Development and testing of the Stakeholder Quality Improvement Perspectives Survey (SQuIPS)

BACKGROUND: To create a theory-informed survey that quality improvement (QI) teams can use to understand stakeholder perceptions of an intervention. METHOD: We created the survey then performed a cross-sectional survey of QI stakeholders of three QI projects. The projects sought to: (1) reduce unplanned extubations in a neonatal intensive care unit; (2) maintain normothermia during colorectal surgery and (3) reduce specimen processing errors for ambulatory gastroenterology procedures. We report frequencies of responses to survey items, results of exploratory factor analysis, and how QI team leaders used the results. RESULTS: Overall we received surveys from 319 out of 386 eligible stakeholders (83% response rate, range for the three QI projects 57%-86%). The QI teams found that the survey results confirmed existing concerns (eg, the intervention would not make work easier) and revealed unforeseen concerns such as lack of consensus about the overall purpose of the intervention and its importance. The results of our factor analysis indicate that one 7-item scale (Cronbach\u27s alpha 0.9) can efficiently measure important aspects of stakeholder perceptions, and that two additional Likert-type items could add valuable information for leaders. Two QI team leaders made changes to their project based on survey responses that indicated the intervention made stakeholders\u27 jobs harder, and that there was no consensus about the purpose of the intervention. CONCLUSIONS: The Stakeholder Quality Improvement Perspectives Survey was feasible for QI teams to use, and identified stakeholder perspectives about QI interventions that leaders used to alter their QI interventions to potentially increase the likelihood of stakeholder acceptance of the intervention

Merensky poster

Poster created for the Library Centenary celebrations on 25 October 2012 using a photo of dr Hans Merensky to create a collage with the photos of the UPLS staff members 2012

Inclusive curriculum and BAME student advocacy in a business school: reflections on three years of inclusive module reviews

This article presents a case study of BAME (Black, Asian and minority ethnic) student advocacy and its impact upon the curriculum of a large business school within a post-92 UK university. Learning from the University of Birmingham’s (2017) ‘BME Ambassador Scheme’ and the ‘Curriculum Consultants’ model at Kingston University (2017), a programme of BAME Student Advocates was established in 2018 across this university, to raise issues of race equity with staff in positions of power. The scheme has grown from 10 BAME Student Advocates in 2018 to 14 in 2020, offering student advocacy on many aspects of university life, including employability services, the learning environment, academic skills workshops, student community and belonging, and the undergraduate curriculum. The role-holder is employed by the central Student Success Team, and partners with a senior member of staff in each academic school (and several other business functions) to collaborate on specific race equity objectives each year. One recurring aspect of the role involves offering diverse student perspectives on module content, delivery and assessment to achieve a more inclusive curriculum design for programmes with the largest awarding gaps. This article reflects upon the outcomes and lessons learned through conducting 24 such module reviews over a three-year period within a business school and proposes potential future developments.Peer reviewe