End of the SPEAQ project

SPEAQ posterAlthough the SPEAQ project has now ended, you can learn more about it in the About and Partners sections of this website, and use the outcomes of the projects in the Resources and LanQua sections.

Laurence Georgin
SPEAQ Project Manager, LLAS Centre, University of Southampton

Dr Anca Greere and Dr Kate Riley presenting the SPEAQ project at the 8th European Quality Assurance Forum

8th European Quality Assurance Forum
Working together to take quality forward

Hosted by the University of Gothenburg, Sweden
21-23 November 2013

Dr Anca Greere and Dr Kate Riley’s paper was accepted and will be presented at the 8th  European Quality Assurance Forum at the University of Gothenburg. Here si the abstract of their paper:

‘Engagement, Empowerment, Ownership – How to nurture the Quality culture in higher education’.

Drawing on collaboration amongst higher education institutions in nine different European countries, this paper describes mechanisms which, over the two years of the SPEAQ project, have proved effective in developing a quality-driven mentality in three stakeholder categories: students, teaching staff and quality managers.

In spite of many national/contextual specificities institutions throughout the European Higher Education Area are frequently confronted with comparable quality assurance issues for which similar approaches may be adopted. This paper identifies these commonalities and details the type of actions which can empower stakeholders and enhance the quality of the educational experience.

Securing the engagement of stakeholders in the quality cycle often depends on the amount of trust an institution is willing to place on their contributions and on the way their opinions are elicited, collected, analysed, prioritised and actioned throughout the institution. Facilitating stakeholder ownership of quality processes is shown to be a highly effective strategy.

We will link to the online paper once it is released. In the meantime, you can find out more about the conference at http://www.eua.be/eqaf-gothenburg.aspx

In the loop: getting the most out of feedback

uos_cmykAs part of SPEAQ, the 9 partners in European HEIs are developing initiatives to improve quality practice and culture within HE institutions. The initiative that we have chosen at the University of Southampton addresses feedback issues, which were raised in the first phase of the project by students, academic staff and quality staff. We have been developing online resources, which we will present to University of Southampton staff and students in the autumn through an interactive workshop.

We have chosen to approach issues of feedback in practical, clear and meaningful ways, and to achieve this, we will:

• Examine current methods for giving and receiving student feedback at the university (illustrated by case studies of what is already being done successfully by some teachers, quality managers and students);

• Provide activities which encourage reflection on how staff and students can improve the ways in which feedback is delivered, received, and reported;

• Provide clear explanations of quality assurance processes and mechanisms at the University and how these relate to the feedback given and received by student.

We have recently interviewed two dedicated members of staff: Bella Millet, Professor of Medieval Literature, who recently received an award for ‘student feedback’ at the Student Excellence Awards, and Simon Kemp, Principal Teaching Fellow, whose work was recognised through the award of a National Teaching Fellowship in 2010. Simon is also currently the national Academic Lead in Education for Sustainable Development (ESD) at the Higher Education Academy. Bella and Simon both highlighted the need for teachers to know their students in order to give meaningful feedback. Both also emphasised the value in giving verbal feedback to students which gives teachers a chance to explain their comments better and ensure that they are understood by students in the way they were intended. The full interviews will be available online soon.

Moving on and, hopefully, expanding in Cluj, Romania

Cluj univWith a view to disseminate, and possibly replicate the SPEAQ student mentoring project within the Faculty of Letters, we organized a meeting with a group of first year students from other departments of the faculty, on April 11th, 2013. They belonged to specializations with different numbers of students, ranging from a dozen to more than a hundred, which would enable them to test their organization skills and the feasibility of such a project at micro and macro level.

The main topics we tackled were the following:

  • an overview of the SPEAQ project, including the SPEAQ blog;
  • the presentation of the peer-to-peer mentoring programme within the Applied Modern Languages Department, as piloted during this past academic year;
  • a debate concerning their first week at the faculty, as seen in retrospect, focusing on what would have made their life easier if some particular issues had been addressed, in due time, with the help of peer mentors;
  • a list of the things they wished they had known before and during the winter exam period, with a view to adapting the information provided by the student mentors to the different stages of the university year.

As the discussion unfolded, they were asked to fill in their requests in an imaginary first-week-timetable. This brainstorming session revealed an ideal “getting acquainted with the faculty” timetable, one of whose versions could look as follows:

Monday A crash course in topography, so that the faculty should be less of a “terra incognita”
Tuesday Reading the timetable – why are the weeks called “odd” and “even”?
Wednesday Where do I belong? Are practical course groups formed according to some alphabetical order criterion?
Thursday How do I join and access the faculty libraries?
Friday What are the credits and the contracts? How do I apply for a scholarship?

The clearest signs that these students found the initiative useful and are eager to put into practice a peer-to-peer mentoring programme in their respective departments were the detailed questions they asked regarding the impediments we had faced and the fact that they shared the idea with their own teachers the very next day. We would be happy to witness an “upgraded” version of our initiative following next autumn.

Iulia Bobaila,
Assistant Lecturer, Babeş-Bolyai University

University of Trento, Italy – An aMEISing story!

UNITN_logo TRENTOIt was a slow start to the year at Trento, mainly due to bureaucratic hiccoughs: the institution of the Student-Teacher Committee, central to one strand of the mini-project at the School of International Studies (SIS) was delayed until February. Nonetheless, to kick-start the project, some informal meetings were held with the student members of the committee, all students on the Master’s in European and International Studies (MEIS).  These students have taken their role to heart and had held meetings with all the students enrolled at the SIS to discuss quality issues. This enthusiasm met its reward first in early March with a formal meeting with the Degree Director, and subsequently on seeing some of their feedback and suggestions included in the first ever report to the newly created Italian QA Agency, submitted in March. The Committee finally met for the first time on April 29th.

The second strand of the mini-project, focusing more directly on enhancing the experience of international students in the Italian HE context, is also well underway.

Interviews in February with Quality Management and staff of the International Office and the Head of the International Student Welcome Office identified areas of improvement from the administrative point of view.

In mid April a focus group for all international students enrolled at the SIS, EU and non-EU, was well attended and another meeting is fixed for mid May. Some of the issues raised by the students were in part due to a misunderstanding of the Italian HE system by international students or simply due to poor communication or lack of information. Others were of a more technical nature, but the exchange of information at least helped students understand why things are as they are!

A group of highly motivated MEIS students asked if they could run some ‘mini projects’ of their own, mainly regarding enhancing communication. Since Easter they have been working on:

  • Creating an Alumni Network
  • Improving the information for prospective students on the website
  • Creating a FAQ page for prospective students
  • Interviewing students, former and current to identify other critical points
  • Inviting advice from former students to current students on employment prospects
  • Enhancing information about the School and its Programmes intended for the general public and future employers
  • Setting up an SIS Student Facebook page
  • Drafting a mini-guide to Studying at the SIS and in Italy for international students
  • Making a short video for the website

These projects, along with the students’ proposals for the MEIS itself, will be presented to all SIS students and staff at an open debate on 14th May entitled ‘Prepare to be aMEISed’.