Using NSS for Enhancement
NSS data analysis, interventions and indicators of success
on institutional level…
Clare Milsom, Elena Zaitseva
from Satisfaction to Enhancement
Purposes of the NSS
1. Quality assurance
2. Student choice
3. Improvement of the student learning experience (quality
enhancement) (HEFCE2010)
Enhancement is only possible when you know what the issues
are…
What do we do with NSS data…
Quantitative data: tailored reports for Faculties, Schools and programmes
looking at trends, patterns of responses and triangulating data (e.g. NSS and
TESTA scores comparison)
HEFCE 2010: ‘descriptive information ..which is not currently exploited’
analytical tool to enable ‘systematic analysis should be investigated’
Qualitative data: started to analyse institutional data set in 2011
2013: Each Faculty tailored semantic analysis of free text comments to use in
Faculty NSS Action Plan. Also SRG on request.
Three years of comparative data. Institutional interventions are reflected in
scores as well as comments.
NSS 2011
Scores showed a steady
increase in all areas, but
comments highlighted
particular issues with
library (availability of
computers) and feedback
(directly connected with
lack)
Skills (new concept) mainly placement-related
discourse
Interventions: feedback
policy, library’s survey and
staff development
NSS 2012
Library and feedback
changed location - more
positive perception
Information – critical
discourse
Course – linked to skills and
knowledge
Learning Resources +7%
Assessment and Feedback
+6%
Academic support +6%
NSS 2013
Feedback and library are
borderline concepts (small
improvement in scores)
Resources linked to available
University – more central to
student experience (first time
positive concept). Linked to
skills and experience.
Organisation and
management – most
improvements (+4%)
Dynamics of sentiments
Concept
2011
2012
2013
Feedback
- (13%)
- (04%)
- (09%)
Library
- (06%)
+(03%)
-(03%)
Tutors
- (05%)
+ (10%)
+(11%)
Communication
- (05%)
- (09%)
-(08%)
Computers
- (03%)
n/a
n/a
University
- (10%)
-(04%)
+ (04%)
Marking
-(04%)
-(02%)
-(04%)
What have we learned…
1. Student satisfaction is a dynamic process
2. Analysing comments longitudinally can help to identify
changes in students’ attitude and see the impact of
interventions at institutional level
(HEFCE and HEA funded national analysis of free text
comments: value for money and impact of higher tuition fees)
3. Cross sectional analysis (LJMU survey) – insights into level
specific priorities and aims
(Zaitseva, Milsom, Stewart (2013) Quality in Higher Education, 19(2), 225-247 )
4. Quick data turn around allows timely and more informed
actions
5. Encourage your students to leave comments!