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