Podcasts about national student survey

Higher education isn't getting any cheaper. The cost of going to university has more than tripled since the 1990s and we see first-hand the financial burden caused by student loans. So, is it still worth it to get into debt for post-secondary schooling? With so many advancements in free online education, aren't there cheaper alternatives? When is college the better option? Is an undergraduate degree still going to give you a job right away? Tune in to this discussion with Ted Michalos and Doug Hoyes as they share graduate statistics and give practical advice on how to think through your career and education choices. Resources Mentioned in the Show: Statistics Canada, National Student Survey: https://www150.statcan.gc.ca/n1/pub/75-006-x/2020001/article/00005-eng.htm University of Toronto, Facts & Figures https://data.utoronto.ca/facts-and-figures/ Ontario, graduation rates: https://www.iaccess.gov.on.ca/OsapRatesWeb/enterapp/home.xhtml Ontario budget, 2022-2023 https://www.ontario.ca/page/expenditure-estimates-ministry-colleges-and-universities-2023-24#vote2 Chat GPT: https://chat.openai.com/ Hoyes Michalos Annual Bankruptcy Study: https://www.hoyes.com/press/joe-debtor/ 13 Stats on Average Student Debt in Canada: https://reviewmoose.ca/blog/average-student-debt-canada/ National Graduates Survey 2018 results: https://www150.statcan.gc.ca/n1/pub/75-006-x/2020001/article/00005-eng.htm Statistics Canada – Student Debt from all sources: https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=3710003601

This week on our summer break special Level 3 results are out - does the press coverage bear any relation to what's happening in universities?Plus this year's new and "improved" National Student Survey results are out, and the team looks ahead to the new academic year. With Michael Salmon, News Editor at Wonkhe, David Kernohan, Deputy Editor at Wonkhe, Debbie McVitty, Editor at Wonkhe, Mark Leach, Editor in Chief at Wonkhe, Mike Ratcliffe, University Administrator and Sector Historian and presented by Jim Dickinson, Associate Editor at Wonkhe. Hosted on Acast. See acast.com/privacy for more information.

This week on the podcast the free speech bill reaches committee stage in the Lords, and the NUS President has been terminated. What are the implications for culture on campus? Plus there's a new report out on estranged students, and we discuss the final question set for the new National Student Survey.With Jess Lister, Senior Policy Manager at Public First, Sunday Blake, Associate Editor at Wonkhe, Mike Ratcliffe, Academic Registrar and sector historian and presented by Jim Dickinson, Associate Editor at Wonkhe. Hosted on Acast. See acast.com/privacy for more information.

This week on the podcast we're back after the break being told that there's “no excuses” for online learning. How is the sector handling Omicron? We're also reflecting on exhortations from ministers on improving attainment in schools, reading up on UCU's new report on harassment on campus, and trying to work out what's going on with the National Student Survey. And DK has an update on the ARIA bill, and there's also the triumphant return of Yes, but does it correlate? With Shân Wareing, Deputy Vice Chancellor at the University of Northampton, Ben Vulliamy, Chief Executive at York University Students' Union, Sunday Blake, Associate Editor at Wonkhe and presented by Jim Dickinson, Associate Editor at Wonkhe.

This week on the podcast we discuss the impending review of the National Student Survey and what's going on with the great return to campus. We also consider the latest student numbers figures from UCAS, look at a report on students' unions and ask why students might be “leaning left”. With Jenny Shaw, Student Experience Director at Unite Students; and Nick Hillman, Director of the Higher Education Policy Institute.

This week we discuss Tortoise's investigation into sexual misconduct at UK universities, consider UPP's research into public perception of higher education, and dissect polling done on UUK's behalf about perceptions into university admissions. We also look at the Office for Students' insight brief into the National Student Survey. With Justine Andrew, Market Director for Education and Skills at KPMG; Pete Quinn, independent higher education consultant and Debbie McVitty; Editor at Wonkhe.

This week we dive into the Office for Students' annual report and look at wider issues of governance surrounding the OfS investigation into De Montfort University. We take a detailed look at this year's National Student Survey results and - it's that time of year - we discuss priorities for incoming students' officers. With Mary Curnock Cook, former chief executive of UCAS, Pete Quinn, former board member at AMOSSHE and now HE consultant, and Wonkhe's Editor-in-Chief, Founder and CEO Mark Leach.

In the latest episode, we've been speaking to the architecture undergraduate course leader. With the National Student Survey opening on Monday 4 February, we spoke to Ben about its importance, his day-to-day job as course leader and his research interest in cybernetics.

Within the UK Higher Education sector, there continues to be a significant discrepancy between learners’ generally positive experience of the teaching they receive at university and the subsequent assessment and feedback of their learning, with which they are far less satisfied (National Student Survey, 2010). Amongst University of Plymouth taught students there has been a measurable decline in the level of satisfaction with assessment and feedback within the past year. Assessment is recognised as being a powerful driver of learning (Biggs, 1999; Boud et al, 2010) and high-quality ‘actionable’ feedback is valued by students (Black and Wiliam, 2009) who would like it to be clearer and more timely (2010 National Student Survey). It is therefore difficult to overstate the importance of getting it right, in terms not only of the student experience of assessment and feedback, but also of the quality of learning and achievement of high academic standards.

There are many pressures on academics to ‘satisfy’ students’ needs for feedback, not least the inclusion of questions about feedback in the National Student Survey. In this paper we firstly investigate how a student cohort of approx 280 in a UK Business School perceives and defines feedback by using an questionnaires and group interviews. The initial research showed that firstly there were significant differences in views regarding both the preferred method and the relative value of different types of feedback. Secondly, feedback provided before the final summative assessment was perceived as more preferable than feedback after the final submission. Our findings suggest that student cohorts are not homogenous in their feedback preferences and that it is not resource efficient or effective for academic staff to provide detailed individual feedback to all students. Students should be offered a hierarchy of feedback on demand and some of the effort could then be reallocated from summative feedback to formative assessment and feedback.

How is it possible to evidence whether students are engaging with a course? What can be done to increase their level of engagement? Johnson (2010) states that the sense of community felt by students in online courses can be integral in determining the level of course completion and satisfaction. This research project aimed to investigate whether student engagement could be increased through the use of blogs to develop an online community around a course, and to establish the effectiveness of blogs at evidencing engagement. The research used a case study methodology to examine the CG Arts and Animation course at UCA Rochester. The research revealed that the course team had successfully developed a thriving online community involving students, staff, alumni and industry, helping the course to move from 100% dissatisfaction to 100% satisfaction in the National Student Survey over three years. An evaluation of the activity on the blogs concluded that a Community of Practice (Wenger, 1998) had developed around the course with clear benefits for both students and staff.