Screen LibraryMeasuring and enhancing the student experience /
Saved in:
| Main Authors: | |
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| Corporate Authors: | |
| Group Author: | ; |
| Published: |
Chandos Publishing is an imprint of Elsevier,
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| Publisher Address: | Cambridge, MA : |
| Publication Dates: | 2016. |
| Literature type: | eBook |
| Language: | English |
| Subjects: | |
| Online Access: |
http://www.sciencedirect.com/science/book/9780081009208 |
| Carrier Form: | 1 online resource |
| ISBN: |
0081010044 9780081010044 |
| Index Number: | LB2822 |
| CLC: | G571.26 |
| Contents: |
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. 9 -- Engaging Transnational Students in Quality Assurance and Enhancement. |