Student Feedback
The Cornerstone to an Effective Quality Assurance System in Higher Education
Published on 22. February 2011
Book
Paperback/Softback
182 pages
978-1-84334-573-2 (ISBN)
Description
In recent years, student feedback has appeared at the forefront of higher education quality. In particular, the issues of effectiveness and the use of student feedback to affect improvement in higher education teaching and learning, and also other areas of student tertiary experience. Despite this, there has been a relative lack of academic literature, especially in book format, focusing on the experiences of academics, higher education leaders and managers with expertise in this area. This comprehensive book addresses this gap.
With contributions by experts in the area of higher education quality (academics, higher education leaders and managers) from a range of countries the book is concerned with the practices and theory of evaluation in higher education quality, in particular the issue of student feedback.
With contributions by experts in the area of higher education quality (academics, higher education leaders and managers) from a range of countries the book is concerned with the practices and theory of evaluation in higher education quality, in particular the issue of student feedback.
More details
Series
Language
English
Place of publication
Witney
United Kingdom
Publishing group
Woodhead Publishing Ltd
Target group
Professional and scholarly
Dimensions
Height: 234 mm
Width: 156 mm
Weight
330 gr
ISBN-13
978-1-84334-573-2 (9781843345732)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Chenicheri Sid Nair | Patricie Mertova
Student Feedback
The Cornerstone to an Effective Quality Assurance System in Higher Education
E-Book
02/2011
Chandos Publishing
€61.95
Available for download
Persons
Professor Sid Nair is currently Executive Dean and Dean Learning, Teaching and Student Experience at the Victorian Institute of Technology (VIT), Australia where he is responsible for the learning, teaching, student experience and quality matters of the Institution.
Previous to this appointment at VIT, Sid was the Executive Director of the Tertiary Education Commission (TEC), Mauritius, the apex regulatory body where he was responsible for the formulation and execution of strategies, policies and procedures in the higher education sector in Mauritius.
Prior to joining TEC, he was Professor of Higher Education Development at the Centre for Education Futures (CEF), University of Western Australia. His role was to build the capacity of academics in the digital delivery of their teaching. His career path also had him as Interim Director and Quality Advisor (Evaluations and Research) at the Centre for Higher Education Quality (CHEQ) at Monash University, Australia where he headed the evaluation unit at Monash University. In this capacity he restructured the evaluation framework at the university. The approach to evaluations at Monash has been noted in the first round of the Australian Universities Quality Agency (AUQA) audits and is part of the good practice database.
His research work lies in the areas of quality in the higher education system, classroom and school environments, and the implementation of improvements from stakeholder feedback. He has extensive lecturing experience in the applied sciences in Canada, Singapore and Australia. He is an international consultant in quality and evaluations in higher education. Dr Patricie Mertova is currently a Research Fellow in the Department of Education, University of Oxford, England. She was previously a Research Officer at the University of Queensland, and, prior to that, a Research Fellow in the Centre for the Advancement of Learning and Teaching (CALT) and the Centre for Higher Education Quality (CHEQ), Monash University, Australia. She has recently completed her PhD focusing on the academic voice in higher education quality. She has research expertise in the areas of higher education and higher education quality. Her background is also in the areas of linguistics, translation, cross-cultural communication and foreign languages.
Previous to this appointment at VIT, Sid was the Executive Director of the Tertiary Education Commission (TEC), Mauritius, the apex regulatory body where he was responsible for the formulation and execution of strategies, policies and procedures in the higher education sector in Mauritius.
Prior to joining TEC, he was Professor of Higher Education Development at the Centre for Education Futures (CEF), University of Western Australia. His role was to build the capacity of academics in the digital delivery of their teaching. His career path also had him as Interim Director and Quality Advisor (Evaluations and Research) at the Centre for Higher Education Quality (CHEQ) at Monash University, Australia where he headed the evaluation unit at Monash University. In this capacity he restructured the evaluation framework at the university. The approach to evaluations at Monash has been noted in the first round of the Australian Universities Quality Agency (AUQA) audits and is part of the good practice database.
His research work lies in the areas of quality in the higher education system, classroom and school environments, and the implementation of improvements from stakeholder feedback. He has extensive lecturing experience in the applied sciences in Canada, Singapore and Australia. He is an international consultant in quality and evaluations in higher education. Dr Patricie Mertova is currently a Research Fellow in the Department of Education, University of Oxford, England. She was previously a Research Officer at the University of Queensland, and, prior to that, a Research Fellow in the Centre for the Advancement of Learning and Teaching (CALT) and the Centre for Higher Education Quality (CHEQ), Monash University, Australia. She has recently completed her PhD focusing on the academic voice in higher education quality. She has research expertise in the areas of higher education and higher education quality. Her background is also in the areas of linguistics, translation, cross-cultural communication and foreign languages.
Content
List of figures and tables
About the authors
Preface
Part 1: Overview
Chapter 1: The nexus of feedback and improvement
Abstract:
Introduction
Improvement
External information
Preoccupation with surveys
Types of surveys
Institution-level satisfaction
Faculty-level satisfaction with provision
Programme-level satisfaction with the learning and teaching
Module-level feedback
Appraisal of teacher performance by students
Multiple surveys: cosmetic or inclusive?
Feedback to students
Integrating feedback
Conclusions
Part 2: International Perspectives
Chapter 2: Student feedback in the US and global contexts
Abstract:
Introduction
Student feedback in the evaluation of academic programmes and instruction
Case study
Issues
The meta-profession model of faculty
SERVQUAL
Discussion
Chapter 3: Student feedback in higher education: a Malaysian perspective
Abstract:
Introduction
Malaysia's educational competitiveness ranking
Student feedback in higher education
Student feedback in Malaysian universities
Case study of a Malaysian university
Discussion and lessons learned
Chapter 4: Improving university teaching through student feedback: a critical investigation
Abstract:
Introduction
Background
Case study: student feedback at the Faculty of Engineering, Lund University
Making strategic use of student evaluations
Discussion
Acknowledgement
Chapter 5: Student feedback in the Australian national and university context
Abstract:
Introduction
National or sector-wide use of student feedback
Institutional-level use of student feedback
Within-university practices and uses of student feedback
Conclusions
Part 3: Tools and Administration
Chapter 6: Tools for effective student feedback
Abstract:
An assessment of student feedback instruments
Overview of selected assessments
Connecting the dots: external and internal links
Concluding thoughts on a more considered approach
Chapter 7: Web-based or paper-based surveys: a quandary?
Abstract:
Introduction
Administrative considerations
Survey response rates
Analysis of trend data
Results
Discussion
Conclusions
Chapter 8: Inclusive practice in student feedback systems
Abstract:
Introduction
Institutional approach to unit evaluation
Discussion
Concluding remarks
Chapter 9: Action and the feedback cycle
Abstract:
Introduction
Action
Monitoring action
Managing student expectations
Feedback to students
Conclusions
Index
About the authors
Preface
Part 1: Overview
Chapter 1: The nexus of feedback and improvement
Abstract:
Introduction
Improvement
External information
Preoccupation with surveys
Types of surveys
Institution-level satisfaction
Faculty-level satisfaction with provision
Programme-level satisfaction with the learning and teaching
Module-level feedback
Appraisal of teacher performance by students
Multiple surveys: cosmetic or inclusive?
Feedback to students
Integrating feedback
Conclusions
Part 2: International Perspectives
Chapter 2: Student feedback in the US and global contexts
Abstract:
Introduction
Student feedback in the evaluation of academic programmes and instruction
Case study
Issues
The meta-profession model of faculty
SERVQUAL
Discussion
Chapter 3: Student feedback in higher education: a Malaysian perspective
Abstract:
Introduction
Malaysia's educational competitiveness ranking
Student feedback in higher education
Student feedback in Malaysian universities
Case study of a Malaysian university
Discussion and lessons learned
Chapter 4: Improving university teaching through student feedback: a critical investigation
Abstract:
Introduction
Background
Case study: student feedback at the Faculty of Engineering, Lund University
Making strategic use of student evaluations
Discussion
Acknowledgement
Chapter 5: Student feedback in the Australian national and university context
Abstract:
Introduction
National or sector-wide use of student feedback
Institutional-level use of student feedback
Within-university practices and uses of student feedback
Conclusions
Part 3: Tools and Administration
Chapter 6: Tools for effective student feedback
Abstract:
An assessment of student feedback instruments
Overview of selected assessments
Connecting the dots: external and internal links
Concluding thoughts on a more considered approach
Chapter 7: Web-based or paper-based surveys: a quandary?
Abstract:
Introduction
Administrative considerations
Survey response rates
Analysis of trend data
Results
Discussion
Conclusions
Chapter 8: Inclusive practice in student feedback systems
Abstract:
Introduction
Institutional approach to unit evaluation
Discussion
Concluding remarks
Chapter 9: Action and the feedback cycle
Abstract:
Introduction
Action
Monitoring action
Managing student expectations
Feedback to students
Conclusions
Index