Development of the UK engagement survey

Howson, Camille Kandiko; Buckley, Alex

doi:10.1080/02602938.2016.1235134

Cited by 19 publications

(9 citation statements)

References 24 publications

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“…It also provides benchmarked data and has a well-developed evidence-base for enhancing teaching and promoting student learning. It is now used across the world (Coates & McCormick, 2014), and although a version has been developed for use in the UK (Kandiko Howson & Buckley, 2017), it has had relatively limited impact due to competition from the nationally-mandated National Student Survey.…”

Section: Interest In Large-scale Learning Metricsmentioning

confidence: 99%

Quantifying Learning: Measuring Student Outcomes in Higher Education in England

Howson

Buckley

2020

PaG

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Since 2014, the government in England has undertaken a programme of work to explore the measurement of learning gain in undergraduate education. This is part of a wider neoliberal agenda to create a market in higher education, with student outcomes featuring as a key construct of value for money. The Higher Education Funding Council for England (subsequently dismantled) invested £4 million in funding 13 pilot projects to develop and test instruments and methods for measuring learning gain, with approaches largely borrowed from the US. Whilst measures with validity in specific disciplinary or institutional contexts were developed, a robust single instrument or measure has failed to emerge. The attempt to quantify learning represented by this initiative should spark debate about the rationale for quantification—whether it is for accountability, measuring performance, assuring quality or for the enhancement of teaching, learning and the student experience. It also raises profound questions about who defines the purpose of higher education; and whether it is those inside or outside of the academy who have the authority to decide the key learning outcomes of higher education. This article argues that in focusing on the largely technical aspects of the quantification of learning, government-funded attempts in England to measure learning gain have overlooked fundamental questions about the aims and values of higher education. Moreover, this search for a measure of learning gain represents the attempt to use quantification to legitimize the authority to define quality and appropriate outcomes in higher education.

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Section: Interest In Large-scale Learning Metricsmentioning

confidence: 99%

Quantifying Learning: Measuring Student Outcomes in Higher Education in England

Howson

Buckley

2020

PaG

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“…These particular areas of the student's engagement with their university experience were the key interests in the researchers looking at fostering reflective critical practice in students. Kandiko Howson and Buckley (2017) state that a key purpose of the UKES was for it to be used as a tool for enhancement and not comparison between institutions, and as such results were kept anonymous between different universities.…”

Section: Reframing Ukesmentioning

confidence: 99%

Going beyond metric-driven responses to surveys: evaluating uses of UKES to support students’ critical reflection on their learning gain

Lowe

Sims

Winter

2019

Higher Education Pedagogies

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“…The UK Engagement Survey (UKES) used in this study draws on a 3 (page number not for citation purpose) subset of NSSE questions. It was piloted by the Higher Education Academy (HEA) in 2013 and 2014 and was used by subscribing UK Higher Education institutions from 2015 (Howson and Buckley 2016). Factor analysis and scale reliability testing have found that UKES measures distinct but related dimensions of students' engagement with their studies (Buckley 2014b).…”

Section: Introductionmentioning

confidence: 99%

Understanding learner engagement on a blended course including a MOOC

Cornelius

Calder

Mtika

2019

Research in Learning Technology

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The use of Massive Open Online Courses (MOOCs) in blended learning contexts is becoming increasingly common, but relatively little is known about the experiences of on-campus learners taking MOOCs. This article reports research that explored the experiences of on-campus learners taking a blended course which included a MOOC. Use of the UK Engagement Survey provided a focus on engagement and permitted comparisons with a wider cohort of on-campus learners. Findings show that there were no differences between learners on the blended course and the wider cohort of on-campus learners for some aspects of engagement. However, learners on the blended course were more engaged than oncampus learners on specific aspects measured by the UKES survey including those which appear related to social learning. Evidence from a small number of interviews is used to explore issues raised, and informed by the Community of Inquiry framework, factors which influence blended learners' engagement with the MOOC are discussed. Some of the findings support the call for amendments to the community of inquiry framework for MOOC contexts and provide evidence of issues related to social and teaching presence that may need additional consideration.

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Development of the UK engagement survey

Cited by 19 publications

References 24 publications

Quantifying Learning: Measuring Student Outcomes in Higher Education in England

Quantifying Learning: Measuring Student Outcomes in Higher Education in England

Going beyond metric-driven responses to surveys: evaluating uses of UKES to support students’ critical reflection on their learning gain

Understanding learner engagement on a blended course including a MOOC

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