Previous Survey Results
PTES 2016 (for face-to-face students)
- For the third consecutive year, face-to-face students have consistently rated the quality of teaching and learning at the School very highly. 92.3% of students who completed the survey said that, overall, they were satisfied with the quality of teaching and learning on their course. The sector average this year was 82.1%.
- The results showed that 93.5% of students’ felt their course was intellectually stimulating, and 90.7% indicated that their course had enhanced their academic ability.
- The School scored significantly higher results than previous years in the category ‘dissertation’, which here at the School is known as ‘Project Report’. This year, the School scored almost 4% above the sector average in satisfaction in this area. Additionally, 87.2% of face-to-face students agreed their supervisors had the skills and subject knowledge to adequately support their project reports.
- An area where face-to-face students were less satisfied was the timing of feedback on assessment, and the clarity of marking descriptors. In 2016 the School established a Task & Finish Group to specifically look at this issue and to propose ideas for improvement. The Group has produced a module assessment checklist for staff who teach and assess. The checklist reminds markers of the turnaround times for feedback on assessment and the necessity of providing clear marking criteria. During 2016/17 the Group will continue to meet, with the ongoing remit of improving the student experience around feedback on assessment.
PTES 2016 (for distance learning students)
- 80.2% of distance learning students who completed the survey said that, overall, they were satisfied with the quality of teaching and learning on their course. The sector average this year was 83.0%.
- The results indicated that 84.6% of students were satisfied overall with the quality of their course, almost 2% higher than the sector average.
- 73.5% of students were satisfied with assessment and feedback, with 76.2% agreeing the criteria used in marking were made clear in advance. Additionally, 78.1% indicated they were satisfied with their dissertation or major project, with 85.7% agreeing that their Supervisor had the skills and subject knowledge to adequately support their dissertation/major project.
- Only 52.8% of students agreed with the statement that their course had created sufficient opportunities to discuss their work with other students (face to face and/or online). The School recognises that satisfaction in this area is low when compared to the sector, and is working to improve future results. The School will address areas of concern at the Senate Learning & Teaching Committee, with outcomes reported here when available.
PTES 2015 (for face-to-face students)
- 92.7% of students who completed the survey said that, overall, they were satisfied with the quality of their course.
- The results indicated that students were satisfied with the teaching on their course and with their chances to engage with staff and other students during lectures and seminars.
- Students stated that they were largely satisfied with services available to them across the School such as Registry, Student Advice & Counselling and Teaching Support Office.
- Only 46.6% agreed with the statement that feedback on assessed work had been prompt. The School has established a Task & Finish Group to specifically look at this issue and discuss ideas for improvement. The Task & Finish Group will report to the Senate Learning & Teaching Committee. The outcomes of the Task & Finish Group will be reported here when available.
- 81.8% of students who completed the survey said that, overall, they were satisfied with the experience of their research degree programme.
- 91.7% of students agreed that their supervisor had the skills and subject knowledge to support their research.
- The results suggested that students did not always feel part of a research community or culture. The School has established a Task & Finish Group (reporting to the Senate Research Degrees Committee) to focus on the student journey, including the research community within the School. The outcomes of the Task & Finish Group will be reported here when available.
- Those students who have had the opportunity to teach at the School, indicated that they did not always feel they had been given appropriate support or guidance to prepare them for teaching. The School introduced some guidance sessions for students interested in teaching, and for those who are already teaching, as part of the Transferable Skills Programme. Sessions will run again in the next academic year, and additional sessions will take place at the same time as orientation events for new students, as part of their introduction to the School.