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

Figures & data

Table 1. Table of programme engagement.

Tier	Brief summary	Level of interactivity	Tutor input	Time taken	Number of classes engaged
One	LTD team introduced the UKES to the cohort, outlining how students could use the survey to reflect on their studies to-date and being available to answer any questions from students.	Low	None	20–25 minutes of lecture/seminar time	1
Two	LTD introduced the UKES to the cohort and spent time exploring with students the key concepts and themes within it.	Medium	No input needed, but encouraged for context.	30–40 minutes of lecture/seminar time	3
Three	The LTD team ran three workshop activities contextualising the UKES:	High	Co-facilitation encouraged.	Up to an hour of lecture/seminar time	1
	1. ‘Critical Thinking’ and ‘Reflecting and Connecting’
	2. ‘Course Challenge’ and ‘Engagement with Research and Inquiry’
	3. ‘Skills Development’

Table 2. Response rate by workshop type and cohort.

Programme	Tier of workshop	2016/17 Programme Response Rate (pre-intervention)	2017/18 Programme Response Rate (post-intervention)
Humanities 1	Two	35% (n = 13)	30.1% (n = 19)
Social Science	One, Two and Three	18% (n = 26)	55.7% (n = 82)
Humanities 2	Two	11.2% (n = 25)	20.6% (n = 41)
University-wide	N/A	12.6% (below sector response rate of 13.5%)	16.4% (above sector response rate of 14.2%)