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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 |
|---|---|
| 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 |
Tabla de Contenidos:
- 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.
- 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.
- 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.
- 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.
- 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.
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- Engaging Transnational Students in Quality Assurance and Enhancement.