Learner Induction and Enrolment Survey October 2014
Method
1
Table of Contents Section
Page
1.0 Introduction
1
2.0 Method
2
2.1 Sample 3.0 Results
2 3
3.1 Section One
3
3.2 Section Two
4
3.3 Section Three
9
4.0 Discussion
13
4.1 Part One
13
4.2 Part Two
13
4.3 Part Three
15
1.0 Introduction It is important that the induction and enrolment procedures are effective and as smooth as possible for all our learners. The college aims to ensure that the process of enrolling is clear and straightforward to ease the transition to college and minimise administration workload for staff. As of academic year 2013-14 the college has implemented a longitudinal induction process. In previous years learner induction was held on one day, when staff would provide new learners with information about various aspects of college life; such as, using the library, study skills and health & safety. Feedback from learners stated that some felt that they were in receipt of too much information over a short concentrated period of time. Often learner induction was timetabled on a day when learners were not due to be attending college, therefore attendance was sometimes difficult. The revised learner induction procedure ensured that the learner induction was programmed as part of course timetables. The Academic Heads of Section arranged for staff to conduct sessions on a variety of aspects of college life during the first few weeks of their course. This enabled learners to digest the information more fully as well as allowing flexibility to make some presentations tailored to specific subject areas. To ensure that induction and enrolment procedures are effective and efficient, Shetland College UHI conducts an annual survey to gather opinions from students on their initial induction experience and their first few weeks of college life. This survey is split into three parts:
Section one provided learners with the option to enter their student number (allowing access to gender, course and study mode data) and asked why they chose to study at Shetland College UHI.
Section two asked about the application process, induction and enrolment procedures and the first few weeks of the course.
Section three asked about how they felt about different aspects of Shetland College UHI, what could be done to improve their experience at the college and which methods they would prefer to use to give feedback in the future.
1
Introduction
2.0 Method The website “Survey Monkey� was chosen to host the survey as the online method is convenient for data collection and analysis. The survey was promoted via e-mails to learners and to staff. There was also promotion on the college Facebook page. The questions in section two were provided by the Cross-Regional Quality Forum, as an initiative to assess quality of early student experience across the UHI partnership.
2.1 Sample A total of 54 students completed the survey, although there was some variation in number of responses to each question. The sample was as follows:
Gender
Mode of Study
Male
Female
Withheld
8
45
1
Full-Time Part-Time 39
13
Distance Learning
Withheld
1
1
Curriculum Area Business & Creative and Health & Care Post Graduate Computing Construction Hospitality Cultural Studies 2
22
1
0
18
Method
0
Essential Skills
Withheld
10
1
2
3.0 Results 3.1 Section one 3.1.2 - Question 2
3
Results
3.2 Section Two: 3.2.1 - Question 3
Results
4
3.2.1 - Question 3 (continued)
3.2.2 - Question 4
5
Results
3.2.2 Question 4 (continued)
Results
6
3.2.3 - Question 5
7
Results
3.2.4 - Question 6
Results
8
3.2.5 - Question 7
3.3 Section 3 3.3.1 - Question 8
To calculate a mean rate of satisfaction for each component, the following points scale was applied to each response:
Excellent
Very Good
Good
Okay
Poor
Very Poor
6
5
4
3
2
1
Therefore, the highest possible mean rate of satisfaction (RoS) is 6.0 and the lowest possible mean rate of satisfaction is 1.0.
9
Results
3.3.1 - Question 8 (continued) RoS
RoS
Access (Transport and Directions) (N:50)
3.52
Classrooms / Study Areas (N:50)
5.02
Attitude of Academic Staff (N:50)
5.24
Standard of Equipment (N:50)
5.24
Attitude of Support Staff (N:50)
5.22
Course Content and Teaching (N:50)
5.22
Canteen Facilities (N:50)
4.4
Available Support (N:49)
5.25
Results
10
3.3.2 - Question 9
Cheaper prices in the canteen. We are students, and most of us cant even afford to pay for the food! I have recently been stuck with having plain toast every lunch time, as I can’t afford something more healthy/nutritious. It’s pretty ridiculous. Better canteen. Having more buses which would make it easier to access college at different times of the day. More activities in classes to ensure learning of materials. i.e. group presentations etc. It is fine at the moment. More variety of food at dinner time. Not too sure. The bus times aren’t very practical. Better bus timetables. Sort out the air conditioning. More help where required. More buses. Make sure there are no distractions in class to hinder your learning, etc. Peace and quietness when working and no-one wandering around making noises. Nothing really, I am comfortable with everything. Nothing, I think the college has done great in providing everything needed for my course and I’m very happy with everything. To provide a smoking area for smokers as there are loads of smokers in this college including teachers. As this has been a smoking campus for years I don’t’ understand why it was change. It was hidden behind the back of the college so the non smokers didn’t have to deal with it. Providing a smoking shelter and bin would be very helpful instead of seeing cigarette butts on the ground due to there not being a bin or shelter. No math??? n/a. online student only. Better bus services. 11
Results
3.3.3 - Question 10
Results
12
4.0 Discussion 4.1 Section One 4.1.1 - Why did you decide to do a course at Shetland College UHI? Responses to this question were in line with results from last years’ survey. 62.75% of the sample said the college offers the course they want, 31.37% said they do not want to leave Shetland and 27.45% said that the college is close to where they live/work. As was the case last year, there were no responses to ‘my workplace organised it’ which indicates a gap in the sample. Qualitative responses included an interest in Shetland’s history, not knowing what to do on leaving school, not getting into a college on the mainland and their course being the best option to get into university. Recommendation: For marketing purposes it is important to acknowledge the range of reasons why someone may choose to study at Shetland College UHI. Considering that no construction or computing learners took part in the survey this year, in future staff should liaise with relevant Heads of Section to encourage participation from learners in these subject areas.
4.2 Section Two 4.2.1 - Before starting my course... On the whole responses were positive to this set of questions, with either ‘Agree’ or ‘Strongly Agree’ the clear majority for all six statements. 57.14% of the sample agreed their initial enquiry to the college provided necessary information for the next step in the application process, 66.67% agreed that applying for their course was easy, 53.06% strongly agreed that their needs and questions were taken into account during their interview and 46.94% agreed that their funding application was dealt with successfully. Although 52% agreed and 30% strongly agreed that they were provided with accurate information about the date and time of induction there was a further 16% who disagreed with that statement. Similarly, while 50% agreed and 29.17% strongly agreed that they were provided with clear funding information, 14.58% disagreed. Qualitative responses elaborated on these figures, with one learner saying they were only notified about the induction a few days in advance, and another saying that the induction date wasn’t shared during their interview. Another comment was very positive: ‘starting the course was very simple and straight forward, nothing was confusing or a hassle.’ Recommendation: In general this sample of learners were very satisfied with the application process, although there was a minority of comments about lack of information. It is important that every effort is made to effectively communicate induction information with learners, taking into account any potential barriers to their understanding. Induction arrangements should be confirmed and shared as early as possible.
13
Discussion
4.2.2 - Induction and the first days of college All seven statements had a strong majority of positive responses. 54% of the sample agreed they found induction useful preparation for starting their course, 55.10% agreed and 42.86% strongly agreed that they know how to access library facilities, 68.75% agreed that the content of the Student Information Booklet is useful, 66.67% agreed that their course handbook explains about different learning techniques, and 48.98% agreed that activities provided an opportunity to mix with other learners. Particularly encouraging were the responses to ’during my first week at college, I was made to feel welcome,’ with 46% agreeing and another 46% strongly agreeing with that statement. Although responses to the statement about the usefulness of induction were largely positive, 10% of the sample disagreed and a further 6% strongly disagreed. The single qualitative response was very positive: ‘induction was great and I felt very welcome to join the course I chose.’ Recommendation: It is very encouraging that the sample were generally positive about induction and their first days at college, in particular that they felt welcome. Although some learners did not feel that induction was useful preparation for their course, these comments were in the minority. Staff should continue to evaluate the content of induction presentations.
4.2.3 - During the first few weeks of my course... Three statements had largely positive responses. 52% agreed and 36% strongly agreed that they were supported in using technology, 55.10% agreed that they know how to access Support for Learning, and 36.59% agreed and 26.83% strongly agreed that they know who their Personal Academic Tutor is. It should be noted that this last question is only relevant to Higher Education students, with 31.71% of the sample putting ‘not applicable’ as their response to this question. The statement ‘I am aware of the Student Engagement Assistant’ had a more negative response, with only 35.42% agreeing and 50.00% of the sample disagreeing. This result is probably because student engagement presentations were delayed this year, due to other events which were occurring in the college at the same time. Normally at the time of this survey all classes would have had a presentation in class by the Student Engagement Assistant, but this was not the case this year. The single qualitative response was positive: ‘during the first few weeks of my course things were fairly easy to get the hang of due to the tutors and the help provided.’ Recommendation: It is very important for students to be adequately supported during the first few weeks of their course, so these results are encouraging. Although September 2014 had some exceptional circumstances for the college it is important in the future to minimise disruption to the induction schedule and make sure all classes are provided with relevant information.
Discussion
14
4.2.4 - Student Representation The three student representation statements had a majority of positive comments. 56% of the sample agreed and 32% strongly agreed that they were aware of the role of a class rep, 56.25% agreed and 25% strongly agreed that they were aware of the role of the Student Rep Group, and 58.33% agreed and 27.08% strongly agreed that they know how to provide feedback to improve learning and teaching. Both qualitative comments were positive: one student said they were aware of all points and another said ‘nothing is needing to be improved.’ Recommendation: Class reps fulfil a vital role in empowering the student voice in quality improvement, so staff should continue to promote this role and its importance to the student experience. Similarly, it is important that learners feel they have some impact on how their course is taught, and staff should continue to encourage this dialogue. 4.2.5 - Overall, how would you rate your experience of the College so far? There was a very positive response to this question with 56.68% stating they were ‘satisfied,’ 41.18% stating they were ‘very satisfied,’ only 1.96% said they were ‘dissatisfied’ and there were no responses for ‘very dissatisfied.’ The quantitative comments were more mixed: while one student said that ‘the college has been the best experience in educational purposes that I have encountered’ another said the college is ‘very unorganised.’ Another comment suggested the college should provide a smoking area for learners. Recommendation: In general the sample is satisfied with their college experience so far, and it is important to keep up that level of satisfaction as their studies continue. Staff should encourage dialogue with students to continually improve learning, teaching and the social experience of being a student. 4.3 Section Three 4.3.1 - How do you feel about the following aspects of Shetland College UHI? For this question a mean rate of satisfaction (RoS) was applied to each category, with a figure of 6.0 equating “excellent” and a figure of 1.0 equating “very poor” (see page 9). With the exception of ‘access (transport and directions)’ and ‘canteen facilities’ all categories had a RoS of 5.00 or higher (or “very good” to “excellent”). The rating of 3.52 (or between “okay “ and “good”) for transport probably relates to reduction in the local bus service, which the college is currently working with Shetland Islands Council to improve. ‘Canteen facilities’ had a rating of 4.4 (or between “good” and “very good”). The other categories had very similar ratings, the highest was a rating of 5.25 (between “very good” and “excellent”) for ‘available support,’ closely followed by a joint rating of 5.24 for ‘attitude of academic staff’ and ‘standard of equipment.’ The qualitative comments raised some specific points: the lack of a student discount in the Mareel café, the reduction in bus service, the need for a new vending machine and printers being disconnected. There was also a very positive comment about the library staff: ‘the girls in the library are really helpful in both aspects of my course work and find the information I need. Brilliant.’ 15
Discussion
4.3.1 - How do you feel about the following aspects of Shetland College UHI? (continued) Recommendation: With the exception of the local bus service (which is currently being negotiated), the sample was in general very positive about college facilities, staff and support. Again, it is important to keep up this high level of satisfaction and encourage continual feedback throughout the academic year. 4.3.2 - What could be done to make your experience at the college better? There were a variety of suggestions for improvement, covering college services as well as learning and teaching. There were three comments relating to the price and variety of food in the cafe, which has been recently addressed with college management and cafe staff via Talk Box feedback. At the moment there is nothing which can be done about increasing the variety of food because the small cafe team are working to maximum capacity. In terms of costs, prices are set in line with other local business as well as UHI colleges and are at their current level to cover staff and ingredient costs. Due to ongoing SIC budget restraints, the college has no option but to try and make the cafe break even. There were five comments relating to the reduced bus service to Shetland College, which is an issue currently being addressed by college management. From very recent meetings with ZetTrans it is very likely that an additional bus will be added to the timetable imminently, with potential for a more regular service in the near future. Learning and teaching comments included a request for a greater variety of activities in lessons, more help when required and limited distractions while in class. There was also a comment relating to the recent decision to make Shetland College UHI a no smoking campus, compared to previous years where a shelter was provided. ‘Providing a smoking shelter and bin would be very helpful instead of seeing cigarette butts on the ground due to there not being a bin or shelter.’ There were also three positive comments in this section, including: ‘Nothing, I think the college has done great in providing everything needed for my course and I’m very happy with everything.’ Recommendation: Comments relating to the cafe and local bus service are already being addressed by college management - all should work towards satisfactory resolutions of these issues. College management may wish to address the issue of a smoking shelter if it is something that learners feel strongly about.
4.3.3 - How would you like to give feedback to Shetland College UHI? There were a mix of responses to this question. 30.61% said it was very likely that they would speak to a member of staff, while 36.73% said it was likely and 26.53% said perhaps. A majority said it was very likely (27.08%) and likely (29.17%) that they would speak to a class representative, but again a further 22.92% said perhaps and 16.67% said it was unlikely. 33.33% of the sample said it was likely that they would use online services but 31.25% only said perhaps. Discussion
16
4.3.3 - How would you like to give feedback to Shetland College UHI? (continued) While 21.74% said it was likely they would use a Talk Box (a system of online and paper suggestion boxes) and 19.57% said it was very likely, a majority of 32.61% said perhaps, with a further 13.04% each for ‘unlikely’ and ‘very unlikely.’ Although this question asked about the Learner Forums, it had already been decided to discontinue this feedback method. The single qualitative comment was that the learner didn’t know what Talk Box is, which is probably due to the delay in student engagement presentations which has been experienced this semester. Recommendation: There will probably never be a one-size-fits-all feedback method which is effective for each and every learner. Individual differences will make it more likely for learners to choose particular methods of feedback, and it is important that the college maintains and promotes multiple communication methods.
17
Discussion
Contact: Greg McCarron Communications and Student Engagement Assistant
Shetland College UHI Lerwick, Shetland, 01595 771 269 Greg.McCarron@uhi.ac.uk
www.shetland.uhi.ac.uk 2
Introduction