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QAOK
Topics
Student Support Services / Student Engagement / Institutional Governance And Management
Using data to improve retention and student success
Collecting and monitoring data about student engagement and achievement helps identify students who are struggling and enables staff to take timely action.
Purpose
Higher education institutions have a responsibility to ensure that students are encouraged and supported to complete their programmes and to achieve to the best of their abilities. Issues that can impact on student progress such as academic challenges, financial concerns, home life struggles, and schedule conflicts can arise at any time. Students will need different kinds of encouragement and support throughout their academic journey. Some higher dducation institutions have systems to keep records of their students and their progress with learning and assessment. The data from such records offers academic staff information to identify and prioritise students that may need help or additional direction.
Outcome
Early identification of instances where students might begin to disengage from their courses or start to perform less well gives teachers the opportunity to intervene before the student fails, and this is likely to improve retention and the level of student satisfaction.
17 Sep 2017
Student Support Services
Blended academic and non-academic services to support specific learning needs of students
Blending of academic and non-academic services is a powerful means to provide specialist support required by students with learning disabilities.
Purpose
To support students with learning disabilities, many teaching and assessment practices in higher education can be adapted. Collaboration between specialist student support services (e.g. disability services, student wellbeing) and teaching staff will provide opportunities to adapt practice in simple ways. For example, providing lecture notes in advance or recording seminars for students to study and review can make a major difference to students with learning disabilities.
Outcome
Collaboration between teaching staff and specialist support services can inform improved teaching and assessment practice and create a more inclusive learning environment for students.
17 Sep 2017
Student Support Services
A ‘one-stop shop’ student support services increases student satisfaction
Higher education institutions have many services designed to support students to succeed and to achieve their academic aspirations. Having a ‘one-stop shop’ rather than multiple channels for different services simplifies and clarifies the routes for students to access these services.
Purpose
A One-stop Shop model, established through the use of technology and cross training of staff, provides students with a single place (physical location and online) where they can seek advice and guidance on any topic and receive prompt guidance or referral to specialist support if needed. Research carried out by a university in the UK showed that 85% of student support enquiries could be resolved by staff with general knowledge working together to respond rapidly to a high volume of queries. This model enables students to receive quick answers or referral to more specialist staff if their situation is complex or in need of expert support.
Outcome
An effective ‘one-stop shop’ can enhance efficiency and quality of service to students through greater accessibility. It increases the positive effects on student satisfaction through increased student engagement and minimises the number of offices a student must visit in order to meet their needs.
18 Aug 2017
Student Support Services / Student Engagement / Institutional Governance And Management
Student Charters cultivate shared understanding
Creating and publishing a student charter or student partnerships agreement at institutional level cultivates a shared and transparent understanding between staff and students of what they can and should expect of each other and how to manage their relationships.
Purpose
The purpose of this practice is to articulate to students the core values of the education environment of which they are a part, the nature of their responsibilities and what they can reasonably expect from their higher education provider, teachers and support staff. It will provide clarity about why certain behaviors are crucial to participation and success in the higher education community. A Charter will also provide clear explanations of the arrangements for dialogue, representation and communication between students and their higher education institution. It will help to make students aware of the resources and support available to them and how these can be accessed. Finally, it will establish a framework for mutual accountability between students, the higher education provider and the teachers.
Outcome
The outcome of this practice is a clear definition and understanding of what students can expect from their higher education institution and what will be expected of students. It will form the basis of the relationship with students and opportunities for further enhancement and collaboration to improve the experience of students.
18 Aug 2017
Student Support Services
Outreach to prospective students to facilitate informed programme choice
Taster course is run to help prospective students to make informed decision on programme enrolment.
Purpose
The purpose of this practice is to support students to make informed programme choice. The taster course allows prospective students to experience tertiary education and explore courses which fit their interests. It also provides the institution with an opportunity to outreach to prospective students.
Outcome
The outcome of employing this practice is better match between students’ interests and abilities and programme nature.
28 Feb 2017
Transnational Education / Institutional Governance And Management
Integrative approach to overcome TNE challenges
The Partnership develops an integrative approach to administer the programme that address the differences in the culture, operations and practices between the non-local operator and local partner.
Purpose
The purpose of the practice is to facilitate joint operation and monitoring of the transnational programmes that meet the institutional requirements of each partner. Respecting each other’s differences with a view to minimising possible misunderstanding, the two parties jointly develop an integrative approach that attends to the needs of each partner while avoiding any duplicated effort in administering the transnational education programmes.
OutcomeThe outcome of employing this practice is a smooth and streamlined operation of the transnational education programmes. The integrative approach facilitates communication between the partners working under a common framework, which allows the partnership to address their differences.
26 May 2017