scholarly journals A review of free online survey tools for undergraduate students

2016 ◽  
Vol 15 (1) ◽  
pp. 71
Author(s):  
Rob Farmer ◽  
Phil Oakman ◽  
Paul Rice
Keyword(s):  
Higher Education ◽  
Survey Data ◽  
Undergraduate Students ◽  
Data Protection ◽  
Online Survey ◽  
Academic Staff ◽  
Ease Of Use ◽  
Survey Tool ◽  
The Uk ◽  
Identifiable Data

Undergraduate students are often required to collect survey data as part of their studies, but they rarely receive any detailed guidance on choosing an appropriate free online survey tool. In addition, many universities do not provide undergraduate students with an institutionally supported and managed online survey tool. Because there are so many online survey services available, the lack of an institutionally managed survey tool coupled with a lack of proper guidance on their selection and use can cause a great deal of stress and possible expense to students. In order to alleviate this problem, ten prominent free online survey services were reviewed in order to give students, particularly undergraduate students in higher education, some guidance in this matter. Three essential criteria were borne in mind when evaluating the tools: ease of use; ability to export data, and; UK Data Protection Act compliance. Although this paper is predominantly focused on UK students undertaking surveys which collect data that could personally identify a respondent, conclusions are generalised to include recommendations for surveys collecting non-personally identifiable data, and for students studying outside of the UK. Based on the findings of the review, students needing to use a free online survey tool are recommended to use eSurv for all surveys, unless they are given alternative directions by academic staff or others at their institution. In addition, we further recommend that both eSurv and Quick Surveys are appropriate for surveys collecting non-personally identifiable data.

scholarly journals Does teaching qualification matter in higher education in the UK? An analysis of National Student Survey data

MethodsX ◽  
2019 ◽  
Vol 6 ◽  
pp. 788-799 ◽  
Author(s):  
Mohammad Nurunnabi ◽  
Abdelhakim Abdelhadi ◽  
Rehab Aburas ◽  
Samaher Fallatah
Keyword(s):  
Higher Education ◽  
Survey Data ◽  
Student Survey ◽  
The Uk

Can you measure IT? The UK experience of TechQual+

2014 ◽  
Vol 15 (1/2) ◽  
pp. 32-40 ◽  
Author(s):  
Ian Hall ◽  
Jessica Stephens ◽  
Sarah Kennedy
Keyword(s):  
Data Protection ◽  
Senior Managers ◽  
Web Based ◽  
Content Type ◽  
Survey Tool ◽  
Technology Services ◽  
Protection Legislation ◽  
The Uk ◽  
The University

Purpose – The University of York Library, part of its Information Directorate, has successfully run an annual user survey using LibQUAL+ since 2008. The tool has proven invaluable in understanding user needs and measuring improvements. The ability to benchmark performance has been well received by university senior managers. Following this positive experience, the Directorate piloted the TechQual+ survey to assess its technology services. TechQual+ is a total market-survey tool developed on the same principles as LibQUAL+. York was the first university in the UK to do this. The purpose of this paper is to reflect upon the experience and its relevance to information services. Design/methodology/approach – A team was established to co-ordinate the distribution of the survey, which was e-mailed to all university members. The survey was conducted over a period of three weeks in December 2011 using their web-based tool. The team worked with the survey providers to make amendments in order to comply with UK Data Protection legislation. Findings – The TechQual+ tool provided a rich set of data on the IT needs of University of York students and staff, including a wealth of comments. As the first use of the tool in the UK, a number of outcomes arose from the pilot: methods for running the survey in order to meet UK data protection requirements; feedback on the tool itself, with some questions not understood from a UK context; a rich set of results data, with some similarities (and several differences) to those available through LibQUAL+. Originality/value – The paper presents the first application of the TechQual+ survey in UK and discusses the issues faced when implementing it in a UK context. The case study will be of interest to libraries or converged services interested in assessing their IT provision.

scholarly journals Talking the Talk and Fitting In: Troubling the Practices of Speaking? ‘What you are Worth’ in Higher Education in the UK

2015 ◽  
Vol 20 (2) ◽  
pp. 27-39 ◽  
Author(s):  
Michelle Addison ◽  
Victoria ◽  
G. Mountford
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Research Projects ◽  
University Staff ◽  
Cultural Meanings ◽  
The North ◽  
The Uk ◽  
Fitting In ◽  
Uk Higher Education

In this article we raise questions about fitting in pertaining to various classed identities within two UK Higher Education Institutions (HEI). We discuss the pains and privileges attached to accent and ways of speaking worth: Who is able to mobilize and capitalize on inscribed values, as they come to be attached to ways of talking? Accents and ways of talking are part of embodied class identities and whilst some carry connotations of intelligence, other ways of talking are positioned as lacking value, as well as other cultural meanings ( Sayer 2002 ; Spencer, Clegg and Stackhouse 2013 ; Lawler 1999 ; Skeggs 1997 ; Southerton 2002 ; Taylor 2007 ; Macfarlane and Stuart-Smith 2012 ). In this article we discuss our empirical research carried out in two separate qualitative ESRC-funded research projects in the north of England with undergraduate students (Victoria Mountford) and university staff (Michelle Addison). Focusing primarily on white British ways of talking, we examine how embodying particular accents or ways of talking affect classed notions of ‘fitting in’ or ‘standing out’ (Reay et al 2009: 1; Abraham and Ingram 2013 ) in HE. In a climate of uncertainty in Higher Education we are concerned that the importance of demonstrating one's impact, value and worth comes down to more than just productivity, it is becoming demonstrably about being able to ‘talk the talk’. Here we trouble the practices of speaking ‘what you are worth’.

scholarly journals Investigating the impact of status and context on workplace incivility.

2019 ◽  
Author(s):  
Amy Irwin ◽  
Charlotte Patricia Irvine ◽  
Barbara Bekes ◽  
Emily Nordmann
Keyword(s):  
Higher Education ◽  
Student Behavior ◽  
Online Survey ◽  
Context Effects ◽  
Emotional Impact ◽  
Staff Retention ◽  
Teaching Context ◽  
Context Specific ◽  
The Uk ◽  
The Impact

Incivility has been reported as having an adverse impact on student learning, faculty staff retention and student commitment within Higher Education. As such this behaviour has the potential to reduce student achievement and could have a financial impact on institutions. The aim of this two-stage study was to examine the impact of teaching context (lecture versus tutorial) and instigator status (staff versus student) on the perception and impact of incivility in academia. Study 1 recruited participants from Scotland and utilised a vignette-based approach to evaluate status and context effects across four fictional teaching scenarios, each illustrating the uncivil behaviour of ignoring someone. Study 2 recruited participants from the UK and Ireland and used an online survey to gather quantitative and qualitative data investigating uncivil behaviours within lectures and tutorials. The combined results indicate that the uncivil behaviours absenteeism, non-participation, ignoring and unrelated behaviours were all more frequent during a lecture in comparison to a tutorial. Uncivil behaviours were associated with a higher emotional impact within tutorials as opposed to lectures and an assertive response to incivility was more likely in a tutorial than a lecture. In terms of status student behavior was perceived as more uncivil than the equivalent staff behavior, yet a higher emotional response was reported for staff as opposed to student incivility, regardless of context. These results indicate the need for a tailored context-specific approach to addressing incivility within Higher Education, with practical implications discussed.

scholarly journals SASS: South African Simulation Survey – a review of simulation-based education

2019 ◽  
pp. 12-20
Author(s):  
R Swart ◽  
R Duys ◽  
ND Hauser
Keyword(s):  
South Africa ◽  
South African ◽  
Undergraduate Students ◽  
Online Survey ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Survey Tool ◽  
South African Society ◽  
Simulation Based ◽  
The Impact

Background: Simulation-based education (SBE) has been shown to be an effective and reproducible learning tool. SBE is used widely internationally. The current state of SBE in South Africa is unknown. To the best of our knowledge this is the first survey that describes the use and attitudes towards SBE within South Africa. Methods: An online survey tool was distributed by email to: i) the South African Society of Anaesthesiologists (SASA) members; and ii) known simulation education providers in South Africa. The respondents were grouped into anaesthesia and non-anaesthesia participants. Descriptive statistics were used to analyse the data. Ethics approval was obtained: HREC REF 157/2017. Results: The majority of the respondents provide SBE and integrate it into formal teaching programmes. There is a will amongst respondents to grow SBE in South Africa, with it being recognised as a valuable educational tool. The user groups mainly targeted by SBE, were undergraduate students, medical interns, registrars and nurses. Learning objectives targeted include practical skills, medical knowledge, critical thinking and integrated management. Amongst anaesthesia respondents: the tool most commonly used to assess the quality of learner performance during SBE, for summative assessment, was ‘expert opinion’ (33%); the most frequent methods of evaluating SBE quality were participant feedback (42%) and peer evaluation (22%); the impact of SBE was most frequently assessed by informal discussion (42%) and learner feedback (39%). In anaesthesia SBE largely takes place within dedicated simulation facilities on site (47%). Most respondents report access to a range of SBE equipment. The main reported barriers to SBE were: finance, lack of trained educators, lack of equipment and lack of protected time. A limited number of respondents report engaging in SBE research. There is a willingness in both anaesthesia and non-anaesthesia groups (96% and 89% respectively) to collaborate with other centres. Conclusion: To the best of our knowledge this publication provides us with the first cross-sectional survey of SBE in anaesthesia and a selection of non-anaesthetic respondents within South Africa. The majority of respondents indicate that SBE is a valuable education tool. A number of barriers have been identified that limit the growth of SBE within South Africa. It is hoped that with a commitment to ongoing SBE research and evaluation, SBE can be grown in South Africa.

Assessing the role of college as a sustainability communication channel

2017 ◽  
Vol 18 (7) ◽  
pp. 1060-1075 ◽  
Author(s):  
Alisa P. Lertpratchya ◽  
John C. Besley ◽  
Adam Zwickle ◽  
Bruno Takahashi ◽  
Cameron Thomas Whitley
Keyword(s):  
Higher Education ◽  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Undergraduate Students ◽  
Environmental Sustainability ◽  
Communication Channel ◽  
Online Survey ◽  
Large Population ◽  
Education Institution ◽  
Content Type

Purpose The purpose of this study is to assess the effectiveness of higher education institution as a sustainability communication channel. The theory of planned behavior was used to examine the degree to which a student’s tenure at a large university with active and visible sustainability initiatives is associated with changes in views about sustainability and changes in reported sustainability behaviors. Design/methodology/approach This study involved a campus-wide online survey on undergraduate students at a large mid-western university. A direct measurement approach to the theory of planned behavior was used to measure changes in attitudes, normative beliefs, perceived behavioral controls and self-reported behaviors on five different environmental sustainability behaviors. Findings Overall findings support the notion that higher education institutions can be effective communication channels for sustainability issues, as students who have been in college for a longer period of time reported somewhat more positive attitudes, normative and efficacy beliefs and more sustainable behaviors. Practical implications By measuring specific components of the theory of planned behavior, this study provides insights on specific areas in which campaigns targeting college students in different college years could become more effective. Originality/value Few studies have assessed college as an effective sustainability communication channel despite the fact that it is potentially a powerful channel to reach a large population at their critical age. This study also measures specific components to sustainability behaviors by using the theory of planned behavior as a guiding framework.

scholarly journals Supporting students during the transition to university in COVID-19: 5 key considerations and recommendations

2021 ◽  
Author(s):  
Madeleine Pownall ◽  
Richard Harris ◽  
Pam Blundell-Birtill
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Undergraduate Students ◽  
Tertiary Education ◽  
Evidence Based ◽  
Educational Provision ◽  
Success Model ◽  
Student Success Model ◽  
The Uk ◽  
Academic Year

As COVID-19 continues to disrupt pre-tertiary education provision and examinations in the UK, urgent consideration must be given to how best to support the 2021-2022 cohort of incoming undergraduate students to Higher Education. In this paper, we draw upon the ‘Five Sense of Student Success’ model to highlight five key evidence-based considerations that Higher Education educators should be attentive to when preparing for the next academic year. These include: the challenge in helping students to reacclimatise to academic work following a period of prolonged educational disruption, supporting students to access the ‘hidden curriculum’ of Higher Education, negotiating mental health consequences of COVID-19, and remaining sensitive to inequalities of educational provision that students have experienced as a result of COVID-19. We provide evidence-based recommendations to each of these considerations.

scholarly journals The culture of scientific research

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 66 ◽  
Author(s):  
Catherine Joynson ◽  
Ottoline Leyser
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Scientific Research ◽  
High Quality ◽  
Nuffield Council ◽  
The World ◽  
The Uk ◽  
Quality Of Research

In 2014, the UK-based Nuffield Council on Bioethics carried out a series of engagement activities, including an online survey to which 970 people responded, and 15 discussion events at universities around the UK to explore the culture of research in the UK and its effect on ethical conduct in science and the quality of research. The findings of the project were published in December 2014 and the main points are summarised here. We found that scientists are motivated in their work to find out more about the world and to benefit society, and that they believe collaboration, multidisciplinarity, openness and creativity are important for the production of high quality science. However, in some cases, our findings suggest, the culture of research in higher education institutions does not support or encourage these goals or activities. For example, high levels of competition and perceptions about how scientists are assessed for jobs and funding are reportedly contributing to a loss of creativity in science, less collaboration and poor research practices. The project led to suggestions for action for funding bodies, research institutions, publishers and editors, professional bodies and individual researchers.

scholarly journals Reflections on the impact of COVID-19 on teaching and learning in the Faculty of Arts at the University of Nottingham

2021 ◽  
pp. 47-55
Author(s):  
Cecilia Goria
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Pedagogical Approach ◽  
State Of Emergency ◽  
The Uk ◽  
The University ◽  
The Impact ◽  
Emergency Measures

It is widely believed that digitally-driven changes are not welcomed amongst academic staff in higher education. However, when in March 2020, the University of Nottingham went online in response to the UK government’s COVID-19 lockdown, a different picture started to emerge. This contribution reflects on the initial steps taken to respond to the COVID-19 emergency measures, including the support required to implement these steps and ensuing staff feedback. It also reflects on the process of moving forward from a state of emergency to a more thought-through digital pedagogical approach. In this scenario, the ultimate goal of this reflection is to argue that, as a consequence of the educational turbulence caused by COVID-19, the portrait of academics prone to resisting digitally-driven changes needs to be replaced by one that emphasises the significance of making the pedagogical values of these changes meaningful to the staff who eventually implement them.

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