Understanding the National Student Survey: Investigations in Languages, Linguistics and Area Studies

John Canning; Billy Clark; Rachel Cole; Jan Čulík; Michael Daller; Liz Flaconer; Marie Gastinel-Jones; John Grey; Christopher Heffer; Sam Hellmuth; James Minney; Clare  O‘Donoghue; Ruth Payne-Woolridge; Adrian Sewell; Jeanette Sakel; Sylvia Shaw; Jeanine  Treffers-Daller; Margaret Tejerizo; Simon  Williams

Understanding the National Student Survey: Investigations in Languages, Linguistics and Area Studies

John Canning, Billy Clark, Rachel Cole, Jan Čulík, Michael Daller, Liz Flaconer, Marie Gastinel-Jones, John Grey, Christopher Heffer, Sam Hellmuth, James Minney, Clare O‘Donoghue, Ruth Payne-Woolridge, Adrian Sewell, Jeanette Sakel, Sylvia Shaw, Jeanine Treffers-Daller, Margaret Tejerizo, Simon Williams

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Abstract

1. This report summarises students and staff interpretations of the National Student Survey (NSS) from ten departments in nine institutions.

2. The NSS is valued by university senior management as a means of comparing their institution with others, as a tool for promoting the institution and identifying issues which
need to be addressed.

3. All eight of the 22 questions (or more accurately statements) investigated in this study are open to some degree of interpretation.

4. Many questions are ̳double-barrelled‘, i.e. they ask about more than one ̳issue‘ in a single question. In these cases students tend to focus in on one or other of the issues.

5. The staff focus groups and student interviews presented opportunities for discussion about key issues.

6. There are particular practical and methodological shortcomings in exploring the experiences of joint honours students. Their experience of different subjects can be vastly different and the survey has no means of addressing this.

7. Although problematic as a survey, the NSS is a useful starting point for staff-student dialogue, which has the potential to enhance the quality of the student learning experience.

Original language	English
Place of Publication	Southampton
Publisher	Subject Centre for Languages, Linguistics and Area Studies
Number of pages	13
Publication status	Published - 1 Sept 2011

Keywords

National Student Survey (NSS)

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Understanding%20the%20National%20Student%20Survey%20Sept%202011Final published version, 254 KBLicence: Unspecified

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Canning, J., Clark, B., Cole, R., Čulík, J., Daller, M., Flaconer, L., Gastinel-Jones, M., Grey, J., Heffer, C., Hellmuth, S., Minney, J., O‘Donoghue, C., Payne-Woolridge, R., Sewell, A., Sakel, J., Shaw, S., Treffers-Daller, J., Tejerizo, M., & Williams, S. (2011). Understanding the National Student Survey: Investigations in Languages, Linguistics and Area Studies. Subject Centre for Languages, Linguistics and Area Studies.

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abstract = "1. This report summarises students and staff interpretations of the National Student Survey (NSS) from ten departments in nine institutions. 2. The NSS is valued by university senior management as a means of comparing their institution with others, as a tool for promoting the institution and identifying issues whichneed to be addressed. 3. All eight of the 22 questions (or more accurately statements) investigated in this study are open to some degree of interpretation. 4. Many questions are ̳double-barrelled{\textquoteleft}, i.e. they ask about more than one ̳issue{\textquoteleft} in a single question. In these cases students tend to focus in on one or other of the issues. 5. The staff focus groups and student interviews presented opportunities for discussion about key issues. 6. There are particular practical and methodological shortcomings in exploring the experiences of joint honours students. Their experience of different subjects can be vastly different and the survey has no means of addressing this. 7. Although problematic as a survey, the NSS is a useful starting point for staff-student dialogue, which has the potential to enhance the quality of the student learning experience. ",

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Canning, J, Clark, B, Cole, R, Čulík, J, Daller, M, Flaconer, L, Gastinel-Jones, M, Grey, J, Heffer, C, Hellmuth, S, Minney, J, O‘Donoghue, C, Payne-Woolridge, R, Sewell, A, Sakel, J, Shaw, S, Treffers-Daller, J, Tejerizo, M & Williams, S 2011, Understanding the National Student Survey: Investigations in Languages, Linguistics and Area Studies. Subject Centre for Languages, Linguistics and Area Studies, Southampton.

TY - BOOK

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T2 - Investigations in Languages, Linguistics and Area Studies

AU - Canning, John

AU - Clark, Billy

AU - Cole, Rachel

AU - Čulík, Jan

AU - Daller, Michael

AU - Flaconer, Liz

AU - Gastinel-Jones, Marie

AU - Grey, John

AU - Heffer, Christopher

AU - Hellmuth, Sam

AU - Minney, James

AU - O‘Donoghue, Clare

AU - Payne-Woolridge, Ruth

AU - Sewell, Adrian

AU - Sakel, Jeanette

AU - Shaw, Sylvia

AU - Treffers-Daller, Jeanine

AU - Tejerizo, Margaret

AU - Williams, Simon

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N2 - 1. This report summarises students and staff interpretations of the National Student Survey (NSS) from ten departments in nine institutions. 2. The NSS is valued by university senior management as a means of comparing their institution with others, as a tool for promoting the institution and identifying issues whichneed to be addressed. 3. All eight of the 22 questions (or more accurately statements) investigated in this study are open to some degree of interpretation. 4. Many questions are ̳double-barrelled‘, i.e. they ask about more than one ̳issue‘ in a single question. In these cases students tend to focus in on one or other of the issues. 5. The staff focus groups and student interviews presented opportunities for discussion about key issues. 6. There are particular practical and methodological shortcomings in exploring the experiences of joint honours students. Their experience of different subjects can be vastly different and the survey has no means of addressing this. 7. Although problematic as a survey, the NSS is a useful starting point for staff-student dialogue, which has the potential to enhance the quality of the student learning experience.

AB - 1. This report summarises students and staff interpretations of the National Student Survey (NSS) from ten departments in nine institutions. 2. The NSS is valued by university senior management as a means of comparing their institution with others, as a tool for promoting the institution and identifying issues whichneed to be addressed. 3. All eight of the 22 questions (or more accurately statements) investigated in this study are open to some degree of interpretation. 4. Many questions are ̳double-barrelled‘, i.e. they ask about more than one ̳issue‘ in a single question. In these cases students tend to focus in on one or other of the issues. 5. The staff focus groups and student interviews presented opportunities for discussion about key issues. 6. There are particular practical and methodological shortcomings in exploring the experiences of joint honours students. Their experience of different subjects can be vastly different and the survey has no means of addressing this. 7. Although problematic as a survey, the NSS is a useful starting point for staff-student dialogue, which has the potential to enhance the quality of the student learning experience.

KW - National Student Survey (NSS)

M3 - Project report

BT - Understanding the National Student Survey

PB - Subject Centre for Languages, Linguistics and Area Studies

CY - Southampton

ER -

Understanding the National Student Survey: Investigations in Languages, Linguistics and Area Studies

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Keywords

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