{"id":36,"date":"2023-05-31T08:25:52","date_gmt":"2023-05-31T08:25:52","guid":{"rendered":"https:\/\/sites.glos.ac.uk\/qualityefs\/principles-tested-copy\/"},"modified":"2023-10-13T13:36:16","modified_gmt":"2023-10-13T13:36:16","slug":"findings","status":"publish","type":"page","link":"https:\/\/sites.glos.ac.uk\/qualityefs\/findings\/","title":{"rendered":"Findings"},"content":{"rendered":"\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p>132 responses were generated from unique testers across the 3 partner settings and from the QAA student advisers, representing 87 unique courses, delivered at 9 different universities:&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th><strong>Organisation<\/strong>&nbsp;<\/th><th><strong>Reponses&nbsp;<\/strong>&nbsp;<\/th><th><strong>Courses Rated<\/strong>&nbsp;<\/th><th><strong>Institutions<\/strong>&nbsp;<\/th><\/tr><\/thead><tbody><tr><td>University of Gloucestershire&nbsp;<\/td><td>103&nbsp;<\/td><td>65&nbsp;<\/td><td>1&nbsp;<\/td><\/tr><tr><td>UAL: London College of Fashion&nbsp;&nbsp;<\/td><td>16&nbsp;<\/td><td>10&nbsp;<\/td><td>1&nbsp;<\/td><\/tr><tr><td>Kings College London&nbsp;<\/td><td>7&nbsp;<\/td><td>6&nbsp;<\/td><td>1&nbsp;<\/td><\/tr><tr><td>QAA Strategic Student Advisory Committee&nbsp;&nbsp;<\/td><td>6&nbsp;<\/td><td>6&nbsp;<\/td><td>6&nbsp;<\/td><\/tr><tr><td><strong>TOTAL<\/strong>&nbsp;<\/td><td><strong>132<\/strong>&nbsp;<\/td><td><strong>87<\/strong>&nbsp;<\/td><td><strong>9<\/strong>&nbsp;<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\">Results &#8211; quality principles and training resource<\/h2>\n\n\n\n<p><strong>51% of all participants entirely positive towards the quality principles; 23% mainly positive but added suggestions to help with understanding them; 25% were neutral; and just 1% critical.<\/strong><\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>I think this was an effective rating system to assist sustainable learning by analysing all the major corners of a student&#8217;s education, better highlighting the key issues and needs for change.&nbsp;<\/p>\n<cite>University of the Arts London student<\/cite><\/blockquote>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>The system provides a clear guide to both students and staff alike that can give them a clear expectation of how a course is composed to ensure sustainability and the environment are at the core of the design<\/p>\n<cite>QAA SSAC student<\/cite><\/blockquote>\n\n\n\n<p><strong>The majority of students enjoyed the speed training approach and commented on how easily it enabled an initial orientation to what EfS is about and what to look for in finding an authentic EfS course experience.<\/strong><\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>\u201cThis helped me understand more about sustainability learning and realise that just because you take a subject related to environment does not mean you study sustainably. The use of short films helped to clearly explain the meaning of sustainability learning and how the university are approaching this.\u201d<\/p>\n<cite>University of Gloucestershire student<\/cite><\/blockquote>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>\u201cStrengths: clear and concise videos, easy to read text, structure of vids\/text flow well and are logical, nice bright colours, sets the context of why quality sustainability learning is required (albeit briefly).\u201d <\/p>\n\n\n\n<p><\/p>\n<cite><em>King\u2019s College London student<\/em><\/cite><\/blockquote>\n\n\n\n<h2 class=\"wp-block-heading\">Rating examples<\/h2>\n\n\n\n<p>View a selection of 7\u00a0example ratings below, showing how students made decisions when using this approach to rate the quality of EfS in course experiences.<\/p>\n\n\n\n<p>The examples include differences of perspective, as well as reflections from the course team on how judgements can be made against the criteria.<\/p>\n\n\n<div  class=\"wp-block collapsibleRow \">\n\t\t\t\t\t<div class=\"collapsibleRow__wrapper\">\n\t\t\t\t\t\t<div class=\"collapsibleRow__item\">\n\t\t\t\t\t<input  type=\"checkbox\" name=\"collapsibleRow_group_910\" class=\"is-sr-only collapsibleRow_group_checkbox collapsibleRow_checkbox\" id=\"collapsibleRow_group_910_9357\" \/>\n\t\t\t\t\t<label id=\"collapsibleRow_group_label_910_9357\" aria-expanded=\"false\" aria-controls=\"collapsibleRow_group_910_9357\" role=\"button\" for=\"collapsibleRow_group_910_9357\" class=\"collapsibleRow__title base-text has-grey-light-background-color has-black-color\"><span class=\"is-sr-only\">Toggle collapsibleRow<\/span><strong>Course title: <\/strong>Postgraduate taught course on Climate change<\/label>\n\t\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"collapsibleRow_group_label_910_9357\" id=\"collapsibleRow_group_910_9357\">\n\t\t\t\t\t\t\n<h3 class=\"wp-block-heading\">Student ratings given<\/h3>\n\n<p>Student 1: Silver<br>Student 2: Bronze\/silver<\/p>\n\n<h3 class=\"wp-block-heading\">Explanations of ratings<\/h3>\n\n<p><strong>Student 1:<\/strong><br>\u201cOnly one<strong>&nbsp;optional<\/strong>&nbsp;module had an integrated sustainability focus.&nbsp;<strong>Core\/mandatory<\/strong>&nbsp;modules<strong>&nbsp;briefly cover issues of people, planet and profit<\/strong>&nbsp;(e.g. aspects of social justice, etc.) but there is&nbsp;<strong>no<\/strong>&nbsp;explicit reference to sustainability or any&nbsp;<strong>assessed work on sustainability.<\/strong>\u201d<\/p>\n\n<p><strong>Student 2:<\/strong><br>\u201c<strong>Of all of my mandatory modules<\/strong>,\u00a0<strong>none of them include joined up planet, people and profit, nor assess\u00a0<\/strong>at least 1 of these spheres. The\u00a0<strong>only prospect for a bronze medal had triple bottom line indirectly referred to in one of the assessed courseworks<\/strong>. However, overall, my course lacks the meeting of criteria for this rating system\u201d.<\/p>\n\n<h3 class=\"wp-block-heading\">Project team comments<\/h3>\n\n<p>See <a href=\"https:\/\/sites.glos.ac.uk\/qualityefs\/resources\/#rating-criteria\">postgraduate rating criteria<\/a> for reference.<\/p>\n\n<p>Although student 1 gave this course a silver rating, they don\u2019t say whether there are any relevant learning activities that go beyond content. As they do say \u201cissues are only briefly covered\u201d though, we could infer that at best this is actually bronze and not quite \u2018EfS\u2019. They are clear that the course is not gold, because they say there is \u201cno assessed work in sustainability\u201d.<\/p>\n\n<p>Student 2 appears unsure. The explanation given indicates the evidence for it being joined up (i.e. to hit bronze) is weak in its visibility to some students. A course team might find that useful to reflect on. The rating then appears to hinge on one module\/unit, but without understanding more about \u201ctriple bottom line indirectly referred to\u201d it\u2019s difficult to say if this assessment would count.<\/p>\n\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\n<div  class=\"wp-block collapsibleRow \">\n\t\t\t\t\t<div class=\"collapsibleRow__wrapper\">\n\t\t\t\t\t\t<div class=\"collapsibleRow__item\">\n\t\t\t\t\t<input  type=\"checkbox\" name=\"collapsibleRow_group_2211\" class=\"is-sr-only collapsibleRow_group_checkbox collapsibleRow_checkbox\" id=\"collapsibleRow_group_2211_8867\" \/>\n\t\t\t\t\t<label id=\"collapsibleRow_group_label_2211_8867\" aria-expanded=\"false\" aria-controls=\"collapsibleRow_group_2211_8867\" role=\"button\" for=\"collapsibleRow_group_2211_8867\" class=\"collapsibleRow__title base-text has-grey-light-background-color has-black-color\"><span class=\"is-sr-only\">Toggle collapsibleRow<\/span><strong>Course title: <\/strong>Undergraduate Social Sciences course<\/label>\n\t\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"collapsibleRow_group_label_2211_8867\" id=\"collapsibleRow_group_2211_8867\">\n\t\t\t\t\t\t\n<h3 class=\"wp-block-heading\">Student rating given<\/h3>\n\n<p>Bronze<\/p>\n\n<h3 class=\"wp-block-heading\">Explanation of rating<\/h3>\n\n<p>\u201cThere was some&nbsp;<strong>relevant teaching and assessment<\/strong>&nbsp;on a 2<sup>nd<\/sup>&nbsp;year&nbsp;<strong>optional modul<\/strong>e. The module taught about issues of environmental justice and responsibility, but also discussed the social and economic implications of climate change and sustainability in-depth by reflecting upon and engaging with various case studies.<\/p>\n\n<p>The\u00a0<strong>assessment<\/strong>\u00a0provided the opportunity to select any case study and engage with it in extensive detail to provide a\u00a0<strong>comprehensive analysis of the challenges of sustainability<\/strong>\u201d.<\/p>\n\n<h3 class=\"wp-block-heading\">Project team comments<\/h3>\n\n<p>See <a href=\"https:\/\/sites.glos.ac.uk\/qualityefs\/resources\/#rating-criteria\">undergraduate rating criteria<\/a> for reference.<\/p>\n\n<p>If this module were compulsory, it could achieve silver as there appears to be joined up triple bottom line learning built into an assessment.<\/p>\n\n<p>However, the challenge here is that this is an optional module, so not all students are getting the learning, and in fact very few students could be taking part.<\/p>\n\n<p>As the module does have a potentially strong assessment though, it could be considered a \u2018stepping stone\u2019 to a course achieving silver if it were made compulsory.<\/p>\n\n<p>On these grounds, we can see why this student applied the bronze rating, but we would encourage them to push for EfS to move from the margins to the mainstream \u2013 either making this module compulsory, or taking some of its great learning into other compulsory modules.<\/p>\n\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\n<div  class=\"wp-block collapsibleRow \">\n\t\t\t\t\t<div class=\"collapsibleRow__wrapper\">\n\t\t\t\t\t\t<div class=\"collapsibleRow__item\">\n\t\t\t\t\t<input  type=\"checkbox\" name=\"collapsibleRow_group_2061\" class=\"is-sr-only collapsibleRow_group_checkbox collapsibleRow_checkbox\" id=\"collapsibleRow_group_2061_8712\" \/>\n\t\t\t\t\t<label id=\"collapsibleRow_group_label_2061_8712\" aria-expanded=\"false\" aria-controls=\"collapsibleRow_group_2061_8712\" role=\"button\" for=\"collapsibleRow_group_2061_8712\" class=\"collapsibleRow__title base-text has-grey-light-background-color has-black-color\"><span class=\"is-sr-only\">Toggle collapsibleRow<\/span><strong>Course title: <\/strong>Postgraduate taught course in Design<\/label>\n\t\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"collapsibleRow_group_label_2061_8712\" id=\"collapsibleRow_group_2061_8712\">\n\t\t\t\t\t\t\n<h3 class=\"wp-block-heading\">Student ratings given<\/h3>\n\n<p><strong>Student 1: <\/strong>No medal<\/p>\n\n<p><strong>Student 2: <\/strong>Bronze<\/p>\n\n<h3 class=\"wp-block-heading\">Explanation of ratings<\/h3>\n\n<p><strong>Student 1:<\/strong>&nbsp;\u201cThe course&nbsp;<strong>didn\u2019t have a joined-up sustainability approach<\/strong>; environmental, social and economic sustainability were never considered as intertwined areas. One compulsory unit did have sustainability in the title, but we were just asked to choose a sustainability problem of the industry and to try to find a solution&nbsp;<strong>based on one of the UN Global Goals<\/strong>. However, this approach&nbsp;<strong>didn\u2019t allow us to consider the intersections<\/strong>&nbsp;between the different aspect of sustainability.\u201d<\/p>\n\n<p><strong>Student 2:\u00a0<\/strong>\u201cThe course\u00a0<strong>did not address all 3 people, profit, planet<\/strong>. Some issues were mentioned in passing but there was no holistic view. There was a project where we had to find a\u00a0<strong>solution linked to one of the sustainability goals<\/strong>. But there was no evaluation of the outcome based on how much it actually helped with the problem. Most projects were supposed to have an aspect of\u00a0<strong>sustainability\u00a0<\/strong>but that was\u00a0<strong>considered a bonus and not a requirement<\/strong>. The course does mention sustainability and the SDGs, but there is\u00a0<strong>no joined up learning around the 3 p\u2019s, which make me lean towards not giving a medal<\/strong>. But since it has some relevant teaching will give a bronze medal.\u201d<\/p>\n\n<h3 class=\"wp-block-heading\">Project team comments<\/h3>\n\n<p>See <a href=\"https:\/\/sites.glos.ac.uk\/qualityefs\/resources\/#rating-criteria\">postgraduate rating criteria<\/a> for reference.<\/p>\n\n<p>Student 2 takes a generous view, but both students give very similar accounts of their experiences here, and are clear that there is \u2018no joined up sustainability approach\u201d \u2013 the requirement for bronze.<\/p>\n\n<p>This course has the potential to achieve silver or gold by getting students to look a \u201csustainability problems in the fashion industry\u201d with a more triple bottom line lens seeking systems thinking solutions.<\/p>\n\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\n<div  class=\"wp-block collapsibleRow \">\n\t\t\t\t\t<div class=\"collapsibleRow__wrapper\">\n\t\t\t\t\t\t<div class=\"collapsibleRow__item\">\n\t\t\t\t\t<input  type=\"checkbox\" name=\"collapsibleRow_group_4798\" class=\"is-sr-only collapsibleRow_group_checkbox collapsibleRow_checkbox\" id=\"collapsibleRow_group_4798_8470\" \/>\n\t\t\t\t\t<label id=\"collapsibleRow_group_label_4798_8470\" aria-expanded=\"false\" aria-controls=\"collapsibleRow_group_4798_8470\" role=\"button\" for=\"collapsibleRow_group_4798_8470\" class=\"collapsibleRow__title base-text has-grey-light-background-color has-black-color\"><span class=\"is-sr-only\">Toggle collapsibleRow<\/span><strong>Course title: <\/strong>Undergraduate course in Management<\/label>\n\t\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"collapsibleRow_group_label_4798_8470\" id=\"collapsibleRow_group_4798_8470\">\n\t\t\t\t\t\t\n<h3 class=\"wp-block-heading\">Student rating given<\/h3>\n\n<p>Silver<\/p>\n\n<h3 class=\"wp-block-heading\">Explanation of rating<\/h3>\n\n<p>\u201cWe had a\u00a0<strong>compulsory module<\/strong>\u00a0with sustainability in the title, which is good. But I think this module focused more on the old theories or philosophies about sustainability. In my opinion, it could highlight more on the modern sustainability theories and how those theories are applied to the current case or businesses. Also, we only have this sustainability module in the first year, that\u2019s a pity that there are no further modules related to it in the second or third year, if I remember correctly\u201d.<\/p>\n\n<h3 class=\"wp-block-heading\">Project team comments<\/h3>\n\n<p>See <a href=\"https:\/\/sites.glos.ac.uk\/qualityefs\/resources\/#rating-criteria\">undergraduate rating criteria<\/a> for reference.<\/p>\n\n<p>Although this student has given a silver rating to their course, they don\u2019t mention \u2018assessment\u2019 linked to joined up sustainability learning (the main criteria for silver) so it\u2019s not clear that it definitely meets that standard.<\/p>\n\n<p>It\u2019s also not clear what they mean by \u2018old theories or philosophies about sustainability\u2019. This could mean the course is covering silo \u2018issues\u2019 more like they would in an earlier era of environmental management in businesses rather than real joined up sustainability learning that is more about fundamental and integrated systems change in how businesses operate and strategise. If this were the case, it might not meet the criteria to get a medal at all!<\/p>\n\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\n<div  class=\"wp-block collapsibleRow \">\n\t\t\t\t\t<div class=\"collapsibleRow__wrapper\">\n\t\t\t\t\t\t<div class=\"collapsibleRow__item\">\n\t\t\t\t\t<input  type=\"checkbox\" name=\"collapsibleRow_group_4308\" class=\"is-sr-only collapsibleRow_group_checkbox collapsibleRow_checkbox\" id=\"collapsibleRow_group_4308_3552\" \/>\n\t\t\t\t\t<label id=\"collapsibleRow_group_label_4308_3552\" aria-expanded=\"false\" aria-controls=\"collapsibleRow_group_4308_3552\" role=\"button\" for=\"collapsibleRow_group_4308_3552\" class=\"collapsibleRow__title base-text has-grey-light-background-color has-black-color\"><span class=\"is-sr-only\">Toggle collapsibleRow<\/span><strong>Course title: <\/strong>Undergraduate Fashion course<\/label>\n\t\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"collapsibleRow_group_label_4308_3552\" id=\"collapsibleRow_group_4308_3552\">\n\t\t\t\t\t\t\n<h3 class=\"wp-block-heading\">Student rating given<\/h3>\n\n<p>No medal<\/p>\n\n<h3 class=\"wp-block-heading\">Explanation of rating<\/h3>\n\n<p>\u201cNo explanation of triple bottom line and global goals. All pressure on one module which is very short (very little formal education delivery from other modules). Supposedly sustainability is considered in assessment but there is no basis understanding\/teaching of sustainability\u201d.<\/p>\n\n<h3 class=\"wp-block-heading\">PROJECT TEAM COMMENTS<\/h3>\n\n<p>See <a href=\"https:\/\/sites.glos.ac.uk\/qualityefs\/resources\/#rating-criteria\">undergraduate rating criteria<\/a> for reference.<\/p>\n\n<p>This student is very clear that there is no joined up sustainability learning so the course achieves no medal. What\u2019s interesting here is that they say \u2018supposedly sustainability is considered in assessment\u2019 suggesting there is a mis-match between what\u2019s being presented to students in the assessment brief and what\u2019s actually being understood as the expectation for it.<\/p>\n\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\n<div  class=\"wp-block collapsibleRow \">\n\t\t\t\t\t<div class=\"collapsibleRow__wrapper\">\n\t\t\t\t\t\t<div class=\"collapsibleRow__item\">\n\t\t\t\t\t<input  type=\"checkbox\" name=\"collapsibleRow_group_4579\" class=\"is-sr-only collapsibleRow_group_checkbox collapsibleRow_checkbox\" id=\"collapsibleRow_group_4579_1858\" \/>\n\t\t\t\t\t<label id=\"collapsibleRow_group_label_4579_1858\" aria-expanded=\"false\" aria-controls=\"collapsibleRow_group_4579_1858\" role=\"button\" for=\"collapsibleRow_group_4579_1858\" class=\"collapsibleRow__title base-text has-grey-light-background-color has-black-color\"><span class=\"is-sr-only\">Toggle collapsibleRow<\/span><strong>Course title: <\/strong>Undergraduate English course<\/label>\n\t\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"collapsibleRow_group_label_4579_1858\" id=\"collapsibleRow_group_4579_1858\">\n\t\t\t\t\t\t\n<h3 class=\"wp-block-heading\">STUDENT RATINGS GIVEN<\/h3>\n\n<p><strong>Student 1:<\/strong>&nbsp;Silver<\/p>\n\n<p><strong>Student 2:<\/strong>&nbsp;Gold<\/p>\n\n<p><strong>Student 3:<\/strong>&nbsp;Silver<\/p>\n\n<h3 class=\"wp-block-heading\">EXPLANATION OF RATINGS<\/h3>\n\n<p><strong>Student 1:<\/strong>\u00a0\u201c3\u00a0<strong>compulsory modules<\/strong>\u00a0had joined-up sustainability learning \u2013 one in first year and 2 in second year: <\/p>\n\n<ul class=\"wp-block-list\">\n<li>Module 1 \u2013&nbsp;<strong>The assessment asked us&nbsp;<\/strong>to illuminate the way language has the power to entertain, satirise, stereotype, amuse, shape identities, inspire, change social realities, and challenge societal structures (<strong>including sustainability issues<\/strong>).<\/li>\n\n\n\n<li>Module 2 \u2013 We were encouraged to look for various underlying narratives in literature, film, magazines, etc., and the way they can inspire certain stories to live by. It required&nbsp;<strong>subject knowledge as well as sustainability knowledge<\/strong>, challenging the story of separation within our society.<\/li>\n\n\n\n<li>Module 3 \u2013 Asked us to undertake a project that inspires change. It linked mainly with environmental teaching and social sustainability, without economic considerations though.<\/li>\n<\/ul>\n\n<p><strong>Student 2:<\/strong>&nbsp;\u201cI remember a module with&nbsp;<strong>joined-up sustainability leaning&nbsp;<\/strong>which was very interesting. The tutor used wide-ranging and in -depth documents from different cultures to embed the sustainability concept into our studying and life\u201d.<\/p>\n\n<p><strong>Student 3<\/strong>: \u201cIn the 2nd Year of the English course there is a module that is intently&nbsp;<strong>focused on sustainability, especially in terms of people and the natural environment, and creating a balance between profit\/capitalism and more compassionate and eco-conscious ways of living<\/strong>. The module&nbsp;<strong>assessment was wholly focused on analysing the Eco-linguistics of literature<\/strong>, and how they created positive outcomes for the planet and society. Each lecture was based on different cultural and ideological attitudes to Ecology and the natural world\u201d.<\/p>\n\n<h3 class=\"wp-block-heading\">PROJECT TEAM COMMENTS<\/h3>\n\n<p>See <a href=\"https:\/\/sites.glos.ac.uk\/qualityefs\/resources\/#rating-criteria\">undergraduate rating criteria<\/a> for reference.<\/p>\n\n<p>Whilst student 2 rated the course gold, their answer is very brief and doesn\u2019t give details of what their learning looked like, or if it was assessed.<\/p>\n\n<p>Students 1 and 3 provide much stronger explanations both of what triple bottom line learning looked like and how this was embedded in assessment e.g. \u201canalysing the ecolinguistics of literature and how they created positive outcomes\u2026\u201d<\/p>\n\n<p>It looks clearly like this course merits silver at least, but it\u2019s not clear that the EfS learning is happening in the final\/third year of study to fully assure it reaches gold.<\/p>\n\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\n<div  class=\"wp-block collapsibleRow \">\n\t\t\t\t\t<div class=\"collapsibleRow__wrapper\">\n\t\t\t\t\t\t<div class=\"collapsibleRow__item\">\n\t\t\t\t\t<input  type=\"checkbox\" name=\"collapsibleRow_group_7148\" class=\"is-sr-only collapsibleRow_group_checkbox collapsibleRow_checkbox\" id=\"collapsibleRow_group_7148_6879\" \/>\n\t\t\t\t\t<label id=\"collapsibleRow_group_label_7148_6879\" aria-expanded=\"false\" aria-controls=\"collapsibleRow_group_7148_6879\" role=\"button\" for=\"collapsibleRow_group_7148_6879\" class=\"collapsibleRow__title base-text has-grey-light-background-color has-black-color\"><span class=\"is-sr-only\">Toggle collapsibleRow<\/span><strong>Course title: <\/strong>Undergraduate degree in Computing<\/label>\n\t\t\t\t\t<div class=\"panel\" hidden aria-labelledby=\"collapsibleRow_group_label_7148_6879\" id=\"collapsibleRow_group_7148_6879\">\n\t\t\t\t\t\t\n<h3 class=\"wp-block-heading\">STUDENT RATINGS GIVEN<\/h3>\n\n<p><strong>Student 1:<\/strong>&nbsp;Bronze<\/p>\n\n<p><strong>Student 2:<\/strong>&nbsp;No medal<\/p>\n\n<p><strong>Student 3:<\/strong>\u00a0No medal<\/p>\n\n<h3 class=\"wp-block-heading\">EXPLANATION OF RATINGS<\/h3>\n\n<p><strong>Student 1:<\/strong>&nbsp;\u201cIn a second year module that has recently become&nbsp;<strong>mandatory<\/strong>, we were given the brief to create&nbsp;<strong>two educational games around the theme of climate change<\/strong>. This helps combine the students\u2019 creativity with their willingness to save the planet.&nbsp;<strong>None of the assessments relate<\/strong>&nbsp;to sustainability though and we are not assessed at all on our ability to help save the planet. (Instead focused on how high quality the game is and what aspects of it we have introduced as new mechanics)\u201d.<\/p>\n\n<p><strong>Student 2:<\/strong>&nbsp;\u201cNone of my courses modules really cover sustainability as it\u2019s mostly a software development course\u201d.<\/p>\n\n<p><strong>Student 3:<\/strong>&nbsp;\u201cIt never gets mention in our course at all and we mainly on the computers all of the time\u201d.<\/p>\n\n<h3 class=\"wp-block-heading\">PROJECT TEAM COMMENTS<\/h3>\n\n<p>See <a href=\"https:\/\/sites.glos.ac.uk\/qualityefs\/resources\/#rating-criteria\">undergraduate rating criteria for reference<\/a>.<\/p>\n\n<p>What\u2019s interesting in these ratings is that student 1 is in second year, student 2 in first year, and student 3 in 4<sup>th<\/sup>&nbsp;year.<\/p>\n\n<p>As student 1 says the module only recently became \u2018mandatory\u2019 it\u2019s likely student 3 didn\u2019t get this learning (as they describe!) and student 1 won\u2019t receive this learning until next year.<\/p>\n\n<p>Although student 1 isn\u2019t completely clear that climate change is viewed with a triple bottom line lens, we think bronze is a fair assessment and this is a good example of building in some sustainability thinking to a very technical degree specialism.<\/p>\n\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\n\n<h3 class=\"wp-block-heading\">University of Gloucestershire &#8211; comparative student-staff ratings<\/h3>\n\n\n\n<p>At University of Gloucestershire, the road-testing enabled student ratings to be compared with ratings generated by staff in an audit process using the same quality criteria. <\/p>\n\n\n\n<p>Headline findings included:&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>52% showed agreement between the staff and student ratings of the same course, 23% had a more optimistic student rating and 21% had a less optimistic student rating. There was an even spread of replies across levels of study and the range of course clusters.<\/li>\n\n\n\n<li>21 courses had multiple raters \u2013 for 8 courses, a consistent rating was given by all; for 7 courses, ratings varied across the 2 levels closest to each other; and for 6 courses, wider divergences of ratings were given, some \u2013 some possible due to perception of raters at different study levels.<\/li>\n<\/ul>\n\n\n\n<div class=\"wp-block-cover alignfull no-mb\" style=\"min-height:228px;aspect-ratio:unset;\"><span aria-hidden=\"true\" class=\"wp-block-cover__background has-palette-color-2-background-color has-background-dim-100 has-background-dim\"><\/span><div class=\"wp-block-cover__inner-container is-layout-flow wp-block-cover-is-layout-flow\">\n<h2 class=\"wp-block-heading\">Find out more<\/h2>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-palette-color-7-background-color has-background wp-element-button\" href=\"https:\/\/sites.glos.ac.uk\/qualityefs\/wp-content\/uploads\/sites\/159\/sites\/326\/2023\/07\/QAA-EfS-Project-Report-FINAL-July-2023.pdf\">Read the full project report<\/a><\/div>\n<\/div>\n\n\n\n<div style=\"height:15px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p class=\"has-link-color wp-elements-11df5d4a4b5d24df721ae7ced577b0db\"><strong>If you require the report in an alternative format, please contact us: <a href=\"mailto:sustainability@glos.ac.uk\">sustainability@glos.ac.uk<\/a><\/strong><\/p>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>132 responses were generated from unique testers across the 3 partner settings and from the QAA student advisers, representing 87 unique courses, delivered at 9 different universities:&nbsp; Organisation&nbsp; Reponses&nbsp;&nbsp; Courses 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