NUS/HSBC Student Experience Report
Aaron PorterVice President (Higher Education), NUS
Methodology• The quantitative phase consisted of an online
questionnaire, which ran between 2nd and the 24th of June 2009.
• 1187 students took part in the survey• The qualitative phase consisted of an online
bulletin board of 12 domestic students, designed to compliment the quantitative phase by providing an arena for discussing a range of issues.
“If we are to positively impact on students’ lives we need to understand the needs of all students better – we need to be the experts on students’
lives.”
Surfing the Wave, Jan 2010
Wider context• Public Information• Employability info• New QA system• Student engagement• Online Taskforce• Review of T Funding methodology
‘Toe Dippers’ 9%
‘Academics’ 22%
‘Next Steppers’ 60%
‘Option openers’ 19%
What motivates students?
68
53
44
29
62
48
38 35
6255
44
34
73
5249
23
76
63
34 32
To gainqualifications
Improve mychances of getting a
job
Improve myearning potential
For the experience
% TotalRussell groupPre 1992Post 1992Other institutions
Chart 1: Reasons for wanting to go to university influenced by institution type
Q1. What were the main reasons for wanting to go to university? Please indicate your top three reasons
Base: All first year students (630), Russell Group (143), pre 1992 (161), post 1992 (287), other institutions (38)
45
81
19
9
61 58
2417
71
24
41
28
79
39 39
26
Had the subject/course I wanted
Academicreputation of the
university
Close to home Suitable entryrequirments
%Russell groupPre 1992Post 1992Other institutions
Chart 3: Reasons for choosing university influenced by institution type
Q3. What were the main reasons for choosing your university? Please indicate your top three reasons
Base: All first year students (630), Russell Group (143), pre 1992 (161), post 1992 (287), other institutions (38)
22
31 30 31
53
Close to home
%ABC1C2DE
Chart 2: Students that fall into the lowest socio-economic group, DE, most likely to be motivated to choose a university that is close to home
Q3. What were the main reasons for choosing your university? Please indicate your top three reasons
Base: All first year students (630), A (100), B (157), C1 (132), C2 (68*) DE (68*)*small base
86
74
69
65
60
55
37
27
26
23
23
22
19
17
Accommodation options and costsSources of financial support sources and application
proceduresStudents’ Union
Course content
Student advice & guidance services
Social/ cultural/ sporting activities/ clubs
Reading lists
Disability/ dyslexia support
Materials/ supplies requirements
Course timetable
Quantity of teaching/ contact hours
Private/ individual study requirements
Quality of teachingCourse marking scheme including exams and other
assessment procedures
%
Chart 5: Information students received before starting course
Q 8. What information did you receive from your university before starting your course? Please select all that apply
Base: All first year students (630)
• How would you rate the quality of the teaching and learning experience?
– 2008: 85%– 2009: 89%
• How involved do you believe you are in shaping the content, curriculum or design of your course?
– 2008 5-7 57% 23%– 2009 5-7 62% 31%
21
1413
28
11
755
46
28
1719
21
1 Not at allinvolved
2 3 4 Somewhatinvloved
5 6 7 Veryinvolved
% How involved student are inshaping content of their course
How involved students want to bein shaping the content of theircourse
Chart 16: Divergence between how involved students are, and how involved they want to be, in shaping course content
Q25. How involved do you believe you are in shaping the content, curriculum or design of your course? Q26. How involved do you want to be in shaping the content, curriculum or design of your course?
Base: All answering section 3 (2404)
How would you like to be involved in shaping the content, curriculum or design of your course?
– Being a course representative 18%– Being involved in setting assessment
criteria 31%– Providing feedback on course design
74%
4.0
3.3
3.2
5.2
8.4
14.0
Other - such as drop-in sessions
Online - video /podcast
Individual teachingsessions/ tutorials
Interactive groupteaching sessions/
tutorials
Lectures
Total
Mean weekly contact hours*
Chart 3: Students receive an average of 14 contact hours a weekQ15. On average, how many contact hours a week do you have at this stage of your
course, and how are these split into:
Base: All who receive teaching (939)* Mean calculated excluding students who said none
% saying none
4%
10%
81%
20%
76%
94%
• Male: 78% vs Female: 73%• 18 year olds: 80% vs Over 21 year olds: 73%• Disabled: 66% vs non-disabled: 77%
Subject: Contact hours Satis. with contact hrs
Medicine and life sciences 19 80%Physical sciences and related 18 84%Arch., building and planning 14 68%Law 13 69%Business and admin. studies 13 73%Mass comms and doc. 13 76%Education 13 78%Creative arts and design 13 68%Social studies 12 65%Languages 10 65%Historical and philosophy 9 66%
914
1415
19
2022
2735
3638
38
Lecturers/ tutors with better academicqualifications
Library support
Internet discussion forums
Subject based networks
Wider range of lecturers/ tutors
Additional support such as study skills training
More lectures
Availability of facilities for practical work
Lecturers/ tutors with better teaching skills
More contact time with personal tutor
More individual teaching sessions/ tutorials
More interactive group teaching sessions/ tutorials
Chart 13: More contact time is the main thing that students say would improve the quality of their teaching and learning experience
Q24. What would improve the quality of the teaching and learning experiences at your university?
Base: All answering section 3 (940)
Would you like to receive feedback on your exams?
– Yes 90%– No 6%– Don’t know 4%
Those that currently only receive written grades/ marks and/ or do not receive any feedback
4
18
33
16
7
Less than aweek
One to twoweeks
Three to fourweeks
Five to sixweeks
Seven weeksor more
Chart 5: Majority of students receive their feedback on coursework within a month
Q37. How long – on average – does it take for you to receive feedback on your coursework?
%
Base: All who receive feedback (967)
5%
18%
32%
18%
7%
5%
57%
37%
1%
Less than a week
One to two weeks
Three to four weeks
Five to six weeks
Seven weeks ormore
%
Q33 How long on average does it take for you to receive feedback on yourcoursework?Q35 How long would you reasonably expect it to take to receive feedback on yourcoursework?
Chart 23: Length of time taken to receive feeback set against expectations
Q33 Base: 2398Q35 Base: 734
14
55
61
45
69
27
20
20
42
26
34
15
9
10
4
16
5
6
1
1
6
2
2
1
Web-discussion forums
Mobile phone
Social networking sitessuch as Facebook
Virtual LearningEnvironment (VLE) suchas Blackboard, Moodle
Internet as a source forinformation
%Daily Weekly Monthly Termly Less than one a term
Chart 12: The majority of students use the internet and social networking sites on a daily basis as part of their studies
Q48. How often do you use these during term time as part of your studies?
Base: All using the internet as part of their studies (964); all using VLEs as part of their studies (709); all using social networking sites as part of their studies (406); all using mobile phones as part of their studies (276); all using web-discussion forums as part of their studies (258)
89 93
8085
7 515 13
Russell Group 1994 Million+ Alliance
YesNo
Chart 16: Students from Russell Group or 1994 institutions were significantly more likely to say the opening hours for computer facilities were long enough
Q57. Are the opening hours for computer facilities long enough?
%
Base: Russell Group (236); 1994 (148); Million+ (181); Alliance (226); insufficient base for GuildHE
2
3
3
3
6
4
11
20
14
30
33
34
53
37
45
1
1
1
My ICT skills meet thestandard required toenhance my studies
I feel that ICT hasenhanced my time atuniversity in general
I feel that the use of ICThas enhanced my studies
%1 - Totally disagree 2 3 4 - Neither agree nor disagree 5 6 7 - Totally agree
Chart 13: 46% of students agreed that ICT has enhanced their studies
Q50. To what extent do you agree with the following statements about the information and communication technology at university?
Base: All answering section 6 (1003)
46%
38%
54%
7167
54
7572
8479 79
87
70
76
70
57
79
72
8782 82
90
7470
67
54
75 73
8479 78
87
6967 67
51
69 70
81
7578
84
68
Quiet/individual
study areas
Group studyareas
Facilities forpractical
work
Books Periodicals/journals
Libraryaccess/openinghours
Computers Computeraccess/openinghours
Internetaccess
IT support
% TotalFirst year (meets my needs net)Other year (meets my needs net)Final year (meets my needs net)
Chart 30: Extent to which facilities meets students needs influenced by year of study
Q49. To what extent do the following learning facilities/ resources provided by your university meet your needs?
Base: All answering section 6 (2373), first year (600), other year (1206), final year (567)
2008 NUS/HSBC Student Experience Report
• What proportion of the costs of their tuition students thought they should be contributing – on the basis that the average cost of tuition was about £8,000.
• The Survey showed:– 44% of students think that they should contribute 25% or
less of the cost of tuition, – a further 15% (ie 59% in total) think it should be under
33% of the cost – an additional 23% (ie 82% in total) that it should be less
than 50% of the cost – the mean being a student contribution of 36.7%.
22
13
12
32
Higher thanexpected
%
18
19
20
21+
Chart 2: Older students are significantly more likely to have higher than expected debts
Q84. Are your current levels of debt about what you expected, or higher or lower?
Base: 18 (53*); 19 (203); 20 (236); 21+ (471)*Small base
7
48
35
10
6
54
26
14
9
50
25
17
7
53
19
19
4
53
23
7I have no debts
Lower than Iexpected
As expected
Higher than Iexpected
%A
B
c1
c2
DE
Chart 3: Students in higher socio-economic groups are the most likely to have no debts
Q84. Are your current levels of debt about what you expected, or higher or lower?
Base: A (186); B (263); c1 (149); c2 (120); DE (83)
9 12 30 8 11 1513
%
1 - Not concerned at all 2 3 4 - Neither concerned nor not concerned 5 6 7 - Extremely concerned
Chart 6: Around one third of students with debts are concerned about their levels of debt
Q85. Are you concerned about your current levels of debt?
Base: All with debts (813)
34%
31
27
42
39
25
31
30
28
31
47
36
42
27
29
28DE
c2
c1
B
A
%
Not concerned (net) Neither concerned nor not concerned Concerned (net)
Chart 8: Students in higher socio-economic groups are the least likely to be concerned about their levels of debt
Q85. Are you concerned about your current levels of debt?
Base: A - with debts (145); B - with debts (214); c1 - with debts (127); c2 - with debts (108); DE - with debts (77)
5
17
12
34
24
18
31
11
24
16
How integrated doyou feel withinternational
students (only askedof domesticstudents)
How integrated doyou feel with
domestic students(only asked ofinternational
students)
%
1 - Not at all 2 3 - Somewhat 4 5 - Fully
Chart 8: International students were significantly more likely to say they felt integrated with domestic students
Q65. How integrated do you feel with domestic students?Q68. How integrated do you feel with international students?
Base: All international students (204); All domestic students (804)
55%
29%
2
3
1
7
3
25
20
20
15
17
18
21
37
5
How important doyou think that
integration withinternational
students is? (Onlyasked of domestic
students)
How important doyou think that
integration withdomestic studentsis? (Only asked of
internationalstudents)
%
1 - Not important at all 2 3 4 - Somewhat important 5 6 7 - Very important
Chart 9: International students were significantly more likely to think that integration with domestic students was important
Q66. How important do you think that integration with domestic students is?Q69. How important do you think that integration with international students is?
Base: All international students (204); All domestic students (804)
70%
58%
62
36
15
12
9
7
7
6
4
3
… university as a place where you canfreely practise your faith?
… your time at university as a goodopportunity to explore or develop your
faith?… feeling excluded from social activities atuniversity which focus on drinking alcohol?
… clashes between your academictimetable and religious holy days or
festivals?… hostility from other people at university
about your religious views?
… a conflict between your religious beliefsand the policies of your student union?… difficulty with challenges or questionsthat your academic study raises for your
religious beliefs?… not having access to suitable prayer or
worship space?
… not being able to join a religious groupbecause of their conservative beliefs?
… not having access to helpful supportfrom chaplains or other faith leaders?
%
Chart 13: The majority of religous students said they could freely practise their religion at university
Q108. Have you experienced…
Base: All students who said they belonged to a religion (309)
1% of religious students said they had experienced problems with university regulations about religious dress, with a further 1% saying they have felt unsafe at university because of wearing particular forms of religious dress
Final thoughts…
• Diversity of the student body
• Students are becoming ever-more demanding
• Won’t be prepared to pay more for less
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