scholarly journals How Do Quality of Teaching, Assessment, and Feedback Drive Undergraduate Course Satisfaction in U.K. Business Schools? A Comparative Analysis With Nonbusiness School Courses Using the U.K. National Student Survey

2018 ◽  
Vol 42 (5) ◽  
pp. 618-649 ◽  
Author(s):  
Dylan Sutherland ◽  
Philip Warwick ◽  
John Anderson ◽  
Mark Learmonth
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Instrumental Learning ◽  
Teaching Quality ◽  
Policy Implications ◽  
Intellectual Stimulation ◽  
Student Survey ◽  
Teaching Assessment ◽  
Quality Of Teaching

How does quality of teaching, assessment, and feedback influence satisfaction with overall course quality for students taking business school (BS) undergraduate courses in the United Kingdom? Are these teaching-related determinants of satisfaction in BS courses different to those in nonbusiness school (NBS) courses? These questions currently figure prominently in U.K. higher education owing to the introduction of a “Teaching Excellence Framework,” linking student fee increases to levels of reported student satisfaction. The elevation of student satisfaction as a determinant of higher education delivery raises important questions about the possible longer term consequences for teaching practices. To explore these, we test three sets of hypotheses relating to how teaching, assessment, and feedback quality affects satisfaction in the BS context, as well as comparative differences (i.e., BS vs. NBS students). We draw from over 1 million responses recorded in the U.K.’s National Student Survey. We find questions related to perceived teaching quality are important satisfaction drivers for BS students. In terms of differences with NBS students, we find intellectual stimulation appears of lesser importance to BS students, whereas fair assessments are of greater importance. BS students, we argue, exhibit a stronger orientation toward “instrumental” learning. We consider policy implications.

scholarly journals Leveraging AI and Machine Learning for National Student Survey: Actionable Insights from Textual Feedback to Enhance Quality of Teaching and Learning in UK’s Higher Education

2022 ◽  
Vol 12 (1) ◽  
pp. 514
Author(s):  
Raheel Nawaz ◽  
Quanbin Sun ◽  
Matthew Shardlow ◽  
Georgios Kontonatsios ◽  
Naif R. Aljohani ◽  
...  
Keyword(s):  
Higher Education ◽  
Machine Learning ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Likert Scale ◽  
Supervised Machine Learning ◽  
Free Text ◽  
Student Survey ◽  
Quality Of Teaching

Students’ evaluation of teaching, for instance, through feedback surveys, constitutes an integral mechanism for quality assurance and enhancement of teaching and learning in higher education. These surveys usually comprise both the Likert scale and free-text responses. Since the discrete Likert scale responses are easy to analyze, they feature more prominently in survey analyses. However, the free-text responses often contain richer, detailed, and nuanced information with actionable insights. Mining these insights is more challenging, as it requires a higher degree of processing by human experts, making the process time-consuming and resource intensive. Consequently, the free-text analyses are often restricted in scale, scope, and impact. To address these issues, we propose a novel automated analysis framework for extracting actionable information from free-text responses to open-ended questions in student feedback questionnaires. By leveraging state-of-the-art supervised machine learning techniques and unsupervised clustering methods, we implemented our framework as a case study to analyze a large-scale dataset of 4400 open-ended responses to the National Student Survey (NSS) at a UK university. These analyses then led to the identification, design, implementation, and evaluation of a series of teaching and learning interventions over a two-year period. The highly encouraging results demonstrate our approach’s validity and broad (national and international) application potential—covering tertiary education, commercial training, and apprenticeship programs, etc., where textual feedback is collected to enhance the quality of teaching and learning.

scholarly journals Getting students engaged

2011 ◽  
Author(s):  
Phil Race
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Satisfaction ◽  
Student Experience ◽  
Student Survey ◽  
Education Experience ◽  
League Tables

We live and work in challenging times. Now that it seems certain (post Browne, 2010) that the fees students pay for their higher education experience will double (or worse), we can't be surprised that the emphasis on 'the student experience' of higher education will intensify. Whether students are saddling themselves with ever-increasing amounts of debt to afford that higher education experience, or whether it is parents who foot the bill, the spotlight continues to focus ever more sharply on student satisfaction, alongside all available measures of the quality of student engagement in higher education. We already have league tables in which the reflection of the student experience as gained from the National Student Survey features prominently. And with diminishing budgets for teaching, class sizes are likely to continue to grow - in those disciplines where higher education survives least scathed. So how can we meet the challenge of 'getting students engaged'?

Let's ask our students what really matters to them

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Magdalena Cladera
Keyword(s):  
Student Satisfaction ◽  
Teaching Quality ◽  
Teacher Evaluations ◽  
Content Type ◽  
Quality Of Teaching ◽  
Teaching Characteristics ◽  
Examination Methods ◽  
The Subject ◽  
Teaching In Higher Education

PurposeStudents' feedback is of great importance to the development of knowledge about teaching in higher education. One of the main purposes for which this feedback is collected is teaching quality assessment, usually conducted through course and teacher evaluations completed at the end of the course. However, for improving students' perceptions of teaching quality, their prior expectations should be identified first and the aspects that they consider relevant for a “good teaching” should be found out. Moreover, obtaining feedback at the end of a course could not benefit the respondents themselves. This work analyses students' opinions about the importance of several aspects related to the quality of teaching in an undergraduate course.Design/methodology/approachA questionnaire was administered to gather students' opinions about the importance of several aspects related to the quality of teaching in an undergraduate course. Differences in the mean score of each aspect depending on students' characteristics were also analyzed.FindingsThe teaching characteristics that students considered more important were lecturer enthusiasm, the organization of the lectures and materials, the examination methods and feedbacks, the interest and intellectual challenge of the course and the friendliness, interest and accessibility of the lecturer. Differences in the importance of the different aspects exist depending on gender, expected grade and prior interest in the subject.Originality/valueResults could help lecturers to do a better programming of the different features of the course and prepare the subject more effectively, which is likely to positively impact student satisfaction; student satisfaction, in turn, has been related to an improvement in students' performance.

scholarly journals Student survey as a tool for quality assurance in higher education: the case of Ukrainian university

2021 ◽  
pp. 158-164
Author(s):  
O Liuta ◽  
S Lieonov ◽  
A Artyukhov ◽  
M Sushko-Bezdenezhnykh ◽  
O Dluhopolskyi
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Teaching Quality ◽  
Internal Quality ◽  
Quality Level ◽  
Teaching Staff ◽  
Quality Of Teaching ◽  
Internal Quality Assurance ◽  
Academic Year

Purpose. To determine the level of students interest in internal quality assurance, particularly in passing the survey and changing the teaching quality level and improving teachers pedagogical skills. Methodology. For the data collection, a questionnaire was used which included closed-end questions on the quality of teaching and open questions in terms of comments and recommendations of higher education students on the quality of teaching and several questions concerning the share of classes in the discipline attended by the students, ECTS scores, received by students from the relevant disciplines and the average score for the entire period of study. Findings. Sumy State University (SSU) introduced an online survey of students as the main consumers of educational services regarding the quality of teaching disciplines. Over the last 3 academic years, there has been an increase in the number of teachers whose activities are evaluated by students. There has been an increase in the number of teachers who, according to students, show excellence in teaching, which is a positive trend. If in the 20172018 academic year the number of such teachers in SSU was 57people, then in the 20192020 academic year, it increased by 35% to 77 people. Quality level Above average was determined for 120 teachers in the 20172018 academic year, and in the 20192020 academic year, their number increased by 30% and amounted to 156 people. It is noteworthy that in the 20192020 academic year compared to 20172018, there is a reduction in the number of teachers from 71 to 66 people (7%), who demonstrated the level of teaching Low. Originality. Survey of students on the quality of teaching educational components, on the one hand, allows monitoring students satisfaction with methods used by the teacher in training and communicating with students, and on the other hand, it is a method to control the institutions authority over the educational service quality and the HEIs mission implementation. It also indicates an increase in students interest in participating in higher educations internal quality assurance. An important factor influencing the positive dynamics of the teaching quality level is that each semester teachers receive a detailed analysis of students answers with a visual display for each questionnaire, as well as their comments and suggestions for teaching the relevant discipline through the information service Personal teachers office based on the results of the survey. Practical value. According to the analysis results of the received information, managerial decisions can be developed and implemented to improve the content and practice of educational components implementation, improving the professional skills of research and teaching staff, advancement of best pedagogical practices.

scholarly journals Satisfação dos estudantes de cursos de gestão de uma instituição superior pública

ForScience ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. e00656
Author(s):  
Rita Cássia Corrêa Assis ◽  
Gabriel Lopes Moura ◽  
Marcos Antônio Alves
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Student Satisfaction ◽  
Financial Management ◽  
Education Institution ◽  
Public Higher Education ◽  
Satisfaction Scale ◽  
Quality Of Teaching ◽  
Education School

O objetivo deste artigo foi analisar a satisfação dos alunos de cursos de Gestão de uma Instituição de Ensino Superior pública. Discentes dos cursos de Administração e Gestão Financeira responderam um questionário com respostas em escala Likert de 1 a 5 pontos. O questionário aplicado foi modificado da Escala de Satisfação com a Experiência Acadêmica. Estatística descritiva e análise multivariada foram utilizadas para análise dos dados. Os resultados revelaram elevadas expectativas em relação a questões como: compromisso da Instituição com a qualidade do ensino, conhecimento dos professores sobre o conteúdo das disciplinas que ministram, relacionamento com os professores, colegas de classe, compromisso da instituição com a qualidade do ensino e da pesquisa. Por outro lado, foi identificada baixa expectativa no que diz respeito as oportunidades de estágio para os estudantes, visto a baixa parceria da instituição com empresas da região. Por meio de uma análise multivariada, empregou-se análise fatorial que apontou quatro fatores que explicam 68,3% da variância das 27 perguntas realizadas. Os dados analisados permitem entender a relação dos alunos com os cursos e a instituição e abre possibilidade de discutir melhorias para os cursos. Palavras-Chave: Satisfação dos estudantes. Ensino de gestão. Instituição de Ensino Superior Pública. Analise multivariada.   Student satisfaction of management courses in a public higher education school Abstract The aim of this paper was to analyze the student satisfaction of higher education courses in the Management area of a Public Higher Education School (IES). Students of the Management Sciences and Financial Management courses answered a questionnaire with answers on Likert scale of 1 to 5 points. The questionnaire was modified from the Academic Experience Satisfaction Scale. Descriptive statistics and multivariate analysis were used for data analysis. The results showed high degree of expectations regarding issues such as: commitment of the institution to the quality of teaching, background of the teachers about the content of the disciplines they teach, relationship with teachers, classmates, commitment of the school to the quality of teaching and research. On the other hand, low degree of expectation was identified regarding the internship opportunities for students, due to the low partnership of the school with companies in the region. Through a factor analysis, the principal components analysis was used, which pointed out four factors that explain 68.3% of the variance from the 27 questions asked. The analyzed data allows to understand the relation of the students with the courses and the school and opens possibility to discuss improvements for the courses. Keywords: Student satisfaction. Management teaching. Higher Education Institution. Factor analysis.

The Role of Technology in Improving Quality of Teaching in Higher Education

2016 ◽  
pp. 207-227
Author(s):  
Harriet Thindwa
Keyword(s):  
Higher Education ◽  
Empirical Studies ◽  
Teaching Quality ◽  
Learning Technologies ◽  
Quality Of Teaching ◽  
Institutions Of Higher Learning ◽  
E Learning ◽  
Teaching In Higher Education

Students are the future of any country. They are the leaders and entrepreneurs of tomorrow. If teaching quality is undermined, so is the country's overall education system, and therefore, so is a country's future. In this chapter, the role of technology in improving quality of teaching in higher education, which has been declining over the years internationally including in the US, is reviewed. Databases EBSCOhost and Academic Search Complete were employed in this review. Empirical studies have revealed that e-learning technologies such as Moodle improve teaching quality. Given the advancement in technology, institutions of higher learning the world over are challenged to embrace technology as a strategy to engage students and enhance learning.

scholarly journals Quality of teaching in Kosovo’s higher education institutions: Viewpoints of institutional leaders and lecturers

2021 ◽  
pp. 1-16
Author(s):  
Dugagjin Sokoli ◽  
Nada Trunk Širca ◽  
Andrej Koren
Keyword(s):  
Higher Education ◽  
Private Colleges ◽  
Technology Use ◽  
Teaching Quality ◽  
Key Factors ◽  
Focus Group Interviews ◽  
Individual Interviews ◽  
Quality Of Teaching ◽  
Group Interviews

BACKGROUND: Due to the continuous shift being experienced in the higher education landscape, the quality of teaching had become an issue to be discussed from different perspectives by the concerned stakeholders. OBJECTIVE: The purpose of the research on the quality of teaching and identify the characteristics and best practices on supporting, developing, and improving Kosovo’s higher educational system’s effectiveness by improving the quality of teaching. METHODS: The paper used qualitative paradigms in research. The study targeted professors at Kosovo universities from two public universities and two private Colleges where focus group interviews, individual interviews, and documentation content analysis were obtained. RESULTS: According to professors’ opinions, the research results show that the quality of teaching is related to the research of professors, and it depends on the experience of the teacher, knowledge transfer, technology use, and degree of professor qualification. Other key factors determining the teaching quality are communication, motivation, pedagogy, cooperation, and adequate implementation of planned activities. CONCLUSIONS: Kosovo should establish appropriate mechanisms and policies for evaluating professors’ performance and make their selection and re-election based on these performance indicators and not only based on formal documents.

The Role of Technology in Improving Quality of Teaching in Higher Education

2015 ◽  
pp. 54-73 ◽  
Author(s):  
Harriet Thindwa
Keyword(s):  
Higher Education ◽  
Empirical Studies ◽  
Teaching Quality ◽  
Learning Technologies ◽  
Quality Of Teaching ◽  
Institutions Of Higher Learning ◽  
E Learning ◽  
Teaching In Higher Education

Students are the future of any country. They are the leaders and entrepreneurs of tomorrow. If teaching quality is undermined, so is the country's overall education system, and therefore, so is a country's future. In this chapter, the role of technology in improving quality of teaching in higher education, which has been declining over the years internationally including in the US, is reviewed. Databases EBSCOhost and Academic Search Complete were employed in this review. Empirical studies have revealed that e-learning technologies such as Moodle improve teaching quality. Given the advancement in technology, institutions of higher learning the world over are challenged to embrace technology as a strategy to engage students and enhance learning.

scholarly journals Exploring predictors of instructional resilience during emergency remote teaching in higher education

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Joshua Weidlich ◽  
Marco Kalz
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Prior Experience ◽  
Teaching Quality ◽  
Personality Factors ◽  
Quality Of Teaching ◽  
Teaching In Higher Education ◽  
Shed Light

AbstractIn 2020, Higher Education institutions were pressed to swiftly implement online-based teaching. Among many challenges associated with this, lecturers in Higher Education needed to promptly and flexibly adapt their teaching to these circumstances. This investigation adopts a resilience framing in order to shed light on which specific challenges were associated with this sudden switch and what helped an international sample of Higher Education lecturers (N = 102) in coping with these challenges. Results suggest that Emergency Remote Teaching was indeed challenging and quality of teaching was impeded but these effects are more nuanced than expected. Lecturers displayed instructional resilience by maintaining teaching quality despite difficulties of Emergency Remote Teaching and our exploration of predictors shows that personality factors as well as prior experience may have supported them in this. Our findings may contribute to the emerging literature surrounding Emergency Remote Teaching and contributes a unique resilience perspective to the experiences of Higher Education lecturers.

Sign in / Sign up

Export Citation Format

Share Document