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# System prepended metadata

title: Enrichment Evaluation

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# Enrichment Evaluation

### Actions for 2022 evaluation processes

**Long term:**

- Supervisors to be surveyed. Contracts to include this information.
- Supervisors give us an objective/ecosystem perspective. Learners can talk about what they _think_ they're getting out of it. Supervisor can add what they've seen/what benefits they see. If any supervisor is supervising multiple students, they can give a wider overview. Supervisor can talk about benefits over a longer time period e.g. over a few years. Obtain information about where the student is in 18 months, either from the supervisor or from the student (likely the latter). Trial this year to see if the effort put in adds value to our evaluation - will help ascertain if it's worthwhile.


- Post-scheme impact would require destination data: where have they gone after the scheme? Go to their 'new' employer and ask if the Enrichment Placement adds value on a CV.

**Community surveys**

- Branching within the same survey
- Ascertain what theyv'e engaged with, whether or not theyv'e come into the office at all
- Identify whether they considered the option of in-person and why the chose community. Did they identify barriers to attending F2F? Did they 'miss out' on anything by not being F2F? Is the 'missing out' perceived or known? To what extend do you feel that you're getting the same experience...? In what ways do you think your experience differed? We can assess if it's a perception vs. fact.

**Survey design**

Each question aligned to an aim. How do we question change on future research outputs? 

- Stuff to be found in the depth of information we already have. e.g. 63% said they'd established a new research collaboration. Can you tell me about that research collaboration? Are the figures inflated i.e. students telling us what we want to hear?
- Add questions that elicit examples
- Knowledge and understanding vs putting into practice
- 2 x questions per objective
- Give options to give examples
- Go 'one in, one out' with an existing survey so as not to make the survey too long
- Do we need 3 questions on ethics?
- Do we need 'unsure':
    - Skillset changed: keep unsure and elicit examples
    - Overall research skills have benefitted: keep unsure // remove this question // give this to supervisor
    - New skills relevant to future career: lose unsure and force people off the fence
    - New research method: lose unsure and elicit details
    - Enhanced existing understanding of research and methods: two questions and lose unsure
    - New research collaboration: redefine question (to define collaboration) and lose unsure and elicit details
    - Introduce new contacts: redefine (what does this mean? student has built new contacts into their networks/have you grown your own personal network) lose unsure
    - Increased feeling of confidence: lose unsure
    - Deepened understanding of ethics: keep unsure and elicit details

**Entry survey**

Suggest to bin?
Helpful from a delivery perspective.
Helpful to compare data across groups e.g. how men and how women experienced the scheme.

**Learning lessons**

How do we share these so that people do things better?

**Actions**

- AD to draft new survey inc. community questions

