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@sparqs_Scotland#sparqsNEON
National Education Officers’ Network
Wednesday 19th February 2020
Fife College
@sparqs_Scotland#sparqsNEON
Today’s Agenda
10.45 – 11.45 Gender Action Plans
11.45 – 12.15 Sabbatical Officer Support and Development
12.15 – 12.45 College session: Apprentice Voice
University session: Accreditation of Student Officers
12.45 – 13.30 Lunch and tour
13.30 – 14.30 College session: Attainment and Retention
University session: Technology-Enhanced Learning
14.30 – 14.45 Break
14.45 – 15.45 College session: Attainment and Retention continued
University session: Transnational Education & PGR Student Engagement
16.00 Event end
Gender Action Plan Overview and Progress
Emma Roberts, Policy/Analysis Officer, Scottish Funding Council
Wed 19th Feb, 2020Fife College
Background
• SFC’s gender action plan (GAP) was published in August 2016.
• It was developed in response to the recommendation from the Scottish Government’s Developing Scotland’s Young Workforce that ‘the Scottish Funding Council and colleges should develop an action plan to address gender disparities within college education’.
• SFC extended the plan to cover universities as well, including the under-representation of male students at university.
Aims of the GAP
• By 2030, no college or university subject
will have a gender imbalance of greater
than 75%
• By 2030, the proportion of
men studying at undergraduate level
at university will be at least 47.5%
i.e. the participation gap will be less than 5%.
Targeted Subject Areas
Targeted Subject Areas
Institutional GAPs
• In 2017 SFC focused on the implementation of Institutional Gender Action Plans (iGAPS)
• iGAPs should cover how institutions will achieve the Gender Outcomes in their Outcome Agreements:
Subject Level Imbalance
Imbalance in Undergraduate Entrants and Success Rates
Gender Balance on Boards and Courts
Staff
Trans and Gender Diverse People
Institutional GAPs
To achieve these outcomes, iGAPs should focus on actions to enhance
1. Infrastructure
2. Influencing the influencers
3. Raising awareness
and aspiration
3. Encouraging applications
4. Supporting success
Where are We Now? Progress to Date
• The data for AY 2017-18 shows slight improvements for the most imbalanced subject areas in colleges
• Only one subject (construction) has not improved it’s gender balance since 2011-12
GAP superclass
Minority Share
2011-12
Minority Share
2016-17
Minority Share
2017/18
Progress towards KPI 8 since 2011-12
Hair/Personal Care Services 3.5% 5.8% 5.4% 1.9ppChild Care Services* 4.7% 6.1% 9.5%* n/aConstruction 6.6% 5.8% 6.3% -0.3ppBuilding/ Construction Operations 2.5% 2.7% 3.9% 1.4ppBuilding Services 3.0% 9.2% 7.5% 4.5ppElectrical Engineering 4.1% 4.7% 4.6% 0.5ppVehicle Maintenance/ Repair 5.1% 6.9% 6.1% 1.0ppIT: Computer Science/ Programming/ Systems 12.2% 11.2% 12.6% 0.4ppEngineering/ Technology (general) 10.9% 15.8% 14.5% 3.6ppMechanical Engineering 6.1% 9.7% 8.3% 2.2pp
Where are We Now? Progress to Date
However:
• In universities, every subject but one (Engineering) has seen an increase in the gender imbalance.
GAP JACS Subject
Minority Share
2011-12
Minority Share
2016-17
Minority Share 17-18
Change Since
2011-12
Engineering 11.8% 15.0% 14.4% 2.6pp
Computer Science 16.8% 14.8% 15.3% -1.5pp
Architecture, Building and Planning 31.8% 29.5% 27.9% -3.9pp
Technologies 18.6% 14.0% 8.2% -10.4pp
Nursing 11.2% 9.6% 9.0% -2.2pp
Social Studies 31.3% 28.8% 26.1% -5.2pp
Training Teachers 19.0% 19.0% 17.1% -1.9pp
Psychology 21.7% 20.9% 19.0% -2.7pp
European Languages and Related Subjects 22.7% 20.4% 21.1% -1.6pp
Where are We Now? Progress to Date
• The participation gap between men and women at the undergraduate level has also increased.
2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
% Male 42.50% 42.70% 43.10% 42.30% 41.30% 41.40% 40.50%
% Female 57.50% 57.30% 56.90% 57.70% 58.70% 58.60% 59.50%
Gender Gap (pp) 14.9pp 14.5pp 13.8pp 15.3pp 17.5pp 17.2pp 19pp
Next Steps?
• Institutions will be asked to update their iGAPs :
Outline Progress to date
Identify Priority Actions
Outline evaluation mechanisms
Responsibility at the senior level
• SFC has just published updated iGAP guidance to clarify expectations for iGAP’s.
• iGAP leads Network has been set up to identify barriers and share best practice
Next Steps?
• The new guidance does not have specific requirements around student engagement
• But meaningful and sustained student participation throughout the GAP process is key to ensuring that institutions are bold and creative in their approaches, and put the needs of their students at the centre of the process
How Can Students Get Involved?
Resources:NUS Scotland Student Engagement in Gender Action Plans Checklist
Provides a starting point for your Students’ Association to get involved in the creation and delivery of a Gender Action Plan at your institution- including case studies.
Sparqs Benchmarking and Development Tool
Developed in partnership with NUS Scotland, Advance HE and Equate Scotland, the tool is designed to help you consider your institution’s current level of student engagement in GAP design and delivery, and what actions you and colleagues can take to bring about enhancements.
Examples:
• The #ThisAyrshireGirlCan campaign was created
by the Ayrshire College Student Association
to encourage more women to think about
careers in sport and STEM areas where female
participation is traditionally low.
• Ayrshire College Students’ Association has since
won the Herald Diversity Award for this
campaign and was commended in the
Scottish Parliament.
National Education Officers’ Network Alison Malcolm, Policy Analysis OfficerScottish Funding Council
Wed 19th Feb, 2020Fife College
Male under-representation in FE and HE and the Men in Early Years Challenge Fund
Data from the OECD on male participation rates in pre-primary education places the UK below average for OECD nations, behind Poland, Slovenia, Mexico and Turkey
Policy timeline
2014 - 1140 hours ELC expansion
launched- DYW youth employment
strategy launched
2015- Workforce planning for 1140
hours begins- SFC Gender Action Plan
research and development
2016 - SFC publish ‘Gender Action
Plan’- Significant increase in ELC
training activity begins
2017- SG publish ‘A Blueprint for 2020’
workforce action plan- SDS publish ‘ELC Skills Investment
Plan’
2018- Colleges/Unis continue to increase activity around ELC qualifications at all levels- SFC and SG launch £50,000 MIEY
Challenge Fund.- SDS increase contribution rates for
ELC Modern Apprenticeship framework by £1,000 for each age bracket.
Male participation in ELC
AY 2014/15 17/18 male participation in ELC courses* increased from 660 men to just under 1000.
The total volume of ELC students in colleges by just over 1/3 and the proportion of male students
The volume and proportion of other under-represented groups including students aged 25+, ethnic minorities and students with a disability also increased
* Enrolments to courses with "childhood", "childcare" "children" in course title. This included courses at all levels, courses which are non-certificated, access courses and courses leading to statutory qualifications
What does this tell us?
‘Men just don’t want to work in childcare’
Some men do, but are we doing enough to welcome them?
What more can we do to reach out to 50% of the population currently put off by traditional recruitment and training practices?
MIEY Challenge Fund
West Lothian College• Built a Forest kindergarten• Surveyed all S3 boys in the region on their perceptions of careers in ELC• Upskilled teaching staff and worked with them to engage younger male
students• Developed marketing materials• Launched all-male access course
Inverness College UHI• Ran 2 cohorts of all-male access courses• Developed pedagogical toolkit• Developed Erasmus activity with Norway on MIEY• Engaged with regional stakeholders
The results
West Lothian College• 93% of S3 boys indicated a career in ELC was not of not of interest to them• 13 staff completed Forest Skills training • Forest Kindergarten shortlisted for Green Gown award• % and number of male students enrolling in ELC courses has improved• 17 applications for MIEY access course started 30th Jan
Inverness College UHI• 16 students enrolled in first cohort from across UHI region• First male ELC lecturer started at the college• 2 further cohorts of male access students enrolled• % and number of male students enrolling in ELC courses has improved
Sharing the experience
Over the year we have shared the experience by:• OECD referenced the project• Speaking at the Men In The Early Years conference in
London in Sept ’19• Presenting to the Colleges Care Strategy Steering
Group• Holding the MIEY Seminar in Sept ’19• Starting the MIEY Scot network• Presenting to IGAP Leads meeting Oct ’19• Presenting to the Gender Governance Group meeting
Nov ’19• Local and national press coverage• National Gender Conference Jan ‘20
OECD recommendations
Using campaigns to attract male workersBuild public support, improving norms around men as caregivers
Improving male worker support and networking initiatives
Networking and peer-to-peer support are important
Implementing affirmative action policies favouring male candidates
Affirmative action has been used to get more men into ELC jobs
What can student networks do?
• Use the NUS/Sparqs toolkits with your institution on their areas of curricular development.
• Don’t overlook areas of male under-representation e.g. ELC, Nursing, Teaching, Hair & Beauty or Social Work.
Digital Technologies Skills
Skills Development Scotland
Tackling the Technology Gender Gap
Demand for Tech Skills
100,000 tech professionals
Demand for Tech Skills
• 5,000 tech graduates
• 1,500 apprenticeship starts
• 23% tech roles female
Women in Tech Workforce
18% 23%
2016 2018
Women in Tech Pipeline
• Teaching Resources
• Girlguiding Scotland Digital Challenge Badge
• Role Models Resources
• Employer Best Practice Guide
• Ongoing – best practice in college and universities
What’s Been Done So Far?
• Renaming courses and use of terminology
• Restructuring and modernising CS curriculum
• Delivery of CS and content development
• Placements and opportunities to experience the workplace
Gender Diversity in Education
@sparqs_Simon @sparqs_Scotland
Sabbatical education officer support: what works?
Simon VarwellSenior Development Consultant, sparqs
National Education Officers’ Network
19th February 2020
@sparqs_Simon @ sparqs_Scotland
How do you explain your job to people outside universities or colleges?
@sparqs_Simon @ sparqs_Scotland
Our support to you
• That’s Quality!
• NEON.
• Individual institutional support.
• Induction toolkit for colleges (and unis?).
• Our Student Engagement Staff Network.
@sparqs_Simon @ sparqs_Scotland
That’s Quality!
• For new education officers and related staff.
• Two-day residential, focussed on sector context of policy, reviews, support.
• 2020 details:
– Universities: Monday 13th to Tuesday 14th July.
– Colleges: Thursday 13th to Friday 14th August.
– Both at Stirling Court Hotel, University of Stirling.
@sparqs_Simon @ sparqs_Scotland
NEON
• This is your network!
• Let us know what you want.
• What can you share – challenges and successes?
@sparqs_Simon @ sparqs_Scotland
Individual institutional support
• Know your key contact in sparqs!
• Invite us in to discuss ongoing challenges and successes.
• We can help build partnership approaches – we work with institutional staff too.
• Connection with our projects and policy work.
@sparqs_Simon @ sparqs_Scotland
Student Engagement Staff Network
• For roles in SE and academic rep support roles.
• “Learn, share, develop”.
• How do these roles best support you?
• What would you want SESN to provide for staff?
@sparqs_Scotland#sparqsNEON
Sector sessions
@sparqs_Scotland#sparqsNEON
Apprentice VoiceEngaging apprentices in L+T dialogue
Justin Walker
19 February 2020
NEON – Fife College
@sparqs_Scotland#sparqsNEON
Apprenticeships in Scotland
Day Release
Block Release
Assessor-Visitor Model
Year 1 Apprentices
@sparqs_Scotland#sparqsNEON
Show of Hands - Q1
Does your college offer courses for apprentices?
• Yes
• No
• Don’t Know
@sparqs_Scotland#sparqsNEON
Show of Hands - Q2
Does your course rep system include apprentices; are classes of apprentices supposed to choose course reps?
• Yes
• No
• Don’t Know
@sparqs_Scotland#sparqsNEON
Show of Hands – Q3
Does this happen successfully, or is it difficult to get course reps for apprentices?
• It works well – we get course reps easily for apprentice groups.
• It is more difficult to get course reps with classes of apprentices than with classes of full-time students.
• Don’t know
@sparqs_Scotland#sparqsNEON
Group Discussion
Getting started (2 mins, verbal)
• Introduce yourselves – name and college.
• State whether there are courses for apprentices in your college.
• Name as many of these courses as you can – ie. list subject areas.
@sparqs_Scotland#sparqsNEON
Group Discussion A
Current practice (3 mins. Brief notes).
1. What specific measures does your SA organise, to engage apprentices? Which of these work well?
• Welcome events for Apprentices.
• Motivational sessions.
• SA officer responsible for apprentices.
• Anything else?
@sparqs_Scotland#sparqsNEON
Group Discussion B
Obstacles and Innovation(6 mins. Brief notes).
2. What do you think are the obstacles to apprentice engagement?
3. Innovation. Suggest some new ideas that colleges could try, to help apprentices engage in dialogue about their learning experience.
@sparqs_Scotland#sparqsNEON
Group Discussion
Collect Feedback (8 mins)
Respond to any of the discussion questions.
• Initially one per group.
• Then further contributions.
• Please also submit your written notes.
@sparqs_Scotland#sparqsNEON
Thank you!
@sparqs_Scotland#sparqsNEON
Lunch: 12.45 – 1.30
Liz Shevlin Stef Black
Leading Improvement Team Senior Development Consultant
Scottish Government sparqs
[email protected] #scotimprove
Whole system approach
Leaders must create the conditions
Aim big, start small
1 Aim
Is there an
agreed aim that
is understood by
everyone in the
system?
2 Correct changes
Are we using our full
knowledge to identify
the right changes and
priorities those that
are likely to have the
biggest impact on our
aim?
3 Clear change
method
Does everyone know
and understand the
method(s) we will
use to improve?
6 Spread plan
Have we set out our
plans for innovating,
testing, implementing
and sharing new
learning to spread the
improvement
everywhere it is
needed?
5 Capacity and
capability
Are people and other
resources deployed
in the best way to
enable
improvement?
4 Measurement
Can we measure
and report
progress on our
improvement
aim?
The 3-Step Improvement Framework
Test and adapt in each context
The College Improvement Project is contributing to this:
The Project launched in 2017 with the aim of improving retention and raising
attainment in FE in colleges through the application of a quality improvement
approach to developing evidence based practice.
A key aspect of the approach is to embed a culture of continuous improvement
which compliments and supports the new college quality arrangements and
refreshed professional standards and so joins up this project with the wider
quality improvement effort overseen by Education Scotland and the Scottish
Funding Council.
OFFICIAL
Language and terminology
Attainment – attainment is measurable progress which students make as they advance through and beyond education, and the development of the range of skills, knowledge and attributes needed to succeed in learning, life and work. In this context, attainment is obtaining the qualification they were aiming for successfully.
Retention – improving the number of students who stay at college; retaining those who start a course to continue onto the next year and eventually to successful completion.
Language and terminology
• Successful completion: successfully completed their course, or if more than one year course and this was not in the final year they will have progressed to the next year of study and achieved at least 70 per cent of the units studied in the current year.
• Partial Success: Completed the course, but did not achieve the qualification they were aiming for. This could mean that the student has passed all units except one, or did not pass any units at all.
• Withdrawal: indicates that a student withdrew from their course before completion.
• Early Withdrawal: students withdrawing before the funding qualifying date (before 25% of the course is completed, meaning colleges are not funded for these students)
• Further Withdrawal: students withdrawing after the early withdrawal point and before the end of the course.
• Large college: delivering above 25,000 credits.
• Small college: delivering below 25,000 credits.
Around 236,000 students are studying in Scotland’s colleges
SFC have provided a detailed data set on College Withdrawal Data: 2016-17Source: Scottish Funding Council FES data 2016-17
There were a total of 19,621 withdrawals from full-time study at colleges.
Around a quarter of all full-time study in 2016-17.
• A total of 6,178 withdrawals from full-time Higher Education study at
colleges around 18% of all full-time HE in 2016-17.
• A total of 13,443 withdrawals from full-time Further Education study at
colleges around 27% of all full-time FE in 2016-17.
Experimental Analysis: not for publication
OFFICIAL
September saw the highest number of withdrawals with 3,579 students withdrawing
from their course.
OFFICIAL
480
3,579
2,7363,037
2,137 2,0711,880
2,127
743 752
79 00
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
Full-time College Withdrawals by Month
Experimental Analysis: not for publication
Gender
Over the year there were 9,004 male students who withdrew from full-time study and 10,602
female students.
Age
• 60% of those who withdrew were aged 20 and under.
13% aged 17 (2,621),
19% aged 18 (3,733), and
11% aged 19 (2,224).
•15% were aged between 21 to 24.
•16% were aged between 25 to 34.
• 9% were aged 35 and over.
Experimental Analysis: not for publicationOFFICIAL
Receipt of Student Support Funding
Of the 19,621 students who withdrew, 11,832 students hadn’t received any student
support at the point of withdrawal (over 60%).
SIMD quintile•36% of those who withdrew from their course were from the most deprived quintile,
with 48% of those withdrawing in September, October and November.
•Of the 7,042 people from the most deprived areas that withdrew, almost 57% (3,997)
hadn’t received any student support funding at the point of withdrawal.
•Withdrawal peaked around the week commencing Monday 27th March. No easy way to
identify the reasons for this in the data. Colleges record the reasons for withdrawal, however
this information is not collected by SFC.
Experimental Analysis: not for publication
OFFICIAL
SFC publication College Performance Indicators -2018/19 Data
Headline figures for FT FE students
• 65.2% of enrolled FE students completed their course, 0.9% lower than 2017-18
• Of the 26 colleges delivering FT FE courses, nine improved their success rates and 17 saw a decrease compared to 2017/18
• For large colleges, success rates ranged from 56.0% to 71.7%
• For small colleges, success rates ranged from 62.7% up to 75.0%
• The SFC target for FT FE success rates by 2019/20 is 73.2%; only 1 small college exceeded this target in 2018/19. The sector as a whole is 8.0PP below the target
FT FE FT HE
Successful Completion 65.2% (0.9% lower than 2017/18)
69.8% (1.5% lower than 2017/18)
Partial Success 10.1% 11.7%
Withdrawal Early Withdrawal
8.7% 5.2%
Further Withdrawal
16% 13.3%
The Challenge
We want to reduce withdrawal and increase successful completion rates in Scotland’s colleges whilst continuing to
widen access and provide opportunities for all.
Student withdrawal: It’s not just about the student failing the course it’s about the system failing the student
• Financial problems• Poor secondary school
preparation• Choosing the wrong course• Conflict with work and family
commitments• Failing multiple
modules/assessments• Lack of quality time with
lecturers and support staff• Course relevance • Lack of help and support for
students
OFFICIAL
Sector Purpose
Alignment
System Change
Behaviour Change
The Improvement
Journey
Improvement is relative
Understand
the ‘as is’ …
with all its
flaws (&
strengths)
The ‘to be’
… Vision of
Success
Generate good ideas &
take action to make
positive changes
At each stage: There are key ingredients you need to know
and different tools that will help you
Current Future
Create conditions for change
Understand current system
Develop aim and change
theory
Identify specific change
ideas, test and refine using pdsa
Implement and sustain
where tested
Share learning and
spread where
relevant
The Improvement Journey
Leadership, project planning and management, communication and measurement
Quality Assurance
Quality Planning
Quality Improvement
OFFICIAL
Carnegie Foundation for the Advancement of
Teaching and Learning
Tests of change1. What are we trying to accomplish?
• Set clear and focused goals
• Be bold in its aspirations
• Have clear, measurable targets
2. How will we know if the change is an improvement?
• Measure outcomes
• Note changes that affect the measures & demonstrate sustainable improvement
• Collect data to demonstrate whether change = improvement
3. What changes can we make that will result in improvement?
• Think big
• Start small
• Scale fast
Measures:
Focussing on what we need to know
Is the young person getting the
right outcome?
Outcome Measures
Are we making things better?
Are we on track to achieve our
Aim?
Is the system working as planned?
What about the bigger picture?
ProcessMeasures
Are we doing the right things at the right time, every
time?
Is the process reliable?
Balancing MeasuresLooking at the system
from different dimensions.
Does improving one thing cause problems
elsewhere?
OFFICIAL
Why test changes?
Step 1: Plan • Plan the test or observation,
including a plan for collecting data. • State the objective of the test. • Make predictions about what will
happen and why. • Develop a plan to test the change.
Step 4: Act
• Refine the change, based on what was learned from the test.
• Determine what modifications should be made.
• Prepare a plan for the next test.
Plan, Do, Study, Act (PDSA) cycleStep 2: Do • Try out the test on a small scale. • Carry out the test. • Document problems and
unexpected observations. • Begin analysis of the data.
Step 3: Study •Set aside time to analyse the data & study the results. •Complete the analysis of the data. •Compare the data to predictions. •Summarize and reflect on what was learned.
Link to a short video about the
project. Created by media students from West
College Scotland.
https://www.dropbox.com/s/5d31jzbslng8zd4/CDN%
20and%20Parliment%20Training%20Reel.mp4?dl
=0
OFFICIAL
OFFICIAL
https://www.cdn.ac.uk/college-innovation-hub/
OFFICIAL
Why is it important to understand the system?
Systems thinking –‘Every system is perfectly designed to deliver the
results that it gets’
Understanding your
system
System map
Force Field
Cause & Effect
Process map
Data Analysis
User Journey
Reflection
Culture Map
ISM Model
Empathy map
System Mapping
Who are the key
stakeholders?
What is the vision
for the students’ association?
what does the S.A. offer to that person/organisation and
what does the person/organisation offer to the service?
Breakdown by colleges FT FE Successful Completion 2018/19
+/- compared to 2017/18
Partial Success Withdrawal
Ayrshire 66.2% -0.7% 8.6% 25.2%
Borders 68.2% -0.5% 8.3% 23.4
City of Glasgow 65.9% -2% 11.2% 22.9
Dumfries & Galloway 58.6% -1% 13.4% 27.9%
Dundee & Angus* 70.2% -5.2% 10% 19.8%
Edinburgh* (4,180 students) 56% -4.7% 12.4% 31.6%
Fife 57.9% -1.2% 16.4% 25.7%
Forth Valley 69.1% -2.3% 7% 23.8%
Glasgow Clyde 68% +1.9% 9.5% 22.5%
Glasgow Kelvin 63.8% +2.6% 8% 28.2%
New College Lanarkshire* 63% +1.6% 6.9% 30%
Newbattle (72 students) 75% +22.9% 11.1% 13.9%
NESCOL 64.8% -1.8% 11.1% 24.2%
South Lanarkshire 71.7% +1% 4.9% 23.4%
SRUC 70.1% +1.8% 11.1% 18.8%
West College Scotland* 67.9% -1.3% 10.5% 21.5%
West Lothian College 67.7% +2.2% 7.8% 24.4%
UHI Colleges
Argyll 62.7% -13.3% 11.2% 26%
Inverness* 69.9% -0.7% 7.3% 22.8%
Lews Castle 68.1% +7.3% 14.5% 17.4%
Moray 67.9% -1.1% 10.7% 21.4%
Orkney 71.6% -3.4% 11% 17.4%
Perth 67.4% -2.6% 9.7% 22.9%
Shetland 71.1% -6.7% 10.8% 18.1%
North Highland 69.2% -2.6% 9.7% 21.1%
West Highland 71.8% +2% 12.6% 15.5%
All recognised courses across all colleges that make up the published PIs are available in the Course Tool.
On Student Satisfaction SFC only receives summary level data but colleges will have this at Department and at course level.
College Leaver Destination Tool (only collected for full-time successful students)
Purpose of this session: understanding qualitative data collection tools
• How do you begin to identify areas for improvement?
• What do you need to know in order to know that what you are doing is leading to improvement?
• How to understand what you need to measure, and how do you begin to gather that data?
Methods to choose participants for qualitative research
Snowballing: referrals from previous participants or
‘gatekeepers’
Purposive sampling: choosing participants based on criteria (e.g.
age, gender, course studied)
Oppositional sampling: criteria is ‘disagreement’ or difference
Triangulating data: using more than one method to collect data
on the same topic, and bringing all this data together to analyse
Useful for validation, providing different perspectives on the
same issue
What will you do with this qualitative data?
• Wordle: prioritisingwritten/qualitative data
• ‘Check sheet’: tallying events/scores/outcomes against factor of your choice (time/location/group)
What will you do with this qualitative data?
• Run chart: one data set in a time sequence
• Pareto Chart: two data sets compared
• Left axis: frequency of event/score
• Right axis: cumulative total of all events/scores
Different qualitative data gathering techniques
Survey
Focus group
Semi-structure interviews
Participant observation / enquiry
Workshop
Any questions?
@sparqs_Scotland#sparqsNEON
Thank you!
• Evaluation forms!
• Let us know about your ideas for topics you’d like to cover at future events and whether you’d be keen to host at your SA.
• Next meeting – Thursday 7th May, Edinburgh University Students’ Association