Unistats and the information cult.

Having been going on to anybody who would listen (and those who wouldn’t) about the Key Information Sets for the past year or so, I actually managed to forget today was the launch of the new unistats website. Once there was talk of the ‘information age’, but now we have an ‘information cult’. In the information cult, if there is enough information about things we can made good and right choices. Back in the 1980s there was an advert for a bank, which parodied their rivals—each time a customer asked a question the bank employee would reply, “Here is a leaflet about it”. The point about their bank was that they actually answered your questions in person.Image of Key Information Set

With the internet we have a gigantic worldwide “leaflet about it”, whatever “it” is. With the right information we can apparently make choices about which school to send our children to, what hospital to have our operation at, what car insurance to buy and which company is the cheapest for electricity this week. The launch of the new unistats has been receiving a lot of coverage, mostly negative on the Times Higher Website. The KIS contains information on salary, % of assessment which is coursework and scores from the National Student Survey, among other things.

As Roger Brown pointed out some months back, this is actually a moral issue. The idea that this information empowers potential students to make reasoned choices is very troubling. And like anything which is measured, universities (and any other organisations), as Adam Child is quoted as saying in the article, will focus on the what is measured rather than making improvements  which really matter. And where there are numbers there are league tables.

Some have suggested that choosing a university is becoming like buying car insurance a la Compare the Market. This is nonsense. You can change your car insurance company, you can move house, you can change your spouse and you can even your bank (allegedly we are more statistically more likely to change our spouse than our bank).  The time and money expense of university means a wrong choice can be disastrous.  Like a pawn move in chess it is made forever.  In one of his books, Scott Adams, creator of the Dilbert comics talks about the confusopoly, an economic system sustained on the collective ability of service providers to confuse consumers with complex pricing structures, tariffs and performance measures. Perhaps that is what we are coming to here with universities.

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Severe grading at GCSE and A-level MFL: Consequences for Higher Education

Issue 1: Severe grading

Research into grading at GCSE and A-level has revealed that Modern Languages are graded more severely than most other subjects. A pupil who takes a GCSE or A-level in a language is, on average, likely to get half a grade lower in their language than they will in their other subjects. For example a pupil who gets a mid to low C in English is likely to get a D in their language GCSE.

Issue 2: Preparedness for university-level study.

When the severe grading issue was discussed at the recent LLAS workshop for Heads of Department, it prompted discussion about another entirely separate issue—the extent to which students are prepared for language studies in higher education. Students are getting good grades at GCSE and A-level, but are not as well prepared as university lecturers would like.

Issue 3: the proportions of students getting higher grades in language GCSE.

Over 70% of students got a GCSE grade C or above in French, German and Spanish in 2012 compared to 58% in mathematics. This would suggest that it is easier to get a higher grade in languages than mathematics. This is fairly straightforward explanation here: the students who take languages GCSE are generally speaking of high academic ability than the cohort as a whole (nearly everyone takes mathematics, irrespective of academic ability). The GCSE data alone does not tell us this, but when we examine all of an individual student’s grades we can see that those who take GCSE languages will, on average, do worse than they will in other subjects.

Consequences for higher education

Some in higher education welcome severe grading—it could be argued that those who succeed at school, despite severe grading are those who will do best in higher education. The reverse argument is that those seeking to recruit school pupils to study languages at university are essentially trying to convince students to study their worst subject (assuming that pupils consider there to be a link between grades and how good they are at the subject). Work by Felix Maringe on university course choice found that employability was an important factor in the choice or subject, but only alongside performance. If potential students believe that they are not as good at subject A as they are at subject B they are less likely to choose it.

Conclusions

The argument about severe grading is entirely based on averages, and, as the statistics joke goes it’s normal to be deviant; some students do consider languages to be their best subject and their grades will support this belief.  Others will be getting more than half a grade lower on languages compared to their other subjects. Grading adjustment could benefit universities enormously in terms of recruitment—if students did as well (or better) in languages than in their other subjects more would consider languages to be their best subjects and choose them in higher education.

Questions about the actual curriculum and standards are actually separate questions entirely. Severe grading is about relative performance, ensuring the highest performing students in languages get the same grades as the highest performing students in other subjects.

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Glossary, Websites and Further Reading: Student information and surveys

NSS: National Student Survey. UK survey of final year undergraduate survey undergraduates conducted annually since 2005. Results are published at institutional and disciplinary level within institutions is minimum threshold of 23 students and 50% response rate is met. http://www.thestudentsurvey.com/

PTES: (Postgraduate Taught Experience Survey) and PRES: (Postgraduate Research Experience Survey). Annual surveys of finishing taught and research postgraduate students run by the Higher Education Academy, though not every institution participates every year. Findings are confidential to the individual institutions though overall reports are published.  http://www.heacademy.ac.uk/student-experience-surveys

Key Information Set http://www.keyinformationsets.com/

“Key Information Sets (KIS) are comparable sets of information about full or part time undergraduate courses and are designed to meet the information needs of prospective students. From September 2012 all KIS information will be published on the Unistats web-site and will also be accessed via a small advert, or ‘widget’, on the course web pages of universities and colleges. Prospective students will be able to compare all the KIS data for each course with data for other courses on the Unistats web-site.” Source: HEFCE http://www.hefce.ac.uk/whatwedo/lt/publicinfo/kis/

Higher Education Academy http://www.heacademy.ac.uk/student-experience-surveys

Further reading

Canning, J. et al. (2011) Understanding the National Student Survey: Investigations in Languages, Linguistics and Area Studies. Southampton: Subject Centre for Languages, Linguistics and Area Studies. Available from: http://eprints.soton.ac.uk/197699/

Child, A. (2011) The perception of academic staff in traditional universities towards the National Student Survey: views on its role as a tool for enhancement. MA Dissertation, Department of Education, University of York. Available from: http://etheses.whiterose.ac.uk/2424/1/Final_Thesis_Version.pdf

*Maringe, F. (2006). ‘University and Course Choice: Implications for Positioning, Recruitment and Marketing’. International Journal of Educational Management 20, 466–479.

Ramsden, P. et al. (2010) Enhancing and Developing the National Student Survey. London: Institute of Education. Available from: http://www.hefce.ac.uk/media/hefce/content/pubs/2010/rd1210/rd12_10a.pdf

Renfrew, K, et al. (2010) Understanding the Information Needs of Users of Public Information About Higher Education. Manchester: Oakleigh. Available from: http://www.hefce.ac.uk/media/hefce/content/pubs/2010/rd1210/rd12_10b.pdf

*Richardson, J .T. E. et al. (2007) The National Student Survey: development, findings and implications. Studies in Higher Education 32, 557-580.

*Richardson, J.T.E. (2005). Instruments for obtaining student feedback: a review of the literature. Assessment and Evaluation in Higher Education 30, 387-415

Surridge, P. (2009) The National Student Survey three years on: What have we learned? York: Higher Education Academy. Available from: http://www.heacademy.ac.uk/assets/documents/research/surveys/nss/NSS_three_years_on_surridge_02.06.09.pdf

Williams, J. et al. (2008) Exploring the National Student Survey: Assessment and Feedback Issues. York: Higher Education Academy. Available from: http://www.heacademy.ac.uk/assets/documents/nss/NSS_assessment_and_feedback_issues.pdf

*Subscriptions may be required. Other items are open access

I have made a word version of this list available in humbox.

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12 actions language lecturers are taking to engage with the National Student Survey.

I have just been looking back at the NSS project I was involved with LLAS last year. The report concluded with 12 actions colleagues from nine institutions were planning to take. Not everyone will agree with all of them, I though I would post them here for interest.

1. Using the NSS questions on first and second year questionnaires.
2. Encouraging students to make more use of timetabled advice and guidance sessions.
3. Providing a more comprehensive introduction to the library resources. One colleague plans to recommend making library sessions obligatory.
4. Informing Level 2 students about previous actions taken in response to the NSS.
5. Discussing ways in which the NSS can feed into broader staff development, including courses for early career teaching staff.
6. Promoting more staff use of discussion boards in the institution‘s VLE as a means of providing feedback.
7. Encouraging tutors on skills modules to put more emphasis on transferable skills.
8. Developing a better understanding between staff and students of staff availability.
9. Communicating assessment criteria more clearly in order to relieve pressure on office hours.
10. Harmonising teaching and assessment for different languages. Where there are exceptions a case should be made to the students.
11. Fostering a 'personal tutoring' culture in the department.
12. Promoting awareness to students of the importance of the NSS.

John Canning, et al (2011) Understanding the National Student Survey: investigations in languages, linguistics and area studies. Southampton , GB, LLAS (Centre for Languages, Linguistics and Area Studies), 13pp. Available from: LLAS website

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London Met: What message are we sending to the world and why is the Government doing it?

The news last week that London Metropolitan University has lost its highly trusted status from the UK Borders Agency (UKBA) is not that troubling in itself. After all if there are irregularities in the way London Met has conducted its affairs then it ought to be investigated by the appropriate authorities.

What makes me most angry about the situation is that the ruling affects existing students. These students (or their sponsors) have paid tens of thousands of pounds and spent one, two, three four years of their lives studying for a course that they are not allowed to finish. They have not broken any law in the UK, yet they stand to be deported or refused entry to the UK unless they can find another university to take them in the next three months. As anyone who works in higher education knows transfers between universities are academically and logistically difficult at the best of times. Few courses in UK higher education are ‘like for like’ meaning that even the most well-motivated transferees are likely to face some academic disadvantage.

The decision to apply the ruling to existing students is not only unjust for the individuals affected, but is totally irrational. Here are a few reasons:

  1. It damages the reputation of UK higher education as a whole. This is the message which is being sent: “Come to our university! We’ll let you in but can’t promise you will be allowed to finish”. We don’t know if the London Met situation is an isolated case or the first of many. Either way it damages the reputation of the whole sector.
  2. This will not just affect individual student decisions, but those of sponsoring businesses or governments overseas. If a company or other organisation is paying for an employee to acquire specific skills in the UK, they don’t want the UKBA deporting their employee for something which is entirely outside their control.
  3. The reputational damage has spread quickly. London City University has been implicated in a Chinese newspaper due to a linguistic misunderstanding or translation error (City and Metropolitan having very similar meanings).
  4. It sends the message more generally that the UK is not open for business.
  5. It sends the message that law-abiding individuals who spend their money in the UK and contribute socially and culturally are at risk of deportation at any time.
  6. It sends the wider message that individuals can be punished en masse for the actions of others.

I have spent the last couple of days trying to work out why the Government is behaving the way it is: Here are a few suggestions:

  1. The Government wants to show its power over universities. It shows that the universities only operate with the consent of the Government.
  2. The Government wants to show that is “tough on immigration” and cracking down on universities, where thousands of non-EU people are in one place are a “quick win”.
  3. The Government has a specific vendetta against London Met.  London Met has been in the news a lot in recent years for not very positive reasons. This may be a good way to get it closed down.

Just a few thoughts from me. The students at London Met don’t deserve this and neither does the sector as a whole.

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Coming out about depression 2

Last week I was unsure whether or not writing about my experiences of depression was wise or not. I received many messages, both public and private from friends, family and colleagues wishing me the best, offering support and advice, and sharing their own experiences of depression. I am so thankful for all these messages. I would best describe it as a relief. Having gone public I plan to write a blogpost every so often, but I won’t be making this “John’s depression blog”.

One thing I understand for sure about depression is that everyone experiences it differently. You can’t tell if a person is suffering from depression just by looking at their demeanour. Last week many others came forward to tell me about their experiences of battling depression, anxiety and addiction. Like me, they don’t come across as depressed or unhappy. And perhaps like me the ‘darkness’ is not a 24/7 experience.

So why did it take me so long to a) seek treatment and b) start telling other people about it.

On the face of it these are separate questions, but in one respect they both have the same answer. I really believed that if I was ever diagnosed professionally as having depression I would be signed off work and become unable to cope with everyday life. And if others knew I was depressed it would become my main identity. I suppose this is part of the anxiety element. The prospect of being unable to work is not just a financial issue for me, but central to my sense of self. Some say that having too much of your identity invested in work is a big problem, but maybe I’ll write about that another time. Either way these fears are irrational. Recognising that you have a condition doesn’t suddenly make it worse.

I genuinely believe my depression to be fairly mild, but that does not mean it is not a problem. In the back of mind I almost felt the fact I was able to function at work meant it wasn’t proper depression.

My only real advice to anyone feeling depressed is to seek professional help. I’m one of those people who finds it difficult to talk about my feelings. Being a bad patient is also part of the problem—I never really told the doctor how I was really feeling. We all need to remember that doctors are not mind readers.

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Everything changes but you (but you need to know about everything).

 

This is my first ever post which quotes from a Take That song, but for the university academic everything really is changing this year. here are a few big changes that everybody in academia needs to know about:

LLAS 'Thriving in an uncertain world":  workshop for heads and leaders in languages, linguistics and area studies on13 September 2012 in London. As noted by Take That, everything changes.

 

 

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I’m busy, busy, dreadfully busy You’ve no idea of what I have to do Busy, busy, shockingly busy I am too busy for you.

I’m busy, busy, dreadfully busy

You’ve no idea of what I have to do

Busy, busy, shockingly busy

I am too busy for you.

These words are sung by characters in a modern day retelling of the Good Samaritan by the Veggie Tales. In the Veggie Tales version the victim falls head-first into a hole and just needs someone to pull him out. The passers-by recognise his predicament and sympathise, but they are too busy to help –an apt parable for modern times.

This article in the New York Times sums it up pretty well and rebukes me. Being busy is a “boast disguised as a complaint”. And in these times of economic hardship we prefer it to the alternative. We seek to be busy getting involved in things to keep busy. We worry what we would do without it.

In university life it seems that we are busier than ever. Not being busy is a moral failure. We have reached the point where anyone who gives any hint of not being busy is not pulling their weight. We take on extra work and get involved in anything that is going on. We must be there. How could the workplace function without me?

I am a latecomer to the Smartphone generation but since I got my Blackberry I’m checking email from work every time I pick up the phone. I check twitter when I wake up and before I go to bed. I reason that twitter is a good way of checking is there is anything in the news I need to be aware of and my fellow HE tweeps will help me there. I have to fight the guilt the feel when not ‘working’ on one another of my projects, whether its spending time with my kids or watching some TV with my wife after the children have gone to bed. Is twitter really work? It sure keeps me busy.

The New York Times blogger observes that people in minimum wage job aren’t busy—they are tired. I should know this. I am busier than ever, but am I working harder than ever? After my A-levels I worked for three months in an aluminium extruding plant working day, evening and night shifts. Some of the guys (they were all guys) were working 12 hours shifts with chemicals, extreme temperatures, jagged pieces of metal and in the case of the presses levels of noise I’ve not heard since. Those guys weren’t busy, but they worked really hard –many had been there over 25 years. This really is the case for millions of people in the UK and millions of others would like the opportunity to work hard.

I resolve to find a better word than ‘busy’ to describe my life.

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Review of "The Shack" by Wm Paul Young (written 2009)

I wrote this review of the The Shack just over three years ago to share on Facebook. It was causing quite a stir in Christian circles back then. Opinion was divided between those who saw the book as modern day Pilgrim's Progress and those who saw it as voice of the Devil himself. I've not heard so much about it recently so perhaps its influence was fleeting. Whatever the case I've decided to publish my review here.

The Shack by Wm Paul Young.

The Shack largely passed me by until about four weeks ago, but once I had heard of the hype surrounding it I decided to give it a go. Unusually for a contemporary Christian fiction book I (or rather my wife Michelle) found the book in Waterstones on the 'three for two' table. This was enough to convince me that this book was not just for the Christian market. Online reviews are divided –this book is either the greatest work of Christian fiction since Pilgrim's Progress or it has been penned by the hand of Satan himself to deceive God's people. Christians I know personally are divided, many taking the view that they shouldn't read it at all. So having made the decision to read it, what do I think?

Firstly, its literary merits. The storyline is fairly compelling, it has a good plot, and its perfectly readable. However, it is not a great book and certainly not a Pilgrim's Progress for our generation. It does not come close in the depth of allegory of Bunyan, nor that of C S Lewis. I cringed somewhat at some of the prose. I found that the depiction of God the Father as an African-American woman as much a literary problem as a theological one. Of course that's the point though-- the depiction of God in this way is supposed to challenge our preconceptions. I suppose that if this is a starting point that this is no bad thing. However, if we change our view of God from an old white man like Gandalf to a black woman who likes cooking, then we merely exchange one misconception of God for another.

This leads me onto the book's theological merits. Mark Driscoll, pastor of Mars Hill Church unpacks the unbiblical view of the Trinity depicted in The Shack. Driscoll is more qualified than I am to explain these points, so I'll leave my readers to consider his views for themselves. Many reviewers on Amazon claim that The Shack helped them to understand the doctrine of the Trinity [better], though I'm surprised that a work of literature can succeed where pastors and theologians have not. I suppose that my point here is that I, personally, don't seek to learn theology from a work of literature, not even Langland, Bunyan, Tolstoy or CS Lewis. I discover deep truths (and errors) in them of course, but them again, I should never assume that other people think in the same way as me.

So where does this leave us? Like Rick Warren's Purpose Driven Life this book is both over-hyped and over-demonised. From both the literary and the theological point of view there are a million worse things to read than The Shack, many of them for sale in Christian bookshops. However, there are also many greater works of Christian fiction-- the Chronicles of Narnia and the Pilgrim's Progress for starters. When I next set foot in an North American Christian bookshop, I fear that I will see Shack notebooks, Shack pens, Shack mugs and Airfix model shacks in the 'holy hardware' section. Anyway these are my thoughts. I know many will disagree. I say if you needed to read The Da Vinci Code to see what all the fuss was about, then you'll need to read this too.

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