Equality and Diversity Annual
Report 2014
Monitoring data
Student Feedback
Published: December 2014
Comments or queries about this report are welcomed and should be sent for the attention of the Head of
Equality and Diversity.
The Equality, Diversity and Information Rights Team
University Secretary’s Office
The Open University
Walton Hall
Milton Keynes
MK7 6AA
Tel
Minicom
Email
Web
01908 652867 / 652566
01908 653074
strategy-equality@open.ac.uk
www.open.ac.uk/equality-diversity
Student Feedback
General
About Student Feedback
The University conducts regular surveys of students at the end of their module, and surveys of students who
withdraw from their module. This report includes key findings from the 2012/2013 Student Experience on a
Module Survey & and the 2012/2013 Withdrawal Survey.
The 12/13 Student Module Experience on a Module Survey (SEaM)
The new SEaM survey was introduced during the 12/13 academic year. It is the replacement for the end of
module survey which we have reported on previously in these monitoring reports for the latest Autumn survey
period with results for modules which ended in October only. As presentation patterns in the University have
changed with more modules ending in June and July right at the end of the academic year rather than in
October each year, the reporting of the SEaM results in these monitoring reports going forward will be based
on the latest results available for a full academic year.
The Student Experience on a Module (SEaM) survey is sent to all students on all modules two to three weeks
before the end of their module.
In the 12/13 academic year, we surveyed 86385 students and received 36482 responses, a response rate of
42.2%.
The questionnaire asks a mixture of closed and open questions. Its purpose is to evaluate the student
experience of studying on a particular module and is focused on the teaching and learning experience.
We ask students to evaluate:



Their overall module experience using a set of ten key performance indicator questions
Teaching materials and learning activities
Assessment and feedback
For all questions, students are asked to respond on a five point scale. In reporting these results, ‘definitely
agree’ and ‘mostly agree’ have been combined as ‘agree’ and ‘definitely disagree’ and ‘mostly disagree’ have
been combined as ‘disagree’. The difference between these will be the percentage of students who
responded ‘neither agree nor disagree’.
This report provides analysis of the overall findings by age (grouped data), disability, ethnicity (grouped data)
and gender and also includes data tables for the ten performance indicators questions which asked for
feedback on the overall module experience.
The withdrawal survey
The Withdrawal Questionnaire is sent out to all students who formally withdraw after the module start date.
The survey dataset is drawn from the results from modules in the 2012/2013 academic year with a
presentation finish date on or before 31st July 2013. In this period we received 1915 responses, a response
rate of 10%.
We have used this aggregate data in the report as this is the dataset being used internally to provide the latest
updates on withdrawal survey results.
This report provides analysis of the overall findings by age (grouped data), disability, ethnicity (grouped data)
and gender for:


Overall satisfaction with the OU study experience
Reasons for withdrawal from the module
3
Student Feedback
Age
Results from the 2012/13 SEaM Survey
We received the following number of responses from students in each age band: 25 and under (3685), 26-35
(9767), 36-45 (9804), 46-55 (7517), 56 and over (5708)
Overall Module Experience – Key Performance Indicator Questions
Table 1: 12/13 SEaM Survey Results: Key Performance Indicator Questions by Age
OU
Overall
Agree
(%)
25 and
under
Agree
(%)
26-35
36-45
46-55
Agree
(%)
Agree
(%)
Agree
(%)
56 &
over
Agree
(%)
Overall, I am satisfied with
the quality of the module
88.6
89.3
87.5
88.1
89.4
89.6
Overall, I am satisfied with
my study experience
87.4
87.9
86.8
86.5
88
88.8
The module provided good
value for money
76.4
77.1
74.7
75.3
77.8
79.2
I was satisfied with the
support provided by my
tutor/study adviser on this
module
87.6
85.6
87.6
87.4
88
88.8
Overall, I was satisfied
with the teaching materials
provided on the module
87
88.1
85.9
86.3
87.8
88.3
Overall, I was able to keep
up with the workload on
this module
82.8
82.8
80.1
81.8
83.9
87.8
The learning outcomes
were clearly stated
91.3
89
90.5
91.2
92.9
92.4
I would recommend this
module to other students
81.9
82.9
80.7
81.1
83
83.3
The module met my
expectations
81.7
81
80.3
81.1
83
83.8
I enjoyed studying this
module
82.8
81.7
81.1
81.6
84
86.7
In Table 1, overall satisfaction (% agree) with the study experience was slightly lower for students aged 26-35
and 36-45 (both 87%).
Older students aged 56 and over (88%) were much more able (% agree) to keep up with the workload on this
module.
Our youngest students aged 25 and under (86%) were slightly less satisfied (% agree) with the support
provided by the tutor / study adviser on this module.
The percentage of students who confirmed that the learning outcomes were clearly stated (% agree) increased
with age.
4
Student Feedback
Age
Table 2: 12/13 SEaM Results: Teaching Materials, Learning Activities and Assessment
25 and
under
Agree (%)
26-35
36-45
46-55
Agree (%)
Agree (%)
Agree (%)
56 &
over
Agree (%)
95.6
94.7
94.9
95.2
95.3
86.9
86.8
86.9
86.9
86.2
I was satisfied with the advice and
guidance provided for my studies on
this module
87.1
87.9
87.7
89.3
89.4
I was able to work with the different
teaching materials and learning
activities at the times I was required
to
89.2
87.6
88.4
88.7
90
The teaching materials and learning
activities were well integrated and
helped me to learn
87.4
85.9
87
88
87.6
I was satisfied with the method of
delivery of the different teaching
materials and learning activities on
this module
86.7
85.4
85.4
85.5
86
The library’s online resources
enhanced my study
46.5
52.9
54.7
57.2
57.5
The instructions on how to complete
the assignments were clear
89.6
89.6
90.1
91.8
91.5
Taking part in optional exercises or
activities to test my understanding
helped me to learn
74.9
76.3
78.1
78.1
77.1
Completing assignments on this
module consolidated my learning
90.4
90.9
92
93
93.7
Taking part in collaborative activities
with other students helped me to
learn
60.2
61.9
62
61.6
59.9
I was able to find clear information
about what to study and when
It was easy to navigate my way
around the module website to access
the online teaching materials and
related learning activities
In Table 2, satisfaction (% agree) that completing assignments on the module consolidated their learning
increased by age.
Our youngest students aged 25 and under were the least satisfied (% agree) that the library’s online resources
enhanced their study (47%)
Younger students aged 25 and under (75%) and aged 26-35 (76%) were slightly less likely to confirm that
taking part in optional exercises or activities helped them to learn.
5
Student Feedback
Age
Table 3: 12/13 SEaM Results: Qualification Aim & Skills Development
25 and
under
26-35
36-45
46-55
56 &
over
Agreed (%)
Agreed (%)
Agreed (%)
Agreed (%)
Agreed (%)
The module contributed to the
achievement of my wider
qualification aim
89.7
90.1
91.2
91.3
90.1
The knowledge and skills
developed on this module are
relevant to my work or career
77.5
74.9
73.1
67.6
59.7
Table 3 indicates that the relevance of knowledge and skills developed on module to the work or career of
students decreased with age in the range of 78% for students aged 25 and under to 60% for students aged 56
and over.
6
Student Feedback
Age
Results from the 2012/2013 Withdrawal Survey
We received the following number of responses from students in each age band: 25 and under (159), 26-35
(458), 36-45 (463), 46-55 (409), 56 and over (425)
Table 4: Withdrawal Survey 2012/2013 Results: General Satisfaction with the OU Study Experience by
Age
25 and
under
26-35
36-45
46-55
56 &
over
Agreed (%)
Agreed (%)
Agreed (%)
Agreed (%)
Agreed (%)
The course choice information
on OU publications/websites
was accurate
77.4
80.7
77.8
81.7
83.3
The advice and guidance on
course choice from an OU
member of staff was accurate
75.0
80.5
76.5
76.7
78.0
Overall, I was satisfied with the
teaching materials provided on
this course (eg printed text, CD
ROMs, DVDs, online materials)
79.1
78.4
76.8
81.7
81.3
I was satisfied with the support
provided by my tutor/study
advisor on this course
71.8
74.7
77.6
71.9
79.1
Overall, I was satisfied with the
quality of this course
75.2
73.4
76.0
78.2
77.4
Overall I was satisfied with my
study experience
61.7
65.1
67.1
64.8
66.8
In Table 4, our youngest students aged 25 and under (62%) who withdrew from the module were less satisfied
with their study experience than older students.
Younger students aged 25 and under (75%) and aged 26-35 (73%) who withdrew from the module were
slightly less satisfied (% agree) overall with the quality of the module.
Our youngest students aged 25 and under (75%) who withdrew from the module were the least satisfied (%
agree) with the accuracy of the advice and guidance on course choice received from OU staff.
Students aged 36-45 (77%) who withdrew from the module were less satisfied (% agreed) with the teaching
materials provided on their course.
There was wide variation in the level of satisfaction (% agree) for students who withdrew from the module with
the support provided by the tutor / study advisor in the range of 72% for both students aged 25 and under &
aged 46-55 to 79% for students aged 56 and over.
7
Student Feedback
Age
Table 5: 2012/2013 Withdrawal Survey: All Reasons For Withdrawal From The Module By Age
Reasons for withdrawal
(Select all that apply)
25 and
under
Response
(%)
26-35
36-45
46-55
56 & over
Response
(%)
Response
(%)
Response
(%)
Response
(%)
Family / life events
/unexpected personal illness
42.1
62.2
55.7
57.0
52.8
Your employment
40.9
40.2
34.8
37.4
16.2
A physical/mental health
disability .. *
18.9
19.0
17.5
22.3
21.4
I decided to concentrate on
other modules studied
concurrently
20.1
15.9
12.7
9.1
6.6
The module – teaching
materials
13.2
13.8
13.2
12.5
15.5
The module – study support
for my learning
10.7
10.5
6.9
10.0
8.7
General support needed for
my study (eg financial)
3.1
3.7
2.8
2.9
1.9
Other
18.9
14.9
17.1
19.1
21.6
* Full statement text: A physical/mental health disability, health condition or specific learning difficulty (such as dyslexia)
which affected my ability to study
In Table 5 family/life events/unexpected personal illness was the most common reason given for withdrawal
from a module for students in all age groupings.
Students aged 35 and under were more likely to withdraw from their module due to:
(i) Employment – students aged 25 and under (41%); students aged 26-35 40%
(ii) Deciding to concentrate on other modules studied concurrently - students aged 25 and under (20%);
Students aged 26-35 (16%).
8
Student Feedback
Age
Table 6: 2012/2013 Withdrawal Survey: Most INFLUENTIAL Factor For Withdrawal From The Module
By Age
Reasons for withdrawal
(Select all that apply)
25 and
under
Response
(%)
26-35
36-45
46-55
56 & over
Response
(%)
Response
(%)
Response
(%)
Response
(%)
Family / life events
/unexpected personal illness
28.0
42.9
42.0
39.0
47.0
Your employment
25.5
19.4
22.7
19.1
9.3
A physical/mental health
disability .. *
8.9
9.3
9.9
13.5
13.8
I decided to concentrate on
other modules studied
concurrently
14.0
8.2
5.5
5.3
3.8
The module – teaching
materials
6.4
5.4
5.3
7.2
8.0
The module – study support
for my learning
2.6
3.3
2.5
3.2
4.3
General support needed for
my study (e.g. finance)
1.9
0.9
1.4
1.1
0.8
Other
12.7
10.7
10.8
11.7
13.6
* Full statement text: A physical/mental health disability, health condition or specific learning difficulty (such as dyslexia)
which affected my ability to study
In Table 6, the FACTOR which was most INFLUENTIAL in their decision to withdraw from the module for
students across all age groups was family / life events / unexpected personal illness.
Employment was more likely to be the most INFLUENTIAL FACTOR in their decision to withdraw from the
module for students aged 25 and under (26%) and students aged 36-45 (23%)
The decision to concentrate on other modules studied concurrently (14%) was more likely to be the most
INFLUENTIAL FACTOR for withdrawal from the module for younger students aged 25 and under.
A physical/mental health disability, health condition or specific learning difficulty (such as dyslexia) which
affected the ability to study was more likely to be the most INFLUENTIAL FACTOR for withdrawal for students
aged 46 and over (14%)
9
Student Feedback
Disability
Results from the 2012/2013 SEaM Survey
We received the following number of responses from students:
Disabled students with Disabled Student Allowance (DSA) (1177), Disabled students with no DSA (3377),
Students with no disclosed disabilities (31928).
Overall Module Experience – Key Performance Indicator Questions
Table 7: 12/13 SEaM Survey: Key Performance Indicator Questions by Disability
OU Overall
Agree (%)
Disabled
With no
DSA
Agree (%)
Disabled
With DSA
Agree (%)
Overall, I am satisfied with the
quality of the module
88.6
86.7
85.3
88.9
Overall, I am satisfied with my study
experience
87.4
84.5
83.7
87.8
The module provided good value for
money
76.4
75.2
77.2
76.5
I was satisfied with the support
provided by my tutor/study adviser
on this module
87.6
86.8
85.6
87.8
Overall, I was satisfied with the
teaching materials provided on the
module
87.0
85
83.1
87.3
Overall, I was able to keep up with
the workload on this module
82.8
78.7
78.3
83.5
The module met its stated learning
outcomes
91.3
89.5
88.4
91.6
I would recommend this module to
other students
81.9
79.5
79.9
82.2
The module met my expectations
81.7
78.3
77.1
82.2
I enjoyed studying this module
82.8
80.2
79.7
83.2
No
Disabilities
Agree (%)
In Table 7, disabled students with DSA (77%) were slightly more positive (% agree) that the module provided
good value for money than disabled students with no DSA (75%).
Students with no disabilities were more likely than students with DSA or no DSA to be satisfied (% agree)
overall for these items:
 I am satisfied with my study experience
Students with no disabilities (88%), disabled students with DSA (84%), disabled with no DSA (85%)
 I was able to keep up with the workload on the module
Students with no disabilities (84%), disabled students with DSA (78%), disabled students with no DSA 79%
10
Student Feedback
Disability
Table 8: 12/13 SEaM Survey: Teaching Materials and Learning Activities
Disabled
With no DSA
Agree (%)
It was easy to navigate my way
around the module website to access
the online teaching materials and
related learning activities
I was satisfied with the advice and
guidance provided for my studies on
this module
I was able to work with the different
teaching materials and learning
activities at the times I was required
to
The teaching materials and learning
activities were well integrated and
helped me to learn
I was satisfied with the method of
delivery of the different teaching
materials and learning activities on
this module
I have declared a disability and was
able to work with the teaching
materials and learning activities on
this module
Disabled
With DSA
Agree (%)
No
Disabilities
Agree (%)
83.2
83.3
87.3
86.5
83.8
88.6
85.6
82.1
89.1
84.2
82.6
87.5
83.4
80.8
86.1
82.3
86.2
-
In Table 8, disabled students with DSA (84%) were less satisfied (% agree) with the advice and guidance
provided for their studies on this module than disabled students with no DSA (87%) and students with no
disabilities (89%).
Disabled students with DSA (83%) and no DSA (84%) were less likely to report (% agree) that the teaching
materials and learning activities were well integrated and helped them to learn.
Disabled students with DSA (82%) were less satisfied (% agree) that they were able to work with the different
teaching materials and learning activities at the times they needed to.
11
Student Feedback
Disability
Table 9: 12/13 SEaM Results: Assessment by Disability
OU Overall
Agree (%)
The instructions on how to complete
the assignments were clear
Taking part in optional exercises or
activities to test my understanding
helped me to learn
Completing assignments on this
module consolidated my learning
Taking part in collaborative activities
with other students helped me to
learn
Disabled
With no DSA
Agree (%)
Disabled
With DSA
Agree (%)
No
Disabilities
Agree (%)
90.6
88.4
86.6
90.9
77.1
76.4
77.0
77.2
92.0
89.5
88.8
92.4
61.4
57.9
59.8
61.8
Table 9 shows that students with no disabilities (91%) were more likely to perceive (% agree) that instructions
on how to complete the assignments were clear.
Table 10: 12/13 SEaM Results: Qualification Aim & Skills Development by Disability
OU Overall
Agree (%)
Disabled
With no DSA
Agree (%)
Disabled
With DSA
Agree (%)
No
Disabilities
Agree (%)
The module contributed to the
achievement of my wider qualification
aim
90.6
88.7
88.0
90.9
The knowledge and skills developed
on this module are relevant to my
work or career
71.9
72.1
69.7
72.2
In Table 10, knowledge and skills developed on the module had slightly less relevance to the work or career
for disabled students with DSA (70%).
12
Student Feedback
Disability
Results from the 2012-2013 Withdrawal Survey
We received the following number of responses: Disabled Students with Disabled Study Allowance (92),
Disabled Students with no Disabled Study Allowance (372), Students with disabilities (1431)
Table 11: 2012-2013 Withdrawal Survey: General Satisfaction with the OU Study Experience by
Disability
Disabled
With DSA
Agree (%)
Disabled
With no
DSA
Agree (%)
No
Disabilities
Agree (%)
The module choice information in OU publications/websites was
accurate
74.4
82.9
80.3
The advice and guidance on module choice from an OU member
of staff was accurate
82.7
80.3
76.7
Overall, I was satisfied with the teaching materials provided on the
module
79.3
82.1
78.7
I was satisfied with the support provided by my tutor/study adviser
on the module
69.9
75.0
76.0
I was satisfied with the quality of online interaction (e.g. online
tutorials)
57.1
62.2
67.4
Overall, I was satisfied with the quality of my module
75.6
76.4
76.0
Overall, I was satisfied with my study experience
71.8
62.6
66.0
Table 11 indicates disabled students with DSA (74%) were much less likely to report (% agree) the module
choice information in OU publications / websites was accurate (75%) but conversely more likely to report the
advice and guidance on module choice from an OU member of staff accurate (83%).
Disabled students with DSA were less positive (% agree) with the support provided by their tutor/study adviser
(70%) and the quality of online interaction (57%) on their module.
13
Student Feedback
Disability
Table 12: 2012-2013 Withdrawal Survey: Most INFLUENTIAL Factor For Withdrawal From The Module
By Disability
Factor That Most Influenced Decision To Withdraw From The
Module
Disabled
With DSA
Agree (%)
Disabled
With no
DSA
Agree (%)
No
Disabilities
Agree (%)
Family/Life events/unexpected personal illness
39.1
34.3
43.5
A physical/mental health disability, health condition or specific
learning difficulty (such as dyslexia) which affected my ability to
study
26.4
35.7
3.9
Other
12.6
10.3
12.1
Your employment
3.5
6.9
22.4
I decided to concentrate on other modules studied concurrently
5.8
5.1
6.8
The module – teaching materials
4.6
4.9
6.9
The module – study support for my learning
10.3
12.6
12.1
In Table 12, for disabled students with no DSA (36%) a physical/mental health disability, health condition or
specific learning difficulty (such as dyslexia) which affected ability to study, was the most INFLUENTIAL
FACTOR in the decision to withdraw from the module WHEREAS family/life events/unexpected personal
illness was the most INFLUENTIAL FACTOR for disabled students with DSA (39%).
Disabled students with DSA (7%) and with no DSA (4%) were much less likely to cite their employment as
most INFLUENTIAL FACTOR for withdrawal from the module.
14
Student Feedback
Ethnicity
Results from the 2012/2013 SEaM Survey
We received the following number of responses from students in each ethnic grouping: Asian students (1046),
Black students (1121), Other students (212), Mixed students (638), White students (32483), Not known (982)
Overall Module Experience – Key Performance Indicator Questions
Table 13: 12/13 SEaM Survey: Key Performance Indicator Questions by Ethnicity
OU
Overall
Asian
Black
Mixed
White
Other
Unknown
Agree
(%)
Agree
(%)
Agree
(%)
Agree
(%)
Agree
(%)
Agree
(%)
Agree
(%)
Overall, I am satisfied
with the quality of the
module
88.6
88.5
91.9
91.4
88.5
90.0
83.6
Overall, I am satisfied
with my study
experience
87.4
88.7
90.7
88.4
87.3
89.0
84.7
The module provided
good value for money
76.4
76.8
82.0
78.7
76.4
79.6
68.2
I was satisfied with the
support provided by my
tutor/study adviser on
this module
87.6
88.5
90.2
88.5
87.5
88.6
84.8
Overall, I was satisfied
with the teaching
materials provided on
the module
87.0
86.6
90.5
89.5
87.0
88.0
80.7
Overall, I was able to
keep up with the
workload on this
module
82.8
78.5
75.7
78.5
83.4
80.2
78.7
The module met its
stated learning
outcomes
91.3
90.5
93.7
89.6
91.4
88.5
86.8
I would recommend
this module to other
students
81.9
84.8
89.3
83.2
81.7
86.3
76.3
The module met my
expectations
81.7
82.5
85.3
81.9
81.7
82.2
77.3
I enjoyed studying this
module
82.8
84.7
87.8
84.5
82.6
86.1
79.8
15
Student Feedback
Ethnicity
In Table 13, Black students were the most satisfied (% agree) with all aspects of the overall module
experience we asked about apart from being able to keep up with the workload (76%) where Black students
had the lowest rating for this item.
Asian and White students were the least satisfied with their overall quality of the module (both 89%) and that
the module provided good value for money (White students 76%, Asian students 77%).
Table 14: 12/13 SEaM Survey: Teaching Materials and Learning Activities by Ethnicity
Asian
Black
Mixed
White
Other
Unknown
Agree
(%)
Agree
(%)
Agree
(%)
Agree
(%)
Agree
(%)
Agree
(%)
I was able to find clear information
about what to study and when
94.6
93.0
94.0
95.2
94.3
91.3
It was easy to navigate my way around
the module website to access the online
teaching materials and related learning
activities
87.0
88.4
85.5
87.0
86.3
78.7
I was satisfied with the advice and
guidance provided for my studies on
this module
87.4
90.9
88.9
88.4
88.6
82.1
I was able to work with the different
teaching materials and learning
activities at the times I was required to
85.4
86.1
89.7
88.9
82.5
84.6
The teaching materials and learning
activities were well integrated and
helped me to learn
86.7
90.2
87.7
87.1
89.6
80.6
I was satisfied with the method of
delivery of the different teaching
materials and learning activities on this
module
85.6
87.2
87.2
85.7
84.6
81.4
The library’s online resources enhanced
my study
54.7
56.9
53.9
54.3
54.4
51.3
Table 14 shows that Black (91%) students were overall the most satisfied (% agreed) with the advice and
guidance provided for their studies on this module.
White (89%) and Mixed (90%) students were much more likely (% agree) to have been able to work with the
different teaching materials and learning activities at the times they were required to.
16
Student Feedback
Ethnicity
Table 15: 12/13 SEaM Survey: Assessment by Ethnicity
Asian
Black
Mixed
White
Other
Unknown
Agree
(%)
Agree
(%)
Agree
(%)
Agree
(%)
Agree
(%)
Agree (%)
The instructions on how to complete the
assignments were clear
88.4
91.8
91.1
90.8
90.5
84
Taking part in optional exercises or
activities to test my understanding
helped me to learn
79.3
81.2
78.1
77
77
74.7
Completing assignments on this module
consolidated my learning
93.6
93.5
91.9
92
92.9
89.5
Taking part in collaborative activities
with other students helped me to learn
67.7
68.4
64.1
60.8
60.7
61.6
Table 16 shows that Asian students (88%) were less satisfied (% agree) that the instructions on how to
complete the instruments were clear.
Asian and Black students (both 68%) were the most positive (% agree) that taking part in assessed
collaborative activities with other students supported their learning.
Black students (81%) were the most positive (% agree) that taking part in optional exercises or activities to test
their learning helped their understanding.
Table 16: 12/13 SEaM Results: Qualification Aim & Skills Development by Disability
Asian
Black
Mixed
White
Other
Unknown
Agree
(%)
Agree
(%)
Agree
(%)
Agree
(%)
Agree
(%)
Agree (%)
The module contributed to the
achievement of my wider qualification
aim
92.5
94
90.1
90.5
91.3
89.4
The knowledge and skills developed on
this module are relevant to my work or
career
81.6
87.1
78.5
70.8
81.1
70.9
Asian (93%) and Black (94%) students were most likely to confirm (% agree) that the module contributed to
their wider qualification aim.
Black students (87%) were much more likely to confirm (% agree) while White students (71%) were much less
likely to confirm that knowledge and skills developed on the module were relevant to their work or career.
17
Student Feedback
Ethnicity
Results from the 2012-2013 Withdrawal Survey
We received 3261 responses from White students compared to a much lower number of responses from
students in the following ethnic groupings: Asian (35), Black (69), Other (7), Mixed (35), White (1727),
Unknown (41)
NB Due to the low number of responses from Other students (7 responses), the discussion of results from this
group are excluded from the commentary.
Table 17: 2012/2013 Withdrawal Survey: General Satisfaction with OU Study Experience by Ethnicity
Asian
Black
Mixed
White
Other
Not Known
Agree
(%)
Agree
(%)
Agree
(%)
Agree
(%)
Agree
(%)
Agree
(%)
The module choice information
in OU publications/websites was
accurate
70.0
85.4
88.9
80.2
80.0
87.5
The advice and guidance on
module choice from an OU
member of staff was accurate
79.3
82.0
70.4
77.6
85.7
81.8
Overall, I was satisfied with the
teaching materials provided on
the module
54.6
81.3
80.6
80.0
71.4
69.2
I was satisfied with the support
provided by my tutor/study
adviser on the module
78.1
76.2
80.0
75.6
85.7
61.8
I was satisfied with the quality of
online interaction (e.g. online
tutorials)
63.3
79.0
62.5
65.9
50.0
48.3
Overall, I was satisfied with the
quality of my module
66.7
77.8
77.8
76.2
85.7
73.0
Overall, I was satisfied with my
study experience
65.6
70.0
68.6
65.4
85.7
60.0
Table 17 shows Black (85%) and Mixed students (89%) were most likely to find the module choice information
in OU publications/websites accurate. Mixed students (70%) were the least likely to find the advice and
guidance on module choice from an OU member of staff accurate.
Asian students were much less likely to be satisfied overall with the quality of the module (67%), their study
experience (66%) and with the teaching materials provided on the module (55%).
18
Student Feedback
Ethnicity
Table 18: 2012/2013 Withdrawal Survey: All Reasons for Withdrawal from Module By Ethnicity
Asian
Black
Mixed
White
Other
Response
(%)
Response
(%)
Response
(%)
Response
(%)
Response
(%)
Family/life
events/unexpected
personal illness
54.3
53.6
69.4
55.8
42.9
51.2
A physical/mental health
disability, health condition
or specific learning
difficulty (such as dyslexia)
which affected my ability to
study
14.3
13.0
25.0
20.3
14.3
12.2
Your employment
45.7
23.2
44.4
32.4
57.1
48.8
The module – teaching
materials
20.0
5.8
5.6
13.9
0.0
22.0
The module – study
support for my learning
5.7
8.7
5.6
9.3
0.0
12.2
The general support
needed for my studies
5.7
11.6
5.6
2.5
0.0
0.0
I decided to concentrate
on other modules studied
concurrently
8.6
18.8
16.7
11.7
0.0
12.2
Other
14.3
10.1
13.9
18.8
14.3
12.2
Reasons for withdrawal
(Select all that apply)
Not
Known
Response
(%)
Table 18 shows that Mixed students (69%) were much more likely to cite family/life events/unexpected
personal illness as a reason for withdrawal from the module.
Employment was most commonly a reason for withdrawal from the module for Mixed (44%) and Asian
students (46%).
Asian (20%) and White (14%) students were the most likely to cite the module – teaching materials as a
reason for withdrawal from the module.
19
Student Feedback
Ethnicity
Table 19: 2012-2013 Withdrawal Survey: Most INFLUENTIAL Factor for Withdrawal from Module By
Ethnicity
Asian
Black
Mixed
White
Other
Response
(%)
Response
(%)
Response
(%)
Response
(%)
Response
(%)
Family/life
events/unexpected
personal illness
41.9
42.6
42.4
41.6
14.3
36.8
A physical/mental health
disability, health condition
or specific learning difficulty
(such as dyslexia) which
affected my ability to study
0.0
6.6
12.1
11.7
14.3
5.3
Your employment
32.3
14.8
24.2
17.9
42.9
26.3
The module – teaching
materials
9.7
3.3
6.1
6.3
0.0
13.2
The module – study
support for my learning
3.2
8.2
3.0
3.0
14.3
2.6
I decided to concentrate on
other modules studied
concurrently
3.2
9.8
3.0
6.5
0.0
7.9
General support for my
study (e.g. financial)
3.2
4.9
0.0
1.0
0.0
0.0
Other
6.5
9.8
9.1
12.1
14.3
7.9
Reasons for withdrawal
(Select all that apply)
Not
Known
Response
(%)
Table 19 shows family / life events/ unexpected personal illness was most commonly the most INFLUENTIAL
FACTOR in withdrawal from the module with minimal variation in response between ethnic grouping (42% 43%).
For Asian students (32%) their employment was most commonly the most INFLUENTIAL FACTOR for
withdrawal from the module.
20
Student Feedback
Gender
Results from the 2012/2013 SEaM Survey
We received the following number of responses from students: Men (13540), Women (22942).
Overall Module Experience – Key Performance Indicator Questions
Table 20: 12/13 SEaM Survey: Key Performance Indicator Questions by Gender
Aut10 Modules Survey:
Key Performance Indicator Questions
OU Overall
Agree (%)
Men
Agree (%)
Women
Agree (%)
Overall, I am satisfied with the quality of the module
88.6
87.9
88.9
Overall, I am satisfied with my study experience
87.4
87.5
87.3
The module provided good value for money
76.4
75.2
77.1
I was satisfied with the support provided by my
tutor/study adviser on this module
87.6
89.7
86.3
Overall, I was satisfied with the teaching materials
provided on the module
87
86.1
87.5
Overall, I was able to keep up with the workload on
this module
82.8
83.8
82.2
The module met its stated learning outcomes
91.3
91
91.5
I would recommend this module to other students
81.9
82.3
81.6
The module met my expectations
81.7
82.7
81.1
I enjoyed studying this module
82.8
83.6
82.3
Table 20 shows there was no more than a 1.9.percentage point difference in the ratings (% agree) between
men and women for the key PI questions we asked about the module experience overall apart from support
provided by their tutor/study adviser on the module: 90% of men in contrast to 86% of women were satisfied
with the support provided by their tutor / study adviser on the module.
Women (62%) were more likely to agree than men (59%) that taking part in collaborative activities helped
them to learn.
Knowledge and skills developed on this module were slightly more relevant to the work or career of women
(73%) than men (70%).
21
Student Feedback
Gender
Results from the 2012-2013 Withdrawal Survey
We received the following number of responses from students: Men (639), Women (1276).
Table 21: 2012-2013 Withdrawal Survey: Satisfaction with the OU Study Experience by Gender
Men
Women
Responses
Agreed (%)
Responses
Agreed (%)
The module choice information in OU publications/websites was accurate
81.9
79.8
The advice and guidance on module choice from an OU member of staff
was accurate
77.9
77.7
Overall, I was satisfied with the teaching materials provided on the
module
77.7
80.2
I was satisfied with the support provided by my tutor/study adviser on the
module
78.5
74.0
I was satisfied with the quality of online interaction (e.g. online tutorials)
67.8
65.0
Overall, I was satisfied with the quality of my module
78.0
75.1
Overall, I was satisfied with my study experience
65.9
65.5
In Table 21, men (78%) were more satisfied than women (75%) with the quality of the module overall.
Women (74%) were slightly less satisfied than men (79%) with the support provided by the tutor/study adviser
on their module.
Men (80%) were slightly less satisfied than women (78%) with the teaching materials provided on the module.
Table 22: 20010-2011 Withdrawal Survey: Reasons for Withdrawal From The Module By Gender
Reasons for withdrawal
(Select all that apply)
Men
Response
(%)
Women
Response
(%)
Family/life events/unexpected personal illness
44.3
61.5
Your employment
39.4
29.8
A physical/mental health disability, health condition or specific learning
difficulty (such as dyslexia) which affected my ability to study
18.3
20.6
The module – teaching materials
13.3
13.9
The module – study support for my learning
7.4
10.0
I decided to concentrate on other modules studied concurrently
13.6
11.1
The general support needed for my study from the OU
2.7
3.0
Table 22 shows the largest percentage point difference in response between men (44%) and women (62%) in
identifying the reasons for withdrawal was not related module related but due to family//life events/unexpected
personal illness.
22
Student Feedback
Gender
Employment was cited as a reason for withdrawal by a higher percentage of men (39%) than women (30%).
For women (45%), family/life events/unexpected illness was the MOST INFLUENTIAL reason given for
withdrawal from the module.
For men, family/life events/unexpected illness (32%) and employment (27%) were cited more closely as the
MOST INFLUENTIAL reasons for withdrawal from the module.
23