The National Student Survey and the development of the 'Canning list'

The National Student Survey (NSS) is now in its tenth year. Vice-Chancellors set targets by it, newspapers and magazines use it to create league tables and university strategies are framed around it. Expressing an off-message opinion on the NSS cost former HEA research director Lee Harvey his job.  

It surprises me how little has actually been written by an NSS in peer-reviewed journals. By ‘how little’ I don’t mean little as in nothing, but relatively little  considering the big part it plays in the life of the British university.

I’ve long been a critic of the NSS. What it comes to enhancing the quality of teaching and learning, the NSS is a bit like using a screwdriver to put a nail into the wall. It is possible to get a nail in into the wall using a screwdriver, but you’re better off using a hammer. If you don’t have a hammer then you might go ahead and use the screwdriver at the risk of a bent nail, broken screwdriver or injured hand.

However, perhaps I’ve been a bit mean to the NSS over these past few years. For all the emphasis on ‘overall satisfaction’, and assessment and feedback you might think that there were only three or four questions on the NSS. The NSS asks questions about course organisation, library resources and skills development as well, but we don’t hear much about these. What if we actually paid attention to some of these questions?

I took up this challenge in developing a new system of measurement for the NSS. I reasoned that if we considered all the questions and understood their relative importance we could bring about a system where each UK course at each university could have a ‘score’—in my paper I call this the Weighted Student Satisfaction Score (WSSS). However a raw score of say 1400 doesn’t tell you what they means in relation to other scores, so the scores are then normalised to a normal distribution so that an average course scores 100 (the Weighted Student Satisfaction Quotient—WSSQ). Over time it will be possible to trace changes in both absolute and relative scores. The system is fully outlined in the article and takes into account subject differences as well as providing a bonus for good response rates.  

The full ‘Canning list’ (a term used by David Law in his editorial is available from my website.

Here are the top 10 best courses in the whole UK according to the 'Canning list'.

Overall rank

Institution

Subject

Type

WSSS

WSSQ

1

Hugh Baird College

Fine Art

Other undergraduate

1884.7

141.0

2

Somerset College

Drama

Other undergraduate

1877.6

140.5

3

Grimsby Institute of Further and Higher Education

Imaginative writing

First degree

1869.7

140.0

4

Plymouth College of Art

Cinematics and photography

Other undergraduate

1861.6

139.4

5

Petroc

Design studies

Other undergraduate

1843.1

138.2

6

University of Cumbria

Fine art

First degree

1836.8

137.7

7

Northumbria University Newcastle

Architecture

Other undergraduate

1836.0

137.7

8

Imperial College London

Geology

First degree

1833.9

137.5

9

University of Glasgow

Social policy

Other undergraduate

1828.5

137.2

10

NCG

Marketing

Other undergraduate

1817.4

136.4

 

A couple of subject ranking examples

Physics and Astronomy top 10.

Rank

Institution

Type

WSSS

WSSQ

1

Lancaster University

First degree

1685.1

127.4

2

Nottingham Trent University

First degree

1663.6

126.0

3

University of Birmingham

First degree

1571.6

119.7

4

University of St Andrews

First degree

1517.9

116.0

5

Keele University

First degree

1511.7

115.6

6

University of Hull

First degree

1510.9

115.6

7

University of Bath

First degree

1494.0

114.4

8

University of Sheffield

First degree

1471.3

112.9

9

University of Sussex

First degree

1456.7

111.9

10

University of Hertfordshire

First degree

1452.7

111.6

 

 

French

Rank

Institution

Type

WSSS

WSSQ

1

Coventry University

First degree

1686.9

127.5

2

Queen's University Belfast

First degree

1667.9

126.2

3

Northumbria University Newcastle

First degree

1595.6

121.3

4

University of Southampton

First degree

1595.1

121.3

5

University of Exeter

First degree

1547.5

118.1

6

University of St Andrews

First degree

1507.7

115.4

7

Newcastle University

First degree

1501.1

114.9

8

University of Leicester

First degree

1496.1

114.6

9

Edinburgh Napier University

First degree

1486.6

113.9

10

King's College London

First degree

1482.6

113.6

 

Links

Article in Perspectives

Full dataset

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13 wicked problems in assessing students in higher education

The concept of ‘Wicked problems’ is often used to refer to complex problems such as climate change or social inequality. Rittel and Webber (1973 –open access) outline 10 characteristics of ‘wicked problems’:[ref]Rittel, H. W. J. and Webber, M. M. (1973) Dilemmas in a General Theory of Planning. Policy Sciences 4, pp. 155-169[/ref]  ‘Wicked’ does not been mean ‘evil’ here, but in set in contrast to ‘tame’ problems which are potentially solvable, even if they are very complex.[ref]I don’t know if people still say ‘wicked' to mean ‘cool’ or ‘great’, but it doesn’t mean that either.[/ref]

  1. There is no definitive formulation of a wicked problem.
  2. Wicked problems have no stopping rule.
  3. Solutions to wicked problems are not true-or-false, but good or bad.
  4. There is no immediate and no ultimate test of a solution to a wicked problem.
  5. Every solution to a wicked problem is a "one-shot operation"; because there is no opportunity to learn by trial and error, every attempt counts significantly.
  6. Wicked problems do not have an enumerable (or an exhaustively describable) set of potential solutions, nor is there a well-described set of permissible operations that may be incorporated into the plan.
  7. Every wicked problem is essentially unique.
  8. Every wicked problem can be considered to be a symptom of another problem.
  9. The existence of a discrepancy representing a wicked problem can be explained in numerous ways. The choice of explanation determines the nature of the problem's resolution.
  10. The social planner has no right to be wrong (i.e., planners are liable for the consequences of the actions they generate).

Here are 12 questions we face regarding the assessment of students in higher education -- this list is by no means exaustive. If you are convinced any of these are not ‘wicked problems’ I’d love to hear from you. Some of these are UK specific, but every country will have its own version of the problem. The same problems are true of other sectors of education as well.

  1. Is the UK degree classification system fit for purpose?
  2. Should/ can student work be assessed anonymously?
  3. Are some courses under assessed or over-assessed?
  4. Is a degree from one university the same standard as the same class of degree from another UK university?
  5. Is a degree from a UK university equal to a degree (in the same subject) from a university in another country?
  6. What say should students have in how they are assessed?
  7. (When) does an assessment accommodation (e.g. for disability) provide an advantage? E.g. how much extra time in exams is needed to gain an unfair advantage?
  8. Could a student object to a form of assessment for moral, ethical or religious reasons? How should they be accommodated (if at all)?
  9. Are assessment regulations across a university consistent? Should they be?
  10. Are students able to avoid particular topics of types of assessment through strategic module choice?
  11. Are too many students getting ‘good degrees’? Why is the growth in the number of students getting good degrees often cited as evidence of falling standards?
  12. Why (in the UK) do we call marks ‘percentages’ when we rarely give marks above 80 or below 30?
  13.  Are we under assessing formatively and over assessing summatively?  (From Juliet Eve)
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First experiences of a Linux (Ubuntu) virgin

Introduction

I'd be meaning to give Linux a try for the past couple of years. I recently bought a new PC installed with Windows 8.1, so decided to give Linux a try on the old PC.

This post documents my experience for the Linux-curious than giving actual instructions on how to get started. It is also based on my current understanding and two weeks experience. It is not an expert view!

What is Linux?

Linux is an Operating System (OS), like Windows used by most PCs and OS X used by Apple computers. In lay speak it is the thing that holds everything else together.

How much is Linux and where do I buy it?

This is probably the wrong question for a variety of reasons. You don't go into PC World or computer store and pick a copy of Linux up off the shelf. Linux can be downloaded for free (and legally). It is open source so people can develop their own versions of Linux and give it away or sell it as they see fit.

This is leads to a second point about Linux. You don't just go to the Linux website and download a copy of 'Linux'. Lots of different versions of Linux are available – these are known as 'distributions' or 'distros.' These can be downloaded and installed for various internet sites. I chose to use Ubuntu  as that seemed to be the distribution of choice for the Linux virgin. Other distros include Debian and Mint. Magazines such as Linux Format often come with a disk with a particular distribution on.

How do I install it?

I'll tell you how it did it as I'm sure that there are other, possibly better or more expert ways. I had my two PCs next to each other. I got on my new PC (pretty high spec) running Windows 8.1 and I went to the ubuntu website and burned a copy of Ubuntu 14.04 onto a blank DVD (it has to be a DVD, it won't fit on a CD). I made sure everything that was on my old PC has been transferred to the new PC (a process beyond the scope of this blog post). I put the Ubuntu DVD into the DVD drive of the old PC and followed the instructions. I opted to allow the installation to delete my Windows 7 installation though it appears you can run Ubuntu alongside Windows 7 without major problems (but alongside Windows 8 is another matter apparently).

I won't go through the installation process in detail, but it was pretty straightforward.

Is it basically free Windows?

Screenshot from Ubuntu 14.02.2 running Gnome desktop
It's an operating system and it looks a bit like Windows at first glance, but that's where most of the similarity ends. The biggest initial difference is that Linux makes extensive use of the command-line (CTRL+ALT+T) to install software and perform other functions. Some of these commands are similar to MS-DOS, familiar to those who remember pre-Windows PCs from the 80s and 90s. In reality though knowledge of MS-DOS probably isn’t that useful. It is useful to buy a book about Linux commands. I purchased the Kier Thomas' Working the Ubuntu Command-line prompt, just £1.15 for the Kindle version.

The Linux command window
The Linux command window
 

What about software?

The Ubuntu distro comes with some software pre-installed. This includes the Office suite LibreOffice (which can also run on Windows as a free alternative to MS Office) and the familiar browser Mozilla Firefox. It also comes with software to play CDs and DVDs.

Not all software is available for Linux, at least not officially. My eldest son is something of a Minecraft enthusiast, and although apparently possible to run Minecraft on Linux I have yet to get it working. Most familiar Windows software has its Linux 'equivalents' though they may not look exactly the same. Programs like Skype have Linux versions.

Installing software (including updates) is the thing that is most different and I'll save the details for another post (though there's plenty of information online).

 

Where their any teething problems?

Apart from the learning curve I wish I could say there were not problems. However, I did experience problems with the system crashing. This was solved by installing the GNOME desktop. Basically, from what I understand, some old graphics cards cannot cope with the latest versions of the Ubuntu desktop. I don't know the spec of my old PC graphics card, but it was second hand and only cost me £10. It coped with running Windows 7, but Ubuntu 14.04 was too much for it.

Will I be giving up Windows 8.1?

I don't like Windows 8 at all. It's not as bad as Vista and had it not been for Windows 7 I might have tried Linux a few years back. However, Windows is too familiar to give up and I'm yet to feel confident enough to rely on Linux for everything. I use software such as Minitab and Nvivio which I don't believe work in Linux. There is however WINE (which stands for WINE is not an emulator) which can be used for running Windows software though I've yet to try it.

Downsides to Linux Ubuntu

* Steep learning curve, especially the command line

* Some software difficult (or impossible) to run.

* Above mentioned problem with my graphics card.

Upsides

* Fast. It runs as quickly on my old 4GB of RAM PC as Windows 8.1 on my new 16GB PC.

* Free. Nothing to lose if it I can't get on with it.

* Ubuntu comes with Libre Office, Firefox and some other software pre-installed so you can get going straight away.

* So far I have solved most of my problems by looking online e.g.on the Ubuntu website.

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Childhood memories of Gordon Frank Canning (1918-2012)

Some of my grandfather's early memories here, in his own words.

 

As a young child.
As a young child.

Pre-schooldays

I was born on 3rd April 1918 an only child. [ref]In Evesham, Worcestershire[/ref]

Life was lonely at times and we had no holidays. My father[ref]Ralph Canning (1876-1959)[/ref] was strict and possessive. Apart from a regular job [coalman] he was in charge of a stable of nine horses. This meant being available seven days a week and not being able to go anywhere. We paid a visit to his father[ref]John Kettle Canning (1842-1928)[/ref] once a year at Offenham (2 miles away) on Boxing Day (circumstances permitting).

My routine on Sundays would be to accompany my father to the stables for mucking out, return home about 11 o’clock for breakfast, back to the stables at about 12:30 for giving the horses midday bait. From the stables to the Royal Oak pub where I stayed outside until about 1:30 then from there to the King’s Head where I stayed outside until closing time at 2pm then home to dinner.

How boring , mum went and had a nap upstairs and dad went to sleep in his armchair. I wasn’t allowed out on Sundays so I amused myself as best I could.

Sunday evenings weren’t too bad. Mum, Dad and I went out together usually for a walk and visiting various pubs en route but finishing at the King’s Head where in the evenings they had a children’s room where I had company. The same happened on Saturday nights.

Schooldays

I started school at four years of age at Evesham Council Infants School in Swan Lane[ref]The school today: http://www.swanlanefirstschool.worcs.sch.uk/home[/ref] which as far as I can remember was quite pleasant. Headmistress was Miss Nightingale.

At seven years of age I went to the senior boys girls upstairs boys downstairs. On arrival we found that the former headmaster who had a reputation as a violent man had just retired. We were pleased about that but disappointed that the man who took his place was equally violent.

My first class teacher was Miss Hill, the only female teacher in the school. The male teachers all ruled by fear with a stick and a clout across the ears which usually produced the results they were aiming for. In those days I can’t recall any bullying in the playground unlike today! I was pretty average in my schoolwork but I did join a higher class for maths.

I think the most pleasant and rewarding time at school was going to woodwork on Wednesday mornings from age 11 until I left school at 14.

First job

I left school in 1932 in the middle of a slump and mass unemployment, therefore, apprenticeship were difficult to find. Even the tradesmen themselves were on the dole. I managed to get a job, apprenticed to painter and decorator. After the first morning I realised he just wanted a lackey and he said he would only keep me until I was sixteen. He was only going to pay me five shillings a week. I went back in the afternoon and told him what to do with his job.

The next day I applied for a job as an errand boy for the Home & Colonial, grocery stores,[ref]http://en.wikipedia.org/wiki/Home_and_Colonial_Stores[/ref] at ten shillings a week and got it. It was a hard slog, as labour was plentiful and cheap. The hours were long, about sixty-four hours a week. Weekends were worst – Friday 8:30am till 9pm, Saturday 8am till 10:45pm/11pm.

I remember my first Saturday. I hadn’t finished work at 10:15pm and my father came to see if I was still working. The manager said I would be another half an hour. My father replied that that was ok as long as I was there and he knew were I was.

Teenage Years

My teenage years were quite pleasant, the leisure time not work! We went around in a small group and had plenty of laughs and larked about but never got into any trouble. The highlight would be an occasional day trip to Barry Island or Weston-super-mare.

At work I progressed to “First Hand” at the wage of two pounds two shillings a week – not bad when a market gardener’s labourer was getting one pound fifteen shillings. However I didn’t want to remain in the grocery trade for the rest of my life.

In 1939 preparations were being made for war – conscription was being introduced for twenty year olds and then twenty-one year olds had to register for national service followed by older men up to the age of forty in stages.

War broke out in September 1939 and everything changed. The blackout and rationing were introduced and shops had to close early at about 5pm.

I registered for service in October 1939. In November I had to go to Worcester for a medical examination.

On Thursday 15th February 1940 I had to report for military service at the barracks of the Worcestershire Regiment at Norton, near Worcester. We all thought the war would be short and were looking forward for the holiday with pay! As things turned out this was far from what was going to happen.

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Video of the partial solar eclipse, 20 March 2015

Unremarkable by the standards of many eclipses, but remarkable nonetheless. Although this was partial one there as enough break in the cloud to make it almost as spectacular as the August 1999 I witnessed in Cornwall. I've just been watching it back, listening through my gaming headphones. The sound of the birds is as exciting as the eclipse itself.

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The 'crit'

This year I'm hearing a lot about 'the crit' from participants enrolled on the Assessment and Feedback module I teach as part of the PGCert course. 'Crit' is associated with stress, fear and anxiety, yet is evidently part of the culture of Art and Design subjects.

I found this video online. I do feel very sorry for the student.

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