· web vieweducation officers- supporting information . report by sarah murray, uonsu insight...

UoNSU Insight Team

Education officers- supporting information Report by Sarah Murray, UoNSU Insight Team, Jan 2018

ContentsIntroduction.......................................................................................................Course rep feedback...........................................................................................How students perceive the SU’s academic representation....................................University matters to consider............................................................................Future students tell us….....................................................................................What current students tell us…...........................................................................Lecture capture (research correct as of Jan 2017)..............................................Effective study space........................................................................................How to improve satisfaction with the SU (June ‘15 & Jan ‘17)..............................SU representing student academic interests......................................................Awareness of service provision.........................................................................Thought Forum.................................................................................................Main issues on courses.....................................................................................Personal Tutors and Mature students................................................................

Introduction What follows below is a variety of information provided to you from a variety of sources (student surveys, membership databases, workshops, focus groups, online thought forum). It’s important to recognise that while this data is hugely rich, it should be used with caution. The data provided is detailed and in general, reflective of the wider student population – HOWEVER, it can never be assumed to be what every single student needs / wants. This data is designed to give you a feel for student mood, issues and priorities. Also worth acknowledging are the dates of the analysis. Some areas of discussion are more current than others, however in many cases, the mentioned student issues are still very relevant. The general themes below could be used to support you in developing your manifestos or campaign plans, but we would encourage you to talk to your student peers too for their up to date thoughts. If you are unsure what the graphs are telling you, the insight team are happy to explain this to you (contact [email protected]). What we can’t do is advise you what you

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should then do with this information – that’s up to you as part of your campaign strategy! If you are successful in your campaigning and are elected in as an officer, then the Insight team would be more than happy to sit down with you and discuss further information we have available to support your role. We recommend that you also review the insights of our overarching document that is of use to all candidates wanting to progress their campaign strategy and manifesto points. Document name ‘Our student characteristics Jan 2018’. Many thanks for taking the time to look through and good luck in your adventure!

Course rep feedbackHow did you find out about becoming a course rep?

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

41.18% 37.25%

7.84% 7.84%

27.45%9.80%

1.96% 1.96% 3.92% 7.84%

41.18%

3.92% 9.80%

How did you find out about the role of Course Rep?

The most effective ways student found out about becoming a course rep were through SU emails, academic staff encouragement, University Of Nottingham emails and word of mouth.

What was it about this form of communication that was particularly helpful and caught your eye?- Seeing and meeting people who are directly involved gives an opportunity to ask

about the role.- Clearly stated the benefits- Vibrant in style - sparked a curiosity to find out more - The role gives a chance to voice opinions, represent their course and have a say in

how instrumental it can be. - Received a notification that there were not many nominees for faculty rep in their

faculty.

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- Welcome mentors who were already course reps encouraged other students to put themselves forward

- Gave an opportunity to learn better English.- Lecturer said it would be good for CV- Academic staff encouraged students to pursue the opportunity- “We got a single email about the need of a course rep for my program, before

that, I wouldn’t even know about it”- Academic staff and friends are a reliable/trusted source of recommendation.- “The opportunity was discussed in a lecture, no-one volunteered, so I did!”- It was easy to apply for- The presentation- “I was asked directly – made me feel wanted.”

Course rep support and methodsWhat methods do you use to encourage your course mates to raise their academic concerns with you?

- Social media- Facebook group posts- Face to face chats- Monthly meeting- Email- Surveys- Speaking to the whole class in breaks in lectures- During socials- Suggestion box- Drop in sessions- Moodle

How can the SU support you further in your role as course/school rep

- Find out what has been raised in previous years- Train reps in where to signpost students in need / more training- Provide more strategies / advice / resources - More emails / ‘check ins’ during the course of the year- More sessions to get to know other reps- Supply a training course for people at Sutton Bonington - Encourage students to speak to reps more

Students perspective of the course rep programme Encourage existing education network reps to be more vocal about their own

roles and successes to promote elections in future. This may require second years to share their successes with first years.

Students request a clear list of course reps and how to contact them 40% of incoming students (i.e. all first years) told us before they started university

that they were interested in learning more about becoming a course rep. The reasons for/against interest in the course rep role are listed below.

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How students perceive the SU’s academic representation

Student perception of tuition fees value is decreasing. Assumptions that SU funding is absorbing more tuition fees than it is in reality

How segment 5 (Dedicated Detailers) feels about their course has large implications for how they feel about the SU.

Course organisation satisfaction has decreased. Possibly due to changes associated with Project Transform. Highlight to students how SU is involved in (or not involved) in project transform. What is the SU doing to help students during the transition?

University matters to consider Incoming students rate TEF as important. Students from outside the UK rate it of

higher importance. Many students arrive at uni with some misconceptions. They expect more 1:1

time, more group work, and higher levels of career advice, financial guidance and mental health support. Uni of Newcastle uses a student charter that states how much contact time per week a student will have with academic staff. Uni of Manchester encourages students to ‘treat your studies like a full time job, devoting 40hrs a week to them’. An honest ‘contract’ between students & universities may help to manage expectations about university life

Perceptions of value for money relative to course are decreasing year on year. Satisfaction with value is lower (nationally) in social sciences, business and arts subjects, also amongst non-white ethnicities. Main causes for this poor value perception is around teaching quality and methods.

Russell group institutes tend to score lower on teaching characteristics of staff. i.e. teaching staff are less likely to help students explore their own areas of interest, motivate students to do their best work, show effort in making subjects

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interesting, explaining course goals, and encouraging students to take responsibility for their learning.

Survey found that no lectures were being recorded in 18 schools, yet students report that lecture capture would greatly aid their education. This is by aiding time management, allowing engagement in other activities, by overcoming the language barrier and disability barriers. At the same time, over 70% of surveyed students said that this wouldn’t prevent them from going to lectures.

Students want lecturers to have more teaching methods CPD and originality. UoN students mostly feel that their course feedback is taken seriously but

satisfaction score (82%) is decreasing compared to last year and other Russell Group unis. UK students tend to be less satisfied than international students with the way their course is marked (and fedback) and organised

Student satisfaction increases with the frequency of personal tutor meetings Students say the extenuating circumstances process is complicated – they would

like this improved Students dislike how hard it is to book rooms and how inflexible rooms are (like

lectures theatres) and how the University can cancel their booking 39% of students experience academic pressure or have concerns with academic

procedure. Thise concerns relate to too much work, clashing deadlines, not clear guidance given, stress, poor pacing, unclear marking, lack of organisation at Student Services.

Future students tell us…In summer 2017, UoNSU collaborated with a Research Agency (Ampersand Research) to explore what 14-18year olds hoping to come to UoN expected from their University experience. Here’s the headline findings.

Future student feedback

Future Students’ decision to go to university is driven by their desire to enhance future career prospects

As well as gaining a good degree, students are also looking for opportunities to increase their employability by enhancing their CVs with specific skills and activities.

Future Students are concerned about how to manage and organise their finances and time whilst at university

The issue of finances was a key concern for UK and International Future Students. Whilst the concept of budgeting was understood, and participants realised it was something they would have to get to grips with at university, they were uncertain how to go about it.

Time management raises several challenges for Future Students. Currently, parents and schools help them, by reminding them what they need to do each day/week. When they are at university, they will have to learn to cope with demands and pressures on their time with no assistance. Building relationships is crucial to Future Students

Future Students are looking to build relationships with academic staff during their university experience. They are looking for softer signals in the relationship – the sense that teaching staff know them. Future Students want to feel that the university

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cares about them as individuals. And this relationship should be predominantly face to face, supplemented with online contact.

Future Students are looking for the ability to personalise the university experience wherever possible

Future Students are familiar with personalised experiences, particularly through interaction with popular brands and social media. They expect, and want, to have the same experience at university. They expressed strong levels of interest in the ability to choose their preferred communication channels and were also keen to personalise their learning experiences.Future Students require academic reassurance

The move from an environment where teachers tell students what, when and how to study, to one where greater emphasis is placed on being independent, self-reliant, self-managed and autonomous, may take a period of adjustment. Future Students require high levels of reassurance during their academic experience at university. This is not about wanting to know the answer, but the security that the way in which they are going about independent studying is correct.

Digital needs to complement the learning experience for Future Students

Whilst there is no doubt that digital can enhance learning, there was some debate as to whether it can, at times, be a distraction. Future Students come from a generation characterised by widespread use of technology. However, students were adamant that digital needs to be used in addition to, rather than as a replacement for, traditional teaching methods.

Future Students recognise the importance of advice and support services relating to physical/mental health and wellbeing

The research reinforces the need for Future Students to have advice and support services that focus on wellbeing and health. They want this advice to be provided by qualified professionals. In a school, students have a relationship in place with teachers where they either feel comfortable enough to discuss issues with them, or the teacher has enough contact with the students to spot changes in behaviour/appearance and intervene. Since contact time at university is far less than in a school environment, and the numbers of students far greater, students will need to be more proactive, seeking help and support themselves. The challenge will be to ensure that students know where to access advice with clear signposting.

Future Students lack key skills necessary to study and learn effectively at university

The skills required to study, complete coursework and pass exams at university are very different to those needed to achieve high grades at KS4 and KS5. In order for Future Students to achieve and maintain the academic success they have been accustomed to, they will need to learn and master a new set of skills such as independent study, conducting effective study, critical thinking, evaluating sources and developing different reading styles.

Recommendations for preparing to welcome our future studentsPlay an active role as early as possible in Future Students’ “journey to university” decision-making process.

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Start to build up a dialogue with Future Students when they are in the process of applying to universities. A variety of methods could be used, including talks, taster days, online information etcEmphasise the UoNSU’s ability to assist and support Future Students’ careeraspirations and goals, before they start university

A module, separate to the academic content, could be created that Future Students could access – A guide to becoming a ‘graduate in demand’Reassure Future Students, prior to attending university, that the Union is there to guide, support and offer assistance wherever possible in the transition from home to university

Key messages and support mechanisms could be developed around 3 areas: Living independently (e.g. cooking, washing clothes), making new friends and studying for your course.

Provide support on the financial aspects related to attending universityCould professional financial advisors run seminars on effective money management, for example banks? Reassure that University is worth the investment, provide tips on making money going further / saving money and exploring ways to source additional income (jobs/bursaries).

Support Future Students to make the transition from an authoritarian approach to learning and studying, to one of independence

Develop “A Beginners Guide to…” set of information on the differences between studying at school and studying at university. Highlight that University is less authoritarian, has more freedom, has more independent, self-managed study, less reassurance, larger classes, less ‘to the test’ teaching, through a broader range of resources by teachers that they may not establish a close relationship with. Work with the library and academic departments to produce a guide to core skills, delivered via lectures, workshops and online information

To provide the ideal learning experience, there is a need for change. In some instances, this change is substantial. It is suggested that the below wish list is assessed for feasibility, and whether or not an appetite exists to provide such requirements, then prioritised and explored in further detail.

The ideal learning experience is one where Future Students:

Are one of a few, rather than one of many = Small(er) class sizes Leave university fully prepared for graduate employment = Content related to industry

needs Fully experience the subject matter = Contextualise delivery of knowledge Have access to physical spaces that complement the act of studying and learning = Clean,

bright, light, airy rooms Interact and communicate with staff through a variety of channels = Face-to-face at the

core, supplemented with other methods Use digital to enhance their learning = In addition to, rather than as a replacement of,

traditional methods Have access to a variety of resources = Different learning styles/preferences catered for Know what they will be doing and when they will be doing it = Organised structure to

course, communicated early on in academic year

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Experience lectures fit for the 21st Century = Engage and add value to existing methods

Feel part of something = A culture where the students and staff connect

Ensure the availability of advice and support that directly improves employability The skills set that employers look for in a graduate are well advertised. This, in turn, dictates the skills that Future Students want to master. Specifically, they want access to support on the following, ideally delivered face-to-face: Decision making, Problem solving, Communication, Organisation skills, Presentation skills, Leadership

What current students tell us…Following on from the above recommendations (and the 10 requests (bolded and underlined above) that future students ask for to meet their learning expectations at University), UoNSU wanted to see if the findings were also important to our currently students. We asked students:

1). Is this something you agree with / need too? 2). What might this look like in practice?

10 wishlist items:

Here are some quotes gathered via the online Thought Forum from current students in relation to each of these wish list items. Please note that this current student feedback was collected through qualitative online focus group format, therefore its generalisability should be tested before acting fully on findings.

REQUEST 1: smaller classes - where you can be one of few rather than one of many “My course has small class workshops throughout the year and we rotate groups to make sure we all work with different people – this works well” “Workshops are much better – you’re less likely to be distracted by your phone and you can feel comfortable asking questions” “Seminars really help to build a bond with professors” “More workshops would make timetabling really complicated and costs increase – it’s nearly impossible”

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“small classes is something people expect from university before entering, but later realise it is not as important. Seminars provide an opportunity to discuss your ideas, raise your concerns, etc….whereas lectures are more about giving out information, explaining new concepts, etc. I am not sure lectures would be better if they were held for less people per session. What I have found matters much more is how approachable your tutors are and how much feedback they provide” “Interactive lectures with voting systems helps make large classes feel more personal, and it reassures that you’re on the right path. It would be nice to have more lecturers confidently trained in interactive technology” “Often experiments are conducted with too large a class size with too few staff. Shy/struggling students then easily avoid participation” “Could 2 x shorter workshops, that students prepare a case study for, replace 1 x long lecture? That way more students can access interactive teaching without the need for more time and room bookings?” “The vet school intake is getting bigger each year, therefore staff contact time is getting less – this is detrimental as our course HAS to be practical” “I think students should make more of an effort to fully benefit from seminars they already have access to” “Smaller groups would be beneficial, realistically, I don’t think this is attainable”

REQUEST 2: content relevance - content that prepares you for life after graduation “This happens in year two onwards through module choices and year one is about preparing you to make an informed choice” “NAA offers skill building modules and are very helpful for life after graduation” “Content changes all the time with current affairs, but the skills attached are key – and students should be made clear what skills are transferable” “It may be hard on some courses to tailor content to a career path if many options are available. In these cases careers fairs should fill the void” “Definitely lacking. It needs to be timed correctly though – end of second year” “Guest speakers are a great idea (especially past graduates)” “Making sessions compulsory will mean that everyone gets to receive such important information. Also would like some optional sessions on workplace activity - e.g. what is a line manager, what is acceptable working hours, how to approach your boss etc” “Current content may seem irrelevant at times, but I trust my lecturers are broadening my horizons in the right way” “The University does already host lots of life skill supporting sessions”

REQUEST 3: imparting knowledge - experiencing what you learn “Placements really help to 'experience what you learn,' as do labs and workshops. This really can give you a feel for what type of career pathway you may like to explore” “Access to internships is dependent on your course. SU societies could help to implement learning and support students to understand its practical application better” “Agree with this, the University should do as much as they can to let people get personal experience” “Nottingham Vet School already excels in this area” (reinforced by a languages student who has been supported to study abroad” “This would make me feel like I’m getting value for £9k fees, and would raise my satisfaction. It can be done in a small scale way – e.g. role play, trips, experiments”

REQUEST 4: physical learning environment - I want space that is conducive to learning and studying

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Students like the current provision “I like my learning environment, but advice would be to elongate the seminars as they may be more helpful than the lectures. All lectures for all courses should be recorded. We don’t have that facility in Politics which is leading to reduced interest in the subject. It’s a necessity” More plug sockets wanted in lecture rooms

REQUEST 5: communication between students and academic staff - I want to be able to contact and interact with staff through a variety of channels Many students want more email contact, discussion forums with lecturer responses, FB discussions, post lecture chats with lecturer. “There already is a variety of means to communicate – my faculty is ever present to help and assist with whatever it may be – course, finance, personal issues. Furthermore, there are 2 elected students to provide a bridge. I’d recommend SU peer mentors” “It’s easy for me to contact staff – they are very good at checking the discussion forums”

REQUEST 6: use of digital - I want digital to enhance my learning, not be distracting or used for the sake of it “Having a laptop or a mobile would act as a form of distraction for majority of the class and you may be able to enhance your typing skills but it is not the best way of taking notes” “Moodle is great – it complies everything so you don’t have to worry about where study material is” “However I personally feel that too much reliance on digital means is sometimes not very healthy. Some subjects are better without clever presentations (e.g. maths)” “Resources such as Echo, turning point voting and Kahoot quizzes are really useful – great around exam time to reassure you’re on track” “This depends on the lecturer as to whether they use digital in an effective way” “Why do we have to hand in assignments on and offline?” “It would be nice to have lecture recordings/powerpoint slides divided up with multiple choice questions to check learning”

REQUEST 7: resources and teaching methods - I want to access to a range of resources and teaching methods “Teaching type or method is not decided by the students but by the teachers and it may not suit you personally. Introducing lecture capture would offer more variety” “Optional modules still need weekly (not fortnightly) seminars, even if the module carries lesser credits for us”. “Lecture recording is very essential – so perhaps offer students to record lectures themselves” “As long as the method used if efficient to suit the content, I’m less concerned about a range of methods” “At a previous institute, we used ‘ratemyprofessor.com’ before choosing modules” “I’d love more multiple choice questions, and a revision sheet made available after each lecture” “I’d like more opportunity to work with others through past questions and case studies”

REQUEST 8: organisation - I want to know what I will be doing and when I will be doing it “Since lecture slides and reading lists are on the moodle page prior to the lectures, organizing time is much easier”. “In the first lectures of each module, lecturers helpfully go through the semester plan” Not considered a problem. “Would be nice to have more service integration between MyNottingham app, study skills and Bluecastle”

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REQUEST 9: lectures - I want to be engaged during lectures, with the ability to interact “Lectures may not necessarily be interactive or engaging however, the seminars are” “From the homely environment of your schools with smaller class size where the teacher knows the names of all individual students, it might be a shock to enter a huge class full of hundreds of students and it is legit that you feel lost and not so engaged. However, how engaged you chose to be during lectures is 50% of your responsibility too. The other 50% depends on the lecturer. Putting up questions and leaving it on us to answer or maybe letting us put up questions whenever we feel the need” “Each lecturer is different. Some only use picture slides which can make note taking more pressurised, some use quizzes and release the answers through a time release system, some do not allow laptops” “This is a two way road. Some lectures don’t allow for any interaction in a lecture – but this may be due to lack of engagement from the students themselves. Students should try to engage more, but will need to learn how to do this-it might not come as second nature straight from sixth form”

REQUEST 10: relationship between students and academic staff - I want to feel part of something where I feel cared for and looked after “UoN already does this well. Professors and SU team are forever there to support and promote sense of home. The societies, fresher events, constant support (eg nightline) and so much more! The professors respond as soon as they can with great insight and you are never left feeling alone!” “I am an international student and I very well understand the need to feel cared and looked after when you step into such a new environment. The university tries to do a pretty good job at it. The moment you come to the university, you are appointed personal tutors who are a part of the academic staff of the subject that you're studying. They are very friendly people who you can walk up to at any point of the day with any problem that you have. Not just academic, but also personal” “Having some drop in / wrap up sessions available for difficult topics would aid relationships” “I’m really lucky, I get on really well with my tutor, but this isn’t always the case for others” “I met with my tutor a lot in the first year, but this didn’t carry on to second year which is a shame” “Students and staff in the vet school know one another on first name terms. This is fantastic”

Lecture capture (research correct as of Jan 2017).1331 people answered this question on what percentage of their lectures were recorded as part of ‘lecture capture’

0% of lectures are recorded – 25.9% 1-25% of lectures are recorded – 19.9% 26-50% of lectures are recorded – 9.6% 51-75% of lectures are recorded – 16.5% 76-100% of lectures are recorded – 19.6% n/a I do not attend lectures as part of my studies – 8.6%

NB, schools that have 0% according to students:

- American and Canadian Studies- Archaeology- Architectures and build environment- Education

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- Culture, Film and Media- Cultures, Languages and area studies- Electrical and electronic engineering- Chemical and Environmental Engineering- Civil Engineering- French and Francophone - History- Law- Life sciences- Music- Physics / Astronomy / Nanoscience- Politics and international relations- Sociology and social policy- Spanish, Portuguese and Latin American studies

We asked students what impact lecture capture had on the following elements of University life: Helps me to manage my time better

Strongly Disagree

Disagree Neither agree or disagree

Agree Strongly agree

n/a

2.3% 7.5% 22.3% 33.5% 31.26% 3.16%Average of 3.9 out of 5 if 1 is strongly disagree and 5 is strongly agree

Offers the flexibility I need to still participate in sport or committee meetings

Strongly Disagree



n/a


Helps me to overcome the ‘language barrier’ challenges I experience

Strongly Disagree



n/a

3.3% 4.0% 11.3% 11.9% 7.3% 62.3%Average of 3.4 out of 5 if 1 is strongly disagree and 5 is strongly agreeSuits my learning style and therefore I learn more effectively

Strongly Disagree



n/a

3.2% 10.3% 20.0% 37.0% 26.7% 2.9%

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Average of 3.8 out of 5 if 1 is strongly disagree and 5 is strongly agree

Helps me to revise effectively and efficiently

Strongly Disagree



n/a


Addresses some of the challenges that my disability presents when I’m in lectures

Strongly Disagree



n/a


Has meant that I don’t go to as many lectures

Strongly Disagree



n/a


Has reduced the opportunity for me to learn through discussion and interaction with my peers

Strongly Disagree



n/a


Is a necessary learning provision for today’s society

Strongly Disagree



n/a


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Additional Comments provided by students regarding lecture capture and how it could be improved:

Very beneficial for revision so you can listen as many times as needed Most of my lectures aren’t recorded which is disappointing Sometimes the quality is too poor to use Should be made compulsory for lecturers to do. Unfair that some modules/schools do and some

don’t Useful when have to miss lectures for extenuating circumstances Useful to go back and understand lecturers, but would still have to attend the lecture as slides

don’t provide enough information alone for revision Helps with dyslexia as can struggle to listen and read slides at the same time

Lecture capture comments also gathered from students participating on the UoNSU’s Thought Forum are summarised below:

Most of the people who replied have lecture capture available either for all modules or a fair bit of them. They find them very useful, either for revising later or during the term, to go over the content or to fill in their lecture notes in case they missed something. They still go to lectures, but they say it is reassuring to know they would be able to skip a lecture if they were sick, for example. A few people say they don’t have it and would find it extremely useful. A person that has a disability is supposed to have access to them, but the lecturers in their department just aren’t used to doing it. Someone else says they asked one of their lecturers to start doing it because they believe it should be a standard across every course and that the fear of students not attending the lectures anyway shouldn’t get in the way. One person suggest that the University should improve their Youtube channel, because “Most universities, particularly the best ones, upload chosen lectures to YouTube, usually guest-speaker lectures.” We’ve also had a few people signal that lecturers often have technical issues while recording the lectures.

Effective study space946 people answered this question regarding what makes for good study space:

Noise levels:- Some students prefer very low noise / quiet areas- Some students need a bit of background noise e.g bottom floor of Hallward- Low levels of music/ wearing headphones as an option- Library gets slightly too noisy sometimes e.g silent areas in George Green

Access to facilities:- Need access to plugs (lack of plugs in current spaces e.g Hallward)- Close proximity to food (Cheap food/ snacks / healthy snacks)- Close to toilets- Need lots of computers- Tables- Whiteboards- Desk separators- Kettles and microwaves- Natural light- Course specific computer programmes on all computers

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Space:- Often unable to get computer space- Group space or individual space / mixture of options- Enough space for laptop and paper- Partitions between spaces- More private group space needed- Large and individual space- Desks with plug sockets- Comfortable furniture (current spaces need more comfortable furniture)- Often too dirty /aged (particularly in hallward) / want clean furniture - More furniture- Height-adjustable chairs

Other:- Whiteboards need more pens- Want microwaves/kettle/fridge in libraries- Good air circulation - Natural lighting- Hand sanitiser- Medium temperature- Bicycle lock up- Current spaces are always too busy particularly for group work - Clean and tidy

Comments on ideal study environment was also gathered via the UoNSU’s thought forum. Here are the student’s preferences:

Where do you tend to study most effectively?

By far the most popular post that I look after. The general consensus is that people prefer to study somewhere quiet (eg library or home) and busy spaces like coffee shops are excluded. Another thing that people had in common is that they prefer to be able to move around when they study (they can’t stay in one place for too long because they get fiddly). They also stress the importance of taking breaks and being able to get a snack during that time. After many more answers, there is a more or less an even split between people who can only work at home because public places are too distracting and people who can only work in (quiet) public places because being at home is too distracting (these “public places” are 90% of the times one of the libraries). One person likes to study in their car, which I found interesting, because it’s cosy, comfy and they can play music (they must have a really nice car). Some other points are: the Uni libraries are highly praised for their facilities and their staff; some people like to switch between studying alone and with other people, depending on the situation; for everyone it’s important that the place where they study provides them with what they need during that time (like food, resources, space – for people who like to spread their stuff around), but it is highly subjective.

How to improve satisfaction with the SU (June ‘15 & Jan ‘17)Students suggested that the following actions may help to increase their satisfaction with the Students’ Union:

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Increase availability of Lecture Capture Quality of Student Services to increase Practice exam papers and more exam support in general 24/7 libraries all term Assist with students going on placement with travel and accommodation support Better feedback from the course to students More facilities & equipment (e.g. library space and computers) Improved teaching quality Clear information about course, modules and exams

SU representing student academic interestsTo what extent do you agree/disagree that the Student’s Union effectively represents student’s academic interests (10 = strongly agree). In Jan 2017, Students were relatively neutral in their response, giving 5.5/10 – however In Jan 2018, this decreased to 4.9/10. In exploring this statistic further, it became apparent that students who had higher awareness of course reps (and what they did, how they helped students and who trained them) agreed more strongly with the statement on academic representation. Students who perceived the Union as having low transparency in their decision making were less likely to agree with the statement.

Awareness of service provisionBelow shows how some SU services are commonly attributed to the work of the University, or have not been heard of by students. Course reps, the Volunteering Centre and the Students Advice Centre are three services in particular that are often attributed incorrectly.52% of students are not aware of the Union’s involvement in the training, electing, and supporting of course reps.

Thought ForumThe Students’ Union has an online discussion forum known as the ‘Thought Forum’. This forum encourages students to discuss their concerns and share their ideas for solutions with up to 150 other students. Here are some of the conversation summaries…

Have you ever considered being a

Yes, although not clear what the role entails and whether you have to join the course based society. There is some kickback regarding the impact course reps have on course developments. Particularly in first year when students are unaware of what is and is not worth addressing. ‘I’ve heard that there are lots of

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course rep? meetings, and that you feel like no one ever listens to you’ What’s a course rep?

'It's not explained well. I remember the elections happening but I wouldn't be able to tell you who they are or what their role really is'. They also believe the responsibilities are subjective, from school to school.'My friend has recently become a school rep - he even doesn't know exactly why he got short-listed for the position!''I don't remember it being advertised or any kind of vote taking place for it'. 'I got an email saying no one had nominated themselves for it on my course and I wasn't particularly surprised - we were asked to consider doing it a couple of days before nominations closing, but I had no idea what I was particularly signing up for, or what kind of commitment it involved''In the past I found it useful when they’d held a public meeting so that the candidates could present themselves and their ideas and projects''I did a survey asking what needed to be looked at by a rep - but never heard anything further''I'm not comfortable approaching course reps as I don't really know what they are like, and how they can actually help me, if at all. I don't have the contact details of my course rep or even know their name''I know it looks good on your CV''It can be frustrating when a change can't be made to affect the people asking for it- and instead only focuses on the next cohort'. I never know when the opportunity to apply for course rep is available each year. 'Occasionally we have students stand up in lecturers and announce a charity day (Christmas jumper day) or other little things like that (is this a course rep?)' 'The positions were introduced very briefly in the first week of the year, and any volunteers were elected there and then. If I wanted to contact them I would probably have to go through a lecturer to find out who they were''We have a Facebook page that a rep updates' 'Course reps 'fizzle out' after election periods''First years often overwhelmed and so noone nominates themselves for a rep position - but the class representative never seems to have the same problem as it's a position made known by lecturers. Course Rep isn't mentioned in lectures or course society' 'I think that a page on the Uni and SU website with the name of all the course reps and how to contact them would be perfect''I want more detail on the roles, the time, the expectations, and the training provided'

How well do academic support staff in your school know the SU?

A person is saying that the staff in their department has not given them much info on the SU, but in their ‘welcome’ pack they did say that if they have issues which they feel like their tutors can’t help with, the SU is one of the places they can go. “There is a general lack of awareness amongst academic staff and University support staff of what is available about the SU and who facilitates it”.

If you could change three things about the University -

Less bureaucracy. Better timetabling for courses.More awareness of counselling service.More meetings with personal tutors.More awareness of the study space available.

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what would they be?

More relaxation space.Integration between the campusesPrinting to be included in tuition fee paymentClearer directions to lecture roomsClearer expectations of what is expected of students - More time between lecturesBetter wifi everywhereThe University and its departments could be more transparent about their plans for development and how they operate, and how they assess and link this to student feedbackMore opportunities to take modules from other schools (languages).More discussion between departments for joint honours students.January exams to be over a longer period.Ensure that lectures finish and start on timeBetter Citrix virtual desktop.Bigger lecture rooms – sometimes have to stand.£9k tuition fees should mean cheaper books.More consistency across teaching standards. More support from lecturers on how to obtain the best grades possible.More computers in the library.Longer opening hours for the student offices

Module choices

One person said that choosing modules outside her school was very hard from a practical point of view: a lot of running around in circles, waiting for people to reply or communicate with each other, and confusion about who to discuss these matters with. Another student talked about how they were pointed by the module convenor towards the student service centre for module choices, but then he got an e-mail from the school that he needs the module convenor’s signature. Later on there was a new answer repeating that choosing from outside their department was really hard and a lot of people ended up doing something that they didn’t like as much because of that. So, as expected, there is a bit of a mess with the new Student service system. Someone suggested to advertise to future students the fact that they can ‘test out’ modules before choosing. One person said that they informed themselves by talking to peers and lecturers. We have a new answer mentioning that they will chose modules based on the amount of interest they have in that topic, but also based on the assessment, since they think they do better in course-work rather than in exams. A law student found the process really easy and chose his module based on reviews from friends past students, on their interest in the topic and the quality of teaching. Another person had to choose between modules that had more or less the same assessment structure, so they chose purely based on content. Later on, a few more people said that they chose purely based on content. One person doing Biology wishes they had more time to choose and more advice given to them, because they were inexperienced at the time and looking back, they wish they had chosen differently.

Exams – how does your mood and activity change

Exam time = spend most of time in room or library. Repetitive. 'Feel like I live in a cave all day'. I sacrifice the things I enjoy (socialise and exercise less) as feel guilty otherwise. Sleep pattern changes (sleep less, bed late, up early. Food habits change (cook meals less, eat junk more). Caffeine intake increases. Then students begin to worry about their health too. 'Because of all the junk food, and lack of

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during this time?

exercise I feel more tired and sluggish throughout the day. But when it comes to sleeping, because I feel like I'm wasting studying time, I tend to go throughout the night, messing up my sleeping pattern drastically. It's not a healthy time, and sets me into these bad habits'. 'Even my breaks leave me feeling guilty - I eat because I'm bored, but feel guilty when I step away from the books'All friends are more tense. Arguments in households.

Ways to address this:Want some things to get me out of the house - e.g. group fitness or study sessions. Want to feel less isolated. Relaxation/anti-stress often involves television or computer/video game activities. Students recognise that exercising is also beneficial, but often participation in clubs and societies stops. Some students would prefer to keep participating during exam period, but some committees do not offer this. Want more time management and study technique advice. Hard to go from structured timetable to lots of free time - hard to motivate yourself when you don't need to be anywhere at a particular timeWant the library stock more core text books

Main issues on coursesData has been gathered through both Thought Forum discussion, and by asking course reps directly.

Information digestion / exams- Culture of cramming- Too much work, too little time- Deadlines clash across modules- Recommended reading is too much- Need a reading week - 100% exam based modules very stressful - Pace of learning is hard to keep up with having been at colleague. - Would like more revision lectures- Lack of social life and free time as a result of workload – exclusion from SU extracurricular activities.Study space / resources- Library gets very busy at specific times of year- Lack of core texts in library- Lecture recording doesn’t happen in all lectures – particularly guest lectures- Students struggle to access study rooms- Low funds available to pay research participants- Furniture not suitable for architecture- Lack of PG desk spaceFeedback and personal support- Feedback is given after the module, not during it. - Feedback online is very vague- Lack of contact time with lecturers - Large seminar groups mean not all students feel comfortable speaking

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- Lack of communication to students of what is expected of them (in terms of content and assignment structure)- Lecturers not replying to emails or phrasing things concisely- Not all students know who their mentor isInconsistency- Inconsistent teaching standards and module difficulty across course- Not all lecturers publish support on Moodle- Fees have gone up but teaching quality has not. - Inconsistent preparation given for exams across modules- Timetable constantly changing- Inconsistent implementation of rules regarding extentionModule options - Not able to study what students want to study due to staffing issues- Tutorials not offered to joint honours students, but offered to single honours studentsProject transform/admin- Staff appear over worked due to Project Transform (not helped with staff turnover) (reinforced several times, and as such, student responses are being delayed)- Service centres under performing. - Room allocations sometimes inappropriate (students have to sit on the floor)- Need more time between lectures (need to walk between them)- Lecturers not coming to lectures as they were unaware they needed to teach at that time- Induction of new students (some of which has fallen to reps since project transform)Course specific- Uncertainty regarding future of nursing degree and removal of NHS bursary- Lack of quality teaching placement due to pressures on hospitals- First year compulsory PhD modules presenting challenges- Distance to placementsCourse rep role itself- Raising awareness of LCF with students- Gathering student feedback- Module convenor off sick, unsure who to contact about LCF

Personal Tutors and Mature studentsThe quality of the relationships with degree tutors varies in the mature student population. Some have an excellent relationship and have commented that the tutor has actually stopped them from dropping out as they provided such positive support. Whilst others have felt that the tutors have a lack of understanding and empathy for their personal situations. The degree to which this is felt and what it is related to varies widely, with some students commenting that they would like more help academically such as with referencing and how to cope with the workload as it is new to them or they have not been in education for a while. Others comment that whilst tutors say you can come and see them anytime, given a definite time and place would be more helpful. Some mature students suggest that their personal tutor is not understanding on their own personal situation, such as where mental health issues are concerned, and they would like more support and academic reassurance where this is the case. It was noted that whilst tutors are usually trying to do their best for the students, they are not always aware of what services there are and what is available university or union-wide.

· web vieweducation officers- supporting information . report by sarah murray, uonsu insight...

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