NEW TOOLS FOR EVALUATION OF STUDENT SATISFACTION - ASSURING TEACHING QUALITY IN ACADEMIC ENVIRONMENTS CASE STUDY: UNIVERSITY OF TECHNOLOGY IN BYDGOSZCZ, POLAND

2017 ◽  
Author(s):  
Monika Klemke-Pitek ◽  
Małgorzata Zajdel ◽  
Małgorzata Michalcewicz-Kaniowska
Keyword(s):  
Student Satisfaction ◽  
Teaching Quality ◽  
Academic Environments ◽  
University Of Technology

Balanced Assessment of Flexible E-Learning vs. Face-to-Face Campus Delivery Courses at an Australian University

2012 ◽  
pp. 304-339
Author(s):  
Kenneth David Strang
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Performance ◽  
International Student ◽  
Teaching Quality ◽  
Balanced Assessment ◽  
The World ◽  
E Learning ◽  
Will Force

This case study reminded researchers of the value in using formal methodologies to gain an objective balanced perspective of actual practice. By using models and survey instruments that gathered objective input from key stakeholders in the higher education market, several of the true underlying factors were revealed. The key instrument used in the case study allowed us to objectively measure if flexible e-learning was at least as effective as campus delivery mode. More so, the assessment was not just performance and not just student satisfaction – instead the outcomes assessed included six factors that were linked to Australian university accreditation: Industry focus, resources/content materials, critical thinking activities, teaching quality, student satisfaction, and student performance (including completion). One of the most interesting aspects of the case study was that we are seeing history in the making to some degree in that as a result of the 2008 global economic crises, the international student market is changing which will force universities to change what and how they offer higher education in the future. More countries (and their populations) in the world are seeking a credible university higher education and they do not always want to travel to holiday destinations to obtain that… the world economic model is changing, continuing to increase the demand for education, yet changing how that product/service must be delivered. Successful higher education institutions around the world are already showing the followers how to do that. This case study provides some ideas and benchmarks for becoming more competitive in higher education, and while the model was developed and used in Australia, likely it can be applied elsewhere since the majority of students feeding into this model and research were international.

Balanced Assessment of Flexible e-Learning versus Face-to-Face Campus Delivery Courses at an Australian University

2010 ◽  
pp. 42-68 ◽  
Author(s):  
Kenneth David Strang
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Performance ◽  
International Student ◽  
Teaching Quality ◽  
Balanced Assessment ◽  
The World ◽  
E Learning ◽  
Will Force

This case study reminded researchers of the value in using formal methodologies to gain an objective balanced perspective of actual practice. By using models and survey instruments that gathered objective input from key stakeholders in the higher education market, several of the true underlying factors were revealed. The key instrument used in the case study allowed us to objectively measure if flexible e-learning was at least as effective as campus delivery mode. More so, the assessment was not just performance and not just student satisfaction – instead the outcomes assessed included six factors that were linked to Australian university accreditation: Industry focus, resources/content materials, critical thinking activities, teaching quality, student satisfaction, and student performance (including completion). One of the most interesting aspects of the case study was that we are seeing history in the making to some degree in that as a result of the 2008 global economic crises, the international student market is changing which will force universities to change what and how they offer higher education in the future. More countries (and their populations) in the world are seeking a credible university higher education and they do not always want to travel to holiday destinations to obtain that… the world economic model is changing, continuing to increase the demand for education, yet changing how that product/service must be delivered. Successful higher education institutions around the world are already showing the followers how to do that. This case study provides some ideas and benchmarks for becoming more competitive in higher education, and while the model was developed and used in Australia, likely it can be applied elsewhere since the majority of students feeding into this model and research were international.

Capacity Building in Teaching Organisations

2017 ◽  
Vol 6 (1) ◽  
pp. 23-39
Author(s):  
Aniko Kalman
Keyword(s):  
Student Satisfaction ◽  
Learning Experience ◽  
Critical Factor ◽  
Teaching Quality ◽  
Learning Organisation ◽  
External Threats ◽  
Peer Reviewing ◽  
University Of Technology ◽  
New Strategy

Universities must be sensitive to the changing expectations of students and work-life continuum in the 21st century. Improving performance and teaching quality, enhancing learning experience and effectiveness create a more and more demanding environment for the universities, where students require better knowledge. It raises new kinds of needs for quality development. As an answer to the external threats and the internal opportunities concerning quality issues, the Faculty of Economics and Social Sciences at the Budapest University of Technology and Economics developed a new strategy, focussing on learning organisation and student satisfaction. We have identified “peer support review' as an essential process for reviewing teaching processes, ideas and identifying “catching mistakes', as well as for improving the quality of the teaching service. We argue that a “culture of peer reviewing' is an important ingredient and a critical factor in order that quality improvement can be achieved.

Examining the relationship between facilities, teaching quality and administration towards student satisfaction

2021 ◽  
Author(s):  
A. F. Arham ◽  
N. S. Norizan ◽  
Z. F. Ahmad ◽  
H. D. Md Isa ◽  
N. N. Kamarulzaman
Keyword(s):  
Student Satisfaction ◽  
Teaching Quality ◽  
The Relationship

Investigating preservice classroom teachers’ practices and views about teaching physical education lessons: An exploratory case study

2021 ◽  
pp. 1356336X2110509
Author(s):  
Niki Tsangaridou ◽  
Ermis Kyriakides ◽  
Charalambos Y. Charalambous
Keyword(s):  
Physical Education ◽  
Time Management ◽  
Teaching Quality ◽  
Classroom Teachers ◽  
Structured Interviews ◽  
Field Placement ◽  
Exploratory Case Study ◽  
National University ◽  
Student Practice

Focusing on preservice classroom teachers (PCTs) with a physical education (PE) specialization, this exploratory case study aimed at investigating the teaching quality in the lessons offered by these teachers during their field placement, as well as examining their views about teaching PE. Toward this end, seven volunteer female PCTs studying at a national university in Cyprus were recruited; all had attended three PE specialization courses before their field placement. Data were gathered through systematic observations, semi-structured interviews, and document analysis. The quantitative data were analysed using SPSS and the qualitative data using case and cross-case analysis. These analyses suggested that the PCTs could effectively employ classroom and time management as well as skill demonstration; they could also provide quality student practice. In contrast, task progression, accountability of student practice, and task explicitness appeared to be more challenging for them to successfully enact. Interestingly, their lesson plans foreshadowed how effectively most of the examined practices would be employed by the PCTs. This study contributes a new understanding of PCTs’ PE teaching during field placement and their views thereof. The implications of the findings for PCTs’ education are discussed.

scholarly journals ANALISIS JENIS LAYANAN PENDIDIKAN DAN NON PENDIDIKAN YANG PENTING BAGI PENINGKATAN KEPUASAN MAHASISWA (STUDI KASUS: FAKULTAS TEKNIK UNIVERSITAS DIPONEGORO)

2018 ◽  
Vol 13 (1) ◽  
pp. 7
Author(s):  
Aries Susanty ◽  
Haryo Santoso ◽  
Pramudiastuti Nursyachbani
Keyword(s):  
Taguchi Method ◽  
Student Satisfaction ◽  
Educational Services ◽  
Optimal Result ◽  
One Dimensional ◽  
The Right ◽  
Right Order ◽  
Item Item

AbstrakPenelitian ini memiliki dua tujuan. Pertama, penelitian ini bertujuan untuk mengindentifikasi item layanan pendidikan dan non pendidikan yang dianggap penting untuk peningkatan kepuasan mahasiswa Fakultas Teknik Univesitas Diponegoro (UNDIP). Kedua, penelitian ini bertujuan untuk menyusun sejumlah rekomendasi untuk perbaikan atas item layanan pendidikan  dan non pendidikan yang dianggap penting tersebut. Terdapat 7 dimensi dan 28 item layanan yang digunakan untuk mengindentifikasi jenis layanan pendidikan dan non Pendidikan yang diterima oleh mahasiswa Fakultas Teknik UNDIP. Penelitian ini menggunakan Metode Kano dan Taguchi untuk mengindentifikasi item layanan pendidikan dan non pendidikan yang dianggap paling penting. Dalam hal ini, Metode Kano digunakan untuk memilih sejumlah item layanan pendidikan dan non pendidikan yang termasuk dalam kelompok attractive dan one-dimentional. Adapun Metode Taguchi digunakan untuk dua hal, yang pertama yaitu memverifikasi hasil pengelompokan dari Metode Kano sehingga diperoleh hasil yang lebih optimal dan mengurutkan  prioritas perbaikan dari item-item layanan yang termasuk dalam kelompok  attractive dan one-dimentional. Data untuk penelitian ini diperoleh dari hasil pengisian kuesioner oleh 120 responden untuk kuesioner Kano dan 60 responden untuk kuesioner Taguchi. Hasil pengolahan data dengan menggunakan Metode Kano menunjukkan bahwa terdapat 6 item layanan yang termasuk dalam kategori one-dimensional dan terdapat 2 item layanan .yang termasuk dalam kategori attractive. Selanjutnya, pengolahan data dengan menggunakan  Metode Taguchi diperoleh bahwa terdapat 2 item layanan yang perpindah dari one-dimensional ke attractive dan 1 item layanan yangberpindah dari attractive ke one-dimensional. AbstractAnalysis of the type of educational and non-educational services that are important for the enhancement of student satisfaction (case study Faculty of Engineering, Diponegoro University)] This research has two objective. First this study aims to identify the type of educational and non-educational services that are important for the satisfaction’s enhancement of the student of Faculty Engineering, Diponegoro University. Second, this study aims to formulate some recommendation for improving the type of educational and non-educational services that are important for the satisfaction’s enhancement of the student of Faculty Engineering. There are 7 dimensions and 28 indicators used to identify the type of educational and non-educational received by the student. This research uses the Kano and Taguchi method to identify the type of educational and non-educational services that are important for student. In this case, the Kano method is used to identify educational and non-educational services that are include attractive and one-dimensional categories. Whereas the Taguchi method is used to verify Kano’s categorize result for getting more optimal result than Kano method and to put priorities in the right order of those services that are include attractive and one-dimensional categories. Data for this research is got from questionnaires that were distributed to 120 respondents for Kano method and 60 respondents for Taguchi method. Kano method’s result showed that there are 6 type of services that are include in one-dimensional category and 2 type of services that are include in attractive category.  However, based on validation result that is using Taguchi method showed that there are 5 type of services that are include in one-dimensional category and 3 type of services that are include in attractive category.Keywords: Educational and Non-educational Services; Satisfaction’s Enhancement of Student; Faculty of Engineering Diponegoro Univesity; Kano Method; Taguchi Method.

The Development of a Clinical Skills Laboratory at Ross University School of Veterinary Medicine

2018 ◽  
Vol 46 (3) ◽  
pp. 177-183
Author(s):  
Bernard Grevemeyer ◽  
Andrew Knight
Keyword(s):  
Veterinary Medicine ◽  
Student Satisfaction ◽  
Clinical Skills ◽  
Physical Space ◽  
Teaching Staff ◽  
Psychomotor Skills ◽  
Skills Laboratory ◽  
Source Models ◽  
Senior Students

Dedicated clinical skills laboratories (CSLs) that make use of models, mannequins and simulators, are being increasingly established in medical and veterinary schools. These have been commonplace in medical schools for more than two decades, but their incorporation within the teaching of veterinary curricula has occurred much more recently. In 2007, a decision was taken to establish a CSL at Ross University School of Veterinary Medicine. We considered the range of skills that we wished to teach, the physical space and equipment needed, the storage and air conditioning requirements, the facilities needed to deliver PowerPoint lectures and case study presentations, and other essentials necessary to handle cadaver specimens. We converted an appropriate campus building to our needs, hired teaching staff, and started to source models and mannequins for the teaching of veterinary clinical skills. In 2010, 177 senior students completed a survey evaluating their experiences within our CSL. Student satisfaction was generally high, with 95% of respondents feeling that the CSL had improved their psychomotor skills. However, 15% of them felt that the models were insufficiently realistic. Our clinical skills programme has since developed considerably, and it currently offers instruction in a diverse array of surgical, medical and other clinical skills. We hope that this description of our experiences may assist others embarking on similar projects elsewhere.

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