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Measuring and enhancing the student experience /
Measuring and Enhancing the Student Experience provides insights on how student experience measures could be used to inform improvements at institutional, course, unit of study and teacher level. The book is based on a decade of research and practitioner views on ways to enhance the design, conduct,...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Cambridge, MA :
Chandos Publishing is an imprint of Elsevier,
2016.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 1 | 0 | |a Measuring and enhancing the student experience / |c Mahsood Shah, Chenicheri Sid Nair, John T.E. Richardson. |
| 260 | |a Cambridge, MA : |b Chandos Publishing is an imprint of Elsevier, |c 2016. | ||
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| 505 | 0 | |a Front Cover; MEASURING AND ENHANCING THE STUDENT EXPERIENCE; MEASURING AND ENHANCING THE STUDENT EXPERIENCE; Copyright; CONTENTS; ABOUT THE AUTHORS; PREFACE; 1 -- Measuring the Student Experience: For Whom and For What Purpose?; 1.1 INTRODUCTION; 1.2 STUDENT FEEDBACK: FOR WHOM AND FOR WHAT PURPOSE?; 1.3 CONCLUSION; REFERENCES; 2 -- Student Feedback: The Loophole in Government Policy; 2.1 INTRODUCTION; 2.2 CURRENT PROBLEM; 2.3 STRATEGIC SOLUTION; 2.4 CONCLUSION; REFERENCES; 3 -- Student Feedback: Shifting Focus From Evaluations to Staff Performance Reviews; 3.1 INTRODUCTION; 3.2 DRIVERS OF CHANGE. | |
| 505 | 8 | |a 3.3 PERFORMANCE-BASED FUNDING AND NEW ACCOUNTABILITY3.4 POLITICAL IMPERATIVES OR INSTITUTIONAL IMPROVEMENT?; 3.5 CASE STUDY OF AN AUSTRALIAN UNIVERSITY; 3.6 LIMITATIONS OF THE STRATEGY DEPLOYED; 3.7 CONCLUSION AND FUTURE IMPLICATIONS; REFERENCES; 4 -- Why Should I Complete a Survey? Non-responses With Student Surveys; 4.1 INTRODUCTION; 4.2 DOES STUDENT PARTICIPATION MATTER?; 4.3 METHODOLOGY; 4.4 FINDINGS; 4.5 SOME NOTABLE CHANGES; 4.6 CONCLUSION; REFERENCES; 5 -- Engaging Students and Staff in Feedback and Optimising Response Rates; 5.1 INTRODUCTION; 5.2 RESPONSE RATES; 5.3 INCENTIVES. | |
| 505 | 8 | |a 5.4 SURVEY FATIGUE5.5 COMMUNICATION; 5.6 ACKNOWLEDGEMENT; 5.7 OWNERSHIP; 5.8 ACCEPTABLE RESPONSE RATES; 5.9 A USEFUL RECIPE; 5.9.1 Faculty/School/Department Level; 5.9.1.1 Survey Design; 5.9.1.2 Discussions With All Involved; 5.9.1.3 Personalised Contact; 5.9.1.4 Advertising; 5.9.1.5 Inform Students; 5.9.1.6 Posters; 5.9.1.7 Electronic Reminders; 5.9.1.8 Acknowledgement and Rewards; 5.9.1.9 Support; 5.9.2 Individual Teacher/Tutor Level; 5.9.2.1 Personalised Contact; 5.9.2.2 Valuing Student Feedback; 5.9.2.3 Reinforce Confidentiality and Anonymity. | |
| 505 | 8 | |a 5.9.2.4 Leave Time for Participants to Complete the Survey5.9.2.5 Teacher Reminders and Timing; 5.10 CONCLUSION; REFERENCES; 6 -- A Student Feedback and Experience Framework; 6.1 INTRODUCTION; 6.2 NEED FOR A FRAMEWORK; 6.3 CURRENT SHORTCOMINGS; 6.4 A POSSIBLE FRAMEWORK FOR SURVEYS AND IMPROVEMENTS; 6.5 CONCLUSION; REFERENCES; 7 -- Measuring the Expectations and Experience of First-Year Students; 7.1 INTRODUCTION; 7.2 RATIONALE FOR SURVEYING FIRST-YEAR STUDENTS; 7.3 METHODOLOGY; 7.3.1 Participants and Procedure; 7.3.2 Data Analysis; 7.4 OVERALL FINDINGS. | |
| 505 | 8 | |a 7.4.1 Course Outcomes Students Would Most Value7.4.2 Preferred Approaches to Course Design and Delivery; 7.4.3 Quality of the University Experience During Transition and in the First Few Weeks of Enrolment; 7.4.4 Most Requested Types of Assistance and Support; 7.5 SUBGROUP ANALYSIS; 7.6 CONCLUSION AND FUTURE IMPLICATIONS; REFERENCES; 8 -- Accessing Student Voice: Using Qualitative Student Feedback; 8.1 INTRODUCTION; 8.2 METHODS; 8.2.1 The Australian Graduate Survey Instrument and Participants; 8.3 FINDINGS; 8.4 DISCUSSION; 8.5 CONCLUSION; REFERENCES. | |
| 505 | 8 | |a 9 -- Engaging Transnational Students in Quality Assurance and Enhancement. | |
| 520 | |a Measuring and Enhancing the Student Experience provides insights on how student experience measures could be used to inform improvements at institutional, course, unit of study and teacher level. The book is based on a decade of research and practitioner views on ways to enhance the design, conduct, analysis, reporting and closing the loop on student feedback data. While the book is largely based on Australian case studies, it provides learning experiences for other countries where student experience measures are used in national and institutional quality assurance. Consisting of 13 chapters, the book includes a wide range of topics including the role and purpose of student feedback, the use of student feedback in staff performance reviews, staff and student engagement, a student feedback and experience framework, the first year experience, use of qualitative data, engaging transnational students in feedback, closing the loop on feedback, student engagement in national quality assurance, use of learning analytics and the future of the student experience. Mahsood Shah is an Associate Professor and Deputy Dean (Learning and Teaching) with School of Business and Law at CQUniversity, Australia. In this role Mahsood is responsible for enhancing the academic quality and standard of courses. Mahsood is also responsible for learning and teaching strategy, governance, effective implementation of policies, and enhancement of learning and teaching outcomes across all campuses. In providing leadership for learning and teaching, Mahsood works with key academic leaders across all campuses to improve learning and teaching outcomes of courses delivered in various modes including face-to-face and online. At CQUniversity, he provides leadership in national and international accreditation of academic courses. Mahsood is also an active researcher. His areas of research include quality in higher education, measurement and enhancement of student experience, student retention and attrition, student engagement in quality assurance, international higher education, widening participation and private higher education. Chenicheri Sid Nair is the incoming Executive Director, Tertiary Education Commission (TEC), Mauritius. Prior to joining TEC, he was Professor, Higher Education Development at the University of Western Australia (UWA), Perth where his work encompassed the improvement of the institutions teaching and learning. Before this appointment to UWA, he was Quality ... | ||
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