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Engagement

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Globalisation, internet, personal technologies, cheap travel. Access to a University education 10% Australian school leavers in 1970s now 30 ... – PowerPoint PPT presentation

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Title: Engagement


1
Engagement Retention in Higher
EducationLessons from CEQuery
  • Geoff Scott
  • PVC Quality, UWS

2
Our Changing Context 1976-2006
  • Globalisation, internet, personal technologies,
    cheap travel
  • Access to a University education 10 Australian
    school leavers in 1970s now 30
  • Decreased government funding per capita (2/3rds
    of 1976)
  • New (non-government) sources of income increasing
  • HE Export market now 7billion
  • Rapid growth in competition onshore/ offshore

3
Our Changing Context 1976-2006 contd
  • Softening demand (local and international)
  • User pays students as consumers - litigation
  • Increased government scrutiny, micro-management
    (e.g. ESOS) reporting
  • Mission vs market e.g. multi-campus
    university/access
  • Training vs education work ready vs higher
    order capabilities
  • Gen Y may have up to 20 jobs over their career

4
Retaining students matters in such a context
  • We must not only gain but also retain students
  • Retention matters morally
  • Retention matters financially
  • Retention is about relationships

5
About CEQuery
  • Origins
  • How CEQuery works 5 domains and 26 subdomains
  • Best Aspect Needs Improvement hits are coded
    and sorted into domains then subdomains
  • BA NI Importance
  • BA/NI Quality
  • You can check accuracy of coding by viewing the
    comments in each count
  • The CEQuery dictionary can be adjusted by the
    user if not satisfied with the accuracy of coding

6
CEQuery Subdomains
  • Assessment
  • Expectations
  • Feedback
  • Marking
  • Relevance
  • Standards
  • Course Design
  • Flexibility
  • Learning methods
  • Practice-theory links
  • Relevance
  • Structure

7
CEQuery Subdomains contd
  • Outcomes
  • Further learning
  • Intellectual
  • Interpersonal
  • Personal
  • Knowledge/skills
  • Work application
  • Staff
  • Accessibility
  • Practical experience
  • Quality attitude
  • Teaching skills

8
CEQuery Subdomains contd
  • Support
  • Infrastructure
  • Learning resources
  • Library
  • Social affinity
  • Student administration
  • Student Services

9
The CEQuery study of comments from students in 14
Universities
  • Study of 280,000 comments made on the CEQ
    2001-2004/5 by 94,000 students in 14 Australian
    Universities
  • Available on DEST Website at
  • http//www.dest.gov.au/sectors/higher_education/p
    ublications_resources/profiles/access_student_voic
    e.htm
  • 80 hit rate with 90 accuracy

10
CEQuery Findings High Importance
11
CEQuery FindingsHigh Quality
12
CEQuery FindingsPatchy practice
13
CEQuery FindingsLow Quality
14
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15
Key implications for student retention and
engagement
  • It is the total experience that counts
  • Learning is a profoundly social experience
  • Learning is not teaching
  • Course design needs to follow the RATED CLASS A
    checkpoints derived from this and parallel
    studies
  • Read and match
  • Consider the 60 learning methods, especially
    active and practice oriented ones and watch out
    for FOE bias
  • Areas of patchiness open up opportunities for
    improvement benchmarking

16
Alignment with Other Research on Engagement
Retention
  • Pascarella, E Ternenzini (2005) How College
    affects students, Jossey Bass, San Francisco
  • AAHE 1998, Powerful partnerships a shared
    responsibility for learning, AAHE, ACPA NASPA,
    Washington D C, http//www.aahe.org/assessment/jo
    int.htm,
  • Coates, H 2005a, The value of student engagement
    for higher education quality assurance, Quality
    in Higher Education, 11(1), pp. 2536.
  • Krause, K et al 2005, The first year experience
    in Australian universities findings from a
    decade of national studies, Centre for the Study
    of HE, University of Melbourne, HEIP, Canberra.
  • Kuh, GD 2005, The national survey of student
    engagement conceptual framework and overview of
    psychometric properties, Indiana Centre for
    Postsecondary Research and Planning, Bloomington.
    Available on the NSSE website.

17
Using CEQuery at UWS
  • Key UWS surveys include BA NI comments
  • Results integrated into consolidated Annual
    Course and Unit Reports
  • Overall, triangulated diagnostics which include
    CEQuery results are produced
  • Identify key hot spots for improvement
  • Assessment policy and procedures
  • More flexible and response course designs
  • Use high importance areas in online course
    accreditation and review
  • Use results to validate rating items on surveys

18
UWS Strategies used to engage staff with such data
  • Respected senior leader gives focus to TILT
  • Staff motives to engage addressed
  • Intrinsic
  • Extrinsic
  • Embedded into key processes
  • University Funding model rewards for improvement
    excellence
  • Individual performance management,bonuses
    awards
  • Informs allocation of strategic funding
  • Listen, link and lead
  • Nested tracking improvement system for LT
  • Reports that are integrated with an overall
    diagnosis

19
UWS Strategies used to engage staff with such
data Contd
  • Set up Heads of Program Network Teaching
    Fellows
  • A/Deans (LT) accountable for action
  • Use of IT to enable timely,convenient access
    Cognos, Teleform, Online Complaints Mgt, OCAS,
    Extraction
  • Benchmarking for improvement
  • Close the loop in multiple ways using the same
    data
  • Vital signs to the Board of Trustees
  • Students told posters post-cards WebCT First
    Class
  • Key committees review progress PQC, RR, Senate
  • Annual Senior Mgt Conference includes HOPNet
  • All College plans must justify actions with TILT
    data
  • UFM Rewards
  • Senior staff accountable in performance plans
  • Awards

20
The Above Strategies align with research on
effective implementation
  • Four recurring themes
  • Change is learning learning is change
  • Organisational individual capabilities to
    manage change are intimately linked
  • There is a profound difference between change
    and progress
  • Strategic change and continuous quality
    improvement are two sides of the same coin

21
Nine recurring lessons on effective change
implementation in Higher Education
  • You cant address every change idea that comes
    along - evidence-based priorities must be set
  • Because change is a learning process
    understanding what motivates staff to engage in
    it is key
  • Intrinsic motivators moral purpose/job
    satisfaction/relevant/feasible
  • Extrinsic motivators peer group/promotion/pay/pra
    ise/listen, link and lead/just-in-time just for
    me help when I need it/solutions to my gaps/a
    forthcoming AUQA audit or accreditation review
  • 3. The university culture (the way we do things
    around here) is a powerful influence on
    motivation to engage
  • 4. Change in one area almost always triggers a
    need for change in others - alignment

22
Change Management LessonsContd
  • 5. Successful change is always a team effort
  • 6. Focus on both the present the future
  • 7. Change unfolds in a cyclical fashion
  • 8. Look both inside outside for change
  • solutions
  • 9. Change does not happen - it must be led

23
What makes for an effective HE Leader (of change)?
  • UWS-ACER Carrick Project 2006-7
  • LT leaders in 20 universities from DVC to
    Head of Program
  • Preliminary results align with earlier research
    on effective school leaders successful
    performers in 9 professions
  • Ones capability is most tested when things go
    wrong
  • Emotional Intelligence is central (personal
    interpersonal)
  • A distinctive set of cognitive capabilities
  • Generic and role-specific knowledge skills are
    necessary but not sufficient for effective
    performance
  • Everyone is a leader of change in their own area
    of expertise
  • How successful leaders develop and what helps
    this process is poorly understood

24
Follow up Questions
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