Where is ofs going with student surveys wonkhe analysis easy ways to make good money

In fact, the survey has been well signalled – ofs’ own director of external relations conor ryan wrote about the easy ways to make good money plans on the site in october 2018. Back then we noticed with interest that as well as easy ways to make good money capturing the usual satisfaction with the quality of teaching, they would also use the survey to look at aspects easy ways to make good money of students wider experience and students’ perceptions of value for money.

Since then things have gone quiet, until institutional exhortations started to pop up to complete an easy ways to make good money ofs postgraduate survey on social media almost as soon as easy ways to make good money NSS 2019 formally closed. University webpages say that “summary results of the survey will be shared with your easy ways to make good money university or college, enabling them to identify strengths and weaknesses in their current easy ways to make good money postgraduate taught offer”, which is interesting because the conor ryan piece said that easy ways to make good money this first stage work would not be published in a easy ways to make good money way that identifies responses at provider level. Not published externally, anyway. Pilot license

Officially, ofs says that the pilot takes a similar approach to easy ways to make good money the national student survey (NSS) of undergraduate students (it certainly uses the same likert scale) and it is to use the findings to understand the easy ways to make good money priorities of taught postgraduate students, field-test survey questions, assess the long-term feasibility of launching a survey nationwide, and contribute to the future development of a regular PGT easy ways to make good money experience survey that is relevant to PGT students across england.

This is definitely something that’s not in the current NSS , and is the first of its wider regulatory duties that easy ways to make good money ofs appears to be testing in this pilot; this one on consumer information. It’s a pity that the question focuses on course information easy ways to make good money – so much of what students get upset about (and pay for) is about the services on offer from the institution more easy ways to make good money generally, particularly where the realities don’t live up to the promises made and expectations set. Familiarity breeds some contempt

We then start to get some more familiar questions. Many will recognise “any changes in the course or teaching have been communicated easy ways to make good money in a timely and effective way” as question 17 from the “organisation and management” section of NSS. Question 15 (“my course is well organised and running smoothly”) also makes an appearance – but question 14 (“the timetable works efficiently for me”) is conspicuous by its absence. Maybe ofs thinks that timetabling is all hunky dory for easy ways to make good money pgts. PGT students juggling work, home and university commitments might disagree.

Teaching quality (at least satisfaction proxies for it) are an obvious focus. A slightly reworded NSS question 1 appears (“teaching staff are good at explaining their subject matter”), as does NSS question 3 (“the course is intellectually stimulating”). NSS questions on staff making the subject interesting and intellectual easy ways to make good money stimulation get refocussed for postgrads as “my course encourages me to think critically and challenge current easy ways to make good money perspectives in my chosen field of study”, and “my course facilitates my own independent learning”, and the interestingly phrased “my course has challenged me to achieve my best work”.

There are some interesting additional aspects being tested too. “the objectives of my course are clear”, “my course is up-to-date and informed by current thinking and/or practice” and “my course gives me the opportunity to engage with experts easy ways to make good money in my field outside my university/college. Including (but not limited to) guest lecturers” all point to assumptions about what postgraduate study is for, and what students expect from it. It would be fascinating to find out why these aspects easy ways to make good money have been chosen for testing over others.

Fans of the assessment and feedback section of the NSS easy ways to make good money will be thrilled to find that NSS Q8, 10 and 11 (criteria in advance, timely feedback and helpful comments) all make an appearance. Oddly, this does mean that “marking and assessment has been fair” is missing – that’s a real pity given the real questions that students easy ways to make good money have over the efficacy of moderation and external examining, especially when the number of assessments is significantly lower than easy ways to make good money the average UG course. Similarly “I have appropriate opportunities to give feedback on my course” (which is almost NSS Q23) is there, but NSS equivalents on whether staff value students’ views, clarity on students’ feedback on the course and effectiveness of the students’ union are all missing. Student reps begging their providers to get better at closing easy ways to make good money the feedback loop will be keen to see a final easy ways to make good money version that includes action as well as opportunity.

On community, NSS Q22 gets a slight rewording (“I have had the right opportunities to work with other easy ways to make good money students as part of my course” becomes “my course provides me with the opportunities I need to easy ways to make good money discuss my work with other students/peers in person or on-line”) but NSS Q21 (“I feel part of a community of staff and students”) is out. This is also a shame – many pgts (particularly international) report isolation and we have a working hypothesis (which some students’ unions will be testing with research over the summer) that there’s a correlation between NSS Q21 and mental health given easy ways to make good money our loneliness work earlier in the year.

When it comes to academic support NSS asks about being easy ways to make good money able to contact staff, which is there – but it also asks about receiving sufficient advice and guidance easy ways to make good money and getting good advice on study choices. You can see why the latter might not have made easy ways to make good money the cut, and the former is reworded as “I get the support I need to meet the academic easy ways to make good money challenges of postgraduate study”. There is also the sensible addition of “supervision for my dissertation or major project meets/met my needs” where the respondent says they are doing one. New entry!

There are fascinating new questions that may could point to easy ways to make good money the sorts of things we may end up seeing in easy ways to make good money NSS itself. “my university/college cares about my mental health and wellbeing” and “there is sufficient provision of student wellbeing and support services easy ways to make good money to meet my needs” are ways of looking at the mental health issue that easy ways to make good money might rankle with some. “I feel comfortable being and expressing myself at university/college” appears to be an attempt at testing institutional efforts on easy ways to make good money equality and diversity – it feels clunky as currently worded but doubtless triangulating with easy ways to make good money other E&D data will provide an interesting picture. See also “I feel safe at university/college”. If they make the cut, ofs will need to ensure that these types of questions easy ways to make good money aren’t gamed – there are potential perverse incentives on diversifying the student intake easy ways to make good money if these questions end up being used in the PG easy ways to make good money or UG surveys.

Overall satisfaction (NSS Q27) is still there, although a variant is tested using the phrasing (if not the actual scoring scale) from the “net promoter score” – “I would recommend this course to others”. Perhaps most interesting of all, value for money is also tested – ofs were always going to find it hard to define, so it’s testing student satisfaction with the concept however students define easy ways to make good money it, worded as “I believe that my course offers me good value for easy ways to make good money money”. This also still has a strange fixation on “course” when much of the researched dissatisfaction (and expenditure) is about everything else provided, but it’s an inevitable addition to NSS if ofs is going easy ways to make good money to get any data at all on one of its easy ways to make good money four core duties.

As I made clear above, this is only a pilot. The relationship with advancehe’s postgraduate taught experience survey (PTES) is unclear. These are unlikely to be final questions, and ofs’ official position is that although this and NSS use some easy ways to make good money of the same questions, they’re not linked – “inclusion in one doesn’t imply a change in the other”. That said, NSS questions “are always under review”. What is fascinating is that the days of a sector-owned and sector-led set of surveys, shaped by endless consultation, are obviously over. The morphing of NSS into a tool that can test easy ways to make good money things that ofs thinks are important like VFM or student easy ways to make good money wellbeing is well under way. And whilst to date it’s mainly been used by ofs within the TEF, it’s starting to become clear that NSS will soon be easy ways to make good money a much more wide ranging tool for testing ofs’ success at meeting its objectives.

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