This title is the second Chandos Learning and Teaching Series book that explores themes surrounding enhancing learning and teaching through student feedback. It expands on topics covered in the previous publication, and focuses on social science disciplines. The editors previously addressed this gap in their first book Student Feedback: The cornerstone to an effective quality assurance system in higher education. In recent years, student feedback has appeared in the forefront of higher education quality, in particular the issues of effectiveness and the use of student feedback to affect…mehr
This title is the second Chandos Learning and Teaching Series book that explores themes surrounding enhancing learning and teaching through student feedback. It expands on topics covered in the previous publication, and focuses on social science disciplines. The editors previously addressed this gap in their first book Student Feedback: The cornerstone to an effective quality assurance system in higher education. In recent years, student feedback has appeared in 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. This is an edited book with contributions by experts in higher education quality and particularly student feedback in social science disciplines from a range of countries, such as Australia, Europe, Canada, the USA, the UK and India. This book is concerned with the practices of evaluation and higher education quality in social science disciplines, with particular focus on student feedback.
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 h
e 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.
Inhaltsangabe
List of figures and tables
Preface
About the authors
Chapter 1: Playing broken telephone with student feedback: the possibilities and issues of transformation within a South African case of a collegial rationality model of evaluation
Abstract:
Contextual background
Institutional context
Academic perceptions and the use of student feedback
Improving quality
Enabling student 'voice'
Increasing student ownership
Educational value for students
Conclusion: critical concerns arising from this context
Chapter 2: Listening to studentsâ?T voices to enhance their experience of university
Abstract:
Introduction
Method
Findings
Discussion
Conclusion
Chapter 3: Feedback cycles or evaluation systems? A critical analysis of the current trends in student feedback in Austrian social sciences
Abstract:
Introduction
The 'peculiar sector': an overview of the Austrian higher education system
From 'teaching censorship' to 'quality assurance': a brief historical tour of Austrian feedback mechanisms in higher education
Emerging trends
Relevance of student feedback in Austrian social sciences
Chapter 4: Synchronous feedback: receiving feedback from international students
Abstract:
Introduction
Interactive communication
Delivering feedback
Problems with synchronous online feedback
Conclusion
Chapter 5: Using programme-level student feedback: The Chinese University of Hong Kong
Abstract
Introduction
To what end: quality education
Institutional context
Feedback mechanisms and processes
Student feedback (how, when and to whom)
Comparative practices in selected programmes
Response to student feedback
Key features and future actions
Reflections on practice
Chapter 6: Usefulness of student feedback: the Singapore experience
Abstract:
Introduction
Types and importance of student feedback
Emotional aspects of learning, personal growth and identity
Student support and context
Background to NIE study
Methodology of NIE study
Findings of NIE study
Discussion and implications of NIE study
Conclusion
Acknowledgement
Chapter 7: Teacher perceptions of the introduction of student evaluation of teaching in Japanese tertiary education
Abstract:
Introduction
The introduction of student evaluation of teaching (SET) in Japanese tertiary education
The present study
Discussion of findings
Implications: how can evaluation be improved?
Chapter 8: Improvements to formative feedback: views of staff and students
Abstract:
Introduction
Background to the study
Definitions of feedback
Staff views on formative feedback provided to students
Student views on formative feedback provided to them
Suggestions for improvement in the provision of formative feedback
Conclusion
Chapter 9: Emerging trends and approaches in the student voice in the social sciences
Chapter 1: Playing broken telephone with student feedback: the possibilities and issues of transformation within a South African case of a collegial rationality model of evaluation
Abstract:
Contextual background
Institutional context
Academic perceptions and the use of student feedback
Improving quality
Enabling student 'voice'
Increasing student ownership
Educational value for students
Conclusion: critical concerns arising from this context
Chapter 2: Listening to studentsâ?T voices to enhance their experience of university
Abstract:
Introduction
Method
Findings
Discussion
Conclusion
Chapter 3: Feedback cycles or evaluation systems? A critical analysis of the current trends in student feedback in Austrian social sciences
Abstract:
Introduction
The 'peculiar sector': an overview of the Austrian higher education system
From 'teaching censorship' to 'quality assurance': a brief historical tour of Austrian feedback mechanisms in higher education
Emerging trends
Relevance of student feedback in Austrian social sciences
Chapter 4: Synchronous feedback: receiving feedback from international students
Abstract:
Introduction
Interactive communication
Delivering feedback
Problems with synchronous online feedback
Conclusion
Chapter 5: Using programme-level student feedback: The Chinese University of Hong Kong
Abstract
Introduction
To what end: quality education
Institutional context
Feedback mechanisms and processes
Student feedback (how, when and to whom)
Comparative practices in selected programmes
Response to student feedback
Key features and future actions
Reflections on practice
Chapter 6: Usefulness of student feedback: the Singapore experience
Abstract:
Introduction
Types and importance of student feedback
Emotional aspects of learning, personal growth and identity
Student support and context
Background to NIE study
Methodology of NIE study
Findings of NIE study
Discussion and implications of NIE study
Conclusion
Acknowledgement
Chapter 7: Teacher perceptions of the introduction of student evaluation of teaching in Japanese tertiary education
Abstract:
Introduction
The introduction of student evaluation of teaching (SET) in Japanese tertiary education
The present study
Discussion of findings
Implications: how can evaluation be improved?
Chapter 8: Improvements to formative feedback: views of staff and students
Abstract:
Introduction
Background to the study
Definitions of feedback
Staff views on formative feedback provided to students
Student views on formative feedback provided to them
Suggestions for improvement in the provision of formative feedback
Conclusion
Chapter 9: Emerging trends and approaches in the student voice in the social sciences
Abstract:
Introduction
Key trends, issues and approaches
Concluding remarks
Index
Rezensionen
"Offering examples from around the world, in face-to-face as well as online learning, they demonstrate that student feedback is essential in improving learning outcomes in the social sciences, especially in areas such as communication and problem solving. They give practical guidelines on the design of evaluation within social science disciplines such as education, sociology, psychology, and economics." --ProtoView.com, February 2014
"This book was an interesting read and gave me a solid overview of both the theoretical background of the subject (and its purpose) as well as examples of international best practice. This would make a useful book for anyone working directly in student feedback settings and would enable them to appreciate both the "why? of feedback as well as giving clear suggestions on improving the "how?." --Managing Information
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