This pillar is built entirely from data collected in our alumni survey, which elicited almost 23,000 responses from students from three different cohorts: those who finished their studies in 2012 (y−5), 2013 (y−4) and 2015 (y−2). Responses to 10 questions are compiled into five metrics.
To assess learning engagement, we look at the answers to four questions: ● To what extent did the respondent’s
school support critical thinking? For example, developing new concepts or evaluating different points of view; ● To what extent did the teaching support reflection on, or making connections among, the things that the student has learned? For example, combining ideas from different lessons to complete a task;
● To what extent did the teaching support the application of the students’ learning to the real world? For example, taking study excursions to see concepts in action; ● To what extent did the classes challenge the respondent? For example, presenting new ways of thinking to challenge assumptions or values.
To capture a student’s opportunity to interact with others to support learning, we use the responses to two questions:
● To what extent does the student have the opportunity to interact with faculty and teachers? For example, talking about personal progress in feedback sessions; ● To what extent does the college provide opportunities for collaborative learning? For example, group assignments.
In view of the practical nature of business degrees and to assess the level of relevance to the real world, we asked alumni the degree to which real-world cases were used in teaching, and whether they had the opportunity to meet or work with professionals with
current real-world knowledge (outside the teaching itself). To account for the use of research in teaching, we asked about the extent to which current research was used and discussed during class.
Finally, we asked alumni about the likelihood of their recommending the school to a friend or family member. All those metrics are at the programme level.