In November 2002, Norfolk LSC commissioned The Research Centre to undertake a project on Learner Feedback in Norfolk, in collaboration with OPERA Primary Research Group.  The Research Centre was given primary responsibility for a literature review that would inform and underpin the qualitative data gathering exercise proposed by OPERA.  Both partners had an explicit responsibility to ensure that the different research components mutually supported one another and consequently, considerable discussion has taken place as to the nature and content of this review.
The research methodology involved desk based research acquiring publicly available literature sources from the Internet, books, journals and other research contacts.  Literature was predominantly reviewed from 1997 to date, although research before this date was taken into consideration where appropriate.
The implicit aim of this review is to provide the reader with access to an understanding of the current context and debate surrounding what government and agencies are beginning to refer to as the seamless web of post-16 education provision.  In doing so, particular focus is given to where in this context, the voice of the learner fits in, and what motivates the direction of different studies.  The result is an insight into the layers of policy and initiatives taking place at national, regional, and sub-regional level with particular attention given to learner feedback approaches in Norfolk.  The remit for the report was broad and abstract and a structure has been provided in the comprehensive and deep search to enable the reader to be selective in their reading of the document.  At the beginning of each chapter, key points are drawn out to form in their entirety an executive summary of the contents.
The first part of the report aims to provide a background to the national policy context, the role of quality assurance agencies in post-16 education and the context of Norfolk.  Research into learner feedback on a national, regional and sub-regional level is reviewed and finally issues relating to the widening participation and the learning experience are explored.  The conclusion presents considerations for effective approaches to consulting with learners and potential learners drawn from the review, in order that these may be embedded into future methodologies of sub-regional studies in this field.
The qualitative fieldwork component of this learner feedback project is due to commence in January 2003 and similarly will disseminate its findings in a written report.  It is, the agreed intention of the partners that both exercises should produce self-standing products in order that their ultimate utilisation by policy makers, practitioners and researchers alike, can be as wide as possible.

Open full report