& &

&

& & & & & & & & & & & & & & & & & & & & & & & & & & &

MEQ$Analysis$ October$2012$$January$2013$

& Produced&July&2013& & Draft&Versions&seen&by& Quality&&&Enhancement&Committee& Student&Experience&Committee&

Wesley&Wells& Student&Engagement&Officer& Academic&Office,&Quality&&&Governance&

!
Introduction* ( The(data(from(MEQs(has(previously(been(supplied(locally(to(lecturers(in(order(to(make( improvements(to(their(delivery.(Whilst(this(allowed(local(development(to(be(made,(it( was(restricted(to(only(being(applicable(to(the(lecturers(delivering(a(particular(module.(( ( This(report(gathers(the(data(across(programmes(and(allows(for(a(deeper( understanding(of(issues(and(highlights(issues(of(parity(for(students.( ( The(report(has(been(seen(at(Student(Experience(Committee(and(Quality(&( Enhancement(Committee.(A(number(of(recommendations(were(made( ! Some(themes(have(been(identified(however(they(are(not(an(exhaustive(list(and( lecturers(are(encouraged(to(discover(their(own(perspective(of(the(data.((

Comments(and(Questions:( Simon(Macklin((Pro(Provost(for(Student(Experience,(Chair(of(Student(Experience( Committee)( Wesley(Wells((Student(Engagement(Officer)(

!
Contents' ( Introduction( Actions(from(July(Committees( Themes(Identified( Explanation(of(data( Year(Zero(Summary( Year(Zero(data(comparing(modules( Year(Zero(data(comparing(questions(within(modules( Level(One(Summary( Level(One(data(comparing(modules( Level(One(data(comparing(questions(within(modules( Level(Two(Summary( Level(Two(data(comparing(modules( Level(Two(data(comparing(questions(within(modules( Level(Three(and(Postgraduate(summaries( Postgraduate(data(comparing(modules( (

( 1( 2( 3( 4( 5( 6( 7( 8( 9( 10( 11( 12( 13( 14(

Comments(and(Questions:( Simon(Macklin((Pro(Provost(for(Student(Experience,(Chair(of(Student(Experience( Committee)( Wesley(Wells((Student(Engagement(Officer)(

Actions!from!July!2013!Committees! !

!!

ReDevaluate(the(questions(in(the(Module(Evaluation(Questionnaires(( ReDconsider(the(logistical(formatting(of(the(questionnaire(in(order(to(ensure;(high( response(rates,(low(staff(time(taken(during(analysis(and(no(tutor(bias(in(students( responses.( Student(Engagement(Officer(to(produce(a(surveys(report(for(the(next(Student( Experience(Committee.(

( Year(Zero( Head(of(Year(Zero(and(the(student(engagement(officer(to(work(with(programme(leaders(and( module(leaders(on(discussing(the(following(areas(with(their(students:( Evaluating(Module(Handbooks((to(manage(expectations(and(ensure(all(information(is( included)( Assignment(briefs((to(ensure(they(are(clear(and(managed(effectively)( Learning(resources( Pedagogical(practices(to(determine(what(students(and(tutors(feel(is(most(effective.( Report!back(to(the(next(Student(Experience(Committee(with(updates.( ( Level(One( Lecturers(and(programme(leaders(to(discuss(with(students(concerning(the(following(areas:( The(expectations(for(lecturers(to(provide(learning(resources((notes(on(the(VLE),(number( and(usefulness(of(handouts(as(well(as(the(appropriateness(of(reading(lists.( Lecturers(and(programme(leaders(working(more(closely(to(ensure(the(subject(is(being( coherently(delivered.( The(content(of(modules(to(gather(opinion(on(the(delivery(methods(being(used(and(the( relevance(of(the(materials.( Report!back(to(the(Pro(Provost(for(Student(Experience( ( Level(Two( Lecturers(and(programme(leaders(work(together(with(students(to:( Analyse(and(edit(the(programme(handbooks,(where(necessary,(to(ensure(the(information( regarding(the(assessment(is(accessible(and(fit(for(purpose.( Where(necessary,(evaluate(and(revise(the(assessment(criteria.( Evaluate(and(consider(the(utilsation(of(the(handouts(provided(and(identify(areas(for( improvement.( Report!back(to(the(Pro(Provost(for(Student(Experience( ( Level(Three(and(Postgraduate( Due(to(the(low(response(rates(it(was(difficult(to(determine(appropriate(actions(for(these( students.( Lecturers(and(programme(leaders(to(improve(student(engagement(with(GSM( reporting(procedures(in(future(instances( ( ( Comments(and(Questions:( Simon(Macklin((Pro(Provost(for(Student(Experience,(Chair(of(Student(Experience(Committee)( Wesley(Wells((Student(Engagement(Officer)(
1

Themes&identified& &

Although(the(data(is(segmented(by(level(and(programme(there(are(themes(that(present( themselves(throughout(and(are(an(area(of(interest(for(the(school.( ( Areas&for&Enhancement:& Students(interest(and(willingness(to(comment(on(the(teaching(practices(being(used.( Lecturer(development(through(sharing(best(practice( Lectures(were(the(highest(scoring(area(on(all(modules,(across(all(years.( ( Areas&for&Improvement:&

&

Assessment(Practices(&(Assignment(briefs( The$quality$of$information$available$to$students,$timeliness$of$information$and$the$support$available.$ $ Module(Handbooks( The$quality$of$information,$the$amount$of$information$and$the$accessibility$of$the$handbook$itself.$ ( Learning(Resources( The$type$of$resource$needed$(handouts$vs.$library$books),$the$quality$of$the$information$and$the$ accessibility$of$those$resources.$ $ (

Comments(and(Questions:( Simon(Macklin((Pro(Provost(for(Student(Experience,(Chair(of(Student(Experience(Committee)( Wesley(Wells((Student(Engagement(Officer)(

2

! Year!Zero!
( Positive(Comments( Presentation,(group(discussions,(interactivity(and(debates(were(all(highlighted(as(areas( that(students(thought(worked(well.( Many(positive(comments(with(regards(to(the(lecturers(and(their(teaching(styles.( Students(are(making(suggestions(to(improve(pedagogy.( ( Potential(areas(of(Improvement( ? More(time(for(learning((Assignments/revision/sessions)(is(consistently(requested.( ? Some(suggestions(were(made(around(the(explanation(and(management(of(assignments.( ? There(were(negative(comments(towards(other(students(joining(nonLtimetabled(classes( ? Few(positive(comments(regarding(resources(in(year(zero.( ? Students(asked(to(be(involved(more(in(lessons,(more(interactive(lessons,(more(practice,( more(support,(more(challenging.( ? Students(mentioned(more(learning(resources(are(needed,(more(computers,(better( internet(and(more(reading(materials.( ( Recommendations:( By(the(end(of(August,(staff((invite(any(students(from(their(module(to(a(catered(workshop( (session.(( ( In(that(workshop(they(will(have(4x20(minute(discussions.( 1. Evaluate(module(handbooks((to(check(expectations(are(clear(and(all(important( information(is(included).( 2. Ensure(assignment(briefs(are(clear,(managed(effectively(and(suitable.( 3. Discuss(the(learning(resource(requirements(of(the(class.( 4. Discuss(pedagogical(practices(to(determine(where(improvements(could(be(made.( (

Comments(and(Questions:( Simon(Macklin((Pro(Provost(for(Student(Experience,(Chair(of(Student(Experience( Committee)( Wesley(Wells((Student(Engagement(Officer)(

Advanced Critical Writing

Computer Literacy

Academic Writing

The Module Was effectively designed Objectives were clear Was well organized Handouts were helpful Reading list was helpful Reading material was available The Lectures Were well organized Gave sufficient information Were communicated effectively Stimulated my interest The Tutorials Were well organized Stimulating learning environment Encouraged student participation The Assessment Requirements were clearly explained Helped me feel confident for the exam Coursework was challenging Sufficient time was available to complete coursework Overall Was an appropriate level for my current academic needs Met my expectations Percentage passed # of respondents Totall Number of students Response Rate

4.5 4.4 4.5 4.5 4.5 4.5 4.5 4.6 4.6 4.6 4.6 4.5 4.5 4.5 4.5 4.5 4.5 4.6 4.5 4.3 4.5 4.3 4.4 4.3
47%

4.2 4.3 4.1 4.4 4.1 4.1 4.1 4.2 4.3 4.3 4.2 4.1 4.0 4.0 4.0 4.1 4.1 4.1 3.9 4.3 4.1 4.0 4.0 4.0
61%

4.3 4.3 4.3 4.4 4.5 4.3 4.3 4.4 4.4 4.4 4.4 4.3 4.4 4.3 4.3 4.4 4.3 4.4 4.3 4.3 4.2 4.3 4.3 4.2
70%

4.4 4.3 4.4 4.4 4.4 4.3 4.4 4.5 4.5 4.5 4.5 4.4 4.4 4.4 4.4 4.6 4.3 4.4 4.2 4.3 4.2 4.2 4.3 4.2
53%

4.3 4.3 4.4 4.4 4.2 4.2 4.0 4.5 4.4 4.4 4.5 4.6 4.6 4.5 4.5 4.8 4.4 4.5 4.3 4.3 4.4 4.2 4.1 4.3
68%

4.3 4.3 4.4 4.4 4.4 4.2 4.3 4.4 4.4 4.3 4.4 4.4 4.4 4.4 4.3 4.4 4.2 4.3 4.2 4.1 4.2 4.2 4.2 4.1 95

138 236 58.5

33 225 14.7

100 471 21.2

180 449 40.1

22 175 12.6

Support Class

Year Zero Comparison against other modules

Management Principles

PDP

Helped me feel confident for the exam

Was an appropriate level for my current academic needs

Were communicated effectively

Sufficient time was available to complete coursework

Reading material was available

Coursework was challenging

Gave sufficient information

Requirements were clearly explained

Totall Number of students

Was effectively designed

Reading list was helpful

Handouts were helpful

Stimulated my interest

Objectives were clear

Met my expectations

Were well organized

Were well organized

Stimulating learning environment

Encouraged student participation

Was well organized

Percentage passed

# of respondents

The Assessment

Year Zero Comparison against the questions

Academic Writing Advanced Critical Writing Computer Literacy Management Principles PDP Support Class Recommendations

4.5 4.2 4.3 4.4 4.3 4.3

4.4 4.3 4.3 4.3 4.3 4.3

4.5 4.1 4.3 4.4 4.4 4.4

4.5 4.4 4.4 4.4 4.4 4.4

4.5 4.1 4.5 4.4 4.2 4.4

4.5 4.1 4.3 4.3 4.2 4.2 3

4.5 4.1 4.3 4.4 4.0 4.3

4.6 4.2 4.4 4.5 4.5 4.4 4

4.6 4.3 4.4 4.5 4.4 4.4

4.6 4.3 4.4 4.5 4.4 4.3

4.6 4.2 4.4 4.5 4.5 4.4

4.5 4.1 4.3 4.4 4.6 4.4

4.5 4.0 4.4 4.4 4.6 4.4 4

4.5 4.0 4.3 4.4 4.5 4.4

4.5 4.0 4.3 4.4 4.5 4.3

4.5 4.1 4.4 4.6 4.8 4.4

4.5 4.1 4.3 4.3 4.4 4.2

4.6 4.1 4.4 4.4 4.5 4.3

4.5 3.9 4.3 4.2 4.3 4.2 2

4.3 4.3 4.3 4.3 4.3 4.1 2

4.5 4.1 4.2 4.2 4.4 4.2 2

4.3 4.0 4.3 4.2 4.2 4.2 1

4.4 4.0 4.3 4.3 4.1 4.2

4.3 4.0 4.2 4.2 4.3 4.1

47% 61% 70% 53% 68%

138 33 100 180 22 95

236 225 471 449 175

58.5 14.7 21.2 40.1 12.6

Recommendations 1. Evaluate module handbooks (to check expectations are clear and all important information is included). 2. Ensure assignment briefs are appropriate, managed effectively and suitable. 3. Discuss the learning resource requirements of the class. 4. Discuss pedagogical practices to determine where improvements could be made.

Because there is an overall satisfaction issue that needs to be addressed and exploring expectations may help Because of comments and the numbers of students who do not feel confident before the examinations Because of comments from students about timeliness of notes and quality of handouts. Students were generally positive about tutorials and lectures, best practice should be identified and shared .

Response Rate

The Tutorials

The Lectures

The Module

Overall

!
Level%1% Positive(Comments( Very(positive(comments(regarding(lecturers( Some(positive(comments(regards(atmosphere(and(learning(environment( Handouts,(Group(work,(presentations(and(practical(skills(were( highlighted(as(a(positive( ( Potential(areas(of(improvement( ? sufficient(time(for(assignments(was(suggested(as(an(improvement( ? Difficulties(understanding(lecturers(was(stressed.( ? The(suggestion(was(made(for(a(more(coherent(approach(between( lecturers(and(programme(leaders( ? More(realMlife(examples(and(refreshing(the(content(of(subjects(was( suggested( ? With(regards(to(learning(resources,(comments(were(made(for(internal( improvements(between(students(and(lecturers.(i.e.(notes(on(portal,( handouts(and(improving(powerpoint(slides.( ? From(the(graphs,(the(reading(materials(and(list(are(seen(as(weak(areas( across(all(modules(and(the(assessment(questions(need(further( investigation.( ( Recommendations:( 1. Lecturers(and(programme(leaders(work(together(with(students(on( creating(moduleMintoMprogramme(plans(to(ensure(a(coherent(approach(to( learning.( 2. Lecturers(agree(with(students(on(the(expectations(that(can(be(placed(on( them(for(learning(resources,(specifically(the(notes(on(portal,(number(of( handouts(and(appropriateness(of(reading(lists.( 3. Lecturers(consults(with(reps(prior(to(a(programme(committee,(to(discuss( the(content(of(the(courses(and(ask(them(to(gather(opinion(on(its( relevance(and(delivery.(( (

Comments(and(Questions:( Simon(Macklin((Pro(Provost(for(Student(Experience,(Chair(of(Student(Experience( Committee)( Wesley(Wells((Student(Engagement(Officer)(

Introduction to Accounting

Corporate & Business Law

Principles of Economics 2

Principles of Economics

Interpreting Economic Data

Quantitative Methods

IT & Professional Skill

Level 1 Comparison against modules

The Module Was effectively designed Objectives were clear Was well organized Handouts were helpful Reading list was helpful Reading material was available The Lectures Were well organized Gave sufficient information Were communicated effectively Stimulated my interest The Tutorials Were well organized Stimulating learning environment Encouraged student participation The Assessment Requirements were clearly explained Helped me feel confident for the exam Coursework was challenging Sufficient time was available to complete coursework Overall Was an appropriate level for my current academic needs Met my expectations Percentage passed # of respondents Totall Number of students Response Rate

4.26 4.34 4.29 4.31 4.24 4.19 4.21 4.36 4.41 4.42 4.37 4.25 4.30 4.30 4.28 4.33 4.24 4.31 4.23 4.20 4.21 4.17 4.18 4.16

4.3 4.3 4.3 4.2 4.3 4.3 4.3 4.3 4.3 4.2 4.3 4.3 4.4 4.4 4.3 4.4 4.3 4.3 4.3 4.3 4.2 4.3 4.3 4.2
67%

4.6 4.8 4.8 4.7 4.5 4.5 4.5 4.8 4.9 4.7 4.9 4.9 4.8 4.9 4.9 4.7 4.7 4.8 4.8 4.3 4.8 4.6 4.6 4.6
35%

4.3 4.3 4.3 4.4 4.3 4.2 4.1 4.5 4.5 4.5 4.5 4.5 4.3 4.3 4.3 4.4 4.1 4.2 4.1 4.3 4.0 4.2 4.3 4.2
59%

4.5 4.2 4.5 4.4 4.5 4.7 4.7 4.3 4.5 4.5 4.2 4.2 4.3 4.2 4.5 4.3 4.5 4.5 4.5 4.7 4.3 4.5 4.4 4.6
55%

4.3 4.4 4.1 4.4 4.3 4.4 4.4 4.3 4.4 4.5 4.3 4.2 4.1 4.1 4.2 4.1 4.0 4.0 3.7 4.3 3.9 4.3 4.2 4.5
65%

4.3 4.4 4.4 4.4 4.5 4.0 4.2 4.4 4.5 4.6 4.3 4.2 4.3 4.3 4.2 4.4 4.1 4.4 4.2 4.2 3.8 4.2 4.2 4.1
67%

3.5 4.3 3.3 3.5 3.6 3.4 3.2 3.7 3.6 3.7 3.8 3.7 3.8 3.9 3.7 3.9 3.7 3.7 3.8 3.8 3.4 3.4 3.3 3.5
67%

4.9 5.0 4.8 4.8 4.8 4.8 4.8 4.9 5.0 4.8 4.8 4.8 4.8 4.8 4.8 4.8 4.9 4.8 4.8 5.0 5.0 4.6 4.6 4.6
58%

4.0 3.9 4.1 4.3 3.8 3.9 3.8 4.4 4.4 4.5 4.7 4.0 4.0 4.1 3.9 4.1 4.1 4.5 4.1 3.7 4.0 3.7 3.7 3.6
50%

3.7 4.0 3.5 3.9 3.4 3.5 3.8 3.9 4.1 4.0 3.9 3.6 3.6 3.7 3.5 3.5 3.4 3.2 3.3 3.4 3.7 3.6 3.7 3.6
92%

3.9 4.1 4.2 4.0 3.7 3.9 3.8 4.1 4.2 4.1 4.1 3.9 4.1 4.1 4.1 4.1 4.0 4.1 3.9 3.9 4.0 4.1 4.1 4.0
78%

4.6 4.6 4.6 4.5 4.6 4.6 4.7 4.6 4.7 4.7 4.6 4.5 4.5 4.5 4.5 4.5 4.5 4.3 4.6 4.4 4.6 4.4 4.4 4.4
37%

4.8 4.8 4.8 4.9 4.8 4.7 4.8 4.9 4.9 4.9 4.9 4.8 4.8 4.9 4.8 4.9 4.8 4.9 4.8 4.7 4.7 4.6 4.6 4.7
53%

3.9 3.7 3.9 3.9 4.2 3.9 3.8 4.0 4.1 4.2 3.9 3.8 3.9 4.0 3.9 3.9 4.0 4.2 3.6 3.9 4.1 3.8 3.9 3.6
63%

290 697 41.6

15 143 10.5

125 721 17.3

22 143 15.4

21 49 42.9

20 39 51.3

12 81 14.8

6 31 19.4

15 86 17.4

11 38 28.9

190 514 37.0

23 119 19.3

55 222 24.8

50 123 40.7

Financial Information Management 4.4 4.4 4.6 4.5 4.3 4.3 4.5 4.3 4.2 4.3 4.3 4.4 4.5 4.3 4.5 4.6 4.4 4.5 4.5 4.4 4.3 4.4 4.4 4.4
51%

Financial Accounting

Business Economics

Computer Systems

Programming

Management

Business Law

Study Skills

Average

10 49 20.4

Helped me feel confident for the exam

Was an appropriate level for my current academic needs

Coursework was challenging

Sufficient time was available to complete coursework

Gave sufficient information

Totall Number of students

Requirements were clearly explained

Was effectively designed

Reading list was helpful

Handouts were helpful

Stimulated my interest

Objectives were clear

Reading material was available

Met my expectations

Were communicated effectively

Were well organized

Were well organized

Encouraged student participation

Stimulating learning environment

Was well organized

Percentage passed

# of respondents

The Assessment

Level 1 Comparison against questions

Management Business Economics Study Skills Principles of Economics 2 Principles of Economics Interpreting Economic Data Programming 1 Quantitative Methods Computer Systems IT & Professional Skill Business Law Corporate & Business Law Introduction to Accounting Financial Accounting Financial Information Management Recommendations

4.3 4.6 4.3 4.5 4.3 4.3 3.5 4.9 4.0 3.7 3.9 4.6 4.8 3.9 4.4

4.3 4.8 4.3 4.2 4.4 4.4 4.3 5.0 3.9 4.0 4.1 4.6 4.8 3.7 4.4

4.3 4.8 4.3 4.5 4.1 4.4 3.3 4.8 4.1 3.5 4.2 4.6 4.8 3.9 4.6

4.2 4.7 4.4 4.4 4.4 4.4 3.5 4.8 4.3 3.9 4.0 4.5 4.9 3.9 4.5

4.3 4.5 4.3 4.5 4.3 4.5 3.6 4.8 3.8 3.4 3.7 4.6 4.8 4.2 4.3

4.3 4.5 4.2 4.7 4.4 4.0 3.4 4.8 3.9 3.5 3.9 4.6 4.7 3.9 4.3 2

4.3 4.5 4.1 4.7 4.4 4.2 3.2 4.8 3.8 3.8 3.8 4.7 4.8 3.8 4.5

4.3 4.8 4.5 4.3 4.3 4.4 3.7 4.9 4.4 3.9 4.1 4.6 4.9 4.0 4.3

4.3 4.9 4.5 4.5 4.4 4.5 3.6 5.0 4.4 4.1 4.2 4.7 4.9 4.1 4.2

4.2 4.7 4.5 4.5 4.5 4.6 3.7 4.8 4.5 4.0 4.1 4.7 4.9 4.2 4.3

4.3 4.9 4.5 4.2 4.3 4.3 3.8 4.8 4.7 3.9 4.1 4.6 4.9 3.9 4.3

4.3 4.9 4.5 4.2 4.2 4.2 3.7 4.8 4.0 3.6 3.9 4.5 4.8 3.8 4.4

4.4 4.8 4.3 4.3 4.1 4.3 3.8 4.8 4.0 3.6 4.1 4.5 4.8 3.9 4.5

4.4 4.9 4.3 4.2 4.1 4.3 3.9 4.8 4.1 3.7 4.1 4.5 4.9 4.0 4.3

4.3 4.9 4.3 4.5 4.2 4.2 3.7 4.8 3.9 3.5 4.1 4.5 4.8 3.9 4.5

4.4 4.7 4.4 4.3 4.1 4.4 3.9 4.8 4.1 3.5 4.1 4.5 4.9 3.9 4.6

4.3 4.7 4.1 4.5 4.0 4.1 3.7 4.9 4.1 3.4 4.0 4.5 4.8 4.0 4.4

4.3 4.8 4.2 4.5 4.0 4.4 3.7 4.8 4.5 3.2 4.1 4.3 4.9 4.2 4.5

4.3 4.8 4.1 4.5 3.7 4.2 3.8 4.8 4.1 3.3 3.9 4.6 4.8 3.6 4.5

4.3 4.3 4.3 4.7 4.3 4.2 3.8 5.0 3.7 3.4 3.9 4.4 4.7 3.9 4.4 3

4.2 4.8 4.0 4.3 3.9 3.8 3.4 5.0 4.0 3.7 4.0 4.6 4.7 4.1 4.3

4.3 4.6 4.2 4.5 4.3 4.2 3.4 4.6 3.7 3.6 4.1 4.4 4.6 3.8 4.4 1

4.3 4.6 4.3 4.4 4.2 4.2 3.3 4.6 3.7 3.7 4.1 4.4 4.6 3.9 4.4

4.2 4.6 4.2 4.6 4.5 4.1 3.5 4.6 3.6 3.6 4.0 4.4 4.7 3.6 4.4

67% 35% 59% 55% 65% 67% 67% 58% 50% 92% 78% 37% 53% 63% 51%

290 15 125 22 21 20 12 6 15 11 190 23 55 50 10

697 143 721 143 49 39 81 31 86 38 514 119 222 123 49

1. Module leaders and programme leaders work together with students on creating module -into-programme plans to ensure a coherent approach to learning. 2. Lecturers agree with students on the expectations that can be placed on them for learning resource; specifically the notes on portal, number of handouts and appropriateness of reading lists. 3. Lecturers consults with reps prior to a programme committee, to discuss the content of the courses and ask them to gather opinion on its relevance and delivery.

Because comments received suggest students feel there is a confusion in this area and this may be leading to overall low levels of sa tisfaction Because comments received suggest students do not feel the reading lists are appropriate and slides could be put on portal more timely Because evidence suggests that the challenge of coursework and amount of time to complete needs further investigation

Response Rate

The Tutorials

The Lectures

The Module

Overall

41.6 10.5 17.3 15.4 42.9 51.3 14.8 19.4 17.4 28.9 37.0 19.3 24.8 40.7 20.4

!
Level%2% Positive(Comments( Many(positive(comments(relating(to(clarity(from(lecturers(and(their( determination( The(interactivity(and(group(exercises(are(highlighted(as(positives(for( students( The(structure(and(organisation(of(modules(is(praised( ( Potential(areas(of(improvement( 1. Students(ask(for(more(time,(more(tutorials(and(more(lessons( 2. More(time(and(help(with(assignments( 3. Students(ask(for(the(work(to(be(broken(down(more,(with(examples( 4. Availability(of(learning(resources(online(in(a(timely(manner( ( Recommendations:( 1. Module(leaders(and(programme(leaders(work(together(with(students(on( analyzing(and(editing(the(programme(handbooks(to(ensure(students( believe(sufficient(information(regarding(the(assessment(is(included.( 2. Where(necessary;(module(leaders(work(with(programme(leaders(and( students(to(evaluate(and(revise(the(assessment(criteria.( 3. Lecturers(will(work(to(improve(the(usefulness(of(the(handouts(provided(or( explain(why(the(handouts(are(limited(in(their(scope(of(information.( ( (

Comments(and(Questions:( Simon(Macklin((Pro(Provost(for(Student(Experience,(Chair(of(Student(Experience( Committee)( Wesley(Wells((Student(Engagement(Officer)(

10

Economics of government Policy

Management Accounting

Financial Accoutning & Reporting

Level 2 comparison by module

Microeconomic theory

Finance & Accounting

Applied Economics

Macroeconomics

Econometrics

Average

The Module Was effectively designed Objectives were clear Was well organized Handouts were helpful Reading list was helpful Reading material was available The Lectures Were well organized Gave sufficient information Were communicated effectively Stimulated my interest The Tutorials Were well organized Stimulating learning environment Encouraged student participation The Assessment Requirements were clearly explained Helped me feel confident for the exam Coursework was challenging Sufficient time was available to complete Overall Was an appropriate level for my current academic Met my expectations Percentage passed # of respondents Totall Number of students

4.41 4.46 4.43 4.48 4.32 4.36 4.39 4.52 4.55 4.54 4.59 4.39 4.42 4.44 4.37 4.44 4.25 4.39 4.26 4.22 4.13 4.27 4.30 4.24

4.3 4.4 4.2 4.2 4.5 4.3 4.0 4.7 4.6 4.8 4.8 4.4 4.8 4.6 4.8 5.0 4.3 4.8 4.6 4.2 3.6 4.6 4.6 4.6
29%

4.5 4.4 4.5 4.6 4.6 4.4 4.4 4.5 4.5 4.5 4.6 4.4 4.5 4.5 4.5 4.6 4.5 4.5 4.5 4.7 4.4 4.3 4.3 4.2
52%

4.4 4.5 4.7 4.5 4.4 4.1 4.4 4.7 4.5 4.8 4.8 4.7 4.7 4.8 4.7 4.7 4.4 4.4 4.6 4.1 4.5 4.4 4.5 4.2

4.2 4.3 4.2 4.3 4.1 4.2 4.3 4.4 4.4 4.4 4.5 4.3 4.2 4.3 4.2 4.3 4.2 4.4 4.2 4.0 4.3 4.1 4.3 3.9
71%

3.8 4.0 3.6 3.9 3.6 3.9 3.9 3.8 3.9 3.9 3.9 3.6 3.6 3.7 3.6 3.6 3.6 3.4 3.7 3.3 3.9 3.4 3.4 3.4
93%

4.8 5.0 4.5 4.8 4.3 5.0 5.0 4.9 5.0 4.8 4.8 5.0 4.3 4.5 4.3 4.3 4.1 4.5 4.0 4.3 3.5 4.5 4.3 4.7
83%

4.8 4.6 4.9 4.8 4.6 4.9 5.0 4.5 4.6 4.5 4.5 4.3 4.3 4.5 4.4 4.1 4.5 4.6 4.4 4.7 4.3 4.4 4.5 4.4
70%

4.2 4.3 4.3 4.3 4.3 4.0 4.3 4.2 4.3 4.3 4.3 4.0 4.1 4.0 4.0 4.3 4.1 4.3 4.0 4.0 4.3 3.9 4.0 3.8
85%

4.7 4.7 4.8 5.0 4.6 4.7 4.5 4.9 5.0 4.8 5.0 4.7 4.9 5.0 4.8 5.0 4.4 4.5 4.3 4.5 4.2 4.8 4.7 4.8
50%

4.4 4.4 4.6 4.6 4.3 4.3 4.2 4.7 4.7 4.7 4.8 4.7 4.6 4.6 4.6 4.5 4.4 4.4 4.4 4.5 4.3 4.4 4.4 4.4
69%

5 14 35.7

109 397 27.5

15

24 413 5.8

7 15 46.7

4 23 17.4

8 33 24.2

4 20 20.0

6 30 20.0

41 470 8.7

Response Rate

HRM

IT

11

Helped me feel confident for the exam

Was an appropriate level for my current academic needs

Were communicated effectively

Sufficient time was available to complete coursework

Reading material was available

Coursework was challenging

Gave sufficient information

Financial Accoutning & Reporting Management Accounting Finance & Accounting IT Applied Economics Economics of government Policy Econometrics Macroeconomics Microeconomic theory HRM Recommendations

4.3 4.5 4.4 4.2 3.8 4.8 4.8 4.2 4.7 4.4

4.4 4.4 4.5 4.3 4.0 5.0 4.6 4.3 4.7 4.4

4.2 4.5 4.7 4.2 3.6 4.5 4.9 4.3 4.8 4.6

4.2 4.6 4.5 4.3 3.9 4.8 4.8 4.3 5.0 4.6

4.5 4.6 4.4 4.1 3.6 4.3 4.6 4.3 4.6 4.3 3

4.3 4.4 4.1 4.2 3.9 5.0 4.9 4.0 4.7 4.3

4.0 4.4 4.4 4.3 3.9 5.0 5.0 4.3 4.5 4.2

4.7 4.5 4.7 4.4 3.8 4.9 4.5 4.2 4.9 4.7

4.6 4.5 4.5 4.4 3.9 5.0 4.6 4.3 5.0 4.7

4.8 4.5 4.8 4.4 3.9 4.8 4.5 4.3 4.8 4.7

4.8 4.6 4.8 4.5 3.9 4.8 4.5 4.3 5.0 4.8

4.4 4.4 4.7 4.3 3.6 5.0 4.3 4.0 4.7 4.7

4.8 4.5 4.7 4.2 3.6 4.3 4.3 4.1 4.9 4.6

4.6 4.5 4.8 4.3 3.7 4.5 4.5 4.0 5.0 4.6

4.8 4.5 4.7 4.2 3.6 4.3 4.4 4.0 4.8 4.6

5.0 4.6 4.7 4.3 3.6 4.3 4.1 4.3 5.0 4.5

4.3 4.5 4.4 4.2 3.6 4.1 4.5 4.1 4.4 4.4 1

4.8 4.5 4.4 4.4 3.4 4.5 4.6 4.3 4.5 4.4

4.6 4.5 4.6 4.2 3.7 4.0 4.4 4.0 4.3 4.4 2

4.2 4.7 4.1 4.0 3.3 4.3 4.7 4.0 4.5 4.5

3.6 4.4 4.5 4.3 3.9 3.5 4.3 4.3 4.2 4.3

4.6 4.3 4.4 4.1 3.4 4.5 4.4 3.9 4.8 4.4

4.6 4.3 4.5 4.3 3.4 4.3 4.5 4.0 4.7 4.4

4.6 4.2 4.2 3.9 3.4 4.7 4.4 3.8 4.8 4.4

0.29 0.52

5 109 15

14 397

0.71 0.93 0.83 0.7 0.85 0.5 0.69

24 7 4 8 4 6 41

413 15 23 33 20 30 470

1. Module leaders and programme leaders work together with students on analyzing and editing the programme handbooks to ensure students believe sufficient information regarding the assessment is included. 2. Where necessary; module leaders work with programme leaders and students to evaluate and revise the assessment criteria. 3. Lecturers will work to improve the usefulness of the handouts provided or explain why the handouts are limited in their sc ope of information.

Because evidence suggests that the assessment was one of the weakest areas on the MEQ. Because evidence suggests that the assessments were not helpful in making students feel confident for their exams. Because evidence suggests that students do not feel the handouts are a particularly useful learning resource.

12

Totall Number of students

Requirements were clearly explained

Was effectively designed

Reading list was helpful

Handouts were helpful

Stimulated my interest

Percentage Achieved

Objectives were clear

Met my expectations

Were well organized

Were well organized

Encouraged student participation

Stimulating learning environment

Was well organized

Percentage passed

# of respondents

The Assessment

The Tutorials

The Lectures

The Module

Overall

35.7 27.5

5.8 46.7 17.4 24.2 20.0 20.0 8.7

!
Level%3% *only&6&respondents*& & Positive&Comments& Lectures&were&seen&as&helpful& & Potential&areas&of&improvement& ? More&handouts& & Recommendations:& 1. Improve&levels&of&student&engagement& 2. Communicate&the&effectiveness&of&MEQ&analysis&to&students.& & % % % % % % Postgraduate% *only&38&respondents*& & Positive&Comments& Useful&educational&practices&and&uses&of&alternative&learning&resources& Students&praised&their&courses&for&improving&their&cognitive&ability& & Potential&areas&of&improvement& ? Timing&of&assignment& ? More&tutorials/opportunities&to&learn& & Recommendations:& 3. Improve&levels&of&student&engagement& 4. Communicate&the&effectiveness&of&MEQ&analysis&to&students.& !

Comments(and(Questions:( Simon(Macklin((Pro(Provost(for(Student(Experience,(Chair(of(Student(Experience( Committee)( Wesley(Wells((Student(Engagement(Officer)(

13

Business environment Oil & Gas

Business Environment

Marketing Planning & Promotion

PG comparison against modules

The Module Was effectively designed Objectives were clear Was well organized Handouts were helpful Reading list was helpful Reading material was available The Lectures Were well organized Gave sufficient information Were communicated effectively Stimulated my interest The Tutorials Were well organized Stimulating learning environment Encouraged student participation The Assessment Requirements were clearly explained Helped me feel confident for the exam Coursework was challenging Sufficient time was available to complete coursework Overall Was an appropriate level for my current academic needs Met my expectations

4.5 4.5 4.5 4.5 4.6 4.5 4.5 4.6 4.5 4.6 4.6 4.6 3.9 3.9 3.9 3.9 4.5 4.7 4.3 4.5 4.4 4.7 4.6 4.7

4.1 4.3 3.8 4.3 4.3 4.0 4.0 4.3 4.3 4.3 4.3 4.3 4.3 4.3 4.3 4.3 4.3 4.3 4.3 4.5 4.3 4.4 4.3 4.5 4

4.6 4.6 4.7 4.6 4.6 4.5 4.5 4.7 4.7 4.8 4.8 4.7 4.7 4.6 4.8 4.7 4.8 4.8 4.6 4.9 4.9 4.4 4.4 4.5 14

4.7 4.6 4.6 4.5 4.7 4.7 4.9 4.8 4.7 4.9 4.9 4.9 4.6 4.5 4.7 4.7 4.5 4.4 4.8 4.9 3.8 4.8 4.7 5.0 7

4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.4 4.6 4.5 4.4 4.3 4.7 4.8 4.7 4.8 4.5 4.5 4.2 4.5 4.8 4.6 4.7 4.5 13

5.0 5.0 5.0 5.0 5.0 5.0 5.0 4.9 4.5 5.0 5.0 5.0 5.0 5.0 5.0 5.0 4.4 5.0 4.0 4.0 4.5 5.0 5.0 5.0 2

4.2 4.3 4.7 4.0 4.3 4.0 4.0 4.3 4.3 4.3 4.3 4.3 0.0 0.0 0.0 0.0 4.4 5.0 4.0 4.3 4.3 4.7 4.7 4.7 3

Number of Respondents

Strategic Planning

Leadership Management & Strategic Change

HRP

14