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![Page 1: Student Engagement Survey Middle East (SESME) Implementation Workshop Smarter Learning Symposia Shangri-La Hotel, Dubai Wednesday 24 April 2013 Professor.](https://reader035.fdocuments.net/reader035/viewer/2022062511/551af6815503466b6a8b6616/html5/thumbnails/1.jpg)
Student Engagement Survey Middle East (SESME) Implementation Workshop
Smarter Learning SymposiaShangri-La Hotel, Dubai
Wednesday 24 April 2013
Professor Hamish Coates & Dr Sarah [email protected]
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Linking global insights into higher
learning
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Educational principles
Academic standards
Innovation
EvidenceProductivity
Value added
Participation
Outcomes
Work readinessCurriculum
Capabilities
Student focused
Focused support
Pathways
Career-ready
Multi-disciplinary
Global education
Human potential
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that identifies key indicators of quality – the things that really count
sets externally referenced and context-relevant standards of performance
collects quantitative data on performance
uses that data to highlight areas of strength and improve areas of weakness
provides information to potential students in an inspiring fashion
assures the public that minimum standards of performance are being met
Imagine an institution…
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Plan
Act
Evaluate
Improve
Hunch
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institutional, educational, epistemological, conceptual, disciplinary, industrial, transnational, commercial, cultural, professional, practical, supranational, universal, ontological, metaphysical, pedagogical, situational, organisational, interpersonal, historical, aesthetic, political…
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Little data Happiness data
Effectiveness data
Commitment to
effectiveness
UniversalElite Mass
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Spotting areas of risk
Producing a cultivating climate
Profiling groups
Responding to individuality
Identifying unexpectedness
Stimulating change
Tracking change
Change perspective
s
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An emerging global measure
Global benchmarking: student engagement measured systematically in United States, Canada, Australia, New Zealand, Ireland, United Kingdom, China, Japan, South Africa, etc.
Nearly 4 million students participated in the National Survey of Student Engagement (NSSE)
Over 1,500 North American colleges and universities participated in NSSE
More than 150,000 students have participated in the Australasian survey of student engagement (AUSSE)
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After lunch…
Refine definition of ‘student engagement’ and how we will measure this in the Middle East
Look at reporting for institutions
Review approach to pilot implementation in 2013-14
Chart next steps
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Continuing consultative development
Initial meetings in Qatar in November 2011 and October 2012
Constitute Advisory Group to oversee development
Establish communications architectures
Students, staff, institutions and other stakeholders will provide feedback
Invite institutions to participate in the pilot survey fieldwork
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What is student engagement?
Student-centred perspective of learning
Encompasses both academic and ‘beyond classroom’ activities and conditions
Assumption that individuals learn and develop through involvement with key educational practices and activities
Grounded in decades of research
Links between student engagement and retention, completion and positive learning outcomes
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Developing questionnaire for the pilot
MESEQ will be based on current version of NSSE
MESEQ will be adapted to be appropriate for the Middle East context
Feedback will be sought from the sector and Advisory Group to further develop the MESEQ
Survey will be discussed with students in focus groups, interviews and small scale tests
Based on feedback and findings from consultation and focus groups, MESEQ will be further revised
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Shaping aspirations
Admission and
integration
Involvement and
retention
Graduate transitions
Higher-Order Thinking
General LearningGeneral
Development Career Readiness
Average Overall Grade
Departure IntentionOverall Satisfaction
Future Intentions
Academic ChallengeActive Learning
Student and Staff Interactions
Enriching Educational Experiences
Supportive Learning Environment
Work Integrated Learning
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Academic Challenge
Extent to which expectations and assessments challenge students to learn
Time spent preparing for classAmount of reading and writingInstitutional expectationsFocus of coursework
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Academic Challenge
Hours spent preparing for class
2%
31%
26%
16%
11%
6%
4%5%
2%
32%
25%
14%
10%
6%
4%6%
0%
5%
10%
15%
20%
25%
30%
35%
None 1 to 5 6 to 10 11 to 15 16 to 20 21 to 25 26 to 30 Over 30
Per ce
nt re
sponse
Hours per week
First year Later year
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Active Learning
Students’ efforts to actively construct their knowledge
Asking questions/contributing to discussionsGiving presentationsWorking with other studentsParticipating in community-based learning
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13%
15%
40%
51%
52%
54%
57%
0% 10% 20% 30% 40% 50% 60% 70%
Tutored other students
Community based project
Made presentation
Worked with students during class
Worked with students outside class
Discsused ideas from classes
Asked questions
Per cent response
Active Learning
Frequently participated in active learning
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Student and Staff Interactions
Level and nature of students’ contact with teaching staff
Receiving feedbackDiscussing grades and assignmentsDiscussing ideas from classesDiscussing career plansWorking with teaching staff
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Student and Staff Interactions
‘Never’ interacted with staff
13%
31%
49% 50%
70%
94%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Received feedback
Discussed grades Discussed ideas from classes
Talked about career plans
Worked on other activities with
staff
Worked on a research project
with staff
Per ce
nt re
sponse
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Enriching Educational Experiences
Participation in broadening educational activities
Interacting with people of different backgroundsParticipating in extracurricular activitiesTaking part in a practicum or internshipDoing volunteer workStudying a foreign languageParticipating in a learning community
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10%
19%
24%
13%
3% 4%
1%
31% 31% 31%
16%
8%9%
7%
0%
5%
10%
15%
20%
25%
30%
35%
Practicum or internship
Volunteer work Learning community or study group
Study foreign language
Study abroad program
Independent study
Culminating final year program
Per ce
nt re
sponse
First year Later year
Enriching Educational Experiences
Participated in broadening activities
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Supportive Learning Environment
Students’ feelings of support within the university community
Quality of relationships with students and staffAcademic support provisionNon-academic support provisionSupport to socialise
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Supportive Learning Environment
Quality of relationships
28%
20%
14%
0%
5%
10%
15%
20%
25%
30%
Poor 2 3 4 5 6 Excellent
Per c
ent r
espo
nses
Other students Teaching staff Administrative personnel and services
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Demographics and contexts
Demographic and context questions
Students’ genderYear levelMode and type of studyDisciplineResidency/citizenship statusHome languageEthnicityLiving arrangementsAge
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50
44
27 27
55
49
31
22 22
51
0
10
20
30
40
50
60
Academic Challenge Active Learning Student Staff Interactions
Enriching Educational Experiences
Supportive Learning Environment
Avera
ge s
cale
sco
res
Campus-based students External-distance students
Demographics and contexts
Average engagement by mode of study
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38
38
41
41
42
42
44
45
46
48
0 10 20 30 40 50 60
Agriculture
Humanities
IT
Science
Business
Engineering
Health
Education
Creative arts
Architecture
Average Active Learning score
Demographics and contexts
Average engagement by field of study
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Localisation for equivalency
Source
Translation
National review
Verification
National review
Final check
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Localisation for equivalency
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Shaping continuing improvement…?
Your reactions to the current draft instrument?
Further improvements you recommend?
Language and cultural issues?
Value of different questions?
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How is data on engagement used?
Responding to accountability and transparency
Assessing and improving student learning, curriculum and teaching practices
Creating partnerships through benchmarking
Improving student retention and success
Institutional audits and performance reviews
Evidence-based conversations about improving student engagement
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Do more for
learning
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Benchmarking results
Within an individual institution
Between individual institutions
Between groups of institutions
With national level findings
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Benchmarking between institutions
Average Active Learning scale scores
0
10
20
30
40
50
60
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37
Ave
rage
Acti
ve L
earn
ing
scor
es
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Benchmarking between countries
Average scale scores
0
10
20
30
40
50
60
70
Academic Challenge Active Learning Student Staff Interactions
Enriching Educational Experiences
Supportive Learning Environment
Work Integrated Learning
Av
era
ge
sc
ale
sc
ore
s
Australian university bachelor students New Zealand university bachelor students
South African university bachelor students USA and Canadian university bachelor students
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Pilot fieldwork
Following finalisation of MESEQ survey will be piloted with participating institutions
Pilot survey will be conducted in English and Arabic
Survey will be conducted primarily online with some paper survey forms used as required
All data returned to ACER for processing and reporting
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Psychometric analysis and reporting
Following fieldwork, ACER prepares overall data file
ACER conducts psychometric analysis of the survey and its scales
Each participating institution receive its own data file and customised benchmark report
Overall report will be prepared and published
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Review of SESME pilot
Based on the psychometric analyses some changes may be made to the instrument
Based on feedback from participating institutions, survey methods will be refined
All participating institutions will be asked to provide feedback on their experience of being involved in the pilot
All feedback and analyses will feed into the development of the next SESME
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SESME pilot timeline2013 2014
APR MAY JUN JUL AUG SEP OCT NO
V DEC JAN FEB
Smarter Learning Symposia 24
Consultation on instrumentFocus groups
Finalise instrument
Language adaptation and translationPre-pilot preparations
Pilot fieldwork
Students participate in surveyData file and report preparation Review of SESME pilot
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