The Evolving Role of Information Specialists as Change Agents in Performance Management: A Cross Disciplinary Study

This paper aims to explore the changing role of the Information Specialist (ISp) in the implementation of business performance improvement through business process re-engineering (BPR) initiatives. The paper will begin by examining the evolution of BPR and then discuss the changing role of the ISp. Technology enabled Performance Management (PM) and its strategic implications are found to be key to measuring the effectiveness of BPR and the role of the ISp is a vital part of this. Through a literature review and case based empirical evidence a conceptual framework is developed to appraise the role of the ISp

The ‘I’ in Induction, 7th e-learning@greenwich conference

Comparing two different approaches to under-graduate Induction; face-to-face (on-campus students) vs. online delivery (fully online students), and how we ‘Make it Personal’

Evaluating the Learning Gain of Undergraduate Students

The UK Government will introduce a Teaching Excellence Framework to measure the quality of teaching across the Higher Education sector. One of the proposed methods for assessing teaching quality is the measurement of student learning gain. Consultation was undertaken so that the thoughts and views of key stakeholders could be integrated into the planned policy changes. Concentrating on the views presented regarding the evaluation of learning gain, a qualitative research study was undertaken using an inductive approach and the philosophical position of interpretivism. A non-probability homogeneous sampling technique was employed to identify consultation responses for inclusion, and the recursive abstraction process applied to review the content of sixty responses so that salient points of interest could be identified with the potential to influence emerging Governmental policy. This poster reflects a synthesising of the important issues raised, from which ten key considerations for evaluating student learning gain are proposed

Assessing Student Learning: A Comparison of Existing Methods for Evaluating the Learning Gain of Students.

Evaluating the learning gain of students is a key metric for the Teaching Excellence Framework, for which there are different existing approaches (McGrath et al 2015). Student expectations of their own personal learning are driven by the on-going marketisation of Higher Education. The mission for learning excellence is to determine the scope of the environmental drivers required to achieve a local response at student level. How progress towards this goal is monitored is therefore likely to become an important future indicator of institutional performance. Measuring learning gain based upon grades is an objective method, however with most students obtaining a university undergraduate degree at levels 2:1 or 2:2, differentiation is limited. Examples of this approach include the Grade Point Average method and the Predicted Pass approach. Students can undertake standardised tests at controlled points throughout their university education. Such tests can be generic (using psychometric measures) or discipline based (making them subject specific). In both cases, these tests are even more objective and have greater validity when compared to other measures. Discipline based tests themselves are more accurate when compared to generalised tests. However, it remains difficult to compare disciplines together when the tests undertaken are bespoke. Students can self-report their own learning using a portfolio or survey approach and these are subjective methods. In other cases, evaluation of learning and development is achieved using UK-wide surveys such as the National Student Survey (NSS) which only includes a few relevant questions. Surveys are vulnerable to mis-representation, and so an alternative approach is to undertake a skills audit, but again the information derived is subjective and open to influence. This research reports on a comparative study that considers the advantages and disadvantages of each of these key approaches for the assessment of student learning. McGrath, C.H., Guerin, B., Harte, E., Frearson, M. & Manville, C., 2015. HEFCE report - Learning gain in Higher Education. Santa Monica, CA: RAND Corporation

Evaluating Student Learning Gain: An Alternative Perspective

Evaluating the learning gain of students is a Teaching Excellence Framework metric. Current proposals include the collection of data from existing national sources such as Destination of Leavers from Higher Education (DLHE) and the National Student Survey (NSS). However, this data collection is remote from the actual teaching on individual courses and units, and considers only a single amalgamated perspective of a student’s experience as a learner. Whilst such an approach may provide an overview of learning achieved, it cannot hope to encapsulate either good teaching practice deserving recognition, or poor teaching practice requiring concentrated support. The Higher Education Funding Council for England (HEFCE) investigation into learning gain has considered a selection of more focussed models that target individual students and courses. As a result, there is an improved chance of these models reflecting actual learning gain, and producing data which is pertinent and meaningful. HEFCE defines learning gain as representing the distance travelled by a student in terms of skills, competencies, knowledge and development. Our research study proposes a novel alternative perspective, i.e. that learning gain is in fact a two-dimensional paradigm including both the distance travelled, and also the journey travelled, by a student. More than simple semantics, distance travelled represents the explicit knowledge gained by a student learner in terms of models and theories, and journey travelled represents learning with respect to tacit understanding and experience. Both are essential elements of a student’s learning, yet they need different stimuli to occur, and students often find one easier to assimilate than the other. Based upon the philosophical position of interpretivism, a mono-method qualitative research study, with a cross-sectional time horizon, was undertaken at Bournemouth University, in the form of a small-scale pilot, to further investigate this concept. A non-probability homogeneous sampling technique was applied across a cohort of Level 6 undergraduate students undertaking their final year research dissertations. Students were asked to report, via a self-certification survey, how they felt their own personal learning and understanding had changed against carefully constructed questions. Questions used a balance between distance travelled, and journey travelled, taking into account intended learning outcomes and higher order thinking skills. Initial results yielded promising data for course review purposes, and provided a potential model for evaluating student learning. Further development work is now being undertaken with a larger scale test group of students. This poster describes this survey process and is illustrated with example findings

The Kaleidoscope of Voices: An Action Research Approach to Informing Institutional e-Learning Policy

The EU policy framework (EU, 2020) is designed to encourage and support digital competency, offering this as a solution in addressing the huge gap in digital skills. Digital competence and capability are an essential for enhancing immediate and enabling life-long learning (EC DIGICOMP, 2013). Measuring Digital Skills across the EU (2014) estimated 39% of the workforce had insufficient digital skills, while 64% of those in disadvantaged groups have insufficient digital skills for the workspace. This policy agenda is reflected in UK Government policy documents, the House of Lords (2015) reports that 2.2 million people can be categorised as ‘digital muggles‘. Yet Labour force studies (UKCES, 2015) indicate 300,000 recruits are needed to invent and apply new technologies. This reflects earlier work by Frey and Osborne (2013) whose model shows that as technology adaptation and use speeds up, low-skill workers will be replaced. The challenge for Higher Educational Institutions is how best to embed these skills, and enable and facilitate institutional change? Heppell (2016) states: ‘the use of digital technology in education is not optional’. This paper draws from the experience of a single university and evaluates their approach to managing change. Our methodology is located within an action research framework (Norton, 2009). Informed in conjunction with a ‘Panel of Experts’, thought-leaders drawn from industry and academia, and incorporating a strong student voice, we believe this approach is relevant for complex and policy based studies, as the framework can encompass a mixed methods technique (Johnson and Onwuegbuzie, 2004). Findings indicate that strong research and technological leadership, building internal alliances with key stakeholders, focusing on the ‘middle out’ (Bryant, 2016a) and a partnership approach to working with the Students Union all contribute to a transformational and shared approach to institution-wide change at a time of complexity and contestation in Higher Education policy

Evaluating Student Learning Gain in Higher Education: A Poetic Consideration Based Upon the Teaching of Business and Management

This study considers student learning gain, for sharing in the wider public domain. Because marketisation is applied to education, we need to address this, or we will remain in stagnation. By enhancing our understanding of undergraduate learning, educators can help students to increase their future earning. For all of these reasons it is here theorised, the value of reflection should now be realised

Relationship virtual learning environment and student learning experience: What are the mediating variables?

Virtual Learning Environment (VLE) tools as a web based digital technology and software facilitate teaching activities and student learning experience. It is increasingly becoming an innovative way of learning and an essential part of courses in the Higher Education sector. Although the speedy explosion and increased recognition of virtual learning, little is known how VLE diffusion rate and innovative attributes affect module delivery and student learning experience through the mediating role of virtual collaboration. Using an usable response of 209 university students from the online self-administered survey, our results indicates that there are direct and indirect significant relationships between innovative attributes, module virtual collaboration and learning experience. As a result, lecturers should actively encourage and support students to virtually collaborate with each other around key issues related to VLE in order to enhance their learning experience. The senior management teams of the university should equip academic and support staff with VLE for being able to fully use VLE its full capacity

Considering the marketing of higher education: the role of student learning gain as a potential indicator of teaching quality

The marketization of higher education has ensured that students have become consumers. As a result, students are demanding increased levels of information regarding potential university courses so that they can make informed decisions regarding how best to invest their money, time and opportunity. A comparison of the teaching quality delivered on different programs of study will be an important element of this decision-making process. The Teaching Excellence Framework proposes that teaching quality will be assessed by measures including the evaluation of student learning gain. This paper reflects on an analysis of consultation responses from key stakeholders across the UK higher education sector to determine how evaluating learning gain could be effectively achieved. Synthesizing these responses, ten key considerations regarding evaluating learning gain have been identified that together provide a unique perspective to ensure that any evaluation of student learning gain subsequently undertaken is relevant to the marketing of higher education