Earlier this year, colleagues at University College Cork (UCC) conducted a review of learner feedback processes, particularly in terms of how and why student surveys are undertaken at their institution compared to other universities. They recently published their findings in an eminently accessible report with transferrable findings entitled Connecting, Listening, and Enhancing: Placing Student Perceptions of their Educational Experience at the Heart of Decision Making at UCC.
Apart from advocating that QA@NCI blog readers should themselves have a look through the report, this posting wishes to highlight one or two of the many takeaways from this important piece of work. For example, without proper oversight, there are dangers inherent in over-surveying our students, leading to survey fatigue and/or low (and by definition less representative) response rates. In turn, there can be real frustrations involved in showing evidence that the feedback loop is being closed effectively, particularly if there is an intertwined culture of disengagement or disinterest. Referring to the challenges facing learner survey activity at UCC, the review’s statement on ‘closing the loop’ resonates particularly loudly:
There is limited evidence that the analysis of data arising from some student surveys is being fed back to relevant stakeholders. Although data may be analysed, action may not be taken to make relevant changes, and the findings may not be disseminated appropriately.
This UCC review is also proving to be a useful means for us to consider our own practice and to help in determining whether it is effective or not. For instance, it highlights the role now being played nationwide by the Irish Survey of Student Engagement (ISSE) noting that, up to this point, analysis at UCC has centred on the quantitative – but not necessarily on the qualitative – data. Clearly, there is some real potential in considering the ‘words’ our students are offering through ISSE, as well as the ‘numbers’, which is why an “Irish Survey of Student Engagement (ISSE) 2017 – report” using NCI’s own quantitative and qualitative data is currently being put together; indeed, it will appear here on the QA@NCI blog in due course.
It is clear that Higher Education institutions – both their staff and learners – up and down the country are starting to recognise the power of, as well as the richness in, the student voice. The transparency exemplified through this UCC review is a very welcome addition to our body of knowledge and to its advocacy of due process. With any luck, but more likely through ongoing efforts to persuade, convince and cajole, it should help to prompt ever more effective practices to be enshrined when it comes to learner feedback in particular, and student engagement more generally. If we connect and listen, then we can also enhance.
Further details and resources related to the UCC ‘Review of student feedback’ are available here.