- Assessment and feedback issues raised by the survey included feedback not being prompt enough, assessment criteria needing to be clearer, and there being too much group coursework. To respond to this and better communicate with you, we went to a third year lecture before Christmas and discussed assessment and deadlines. We also explained the employability need for development of teamwork skills and showed how deadlines were spread across the year. We have also added Boards of Study minutes on Moodle and now provide feedback in class.
- We provide longer breaks within and between lectures to help students keep their focus. Current year 1 and 3 students have two lectures back to back for 4 hours. This has caused issues with concentration levels and you have asked for longer breaks between classes. This has been addressed either by providing longer breaks or by using more interactive activities in delivering the learning materials. For example, in Financial Economics, students can now will use the last 30 minutes of their two-hour long session to participate in an investment simulation game to decide and review their investment every week.
- To make learning more interesting, the Department has subscribed to MobLab which provides online experimental games to help students understand better theories related to micro-, macro-, labour, banking and financial economics. Module leaders will use the appropriate games to help with their teaching.
- To provide a platform for students to voice their opinions about individual module’s learning, teaching and assessment matters, a mobile feedback app has been created and is used to collect student feedback every time after their class finishes. This would help module leaders and the Head of Department to address particular issues of a module immediately and our response and action taken would be fed back to students the following week.
- Every ECS module has a designated time-slot in the GAA’s weekly timetable for students to come individually or in groups to seek help. This action is made to further enhance the academic support to students, in addition to the availability of teaching staff to meet with students outside office hours on request.
We have also introduced the following methods to let students know how we have responded to their feedback:
- Face to face communication in class and in small groups: Module Leaders, Programme Leaders, Director of Programmes and Head of Department inform what students feedback we have collected and what have been done to address it.
- Via Student Voice Leaders: Director of Programmes gave written response to students feedback raised through Student Voice Leaders and asked the SVL to feed them back to their students.
- Via emails: Direct response to students who raise an issue with Module Leaders or Programme Leaders or Director of Programmes
- Via the Department’s own website: to inform students what have been arranged to address their request e.g. speakers from industrial links; various training opportunities
- Integrated academic writing and language support from the University’s Learning Enhancement Team and Library Team into all programmes as a response to students’ requests for more specialist support for their assessment requirements. We are now looking in doing the same for maths, stats and numeracy support
- We have organised programme meetings to bring the students and the programme team together to create a learning community, collect feedback, provide generic and programme specific information, answer questions and provide opportunities to socialise together. This has been in response to requests for more opportunities to meet Programme Leaders and ask questions.
- As a response to students’ complaints about the unsuitability of their timetables, we have worked with the timetabling team to improve these. At the Postgraduate level we have successfully developed timetables designed for student requirements
- As a response to students’ interest about work placements and feedback on its inflexibility for their individual circumstances, we have developed flexible work experience module that enables students to gain valuable work experience as part of their degree in a format that can be tailored to their individual circumstances
Engaging with our students to ensure their needs are heard is integral to the gaining their continued satisfaction. Some of the changes we have made as a result of feedback are:
One of the key concerns students have raised through formal processes has been the timetable, student raising concerns that they have classes spread over 4 days or have large gaps between classes:
Students wanted more support regarding employability and job seeking. The department has worked closely with the employability team to integrate and promote their services within the programme and to the students:
The personal tutoring systems have enabled staff to have direct communication with students in small groups across business and management which allows us to both collect feedback and communicate actions taken by the department in response to the feedback they give.
Meetings are held with Module Leaders to discuss any issues identified from feedback arising from Board of Studies meetings, Programme Progress Reviews and module feedback forms. Results of these meetings sometimes results in additional support, feedback sessions and materials to iron out any concerns and help students feel more at ease: