Lecturer Survey 2003 Results: Appendix 1b:
Answers about Modules and Units

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Section 1: Module/unit

25. Level/year 1: 29.6% 37 2: 29.6% 37 3: 20.8% 26 4: 7.2% 9 Postgraduate: 12.8% 16

26. Programmes on which offered Single Honours Economics degree:   n/a 74 Single Honours Economics for Business degree:   n/a 33 Joint Honours Economics degree:   n/a 69 Joint Honours Economics for Business degree:   n/a 30 Single or Joint Honours Business, Management or Finance degree:   n/a 37 Other (please specify):   n/a 45

Section 2: Lectures

27. I use the following in lectures 27.a. PowerPoint presentation In all lectures: 26.4% 33 Frequently: 8.0% 10 Sometimes: 16.0% 20 Never: 49.6% 62 27.b. Pre-prepared OHTs In all lectures: 45.6% 57 Frequently: 15.2% 19 Sometimes: 24.0% 30 Never: 15.2% 19 27.c. Blank OHTs that I write on in lecture In all lectures: 8.8% 11 Frequently: 8.0% 10 Sometimes: 33.6% 42 Never: 49.6% 62 27.d. Whiteboard/Blackboard In all lectures: 38.4% 48 Frequently: 20.0% 25 Sometimes: 24.8% 31 Never: 16.8% 21 27.e. Handouts of notes In all lectures: 56.0% 70 Frequently: 20.0% 25 Sometimes: 18.4% 23 Never: 5.6% 7 27.f. Videos In all lectures: 0.8% 1 Frequently: 3.2% 4 Sometimes: 19.2% 24 Never: 76.8% 96

28. Students have access to copies of lecture notes/slides In electronic form before the lecture:   n/a 49 In hard copy before the lecture:   n/a 14 Given out in the lecture:   n/a 55 In electronic form after the lecture:   n/a 45 In hard copy after the lecture:   n/a 15 Not at all:   n/a 17

29. For what percentage of a typical lecture (given by you) do you talk? 100%: 11.2% 14 90-99%: 38.4% 48 80-89%: 24.8% 31 70-79%: 11.2% 14 50-69%: 8.0% 10 <50%: 6.4% 8

30. Which (if any) of the following student activities do you use in lectures? Solving problems:   n/a 64 Doing 'quiz' questions (e.g.multiple choice):   n/a 2 Having a break:   n/a 55 Discussing an issue with their neighbour or in small groups:   n/a 44 Looking through their notes (or their neighbour's):   n/a 3 Other (please specify):   n/a 40

31. Has your lecturing methodology changed in the past two years Yes: 44.8% 56 No: 52.0% 65 I've been teaching less than 2 years: 3.2% 4

32. I think that it is important to cover all of the syllabus in the lectures Strongly agree: 16.8% 21 Agree where practical: 43.2% 54 Yes, but only as one of the lecture objectives: 24.0% 30 Only if it does not clash with other learning objectives: 9.6% 12 Strongly disagree: 6.4% 8

33. I believe that 33.a. it is important to engage students' interest during the lecture. Strongly agree: 80.0% 100 Agree: 18.4% 23 Neutral: 0.8% 1 Disagree: 0.0% 0 Strongly disagree: 0.8% 1 33.b. it is more important for students to get a good set of notes from the lecture than to understand what I am saying at the time of saying it. Strongly agree: 2.4% 3 Agree: 16.0% 20 Neutral: 32.0% 40 Disagree: 38.4% 48 Strongly disagree: 11.2% 14 33.c. in this module/unit it is difficult for me to know how much students have benefited from the lectures. Strongly agree: 1.6% 2 Agree: 22.4% 28 Neutral: 19.2% 24 Disagree: 49.6% 62 Strongly disagree: 7.2% 9 33.d. I adjust my lecture techniques in the light of feedback from students. Strongly agree: 23.2% 29 Agree: 62.4% 78 Neutral: 10.4% 13 Disagree: 3.2% 4 Strongly disagree: 0.8% 1 33.e. it is important for lectures to prepare students for passing their assessments. Strongly agree: 20.0% 25 Agree: 52.8% 66 Neutral: 18.4% 23 Disagree: 7.2% 9 Strongly disagree: 1.6% 2 33.f. I try to ensure my lectures are an active learning experience for students. Strongly agree: 32.0% 40 Agree: 40.8% 51 Neutral: 23.2% 29 Disagree: 2.4% 3 Strongly disagree: 1.6% 2 33.g. I actively attempt to develop pre-identified student skills during lectures. Strongly agree: 10.4% 13 Agree: 24.8% 31 Neutral: 36.8% 46 Disagree: 24.0% 30 Strongly disagree: 4.0% 5 33.h. I find lecturing to students on this module/unit a very satisfying experience. Strongly agree: 22.4% 28 Agree: 54.4% 68 Neutral: 12.8% 16 Disagree: 8.0% 10 Strongly disagree: 2.4% 3 33.i. there is significant scope for improvement in my lecturing techniques. Strongly agree: 12.0% 15 Agree: 40.0% 50 Neutral: 32.0% 40 Disagree: 13.6% 17 Strongly disagree: 2.4% 3

Section 3: Seminars/small classes

35. How many students are there in an average sized group <5: 0.0% 0 5-10: 12.0% 15 11-15: 34.4% 43 16-20: 22.4% 28 21-25: 12.8% 16 26-30: 4.0% 5 >30: 14.4% 18

36. What percentage of the seminars are taken by graduate teaching assistants (GTAs)? 0: 64.0% 80 1-20%: 4.8% 6 21-40%: 7.2% 9 41-60%: 5.6% 7 61-80%: 3.2% 4 81-100%: 15.2% 19

37. Which of the following do GTAs receive? Training by the university:   n/a 53 Training by the faculty/department/school:   n/a 34 Training by the module/unit leader:   n/a 20 Support by the module/unit leader:   n/a 65 No training:   n/a 33 :   n/a 0

38. I use the following teaching/learning methods in seminars/classes: Tutor or student(s) going through problem sets or worksheets pre-prepared by students:   n/a 76 Students going though worksheets that they are given in the seminar:   n/a 56 Student(s) reading a paper, followed by discussion with whole group:   n/a 38 Student(s) reading a paper with pre-assigned respondents:   n/a 14 Small group work to prepare/discuss topic followed by plenary of whole group:   n/a 53 Role playing or games:   n/a 19 Computer simulations:   n/a 16 Formative tests/quizzes:   n/a 33 Students producing model answers or answer outlines to essay questions:   n/a 29 Formal debates:   n/a 17 Virtual (distant) seminars, using the discussion board or chat room facilities of a virtual learning environment, such as Blackboard or WebCT:   n/a 5 :   n/a 0 :   n/a 0 Other (please specify):   n/a 13

39. I use the following approaches to seminars/classes:- 39.a. I try to ensure that they are an active learning experience for all students in the group. Strongly agree: 52.0% 65 Agree: 41.6% 52 Neutral: 5.6% 7 Disagree: 0.0% 0 Strongly disagree: 0.8% 1 39.b. I use them to develop particular key skills in students Strongly agree: 25.6% 32 Agree: 52.0% 65 Neutral: 15.2% 19 Disagree: 6.4% 8 Strongly disagree: 0.8% 1 39.c. I adjust my teaching techniques and the types of activities in the light of feedback from students. Strongly agree: 19.2% 24 Agree: 68.8% 86 Neutral: 11.2% 14 Disagree: 0.0% 0 Strongly disagree: 0.8% 1 39.d. I provide plenty of opportunities for students to raise questions about their understanding (or lack of it) of course material. Strongly agree: 50.4% 63 Agree: 40.0% 50 Neutral: 8.8% 11 Disagree: 0.0% 0 Strongly disagree: 0.8% 1 39.e. I use a large amount of time for helping students prepare for assessment. Strongly agree: 8.0% 10 Agree: 29.6% 37 Neutral: 41.6% 52 Disagree: 17.6% 22 Strongly disagree: 3.2% 4 39.f. I see their prime purpose as giving students an opportunity to apply economic theories/techniques to particular problems/issues/data. Strongly agree: 27.2% 34 Agree: 50.4% 63 Neutral: 19.2% 24 Disagree: 2.4% 3 Strongly disagree: 0.8% 1

40. I attempt to adjust the pace of seminars according to The understanding of stronger than average students in the group:   n/a 11 The understanding of the student of average ability:   n/a 61 The understanding of weaker than average students in the group:   n/a 36 The amount of material to cover:   n/a 31 What feels right to me:   n/a 63

Section 4: Assessment

42. Give the percentage of students' overall mark for the module/unit/course that is obtained from the following forms of assessment 42.a. Unseen end of module exam 0%: 11.2% 14 0-10%: 0.0% 0 11-20%: 0.0% 0 21-30%: 0.8% 1 31-40%: 1.6% 2 41-50%: 17.6% 22 51-60%: 12.0% 15 61-70%: 23.2% 29 71-80%: 14.4% 18 81-90%: 0.8% 1 91-100%: 18.4% 23 42.b. Seen exam 0%: 94.4% 118 0-10%: 0.0% 0 11-20%: 1.6% 2 21-30%: 0.0% 0 31-40%: 0.8% 1 41-50%: 0.0% 0 51-60%: 0.8% 1 61-70%: 0.0% 0 71-80%: 1.6% 2 81-90%: 0.0% 0 91-100%: 0.8% 1 42.c. Essay done in student's own time 0%: 51.2% 64 0-10%: 2.4% 3 11-20%: 12.8% 16 21-30%: 20.0% 25 31-40%: 4.8% 6 41-50%: 4.8% 6 51-60%: 1.6% 2 61-70%: 0.0% 0 71-80%: 0.0% 0 81-90%: 0.8% 1 91-100%: 1.6% 2 42.d. Essay done in class time 0%: 93.6% 117 0-10%: 0.8% 1 11-20%: 1.6% 2 21-30%: 1.6% 2 31-40%: 1.6% 2 41-50%: 0.8% 1 51-60%: 0.0% 0 61-70%: 0.0% 0 71-80%: 0.0% 0 81-90%: 0.0% 0 91-100%: 0.0% 0 42.e. Seminar papers 0%: 96.8% 121 0-10%: 0.0% 0 11-20%: 3.2% 4 21-30%: 0.0% 0 31-40%: 0.0% 0 41-50%: 0.0% 0 51-60%: 0.0% 0 61-70%: 0.0% 0 71-80%: 0.0% 0 81-90%: 0.0% 0 91-100%: 0.0% 0 42.f. Unseen test done during the course of the module 0%: 80.8% 101 0-10%: 5.6% 7 11-20%: 4.0% 5 21-30%: 4.8% 6 31-40%: 2.4% 3 41-50%: 1.6% 2 51-60%: 0.8% 1 61-70%: 0.0% 0 71-80%: 0.0% 0 81-90%: 0.0% 0 91-100%: 0.0% 0 42.g. Individual project 0%: 85.6% 107 0-10%: 0.0% 0 11-20%: 4.0% 5 21-30%: 2.4% 3 31-40%: 3.2% 4 41-50%: 2.4% 3 51-60%: 0.8% 1 61-70%: 0.8% 1 71-80%: 0.8% 1 81-90%: 0.0% 0 91-100%: 0.0% 0 42.h. Group project 0%: 86.4% 108 0-10%: 3.2% 4 11-20%: 4.0% 5 21-30%: 5.6% 7 31-40%: 0.0% 0 41-50%: 0.0% 0 51-60%: 0.0% 0 61-70%: 0.8% 1 71-80%: 0.0% 0 81-90%: 0.0% 0 91-100%: 0.0% 0 42.i. General seminar performance 0%: 97.6% 122 0-10%: 1.6% 2 11-20%: 0.0% 0 21-30%: 0.0% 0 31-40%: 0.0% 0 41-50%: 0.0% 0 51-60%: 0.8% 1 61-70%: 0.0% 0 71-80%: 0.0% 0 81-90%: 0.0% 0 91-100%: 0.0% 0 42.j. Online assessment 0%: 96.0% 120 0-10%: 0.0% 0 11-20%: 0.8% 1 21-30%: 2.4% 3 31-40%: 0.8% 1 41-50%: 0.0% 0 51-60%: 0.0% 0 61-70%: 0.0% 0 71-80%: 0.0% 0 81-90%: 0.0% 0 91-100%: 0.0% 0 42.k. Other 0%: 80.0% 60 0-10%: 6.7% 5 11-20%: 4.0% 3 21-30%: 2.7% 2 31-40%: 1.3% 1 41-50%: 1.3% 1 51-60%: 1.3% 1 61-70%: 0.0% 0 71-80%: 0.0% 0 81-90%: 0.0% 0 91-100%: 2.7% 2

43. What forms of purely formative assessment do you use? Essay:   n/a 39 Online tests:   n/a 6 In-class tests ( e.g. multiple choice):   n/a 33 Problem sets/worksheets:   n/a 69 Presentations:   n/a 36 Seminar papers:   n/a 14 Mock exams or exam answer outlines:   n/a 23 Group work:   n/a 28 Other (please specify):   n/a 17

44. How many times may a student take the module (including the first time and all resit and retake opportunities)? 1: 20.8% 26 2: 44.0% 55 3: 13.6% 17 4: 17.6% 22 >4: 4.0% 5

Results for questions about individual respondents are in Appendix 1a

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