Coursework reports (SCEQ and CEQ)

• Introduction
• Analysis of qualitative data from student evaluation of teaching surveys
• Focus of reports
• Analysis and counting of comments
• The reports
• Related publications

Introduction

Quality enhancement at the University of Sydney is furthered by the collection, analysis, reporting and action on student feedback.

Data about the degree experience of coursework students in the University is collected through the Student Course Experience Questionnaire (SCEQ) (current students) and the Course Experience Questionnaire (CEQ) (previous year's graduates).

Analysis of data from the SCEQ and CEQ provides a comprehensive picture of trends in the student experience, and the performance of the Faculty in relation to University of Sydney Key Performance Indicators for Learning and Teaching (Generic Skills; Good Teaching; Overall Satisfaction), and other related areas (Learning Community, Curriculum, Assessment and Workload, Clear Goals and Standards).

Written observations from students about their experience provide evidence to support the percentage agreement scores, and provide detailed information about key issues in the areas of best practice or areas of concern.

Analysis of qualitative data from student evaluation of teaching surveys

The University of Sydney Course Experience Questionnaire (SCEQ) and the DEEWR/ GCA Course Experience Questionnaire (CEQ) are designed to collect quantitative and qualitative data about students' perceptions of the quality of teaching and learning in their degree courses. In both surveys students are asked to respond to statements linked to items in the S/CEQ Factors, using a 5 point Likert Scale to indicate the extent to which they agree or disagree with each statement. As part of the questionnaires students are also asked to provide comments on the best aspects of their degree experience and those that could be improved. These comments (qualititative data) form the basis of reports on the student experience which are distributed to university senior management; deans and associate deans; and other internal and external stakeholders.

Focus of reports

Based on the answers to the SCEQ or CEQ, reports seeks to provide an analysis of observable trends in the undergraduate and postgraduate coursework student experience of learning and teaching in individual faculties from 2002. Reports also provide detailed information on the key issues highlighted in the analysis of the latest SCEQ or CEQ qualitative data.

From 2007, information in the reports has been arranged by the SCEQ Scales: Good Teaching, Clear Goals and Standards, Assessment, Workload, Graduate Attributes, Learning Community and Overall Satisfaction. Respondents to the SCEQ and CEQ often refer to the Curriculum, or program of study being undertaken, and area that is not directly linked to the numerical items in the surveys. Since this may be mentioned in up to 50% of comments received, it is included in reports in order to provide a full picture of issues which were perceived by respondents to be either of best practice or in need of improvement during their period of study at the University.

Analysis and counting of comments

Each comment is analysed according to the Taxonomy for analysing qualitative data from the SCEQ/ CEQ which is structured around the SCEQ Factors and related areas of the student experience of learning and teaching.

Based on the premise that a comment is what is written by an individual respondent in response to one of the open response questions, and a tally in the statistics being a specific phrase or sentence referring to one aspect of the student experience, the total number of times an aspect is mentioned in any one set of comments is calculated as a percentage of comments received in the year of the survey. As a general rule, only those aspects which receive over 5% of comments from the whole cohort (i.e. domestic and international combined) are considered significant enough to be included as specific issues in the report.

The reports

Individual faculty reports provide comparative and trends data on the student experience of learning and teaching, as indicated in their responses to the SCEQ and CEQ. University reports provide an overall view of the key issues and trends in the student experience of learning and teaching across the University.

Each report includes the following information:

• An executive summary highlighting key trends in the student experience for the Faculty. This aimed at providing the Dean with a high level overview of key issues to address.
• Arrangement by SCEQ factors (Good Teaching; Clear Goals and Standards; Assessment; Workload; Learning Community; Graduate Attributes; and Overall Satisfaction); and Curriculum
• Integration of analysis of the outcomes of both quantitative and qualitative data from the SCEQ (2001 - 2003, 2005, 2007, 2009) and CEQ (2007, 2008)
• Comparative quantitative data from the SCEQ (2001-2009) and/or the CEQ (2004 - 2008)
• Comparative quantitative data from the SCEQ (2001-2009) and/or the CEQ (2006 - 2008)
• Key issues within each category from the latest surveys, including: main focus of comments; distribution of relevant comments; illustrative sample comments from domestic and international students