“I expected more partying and not half as much work” an undergraduate student

“If we choose to come to this country our responsibility is to adapt. Your responsibility is to help us adapt” an overseas student

“I expect to be able to obtain full details of the course easily, including cost, the days of the week involved and hours, so that I can decide if it [is] going to fit with my employers needs and my personal needs before applying” a postgraduate student

Page 2

Contents

Page Page

1. Introduction to the report 4 5.18.6 Website (before arriving) 44

2. Executive Summary 6 5.18.7 Intranet (after arriving) 45

3. Background 14 5.19 Timetabling 45

4. Methodology 18 5.20 Transport & Parking 47

5. Expectations 22 5.21 Work Experience 48

5.1 Introduction 22 6. Recommendations 49

5.2 Academic & Learning Facilities 24 6.1 Recommendations 50

5.3 Accommodation 25 6.2 Managing the Student Experience 71

5.4 Assessment & Feedback 26 7. What happens next? 76

5.5 Campus & Security 27 7.1 Findings already being implemented 77

5.6 Catering Facilities 288. Exceeding Expectations: Gaining a Competitive Edge

81

5.7 Communication 28 8.1 Customer Service 81

5.8 Contact Time 29 8.2 Arrival Packs 83

5.9 Course Content 30 8.3 Timetable 84

5.10 Finance 31 8.4 Graduation 85

5.11 Induction 32 8.5 Transport 85

5.12 Language 33 8.6 Name/Brand 86

5.13 Lecturers/ Methods of Teaching 34 8.7 Sport 86

5.14 Meet & Greet 35 8.8 Teaching 87

5.15 Pre-arrival Information 36 8.9 Social Space 87

5.16 Sport 37 8.10 Miscellaneous 87

5.17 Students’ Union 38 8.11 And finally… 88

5.18 Technology 40 9. Appendix 89

5.18.1 General Expectations of Technology 41 9.1 Staff Thank You 89

5.18.2 Teaching Technology 41 9.2 Overseas/EU Report 90

5.18.3 Technology for Procedures/Facilities 42 9.3 Postgraduate Report 105

5.18.4 Technology in Accommodation 43 9.4 Undergraduate Report 125

5.18.5 Technology for Social Engagement 44

Page 3

1. Introduction to the Report

This report is the accumulation of seven months of work by the Student

Expectations project team and contains comprehensive information about

what students expect from their student life at Glamorgan, as well as

recommendations for the University to consider.

It is acknowledged that there will be few occasions when a reader wants, or

has the time, to pick up the report and read it from start to finish. To allow the

reader to identify solely the information that they need, there is a

comprehensive contents page showing each section of the report and the

page number where it can be found.

HyperlinksIn addition, for those viewing this report electronically, hyperlinks have been

added to each section. To access these links hover your mouse over the title

on the contents page. A box will appear and at this point hold the control key

on the keyboard and click the left button of the mouse. This will take you

directly to the relevant place in the document.

In the same way, there are hyperlinks in section 5 that take you from the

expectations regarding a specific area, for example accommodation, to the

recommendations relating to those expectations. In section 6 you can click on

the expectation reference numbers next to the recommendation and be taken

back to those expectations.

NotesFor readers who are dipping in and out of the report there are a few things to

note:

Many of these expectations will already be known to the University.

However, this project has given us the opportunity to compile

information and evidence into one report and to start systematically

addressing identified issues, as well as uncovering some expectations

that we weren’t aware of!Page 4

There is a lot of good practice and work already taking place within the

institution, and in these cases the expectations and recommendations

are listed here in order to disseminate best practice.

The report is not suggesting that the University should meet all

expectations. In some cases the recommendations will involve

managing expectations.

The recommendations included in this report are those made by the

project group. However, these will need to be examined further by

Directorate, in conjunction with other members of staff across the

University to determine their feasibility and desirability.

In Section 5, where an expectation is noted as ‘overseas’, this doesn’t

mean that the expectation doesn’t apply to other categories of

students, just that overseas students were the only group to discuss it

in the research.

Finally, the report is not implying that all students are the same or that

one size fits all. Equally, expectations will change over time. This

project is simply highlighting the general expectations that students

have of their university life today.

Becky Osmond

June 2008

Page 5

2. Executive Summary

In October 2007 the University initiated a major project to determine what

students, in all their manifestations, expect from university life. The drivers

behind this were varied; an increasingly more competitive Higher Education

environment; substantial changes to funding mechanisms resulting in

students contributing more financially towards their study; the crossover of

consumer principles to university life such

as not waiting in queues; significant

technological changes and so on.

The rationalisation was, if we know what

students expect we can endeavour to

meet these expectations, thus aiding our

recruitment and improving retention

rates. In areas where we are unable or

unwilling (for various reasons) to meet

expectations, we can take steps to

manage them. This will reduce, to an

extent, students developing unrealistic

ideas about what university will be like,

and will hopefully result in higher

satisfaction (or less dissatisfaction)

throughout their student lives.

As ‘experts’ in university education, many

students’ expectations will already be known to us. However, this project has,

for the first time, provided the opportunity to explore them in a co-ordinated

manner and start to systematically address the issues, many of which have

existed for a number of years, as well as uncovering some results that we

didn’t expect.

Page 6

Who participated70 members of staff were involved

2277 Students in total took part2008 Glamorgan students were involved in primary research269 Potential students were involved in primary research

14 focus groups were conducted with 180 students33 students took part in a forum760 questionnaires were completed1337 completed an online poll,and a large number of other students were asked questions during one-to-one interviews

The methodology adopted was to divide the project into three sections to

consider separately the expectations of three types of student; undergraduate

home, postgraduate home, and EU and Overseas. To this end three task

groups were established, each comprising of members of staff from across all

Faculties and almost all Corporate Departments. These groups were

responsible for reviewing a wide range of existing information about student

expectations and were also tasked to undertake primary research with

students and potential students.

This work took place over seven months and involved utilising over 75 items

of secondary research and compiling the views of 2277 Glamorgan students,

applicants and sixth form students. Each task group produced a report of the

expectations of their specific cohort of students and subsequently developed

possible recommendations to address these (included in the Appendix).

These reports were then considered at an away day attended by the whole

project team. The culmination of the first phase of the project is this overall

report, which contains comprehensive information about what students expect

and how the University can strive to meet and/or manage these expectations.

The main body of this report details the large number of expectations that

were expressed by students. However, some of the main themes that

emerged are considered here. These have been divided into expectations that

confirm what we already suspected and those that were more surprising.

Main confirmatory themesThe most widely-held and strongly-expressed expectations across all students

were in relation to Assessment and Feedback. Students expect the

University to provide clear guidelines on how each assignment they undertake

is going to be marked before they begin work on it. They then anticipate being

given clear and detailed feedback within 20 days (as set out in the Student

Charter), or at the very least before they start their next piece of coursework.

Page 7

The National Student Satisfaction Survey has highlighted that the majority of

universities across the sector struggle to meet this widely held expectation,

and this project highlighted some examples of where Glamorgan is also

challenged. If there is one area that we could address which would improve

the student experience more than any other, it is feedback.

With an increasing number of students trying to juggle their university

education around full- or part-time jobs and families, it is perhaps unsurprising

that the other key area is timetabling. Students expect to know what their

schedule of lectures and tutorials will be before they arrive at the University

and, in many cases, before they even apply. Equally, once they start studying

and have arranged childcare and jobs, they don’t expect their timetable to

change. One of the key recommendations of this project is that the University

considers issuing draft timetables, provided at more appropriate times to meet

student needs, albeit with caveats that small changes might be made, and

that in future years we work to minimise the amount of amendments that are

required.

There was a range of expectations surrounding technology and many of

these, such as being notified of cancelled lectures by SMS, the facility to use

personal e-mail addresses, notification of deadlines and the creation of a

University eBay and online communities, will be considered as part of the

Make ‘IT’ Personal project. Other expectations such as online enrolment and

the ability to apply online for accommodation are already being piloted.

Postgraduate students expect the University to cater well for them, providing

a tailored induction, social learning spaces, dedicated free parking in the

evening and at weekends, catering facilities open outside office hours,

representation in the Students’ Union and accommodation tailored to them.

Other more general expectations include the provision of transport across

our different campuses and sports facilities, as well as to supermarkets and

town, and a swimming pool or, at the very least, transport to a local pool.

Page 8

Expectations that were not anticipated

There were a number of expectations that were more of a surprise to the

project team. These included the assumption from some students that

postgraduate courses would be taught throughout the year, and that

lectures and access to members of academic staff would continue through the

summer. A failure to do this can be seen as not providing ‘value for money’.

Students expected clear signage on campus to allow them to find buildings

and rooms easily. Although this in itself was anticipated, the strength of

feeling towards the names of buildings on the Treforest campus was a

surprise to many members of the project team. Students struggle greatly with

the building names as they bear no resemblance to the letter of the block or

the numbers of the rooms inside the block. The University has already taken

this expectation on board and is currently considering renaming the buildings.

In addition students found the signage from the road and train station to the

University to be poor.

Whereas, we might have predicted that international students would like to

live in an on-campus hall of residence that is dedicated to them, this isn’t the

case. International students said they wanted the opportunity to integrate with

UK students. What emerged instead was that some students, in particular

‘mature’ students studying at both undergraduate and postgraduate level,

want dedicated on-campus accommodation which is quieter and meets their

needs.

There were several expectations that relate to terminology. Firstly, overseas

students expect to be taught by experts and feel that in many cases this is

not happening. However, this is often an issue of different terminology being

used in different countries. There is evidence that students from some

countries only consider academics with the title ‘professor’ to be expert.

Page 9

There are other terminology issues such as our use of ‘modules’ (instead of

classes), and students expected a type of dictionary to be available to help

them with this.

An unexpected finding concerning Advice Shops arose during the project. As

the CCI Advice Shop was still being established in the ATRiuM at the time of

this project there was no sign explaining what it was. Some students felt that

this was ideal as they could avoid the perceived stigma of walking into an

‘Advice Shop’.

There were a number of expectations about the Sports Centre that were not

anticipated. Students expected sports centre membership to be paid

monthly, or yearly, with no fee charged for each visit. In addition to this, the

University currently informs students that if they are living in on-campus

accommodation, they will receive free membership to the gym. They

understand this to mean that they will not have to pay anything to use the

facilities, whilst in reality we waive the yearly fee but still charge them each

time they use the centre. There was also an expectation by some students

that there would be female only gym sessions.

There were a number of other areas where students held expectations that

we wouldn’t necessarily have predicted. These included an expectation that

curricula would include international content and case studies, that

applicants and students will receive all important communication by post in

addition to electronically, that University funding will be available for

postgraduate research students to attend conferences or seminars, that all

postgraduate research students will have a dedicated desk on-campus and

the opportunity to teach guaranteed as part of their course, and that

undergraduate students will be able to resubmit work after comments have

been provided.

Page 10

Phase Two

A large number of recommendations have been made by the project team for

University consideration. These are listed below. The good news is that many

of these can be delivered with minimal resource implications, but may require

a shift in culture. Phase two of the project will commence with the

development of a matrix of recommendations. This will involve careful

allocation of the recommendations to low, medium and high categories in

terms of resource, timescale and importance.

Subsequently, where Directorate has agreed recommendations,

implementation plans will be developed, and the relevant Faculties and/or

Corporate Departments across the University will be tasked with actioning

these. Some of these are already underway, such as a review of the building

names on the Treforest campus. Others are highlighted in section 7.1. The

project team is due to meet again in May 2009 to review the action that has

been taken as a result of this work and to determine where there are issues

outstanding.

Finally, this project has created a snapshot of what student expectations are

at a set point in time. However, as mentioned at the outset, these

expectations will grow and change over time for many different reasons. For

example, the Government plans to review variable tuition fees in 2010. There

is a widely held view that the ‘cap’ may be abolished or raised significantly.

This may lead to ever greater student expectations. The University needs to

ensure that it stays up-to-date with student expectations, and that the student

experience remains at the heart of everything that we do.

Page 11

List of Recommendations

There are 109 recommendations made by the project team. These can be

viewed in full in section 6 of the report. The information below is a synopsis of

this information. Please note that all recommendations are made for further

consideration and/or investigation:

Overarching Recommendations1. Create a Postgraduate Centre/Graduate

School2. Create social learning spaces across

campus3. Provide information about self directed study

Academic & Learning Facilities 4. More suitable computers available 24/7/3655. Review Advice Shop and LRC opening

hours6. Advice Shop signs less prominent

Accommodation 7. Create ‘quiet’ accommodation block and

review allocation policy8. Guarantee accommodation for first years9. Longer cooling off period for rooms in halls10.All rooms to be singe and en-suite11.Review internet access in accommodation

Assessment & Feedback 12.Provide assessment information before

courses start13.University-wide adoption of the assessment

policy14.Feedback provided within 20 days15.Assessments to be marked on a scale e.g.

70%16.Provide information about assessment

methods before applying

Campus & Security 17.Revise building names18.Develop navigational map of buildings and

rooms19.Better signage from train station and road20.Review security on campus in the evenings21.Move all evening teaching provision into one

building

Catering Facilities 22.Review opening hours of catering facilities23.Provide fresh fruit and vegetables24.Offer a wider range of food on campus25.Review labelling of food on campus

Page 12

Communication 26.Send all official communication by post27.Holistically review information sent to

applicants28.Review communication with student

employers29.Guidelines for replying to students’ e-mails30.Ensure cross campus and faculty

communication31.Establish research student seminars

Contact Time 32.Publish times when lecturers can be

contacted face-to-face33.Enhance the availability of tutors34.Postgraduate teaching over a full academic

year35.Postgraduate staff-student liaison

committees/research student forums

Course Content 36.Course content relevant to employment37.Professional Body requirements clear38.International content to courses39.Familiarisation sessions for specialist

equipment40.Opportunities for Postgraduate Research

students to teach

Finance 41.Training on grant applications/funding

opportunities42.Financial support for conferences/training43.Provide information about paying for

additional activities/items

Induction 44.Induction available throughout the year45.Tailored induction programmes46.Research skills training sessions47.Online induction programme48.Buddy system

Language 49.English language courses available through

the year50.Cultural awareness training for

staff/students/landlords51.Provide information about Welsh language

learning52.Dictionary of terminology53.Use (overseas) students preferred name

Lecturers/ Methods of Teaching54.Expert speakers and credible alumni55.Directory of Glamorgan ‘experts’56.Interactive lectures with opportunities for

debate

Meet & Greet 57.Review meet and greet provision

Sport Recommendations 58.Review Sports Centre fees59.Free sports centre membership for some

students60.Stop advertising ‘free’ membership to

students in halls61.Build a swimming pool on site62.Female only gym sessions63.Review the sports societies and competitions64.Access to playing fields from Treforest and

ATRiuM

Students’ Union 65.Students’ Union takes a more active role66.Dedicated Students’ Union representation for

UG, PG and Overseas students

General Expectations of Technology 67.Fast internet access68.Publicise computer room locations/opening

hours69.Access to the internet on arrival 70.Virtual map showing location of rooms within

buildings71.Technical training sessions for academic

staff72.Access to University systems from off

campus73.Server space for students

Teaching Technology74.All staff use Blackboard75.Submit assessments online76.Provide marks of assessments online77.Student training on Blackboard78.Software installed on all computers79.Review online journals and databases

Page 13

Technology for Procedures/Facilities 80.More students able to apply online81.Online enrolment 82.Text messages when lectures are cancelled

Technology for Accommodation83.Apply for accommodation online84.Negotiate for 9 month contract for tv,

broadband etc

Technology for Social Engagement 85.Access to Skype and social networks86.University Facebook-type community87.University eBay/area for blogs/notification of

events

Website (before arriving) 88.More information for potential students89.Download prospectus90.Facebook community/Glamstart available

before arrival

Timetabling 91.Draft timetable before applying/arriving92.Minimise changes to timetable93.Topics covered ahead of assignments94.Lectures in close proximity to each other95.Repeating key lectures96.Review reading weeks

Transport & Parking 97.Transport between campuses and Tyn-y-

Wern98.Dedicated parking for postgraduate students99.Negotiate with Tesco for free delivery of food100. Multi-story car park near campus

Work Experience 101. Review work placements102. Aid students with part-time jobs 103. Provide guidance on career development

University Recommendations104. Record surveys/research that involve students105. Cross-University working/ communication106. Offer of postgraduate course to undergraduates on graduation107. Student voice representatives108. Embed the student experience in all activity109. Establish a student lifecycle operational project

Page 14

3. Background

Universities and the environment within which they operate have witnessed

significant changes over the last 20 to 30 years. With the current political drive

to encourage greater numbers of students from all walks of life to enter Higher

Education, and a large increase in the number of universities and degree

courses on offer in the UK, institutions increasingly find themselves operating

within a competitive marketplace.

Alongside this, there have been changes to the way that Higher Education is

financed, with a decrease in the amount of

grants available from the Government and the

introduction of ‘variable’ fees. This has led to

students contributing more financially towards

their university education.

At the same time, students are living within a

consumer society outside of their university life

where, for example, tolerance for waiting in

queues is low, value for money is expected

and poor customer service is not accepted.

These consumer principles have cut across

into university life, and combined with an

increase in the cost of Higher Education to the

student, has led them to increasingly expect

that they will be treated as consumers whilst at

university. With the large number of courses

now available at different universities, students

also have more opportunity to ‘vote with their

feet’ and transfer to another institution than

they would have had 20 or 30 years ago.

Ruth Deech, the first independent adjudicator for Britain’s 147 universities warned that universities are facing a surge of complaints next year; an estimated 20% more than this year, and that’s on top of a 30% rise the year before.

“Complaints are going up… because students have different expectations,” she says. “Thirty years ago if a lecture was cancelled the reaction would have been joy. Today students feel if a lecture is cancelled and they have paid for the course, they are missing something worthwhile that would have helped them get a good degree.”

There have also been major developments made in other areas unrelated to

education which nonetheless have had a big impact on universities.

Significant technological advances have been made, which have impacted on

the way that academic and non-academic staff communicate and interact with

students, the way that students complete their academic requirements of their

course, and the way that students conduct their social life and communicate

with their friends and family. This has created expectations in terms of the

technological capabilities of the university, and the role of the university in

technologically facilitating their social lives.

These overall changes in expectations are reflected upon in a recent article by

Professor Tony Tricker, Sheffield Hallam University, where he provides a

comparison of student expectations between students from 1970 and those

now:

1970 expectations 21st century expectationsA place of scholarly reflection and learning Flexibility and choice in the delivery of

education

To obtain a degree Access to cutting edge technologyEnhance employment prospects A two way communication process

between themselves and with the university

Support by government funding To be consulted about the learning experience

Teacher student relationships to be one-sided

Accurate information about their courses, assessment procedures, complaints processes etc.

Very few expectations of teaching quality Honesty with respect to whether their needs can be met or not

No concept of expectations of other stakeholders

Quality and professionalism in the provision of services

Access to suitably qualified teachers and appropriate learning support

Value of study to career prospects

To remain competitive, it is essential for universities to recognise these shifts

and be aware of changes in students’ attitudes and expectations. This is not

to say that universities should simply give students

everything they want; it is acknowledged that students

are not always able to determine what is best for them in

terms of their university education. At the same time,

although students consider themselves to be

increasingly ‘paying’ for their education, we need to be

clear that they are doing just that – paying for their

opportunity to study at university, not paying for their

degree.

The University’s Strategic Plan 2007-2012 recognises

the need to identify and respond to students’

expectations and sets out a key challenge for

Glamorgan to enhance the student experience. In this

strategic planning period we are tasked to:

“conduct research on every aspect of the student experience in order to identify the ‘deal’ with students i.e. what students expect from their programme, facilities etc. and in turn their responsibilities as students” (p12).

Although there are a number of internal and external projects that examine

student satisfaction (e.g. the National Student Satisfaction survey as well as a

number of satisfaction surveys conducted within Glamorgan) there has been

no comprehensive study to explore what students expect from their university

experience and how Glamorgan measures up.

“Students expect to be taken on a journey that to a considerable degree they cannot imagine at the outset. They expect to have input during the journey, because it is the only way they can learn to be anything other than passengers.But they do not expect to call the shots, to be given only what it is that they have the experience to ask for, or be regarded simply as revenue sources” John Byron (Responding to Student Expectations 2002 OECD)

To this effect the Student Expectation project was established, with three

main objectives:

1. Determine a blueprint of what students, in all their manifestations,

expect from their university experience

2. Identify good practice within Glamorgan in order for it to be

disseminated widely around the university and/or used to promote

Glamorgan to potential students

3. Identify areas where the student experience can be significantly

improved through future investment and development

The purpose of the project is not to suggest that all students are the same or

that one size fits all. Equally it is not to imply any deficiency with current

provision or accuse the University, or certain functions of the University, of

failing. It is simply to highlight what general student expectations are and to

identify some areas to be reviewed. In addition, we are not suggesting that the

University should seek to address all student expectations. There will be

many circumstances where the University can enhance the student

experience by managing what students are expecting.

Terms of Reference Gather data, information and evidence on what the

different cohorts of students expect and require from their university experience

Identify good practice already in operation at Glamorgan and advise on the best method of disseminating this across the institution

Identify areas of the University where investment and/or development would significantly improve the ‘student deal’

Produce an overall project report by July 2008

4. Methodology

At the outset it was decided that, because of the large scope of the project,

the optimal approach would be to set up a number of task groups each

concentrating on a distinct cohort of students. Three groups were established

to look at:

Undergraduate Home Students

Postgraduate Home Students

Overseas and EU Students

4.1 Staff Input

Faculty Deans and Corporate Heads were asked to recommend members of

staff who were student focussed at all levels from across the University to sit

on these groups. In total 70 members of staff, representing almost all areas of

the University, were directly involved in the three task groups, with several

other members of staff providing assistance in specialist areas. Students at

Glamorgan were also approached through the Students’ Union to sit on the

groups and provide advice on the student perspective. The membership of the

groups can be seen in Appendix 9.

These three groups were overseen by a Steering Group, which consisted of

the Chair and Vice-Chair of each task group, the Pro Vice-Chancellor

(Learning and Student Support) and his Personal Assistant, and the Policy

and Project Officer, who would be responsible for managing the project.

4.2 Touchpoints

The task groups were asked to consider what students expect from every

aspect of their University life. The strategic approach taken by the

undergraduate task group in particular, but which is also relevant to other

types of student, is to examine touchpoints. There are a number of

touchpoints at which the student or potential student engages with the

University; times when the University particularly needs to deliver on its

promises.

Touchpoints start even before the student arrives at the university. Students’

expectations of university education, university life and university culture vary

depending on the type of student they are, their family and their educational

background. For example, students studying at Cardiff University, where there

is a high probability that their parents attended university, are likely to have a

better understanding of what to expect from university than students from a

widening access background.

One of the many aims of a university is to move students successfully from

one stage to the next, meeting or exceeding their expectations along the way.

The hope is that when students graduate they become active members of the

alumni, possibly returning for postgraduate study or CPD, acting as

ambassadors with positive word-of-mouth and, in some cases, providing

financial support through endowments.

Although graduation and alumni is outside the scope of this project it is an

area that could be examined in more detail in future projects.

4.3 Secondary Research

The task groups were encouraged to utilise the secondary research and

information that had already been conducted, both within the University and

across the sector, relating to student expectations and experience. In addition,

group members were asked to draw upon their own experience and

knowledge of student expectations, but were encouraged to assess the

validity of these through primary research.

The three groups commenced the project by analysing the secondary

research available, and whilst much of it focused on experience rather than

expectation per se, it nevertheless provided a very constructive overview of

the areas in which students hold expectations. Approximately 75 sources of

secondary research were used across the three task groups. This data was

used to formulate areas to be investigated further in the primary research, and

also areas where there was a gap in knowledge that could be filled through

primary research.

4.4 Primary Research

The groups were free to develop their own methodology/mix of methodologies

to best target their particular student group. However, it was suggested that

questionnaires were not overused or relied on for this project, as students at

university are subjected to a lot of research and are likely to be survey

fatigued. Because of limitations of time and human resource, it was suggested

to the task groups that the chosen methodologies should be practical and

pragmatic, although the number of respondents needed to be sufficient to

obtain reliable results.

In total 2277 students were involved in the primary research phase of the

project, 2008 Glamorgan students and 269 potential students. 14 focus

groups were conducted with a total of 180 students. 760 questionnaires were

completed by Glamorgan students and, and 33 students took place in a

forum.

4.5 Reporting/Recommendations

Following the completion of primary and secondary research the groups

produced a report detailing their individual methodologies and highlighting the

expectations of their particular cohort of students. These can be seen in

Appendix 9.

Once these were complete the group members reformed as a whole project

for an away day. This provided an opportunity for all involved to look at the

results in their totality and to further develop some recommendations as to the

action the University could take. It also provided an opportunity to consider

how the student experience can be consistently managed by the University

and a chance to look past what students expect.

5. Expectations

5.1 Introduction

A study by the OECD1 indicates that for most school leavers the

attractiveness of an undergraduate degree course is dependent on entry

standards: courses with high entry requirements are more attractive than

those with lower entry requirements. If a student is faced with two similar

courses based in locations that are attractive to them (in terms of distance

from home etc), they are likely to choose the course that has the highest entry

grades that they expect to achieve. The assumption that this university will be

best for them prevents sophisticated expectations of university from

developing.

However, despite the outward appearance that undergraduate students have

little idea of what university will be like, if you scratch the surface,

expectations emerge that are based on their experience in secondary

education, their home life, their experience as

consumers in other arenas, and the media. Marketing by

universities creates ideas and images of what university

will be like: a study by Sheffield Hallam found that where

universities were marketed predominantly on their

facilities, students at these universities considered

facilities to be important. So in the very process of marketing, expectations of

facilities were raised. It is also acknowledged that projects such as this will

impact on the expectations of students!

There is also considerable evidence that the early experiences of first year

students significantly affect their expectations. This applies equally to

postgraduate and overseas students (although postgraduate students

arguably have more knowledge about what to expect from university, either

gained from their undergraduate study or from the more exhaustive research

they generally carry out before applying). 1 OECD (2002) ‘Responding to Student Expectations’

“This university does very good advertising and gives 100% but when you go in, it isn’t what you see on the website” PhD Student

In this way, student expectations are not set in stone and can be influenced

and better managed by universities. This is good news for Glamorgan as it

means that in areas where we either don’t wish to meet the expectations that

students hold or are unable to do so, we can manage them through our

marketing materials and our interaction with students before they arrive. In

addition, by working closely and supporting students in the first few weeks

after enrolment, we are able to make clear exactly what studying at the

university is like, and this will shape their expectations in a way that can be

met.

The expectations drawn out by this project will now be explained in detail. No

attempt will be made here to fully assess whether Glamorgan currently meets

these expectations or what remedial action could be

taken. This will be covered when recommendations are

made in section 6. However, where appropriate,

quotes from students have been included to illustrate

their expectations. Where these quotes come from

current Glamorgan students, they are likely to reflect

their experiences at the University. It must be noted

that there may be some quotes, like the one listed

here, that have been influenced by the movement of

CCI to Cardiff, and the temporary upheaval that this

will have caused students. It is hoped that these issues will be resolved as a

matter of course and do not necessarily need to be directly addressed here.

Please note that unless otherwise specified, expectations were put forward by

all students whether studying at undergraduate or postgraduate level, and

regardless of their domicile. Where an expectation is noted as “overseas”, for

example, this expectation may well apply to other categories of students, but it

was only the overseas students who discussed it in the research.

“[It is a] pain I have to go to Treforest for things that can’t be done at ATRiuM. Some facilities are missing in Cardiff…part of the University, not whole. Still have a feeling of separation - socially” Current Student

For readers viewing this report electronically, the recommendations relating to

each set of expectations can be accessed by holding down control and

clicking on the title e.g. to access the recommendations relating to Academic

& Learning Facilities click on the ‘5.2 Academic & Learning Facilities’ heading.

5.2 Academic & Learning Facilities

Students have many expectations about the academic facilities that will be

available at university.

These are:

a. access to laboratories and other facilities including the LRC available

outside of normal hours (ideally 24/7) – Postgraduate

b. a dedicated learning space for postgraduate students with desks,

computers and appropriate software –

Postgraduate

c. a social learning space for students to

undertake group work. Some students

requested that this was an alcohol free area

d. library facilities and technology available for studying, including internet

access

e. technical support for computers and software

f. a private workspace including a desk in an office

and a computer – Postgraduate research

g. easy access to printers and photocopiers

h. a help centre on campus which is not prominent,

where they can go for help. Some students felt

that there is a stigma of walking into a room that

is called an ‘Advice Shop’ – Undergraduate

i. advice shops to be open outside of working hours

(9-5pm)

j. the LRC to be open outside of working hours and during vacation

“I expect everything to be available 24/7.” Postgraduate Applicant

“Sometimes when you are working at night the heating turns off and it is cold in there. In the holidays there is no heating. In the summer it is really hot and there aren’t fans.” Postgraduate Student

k. a place available to interact widely with research students and staff in

the academic department

l. the provision of academic led social events

5.3 Accommodation

Students have expectations about where they will be living whilst at university,

whether in halls of residence on campus, private halls of residence or private

housing. The views of overseas students here may be of interest.

The expectations are:

a. the separation of older and younger students in halls. All students said

that this should be the case. International students do not expect that

there should be an accommodation block dedicated to them. They

want more opportunity to integrate with students from the UK and

elsewhere in their accommodation

b. guaranteed on site accommodation

c. common rooms within accommodation blocks –

Overseas

d. en-suite bathroom – Overseas

e. to spend their 1st year in halls and then move off

campus – Undergraduate

f. to walk up to 15 minutes (but no more) to get to their off campus

accommodation. If accommodation is further away they expect

subsidised or free transport – Undergraduate

g. postgraduate and mature students expect to have accommodation

suitable for their situation i.e. quiet and with space for a husband/wife

to visit

h. basic facilities included in accommodation. This includes shared

kitchen and bathroom, common room with TV, small bedroom (not

shared), Microwave, kettle, cooker, telephone (which they will pay for),

Wireless access to the internet but no computer – Undergraduate

i. an on campus laundrette – Undergraduate

“I expect a guarantee of accommodation…on campus for all first years ” Sixth form student

j. induction/kitchen meetings to be organised, including talks from 2nd or

3rd year students – Overseas

k. social non alcoholic space to be available in accommodation –

Overseas

l. a long cooling off period for students in halls in case they don’t get on

with their housemates

5.4 Assessment & Feedback

Although these categories are not listed in order of importance, either to

students or the University, more expectations were held in relation to

assessment and feedback than any other area of university life. Not only that,

but these expectations were expressed particularly strongly from students in

all groups.

In terms of assessment, students expect:

a. assignment deadlines to be available at the start of their course and, if

possible, a brief guide as to what each

assessment is going to involve. This is essential

to plan work, social life and home life around the

work that they need to undertake

b. transparent assessment requirements and

grading practices available before work on that

assessment begins

c. copies of past/example assignments that are similar to the one that the

student is going to undertake, highlighting good and bad examples

d. progression information available ahead of time – Postgraduate

Research

e. guidance on how to initially plan a research degree and for the viva-

voce exam - Postgraduate Research

“I [expect] tutors [to be] more available to explain, when you don’t know what you are doing with coursework” Undergraduate Student

In terms of feedback, students expect:

f. timely feedback - at the very least received before the next assignment

starts, but ideally within 20 days

g. feedback to be detailed to allow students to see how/where they lost

and gained marks. Students see this as essential to improve their

performance in the future

h. performance to be rated/marked (i.e. 70% or a B grade) - Overseas

i. feedback to be received in writing (including online) as well as face-to-

face. Regular contact with the tutor to allow them to feedback to

students on their general performance on the course.

j. second markers to be used - Postgraduate

k. timely feedback at key stages e.g. literature review, chapters, post-viva

– Postgraduate Research

l. the opportunity to submit drafts for comments by the tutor, and to re-

submit work after marking – Undergraduate

5.5 Campus & Security

Many of the expectations of the campus, and the facilities on campus, are

shown elsewhere in this report. However there are some specific expectations

about signage on and around campus, and also security in the evenings.

These are:

a. the signage on campus to be clear with

appropriately named buildings and rooms.

Many students expected the building names to

be pronounceable by people who do not

speak Welsh, although there was an

understanding that they should perhaps reflect

the Welsh culture

b. a map or directory to show where rooms are within buildings

c. high profile security on campus during evenings

d. car park access and disabled access to campus and buildings

e. the signage onto campus from the road and train station to be clear

“Would have thought there would be a directory to find which tutors are in which rooms” Undergraduate Student

5.6 Catering Facilities

The expectations that students held concerning catering on campus are

shown below. Some of these are perhaps not what we as a University may

have expected.

They are:

a. fresh fruit and vegetables to be available on campus

b. a variety of ethnic food to be available on

campus throughout the day and evening –

Overseas

c. good labelling of food for students with specific

dietary requirements

d. refreshments available in the evenings and at

weekends

e. subsidised food and drink available on campus

f. a variety of choices available on campus to

cater for dietary and health requirements

g. access to kitchen facilities while working, or a

venue for drinking/eating alongside work spaces – Postgraduate

h. a juice bar where students not wanting to consume alcohol can

socialise

i. cafes and bars available on all campuses

5.7 Communication

Students have expectations as to the way that they will be communicated with

before they arrive and once they are a student. Perhaps the most surprising is

that all types of students want to receive official information by post. Students

feel it is more official and, according to one undergraduate applicant, “so I can

show my Gran and she will give me money”!

“A sandwich is cheaper outside the university.” “The coffee shop outside the university, the quality and environment is very good and there are TV’s in there. Why can’t they do things like that here?” Postgraduate Student

Their communication expectations are:

a. to receive quick answers to e-mails from both academic and support

staff

b. to use BlackBoard to communicate with other students on their course

c. for the University to communicate well with

students’ employers in terms of providing

information to them to arrange part-time

learning etc – Postgraduate

d. to receive sufficient information before they

arrive, especially about modules. Overseas

students expect to receive this after they have

paid their deposit

e. official communication to be sent by post

f. correspondence prior to arrival sent in plenty of

time for students to action. This is especially important to overseas

students, where the post may take a while and they may be arriving at

the University earlier than the start of term

g. cross campus communication for students based in Cardiff

h. for all staff to be culturally aware when interacting with students –

Overseas

5.8 Contact Time

One of the most widely held student beliefs appeared to

be that the best measure of the quality of a University was

in the amount of face-to-face time that students had with

lecturers. This was particularly true of undergraduate

students, but was also evident in the expectations of

postgraduates.

In terms of this, students expect:

a. a high amount of contact time with lecturers and for lecturers to be

responsive to communications from students

“At home we are e-mail based and have a response in the same day. Here I can wait up to 2 weeks for a response from accommodation or the business office. It is frustrating” Overseas Student

“Didn’t expect so much support, online, face-to-face. Really appreciate it.” Overseas Student

b. a published list of times when tutors can be contacted and that these

times will stay consistent through the term

c. regular and scheduled contact with tutors and/or supervisors including

out of regular term time (i.e. during the summer ‘vacation’)

d. to be able to make an ad-hoc appointment to see a tutor whenever

necessary e.g. if additional feedback is needed

on an assignment or if there are problems

e. to undertake their course for a full academic year,

not to have a long summer ‘vacation’ without

teaching or contact from lecturers/tutors. This is

viewed in terms of ‘value for money’ –

Postgraduate

5.9 Course Content

In almost every research study conducted within the University and across the

sector, the two main factors that attract students to a university are course

and location. This means that students’ expectations of course content are

important and the findings of this project highlighted some which perhaps

were not anticipated.

Students expect:

a. high quality teaching

b. the course content to focus on specific skills related to employment

(now or in the future) and which are relevant to professional career

development.

c. courses to include skills development such as independent working

skills, communication and research skills and teaching skills, where

relevant

d. professional body requirements to be clear in the content of the course

– Postgraduate

e. work placements to be arranged by the University

“If you start in the summer, your supervisor goes away for the holidays and you are left on your own.” PhD Student

f. lecturers to engage with students beyond power point slides and

provide expert input and opportunities for case study discussions and

student debate – Postgraduate

g. an introduction to laboratories and instruments, especially for overseas

students who may not have used equivalent equipment before –

Overseas

h. lecturers not to assume that everyone has taken A levels, and teach

accordingly – Overseas

i. opportunities to teach regardless of whether they are funded or self-

funded – Postgraduate Research

j. courses to include international content i.e. case studies – Overseas

k. courses to include international students

5.10 Finance

Students expressed some basic expectations about Finance, mostly in terms

of advice about finances, both before they apply and once they are a student.

These are:

a. financial advice to be available on all

campuses

b. financial support to be provided by the

University in order to attend conferences

and/or training – Postgraduate

c. financial support to be available from the

University for research activities –

Postgraduate Research

d. university funding for learning resources such

as contemporary journals and books,

especially those in specialist areas –

Postgraduate

e. opportunities for funding in terms of bursaries or grants – Postgraduate

“When I ask for anything I have to pay for things myself because I am self funded. If I am paying for the course why should I have to pay for software, mobile? And this extra money isn’t talked about beforehand” PhD Student

5.11 Induction

Students felt that the Induction they received from the University was very

important, in terms of knowing what to do academically, learning about the

University and its facilities, and in terms of meeting other students and making

friends.

Expectations about induction are:

a. online induction to be available for students who can not arrive at the

University early, or for those starting at non-traditional times of the year

b. induction to be repeated at different times through the year, perhaps

during reading weeks, as it is too much information to take in when

students first arrive

c. an induction programme tailored for postgraduate students focusing on

research facilities and ‘out of hours’ facilities –

Postgraduate

d. that the induction will take place during the first

session for postgraduate part-time students, and

during the first three days for full-time

postgraduate students – Postgraduate

e. a tailored induction and orientation programme for

Postgraduate research students containing

guidance over role of second or third supervisor

and clear guidance and advice about supervisor-student relationship

and what to expect from supervisors, as well as training on research

skills – Postgraduate Research

f. that induction will give students an opportunity to meet other students

studying the same course

g. inclusion of information about banking and financial services to be

provided at induction – Overseas

h. the induction to contain an explanation of specialist phrases and

Glamorgan terminology – Overseas

i. a buddy system with students already studying at the University –

Overseas

“International week was fabulous. The tours of campus made me feel confident I was going somewhere nice. No low standards. Felt positive” Overseas Student

5.12 Language

Many students, whether from Wales or Overseas, who took part in the project

had specific expectations about the language facilities that would be available

at university.

Their expectations are:

a. information from a Welsh University to be

provided to Welsh applicants in Welsh and

English – Sixth Form students in Welsh Medium

School

b. there to be the opportunity to study either their

chosen course/modules through the medium of

Welsh or modules to develop their skills in both

languages. They noted that bilingual learning

would appeal to them and informal teaching and

writing assessments in both languages would be

an advantage – Sixth Form Students in Welsh

Medium School

c. English sixth form students did not expect Welsh

students to be taught separately through the

medium of Welsh or for Welsh medium students

to be assessed through the medium of Welsh –

Sixth Form Students in English Medium School

d. to be able to choose which language they should

be communicated with if a university was sending

information bilingually

e. there to be pre-joining courses available to help

students with their English

f. language support to be available across all

Faculties throughout the year

g. lecturers to take account of the fact that students English may not be

fluent

“Universities should provide all information in both languages [Welsh and English]…it’s my right to receive the information in Welsh and [it] would be useful to share with parents in English” Sixth Form Student at Welsh Medium School

“Teachers [assume] that we already know the things. I was so lost in chemistry, as I did not know the name of the things or where they are. I have not been in lab before, I was following my best mates to know where they are going” Overseas Student

h. to receive help with the general terminology used at UK universities.

This includes what is meant by module, class,

lecture, assignment, professor, lecturer etc.

i. help to be provided in terms of learning the

names of equipment in laboratories etc.

j. the University to communicate with students using

their correct name. Many students from overseas

have a number of different names and an effort to

get this right on official communications and in

person is expected

k. students, staff and landlords to be culturally aware

5.13 Lecturers/ Methods of Teaching

Undergraduate, postgraduate and Overseas students have other expectations

about who should teach them and how they should be taught.

These are:

a. lecturers to guide students through the course with only a limited need

for self-study. In addition, non-scheduled time is viewed as personal

time and not for study. There was little concept of independent learning

– Undergraduate

b. workshops to be run on managing self-

directed study times – Undergraduate part-

time

c. a consistency in teaching standard or style –

Postgraduate

d. to be taught by experts with an international profile. This is partly an

issue with terminology. Overseas students in particular may believe

that if an academic isn’t a ‘professor’ then they are not an expert –

Postgraduate and Overseas

e. expect guest lecturers from relevant industries

f. a quality learning environment

g. good access to materials

“I spent months looking [on the website] for available “classes”, but you call them modules so I had no way to find them, did search after search” Overseas Student

“I was shocked to see I only had 15 hours a week and Wednesday off” Undergraduate Student

h. interactive lectures, not just sitting listening –

Undergraduate

i. face-to-face contact with other students –

Postgraduate

j. a mix of lectures and smaller classes –

Undergraduate

k. small classes with less than 10 students – Postgraduate

l. to be taught by lecturers who communicate well in English –

Postgraduate

m. academic staff to be approachable – Postgraduate

n. consistency over regularity and type of contact with supervisor –

Postgraduate Research

o. students expect not to have to attend all lectures – Undergraduate

p. timely arrival at classes by both students and tutors – Postgraduate

5.14 Meet & Greet

Overseas students who travel a long way to attend the University have some

expectations as to whether and when they should be met by a University

representative.

They expect:

a. a meet and greet service to be available throughout the year

regardless of when students start their studies – Overseas

b. to be met as they arrive in Cardiff and Treforest by airplane, bus or

train, but not at the main London airports – Overseas

c. to be met on campus if they are arriving by car. This should happen as

soon as they arrive and guidance given on where their accommodation

is and help provided to transport their luggage – Overseas

“I expected more partying and not half as much work” Undergraduate Student

5.15 Pre-arrival Information

There is a lot of information that students expect to receive after they have

been accepted at university but before they arrive. Much

of this is explained in detail elsewhere in this report but

for ease of reference, a list is included below.

Some students suggested that this information could be

combined onto a DVD which could be sent out to them

before they arrive. Others wanted to be able to view it online, whilst most

appeared to want for a pre-joining pack with all of their relevant information

(tailored to them) sent to them through the post.

Again, this relates back to an overwhelming expectation that all official

communication will be sent to students through the

post, because this is both more personal and

‘authentic’. Students are happy to receive the

information online or electronically as well, but the

main communication method should be by post.

Essential pre-arrival information includes:

a. a timetable

b. start dates

c. accurate module information. This is especially true of overseas

students who feel they have the right to receive this information after

they have paid their deposit.

d. course handbook

e. reading lists

f. information about the amount of computer based work and face-to-face

contact with tutors

g. information about the campus, including a map

h. a map of the local area

i. information about facilities available on campus

“I expect to receive a brochure or pack with all of the necessary University information” Sixth Form Student

“Information by post is more personal…e-mail can seem unreal and can be easily missed” Sixth Form Student

“We had no information on day-to-day things, i.e. where to get food. Some friends lived on bread and water for a while” Overseas Student

j. information on local facilities; supermarkets, banks, shops, leisure

facilities etc.

k. information about money

l. cost of living guidelines – Overseas

m. information on additional money that will be needed for equipment,

books, field trips etc.

n. whether the university offers any scholarships

o. information about what tutors and lectures expect from students –

Undergraduate

p. information on local area customs – Overseas

q. a dictionary of University terminology

r. accommodation details; costs, availability, location, facilities etc.

s. social information

t. freshers week information

u. clubs and societies

v. IT provision on campus, equipment used by Faculties etc.

5.16 Sport

There are a number of sporting facilities that students expect to be available

at university. Sixth form students in particular were

asked if they expected these facilities to be available on

all campuses and they said they would expect to see

basic sports facilities on all campuses, with key facilities

on a main campus with transport provided. Overseas

students expected to be able to access sporting facilities

on all campuses.

Sporting expectations were:

a. a swimming pool. This is a basic expectation arising from all groups of

students. If a university didn’t have a swimming pool the expectation

would be that there would be one near by that students could use and

that transport would be available

b. facilities for students to take part in netball, basketball, tennis, squash,

“I expect to try new things…not only your traditional sports” Sixth form student

c. football, rugby, cricket, athletics etc

d. a gym

e. recreational classes

In addition to the actual facilities, there were several

expectations about access:

f. female only sessions to be available at the gym

g. sports centre has free visits at certain times or off peak pricing

h. one off monthly fee for sports centre – Undergraduate

i. free sports centre membership if you represent the University or are

studying a sport related course

j. clubs and societies available – Undergraduate

k. competitions to be arranged by the University –

Undergraduate

l. if free sports centre membership is advertised for

students living in on-campus accommodation,

then they expect it to be totally free, not to have to

pay every time they use the facilities

m. transport available to the playing fields if they are not on campus

5.17 Students’ Union

Undergraduate, Postgraduate and Overseas students have a lot of ideas

about the role that the Students’ Union should take in their university life.

Interestingly many of these do not revolve around alcohol!

Students expect:

a. the Students’ Union to provide information, advice and support on

where they can go to get help on issues such as finance and academic

issues – Undergraduate

b. one Students’ Union to be provided on the main campus. Students are

happy to travel to this from other campuses as it then provides a social

hub, however they expect transport to be provided cheaply by the

university – Undergraduate

“I expect sports facilities to be cheaper than what I can get outside university” Sixth Form Student

“I actually expected a playing field to be on the campus - you can only go there if you are on a team” Undergraduate Student

c. the following facilities to be provided by the Union: bar, vending

machines, pool tables, a comfortable area to relax in

d. the Union to organise events such as charity events, balls, quizzes,

fancy dress evenings, local and famous bands

throughout the year

e. the Union to provide academic support in terms

of arranging revision clubs and providing advice

on access to tutors – Sixth Form students

f. researchers to have a representative in the

Students’ Union – Postgraduate Research

g. there to be a group of Welsh speakers in the SU

– Sixth Form students from a Welsh Medium School

h. cultural trips and trips to other cities in the UK organised throughout the

year – Overseas

i. there to be a representative in the Union specifically for postgraduate

students. The person should also co-ordinate student representation

on University and/or Faculty Committees – Postgraduate

j. societies and clubs with planned activities, newsletters and e-mail

discussion lists to be provided throughout the year for Postgraduate

students – Postgraduate

k. advice to be provided relating to career development and other issues,

including the suggestion of a mediation scheme where difficulties arise

with supervisors – Postgraduate

“If we choose to come to this country our responsibility is to adapt. Your responsibility is to help us adapt” Overseas Student

5.18 Technology

16-18 year olds who are intent on university are virtually all ‘digital natives’2.

They have grown up with technology and it is an aid to their life, allowing them

to keep in touch with friends, find information, purchase goods, organise

events etc. They see technology as a means to an end, and this includes the

use of technology at university.

We would expect, then, for undergraduate students to have defined and wide-

ranging expectations in terms of technology at university, and in many cases

this was confirmed. Postgraduate students too had

some expectations of technology at University and,

although these were perhaps not as all encompassing

as those held by undergraduates, they are

nevertheless important. Overseas students in

particular see technology as an essential way of

communicating with their friends and family at home.

It must be noted that, although there is increasing demand for students to be

able to do everything online, the expectation that they can still speak to a

member of staff face-to-face underlies this. In other words, technology should

not be seen as a complete substitution for face-to-face contact.

As expectations in technology cover almost all of the functions of a university,

they have been sub-divided for ease of use.

2 According to Wikipedia, a digital native is a person who has grown up with digital technology such as computers, the Internet, mobile phones and MP3. A digital immigrant is an individual who grew up without digital technology and adopted it later. A digital native might refer to their new "camera"; a digital immigrant might refer to their new "digital camera".

“I’m happy with all the [IT] facilities and possibilities. Compared to France it is so new, so excellent” Overseas Student

5.18.1 General Expectations of Technology

a. fast internet access available for all

b. access to the internet provided at all times; 24

hours a day, 7 days a week

c. unrestricted use of the internet (able to access

any sites)

d. access to the internet immediately on arrival. It

is essential that students can access the

internet (to get onto Skype, a personal e-mail

provider or a social network site) on the day

they arrive, so that they can get in touch with

their family at home to let them know they have

arrived. This access needs to be available 24

hours to allow for time differences – Overseas

e. technical support to be provided

f. a profile on the system and personal server space for each student

g. an online backup for lectures, course notes and other resources

h. their teachers to be more technologically advanced than them.

i. to be able to take their own computer with them to university and use it

on the university network

j. to be able to access university networks from halls or from

home/lodgings

5.18.2 Teaching Technology

In a general sense, students do not expect technology to encroach on what

they see as the key benefits from university – interaction and learning. They

expect to be taught face-to-face by teachers. This is the most visible sign of a

university’s value for money, and is what they believe they are paying for.

They worry that technology will create a barrier to students being able to

access lecturers.

“It’s nice that teachers don’t know how to use the facilities sometimes. It’s a laugh. I think that’s really funny. ‘Can you see what’s on my laptop?’ ‘No’. ‘Call a technician’. Problems everywhere. Just press the button!” Overseas Student

In terms of teaching technology students expect:

Blackboarda. comprehensive training on Blackboard shortly

after enrolment

b. good and consistent use of Blackboard, so that all

lecturers use it in the same way

c. all modules included on Blackboard

d. notes on Blackboard to remain accessible and not

be time constrained

e. all university materials to be provided online

f. course information to be not only communicated

electronically but also in a short and digestible form – Postgraduate

full-time

g. lecturer notes to be available on the web prior to lectures

h. exam/assignment marks available online

i. to be able to submit assignments online

Otherj. to be able to use the internet and databases as a resource for research

k. to primarily work with other students face-to-face, not through websites,

blogs, e-mails or SMS – Undergraduate

l. they do not expect to submit course notes/work for public scrutiny –

Undergraduate

m. access to software to be available in 24 hour labs rather than just the

Faculties, and/or the ability to install software onto their own computers

– Postgraduate and Overseas

n. notification of upcoming deadlines, lectures to be provided

electronically – Undergraduate

5.18.3 Technology for Procedures/Facilities

“Back home when we access our Blackboard, there is a training theme. You click on it and it literally trains you on how to use Blackboard” Overseas Student

There are a number of procedures that students have to undertake at

university that they expect to be available online. They also expect to be able

to access different facilities online.

Their expectations in these areas are:

a. to be able to apply online

b. to be able to enrol online

c. to be able to complete their University induction online (students made

no distinction here between Welcome Week and Faculty inductions). In

terms of International Welcome Week, overseas students who can’t

afford to arrive early in the UK and students who don’t start at the

traditional intake time of September would expect it to be available

online. However, even those who attended the face-to-face induction

recognised the importance of being able to see it again online. They

felt that a lot of information was available in the first few weeks and

they weren’t able to retain it all, and this is likely to apply equally to the

welcome week and Faculty specific inductions.

d. to receive training for the facilities available on campus and how to use

the technology

e. to be told about cancelled lectures by e-mail and/or SMS. There were

some concerns about teachers having their mobile numbers in order to

send sms as students regard their mobile number as personal. There

are also concerns about over reliance on this method of

communication as phones can be switched off, lost, be out of battery

etc.

f. to be able to check information on library books (especially those that

are overdue) online

5.18.4 Technology in Accommodation

Students expect:

a. to be able to book accommodation online before arriving at the

university

b. to have wireless internet connection in halls of residence

c. fast wireless connection

d. access to the internet in off campus accommodation. However, many

students living off campus in rented accommodation have a major

problem with accessing the internet, and also with arranging to have a

landline in their house (which is sometimes necessary to access the

internet). All internet and telephone providers specify a minimum

contract of 12 months. However students will only live in that

accommodation for 9 months of the year and so are unwilling to pay for

12 months.

5.18.5 Technology for Social Engagement

They expect:

a. access to social networking sites to keep in touch

with old friends and to make new ones

b. access to an internet café which is separate from

the University’s network

c. to be able to access their personal e-mail, and for

it to remain personal

d. a “University eBay” to buy and sell books etc. –

Undergraduate

e. a blog/comments area on the intranet for students – Undergraduate

f. notification of upcoming social events and activities – Undergraduate

5.18.6 Website (before arriving)

Students have many expectations as to what should be

available to them online before arriving. Overseas

students in particular rely on the website for a lot of

information.

They expect the website to contain:

“I expected the University would make it easier for students to contact parents. I can use Skype. However, if someone can’t afford a laptop they can’t Skype” Overseas Student

“I expect to be able to obtain full details of the course easily, including cost, the days of the week involved and hours so that I can decide if it [is] going to fit in with my employers needs and my personal needs before applying” Postgraduate applicant

a. online low cost travel planner e.g. low cost flights, buses, trains

b. links to low cost travel providers in the local area

c. information about the language support available on campus –

Overseas

d. an online university community for international students, which they

can access before they arrive and use to make friends – Overseas

e. a facility like Glamstart available before they arrive at the University.

There is no time to use it once students have enrolled!

f. to be able to download the whole prospectus –

Overseas

g. the University website to have an introduction in

all languages – Overseas

h. information about which modules will be taught on

which days/times on the website. This will allow

them to decide whether they can fit study around

their other commitments before they apply for the

course– Part-time students

i. the cost of studying at University to be available, including tuition fees

and other incidental costs

5.18.7 Intranet (after arriving)

Students expect:

a. a virtual map showing the locations of all rooms in each building. This

would allow students to see where each university block is on campus

and they could then drill down to a particular room to see where it is

located within the building

b. a University Facebook type community

5.19 Timetabling

Expectations surrounding timetabling were almost as frequent and strongly

expressed as those concerning assessment and feedback. As we have

“We could be given a provisional password when we get notification [that] we are [accepted] into the University. We can then access Blackboard and Glam life before we get here” Overseas Student

already seen, students are increasingly trying to schedule their paid

employment and social life around their university life, especially mature

students with dependants. Because of this, it is essential that, before they

start their course, students can see when they are required to be on campus.

Students’ expectations of timetabling were:

a. timetables to be available prior to arrival at the university so that work

commitments, child care etc. can be arranged.

Ideally timetables for postgraduate and part-time

courses need to be available prior to application

b. timetables to be arranged so that students are

required on campus on the same days

throughout the year (e.g. so if they normally

have Monday afternoons off this remains the

case throughout the whole year of study)

c. timetables to be efficient, so that lectures are compact and not

scattered across the week

d. timetables to have some flexibility so that some key lectures are

repeated at different times/days, although it wasn’t expected that every

lecture would be delivered more than once

e. timetables to be prepared so that the lectures for

a particular course are in rooms in close proximity

to each other – Postgraduate

f. lectures to take place throughout the whole year.

There should not be a long break between May

and September as this is not value for money.

Tutors should be available throughout the

‘summer vacation’ even if there is a short break in

the scheduling of lectures – Postgraduate

g. the lecture programme to be organised to fit in

with assignment requirements, so that topics are

covered ahead of assignments – Postgraduate

h. classes to take place every day – Undergraduate

i. classes to take place between 9 to 5, Monday to

Friday, but that within this there are half days off – Undergraduate

“Sometimes the lectures that are relevant to the essay titles take place after the hand in date of the essay” Postgraduate Student

“[I expect] flexibility in the timetable - some students can only do the course because it is all in one [day], but other students would find it more beneficial to be at university more days and have lectures spread out. For example UWIC in Cardiff duplicate every single lecture to accommodate different situations” Postgraduate Student

j. classes to take place in the evenings and weekends so that in many

cases they can study alongside full-time work– Part-time students

k. some classes may need to take place at the weekend – Postgraduate

l. reading weeks to be co-ordinated across the University for students

studying in different Faculties/departments, and also to coincide with

local schools half term, for students with children – Undergraduate

m. timetables to be flexible enough for students to be able to attend

Mosque on Friday afternoon – Overseas

5.20 Transport & Parking

Students have certain transport expectations for a university which has

multiple campuses.

These are:

a. transport to other campuses to be provided by the University

b. buses to supermarkets to be provided

c. transport to railway stations and town

d. provision of transport up to accommodation, especially at the start of

term

e. transport provided to take students to different sites for sport

f. well-lit dedicated parking spaces available on campus for students

studying in the evening – Postgraduate

g. free car parking. Postgraduate students feel that they are paying a lot

of money for their education and that they shouldn’t have to pay extra

for parking, or park all the way down in the student car park –

Postgraduate

h. car park access to be available for disabled students

5.21 Work Experience

It was obvious from this project that one of the main reasons why students

undertake a degree, whether at undergraduate or postgraduate level, is to

maximise their job potential. With this in mind there are several expectations

about the role the University will play in providing work experience.

These are:

a. the opportunity to undertake paid Teaching Assistant work, marking

papers etc– Postgraduate

b. a job centre to be available on campus to provide guidance on part-

time jobs

c. relevant career and financial advice to be

provided to all students

d. well planned and appropriate work placements

to be arranged by the University, or at the very

least facilitated by the University

e. opportunities to undertake voluntary work whilst at University to be

available

f. University facilitated paid employment

g. that employers will come to the University on a milk round – Some

Sixth Form students

“I expect counselling on careers after studies” Postgraduate Student

6. Recommendations

Whilst the heart of this project concerned student expectations, the

experiences of Glamorgan students were also established in many cases.

This allows the formation of some recommendations for consideration by the

University. These are recommendations expressed by the project group and

will need to be examined further by Directorate, other relevant staff within the

University and/or by implementation groups that may be established following

the completion of phase one of the project.

It must also be acknowledged that many of these recommendations may

already be happening in pockets of the University, and that what we need to

address is the expansion of these to institution-wide practices. At the same

time we need to ensure that we are effectively communicating what we do to

students and staff, as on numerous occasions it was clear that the University

was actually doing things students expected, but that they were not aware of

it.

Finally, it is important to note that, whilst this section makes recommendations

as to how the University can make changes to meet and manage student

expectations more effectively, there are many areas where students are

extremely happy with the University and made positive comments as part of

this project.

For each of the recommendations listed below, the equivalent expectation(s)

are highlighted at the end in blue. For those viewing this document

electronically these are hyperlinks, and so if you hold down control on your

keyboard and click on them you will be automatically taken back to the place

in the document where these expectations are listed.

6.1 Recommendations

There are some overarching recommendations that would address a number

of expectations in the different areas detailed in the previous section. These

are:

Overarching RecommendationsCreate a Postgraduate Centre/Graduate SchoolThe physical creation of an appropriate postgraduate centre or graduate

school in Ty Crawshay will address many of the expectations held by

postgraduate students. This should be developed to provide them with social

space to relax and interact with other postgraduate students and members of

their Faculty (5.2b, 5.2k) and with space for them to study (5.2f, 5.2g).

Postgraduate

Research students in particular need a dedicated desk that they can use as a

base on-campus with a computer containing the appropriate software

(5.18.2m), printers and access to photocopiers (5.18i) and this should be

available all year round and outside of normal working hours (5.2a). For

postgraduate taught students an area to work and socialise needs to be

provided. Both of these could be available within the postgraduate centre but

if this doesn’t occur, will probably be needed within Faculties.

The centre could provide dedicated parking for postgraduate students (5.20f,

5.20g), whether free or at a charge. It could also contain catering for

postgraduate students through the day, and in evenings and at the weekend

(5.6b, 5.6d, 5.6g).

To cater for the flexibility required by postgraduate students it is

recommended that the proposed Postgraduate Centre/Graduate School

develops a significant ‘virtual’ presence to complement the physical one. It is

further recommended that the University gives consideration to developing the

proposed centre, both physical and virtual, as the main support structure for

all postgraduate students in the institution.

The centre would provide a physical link for all departments to postgraduate

students, so the Students’ Union for example could have a person dedicated

to postgraduate students who could easily access those students in the

Centre (5.17i). This idea is explored further in section 8.1.

Establish social learning space in each Faculty, Students’ Union and/or AccommodationRecommendation 1 sets out the social learning space needed by

postgraduates. Undergraduate students also need social learning space

where they can undertake group work or relax in an alcohol free area (5.2c).

These areas could provide 24/7 access to computers which contain all the

software needed for their study (5.2a, 5.18.1b, 5.18.2m). They could be

available within each Faculty and/or the Students’ Union.

We could consider establishing something like this in accommodation, which

would be of benefit to overseas students arriving, as they would then have

immediate access to the internet, and access would be available 24/7.

However, the downside of this would be that it is only available to students

living in halls (5.18.1b, 5.18.1d, 5.18.1j).

See findings already implemented for more information about social learning

space in accommodation.

Provide information about self directed studyIt is clear from the research undertaken by this project that undergraduate

students don’t have a clear concept of what self-directed study at university

involves (5.13a, 5.13b). They expect all of their study time to be timetabled,

and where there is a gap in the timetable they expect this to be free for

socialising etc.

An option is for the University to timetable self-study slots in their first year,

although in some ways this is detracting from the experience of going to

university.

It is recommended that the University provides detailed information to

undergraduate students (during the application process) to help shape their

expectations of university study, and gives consideration to providing

seminars or workshops towards the beginning of the first term of the best way

to manage self-study (5.15f, 5.15o).

Academic & Learning Facilities Recommendations

Investigate providing more suitable computers that are available to students 24/7 all year round (5.2a, 5.2d, 5.18.2m)

This could possibly include some computers in on campus accommodation,

as suggested in recommendation 2. These computers need to contain all of

the software needed by students, whether studying in Treforest or ATRiuM.

See also recommendation 78.

Review Advice Shop and LRC opening hours (5.2a, 5.2i, 5.2j)

Consider making Advice Shop signs less prominent or re-brand them to avoid potential stigma (5.2h)

See also recommendation 1 and recommendation 2.

Accommodation Recommendations

Consider creating a ‘quiet’ accommodation block (5.3a, 5.3g) and in the short-term review accommodation allocation policySome students, often those who are more mature but not exclusively so, want

to live in relative peace and have very different lifestyles to

the ‘traditional’ undergraduate student. Contrary to what

we may have believed, International students do not want

their own block; they want to be able to interact with

students from elsewhere.

See findings already implemented for further details.

Guarantee accommodation for first year undergraduate and postgraduate students (5.3b)

“Have stayed on campus for a while, they are drunk and knock on your door. Drinking is a problem. They come in drunk and dirty everywhere and people sleeping in the corridor and there are major problems” PhD Student

Consider a longer cooling off period for rooms in on campus accommodation (5.3l)

Investigate converting all on-campus accommodation to single occupancy en-suite rooms as part of the ongoing review of accommodation (5.3d)

A first step would be to ensure that any new accommodation that is built

contains this type of room.

See findings already implemented for more details of this.

Review internet access in accommodation (5.18.4b, 5.18.4c)

With a view to providing fast and wireless access.

See also recommendation 2 and findings already implemented for more

information.

Assessment & Feedback Recommendations

Investigate providing assessment information including dates of assessments to students before the start of their course (5.4a)

Where it is not possible to provide actual dates of assessments, a rough guide

needs to be provided to students prior to the start of their course.

Ensure University-wide adoption of the assessment policy currently being developed by CELT (5.4b, 5.4c,

5.4d, 5.5e)

This policy is believed to include the need for transparent

assessment requirements before students begin work. As

a best practice guide it should also consider

recommending that lecturers provide students with

examples of similar work by past students (not necessarily

exemplary work, or work on exactly the same topic) so

that students can understand what is expected of them.

“We’ve been chasing about 3 lecturers [for marks] who keep saying not yet… we handed in 2 weeks before Christmas and we still haven’t got them back [in March]” Undergraduate Student

Ensure that feedback is provided within 20 days as stated in the student charter (5.4f)

In order to fulfil this, the University may need to review assessment methods

and marking procedures. In the interim, where it is clear that feedback will not

be given within 20 days, students should be told of this on submission of their

assignment along with reasons. At the same time, the student charter may

need to be examined in detail and brought up to date where necessary.

Where possible, assessments to be given a mark with a clear indication as to the scale e.g. 7/10 or 70% (5.4g, 5.4f)

Take steps to ensure students receive information on how they will be assessed at University, both before and during the application process (5.4l)

This will help to manage the particular expectation that

they will be able to submit a piece of coursework for comments before

resubmitting it to be marked, but will also help their knowledge in general

about their course.

See also recommendation 33, recommendation 76.

Campus & Security Recommendations

Revise the building names so that they equate with room names (5.5a)

Consider choosing Welsh names that are easy for students outside of Wales

to recognise and pronounce, and where the first letter equates to the letter of

the rooms. See findings already implemented for more

information.

Develop a good navigational map around campus, which also shows where rooms are within buildings (5.5b)

This could perhaps be developed and made available

online as part of the Make ‘IT’ Personal project.

Look into providing better signage onto campus from the train station and the road (5.5e)

“Better feedback from course work and maybe sometimes work to do to practice that doesn’t count toward final grade” Undergraduate Student

“Very confusing to have the names and not the letters on buildings. - particularly as the names are in Welsh and often don't know the pronunciation.” Undergraduate Student

Review the security on campus in the evenings to ensure it is high profile (5.5c)

Consider moving all evening teaching provision into one building (5.5c)

The postgraduate centre (see recommendation 1) could possibly be the focus

for this teaching depending on room availability etc.

See also recommendation 98 and recommendation 100.

Catering Facilities Recommendations

Review opening hours of catering facilities (5.6d, 5.6g)

This should be done with a view to opening them in the evenings and

weekends and/or providing kitchen facilities for postgraduates.

This service could be provided within the Postgraduate Centre but until this is

complete we will need to consider provision elsewhere on campus. This could

include increasing the access to vending machines on all campuses where

students can purchase food and drinks. Ideally, however, the catering hours

need to map onto the hours where teaching occurs.

See findings already implemented for further details.

Review provision of fresh fruit and vegetables in the Student Shop (5.6a)

Consider offering a wider range of food, including more ethnic food on campus (5.6b)

See findings already implemented for further details of this.

Review labelling of food in the Gallery/Bytes/Union etc so that students with dietary requirements can see what is in it (5.6c)

Communication Recommendations

Ensure that the University sends all official communication by post (5.7e, 5.7f)

If timing is too short an e-mail can be sent but

information should also sent by post. This is particularly

important for overseas students, many of whom

received communication about the course or

accommodation too late for them to action

Holistically review information sent to students from across the University before they arrive (5.7d, 5.15)

To ensure that it is systematic, timely, of consistent quality and

comprehensive, and contains all of the information listed in 5.15 and

elsewhere in this report.

Faculties/Research Office to review the process of communication with the employers of our students (5.7c)

We need to ensure that we are providing the employers

of our part-time applicants with the information they

need in order to approve funding the applicant through

their study.

Develop University guidelines indicating who is responsible for replying to students e-mails and good practice timescales (5.7a, 5.8a) As part of the Make ‘IT’ Personal project, examine ways to ensure there is more cross campus and faculty communication (5.7g)

Establish Research student seminars across Faculties to allow for sharing of research and experiences (5.2k)

Ideally this should be managed via the proposed

postgraduate centre (see recommendation 1).

“Every department is fantastic by itself but not when there is a link with other departments” Overseas Student

“We never knew about the different computer rooms –just found out by chance – didn’t know it was open all day. There’s no definite source of information to go and get questions answered. In this way you get lost and find out little or important things by accident” Undergraduate part-time Student

Contact Time Recommendations

Look into developing a policy for all lecturers to publish times when they can be contacted face-to-face (5.8b, 5.8c, 5.8d, 5.4i)

This can either entail drop in sessions or times when students can make

appointments to see their tutors. This needs to be in addition to scheduled

contact time to allow students to discuss problems as they arise or to discuss

feedback on an assessment.

All Faculties to investigate the ability to enhance the availability of tutors, including out of regular term weeks (5.8a, 5.8b, 5.8c, 5.8d)

This can include via Blackboard and/or the Student Portal where appropriate.

Further investigate the needs of postgraduate students in regards to teaching over a full academic year (5.8e, 5.19f)

All Faculties to look at setting up separate postgraduate staff-student liaison committees and research student forums (5.8a, 5.8c, 5.4i, 5.4k)

Course Content Recommendations

All Faculties to review course content to ensure it is focused on and relevant to employment prospects (5.9b, 5.9c)

This includes generic skills such as communication, research skills and

teaching where appropriate. This could be undertaken in two stages, with the

first stage involving ensuring that any new courses fulfil this requirement. The

second stage would then be to review all existing courses.

Ensure that Professional Body requirements are clear in the information about the course and course content (5.9d)

All Faculties to review courses to ensure that they contain an international element (5.9j)

This may involve a re-design of existing courses, both undergraduate and

postgraduate, but as a first step may involve including some cases studies

from overseas and maybe asking students to consider the issues for people

working in their profession overseas.

Where appropriate, Faculties should consider providing familiarisation sessions for specialist equipment used (5.9g, 5.9h, 5.12h, 5.12i)

This is particularly relevant to courses that use laboratories or specialist

equipment and includes providing information on the names of equipment for

students whose first language is not English, and how to

use the equipment for students without experience in

this area.

Faculties should review the opportunities for Postgraduate Research students to teach (5.9i)

If this is not possible then advertisements should not

state that students are likely to have the opportunity to

teach as part of the course.

See also recommendation 101.

Finance Recommendations

Look into providing additional bespoke training on grant applications and funding opportunities for research students (5.10a)

Consider providing financial support to attend conferences and/or training and/or research activities (5.10a, 5.10b, 5.10c)

If University funding is not available, students need to be informed of this

before they start their study.

During the application process, provide information about additional activities or items that the student will need to pay for (5.10a)

“there [are] people funded and not funded. Different people have access to different things. Because he isn’t funded he can’t give a lecture and the funded student can give the lecture - even though the person who isn’t funded is better at doing the job” Research Student

Induction Recommendations

Ensure that the University provides an induction to all students regardless of what time of year they start studying at the University (5.11b)

This could possibly take the form of drop in induction sessions within Advice

Shops or scheduled inductions at times of year such as Jan, Feb and March

when we know there is a new intake of students.

Review induction programmes to ensure that they are tailored for Undergraduate, Postgraduate Taught and Research Students (5.11c,

5.11e , 5.11a , 5.11g)

Amongst other things, this should include information about the computing

facilities available on campus, and a section on banking and finance for

international students, and grants for research students, as well as providing

all students with an explicit understanding of the University’s expectations.

This could perhaps be run by the advice shops and aided by other members

off staff from Faculties and Departments.

Review the provision and delivery of Research Skills training sessions (including on supervision) cross-Faculty (5.11e)

It may be that the current UKGRAD ‘How to be an

effective researcher’ course fulfils this expectation, but

needs more promotion.

Investigate providing an online induction programme available for all students throughout the year (5.11a, 5.11b, 5.18.3c)

This would need to encapsulate the information provided to students as part

of Welcome Week and Faculty Inductions.

Look at re-establishing a University buddy system for all students (5.11i)

“Involved an awful lot of hanging around so by the final session – most people had gone home.” Undergraduate part-time Student

Language Recommendations

Consider providing a range of English language courses through the year available to all Glamorgan students (5.12b)

These courses should be tailored for students with English as a second

language. They should be available for all students, not just those in HaSS,

and need to be advertised throughout the institution to staff (in particular

academic staff) and students.

Look into providing cultural awareness training for staff, students, landlords etc (5.12k)

This could take place during staff and student inductions.

Consider providing information during the application process to students applying from Wales in terms of the opportunities available to learn through the medium of Welsh (5.12b)

Look to compile a dictionary of terminology used at the University (5.12h, 5.12i)

This should be available on the website for use before students arrive at the

University, as well as on the intranet for use after enrolment.

Investigate the use of University systems to allow foreign names to be captured in a way that we can address students using their correct name (5.12j)

See also recommendation 39.

Lecturers/ Methods of Teaching Recommendations

Consider establishing a fund to enable Faculties to bring in expert speakers and credible alumni (5.13d, 5.13e)

Look at providing a directory of Glamorgan ‘experts’ online for applicants and students (5.13d, 5.13e)

By featuring the CVs or profile of academics on the website and in

promotional literature, students will be able to see the qualifications of our

staff including papers published and conferences spoken at. This will help to

dispel the view held by some overseas students, that academics that are not

called Professors are not expert.

All Faculties to review lectures to ensure they are interactive with opportunities for debate (5.13h)

At both undergraduate and postgraduate level

See also recommendation 3.

Meet & Greet Recommendations

Review meet and greet provision (5.14a, 5.14b, 5.14c)

International students do not necessarily need to be met

in London, but there is an expectation that they are

greeted personally on arrival in Cardiff or Treforest,

regardless of whether they are travelling by car, bus,

aeroplane or train. At the moment many students appear

to be left to their own devises to find their way to

accommodation and to transport their luggage up the

‘Treforest’ hill after a long journey.

Meet and Greet also needs to be provided throughout

the year to facilitate non standard start times.

See findings already implemented for more details of

this.

Pre-arrival Information Recommendations See recommendation 3, 12, 16, 26, 27, 28, 37, 43, 51, 52, 60, 88, 89, 90 and

91.

Sport Recommendations

Review fee structure at the Sports Centre to determine the feasibility of charging a one off or inclusive monthly fee for use of the sports centre (5.16f, 5.16g)

This would mean that students don’t have to pay for the gym every time they

attend.

“I called the University from Heathrow they said to catch a train with my luggage. I came here and saw Student Services; I thought this is the end of it. He said I am in the wrong place and gave me a map. Is that the kind of service you give to students?!” Overseas Student

Consider providing free sports centre membership for students representing the University and/or students studying at the University on sports related courses (5.16h)

Stop advertising ‘free’ membership to students in halls (5.16k)

Explicit reference needs to be made that currently it is only the yearly

membership charge that is waived for students in accommodation, and that

they will still have to pay every time they use the facilities.

This will manage expectations as currently they believe

that they don’t have to pay on each visit.

Consider building a swimming pool on site (5.16a)

A swimming pool on campus is a basic expectation of

almost all students. If this is not feasible then the

University should contemplate providing regular transport

to Maindy pool or other local pool.

Consider offering female only gym sessions (5.16e)

This is especially important for students from certain cultures who will not

attend mixed gender gymnasiums.

The University and Students’ Union to review the sports societies and competitions currently available for students (5.16j, 5.16k)

And provide comprehensive information on Intramural activities on arrival at

the University.

Consider making access to playing fields easier from Treforest and ATRiuM (5.16m)

Students’ Union Recommendations

Students’ Union to look at ways to take a more active role (5.17a, 5.17e)

Students want the Union to be involved in their entire

University life; they do not see it purely as a social

facility. The SU should be able to provide advice on

where to get help on financial and academic issues,

ideas about career development, as well as possibly co-ordinating revision

clubs or study groups.

“I went straight to the sports centre and got involved in lots of different sports straight away. I was shocked by the lack of sports societies – not a lot of take up with some sports” Overseas Student

“In this university the main objective of the student union is to get people… drunk and get money out of people.” Postgraduate Student

Consider providing dedicated Students’ Union representation for different cohorts of students (5.17f, 5.17i, 5.17g)

Currently the SU is seen as only representing undergraduate home students.

Postgraduate taught and research students want a dedicated person in the

SU to speak for them and organise dedicated activities and newsletters.

Overseas students want someone who is purely responsible for arranging

events and proving support for them and, in particular, want visits to towns

and cities in the UK to be arranged.

See also recommendation 1, 2 and 63. And also findings already

implemented for more details of this.

Technology Recommendations

General Expectations of Technology Recommendations

Review internet provision to ensure that fast access is available from all computers (5.18.1a, 5.18.1b, 5.18.1c)

This review may involve assessing whether more

computers need to be available 24/7. Also see

recommendation 2 and recommendation 4.

Better publicise our computer room locations and opening hours (5.18.1b, 5.18.1c)

Ensure that international students can get access to the internet and relevant software on arrival at the University (5.18.1d) See findings already implemented for

more details.

Look at developing a virtual map showing location of rooms within buildings (5.5b) See also recommendation 18

Consider enhancing the technical training sessions currently available for academic staff (5.18.1h)

This would ensure that all members of academic staff are comfortable using

the technology available for teaching.

Review access to University systems from accommodation and off campus (5.18.1j)

“There were some problems, we came one month earlier, there was no possibility for access to computer labs], we were looking for lots of things such a flat and had to wait for access until the beginning of term” Overseas Student

Investigate providing sufficient server space for students to store files etc. (5.18.1f)

Teaching Technology Recommendations

BlackboardEnsure that all academic and other relevant staff use Blackboard (5.18.2b, 5.18.2c, 5.18.2d, 5.18.2e)

The aim should be to place all notes and lecture materials

onto Blackboard and leave them on there for at least a

day or two. However, students expect lecture notes to be

available prior to lectures, and where this is not desirable

the expectations of students need to be managed.

Where appropriate, encourage/provide guidance to all staff and students on how to use the facility to submit assessments online (5.18.2i)

This currently depends on the module leader but is

essential for students who live away from campus.

Provide marks of assessments online where possible (5.18.2h)

Training on Blackboard to be given shortly after arrival (5.18.2a)

Alternatively an interactive training to Blackboard could be provided when

students first log into Blackboard

OtherInstall a range of software onto all computers (5.18.2m)

This will mean that students studying at one of our

campuses, but living and/or working at another can work

on any computer, and that postgraduate students can access the software

from computers 24/7 not just within Faculties. See also recommendation 4.

Regularly review online journals and databases available (5.18.2j)

“All computers should have all the software / programs for different courses – I have to go to ATRiuM – can’t do the same work in Treforest because they don’t have the software” Undergraduate Student“Software only available in business school, can’t access it on a Sunday if you need to” Overseas Student

“She takes the notes off by 6 because students don’t turn up to the lecture, but I don't get home until 6:30” Undergraduate Student

Technology for Procedures/Facilities Recommendations

Expand the amount of students able to apply online (5.18.3a)

Although undergraduate home, EU and overseas students have to apply

online through UCAS, EU and Overseas students often don’t do this. The

University may need to provide more information to these students about

UCAS. In terms of postgraduate students, the University may already be

considering buying in to the UCAS postgraduate application service.

Provide online enrolment for all students (5.18.3b)

Within the Make ‘IT’ personal project consider setting up a system to send text messages to students when lectures are cancelled (5.18.3e)

However students are concerned that these phone numbers should not be

used for anything else and need reassurance that this will be the case. Also

they need to be able to change their mobile number in the system as they

often change this (once a year or more).

See also recommendation 47

Technology for Accommodation Recommendations

Investigate setting up a facility to allow students to apply for accommodation online (5.18.4a)

See findings already implemented for more details.

Negotiate with mobile phone, internet and television providers for a 9 month contract for our students living off campus in rented accommodation (5.18.4d)

See also recommendation 11.

Technology for Social Engagement Recommendations

Investigate providing access to SKYPE & Social networks (5.18.5a)

As part of the Make ‘IT’ Personal project, consider establishing a University Facebook-type community (5.18.5a)

Create on-line communities for different groups of students i.e. applicants,

undergraduate, postgraduate taught and postgraduate research.

Provide a University eBay, area for blogs, and notification of events and activities on the student portal for students (5.18.5d, 5.18.5e, 5.18.5f)

Website (before arriving) Recommendations

Review the content of the website to provide more information for potential students (5.18.6a, 5.18.6b, 5.18.6g, 5.18.6i, 5.18.6h)

To considering including an introduction to the website in different languages,

an online low cost travel planner for flights, bus, train, etc., information about

language support on campus, more information about the costs of

postgraduate research study and more information about days and times of

modules if possible.

Consider making the prospectus available to download online (5.18.6f)

As part of the Make ‘IT’ Personal project, consider making the Facebook community/Glamstart available to students before they arrive at the University (5.18.6d, 5.18.6e)

See also recommendation 86.

Intranet (after arriving) Recommendations

See recommendation 70 and recommendation 86.

Timetabling Recommendations

Investigate how we can issue a draft timetable to students before they arrive (5.19a)

We would need to make it clear that this is just a draft and provide information

about possible changes and why these are sometimes needed. In this way we

could also manage student expectations before they arrive about why their

lectures are sometimes timetabled so that they have one hour on one day and

a full teaching schedule on another day.

Review the changes made to Sept 2008 entry timetables after the drafts have been produced and work towards minimising these in the future (5.19a,

5.19b)

Review lecture programmes to ensure topics are covered ahead of assignments (5.19g)

Where possible, timetable courses so that lectures take place in close proximity to each other (5.19e)

This is more important to students studying at the weekend or in the evenings.

Recommendation 1 may go some way to achieving this.

Consider repeating key lectures at different times for students unable to attend (5.19d, 5.19m, 5.19c)

Review the need for/timings of reading weeks across the University (5.19l)

With a view to co-ordinating them where possible. See also findings already

implemented for more details.

See also recommendation 34

Transport & Parking Recommendations

Consider providing regular transport between campuses and to Tyn-y-Wern (5.20a, 5.20c, 5.20e)

“On Wednesday I have the one hour lecture and Thursday I have sessions between 1 – 7 p.m. without stopping. It is extreme. Full of lectures and then a day with 1 or 2 hours. It is bad.” Overseas Student

Consider providing dedicated parking for postgraduate students (5.20f,

5.20g)

On campus car parking could be assigned in the evenings and weekends for

postgraduate students so they don’t have to park in the student car park

(many postgraduates appear to have realised that if they say they are

attending something at the GBC they are allowed access onto campus

anyway!). We should also investigate whether it is possible to allow

postgraduate students to park for free on campus.

See also recommendation 1.

Negotiate a deal with Tesco etc. for the free delivery of food to on-campus halls at certain times in the week (5.20b)

This would involve the University co-ordinating online orders with the

supermarket and arranging a drop off time on campus. In this way students

don’t have to spend a certain amount of money to qualify for free delivery, and

their transport needs to supermarkets may decrease.

Consider building a multi-story car park on/near the Treforest campus (5.20f)

See also recommendation 1 and recommendation 57.

Work Experience Recommendations

Review current work placement arrangements (5.21d, 5.21e, 5.21f)

With a view to offering more well-planned and appropriate work placements

for students studying at all levels.

Consider offering a series of courses to help students get part-time jobs outside the University (5.21f)

This could include: food hygiene (a legal requirement for anybody in the

hospitality trade), First Aid, Welcome Host, Health & Safety and Nutrition

training.

Review our strategy on providing guidance on career development (5.21c)

This includes highlighting aspects of courses that are particularly career

focused and providing advice on switching modules to enhance future

employability. It may be necessary to schedule sessions with tutor groups in

order to discuss career paths etc.

See also recommendation 36, recommendation 40 and recommendation 42.

University Recommendations

All staff to record surveys/research that they undertake with studentsOne of the most startling findings at the beginning of this project was the

sheer amount of research that the University already conducts with students.

Whilst engaging with students to determine their experiences is desirable, in

many cases one piece of research is very similar to another. In this way we

are being inefficient in our use of the information we already have and also

run the risk of damaging the student experience by over-researching our

students.

It is suggested that a central database is established for all members of staff

across the University to record basic details of the research that they are

carrying out e.g. which students it is targeted at, and what the subject matter

is. This will allow all staff to see if there is some research that has already

been undertaken that they could use the results of, rather than implementing

another survey/focus group.

Make more use of cross-University working/communicationMany staff invested a lot of time and effort in this project and they felt that one

of the, perhaps unexpected, personal benefits of their involvement was the

chance to work with other members of staff from across the University. Whilst

cross-University working may happen at a senior management level this is not

often seen elsewhere. It is recommended that, where possible, projects

should include staff members from outside one working area, so a project in

one Faculty could include relevant members of staff from other Faculties.

It is hoped that this will be implemented in phase 2 of this project, which will

involve establishing implementation groups. See also section 6.2.5 for other

ideas.

Investigate sending an offer of a Postgraduate course to all Undergraduates on graduationA recommendation put forward by the project group is that when an

undergraduate student graduates they are automatically sent a letter which

offers them an unconditional (where possible) place on a relevant

postgraduate course. In some cases it will be easy to determine which

postgraduate course an undergraduate with a certain degree would progress

to. In other cases it may be worth providing an offer on one course, but

provide a range of other courses that that they would be likely to be accepted

on to.

Student voice representativesOne of the major frustrations of this project was the lack of representation on

the task groups of current Glamorgan students. Despite approaching all

student representatives and several other groups of students, only a few were

interested, and only one stayed the course of the project!

The University in conjunction with the Students’ Union could appoint a number

of current students who would be the voice of their peers on University

projects and boards/committees. This would need to be a more formal

arrangement than is currently in place with the student reps.

See findings already implemented for more details of this.

Consider methods of clearly and explicitly embedding the student experience in the heart of all the University’s activityThe section of the project group that looked at managing the student

experience (section 6.2) clearly identified this need, and their possible solution

can be seen in section 6.2.3.

Consider establishing a student lifecycle operational projectSee section 6.2.5.

6.2 Managing the Student Experience

Having established a set of recommendations as to how the University can

address student expectations, a group of project members were asked at the

away day to consider how the University can pro-actively mange the student

experience. There have already been indications that, in many cases, there is

excellent work being undertaken in pockets of the University and that simply

extending these across the University as a whole will make a big difference to

the student experience. This shows the importance of ensuring good

communication across the University and also that it is critical that all members of staff understand the importance of the student experience and

commit to ensuring that they play their part in this.

This project group made some suggestions as to how we can start to address

this.

6.2.1 CommunicationMembers of staff across the University need to be aware of the findings of the

project and why they are important. They need to buy in to the concept that

the student experience has to be fundamental to everything that the University

does. This will start with the effective communication of the results of this

project.

6.2.2 Strategic ImportanceAs we move into an ever more competitive marketplace, so the need to

consider and develop the student experience increases in strategic

importance. The University has a clearly stated aim of enhancing the student

experience, it is in the conversion of this aim into measurable change that is

challenging and needs to be made more explicit and transparent to all staff

across the University.

6.2.3 ManagementThe enhancement of the student experience at Glamorgan needs to be

proactively and strategically managed at a senior level in the Institution. It is

the view of the project team that a Pro Vice Chancellor should lead on the

development of the student experience and associated cultural and business

process changes.

There should be a Student Experience Project Manager who is involved in all

corporate projects. This member of staff would sit on the project

board/steering group of all relevant corporate projects and would take

responsibility for considering what the potential impact on students may be.

For example, in the past this person would have sat on the Steering Group of

the ATRiuM and the Coleg Morgannwg projects, and in the future could sit on

the steering groups in areas such as the Ty Crawshay renovation, as well as

any other estates redevelopments. This person would be responsible to the

Pro Vice-Chancellor who is managing the student experience overall.

The student experience also needs to be led from the ‘ground’. There needs

to be student experience champions who can identify best practice in their

Faculty/Department or area of work and who can feed it back to the institution.

These champions would also be responsible for identifying the impact on

students of any suggested changes in their area of work, and reporting it back

to the PVC mentioned above.

In addition there needs to be a strong ‘student voice’. We need to develop an

effective way for students to feed back on their experience. They need a voice

on committees and projects across the University. However, as this project

has established, it is important to find the right student for this as many claim

to be involved but then don’t attend meetings etc.

Student experience should be built into the staff appraisal system. All

members of staff should consider how their work affects the student

experience and ways in which they think they personally can contribute to

improving university life for students. Where possible, individuals should have

targets which are related directly to the student experience, these could

include feedback or assessment targets, or targets that address any of the

experiences drawn out in section 5 of this report.

6.2.4 Culture ChangeThere is a large number of staff working within the University who are

conscious of the student experience and embed it in all of their work.

However, the University needs to strive to ensure that this attitude is adopted

by all staff, and that proposed improvements to the University are not met by

some with an attitude of: “we can’t do that”, “the staff won’t like it”, “systems

won’t cope with it”. This shift in culture needs to be obvious to all staff.

However, such culture change needs to be built up gradually and based on

results. Such a shift could begin with a project such as the development of Ty

Crawshay and the establishment of a postgraduate centre there. This is an

ideal project as is it currently underway and we would be able to reengineer

our working practices by incorporating cross-Faculty/Departmental working

(lower down than at Dean/Head level).

The Postgraduate Centre project should therefore involve members of staff

from across the institution as well as student representatives and the Student

Experience Manager mentioned above (if adopted). Working in this way will

involve the group members changing their working practices, which then

affects change in terms of communication, policy and culture. These members

of staff become project champions of the student experience as they buy into

it through the project, and gradually culture will start to change.

Once the Postgraduate Centre has been established, the strategic aim of this

function will focus on the student experience, and staff working within it will be

aware of the importance of this. Once other members of staff see that this

focus has been effective in both the project to establish the Centre and within

the Centre itself, they will draw it out and apply it to other students.

6.2.5 Student Lifecycle

Currently the University focuses on separate business processes, such as

application, enrolment etc. In terms of the student experience we need to start

to look holistically at the activity of the whole university and how this impacts

on students.

The project team recommends the establishment of a student lifecycle

operational project, which would consider different stages of the student

experience and how they fit together. There would be groups of staff from

across Faculties/Departments working together to look at different stages of

the lifecycle, and membership of the groups would overlap slightly to allow

one group to be aware of the work of the previous or subsequent group. This

could work as follows:

For example, a group looking at the enrolment stage would perhaps include

representatives from Academic Registry, Faculties (academic and support),

Marketing, Campus Services, Student Services, Finance, Students’ Union etc.

Each member of staff would discuss any changes made in their normal

working areas/jobs and the group would consider firstly how that impacts on

other areas within the University, and secondly how it impacts students. A

member of this group would sit on the application group and another member

on the first experience group. These groups would report back to the PVC

mentioned earlier.

6.2.6 Measuring Performance

To effectively manage and develop the student experience at Glamorgan

requires consideration of appropriate performance measures and indices.

These should be both quantitative and qualitative in nature. There needs to be

a greater cross institution co-ordination of measurement of the student

experience and evolving expectations. The project team recommends that the

University set up a group to determine what these performance measures

should be, and how they should be co-ordinated. The project team further

recommends that they are given appropriate prominence in the University’s

strategic planning process.

6.2.7 Back to the shop floor!The project team thought that it would be useful for senior University staff to

spend a day as a student, and experience at first hand some of the

challenges faced by our students.

7. What happens next?

This report is the culmination of phase one of the Student Expectation Project

and has achieved the three objectives defined at the start:

1. Determine a blueprint of what students, in all their manifestations,

expect from their university experience

2. Identify good practice within Glamorgan in order for it to be

disseminated widely around the university and/or used to promote

Glamorgan to future potential students

3. Identify areas where the student experience can be significantly

improved through future investment and development

It is crucial that the University now considers

the expectations and recommendations

contained herein, and that recommendations,

where appropriate and agreed, and actioned.

The consequences of not doing this could be

grave in terms of hampering our ability to

attract and retain appropriate students in the

future.

An additional, perhaps unexpected,

consequence is that staff members involved in

the project feel that previous large University

projects have been undertaken with little real

action and change visible. They take a realistic

view that not all of the recommendations made

will be approved and actioned but expect that

they will be discussed and feedback provided

by the decision makers. In order to ensure

staff involvement in future projects, action

needs to be taken as a result of this project

and needs to be directly attributable back to

the project.

“Of vital importance will be what happens next. There was an overwhelming sense of ‘last chance saloon’. Everyone’s all was given and in many cases over and above that which could have been reasonably expected. There was both explicit and implied comment that we had all been here before and if nothing happened this time then such co-operation would be difficult to find in the future. That said, there was by no means an unrealistic expectation that because a matter was discussed then it would happen, but feedback and reasons why/why not will be very important for the future.” Overseas Task Group Report

Next Step – Phase 2Phase 2 of the project will commence with the development of a matrix of

recommendations. This will involve carefully allocating all of the

recommendations set out in section 6 to: low, medium and high categories in

terms of resource, timescale and importance. Once complete this matrix will

be submitted to Directorate for comment and approval.

Following this, there are likely to be some recommendations that will not be

taken forward, and feedback to the University will be provided on this. For the

other recommendations, an implementation plan(s) will be developed for a

related set of recommendations, for example those related to catering or

those concerning transport. Implementation plans are likely to involve one of

the following:

A particular Faculty or Department being charged with investigating

and/or actioning a set of recommendations and subsequently reporting

back to Directorate

Establishing an implementation group, with cross-University

membership, to look at recommendations in a particular area

Conducting further research

As far as possible, the actions taken by the University as a result of this

project will be recorded and disseminated across the Institution. It has been

agreed that the project team will reconvene in May 2009 to review progress

on adopted recommendations.

7.1 Findings Already Being ImplementedThere are already a number of areas where change is underway following the

work of this project. These include:

Recommendation 2. Social Space in Accommodation BlocksSocial learning space has been integrated into the specification for the build of

new accommodation blocks.

Recommendation 7. Mature Student Accommodation BlockThe University already offers quiet rooms within accommodation blocks that

are often chosen by mature students, but not exclusively so. A review is

taking place to assess whether these rooms need to be given a different

name, or whether more promotion is needed.

In addition to this for September 2008 entry, we are trialling a ‘multi-cultural’

hall. This will mean that a flat of 6 will include no more than 2 students from

the same country and at least one student from the UK. This aims to aid the

social integration of students from overseas.

Recommendation 10. Single Occupancy En-suite RoomsThe plans for the new accommodation blocks state that all rooms on campus

must be single occupancy and en-suite.

Recommendation 11. Internet Access in AccommodationA review of internet access in accommodation has been undertaken and the

University is currently in discussion with a supplier about increasing the

bandwidth.

Recommendation 17. Building NamesThe University is in the process of reviewing the names of the Buildings on

the Treforest and Glyntaff campuses to bring them in line with room numbers.

Several options have already been put forward and accepted in principle.

Recommendation 22. Opening Hours of Catering FacilitiesCampus Services are currently developing a plan to increase access to

vending machines so that they are available 24 hours a day.

Recommendation 24. Wider range of foodA review of the food offered on campus has been undertaken and more ethnic

food has been made available.

Recommendation 57. Meet and GreetFollowing the results of this project, a review of the meet and greet services

has been undertaken. To reflect the needs of arrivals at Treforest, the

purchased support from the Students’ Union, which is usually concentrated at

Cardiff Central, will be redirected to Treforest for the arrivals prior to Welcome

Week in September 2008.

In addition, accommodation services already provide transport up the hill to

accommodation if students request it, but are in the process of considering

whether they need to advertise this more prominently so that students are

aware of it.

Recommendation 66. Students’ UnionThe University is considering how best to represent International Students

within the Students’ Union. The Students’ Union and Student Services are

currently working together to provide a solution to this. The remainder of

recommendation 66 will also need to be addressed in the future.

Recommendation 69. Access to the Internet on arrivalInvestigation has been taking place into how we can ensure that overseas

students (in particular) have access to the internet on arrival. Current plans for

entry in September 2008 involve providing temporary passwords to students

when they arrive so they can access the systems.

Recommendation 83. Applying for Accommodation OnlineThe facility for students to apply for accommodation online is being piloted for

students wanting to start at Glamorgan in September 2008. To date, this has

been extremely positive.

Recommendation 96. Reading WeeksA review of the need for and timing of, reading weeks is currently being

undertaken.

Recommendation 107. Student RepresentationA review of the method of involving students in University and Faculty

business has begun and a paper has been submitted at Directorate. More

details of this will be available post 10th June.

8. Exceeding Expectations: Gaining a Competitive Edge

The focus of this project has been on identifying what students expect from

their university life, and how Glamorgan can more effectively meet or manage

these expectations. However, in many cases these changes will serve only to

make students less dissatisfied with their university experience, rather than

making them more satisfied.

In an attempt to acknowledge this, and to take the project one step further, a

group of project members were asked at the away day to consider what

Glamorgan could provide to students above and beyond what they expect. An

example given to the group of how providing customers with a service beyond

what they expect, was Virgin Atlantic Airlines who, when the movie started on

the flight, brought free ice creams to everyone in economy class. This group

was directed to think in a ‘blue-sky’ manner with no resource limitations and

no restrictions in terms of the culture at the University. However, in many

cases (although not all!) the suggestions made would not involve significant

resource.

Some of their suggestions are described below for consideration by the

University.

8.1 Customer ServiceIt is important to make our students feel special. A possible way of achieving

this is to provide a personalised service for students by having one named

contact who can help each student find the answers they need and arrange

the things that need to be arranged. It is envisaged that this could work

differently for Undergraduate and Postgraduate students.

Postgraduate Executive AssociationA postgraduate executive association could be created within a new

postgraduate centre. The feel of this would be likened to an Executive

Members Lounge at an airport. This centre is elite and has facilities that

undergraduate students in particular aspire to. It would have some dedicated

parking spaces for postgraduates (either free or at a charge). Students would

be based in this centre but where lectures are held outside of the Centre, the

majority of these would take place in rooms that look like business meeting

rooms rather than standard tutorial rooms.

There would be a concierge type service; a named representative who would

be located within the Centre and who would be able to assist postgraduate

students with whatever they needed. For example, if a student needed to see

a student finance advisor they would speak to the concierge who would

arrange an appointment with the relevant advisor. This meeting would then

take place in a private meeting room within the postgraduate centre, rather

than the student having to go to Student Services for the meeting. The centre

could have a place where students could leave their library books to be

returned, the concierge could co-ordinate a collection service to pick up

printing from reprographics, arrange parking permits, enrolment cards etc.

In practical terms this concierge service could possibly be an ‘Advice Shop’

which could be re-branded and available for postgraduate students from any

Faculty. Therefore, instead of having an Advice Shop for each Faculty there

would be one within the postgraduate centre for students studying at

postgraduate level, and others dedicated to other cohorts of students.

Near the end of their undergraduate studies, a postgraduate student would

invite undergraduates from their Faculty into the Centre for a taster session,

thus creating the sense that the postgraduate centre is exclusive and special

and raising the aspirations of undergraduate students to study there.

In addition to this, the centre could run a scheme where if a postgraduate

student recommends a postgraduate course at Glamorgan to a friend or

family member who then enrolled, both of them would receive a discount on

fees or another such incentive.

Undergraduate ClubInstead of having a concierge service, there would be a ‘holiday rep’ type

function for undergraduate students. This undergraduate rep would be a

named contact that the undergraduates would recognise, and instead of being

located within a centre, they would be available at fixed times in fixed places

on campus so that students can find them if they need help.

This undergraduate rep would meet students on day one and assist them with

making the most of their first week at University, providing information on

where and when to enrol. During the year they will keep students informed of

which social activities are taking place that might be of interest and will

organise events. If a student needs to discuss money with someone and

doesn’t know where to go, s/he would go to the undergraduate rep who would

provide them with information on who they need to contact in Student Finance

and the best way of doing this.

8.2 Arrival PacksThere are many things that students need to buy prior to going away to

university for the first time. The University could offer a number of ‘packs’ that

students could purchase before they start studying and these would then be

available in their room in halls, or somewhere else on campus on the day that

they arrive. The contents of the packs could be listed on the website and once

the student is certain they will be enrolling at Glamorgan they could look at the

list and tick what they need and pay for it in advance. An advantage to the

student would be that they would not need to worry about going out and

buying it and then transporting all of this to the University, and in addition the

packs may make good presents for friends or family to purchase for the

student.

It is anticipated that these packs would perhaps be of most interest to

students travelling to the University from overseas, and the life pack in

particular could be tailored to these students.

Possible packs could include:

Accommodation Pack – bedding, furniture, tokens for the laundrette, plates,

cups, kitchen utensils, saucepans etc

Life Pack – banking application forms, national insurance paperwork, rough

guide to Wales etc

Entertainment Pack – first week of entertainment in the SU, mobile phone,

vouchers for the SU, catering vouchers, cinema vouchers etc

Academic Pack – books, equipment, laptop, field trips, print/photocopy

credits etc

Sport Pack – membership of the gym for the year, gym towel, water bottle,

cost of travel to Tyn y Wern etc

Travel Pack – train and/or bus pass, on campus car parking pass, young

persons railcard, flights etc

8.3 TimetableOne of the possible reasons why potential students decide not to undertake

postgraduate study is that they lead busy lives and are unwilling to commit to

a full year of courses and assessments. The University could therefore offer

postgraduate courses with no fixed timetable. Modules and lectures would be

scheduled to take place at certain times of the year, possibly with each

module repeated a couple of times, and students can opt to study the

modules they need for their course when they choose. This would allow a

student to choose to study a particular module starting in February and they

would attend the lectures and submit the coursework. Then they may decide

to start another module in March, or alternatively not attend another until May

or June.

Although there would need to be an overall limit on the amount of time a

student could take to complete a postgraduate degree, offering a course in

this way would allow students to tailor their degree to fit in with their personal

lives. As part of this the University could consider awarding interim

qualifications such as the Postgraduate Certificate and Diploma so that

students remain motivated to continue their study.

At undergraduate level, students need the timetable to be more fixed, but

there may be scope to provide a flexible timetable in the third year.

8.4 GraduationCurrently there is nothing special or elite about the venue where our students

graduate. Instead of holding it in the sport centre we should consider hosting it

somewhere off campus in a distinguished venue. This would provide students

with a graduation ceremony that they find memorable and that other students

aspire to take part in.

8.5 TransportNow that the University is spread across a number of different campuses we

could contemplate providing a transport network that makes it easy for

students to travel from one location to another for academic or social

purposes. Other universities offer a bus service and we could use a hydrogen

powered bus for this, or alternatively we could operate a system like the

Oyster card in London which for a fixed fee allows students unlimited travel

between Cardiff, RWCMD, Glyntaff, Treforest, Merthyr and possibly up to the

accommodation blocks!

8.6 Name/BrandThe name of a university is important. People associate UWE with Bristol but

the institution is as far away from Bristol as Glamorgan is from Cardiff. Short

of rebuilding the entire university in Cardiff we should consider changing the

name.

Alongside this is the possibility of running a programme of large events to

challenges people’s perceptions of what Glamorgan is. In order to do this,

these events would need to be outside of the local area, something like

Cardiff Big Weekend.

We could also look at creating traditions at the University, for example end of

year shows, art weeks, varsity matches, festivals and cultural and religious

events. There is currently nothing that Glamorgan students can recognise as

traditional to the University of Glamorgan and look forward to participating in;

even the summer ball isn’t seen to be special any more. If we can ‘create’

traditions they will help to establish the University and will aid students to see

Glamorgan as an established and respected place to study. Considering a

change of logo and maybe using the crest will also go someway towards

providing gravitas and academic respectability to the institution.

8.7 SportThe majority of students involved in this project appeared to feel that sport

facilities should be free or heavily subsidised. Students in accommodation

who are currently told they will receive ‘free’ sports membership expect it to

be completely free and not to have to pay each time they attend. If the

University offered the Packs mentioned above then these would provide

students with sports membership completely paid for, so there would be no

additional fee once they arrive at the University.

However, we could consider giving students who represent the University at

sport or who are studying a sport related course as a degree free use of the

sports centre facilities without purchasing a pack. This would provide us with a

unique selling point for our sport courses in particular.

8.8 TeachingWe need to encourage more experts to speak or teach at Glamorgan as this

was of particular concern to the majority of Postgraduate and Overseas

students. As part of this we could encourage some of our alumni who have

gone on to work as senior managers either in the UK or abroad to come back

and speak to students. The University could perhaps consider establishing a

fund, which Faculties could bid for, dedicated to attracting prominent speakers

and alumni.

8.9 Social SpaceThere is no real social space available on the Treforest campus apart from the

Students’ Union bar. With the exception of the SU and LRC there is nowhere

for students to undertake group work. A physical postgraduate environment

has been suggested elsewhere in this document; an area for postgraduate

taught and research students to study and socialise. A similar provision

should be made for undergraduate students.

8.10 MiscellaneousThere are a number of other things that the University could provide to

encourage student engagement:

A loyalty card that students can use to build up ‘points’ by spending

money on campus. These points could then be used to get things free,

such as beer at the SU, food in our catering outlets, money off at

Blackwells bookshop

Discounts at events when students use their Glamorgan enrolment

card

Freebies to be provided before they arrive, or on arrival, such as

umbrellas with the Glamorgan logo or USB sticks pre-loaded with

induction materials and other useful information

Bluetooth information points around campus

Free bikes to use to travel from one campus to another

Massage chairs in lectures!

More exciting and easier exchange programmes

8.11 And finally…Glamorgan has diversified over the past four or five years, with developments

such as Merthyr Tydfil, ATRiuM and the RWCMD. However, if a person from

outside the University asked different members of staff what Glamorgan is

good at they would probably get very different answers and may even get a

few “I don’t knows”. The University needs to consider becoming special at

something rather than being the ‘Jack of All Trades’.

We should perhaps examine our diverse portfolio of courses and focus in

certain areas that we could become considered as specialist at. So that

instead of promoting Glamorgan, Merthyr, RWCMD we could promote

Glamorgan Sport, Creative and Cultural Industries etc. This would perhaps

help stakeholders to move away from seeing us as a widening access

institution, to a university that has key strengths in certain areas.

9. Appendix

91 Staff Thank You

Mary AyreRob BakerVian BakirBeverley Bentley JonesHaydn BlackeyMark BrakeAngela BullMike ChickPhil CribbsLyn DauntonDylan DaviesLeann DaviesPaul DaviesRea DennisRod Dubrow-MarshallPenelope EcclesJohn EganHenry EnosCath EvansDave FarthingCarlos FerreiraIan FitzellKaren Fitzgibbon

Rachel GibbinsRob GriffithsAkram Hammoudeh Tim JohnCath JonesLee JonesGreg KempJohn KinuthiaAlice LauStephen LaceyChris LeeDave LewisPaulette MakepeaceAnnie MarshRob MatthewsSimon McCarthyDenize McIntyreMaggy McNorton Bobby MehtaRuth MorganRos MortonHywel NashLiz Parkes

Elin OsmondGina ParselleViv PictonJulie PriorHelena PritchardElaine Rees-JonesJim RichardsonAndrew RogersPradeep SharmaDave SmithSusanne SmithSue StockingKelly SymmondsRachel ThomasKay ThomasAlison TobinJune WalshMark WareSarah WatkinsSarah WebberDenise WilliamsTrefor WilliamsHelen Woodward

There are many members of staff who have contributed a substantial amount

of time, effort and good humour to this project, and the success of phase one

of this project is down to them. It is testament to their enthusiasm that many

are already offering to take part in phase two! So a massive Thank You to the

following people who sat on the task groups, as well as a number of others

from across Faculties and Departments who contributed in specialist areas:

92 Overseas/EU Report

The Student Expectation Project

Overseas and European Union Student Task Group (OS/EU)

Context

In September 2007 the Student Expectation Project Steering Group asked the OS/EU task group to follow the following brief:-

Gather data and evidence on what students expect and require from their university

experience.

Identify good practice already in operation at Glamorgan and advise on the best

method of disseminating this across the institution

Explore the importance of the early formative experiences of students in shaping

student expectations.

Identify areas of the University where business process review, investment and/or

subsequent development, could significantly improve the student “deal”.

Compile a report, for consideration by the University, which provides short and long

term recommendations of how to improve the “deal” for students at Glamorgan.

Two other task Groups were given a similar brief for Postgraduate and Undergraduate

Students.

The main OS/EU Group consisted of academic and corporate staff from a range of faculties

and departments. (Appendix one) A number of students were also invited to attend although

only one stayed the course. A number of other colleagues were approached by individual

members and willingly gave of their time and expertise in a variety of ways.

It should be acknowledged that the time, effort and enthusiasm of all colleagues was immense

and was given with much patience and good humour.

Methodology

The group identified existing, relevant pieces of research that had been undertaken both within

the institution and externally:-

International Student Barometer (ISB) summer 2007

Benchmarking the Provision of Services for International Students in Higher Education

Institutions – UKCOSA 2007

National Student Survey 2007

Internationalisation - Enriching the educational & social experience for all, 2005 Sarah

House and Joy Carter

Responding to the internationalisation agenda: implications for institutional strategy –

HEA 2007

Welcome Week Report – University of Glamorgan 2006

Careers Advisory Services and international Students – HECSU 2005

Recruitment and Support of International Students – University of Glamorgan School of

Technology 2002

The group split into sub groups to read and highlight the main findings and prioritise the

relevance in relation to Glamorgan. The summary of findings was compiled (appendix two) and

subsequent discussions culminated in agreement to conduct primary research to confirm or

otherwise the conclusions of this secondary research, and as well as identifying aspects of

particular importance to Glamorgan.

In tandem, Campus Services asked a management graduate to undertake some primary

research specifically to ascertain the expectations of OS/EU students living in halls of

residence. This research is included in our findings.

Each sub group decided on their preferred methodology and chose their own themes with

appropriately designed data collection methods. These included:-

Attendance at the Chinese New Year Event

Glamlife survey

Tutorial Groups

Focus Groups

One to one interviews

Paper and on line questionnaires

A total of 346 students participated in total, with 265 of them completing questionnaires

(Appendix three).

It should be stated that the research conducted carried a number of health warnings from our

academic and professional colleagues who with more time and resources may have offered

alternative options for consideration. However given the constraints in place the work

undertaken was as robust as could be expected and as stated earlier, reinforced in most cases

the findings from the secondary in depth academic research.

Findings

It must be stated right at the outset that the findings attached do not necessarily reflect the

practices that happen in each and every faculty and department. It is accepted that many of the

recommendations may already be happening in pockets of the institution. However it is clear

that the good practice is not necessarily institution wide or if is then it is not necessarily well

known, understood or publicised.

Although the project was all about student expectations, inevitably, student experience was

heavily featured. The group took the view that if the experience was good then that could

equate to the expectations being met and equally if the experience was deemed poor then the

opposite was the case. It was agreed that the experiences were too valuable to be left out even

though the initial remit was specific.

All findings are summarised in appendix 2. However there were recurring headline themes from

both secondary and primary research. Subsequent meetings and discussions also included

many anecdotal examples which reinforced the same messages.

The headline themes broadly fell into the following categories:

Academic issues Social/support Technology

Feedback Transport On line application

Timetabling Work experience On line enrolment

Professors/experts Communication Wireless

All year round induction Culture Website

Language challenges Facilities Access to Internet/speed

Contact time SU involvement 24 hour access

Information Faith Glamlife

Response times (email) Non alcohol related space Glamstart

Opening hours Blackboard

Social events On line assignments

There were also a number of miscellaneous findings which are highlighted below

AOB

Terminology

Signage

Use of names

Maps

Detailed findings with recommendations for consideration be found in (Table One)

Conclusion

There is much that is happening within the institution that is excellent, appropriate and relevant

to International students. However, this is not necessarily well known or shared across faculties

and departments.

Many recommendations will not require much (if any) additional monies and may be resourced

in some cases within departmental/faculty budgets. Equally, some resource intensive practices

currently undertaken could be stopped or adapted without detriment to student expectation.

The whole exercise undertaken has been viewed as positive by all concerned and the cross

institutional involvement of academic, corporate, management and front line staff has been

invaluable and has led to a much greater understanding of the challenges faced by all parties.

Student involvement although patchy has been crucial in bringing the necessary ‘different’

perspective.

Of vital importance will be what happens next. There was an overwhelming sense of ‘last

chance saloon’. Everyone’s all was given and in many cases over and above that which could

have been reasonably expected. There was both explicit and implied comment that we had all

been here before and if nothing happened this time then such co-operation would be difficult to

find in the future. That said, there was by no means an unrealistic expectation that because a

matter was discussed then it would happen, but feedback and reasons why/why not will be very

important for the future.

Helen Woodward

Chair – Overseas and EU student expectation Group

March 19th 2008

Appendix 1

Group Member Department

Mary Ayre HeSaS

Carlos Ferreira Student

Mike Chick HaSS

Phil Cribbs Business School

Henry Enos Business School

Akram Hammoudeh AT

John Kinuthia AT

Alice Lau CeLT

Annie Marsh HaSS

Maggie McNorton HaSS

Bobby Mehta Marketing & Student Recruitment

Elin Osmond Student Services

Gina Parselle Business School

Helena Pritchard Accommodation Services

Jim Richardson HeSaS

Susanne Smith LCSS

Kay Thomas Marketing & Student Recruitment

Sarah Webber LCSS

Helen Woodward Campus Services

Appendix 2

Academic IssuesHeadline Issue Specific Points Recommendation for consideration

1) Feedback on work submitted a) Should be timely, detailed and relevant

a) It is understood the CELT are in the process of developing an assessment policy. It is recommended that if approved this policy is adopted by all faculties to ensure consistency.

b) Assessment criteria to be explicit and upfront b) As above

c) Performance to be rated (marked)

c) It is recommended that assessments are given a mark with a clear indication as to the scale e.g. 7/10 or 70%. This would support comments made and give a clear indication of improvement required (or not).

d) Email and face to face feedback is expectedd) Email assessment is expected and acceptable but face to face feedback expected when significant improvement is required.

e) There should be 'triggers' to refer to Tutor e) Trigger mechanism is considered,

2) Timetabling a) Should be available prior to arrival so as work commitments can be made a) Where possible made available prior to arrival b) To be fixed b) Where possible to be fixed c) Undergraduates expect classes every day d) Postgraduates have some expectation of weekend study

3) Professors/ Experts a) International case studies a) International case studies to be available

b) International profile experts

b) There may be a perception that as all academics are not 'professors' then they are not deemed experts. Directory of experts may overcome this.

c) Directory of 'experts' to be available c) As above.

4) All year round induction a) Induction available on-line a) Induction to be consistent and available regardless of start date. b) Cannot afford to come early for induction b) Drop-in induction sessions throughout the year c) Non traditional (Sept start) students miss out c) Drop-in induction sessions throughout the year

d) International welcome week very useful

5) Language challenges a) Pre joining coursesa) Pre-joining -pre sessional courses to be available and advertised throughout the institution

b) support to be available across all faculties b) staff awareness of such courses to be enhanced.

c) Help already available not necessarily known throughout the institute c) Advertising campaign at key points of the year.

6) Contact time a) Times when tutors can be contacted are not advertiseda) Consistent format and publication throughout the faculty (not necessarily all faculties the same)

b) Times when tutors can be contacted are not consistentb) Consistent format and publication throughout the faculty (not necessarily all faculties the same)

7) Methods of teaching a) Many o/s students not familiar with laboratories and instruments a) Inductions and familiarisation sessions to be available

b) Assumptions are made that A levels or the equivalent exams have been taken

8) Study skills a) Induction available on-line a) Induction to be consistent and available regardless of start date.b) Cannot afford to come early for induction b) Drop-in induction sessions throughout the year

c) Non traditional (Sept start) students miss out c) Drop-in induction sessions throughout the yeard) Don’t know what is expected d) See examples of other students work prior to first assignment

9) Reading weeks a) Build in induction options into reading weeks for those arriving late a) induction options to be built in b) More academic led social events b) Social events with guest lecturers

c) Advice shop c) Advice shop events to be put on and advertised for these weeks.

10) Information a) Module information a) To be received pre-arrival b) To be accurate

11) Email response times a) Managing expectation a) Categorise & publicise responsibilities - admin staff as well

b) Blackboard – VIPb) Blackboard seen as vital and the best form of communication - learning from peers as well as lecturers

c) All academic and other relevant staff to use Blackboard, the portal project may change this in the future.

Technology IssuesHeadline Issue Specific Points Recommendation for consideration

1) On-line application a) Highest expectation of all a) On-line enrolment a requirement asap

2) On-line inductions a) As for academic issues

3) Wireless access a) Considered a must in accommodation and on campus a) Improve signage

4) Websitea) Introduction to website in all languages - with pointer to additional help on campus a) As per specific point

b) Virtual map showing location of rooms within buildingsc) On line low cost travel planner e.g. low cost flightsd) Links to low cost route plan providers - bus, train etce) Mobile phone/internet/tv providers - 9 month contract for students

f) We like post too! f) If it is important, post it as well

g) Expect access to SKYPE & Social networks

g.i) Have university facebook type of community – the creation of an International community prior to arrival would be welcomed. It is hoped the portal project will help with this. g.ii) Create a social space – Internet café facility where access to the internet was separate from the secure network environment of the university. The portal project may well address this.

h) Intermediate access and Internet email on arrival

h) Immediate access required – use of unilang or a temporary username and password provided. The eventual aim should be to have accounts set up for arrival.

i) Training for Blackboard expected i) Training to be given and advertised shortly after induction

5) Internet access speed a) Access and Internet too slow - especially in halls a) Access and internet to be made faster b) 24 hour access required b) Increase 24 hour access to facilities

6) Glamlife / Glamstart a) Fab – Though it can be difficult to find information a) Need better ‘signposting’. b) Glamstart is great but would have been much better if access was available prior to arrival as students are too busy in the first few weeks b) Make Glamstart available once student application is confirmed

7) On-line submission of Assignment a) Expected as standard

a) To be available throughout the institute. Currently dependant on module leader.

Social/Support IssuesHeadline Issue Specific Points Recommendation for consideration

1) Transport a) between sites - particularly for sport etc. b) Pontypridd to Cardiff

c) shoppingc) Negotiable free delivery deal with Tesco, Asda etc. Co-ordinate orders and drop off times

d) up to accommodation

2) Accommodation a) induction (kitchen) meetings should include talks from 2nd or 3rd year students

a) 2nd and third year students to join induction meetings

b) more socialising events b) plan an events programme - trips to other UK citiesc) living in the UK is expensive c) provide more information and how to live cheaply guidesd) can be lonely d) set up a buddy systeme) not enough common rooms e) provide social space in new buildf) more social non alcoholic space to be available f) provide this space in new SU buildg) cooling off period for leaving halls is not long enough g) consider longer cooling off period

3) Work Experience a) should have job centre on campusa) consider job centre on campus. Provide quick win Achievement and 'useful' qualifications to add employability.

* food hygiene (a legal requirement for anybody in the hospitality trade) * First Aid * Welcome Host * Health & Safety * Nutrition training

b) Expect the institute to have work placements available or to helpb) review strategy and enhance links with employers - not just subject / specialism specific

4) Communication a) pre arrival – more information about modules etc. after deposit paid a) systematic, timely, consistent quality communication

b) correspondence often too late to action b) Review arrangements and find alternatives after certain out of date c) no information on local area customs c) Consider including in pre-arrival information d) no information on cost of living d) Consider including in pre-arrival information e) no download of prospectus available e) Consider including in pre-arrival information or pdf on website

f) prospectus was misleading – “the pictures in the prospectus give you a better impression, so that when you actually get here you are disappointed because it did not meet your expectations” f) Review pictures used in prospectus

g) after graduationg) Send relevant P/G course information out with 'congratulations you've passed' letter

5) Culture a) expect visits and tours a) Visits to towns to be arranged b) cultural awareness is good on campus but could be improved b) Cultural awareness training for staff, students, landlords etc c) expect to adapt but expect to be helped to adapt!

6) Facilities a) swimming pool a) unanimous expectation b) Female only sessions in sports centre b) Review female only provision

c) Free per visit (Sports Centre) - off peak pricing c) Membership acceptable but do not advertise as 'free' afterwards d) Separation of older and younger students in halls d) Review accommodation allocation policy e) Should be able to buy fresh fruit and veg on campus e) Review grocery shop provision f) More ethnic food available f) Review menu and labelling provision g) Better labelling of food g) Review menu and labelling provision

7) SU involvement a) Poor - no cultural trips or social plans throughout the year a) SU Social plans and provision to be reviewed b) Dedicated Sabbatical Officer for international students

8) Non alcohol related learning space a) Satellite TV - a must a) Non alcohol related space to be available - provide satellite TV

9) Opening hoursa) Advice shops, Health Centre and Drop-in Centres not open 'out of office' hours a) Review of opening hours

10) Social events a) Expect to happen throughout the year a) Review university calendar for social activities

b) Achieve integration through sport, language and lifestyle events b) Review university calendar for social activities c) Hot line - one stop shop c) one number - one point regardless of the issue

11) Meet and Greeta) nice surprise - not expected at Heathrow etc - but expected in Cardiff and Treforest a) Re-think first experience meet and greet provision

b) Meet and greet needs to be available throughout the year b) Personal orientation of the university to be available

OtherHeadline Issue Specific Points Recommendation for consideration

1) Terminology Different terminology used i.e. classes, lecturers etc. * Standardise* Consider 'status'* Glossary of terms* Profiles of staff

2) Building names and numbers A mess. Room numbers don’t correspond to block names * internal map* link building names to number on the doors* Have pronounceable names

3) Signage Poor signage (especially if entering the university through B block) Re-visit with 'new' guinea pigs Signage from the train station is needed

4) Use of names Foreign students often have many names - no effort is made to get it right * Protocol to be developed* Spellings* Order* Versions

Institution wide recommendations1) Communication between staff, faculties etc

2) Sharing best practice

3) Faculty credit allocation review. University-wide strategic view e.g. English HLaSS

4) Offer of post graduate course to go out with letter confirming degree.

Appendix 3

Research Method Number of Students

Questionnaires 265

Focus Groups 48

International Student Forum 33

Total student participation 346

93 Postgraduate Report

Post-Graduate Student Expectations @

Final Report of Post-Graduate Student Expectation Task Group

1. Aims of the Task Group and ReportThe Post-Graduate Student Expectation Task Group started its work by essentially examining four questions which are outlined below.

1.1 What do we need to find out?

The aim of the task group is to identify the full range of Post-Graduate student expectation both at the University of Glamorgan but also more widely. This allows, in part, for a comparison to then be made between findings amongst students at Glamorgan and those at other institutions. It is acknowledged at the outset that students may have different expectations according to where they are in their student ‘life-cycle’ (this builds on work already done in this area (see in 1.3 below)) and this led to an initial and careful consideration as to range and type of students to talk to (see in 1.2 below)).

The range of expectations that students may have was also analysed initially and it was predicted that expectations will tend to coalesce around various areas or themes, namely:

o Academic or taught content of the course i.e. expectation of learning experience including relationships with tutors

o Pre-Induction, Induction and Post-Induction phaseso Facilities for post-graduate students – both general and

academic facilities including LRC and electronic facilities

o Social support and networks and Living environmento Employment and career opportunities

It is important to emphasize that the above areas, which were used in part to construct questionnaires for primary data analysis (see section 3), were not considered to be an exclusive list but were more considered as a guide to the range and type of expectations that students may have of their post-graduate course and post-graduate life.

1.2 Who do we need to talk to?

Post-graduate students at Glamorgan fall into a range of categories which can be summarised best in the table 1 below.

Table 1 – Who we need to talk to

Students Full-Time Part-TimeTaught courses Already in HE (continuing) Already in HE (continuing)

Returning to HE/Work based Returning to HE/Work basedResearch degrees Already in HE (continuing) Already in HE (continuing)

Returning to HE/Work based Returning to HE/Work based

The two major categorisations, between full-time and part-time and between taught and research degree programmes are common place and normally straightforward in terms of demarcating between courses and students. Interestingly, acknowledgement of the life-cycle of post-graduate students adds a further categorisation, namely between those who continue onto post-graduate study either immediately or within a relatively short space of time of completing undergraduate courses and those who return to HE after a significant break, some of whom are work based throughout their post-graduate course.

Consideration of the number of students at Glamorgan in the 8 categories in table 1 led to a collapsing of categories for data analysis (see in section 2.3) and hence an additional categorisation of whether a student is work-based or not (regardless of whether they have had a break in their education) was also taken into account in this category reduction exercise.

1.3 What do we already know?

It became clear that a wide range of information already existed which tapped into the expectations of post-graduate students. This range includes minutes of staff-student liaison committees, research student forum meetings, annual monitoring reports, advice shop reports and a range of data nationally which has surveyed post-graduate student opinion. However it was part of the secondary data collection stage to more thoroughly identify sources of secondary data (see below in section 2.1). It was agreed that key findings from the analysis of secondary data sources would be used to test out hunches or hypotheses over student expectations in the primary data collection phase of this project.

1.4 Expectations beyond experiences

At the outset of the project it was noted that in collecting both secondary and primary data that the focus needs to be on expectations rather than experience. The intention was not to conduct another student survey about experience at Glamorgan but instead it was intended to measure what post-graduate students would really like, what would their ideal University look like? Some of these ideas may derive from negative experiences i.e. they may be the ‘flip-side’, while others may come from the aspiration of students looking forward either to their own or to a future post-graduate student journey.

2. Methodology and Analysis

2.1 Identifying Sources of Secondary DataInitial research was undertaken of potential sources of secondary data about post-graduate student expectations both at Glamorgan and nationally. This led to the following list of sources being identified:

Table 2 – Sources of Secondary Data

University of Glamorgan NationalStaff-Student Liaison Committee minutes National Post-graduate Committee

MinutesResearch Student Forum minutes Post-Graduate Research Experience

Survey (HEA) (2007)Progress Boards HEA Taught Post-Graduate Experience

Survey (January 2008)Faculty Research Programme CommitteesAnnual Monitoring ReportsStudent Feedback on individual coursesAdvice Shop reports or data collectedStudent Journey (Business School)Student Barometer survey (Glamorgan students)Data on reasons for Withdrawals of PG Students at Glamorgan

While the number of internal documents far outweighs that of external reports or surveys, the number of students surveyed is almost exactly in opposite proportion. Therefore it is useful to note if there are any discrepancies in the expectations noted in this data between Glamorgan students and students nationally (who also include Glamorgan students within their samples). Additionally it should be further emphasized that all of the above secondary data sources are almost all concerned with the experience of post-graduate students not their expectations per se. Therefore a careful analysis needed to be carried out to extract potential expectations from amongst this data. It was also decided to investigate data on why post-graduate students at Glamorgan withdraw from their course of study – the ultimate in expectations not being met, it could be predicted. As such the reasons for withdrawal, if reversed, can on occasions be predictors of what the expectation of a positive experience as a post-graduate student at Glamorgan might be.

2.2 Proposed Thematic Analysis of Secondary Data sources – use of template for analysis of Faculty information

It was agreed that a broad thematic analysis of secondary data should be undertaken and that for the analysis of data from each of the Faculties that a common template should be used as a guide and to ensure some degree of consistency. This template had been developed by the Undergraduate Student

Expectation Task Group and it was felt that the areas it covered were appropriate for a broad thematic analysis of the Post-graduate data available in the Faculties (see Appendix 1). The template covers three overall areas, the learning experience (including facilities for learning), living (i.e. accommodation, transport, environment) and support services (general facilities).

2.3 Identifying Focus Groups, members and questions

Primary data collection from focus groups was agreed as one of two main ways in which views about the student expectation at post-graduate level could be obtained. Focus group membership was designed around a collapsing of the categories in table 1, namely three groups, these being: Full time Taught, Part-Time including Work-based and Research Students (full or part-time). It is acknowledged that the collapsing of categories in this way leads to a conflation or blurring of certain differences that may exist between sub-categories. It is hoped that such nuances will be picked up in the thematic analysis of this data (see section 2.4 below).

2.4 Questionnaires for Current PG students and Applicants and sourcing participants

The second main method for collection of primary data was via questionnaires and it was initially determined that this might be the less fruitful source of data because of the volume of surveys which are administered at the University. Nevertheless, a questionnaire was agreed for Post-graduate Students (see Appendix 2), adapting and adding to a series of questions initially devised by one of the other student expectation task groups and this questionnaire was administered via the web using Survey Monkey as the data capture device and via administration of the questionnaire after some lectures. The data from these two modes of capture is merged for the purposes of later analysis (see Section 4).

Following discussion in the task group, it was agreed to also amend the questionnaire and administer this to potential post-graduate applicants to the University of Glamorgan (see Appendix 3). The intention of this additional source of data was to tap into unfettered expectations about the future life and experience of a post-graduate student, unaffected by actual experiences, positive or negative. The analysis of this data can then be usefully compared to the findings of existing post-graduate cohorts.

2.5 Proposed Thematic Analysis of Primary Data Sources

It was decided not to impose any a priori set of categories or constraints on the analysis of primary data sources which was to take place. Data analysts were advised to look for emerging themes and/or categories of student expectations that could be exemplified from the data and that these themes would form the basis for a summary of the Focus Group data. A similar exercise with the quantitative data from the questionnaire responses will also allow for a useful comparison of expectation themes from these different data sources.

3 Secondary Data AnalysisWhat follows in this section is a thematic summary of key findings and themes from the different sources of secondary data which have been examined. The secondary data and the summaries produced by Faculties and for the other sources of data, is also available (see shared network folder for the PG student expectation task group).

3.1 Faculty Data Summaries

Faculty data that is routinely collected that refers to the experience and expectations of post-graduate students includes minutes of Staff-Student Liaison Committees, Research Student Forum meetings, Progress Boards (for research students), Research Programme Committees and also reports on programmes including for Annual Monitoring and where Advice Shop reports refer specifically to post-graduates. Faculty summaries, using the agreed summary template (see Section 2.2 above), can be found on the shared network folder for the student expectation task group.

An analysis across the Faculty summaries of secondary data reveals an array of key themes regarding post-graduate student expectations at Glamorgan.

Key themes:Learning Experience Expectations

o Timely and detailed feedback on assessments and timely details of assessment requirements (which also fit with the pattern of study for their course)

o Regular and scheduled contact with tutors and/or supervisors (for research degrees) including out of regular term weeks (during summer ‘vacation’)

o Good and consistent use of the virtual learning environment (Blackboard)o High quality teaching and a consistency in teaching standard or styleo Timely arrival at classes both by students and tutorso Early notification of the teaching timetable and a timetable which is

mindful of students’ outside commitments o Access to laboratory or other facilities including LRC outside of

timetabled or normal opening hours (24/7)o An Induction Programme for post-graduate students focussing on research

facilities and ‘out-of-hours’ facilities (but not prolonged)o A dedicated learning space (and social learning space) for Post-Graduate

students with available computers and appropriate softwareo Advice Shops to be open outside of working hours (9-5pm)o Focus on specific skills related to employment (now or in the future)o Progression information ahead of time (for research students)o Well planned and appropriate work placements (where necessary)o Financial support from University to attend conferences and/or trainingo Want to be part of a Post-Graduate student ‘community’ (not isolated)o Speedy enrolment process (on-line)

Living Expectationso Dedicated hall of residence for Post-Graduate students (particularly for

international students)o Parking available on campus in the evening (well-lit)o High profile security on campus during eveningso Clearly named buildings (consistent labelling)o Access to kitchen facilities while working or a venue for drinking/eating

alongside work spaces (also as a social space)

Support Serviceso Refreshments available evenings, weekends and cheaply (subsidised)o Catering to include a variety of choices (healthy, dietary)o Student Union to cater specifically for needs of Post-Graduate students

3.2 Student Barometer at Glamorgan

Key themes from the data collected from Glamorgan as part of the Welsh Student Barometer Survey (2007) relating to Post-Graduate expectations are summarised below. Most of these correspond with the findings of the Faculty based analysis of secondary data above (section 3.1). Unlike the open ended discussions at student representative meetings the Barometer put ideas or notions to students and asked them to respond – this might explain why some responses are different from the Faculty summaries. The themes which are summarised are those issues which are rated by a clear majority of respondents as ‘important’ or ‘very important’ (as opposed to ‘unimportant’ or ‘very unimportant’ and where the issue relates more to an expectation as opposed to experience of post-graduate student life. The key themes which emerge are:

o Time from Academic Staff when it is neededo Teaching ability of tutors/quality of teachingo Transparent Assessment of assignmentso Availability of library facilities and technology for studying including

internet accesso Safety and Securityo Learning tailored to career development and work placements o Flexibility in studyingo Social facilities

Unlike in the open ended discussions in the Faculties, the Barometer questionnaire did not specify what is meant by “social facilities”. This might explain why only just over 50% of respondents considered this as important. Open-ended comments following the Barometer questions do however reveal the clear expectation that catering facilities be open out of normal working hours, throughout the year and within a reasonable distance of learning areas.

o Lecturers who communicate well in Englisho Reasonable cost of livingo Opportunity to earn money and/or financial support

It is also interesting to note that from the Barometer survey, places for religious worship and ‘social life’ do not figure as important issues for post-graduate students. This broadly correlates with the thematic analysis from the Faculty data summaries and indicates that the notion of a Post-Graduate student ‘community’ and support from the Student Union is an expectation relating to a learning community and environment rather than a social or leisure environment per se. This may a key distinction between Post-Graduate students who may have either experienced under-graduate student life already and/or be working and have family and social lives outside of University (including access to places of religious worship) and the expectations of undergraduate students. In this way the desire for a social space may be more akin to a ‘social learning space’ as opposed to a social space per se which could include a leisure space such as a bar or club.

3.3 Reasons for Withdrawal analysis

Data was collected on the reasons for Post-Graduate student withdrawals across all five Faculties and was collected separately for students on taught or research programmes. The key themes shown below in table 3 are drawn out of the summary list of reasons for withdrawal amongst the two overall groups and the ‘mirror image’ expectation is shown alongside, using the expectation themes already identified from Faculty data and the Student Barometer analysis (sections 3.1 and 3.2).

Table 3 – Reasons for Withdrawing (Themes) and ‘Mirror-Image’ Expectations

Reason for Withdrawing (Theme) Expectation (Mirror-Image)Financial Pressures Reasonable Cost of LivingLack of supervisor contact Good and consistent contact with supervisorLack of engagement with course Quality teaching, learning environment, good

access to materials, contact with other studentsSlow progress (including with research)

Timely feedback and information on progression

Did not submit assignments Early notification of assignment deadlines and assignment briefs

Work Commitments Timetable and delivery of course sensitive to work needs and early notification of timetable

Lack of contact with department Regular and scheduled contact with tutors, availability of advice shop out of working hours

It is noteworthy that both financial reasons and ‘personal’ are the most common reasons cited for withdrawal from Post-Graduate courses. This may have much in common with the reasons popularly cited amongst undergraduate students. As such it is particularly hard with ‘personal’ reasons to extract a specific mirror-image expectation, while the theme identified in section 3.1 concerning the opening hours of the Advice Shops and availability of tutors may relate somewhat to this theme, or may, at least, point to possible preventative measures in this regard.

3.4 Student Journey analysis (Business School)

Research undertaken in the Business School on the student journey for post-graduates highlights a number of the same themes identified in the Faculty analyses and Glamorgan Barometer data that relate to the potential expectations of students at different stages of their course. A summary is included here of those themes which most relate to expectations that students might have of their time at University and which can be tested out through primary data collection.

Themes from the Student Journey research that particularly relate to student expectations include:

o Motivation to come on the course deriving from a focus on career or professional development and related employer/professional body requirements – this should be clear in the content of the course as well

o Expectation of detailed induction information (including timetable, course handbook etc.) – ahead of the course starting

o Timing of induction – expectation that this might vary from the first session for part-time students to the first three days for full time students

o Pattern of delivery – evenings and weekends for part-time studentso Assessment timetable available at the start of the course with clear

information on procedures e.g. mitigating circumstanceso Feedback on assessment by Tutors – face to face and in writing (including

on-line) and use of assignment criteria and second markers – should there be a standardised approach to the approach of tutors?

3.5 National Data sources

A range of data has been collected nationally with the focus on the experience of post-graduate students. For this project it is important to examine the sources of information for key pointers to student expectations (as opposed to analysis of the actual reported experiences of students). These indicators of key expectations can then be compared against those which have been identified from the analysis of previously collected (secondary) data at Glamorgan. It was decided to focus on two recent Higher Education Academy student experience surveys for taught and research students. Additionally information from the National Post-graduate Committee provides useful extra pointers to the potential expectations of students.

3.5.1 HEA Survey – Taught Post-Graduate StudentsThe following are some of the key results from the HEA survey carried out in early 2007 and published in January 2008. The following key factors relating to the (positive) student experience from the HEA survey have been highlighted as relating particularly to potential student expectations:

Importance of good academic staff and a high quality of teaching and learning

Availability and approachability of academic staff and other support Opportunities to mix with and talk to other students Appropriate course content with good quality learning materials and

with clarity as to course and assessment aims

Relevant industrial or business experience amongst lecturers or guest lecturers on the programme

Relevance of course content to professional (career) development and importance of relevant career and financial advice (rated poorly in terms of actual experience)

Flexibility in their course programme – ability to choose modules or pathways relating to the student’s current or future career

Career or Professional development as motivation to join the course (was rated highly by over two thirds of students in the survey)

Access to timetable and course information, advice and support and to tutors – particularly an issue for part-time students

3.5.2 HEA Survey – Post-Graduate Research StudentsKey results from the 2007 Research Student survey conducted by the HEA allow for useful comparison with the taught survey outlined above and similarly allow for potential expectations of students to be extrapolated from the key factors which have been identified as relating to the positive experience of students. Key potential expectations of students which can be identified in this way include:

Supervision – importance of appropriate guidance (initial planning and later for the viva-voce examination), subject knowledge, timely feedback at key stages (on literature review, chapters and post-viva), availability.

Intellectual Climate – importance of ambience conducive to research, feeling part of a community of researchers, opportunities to interact more widely with research students and being part of the academic department

Skill development – independent working skills, communication and research skills and also teaching skills (where relevant)

Appropriate and adequate working space and resources including library, computing, laboratory and also technical support

Financial support for research activities Clear understanding of goals and requirements of the research degree Supportive external social and professional network (support from

family, friends and employers where relevant)It is also interesting to note that opportunities to teach was not found to be a significant factor in the overall evaluation of research students’ experience, although proper guidance and development in teaching skills was highlighted as important if teaching was offered.

3.5.3 National Post-Graduate Committee Some key findings from work undertaken by the National Post-Graduate Committee relate usefully to the findings of the HEA Survey and further shed light on some potential Post-Graduate student expectations. In particular the reports of the Committee indicate the importance of:

Avoiding Research Student IsolationAs with data outlined above on reasons for student withdrawals, the findings here can be best viewed as a ‘mirror-image’ reflection of the aspirations of students - in this case so as to avoid a commonly

reported problem of isolation amongst research students at University. Expectations as to how this can be overcome therefore include:

o common social and working space for research studentso shared office space for research students to meet and interact

(in addition to private workspace)o research student meetings and seminars to share experienceso opportunities to teacho establishing post-graduate student committee or forumo clear communications about events on campus (for part-time

students)o opportunities to present research findings internally and

externally at seminars and conferenceso social events for research students and academic staff

Post-Graduate Student Union representation and supportA key theme highlighted by the National Committee is the importance of establishing Post-Graduate representation within students unions and representation on University or Faculty committees. Post-Graduate societies or clubs with planned activities, newsletters and e mail discussion lists. Advice from SU officers relating to career development and other issues (including the suggestion of a mediation scheme where difficulties arise with supervisors).

3.6 Conclusions and pointers for Primary Data AnalysisThe secondary data analysed above draws out a number of key themes relating to potential Post-Graduate student expectations both locally, at Glamorgan and nationally. It is interesting to note that there is a high level of agreement between these findings at local and national level in terms of the major findings. It is possible from this array of secondary data to extract some predominant themes which can then be usefully tested out and sought out in the primary data reported in section 4.

Key Expectation Themes to be tested out in Primary Analysis:o Learning Facilities and Catering Facilities and ‘social learning space’

available 24/7 all year roundo Need to be part of a Post-Graduate ‘Community’ with dedicated social

spaceo Regularity and quality of contact with tutor and supervisoro High Quality teaching and learning with timely access to assignment briefs

and (quality) feedback on assessments (including from viva exams)o Tailored Induction – early access to timetable which is sensitive to needso Safety and Security on Campus (including parking)o Advice and Social space and support from Student Uniono Skill development across course or through research including tailored to

employer needs or professional development (where relevant)o Flexibility in delivery patterns and course content (tailored)

4 Primary Data Analysis

4.1 Focus Group data

4.1.1 Full time StudentsData from two focus group meetings is combined for the purposes of this analysis. A cross-University focus group met on 13th February 2008 and a further focus group following an Induction event for Masters students (in the Business School). Key themes have been identified by data analysts (see Appendix 4) which are then analysed or arranged into higher order categories for the purposes of this report and, importantly, triangulated against the key themes from the secondary data analysis or alternatively identified as new or unexpected findings if they have not been highlighted in earlier research.

Key themes regarding student expectations to emerge from the full-time student focus groups are as follows:

Post-Graduate Centre/Graduate SchoolThis includes a social and study space designated for Post-Graduate students with a café which is open after working hours. This directly supports the aspiration for a Post-Graduate community or “Intellectual Climate” expressed both by Glamorgan students and students nationally in the secondary data analysis reported above. The notion of a dedicated space which allows for good communication, dialogue between students and staff and students and a space or forum to share ideas and experiences (a Post-Graduate Forum) also directly addresses the commonly reported experience of isolation, particularly amongst research students and the lack of contact with the department which is cited as a reason for withdrawal amongst students.

Consistency of approach and quality in LecturesLecture programme that is organised to fit with assignment requirements (topics covered ahead of assignments). Appropriate and consistent access to lecture notes and resources online (VLE) i.e. not as a deterrent to attending. Specialist input and delivery from relevant professional experts.

Feedback on Assignments – Timely and before next assignment Access to Learning Resources – On-line and out of normal working

hours Timetable thoughtfully prepared well ahead with minimal changes and

coalescence of rooms for specific programmes (not all over the campus)

Car park access and disabled access to campus and buildings Support throughout from tutors including Award Tutors Higher funding for learning resources – contemporary journals, books

particularly for specialist areas Priority for Post-Graduate and mature students in accommodation Opportunities for funding – bursaries, additional funding (grants) Pre-Induction information to include full course information (reading

lists, timetable) and information about campus, facilities, money, local area – in particular a DVD with clear summary information on the course, campus and facilities was suggested.

Clear career opportunities and guidance on career development (including opportunities to do voluntary work and ability to switch modules to enhance future employability)

Opportunities to work as ‘teaching assistants’ (hourly paid lecturers)

Additionally some views were expressed regarding english language skill amongst post-graduate cohorts and a desire for this to be more even so that teaching sessions are not held back with a focus on students with poorer language skills. Interestingly too from the full time students was the notion that information should be not only communicated electronically but also in a short and digestible form i.e. appropriate to “this generation” of students. This comment may reveal a slightly different demographic amongst full time Post-Graduate students, who may, in the majority, have moved directly into their Masters course from undergraduate study, in contrast to part-time and research students who may have spent longer either in or out of education prior to their current programme. This reinforces the initial perception of the task group (see table 1) that ‘continuing’ versus ‘returning’ is an important dimension which potentially frames Post-Graduate student expectations.

4.1.2 Part time (work based)A focus group of part-time work based students (all from a course in the Faculty of Humanities and Social Sciences) met on 27 th February 2008. The full thematic analysis for this focus group can be found in Appendix 4 while the following is a further extraction of key themes regarding part-time work based expectations. Key expectations therefore include:

Value-added in Lectures/SeminarsEngaging beyond the power-point slides and handouts – valuing of expert input from lecturers and relevance to employment and course aims overall. More opportunities for case study discussion and student debate.

Access to course outside of work hours (proximity important) Full academic year (value for money) (not ending in April) Timely feedback on assignments and opportunities to develop skills Responsiveness to student feedback in-year Social Learning space High staff contact and responsiveness to communications On-line enrolment Timetable and induction information well in advance

In addition students cited factors such as cost, course structure (timetable) and personal recommendation as their expectation of the reasons behind the decision to join a course (alongside other key factors of relevance of course content to their employment and career development).

4.1.3 Research Students (Treforest/Cardiff)Two focus groups took place for research students – one at the Treforest campus and one at Atrium (for CCI research students). Key themes have been drawn out by data analysts (see Appendix 4) and a further analysis has been undertaken which reveals a clustering of key research student expectations including:

Research Student Community including social and academic interaction with other research students – the sharing of ideas, good practice and experiences within and across Faculties (to combat the fear and reality of isolation) and a social space for Research and Post-Graduate students

Representation of Research Students or forums for research students to express their views on their experiences

Private workspace (desk in an office, computer) Opportunities to teach (partly an expectation as implied in adverts) Induction and orientation programme tailored for research students Focussed training programme on research skills for students Clearer guidance and advice about supervisor-student relationship and

what to expect from supervisors. Consistency over regularity and type of contact with supervisor i.e.

feedback on work and/or guidance Guidance over role of second or third supervisors Quiet learning space dedicated for research or post-graduate students Access to Learning Resources (including for part-time students) Cross-campus communication (for students based in Cardiff)

Many of the expectations summarised above for research students arose out of reflection on their current experiences and hence are, in a way, similar to the mirror-images that were developed out of the reasons for withdrawal analysis (see section 3.3 above). It may also be the case that ‘expectations’ are, to an extent, less aspiring or ‘blue-sky’ when they are derived from concrete experiences but perhaps contain more aspirations when conceived of more abstractly.

4.2 Questionnaire dataThe key themes for student expectations identified from focus group analysis in section 4.1 can also be compared with the data collected using the two questionnaires (see Appendix 5) which were distributed both via the web and via lectures (in the case of the questionnaire for existing students).

4.2.1 Current Post-Graduate students (web based and lectures)The following table 4 summarises those expectation statements which were supported (by respondents indicated if they “strongly agreed” or “agreed”) in the student sample (N=271) by more than 80% of respondents i.e. an overwhelming proportion said these were their expectations. The table also notes which items fell below an 80% level of support despite having been previously identified as a potential key expectation in the earlier stages of the project (for example in the secondary data analysis phase). Some of the categories of expectations have been conjoined or grouped for the purposes of this analysis in order to qualitatively identify clusters representing expectation themes.

Table 4 – Expectations supported overwhelmingly (and less overwhelmingly)

% support (strongly agree or agree)

Expectation theme

> 80% of sample On-line enrolments and course materialsPre-Induction materials availableExpert and good quality teachersInitial Briefing or tailored InductionContact with tutor outside of class and timely feedback from tutors on assignments (within 4 weeks)Inclusion of international content to course and international students on courseAssignment deadlines available at start of the courseClear and available guidance on assessmentsLearning Resources available at suitable times

< 80% sample Timetable to fit round own needs (> 25% disagreed)Half term for reading weeks (> 20% disagreed)Expected large or small groups (c. 55% each)

It should be noted that the expectations with less than 80% of support still received more than 50% support from the sample but are notable in contrast to the other key expectations which received well over 80% support in most cases.

4.2.2 Applicants to Post-Graduate coursesApplicants to Post-Graduate courses at Glamorgan completed the on-line questionnaire (see summary analysis of this in Appendix 5). As with the student questionnaire, the table below summarises the views of respondents (N=177) highlighting those expectation statements which received overwhelming (greater than 80%) support and noting those which had a lower level of support.

Table 5 – Expectations supported overwhelmingly (and less overwhelmingly)

% support (strongly agree or agree)

Expectation theme

> 80% of sample Enquiry information relevant to courseInduction information ahead of time and thorough initial briefingHigh standard of teaching and expert professorsGuidance on coursework and deadlines at startOn-line submission of coursework and learning materials available on-line and at suitable timesRegular contact with tutor and 1 to 1 feedback on assessments with timely feedback (within 4 weeks)International element to the curriculum and studentsExpect small classes (less than 10)

< 80% sample Timetable to fit round own needs (> 25% disagreed)Half term for reading weeks (29% disagreed)Expected large groups (53% agreed)On-line application process (25% disagreed)

4.2.3 Conclusions from two quantitative surveysThe key themes from both questionnaire samples broadly support the findings of the focus group analysis (see section 4.3 for overall summary analysis). Variances include a sizeable minority of students and applicants who did not expect a tailored timetable with reading weeks during school half terms and one in four of the applicants surveyed did not expect the application process to be on-line. Interestingly, across both the students and applicants samples, there was an expectation that timely and quality feedback from tutors would improve their ability to complete assignments i.e. a clear expectation of personal growth and learning development across the course. Additionally students and applicants expected, in overwhelming numbers, an international environment and course content – this was not an expectation that had emerged from focus groups.

4.3 Summary Analysis - Triangulation of Themes from Primary and Secondary Data

4.3.1 Findings which confirmed Secondary Data ThemesA number of key expectation themes emerge from the primary data that also support the key themes of the secondary data. These are the key expectations that are identified in this project and can be summarised as follows:

Table 6 - Key Expectations from Primary and Secondary Data

Key Expectation 1(KE1)

Post-Graduate Student ‘Community’ and Centre /’Graduate School’ – inc. Social Learning Space/Catering 24/7 (for Research Students – Private workspace provided)

Key Expectation 2 High Quality teaching (from experts) with ‘Value-Added’Key Expectation 3 Clear Learning skill and employment skill developmentKey Expectation 4 Learning Resources and Tutors available 24/7 all yearKey Expectation 5 Timetable, Course and Assignment Information in advance

and tailored induction programmeKey Expectation 6 Fully accessible and safe campusKey Expectation 7 Opportunities to teach and apply for fundingKey Expectation 8 Clear Communications including via on line methodsKey Expectation 9 Dedicated Student Union support and representationKey Expectation 10 Flexibility and responsiveness to student feedback

4.3.2 New or Unexpected findings from Primary data

Key Expectation 11 International Content to Course and presence of international students

Key Expectation 12 Full Academic Year (not ending April) (Value for Money)

5. Recommendations for Key Actions arising from Key Themes:Key actions are shown below, in table 7, which refer to aspects of the Key Expectations (KE’s) identified above but a projected timescale and resource requirement attached to each potential action.

Table 7 – Key Actions (KA1-) based on Key Expectations

Immediate-Short Term(Now and over next year)

Medium Term(Next 2 years)

Longer-term/Aspirational(Next 2-5 years)

KA1. Timetable issued well in advance (KE5) – Low Resource

KA12. Audit of Learning Skill and Employment Skill development on PG courses (Thematic Audit) (KE3) – Low Resource

KA21. Creation of Graduate School at University of Glamorgan (KE1) – Medium-High Resource

KA2. Course information issued well in advance and on-line where applicable (using VLE) (KE5/8) – Low-Medium Resource

KA13. Focus in Annual Monitoring on ‘Value-Added’ in Lectures including expert inputs (KE2) - Low Resource

KA22. Full Academic Year – course programmes will require development and potential re-validation (where appropriate) (KE12) – Medium Resource

KA3. Assignment information available before start of course and online where applicable (via VLE) (KE5/8) – Low-Medium Resource

KA14. Addition of skill based learning outcomes arising from Thematic Audit (Key Action 1) – Low-Medium Resource

KA23. International Content and Membership of PG courses – via re-design in part and international recruitment focus (KE11) – Medium Resource

KA4. Car parking at close proximity available 24/7 on main campuses (KE6) – Medium Resource

KA15. Addition of experts and tailored content to PG taught programmes from focus in Annual Monitoring (Key Action 2) – Low-Medium Resource

KA24. Enhanced contact with tutors and resource availability on-line via student portal (KE4) – Medium-High Resource

KA5. Private workspace (desk, computer) for all PG research students who wish to work on campus (KE1) – Medium Resource

KA16. Establishing of Post-Graduate Centre (in Ty Crawshay) and Social Learning Space in each Faculty (KE1) – Medium-High Resource

KA25. Dedicated and separate Post-Graduate Student Union facility (KE9) – Medium-High Resource

KA6. All Faculties to set up separate Post-Graduate staff-student liaison committees and research student forums (KE10) – Low Resource

KA17. Clear guidelines and opportunities for Research Students to teach (KE7) – Low-Medium Resource

KA7. Additional Research Skill training sessions (including on supervision) to be set-up cross-Faculty (KE3) – Low Resource

KA18. Dedicated Student Union support and representation for PG students (KE9) – Low-Medium Resource

KA8. Clear and tailored Induction Programme for Full-time, part-time and Research Students (KE5) – Low-Medium Resource

KA19. LRC and other learning resources available 24/7 and all year round (KE4) – Medium-High Resource

KA9. Additional bespoke training on grant applications and funding opportunities for research students (KE7) – Low-Medium Resource

KA20. Catering Facilities (either PG dedicated or general) to be open ‘out of working hours’ (KE1) – Medium Resource

KA10. Enhanced availability of tutors on courses including via VLE (Blackboard) where appropriate (KE4/8) – Low-Medium ResourceKA11. Research Student seminars within-across Faculties to allow for sharing of research and experiences (KE1) – Low-Medium Resource

It should be noted that the above recommendations for Key Actions, as with the Key Expectations, do not necessarily imply any deficiency with current provision. Indeed the focus, in Key Actions 12 and 13, on the auditing of existing programmes for skills development and expert content related to employer needs, is intended as a way of ensuring that good practice is maintained and enhanced across all of our courses.

It is also noteworthy that the clear majority of recommendations are both short-medium term in scope and of low-medium resource requirement. This is perhaps indicative that while there is certainly scope for greater matching of student expectations with experience, there is not currently a complete mis-match either, as reflected in a range of positive student remarks and feedback (which formed the basis, initially, of the Faculty based secondary analysis).

Overall the clearest message from Post-Graduate Students was an overwhelming desire to be recognised as having unique needs and requirements including through the need for a clearly delineated space and community in which their specific learning needs can grow and develop. The recommendations above, tapping into decisions already taken to create a Post-Graduate Centre at Treforest, therefore indicate that existing University plans are not only timely but need, perhaps, to be taken somewhat further, including via the longer-term recommendation of creating a ‘Graduate School’. The advantages of a Graduate School, which can be elaborated upon further elsewhere, hinge largely on its ability to tap into and address the whole range of expectations and concerns that have been raised in this report, within a discrete and tailored administrative and academic environment.

Appendices – see separate documents

Appendix 1 – Template for Faculty Secondary Data Analysis

Appendix 2 – Questionnaire for PG students

Appendix 3 – Questionnaire for Applicants

Appendix 4 – Themes from Focus Groups (Data Analysis)

Appendix 5 – Summary data from Web Questionnaires (Students and Applicants)

94 Undergraduate Report

Student ExpectationsSummary of Findings for Undergraduate StudentsUniversity of Glamorgan

March 2008 revision 3

Contents

IntroductionBackgroundAcknowledgements

The Changing Nature of Higher Education

The Student ExperienceResearch Methodology

Student Expectations:School and Sixth FormersApplicants and ArrivalsFirst Year Undergraduates

RecommendationsFurther Work

Introduction

This document presents the findings of a University-instigated project looking into how the University of Glamorgan can respond to the changing nature of student expectations in the twenty-first century. This particular report deals with the undergraduate population at the University only; it is not a research paper but aimed at providing a summary of the findings only for the development of policies at the University of Glamorgan.

The report is a summary document only and only provides a high level view of the research work undertaken.

The document is separated into five sections plus the appendices:o The first section provides the context for the study and the general aims of the

research.o The second section looks at the macro level at the changing nature of higher

education in the United Kingdom and the general issues that need to be addressed by the University.

o The third section looks at the student touch-points with the University, where the experiences become real and then presents the research methodology that was used to ascertain student expectations from those touch-points.

o The fourth section is a presentation of the research findings.

o The fifth section is the overall conclusions and recommendations from the study along with a framework for implementation and policy development. There is also a

discussion of future work, including the development of a service culture and future monitoring of performance against student expectations.

The appendices contain the main body of the research information, both secondary and primary.

Task Groups Terms of Reference

Gather data and evidence on what students expect and require from their university experience.

Identify good practice already in operation at Glamorgan and advise on the best method of disseminating this across the institution

Explore the importance of the early formative experiences of students in shaping student expectations.

Identify areas of the University where business process review, investment and/or subsequent development, could significantly improve the student “deal”.

Compile a report, for consideration by the University, which provides short and long

BackgroundUniversity of Glamorgan has been proactive in looking at the student experience that it offers and trying to improve it especially in line with the changing student profiles. There is not one kind of student but it is nonetheless useful to take a snapshot of what our students expect and how we can manage those expectations.

Three task groups have been set up to establish the expectations of: Undergraduate students; Postgraduate students; and Overseas & EU students at the University of Glamorgan. The aim is for the University to provide a better service for students and hence deliver a better education thus building loyalty, trust and value for the University. The terms of reference for the task groups are shown adjacent.

At the end of the project an away day will be scheduled for steering group and task group members to draw out the findings of all three groups. A final report incorporating major findings and recommendations from each task group will be produced from this day for consideration by Directorate. The purpose of the overall report is to identify areas where a change of practice, or investment, may lead to an improved student experience, and the evidence gathered will be used to inform future policy development relevant to the student experience.

Our aim is to produce actionable knowledge, ie something we can actually do that goes beyond statistical information that informs us. Our role as the task group is to provide a structures approach to the issue of student expectations and students experiences so that the University can establish good policies and practices around student interactions. The recommendations may be short, medium and long-term suggestions.

The following represent the starting point for some of the questions :

Academic Enrolment processes Timetable Induction Interaction with tutors Assessment and Feedback

IT IT provision (including Blackboard) LRC Use of social networking sites

Social/Support Accommodation Campus base Careers Centre Catering Estates Financial Support Social Life Sports Facilities Student Union Welsh language

Information and Communication What information Means of communicating

Typical questions to be considered:

Whether students want more flexibility about when and where classes are delivered e.g. evenings, online

If students want information “pushed” out to them via several technologies e.g. SMS, e mail, social networking sites

Whether students have a need for a provisional lecture timetable for the next academic year to be available when module choices are made in the summer term/at the start of summer for new students

Is there a need to co-ordinate reading weeks (between departments and faculties, and/or for reading weeks to coincide with half-term in schools)

Whether students want big graduate recruiters to visit the University/area

Is there a need for some Careers Service/Sports facilities to be available on each of Glamorgan’s campuses

Whether students want to enrol and pay fees online Whether postgrad and part-time students would like to apply online Whether students would like an online calendar of lectures that they

can add personal appointments to and then download What students expectations are regarding e mail, personal folder

space etc What students expect regarding access to IT, and wireless availability The importance or otherwise of social networking software Whether IT provision and support is important when deciding on a

university What sort of web services students want

AcknowledgementsThe following is a list of the participants in the research study who contributed a significant amount of their time and intellectual skills in the development of this report:

Beverley Bentley-Jones, Angela Bull, Dylan Davies, Leann Davies, Rea Dennis, Penny Eccles, John Egan, Catherine Evans, Dave Farthing, Ian Fitzell, Karen Fitzgibbon, Rachel Gibbins, Rob Griffiths, Cath Jones, Greg Kemp, Chris Lee, Dave Lewis, Denize McIntyre, Becky Osmond, Elizabeth Parkes, Viv Picton, Julie Prior, Pradeep Sharma, Dave Smith, Sue Stocking, Sarah Watkins, Denise Williams, Trefor Williams.

The Changing Nature of Higher Education

The term ‘university’ is derived from the Latin universitas magistrorum et scholarium which roughly translated means a ‘community of teachers and scholars’. Today, a university is described as an institution of higher education and research that grants academic degrees in a variety of subjects.Unfortunately these two simple definitions do not capture the complexities and challenges faced by universities in the modern context. The challenges faced by the University of Al Kraouine in Fez, Morocco (recognised as the oldest degree-granting university in the world – 859) would be completely different from the challenges facing the universities today.The last few decades in particular have seen significant changes to the way that universities work, the way that they take on and educate students and the expectations that students have from the institutions.

A review of current literature and research can be broadly summarised as follows:

Technology

One of the biggest changes has been due to the technological changes in information and communication technologies in particular. These have resulted in access to data and information across the globe and has opened up new opportunities and hence expectations from all parties.Technology has encouraged mobile work and national boundaries now have less significant meaning.

Technology ImplicationsAccess to the latest technology

Use of technology for enhancing teachingUse of technology for mobility/distance teaching

Use of technology for information and communication

Use of technology for administrative functions

Expectations around the use of technology for not only teaching but also for administration and social purposes is increasing, although there do seem to be some inherent contradictions especially with regards to the social uses and the role of the university.

Students also have a greater expectation of the technological capabilities of university, especially with regards to what they have both at their secondary schools and at their homes.

Society

The social changes have been less dramatic as the technological changes, but nonetheless are having and will continue to have a major impact on university education. University education is now available to a greater number of people across the globe. The students are also increasingly having to pay for the education and this has resulted in greater demands on service quality and also in delivery flexibility. A significant number of paying students are having to work to support their studies and are looking for courses that support this type of study. Lifelong learning has also resulted in mature students enrolling to study, with other work related and family related requirements.There is also change in demography, certainly in the western world, with a reducing teenage base predicted in the very near future. This will increase competition in the local market.Today students attending universities are seen increasingly as consumers of a service and behave accordingly with greater demands and expectations of what they expect for the money that they pay and to have a greater say in their courses and university facilities and operations.

Economics

Social ImplicationsExpectations for a rounded educationExpectations for employability

Expectation for flexible curriculumExpectation for learning support

Expectation for greater transparency in processes

The trend of student as customer, in conjunction with the government requirement for students to pay for part of their education has resulted in an increasing expectation of value for money. It has also meant that many students need to work part time to pay for their studies and hence require an element of flexibility in the learning environment.

Business ImplicationsExpectation of value for money

Expectation of greater transparency and consequencesExpectation of a greater say in the way things are done

There is a greater emphasis on universities operating in the commercial world and delivering commercial value. There is also a greater requirement for transparency in the way the work is done.Universities are also increasingly global, not only taking on international students, but also having to compete with international universities and those offering distance learning programmes.Universities are also being hit by decreasing resources and the imperative to generate money to provide even basic facilities.

Politics

At one level, universities are seen as an important asset for the knowledge economy and there is an investment towards good education being essential to the creative knowledge worker. At another level there is a political imperative for universities to be more accountable for what they do. Investment in certain areas of education has been due to government policies and has changed over the decades. Recent decades have also seen the establishment of external quality monitoring agencies and setting up of industry skill agencies with a greater amount of surveys and publication of league tables covering a variety of performance measures.The government are also requiring universities to produce graduates that have greater skills for the workplace, developing what has come to be termed ‘T’ shaped people – students that have a broader knowledge of the way the world works rather than a vertical knowledge of only their subject.

Political ImplicationsGreater transparency of operation

Expectation of a broader student expectation and experience that includes ‘employability’

Expectation of a greater student voice

In a recent article by Professor Tony Tricker, Sheffield Hallam University, there is a comparison of student expectations between students from 1970 and those now:

1970 expectations 21st century expectations

A place of scholarly reflection and learning Flexibility and choice in the delivery of education

To obtain a degree Access to cutting edge technologyEnhance employment prospects A two way communication process between

themselves and with the universitySupport by government funding To be consulted about the learning

experienceTeacher student relationships to be one-sided Accurate information about their courses,

assessment procedures, complaints processes etc.

Very few expectations of teaching quality Honesty with respect to whether their needs can be met or not

No concept of expectations of other stakeholders

Quality and professionalism in the provision of servicesAccess to suitably qualified teachers and appropriate learning supportValue of study to career prospects

A study by the OECD shows that for most school-leavers the attractiveness of a course and a university increases with the selectiveness of its admissions and student acts to maximise the earning’s from their school results in a largely reputation-based market. Faith in competitive admissions acts against the development of complex or sophisticated expectations of university whilst at the same time raises the level of expectations. As a result many students enter higher education with only vague ideas about specific aspects of the experience which lies ahead, yet with considerable confidence that it will be right for them.

There is evidence suggesting that such expectations are shaped significantly by the early experiences of first-year students. Universities need to intensely work with students in the first few weeks of their course including advice on managing their time among their various commitments, and clarifying the nature and extent of support and facilities that are likely to be available to students throughout their studies. The first few weeks of enrolment actually crystallise student expectations

Student’s expectations of university life do seem to be changing. This is most obvious in students increasing unwillingness to engage to the full in university life.

Students can be expected to be reasonable arbiters of the impact on them of the availability of computers, the quality of teaching spaces, the teaching skills of academic staff etc. They expect the fundamentals of effective teaching – clear goals, feedback on progress, and transparent assessment requirements and grading

practices – and they welcome personal interaction with teaching staff and being treated as individuals by staff that show concern for their progress.

Students expect staff to make lecture notes available on the web prior to lectures – a practice sometimes highly desirable on educational groups but not always so.

Student expectations are not set in stone – they can be influenced and better managed by universities.

Marketing will affect student expectations. Whilst we may make promises to try to make our institution’s message stand out from the crowd, they inevitably affect potential student expectations. Universities need to find the balance between developing a market orientation and understanding and managing student expectations. They need to look after customer needs and where appropriate subtly re-engineer them. Research on student expectations of higher expectations shows that expectations of service quality change over time and are dependent on a number of factors both personal to the student and as determined by their broader environment and experiences.

Some student expectations are influenced by the customer experiences they have elsewhere, for example, few are prepared to stand in long queues any more, and few will tolerate inefficient use of time. Of course, advertising and promotion put out by universities will also create expectations.

Potential students expect: Accurate information that enhances their understanding Options (in terms of course, study mode etc) Single source services Cutting edge technology (wireless networks, able to conduct all their

administrative business on line, access to the latest technology and equipment)

Communication – universities are expected to give timely and full-feedback

Consulting – students expect universities to consult with them New ideas – students have aspirational goals and want new ideas that will

benefit them Honesty – if we can not meet their needs or their expectations are

unrealistic then we need to say so. The marketing messages must be authentic.

There are increased demands for flexibility as regards when and how students learn due to the expectations generated from the various technologies.

Increasingly university studies need to be accommodated around a range of other priorities in students’ lives.

The single most important expectation potential students have of a university is that it should improve their chances of getting the sort of job they want.

There has been a growth in students accessing on-line services across the range of university activities and an accompanying rise in demand and expectations that state-of-the-art facilities will be made available. Many students, particularly at undergraduate level, are highly sceptical about the use of more self-directed and electronic based education. They are happy to see it as an alternative giving them choice, but are far less happy to see it as the only manner of engagement with the institution. The feedback from current campus-based students, whether international or home, is that they want face-to-face interaction.

Even the top-tier of universities are having to address these changing issues. Although they can still rely on their brand reputation they are still having to comply with the macro changes that confront them.

University of Glamorgan competes at another level and for a different type of student. The nature of the Glamorgan student has been anecdotally studied over the years and there is a greater awareness of the type of student that chooses to come to Glamorgan. Recent strategic changes have signalled a desire to appeal to a broader range of student, from a broader social and geographical catchment.

The challenge is to address some of the macro issues that will affect all universities operating in this sector, and also to develop strategies for more direct action for Glamorgan students and their unique expectations.

It is important that the strategy proposed addresses at minimum that macro level challenges. These will not result in a more satisfied student experience, but will ensure a less dissatisfied student experience.

The Student ExperienceUniversities need to take a more strategic approach to bridging the gap between what student’s expect and what they experience. Secondary research has shown that this may be as simple as establishing better communication between university and student and ensuring that information is timely and accurate, to an overhaul of the curriculum to provide flexible learning, to the use of technology throughout the time at the university. To ascertain what could be done and where it would have greatest benefit, it is useful to look at the various touchpoints at which the student or potential student would engage with the university.

Touchpoints start even before the student arrives at the university. There are two key areas that are of interest here, the first is to do with tertiary education in general and the second is to do with University of Glamorgan in particular. Student’s expectations of university education, university life and university culture vary depending on the type of student, the family and their educational background. Those studying at Winchester, where there is a high probability of university experience and attendance, will have a reasonable understanding of what to expect from a university experience. Students in a different environment will not have an understanding of the learning environment and culture in an tertiary setting. Some of these issues can be addressed through good communication and induction programmes. The knowledge about University of Glamorgan needs to be managed in a number of ways to ensure that the right message and key value indicators are understood by student, school and parent.

The following is a student experience map:

The aim of any university is to move students successfully from one stage to another, hopefully meeting or exceeding their expectations along the way. The hope is that when they graduate they become key and active members of the alumni, possibly returning for further education, acting as ambassadors with positive word-of-mouth support (and in some cases, financial support either through sponsorship, further education, or bequests).

UNIVERSITY

SCHOOL SIXTH FORM APPLICANTS ARRIVALS GRADUATION ALUMNI

Before any decisions have been made Decision made University life Post university relationship

Research MethodologyDue to various constraints, the scope of this research project is to look at the front end of the student experience. Secondary research has shown that the transition periods are where expectations need to be managed the most. With that in mind the student experience map for study excluded the final years of study, graduation and alumni, but concentrated on the activities up and including the first year of study. School and Sixth Formers have been merged into one group for the purposes of this research as have applicants and arrivals:

A research methodology of secondary data and primary data collection, primarily based around ethnographic techniques, was established for each group depending on availability and context.

Secondary research concentrated on national published data for the relevant areas and also on the research conducted by various groups within University of Glamorgan, key documents are indicated in the bibliography.

SCHOOL SIXTH FORM APPLICANTS ARRIVALS UNIVERSITY – 1st Year

LEARNING

LIVING

SUPPORT

Some key questions had been highlighted by the Student Expectation Steering Committee and also the Project Group to drive the enquiry. These were summarised under the following headings:

The specific questions under each category would be different for each group within the research and it was left to the researchers to detail the specific questions and the manner of extracting the information.

School and Sixth FormThe research in this area would be through the use of focus groups conducted in different schools and colleges to provide a cross section of student types.

The schools identified were:o Treorchy Comprehensive School: a secondary school based in the upper Rhondda

Fawr Valley. The school was the first in Wales to gain a reputable bilingual status, teaching in both English and Welsh.

o St David’s Catholic College: a Cardiff based Catholic faith school.

o Ysgol Gyfun Bro Morgannwg: a Barry based school.

o South Bromsgrove Community High School: a high achieving school based in Worcestershire that has a focus on technology-led teaching. We do not currently recruit significantly from this school.

Information & Communication

Academic Technology Social & Support People & Culture

In total 41 year 12 and year 13 students formed part of the research, which was in the form of scenario-based questions. The discussion guide was based on the Ipsos MORI model (Student Expectations JISC study) to illicit responses. The use of scenarios was aimed to provide the students with a context of decision-making. The questions are included in the appendix.

In addition to the focus groups, secondary data collected by the University of Glamorgan and staff comments were also used to inform the findings.

Applicants and ArrivalsThe research data for applicants was collected through the use of questionnaires and observation. This particular group of students is traditionally well studied and exposed to a series of questionnaires, there consequently already exists a significant amount of data from previous Glamorgan studies.A series of Open Days usually forms the basis for study. In addition to this, a focus group with a wide range of applicants was conducted. Although not statistically valid, the results reinforced the other findings.Research data for Arrivals was based on anecdotal information provided by academic, administration and in particular, Advice Shop staff closely involved in planning and running induction activities.

First Year UndergraduatesPrimary research data would be collected through a focus group held with full time and part time first year students. Questions relating to part time students would be included

in the questions to be asked. Seventeen students were self-selected to represent a cross-section across the faculties3.

3 Students from the Cardiff School of Creative & Cultural Industries faculty were included in the focus group but due to the current situation of moving into a new building, more work should be undertaken for this group.

Student Expectations: School & Sixth Form

Information & Communication

Academic Technology Social & Support People & Culture

The importance of UCAS for university and course information.

No lectures before 9am and after 5pm

Personal email to be accessible and personal

Students expect to spend the first year in halls, with accommodation within 15 minutes walk, otherwise, they expect subsidised/free transport to be provided,

There was anecdotal evidence that students didn’t really understand the difference between secondary and tertiary education

Open days are a very important aspect of getting to know the university.

Timetable to be fixed with ½ days off per week

Server space to be available for students

Basic expectations about accommodation:Shared kitchen and bathroomCommon room (with tv)Small bedroom (not shared)Microwave, kettle, cookerWireless access (no computer)On campus laundrette

Before arriving at university, students expect to know about:Academic information, including start dates, reading lists, timetables, tutor’s expectations;Accommodation details, cost, location and facilities;Social information, freshers’ week, local area facilities, clubs and societies.

Mixture of lectures and smaller tutorialsThere is an expectation of face-to-face classes.

Access to portal from halls/home

Basic sports facilities expected on campus:Netball, basketball, tennis, squashFootball, rugby, cricket, athleticsGymnasium hallSwimming poolClubs and coachingClasses, recreational, competitive

Students prefer formal information to arrive by post – it feels more official and personal.

Students should be able to contact tutors whenever they need to and have scheduled tutorials

Technology is no substitute for face-to-face

Students expect to pay a one off or monthly fee for facilities (subsidised)

Feedback is expected to be by email and at face-to-face meetings

There was a varying expectation of the university portal, including:Tailored and personalNotification of upcoming events, activities, deadlines, lectures etc.University eBay to buy and sell thingsBlog/comments area

Facilities expected in Student Union:Bar, vending machines, pool tableEvents, charities, balls, quiz nights, fancy dress

Reading weeks to be Students would like a help

coordinated across the university and also in line with external schools

centre that is not prominent – avoiding the stigma

Student Union expected on campus

Student Expectations: Applicants and ArrivalsInformation & Communication

Academic Technology Social & Support People & Culture

Information should be clearly and correctly communicated. Details of the week should be available in advance.

The timetable should be efficient and there should be an opportunity for flexibility and repeat lectures.

Personal email to be accessible and personal

Social functions should introduce students from other faculties and should include staff.

Lecturers should have exceptional knowledge and be committed. Spoon feeding is a problem and lecturers should be entertaining.

Do not expect to have to queue for significant periods during enrolment.

Holidays should be coordinated with external institutions.

There should be an introduction to campus facilities.

Clubs and societies should be accessible with easy access to information

Induction should include an introduction to the university learning environment.

There was considerable secondary research about ICT use.

ICT expectations (secondary research)Pre-university applicants had some uncertainty about what universities had to offer in general. Although some had visited or spoken to friends and family, it is apparent that their understanding of what university is going to be like, both academic and otherwise is underdeveloped. Universities should not overestimate the understanding that students have of the day-to-day experience of being at university.

This suggests that if students don’t know what to expect there will not be an issue between matching expectation and reality. However, research shows that students instinctively know what works for them and what they prefer when they are presented with it.

16-18 year olds who are intent on university are virtually all at least medium users of technology. Technologies such as electronic registration systems and automated school

reports are part of the fabric of their lives. Technology in general does not produce the ‘wow-factor’ – they are pragmatic in their approach to technology and take it in their stride.

Half of those students who had started the process of applying to university had looked at ICT provision. A university’s provision of IT is a factor in choosing to apply for a course there.

Students do not expect technology to encroach on what they see as the key benefits from university – interaction and learning. Technology is an aid to their life – finding information, communicating with friends and family and organising events – they are wary of using technology for the sake of it. Technology is a means to an end – these students like to see the concrete benefits of technologies. Students are very quick to understand when technology is being used as a genuine learning aid, integrated into the teaching style, as opposed to be technology for its own sake. They are enthused by most types of technology but only when it is of perceived benefit to them and their learning. They expect technology to support established methods of teaching and admin, act as an additional resource for research and communication, be a core part of social engagement and facilitate face-to-face friendships at university.

Students expect to be taught face-to-face by teachers. Face-to-face teaching quality was felt to be the most visible sign of the university’s value for money – this is what they believe they are paying for – and is seen as the backbone of their learning. They worry that technology will create a barrier to students being able to access lecturers. ICT is seen as a supplement to teaching, not a substitute for the personal interaction. Students prefer the traditional teacher/pupil classroom environment but realise that ICT can help them fill gaps.

Students expect to learn through face-to-face interaction with lecturers and other students. Interaction with students is needed from a social point of view, particularly in the first year of university. Students don’t expect to primarily work with other students through websites, blogs, e-mails and SMS – these should not be the main way of working together.

The basic level of expectation about technology is: internet access for all a level of technical support for admin systems a profile and presence on the system for all members of the university,

which helps an individual access resources an online backup for lectures, course notes and other resources.

Students view themselves as customers paying for their place at university and this helps shape their expectations, particularly around ICT support services. The vast majority of respondents had internet access in their bedrooms. Access to the internet is considered the norm. At university they expect access to the internet at all times. They expect unrestricted use of the internet – students feel very strongly that they should be able to use it whenever they want to look at any sites they want.

Social networking is used by almost all respondents – only 5% claimed never to use it and the majority use it regularly. Students expect access to social networking sites at university – they seem them as crucial, particularly for new students – as it enables them to keep in touch with, and perhaps find new, friends. However using a ‘Second Life’ model – games and virtual worlds as part of learning are seen as “tragic” – technology being used for its own sake and used rather childishly.

6 in 10 rarely or never download podcasts, though this would possibly be different if they had exposure to podcasts within the framework of a learning environment. Students believe that downloading podcasts is a useful back-up resource for those who didn’t attend the lecture, but the worry is that this will make not going to lectures easier – students have a need for ‘supervised independence’ 4

Students do not expect to submit course notes/work for public scrutiny. Only the minority of students said they were prepared to do this as they feel it is more like submitting course than actual notes which are personal and designed to help the person who wrote them. This may have an implication if our emphasis is on flexible or group working using online networking.

Universities should perhaps use the system of learning at schools and colleges as a model, since the status quo seems to be popular. But these students have had little experience of different types of ICT-based learning. They expect to use online databases more at university than they have previously and 79% felt that ICT would enhance their learning experience. Students like smartboards which are replacing whiteboards in schools.

Students expect to have all their university materials provided online.

4 The secondary research about ‘second life’ and models being seen as childish has not been seen in the initial stages of the primary research being conducted at the University of Glamorgan. GlamStart is a research project currently under way exploring this area and others (on this particular issue 150 of the approximately 380 users indicated that it could be of value). The research for this and the portal project is yet to be completed and the results published.

Students want to be able to check class information, grades, and information on library books (especially those that are overdue) online.

Students expect their teachers to be more technologically advanced than them. They do not expect to have to teach the teachers. They feel that there is a learning barrier because often this isn’t the case.

Students expect student halls to only have the most basic provisions: a small room with a bed, and maybe a shower and toilet. However, the vast majority of students expect to take their own computer with them to university and be able to use it on the university network.

Some students are concerned about teachers having their mobile numbers in order to send sms because their mobile is seen as a personal thing. There are also concerns about over reliance on this method of communication as phones can be switched off, lost, be out of battery etc. Some recommendations the research makes:

Universities need to be clear and explicit about the hardware, software and networking that they use and provide.

Universities need to understand the extent of use of social networking sites, although students have difficulty seeing these as useful for learning purposes

Universities need to steer clear of the assumption that new technology is automatically youth friendly – young people sometimes feel patronised by this and are able to pinpoint injudicious spending on technology (e.g. flat screen TVs showing dinner menus)

Universities may, at application stage, need to give clearer examples and demonstrations of how collaborative working might pan out. Could applicants be encouraged to take part in online lectures or watch some course content through webcams or similar?

Traditional teacher/pupil learning methods are preferred as the backbone for everyday learning. Technology needs to be used as a tool to complement this way of learning. Universities need to explain the benefit of technology.

Students are reluctant to submit content online for public scrutiny – they need to be given assurances that this is good practice and won’t lead to them being embarrassed by their work.

Universities must ensure that lecturers are up to speed with the equipment and processes they are being asked to use as students don’t expect to teach the teachers.

Students are not inflexible and it is possible that their opinions of ICT will change when they arrive at university.

Universities must take the personal approach when dealing with these students – they were enthused about ideas once they had had them explained and had a chance to ask questions. Applicants are always more timid and less certain of themselves than they may appear.

Student Expectations Study. Key Findings from online research and discussion evenings held in June 2007 for the Joint Information Systems Committee. July 2007

Involves 16-18 year olds who intend to go to university and is comprised of both qualitative and quantitative research.

Student Expectations: First Year UndergraduatesInformation & Communication

Academic Technology Social & Support People & Culture

More information needed on courses and module choices. Part time students would like a campus tour, especially those from partner colleges.

Students work part time and expect the timetable to accommodate this. Part time students expect the timetable to be full and not fragmented. They want the timetable to be blocked/compact and to be consistent days each year.

More information for the use of Blackboard and online learning systems.

Want to be able to easily identify sources of support

High quality, enthusiastic teaching. Friendly, welcoming staff. Want/need staff to be

Campus room information to be clearer and consistent. There is a discrepancy in naming and numbering. It is very confusing to have names and not letters on buildings, particularly as the names are in Welsh and often students can’s pronounce them. They are also inconsistent

Students need to be made aware of the role of independent learning/self study time. This perhaps needs to be included in the timetable explicitly.

There was no specific opinion about on-line application

Students expect good library and computer resources.

Students would like a clearer idea of what the university experience will be like

Directory of tutor rooms would be useful.

Part time students would like workshops on managing self directed study times.

Wireless access is seen as essential

Expect to have seen accommodation before coming to university, on open days. They expect good accommodation on campus for the first year of study.Guaranteed first year accommodation was seen as more important than the LRC

Fun, easy and approachable culture was liked and so be encouraged

There is no definitive source of information. Some universities have year calendars that have staff details, course details and room details.

Students expect interactive lectures and tutorials

Students would like to know how much work is computer based

Accommodation should be pleasant with easily accessed rooms to stop off for self study periods.Hall tutors are seen as useful

Expect high quality education, lecturers and facilities

Students do not have any particular views about how they should receive information. Two messages come from the research: students make a distinction between official communication and student to student communication.Students would like to receive

Students do not expect to attend all lectures.

A high number of students engage with social networking sites

The students in the focus group did not want to see a mix of undergraduate and postgraduate students in halls.

some communications via text message, particularly information about cancellation of classes.

Information & Communication

Academic Technology Social & Support People & Culture

A strong preference for email as a favourite method for communication with the institution. Some students would prefer to use their personal email accounts rather than their university account

Students wanted all modules to be included on Blackboard and notes to remain accessible and not time constrained.

There was no specific requirement for server space

A juice bar was considered to be and important alternative, though not a replacement, for alcohol provision.A lively, exciting, busy social life on campus was expected, with cafes and bars.

Students would like university processes to be clearer.

Students appear to have no concept of reading week.

Few students had experience of the online calendar

More information on intramural sport availability required

Face-to-face interaction is still seen as essential

Reading weeks and holidays to be coordinated with external holidays

Opportunity for online submissions. Opportunity for online feedback. Students in the focus group had no direct experience of this but thought it would be a good idea

Part time students were unlikely to use the campus facilities although they did say that pubs and food in Treforest was good and cheap

Students would like more information about IT provision before coming to university

More information required on module choices. Part time students have restricted choice based on the day in university

Students expect more than social activity from the Students’ Union. Students often encounter motivational problems with self directed study and would like more café, social spaces and study spaces on campus

Students wanted more information on the ATRiuM campus

Students expect study skills, transitional support, and regular academic guidance. More guidance required on content structure and standard of assessment.

Health is considered as important as sports and facilities and classes should be increased

Students require better information on assignments and assessment. They would like to opportunity to resubmit work after marking and submit drafts for feedback.

Access to the playing fields is difficult, especially for ATRiuM students

Students expect timetable to be given out well in advance.Course quality is still the main factor for student satisfaction

RecommendationsThe research summarised above, both secondary and primary, has some clear overlaps and some clear actions that should be taken. Some of these are short term, some of these are long term. In addition, some of the actions will not necessarily result in enhanced student satisfaction but will result in less dissatisfied students.

In the 1980s, Professor Noriaki Kano developed a model for product designers to evaluate customer satisfaction. He proposed that there were a series of basic characteristics that were essential to be included. The inclusion of these did not increase satisfaction, but it ensured that customers were not dissatisfied. Another category of feature he called the satisfiers and these tended to have a direct relationship to the satisfaction of the customer. If they were done badly, they would result in dissatisfaction, but done well would have a good result. The final category he termed delighters. Even done badly, purely their presence would have beneficial results.

A number of the recommendations that are being made appear to fall into the BASICS and SATISFIERS categories only.

The following diagram provides a summary of the recommendations.

UNIVERSITYSCHOOL & SIXTH FORM

APPLICANTS & ARRIVALS

INFORMATION & COMMUNICATIONClear communicationsOfficial communication to be written and mailedEssential communication regarding cancellations etc by text messageGeneral communication by email, choice of email address specified by studentUniversity calendar published each year with course, staff and university details as well as year timetable

OPEN DAYSLearning culture informationVisit to campus and accommodation

INDUCTIONCampus tourLearning environment information (real and virtual)Social activitiesBlackboard sessionTimetablesUniversity calendar

TIMETABLEFlexibleEfficientAvailable early

ASSESSMENTClear assessment criteriaProvide formative feedbackTimely feedback, within 20 days

LEARNING CULTURECommunicate clearly about university learning environment and styleExpose students at open day to learning environmentsExplain self-directed study and provide support

STAFFStandard of teachingTeaching styleContact hours to be clearly availableUse of technology (Blackboard)

LEARNING TECHNOLOGYProvide Blackboard supportMinimum use of Blackboard for course notes and materials

FACILITIESEnsure that they are safe and suitably resourced with a/v equipmentProvide details of facilities on all campuses

RELATIONSHIP WITH SCHOOL AND TEACHERSEnsure good communication and support

INFORMATIONClear and concise information to UCASClear and concise information to schools including information about self-study, typical timetable etc.

ACCOMMODATIONGuaranteed for all first year studentsClean, single roomsBasic catering facilitiesBasic laundering facilities

CAMPUSGood navigational mapClearer naming of buildingsCafes and casual meeting and study areasSocial learning spacesCommercial services such a bookshops, banks etc

SPORTSSwimming poolClear information of facilities and accessSubsidised membershipHealth facilitiesIntramural sports information

STUDENTS’ UNIONSocial activitiesVoice of the studentCultural activitiesHelp and support, but not in your face

TECHNOLOGYWireless access on campus and in hallsAccess to portal and email from homeIT@Glamorgan support leafletAllow students to control which email address is used (personal or Glamorgan)

Further WorkThis research project was constrained by time and resources. There are still a number of areas that would benefit from further research, especially around the IT provision on campus. The PORTAL project will cover some critical aspects of this. There are also other projects such as assessment that are also currently being conducted and evaluated.

Managing student expectations is not a one off task. Over time and with changing student profiles, competition strategies and our own University aspirations, student expectations will constantly change and evolve. To meet these demands a service culture needs to be instilled throughout the university activities. The brand equity from satisfied students and associated stakeholders is important in building the reputation of the institute.

Student expectations need to be monitored against student, and staff, experiences to ensure that strategies are working and things are progressing in a satisfactory manner.

A series of criteria should be established that, although not necessarily precise, could provide an indication of student satisfaction. At one level this is already done through things like the National Student Survey and also through in-house research and projects. But this research project has indicated that these initiatives need to be coordinated to ensure that students are not being over-questionnaired and that the information collected is put to good use.

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