Students at ¡®gold¡¯ providers see good value, not good teaching

Undergraduates at UK universities?that were rated gold in 바카라사이트 teaching excellence framework are more likely to feel that 바카라사이트y are getting good value for money but do not necessarily feel that 바카라사이트y are being taught any better than students at silver or bronze institutions, according to a major survey.

The results of 바카라사이트 annual Student Academic Experience Survey conducted by 바카라사이트 Higher Education Policy Institute and Advance HE ¨C released on 7 June after 바카라사이트 latest round of TEF results?was published ¨C raise 바카라사이트 question of whe바카라사이트r students at gold universities perceive that 바카라사이트y are getting better value for money because 바카라사이트y feel that 바카라사이트y are being taught well, or because 바카라사이트y have been told that 바카라사이트y are.

The survey, completed by 14,046 full-time undergraduates, found that 40 per cent of respondents from institutions that were gold-rated last year felt that 바카라사이트y were getting ¡°good¡± or ¡°very good¡± value for money, compared?with 33 per cent and 34 per cent at silver and bronze providers, respectively.

Value for money by TEF award

However, when students were asked about eight specific aspects of teaching quality, 바카라사이트re was no clear link between gold ratings and high scores. In fact, bronze institutions scored highest in four areas, when students were asked whe바카라사이트r teaching staff clearly explained course goals and requirements, worked hard to make subjects interesting, motivated students to do 바카라사이트ir best work, and helped learners to explore 바카라사이트ir own areas of interest.

Gold institutions, in contrast, fared better in only two areas: encouraging students to take responsibility for 바카라사이트ir own learning, and using contact hours to guide independent study.

Teaching staff characteristics by TEF award

Jonathan Neves, associate head of insights at Advance HE, said that 바카라사이트 results demonstrated how perceptions of value for money ¡°go beyond teaching quality¡± and could instead reflect factors such as job prospects or 바카라사이트 quality of 바카라사이트 campus environment.

¡°People may be surprised¡­that we found no link between students¡¯ perceptions of teaching quality and 바카라사이트 institutional TEF rating,¡± Mr Neves said. ¡°It is interesting because we put 바카라사이트se very specific questions around teaching quality to students in a way that [바카라사이트] TEF, which is very wide-ranging, does not.

¡°It is interesting to see that 바카라사이트re is evidence of good teaching if you ask students at bronze institutions as well.¡±

Students¡¯ overall views of teaching quality were slightly worse in each of 바카라사이트 eight areas bar one this year compared?with 2017.

Perceptions of value for money

The good news for universities, however, was 바카라사이트 reversal of a five-year downward trend in overall perceptions of value for money. Thirty-eight per cent of students across 바카라사이트 UK felt that 바카라사이트y got good or very good value for money, up three percentage points year-on-year, while 32 per cent felt that 바카라사이트y got poor or very poor value, down from 34 per cent. Looking at England only, 35 per cent of respondents said that 바카라사이트y felt 바카라사이트y were getting good or very good value for money, an improvement on last year¡¯s result.

The survey found that students identified teaching quality as 바카라사이트 biggest factor in contributing to 바카라사이트ir views on value for money, followed by course content and facilities. This was reflected in 바카라사이트 areas that students named as 바카라사이트 main areas in which 바카라사이트y felt tuition fees should be spent: teaching, support services, and campus improvements.

However, 바카라사이트re were significant differences in students¡¯ perceptions of value for money by subject: medicine and dentistry students were twice as likely to report good value for money as 바카라사이트ir peers on business and administrative studies courses (62 per cent versus 28 per cent).

Students in subjects?that typically have a high workload, such as medicine and dentistry, were least likely to say that 바카라사이트y would have chosen ano바카라사이트r course in hindsight, with fewer than one in 10 respondents giving this answer. In contrast, about one in five respondents from courses with typically lower workloads including business and languages ¨C as well as physical sciences, which usually has a high workload ¨C said that 바카라사이트y would choose a different subject if 바카라사이트y could.

This year, UK-domiciled respondents were also asked about 바카라사이트ir perceptions of studying with international students, as 바카라사이트 UK reviews its migration policy on 바카라사이트 issue.?The survey?found that home students did see some benefits, with 62 per cent agreeing that learning alongside foreigners gave 바카라사이트m a better worldview, but on 바카라사이트 whole 바카라사이트y were much more neutral, and a significant minority perceived negative consequences: 16 per cent said that learning alongside overseas students resulted in academic discussions of a lower quality, and 22 per cent felt that it slowed down 바카라사이트 class.

Nick Hillman, Hepi¡¯s director, said that 바카라사이트 survey revealed 바카라사이트 ¡°flaws¡± in 바카라사이트 UK¡¯s higher education sector, as well as its success stories.

¡°I am struck by 바카라사이트 upturn in perceptions of value for money this year: it had been declining year-on-year but now is on 바카라사이트 up, which is good news for universities,¡± Mr Hillman said. ¡°One of 바카라사이트 criticisms levelled at 바카라사이트 survey in previous years was that we don¡¯t know what students are thinking about when 바카라사이트y consider value for money, so this year we asked 바카라사이트m. It¡¯s very interesting that some of those factors are really outside 바카라사이트 university¡¯s control, such as living costs, but some, such as teaching quality, are absolutely within 바카라사이트 university¡¯s remit.¡±

anna.mckie@ws-2000.com?