Quality Handbook Supplement 2C: Use of learning analytics to support student success

1.1 Nottingham Trent University generates and analyses student data for the purpose of improving student learning opportunities. This guidance outlines how the University uses learning analytics methodologies to improve the use of this data.

1.2 The purpose of learning analytics at NTU is to:

1. enhance student retention, by alerting staff and individual students when a student is potentially at risk of early withdrawal;
2. enhance the working relationship between tutors and students by providing tutors with timely, meaningful information to enable more informed discussions with students;
3. enhance student engagement and achievement by providing students with personalised information about how they are engaging with their studies;
4. enhance the efficiency of University support systems through better early warnings and more targeted support;
5. provide evidence that the University is supporting and engaging sponsored students appropriately;
6. provide useful data for researching the experience of student cohorts that can be used to subsequently improve the learning experience and University systems.

1.3 As with all data sources about individual students, staff users must carefully consider their own reactions to the data presented. They must take great care not to allow unconscious bias to creep into their relationships with students particularly with regards to assessment.

1.4 The Student Engagement and Attendance Policy requirements are set out in Quality Handbook Section 2A: Student Engagement and Attendance Policy.

1.5 See the NTU Student Dashboard pathway on Thrive for further guidance to support the use of the NTU Student Dashboard

1.6 The primary tool used for learning analytics at NTU is the NTU Student Dashboard (Dashboard).

1.7 The Dashboard is used to support the student learning experience. It must not be used for the purposes of assessment.

1.8 The Dashboard can alert students and staff to the risk of low engagement. Although staff can advise students of the risks of low engagement, students remain responsible for their own learning and engaging with their studies.

1.9 Learning analytics can only provide a partial picture about the student. It should not be used in isolation for decision making. Staff members are expected to use their professional judgement and use the Dashboard to enhance, not replace, dialogue with students.

1.10 Course teams should encourage students to use the Dashboard as a means to reflect on engagement with their studies. Use of the Dashboard must be explained to students early in their time at NTU: during induction, an early tutorial or other appropriate point.

1.11 Course teams, particularly those individuals with tutoring responsibilities, are expected to use the Dashboard as one of the tools to support and advise students.

1.12 It is not possible for students to opt out from having their data in the Dashboard or other University core information systems. It would not be possible to deliver courses or manage support for students without this data.

1.13 Access to the Dashboard is restricted as follows:

1. Students can only see their own personal Dashboard.
2. Academic staff can only see the Dashboards of students within their academic department and those they teach in other areas.
3. Designated managers and senior academics in each School can access Dashboards for students in the whole School.
4. Administrators can see Dashboards for students within their School.
5. Designated staff providing academic or pastoral support to students can access Dashboards across NTU.
6. Designated staff involved in Dashboard development also have access to student dashboards across NTU.

1.14 Data about individual students will only be shared with third parties in the following circumstances:

1. Where it can provide useful information in an emergency.
2. Tutors may use the data to provide references for students. Tutors are expected to use the data fairly and responsibly. They must ensure that students suffer no disadvantage due to protected characteristics described in the Equality Act 2010.
3. Where there is a specific requirement to share data with employers as defined within the apprenticeship commitment statement. Further guidance is provided in QH Section 10E: Apprenticeships. The degree apprenticeship commitment statement is a legal agreement between the employer, NTU and the apprentice confirming the apprenticeship course and the roles and responsibilities of each partner.
4. Where international students are Government sponsored.

1.15 Much of the practice needed to utilise learning analytics responsibly is governed by UK data protection legislation. NTU’s data protection policy outlines how data will be used responsibly and forms part of students’ enrolment conditions. Student data generated by the Dashboard will be used to conduct research into the student learning experience. Where such data are used, outputs should never identify individual students, and the NTU Research ethics policy and procedure adhered to where appropriate.