIMETABLES

In a similar way to the issue of Joint Honours, student concerns over exam timetabling are revealed in the Open Comments section of the NSS results. The key concerns for students are exam ‘bunching’ where students are faced with a significant number of exams packed into only a few days within the exam period and what students perceive as the inordinately late release of exam timetables. The latter concern is one of particular importance to working students, student carers and international students. Both these issues have been raised at SSLCs with exam ‘bunching’ seeming to be a particular problem for the larger Schools. We realise the problem of ‘exam bunching’ may have been exacerbated by the move away from Saturday exams and we realise the problems faced by the University that this might have brought.

NSS 2013 Open Comments:

“We get exam dates really late and there is no reason for it.” [DEV]

“…last year I had 5 exams in the first 4 days of [the] examination period. It was mentally and physically hard.” [ECO]

“Exam timetable is often concentrated into a matter of days, last year we had 2 major exams on the same day. Very stressful.” [ECO]

“Late release of exam dates [makes] revision hard to plan.” [LAW]

“I was definitely not happy with the way the exams were organised, particularly in my second year. They were far too close together and I felt that this damaged my capability to achieve the best marks I possibly could.” [PSY]

Union recommends:

That the University investigates the feasibility of devising a programme of exam timetabling to ensure that students are not disadvantaged by having to take all their exams in an unacceptably short period of time.

That the University examines best practice across other HE institutions as to how to facilitate earlier release of exam timetables.

INTERNATIONAL STUDENTS

The NSS data and Open Comments revealed no particular issues specific to this group of students.

I will address the provision of activities for International Students and specific welfare issues relating to this group in the third part of the SER.

STUDENTS WITH DISABILITIES

The results for Students with Disabilities’ satisfaction with the organisation of their course showed a score of 82% as against the UEA average of 88%. After consultation with other students with disabilities - I am dyslexic and dyspraxic myself - I would suggest that this discrepancy could be explained by the fact that, although the quality of help available to students with disabilities is first class, one needs good organisational skills to access it and organisational skill is precisely the area where many of us have difficulties.

NSS 2013 Open Comments:

“As a dyslexic student I don’t think the support they offer is well organised. I was supposed to have an academic tutor in relation to this but they didn’t sort that out. They’re not very proactive at following up on stuff like that.” [AMS]

Union recommends:

That the University investigates the possibility of increasing the ease of access to support services for students with disabilities.

AFTERWORD

We welcome any comments on our report and its recommendations and look forward to working with you all on the continued improvement in the provision of teaching and learning to our members.

I will be working with the President of the Graduate Students Association (GSA) and members of the GSA Committee to produce Part 2 of the SER, the Postgraduate Student Experience, which will be submitted to SEC at its February meeting.

Part 3 will also be submitted to the February Committee and this will focus on Student Welfare.

REFERENCES:

Kathleen T. Brinko, ‘The Practice of Giving Feedback to improve teaching: What is effective?’ in The Journal of Higher Education, Volume 64, No. 5 (Sept-Oct 1993), 574-593.

Stefan Collini, ‘Browne’s Gamble,’ in London Review of Books, Volume 32, No. 21, (21st November 2010), 23-25.

1994 group, ‘1994 group beliefs,’ taken from http://www.1994group.co.uk/about.php

All NSS Comments and Data taken from http://nss.ipsos-archway.com/l

Student Experience Report (SER)

Part 2: The Postgraduate experience: a Review of PGT and PGR students’ experiences at UEA

INTRODUCTION

Part 1 of the Student Experience Report, published in September 2013, dealt with undergraduate teaching and learning. This section, Part 2 will consider the postgraduate student experience. Reviewing the postgraduate experience is very different from reviewing the undergraduate experience, with postgraduate students having different expectations of their course and their university. It has been highlighted by the National Postgraduate Committee [the NPC] that student facilities are often geared towards undergraduates.1 The NPC has issued guidelines on postgraduate matters and have commented that:

“Meeting the needs and interests of postgraduates under the same umbrella as undergraduates has a variety of difficulties when they have differing interests and

agendas.”2

Part 2 will attempt to assimilate a number of different sources to produce an overview of the issues that are affecting postgraduates at UEA. This report includes statistics and comments taken from a number of different surveys including the Postgraduate Taught Experience Survey [PTES], Postgraduate Research Experience Survey [PRES] and the Student Barometer. The PTES and the PRES are surveys conducted by the Higher Education Academy.3 These surveys enable the Union of UEA Students (UUEAS) and UEA to work together to improve the experience of postgraduate students. The Higher Education Academy has highlighted that:

“Students’ unions, guilds and associations have a dual responsibility to identify potential areas for improvements to institutional policies and practice that affect the student experience, and

to work with institutions on improving that experience wherever possible.”4

This report has been written to identify areas for improvement within the postgraduate experience and we welcome the opportunity for dialogue and discussion with UEA. Similarly, we are thankful for the assistance received from UEA’s planning office providing the results of these surveys and the opportunity for us to work together to highlight both the achievements and opportunities to improve the postgraduate experience.

1 National Postgraduate Committee ‘NPC guidelines on the provision of exclusive postgraduate facilities,’ http://www.npc.org.uk/postgraduatefactsandissues/postgraduatepublications/npcguidelinesontheprovisionofexclusivepostgraduatefacilities2003, (accessed 12/12/13).2 National Postgraduate Committee, ‘NPC guidelines on the provision of exclusive postgraduate facilities,’ http://www.npc.org.uk/postgraduatefactsandissues/postgraduatepublications/npcguidelinesontheprovisionofexclusivepostgraduatefacilities2003, (accessed 12/12/13).3 The Higher Education Academy, ‘Surveys conducted by the HE Academy,’ http://www.heacademy.ac.uk/surveys , (accessed 10/12/13). 4 The Higher Education Academy, ‘Working with students’ unions to promote and analyse PRES and PTES,’ http://www.heacademy.ac.uk/assets/documents/postgraduate/Guide_to_Working_with_your_students_union.pdf, (accessed 05/12/13), p.1.

UUEAS members voted in February 2014 to approve a new Full Time Officer post of Postgraduate Academic Officer. With the creation of this new post, we will be one of only six Student Unions in the UK to have a dedicated Full Time Officer for postgraduate students and this means that UUEAS will be able to provide an increased level of representation and support for both PGT and PGR students. The new Officer will be in place for start of the next academic year and this report will provide an initial focus for their work.

TIMETABLING

Timetabling is an issue which affects PGT students rather than PGR students and something which was a theme in the first part of this Student Experience Report, concerning undergraduates exclusively. The PTES deals with timetabling in the form of question 8a ‘the timetable fits well with my other commitments.’

Biology an

d relat

ed Sc

iences

Business

Economics

Finan

ce an

d Accounting

Law

Medicin

e and Rela

ted Su

bjects

Manage

ment

Socia

l Work

Teach

er Tra

iningUEA

0

10

20

30

40

50

60

70

80

90

100

8374

83

6771

59 61

85

7076

PTES 2012 - % of respondents who agree with the statement 'the timetable fits well with my other commitments.'

UEA % Agree

Subjects

% a

gree

For Biological Sciences, Economics and Social Work, UEA has scored relatively well, indicating that timetabling is not a particular issue. However, within the other subjects illustrated on the graph, in particular Finance and Accounting, Management, Law, Medicine ( and related subjects) scores indicate that PGT students have experienced problems with timetabling compared to respondents from other subjects.

Although problems with timetabling is a recurring problem within the National Student Survey aimed at UG students, PGT students are more likely to have personal and work-related commitments outside of university. To understand these specific issues, it is useful to look at the open comments which accompanied the PTES.

‘The timetable does not give room for other commitments.’

[PGT NBS]

‘The timetabling of seminars in the evening (often finishing at 9pm) means it impacts on my family life.’

[PGT HIS]

‘The course is part time, yet the timetabling is not very conducive for part time study – 3 hours of face time spread over 2 days which unnecessarily doubles travel time.’ [PGT BIO]

The key difference between undergraduates and postgraduates is highlighted by these comments specifically; issues of juggling employment and family life as well as travel time for students who live outside of the Norwich area is illustrated in the feedback. These issues have also been highlighted in the media.5 Although these issues are by no means exclusive to the postgraduate community, wider issues such as the lack of funding for postgraduate education lead to postgraduates needing to balance employment with study.

RECOMMENDATIONS

The Union recommends that there should be an element of flexibility when it comes to timetabling PGT lectures and seminars. For example, it would be beneficial to offer students a choice of two identical sessions, one timetabled during the day and one for the evening to cater for students who have other commitments during the day. PGT students often live outside of the Norwich area and are dependent on public transport to get them onto campus. To really understand the issues that PGTs face when it comes to timetabling, we propose that a focus group should be set up to scope the needs of postgraduate students. A possible solution for students who are unable to attend timetabled sessions would be to look at the introduction of lecture capture technology.

FUNDING

The ‘crisis’ in funding postgraduate study has been widely reported in the media and The Independent newspaper has commented that a large proportion of PGR students receive funding from their institution or The Research Council, but the largest group [37.6%] are self-funded, particularly in the arts and humanities.6

HEFCE announced last year that due to central government cuts to their funding that support for PGT students will be phased out and be replaced by a new model for ‘high cost’ subjects.7 It has been argued that this decrease in funding from HEFCE coupled with the withdrawal of funding for PGTs from some research councils has led to increased postgraduate fees.8

5 L.Tickle, ‘Postgraduate students juggle studies with families, jobs and caring,’ in The Guardian, Tuesday 19th January 2010, http://www.theguardian.com/education/2010/jan/19/postgraduate-students , (accessed 07/01/14). 6 A.McLellan, ‘Facing up to the funding crisis,’ in The Independent, Wednesday 14th November 2012, http://www.independent.co.uk/student/postgraduate/postgraduate-study/facing-up-to-the-funding-crisis-8315920.html, (accessed 08/01/14).7 HEFCE, ‘Advance notifications of changes to HESES and HEIFES for 2011-2012, http://www.hefce.ac.uk/pubs/year/2011/cl172011/ , (accessed 07/01/2014). 8 J. Williams, ‘Taught postgraduate degrees: are they just about the job?, in The Times Higher Education, 19th September 2013, http://www.timeshighereducation.co.uk/features/taught-postgraduate-degrees-are-they-just-about-the-job/1/2007384.article , (accessed 07/01/2014).

In terms of postgraduate funding from the seven research councils in the UK, funding for PGT students has been withdrawn. Research Councils UK [RCUK] who represents the seven research councils has argued that only 5% of the total funding went on these types of courses.9 This can only degrade the postgraduate experience, as funding is already a barrier to further education. It has been suggested that a student loan system, similar to that in place for undergraduates, may be the way forward. However, Government Minister David Willets has categorically stated that the introduction of student loans for postgraduates is not a possibility, urging banks to provide more professional development loans.10 It is disappointing to note that the UK has one of the lowest levels of graduates progressing to taught postgraduate courses in the developed world.11

RECOMMENDATIONS

That UEA continues to focus on offering opportunities to reduce the costs of postgraduate education to existing UEA students as well as offering postgraduate funding to new students.

LIBRARY AND RESOURCES

UEA’s Library service has implemented a number of changes to the Library over the past couple of years which has resulted in improved NSS scores at an undergraduate level. Similarly, within both the PTES and the PRES, the library has had very positive feedback.

Research carried out on the role of the library within the postgraduate community has highlighted that despite a sea change from the physical to the digital library, postgraduates still feel that a physical space is essential for their learning. It is suggested that there is a ‘strong desire’ for a specific postgraduate area in the library and that a silent study space would be the most desired format.12

An analysis of question 10a in PTES indicates that although some respondents feel that the library is good enough for their needs, a further analysis at subject-level shows that subject area really determines experience. In particular, those studying Management and Business-related subjects have scored library resources well below the average for this question. Again, in question 10b which deals with the accessibility of resources, when drilling down into the numbers, there seem to be some PGT subjects where students have had difficulties. In particular, Management and Business are two which have performed below average on the PTES. Here lies an opportunity for student representatives to target these subject areas and create dialogue to improve these scores. Overall, PTES scores which relate to the library are impressive and highlight the hard work which has taken place. 9 D. Boffey, ‘University leaders protest at ‘disastrous neglect’ of postgraduates,’ in The Guardian, Saturday 5th January 2013, http://www.theguardian.com/education/2013/jan/05/university-protest-disastrous-neglect-postgraduates , (accessed 07/01/2014). 10 R. Ratcliffe, ‘Minister urges banks to offer more loans to postgraduate students,’ in The Guardian, Wednesday 27th February 2013, http://www.theguardian.com/education/2013/feb/27/minister-banks-loans-postgraduate-students , (accessed 07/01/2014). 11 P. Curran, ‘Postgraduate study needs the support of private sector funding,’ in The Telegraph, 19th November 2013, http://www.telegraph.co.uk/education/universityeducation/10449835/Postgraduate-study-needs-the-support-of-private-sector-funding.html, (accessed 07/01/2014).12 C Beard and D Bawden, ‘University Libraries and the postgraduate student: physical and virtual spaces,’ in New Library World, 113, 9/10, (2012), 443.

The best way of understanding PGT concerns is by considering some of the responses recorded from the PTES open comments section. Here, it is clear that PGTs within some schools have subject-specific concerns:

‘Lack of resources in the library, as well as online resources, access to journal articles is difficult both on campus and off campus, the search system is overly complicated and often difficult to locate and

access full text articles.’

[PGT SWK]

‘The library would also benefit from more online ‘e-books’ that can be accessed via the intranet at home, as this would make study so much easier from home.’

[PGT EDU]

‘Lack of space to work on campus [is a problem], the library gets very busy.’

[PGT DEV]

Biology an

d relat

ed Sc

iences

Business

Economics

Finan

ce an

d Accounting

Law

Medicin

e and Rela

ted Su

bjects

Manage

ment

Socia

l Work

Teach

er Tra

iningUEA

0

10

20

30

40

50

60

70

80

90

10088

61

88

69 70

86

52

73 7074

PTES 2012 - % of respondents who agree with the statement in Question 10a: 'the library resources and services are good enough for my needs.'

UEA % Agree

Subjects

% a

gree

Importantly, GOATING (Going Out and Talking) has suggested that students are very happy with the new 24-hour opening policy. However, talking to postgraduates has highlighted that the booking system for PGR carrels in the library does not work efficiently. It seems that the way forward may be to publicise this system and to ensure that postgraduates are fully aware of the process; the lack of clarity over the booking system is possibly the biggest problem.

With both questions 10a and 10b, it is clear that PGT students within different schools have a different perception. Whereas in question 10b students studying Biology and Related Sciences, Economics and Medicine feel that library resources are easily accessible. However, students in Management and Social Work feel that there is work to be done. This opens up the opportunity for collaboration between the Union, the Library and postgraduate students. These results can be used to enhance the student experience and understand why students within these subject areas feel that library resources are not as easily accessible to them as students in other disciplines.

Biology an

d relat

ed Sc

iences

Business

Economics

Finan

ce an

d Accounting

Law

Medicin

e and Rela

ted Su

bjects

Manage

ment

Socia

l Work

Teach

er Tra

iningUEA

0

10

20

30

40

50

60

70

80

90

100 93

80

93

78 79

88

6569

7883

PTES 2012 - % of respondents who agree with the statement in Question 10b: 'the library resources and services are easily accessible.'

UEA % Agree

Subjects

Similarly, when looking at the experiences of PGRs through the PRES, there are notable successes within subject areas such as Communication and Media Studies, Creative Arts and Design, History and Philosophical Studies and Business and Economics where provision is seen as adequate. However, there are certain subject areas where scores are sitting considerably below the average, such as Psychology, Computer Science and Law which suggests that there are some problems with the adequacy of facilities in the library. Again, as with the PTES, the PRES results provide an opportunity for the University to work with the postgraduate community to understand the issues students have in these particular subject areas and to understand why some PGRs in certain disciplines do not agree that there is adequate provision of library facilities. Although these statistics highlight some issues, the PRES results can be used within an enhancement exercise to work with PGRs in these schools to improve library facilities.

Within the PRES open comments section, it is clear that the Inter-library Loan service is working extremely well and is of great importance to researchers:

All Subjec

ts

Other Hea

lth Su

bjects

Psychology,

Psychiat

ry an

d Neurosci

ence

Biological

Scien

ces

Physical

Scien

ces

Computer Sc

ience

Geogra

phy, Arch

aeology

and Built

Envir

onment

Business

and Ec

onomics Law

Socia

l Studies

Educati

on

Langu

ages

and Area

Studies

History

and Philo

sophica

l Studies

Creative

Arts an

d Design

Communication an

d Med

ia Studies

0

10

20

30

40

50

60

70

80

90

100

7672

59

7883

60

8187

5865

8072 75

9081

PRES 2012 - % of respondents who agree with the statement in question 3c: 'there is adequate provision of library facilities [including physical and online resources).'

UEA

Subjects

“Because my research falls outside the specific scope of any UEA Schools, I find that access to some journals in my field is unavailable. I make good use of the ILL system and have benefitted greatly

from this.”[PGR EDU]

“I wish there were more PGR carrels in the library.”[PGR LDC]

“Access to electronic journals is particularly poor, especially when compared to access in other universities which I have attended. This is particularly frustrating and can slow down write up.”

[PGR MED]

“Inter library lending has been particularly impressive - a very speedy service.” [PGR SWK]

“Journal access here is appalling - I have to go to friends and ex-colleagues to get many of the articles I need.”

[PGR MED]

The QAA’s Code of Practice for the Assurance of Academic Quality and Standards in Higher Education lays out the features of an environment that is well suited for research. This suggests ‘adequate learning and research tools including tools including access to IT equipment, library and electronic publications.13 Although these facilities are being provided to a large number of students, there are certain subject specific PGRs who feel that there is room for improvement and they need to be consulted regarding their concerns.

RECOMMENDATIONS

The library has worked hard at listening to students’ needs; examples of this are the continuation of 24-hour opening, inter-library lending and increased computer provision. However it seems some postgraduates in certain schools have problems with accessing resources and in particular, some online journals. Our key recommendation is that it must be made clear to PGT and PGR students the channels they can use to express their individual needs.Criticisms are often discipline-specific meaning that both PGT and PGR students need to be explicit as to their individual needs in order for the library to understand and implement changes. Secondly, we suggest that in terms of access to online journals, there should be a system whereby students can express an interest in a particular journal. Once a ‘trigger’ number had been reached, the library would recognise the demand and look at buying the journal.

WORKING SPACE

13 The Quality Assurance Agency for Higher Education, ‘Code of practice for the assurance of academic quality and standards in higher education,’ September 2004, http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/postgrad2004.pdf pp.7-8.

When talking to postgraduate students, the lack of available working space is an issue that comes up again and again. Indeed, when looking at the responses from PRES, it is clear that this is a common issue from one subject area to another. It must be noted that some areas are clearly achieving extremely impressive results, notably Computer Science, Archaeology and Built Environment and Creative Arts and Design. In particular, 94% of PGRs in Computer Science agreed that they had a suitable working space. However, in contrast to this, PGRs in Languages, Law, Communication and Media Studies and History and Philosophical Studies were significantly less positive about the availability of suitable working space. For example, only 27% of PGRs within the School of Law agreed that they had a suitable working space. The upheaval of the whole school due to the refurbishment of Earlham Hall undoubtedly has added to this perception. However, Languages and History have not had this upheaval but there is clearly a perception that working space is not suitable. There is no reason why postgraduate researchers from all schools should not have the opportunities of PGRs within Computer Science. The QAA lay out advice on the components of an environment supportive of research achievement might include: ‘access to the facilities and equipment necessary to enable students to complete their research programmes successfully.14

14 The Quality Assurance Agency for Higher Education, ‘Code of practice for the assurance of academic quality and standards in higher education,’ September 2004, http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/postgrad2004.pdf, p.8, (accessed 10/01/2014).

In terms of the PTES, although the open comments would suggest that some students feel they have a lack of working space, the survey does not have a question that specifically relates to this issue. This makes a comparative study difficult however; it is fair to say that PGTs and PGR’s are keen to have designated space to work on campus:

“Lack of space to work on campus, the library gets very busy and whilst PGR and PhD students have access to an IT lab in Arts this is not the case for PGTs.”

[PGT DEV]

“The lack of suitable working space is the single most significant complaint I have about my PhD program. I believe a full-time, funded PhD student should be provided, at minimum, with their own desk for the duration of their program. The communal facilities provided

are not nearly adequate. Whether at the department, faculty or university level, this lack of suitable working space should be a primary concern.”

[PGR HIS]

All subjec

ts

Other Hea

lth Su

bjects

Psychology,

Psychiat

ry an

d Neurosci

ence

Biological

Scien

ces

Physical

Scien

ces

Computer Sc

ience

Geogra

phy, Arch

aeology

and Built

Envir

onment

Business

and Ec

onomics Law

Socia

l Studies

Educati

on

Langu

ages

and Area

Studies

History

and Philo

sophica

l Studies

Creative

Arts an

d Design

Communication an

d Med

ia Studies

0

10

20

30

40

50

60

70

80

90

100

7579

68

85 83

9487 84

27

72

83

45

60

90

58

PRES 2012 - % of respondents who agree with the statement in Question 3a: 'I have a suitable working space.'

UEA Agree

Subjects

% a

gree

“I know some research students in other schools have their own desks. It would be nice to have our own desks in LDC. If that's not possible, UEA should provide at least a personal locker where we could store our research references. As a research student, it's hard to

bring everything I need to work and read and then have to take everything back home by the end of the day. Available study spaces at the Library are (still) a bit hard to come by

sometimes.”

[PGR LDC]

“As a disabled wheelchair student I find the provision of hot-desking facilities totally unsuitable and as such work entirely from home.”

[PGR LAW]

“Better facilities for postgraduates in the library would be welcome. The current carrel system doesn't work very well.”

[PGR CMP]

“The hot-desking IT room for HUM PGRs is useless because there aren't enough lockers. It is too big which means that people are strangers and it is not safe to leave your laptop or

things in your work space if you just need to go to the toilet, or get a coffee. PhD students need to have designated desks that they can leave there things on in a secure way. There

need to be more lockers and desks for all research students. And it needs to be department-specific, because otherwise it’s too broad and general for community to naturally develop. Because without a physical space where you see the same people frequently, it is very hard to form any community. You don't bond when you only see

people once a week at PhD department seminars.”

[PGR PSI]

“There ought to be a Faculty/Postgrad common room where undergrads are not allowed and cannot be commandeered for lectures/seminars/open days etc.”

[PGR CMP]

“I've disagreed with suitable working space, as I cannot easily access library carrels for PhD students due to the fact I'm part-time and cannot get in on the relevant days. The IT suite in

01 Arts is good, but there is nowhere near enough locker space. I find the lack of storage space very prohibitive.”

[PGR LDC]Similarly, when GOATING to students on the topic, it was clear that PGR students viewed work (and social space) for research students as vitally important. One AMS PhD student

commented that ‘having somewhere to study leads to more community.’

The issue of working space for postgraduate research students in HUM led to a motion being brought before Union Council and a policy passed. It was highlighted that the 308 PGRs within the

ARTS buildings did not all have a work space or suitable areas to store their belongings. The Union resolved to:

“Lobby for all postgraduate students at UEA to have equal access to adequate workspace and overnight storage facilities on Campus. The Academic Officer and Postgraduate

Officer will raise this with the University in every appropriate forum, and will report back to the Union Council regularly throughout the year.”15

The UUEAS and UEA have the opportunity to use the PRES as an enhancement exercise to highlight areas upon which the PGR experience can be improved. An example of how this was achieved at King’s College London shows how the PRES can be used as an effective feedback tool. At King’s, the PRES was used as a lever to improve postgraduate workspace in the College. Academic departments that needed extra provision were identified and a survey was undertaken to gather opinions on student needs. Schools were then asked to commit to minimum standards for PGRs including additional space and this was fed directly into Estate planning. Subsequently, the library was successfully lobbied to invest in additional quiet ‘Graduate Zones.’16

Similarly, both the free-text comments from the PRES and from GOATING raised the idea of creating a social space exclusively for the postgraduate community.

‘(We need) more areas and opportunities to socialise.’

(PGR AMS)

“There are no facilities where PGR students can relax and chat.”

[PGR NBS

“Lack of program-related common area where students can meet with each other and with PhD students, faculty on an ad hoc and informal basis - for the equivalent of 'water cooler'

or 'coffee room' ad hoc interaction.”

[PGT DEV]

The PRES has been used within an enhancement exercise to secure a postgraduate social space at the University of Glasgow. Working alongside the Glasgow University Students’ Representative Council (GUSRC) ensured that there was a firm partnership between both bodies to improve the postgraduate experience.

15 Union of UEA Students, Policy number 1392 Motion for Adequate Workspace and Overnight Storage Facilities to be provided for Postgraduate Students on Campus (amended) (Passed 24 Oct 13)16 Vitae, Higher Education Academy, ‘Using PRES to enhance the experience of postgraduate researchers: a good practice guide,’ p.24 http://www.heacademy.ac.uk/assets/documents/postgraduate/PRES_enhancement.pdf , (accessed 07/01/2014).

UEA has been aware of the need for more communal areas dedicated for Ph.D. students since 2012 and it needs to respond to this ongoing issue.17.

RECOMMENDATIONS

The Union welcomes the news that the Library has been successful in obtaining funds to refurbish part of Floor 2 in the Library to create new study spaces for both PGT and PGR students. This is a great step towards recognising the needs of all postgraduate students. However, it is clear that to create a community amongst postgraduates there needs to be an initiative to create more ‘social’ spaces to enable interaction between postgraduates across all disciplines. From looking at the comments associated within PTES and PRES, it is clear that there is a divide between HUM and SCI PGRs. Whereas PGRs based within SCI have dedicated office space due to the nature of their research, PGRs within the HUM feel they lack both dedicated space and social facilities. We would also propose a longer-term recommendation that postgrads at UEA have their own building, which would fulfil both their work needs and foster a sense of community.

GRADUATE STUDENTS’ ASSOCIATION

GOATING has highlighted the importance of the GSA to postgraduates, who believe that extra funding would benefit the entire postgraduate community. The GSA was formed by statute from the University in 1977 and receives some funding from the University to provide services to the postgraduate community. One of their aims is to ‘provide social facilities for members, including but not limited to facilities provided in the GSA Common Room (the Grad Bar).’18 The GSA provides a means for involving the postgraduate community in university life – an important role when you consider that postgraduates feel they are on the outside of the more traditional ‘undergraduate’ university experience.

“(The) GSA does a great job, PhD coffee especially good and the grad bar. But no general facilities provided in school, faculty or UEA or researchers to use.”

[PGR CMP]

“The work of the GSA has just started to increase the opportunities available to me to socialise with members of the wider University community.”

[PGR HIS]

“Whilst the Grad Bar and the sports activities offered by the GSA are great I feel we need somewhere in addition to this: a coffee shop away from both the undergraduates and the tenured

staff would be an ideal hangout in which PGRs could relax.”

[PGR LDC]

17 Dr Sreeparna Ghosh, ‘Integrating NSS, PTES and PRES to enhance the experience of all students,’ http://www.heacademy.ac.uk/assets/documents/postgraduate/session_7_sreeparna_ghosh_hea_presentation.pdf, 18 Graduate Students’ Association, UEA, ‘About us,’ http://gsa.uea.ac.uk/about-us , (accessed 23/01/2014).

RECOMMENDATIONS

The Union recognises the important work of the GSA, which relies on limited funds to provide a wide variety of services for postgraduate students. We recommend that UEA consult with the GSA and discuss how they can further help the GSA with their vital work. As an organisation, the GSA provides a sense of community for a vast number of postgraduate students. Without their voluntary role, there would be a lack of social opportunities for postgraduates, who feel outside of the traditional undergraduate experience. For the GSA to continue to offer their crucial services and to enhance the experience of postgraduates they need both support and an increased level of funding. We recommend that UEA review the role of the GSA and recognise their level of work and commitment in providing services to the substantial postgraduate community at UEA.

OPPORTUNITIES FOR POSTGRADUATES

The graph below which has been put together from the International Student and Student Barometer surveys conducted by i-graduate in 2012 shows an interesting point relating to opportunities available to all postgrads to teach. The breakdown of this survey allows us to compare results from both home students and international students and it is clear that international postgraduates believe that they have fewer opportunities to teach that their fellow home students. Changes in immigration policies over the past two years which have altered post-study opportunities for international students resulting in the discontinuation of post-study work visas from April 2012 meant that international students finishing their degree programme have no opportunity to stay in the UK to gain work experience.19 It has been suggested that this will dissuade international students from studying in the UK, as they are unable to gain more experience through work post-study.20

Coupled with the lack of teaching opportunities it is clear there are very serious concerns in terms of opportunities for students’ Personal and Professional Development (PPD). Criticisms associated with PPD include; the rigidity of courses, the irrelevance of some sessions and a desire for PPD sessions which focus on confidence building and networking.

“Improvements that would aid my experience include: - permanent desk space, - teaching opportunities for everyone, - greater transparency on how PGR matters are discussed and

communicated in University-level meetings.”

[PGR LAW]

“My biggest criticism of the PhD programme to date is the lack of opportunities afforded to PhD students to gain experience that will be beneficial further down the line. The opportunities for

teaching, lecturing, participating in research projects or other opportunities is limited. I feel that the School and the University as a whole could do more to provide more opportunities.”

19 UK Border Agency, ‘Tier 1 (Post-Study Work) of the Points Based System – Policy Guidance,’ http://www.ukba.homeoffice.gov.uk/sitecontent/applicationforms/pbs/tier1poststudyworkguidance1.pdf 20 A. McLellan, ‘Facing up to the funding crisis,’ in The Independent, Wednesday 14th November 2012, http://www.independent.co.uk/student/postgraduate/postgraduate-study/facing-up-to-the-funding-crisis-8315920.html

[PGR DEV]

“My supervisor has been getting me opportunities to do work that would not normally be included at this stage, such as teaching experience, public engagement, lesser publications and networking.”

[PGR LDC]

“The complex and frequently opaque nature of the Personal and Professional Development system, particularly the requirement to complete a certain number of courses, is a hindrance. Frequently the

activities which provide the most value to me are undervalued or difficult to have counted as PPD whereas irrelevant courses are very easy ways to pick up necessary credits.”

[PGR ECO]

“The points system does not reflect the amount of time invested in attending the training courses… This perpetuates a system whereby students will only be willing to attend courses whereby they can

attain the maximum amount of credits for the minimum amount of time. For me I feel this completely undermines the entire point of the PPD courses. Students should be attending courses that will enhance or develop them and prioritise their needs according to the areas they wish to

progress in.”

[PGR PHA]

“The PPD programme is far too shallow to be useful. I learnt more research skills and concepts when I was an undergraduate!”

[PGR PSI]

“PPD is a complete waste of time. Everybody hates it, and it feels like a chore having to dedicate valuable time out of your working week to attend irrelevant, dull and trivial courses.”

[PGR CMP]

“As an idea - 'confidence building' might be a useful training session to add to the current PPD series. This would be particularly applicable to presenting at conferences, external / public speaking, first-

time teaching, self-efficacy in your own work, etc...”

[PGR FTM]

“Me and my colleagues had important complaints about the content of the PPD programme and the expertise of the session leaders. None of those problems have been solved. Students are not happy

with the PPD courses.”

[PGR DEV]

RECOMMENDATIONS:

The Union believes that teaching opportunities available to Home and International PGR students appear to be different and that this is inherently unfair. The free-text comments suggest that teaching opportunities are of crucial importance to PGRs who are looking at pursuing an academic career. These opportunities should be fair and universal and we recommend that any opportunities should be offered in a transparent way. It is clear that the Personal and Professional Development (PPD) sessions - which are compulsory for PGR students attract strong opinions from students. There is a suggestion from the free-text comments within PRES that a dialogue needs to be opened between PGRs and Graduate Schools as to what they expect from PPD sessions and an effective feedback mechanism to ensure that opinions on sessions are both listened to and acted upon.

Louise Withers-Green February 2014

Union Academic Officer 2013/14

SER Part 3

The change in submission date of Part 3 of the SER means that we are writing it with data and information that would not normally be available to us.

WELFAREACCESS AGREEMENTWhilst UEA continued to offer the full range of options; fee waiver, cash bursary and accommodation discount we are keen to ensure that students understand the benefits of the different options and the notional support that a fee waiver gives those who need financial support when they are studying. Uptake of the different options would suggest that students are opting for the support that has the greatest immediate impact.

2012/13 2013/14Cash Only 109 14% 43 7%£1000 cash and fee waiver 139 17% 162 25.5%£1000 cash and Accom discount* 283 35% 219 34.5%Accommodation discount * 179 22% 179 28%Fee waiver** 97 12% 32 5%

Total 807 Total 635* only yr. 1 students** default option

We are aware of OFFA’s research (March 2014) that suggests a greater focus on early intervention in schools plays a bigger role in relation to retention and success than cash bursaries however, until UEA is able to evaluate and evidence what part bursaries play in retention and success we would like UEA to continue to support students by offering bursaries to support access, success and progression.

UNION RECOMMENDS

That UEA continues to support students by offering bursaries to support access, success and progression. That UEA consults with the UUEAS to ensure that future access agreements are developed in line with OFFA’s expectation that students are part of the process and that this effective collaboration is evidenced.

FAITH on CAMPUSIn recent years Faith on Campus has become an important issue for many UEA students.

During the summer of 2012 the sudden and imminent closure of the Islamic Prayer Centre became a big issue which saw campaigns and protests on campus regarding the loss of this facility. Students were particularly concerned with the lack of consultation with users of the Islamic Prayer facility and with the Student Union. The Union lobbied for a detailed consultation to be undertaken on the provision of prayer facilities for the full range of multi faith groups represented on campus and in October 2012 this process started.

In January 2013 a document titled Faith Policy and Recommendations was published.

It noted:

That the closure of Closure of the Muslim Prayer Facility without adequate consideration of alternative provision had presented a risk to the University of alienating of a section of the University community over a specific grievance.

Temporary planning permission for the Islamic prayer facility has been extended to June 2014. A faith policy needs to be established, so that arrangements for prayer facilities on campus can be put in place in an orderly and timely manner prior to June 2014.

The acknowledgement of a resource implication for a prayer facility with 24 hour access

Recommendations included:

Facilities for prayer, religious observance and worship should be provided for staff21, and students and, subject to resource considerations, their immediate families (i.e. spouses and children) only.

The feasibility of establishing a small, safe, secure and managed space/s in the University for prayer that is open permanently should be explored.

The feasibility of providing better access to prayer facilities outside of semesters should be explored, through discussion with the University Chaplains.

The university extended the lease to June 2014 but we are concerned that nearly two years on there are no concrete proposals to replace the facility or adopt the above recommendations.

During 2013/2014 Faith societies have struggled to find adequate university space to meet and pray and the Community & Student Rights Officer has

21.

received numerous complaints about the restricted opening hours of the Multi Faith centre and the lack of space for faith groups to meet and or pray.

UNION RECOMMENDS

That UEA ensures there is adequate on-campus provision for all faith groups to meet and pray. That there is adequate provision in advance of the Islamic Prayer Centre’s lease running out in June 2014 and that UEA involves the UUEAS and the various faith groups represented across campus in any discussions on future provision.

SAFE SPACES on CAMPUSThere have been ongoing conversations with students about the provision of safe spaces in Union House and how that would integrate with UEA’s provision of a safe room on campus.

UNION RECOMMENDS

That the Union explores creating a safe room in Union House which will be easily available to students and with opening times which will be flexible to accommodate gigs and LCR Nights.

That UEA commits to ensuring that the safe room is advertised widely so students are aware of its existence. That DoS and the Union continue to work together to achieve this aim.