Tag Archives: attainment

UK Engagement Survey (UKES): Findings of Sheffield Hallam’s 2014 Pilot Survey

Alan Donnelly & Dr Helen Kay

Parallel session 2,  Short Paper 2.3

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Short Abstract
This paper will share the key findings of Sheffield Hallam’s pilot of the UK Engagement Survey (UKES) in 2014, which was co-ordinated by the Higher Education Academy. It will explore how students engage with their learning and compare the University’s results against the aggregate UK results.

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Detailed Outline
The UK Engagement Survey (UKES) is a national survey on student engagement which was first piloted by the Higher Education Academy (HEA) in 2013. The principal aim of the survey is to inform enhancements to the student experience and provide institutions with feedback on the level of effort students’ invest in a range of educational activities. The UKES is based on the National Survey of Student Engagement (NSSE), which is used in the United States, Australia, New Zealand, South Africa and Ireland.

Sheffield Hallam participated in the second year of the pilot between March and May 2014 and it was targeted at Level 5 students. Participating in the UKES allows the University’s students to have an active involvement in the enhancement of their own educational experience and “address how they themselves participate in their own learning” (HEA, 2014).

The findings indicate that Level 5 students at Sheffield Hallam are more positively engaged with their learning when compared with their peers in the sector. This paper will compare the University’s results against the UK results for several key areas of student engagement: academic integration; course challenge; collaborative learning; higher-order learning; reflective and integrative learning; skills development; and engagement with research. The paper will also explore the relationship between student engagement and attainment.

253 – MoRKSS: black and minority ethnic student retention and success – Manny Madriaga, Farhana Ahmad, Alan Donnelly

This paper will feedback on an aspect of a Higher Education Academy (HEA) – funded project at Sheffield Hallam University called MoRKSS (Mobilisation of Research Knowledge for Student Success). Sheffield Hallam University is one of eight institutions in England funded by the HEA to seek interventions to address the issue, particularly with student engagement in mind. This project attempts to examine the issue of gap attainment between white and black minority ethnic (BME) students in the institution, where there is a difference in ‘good honours’ (first or 2.1) achievement in studying for first degrees. Nationally, the difference is 18.4% (Equality Challenge Unit 2011). This paper presentation will share preliminary findings from one aspect of this MoRKSS project, where a research instrument, informed by Kuh’s work on student engagement, has been employed to gauge social and academic integration of particular courses where there is a disproportionate amount of BME students (Sims 2007). Student researchers were recruited to partner in the research design, analysis of data and conduct one-to-one interviews with students on the courses of study. Given the sensitivity and significance of this project, this presentation will also be an opportunity for ‘student’ researchers to share their experiences of being a part of this endeavour. It is hoped that the research findings from this project will be mobilised to inform change within the institution, as well as ignite questions for the rest of the sector.  This paper covers two strands of this conference: supporting students and course identity.