scholarly journals The Emperor’s New Clothes: Maclean’s, NSSE, and the Inappropriate Ranking of Canadian Universities

2020 ◽  
pp. 14-35
Author(s):  
J Paul Grayson
Keyword(s):  
Cluster Analysis ◽  
Student Engagement ◽  
Student Satisfaction ◽  
Multiple Regression ◽  
First Year ◽  
Positive Outcomes ◽  
Institutional Level ◽  
Canadian Universities ◽  
The Us

Most Canadian universities participate in the US-based National Survey of Student Engagement (NSSE) that measures various aspects of “student engagement.” The higher the level of engagement, the greater the probability of positive outcomes and the better the quality of the school. Maclean’s magazine publishes some of the results of these surveys. Institutions are ranked in terms of their scores on 10 engagement categories and four outcomes. The outcomes considered are how students in the first and senior years evaluate their overall experiences (satisfaction) and whether or not students would return to their  campuses. Universities frequently use their scores on measures reported by Maclean’s in a self-Congratulatory way. In this article, I deal with levels of satisfaction provided by Maclean’s. Based on multiple regression, I show that of the 10 engagement variables regarded as important by NSSE, at the institutional level, only one explains most of the variance in first-year student satisfaction. The others are of limited consequence. I also demonstrate, via a cluster analysis, that, rather than there being a hierarchy of Canadian institutions as suggested by the way in which Maclean’s presents NSSE findings, Canadianuniversities can most adequately be divided into a limited number of different satisfaction clusters. Findings such as these might serve as a caution to parents and students who consider Maclean’s satisfaction rankings when assessing the merits of different universities. Overall, in terms of first-year satisfaction, the findings suggest more similarities than differences between and among Canadian universities.

The Application of American Models to the Experiences and Outcomes of Canadian and International Students Studying in Canada

2005 ◽  
Vol 11 (1) ◽  
pp. 71-97 ◽  
Author(s):  
J. Paul Grayson
Keyword(s):  
Academic Achievement ◽  
International Students ◽  
Pilot Study ◽  
Student Outcomes ◽  
First Year ◽  
Program Satisfaction ◽  
Canadian Universities ◽  
General Utility ◽  
American Students ◽  
The Us

In order to test the general utility of models developed in the US for explaining university outcomes of Canadian and international students, a three year study is currently underway at four Canadian universities. As a first step in this research, a pilot study with two objectives was conducted at York University in Toronto. The first objective is to compare the experiences and outcomes of domestic and international students in their first year of study. The second objective is to test the applicability of a parsimonious general model of student outcomes derived from examinations of American students to Canadian and international students studying in Canada. The specific outcomes examined are academic achievement, credit completion, and program satisfaction in the first year of study.

scholarly journals Inquiry-based learning to improve student engagement in a large first year topic

2015 ◽  
Vol 6 (2) ◽  
pp. 65-71 ◽  
Author(s):  
Masha Smallhorn ◽  
Jeanne Young ◽  
Narelle Hunter ◽  
Karen Burke da Silva
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Before And After ◽  
Multiple Choice Exam ◽  
The Impact

Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners. 

E-Examinations and the Student Experience Regarding Appropriateness of Assessment and Course Quality in Science and Medical Science

2019 ◽  
Vol 47 (4) ◽  
pp. 460-478
Author(s):  
Ananthan Ambikairajah ◽  
Christopher C. Tisdell
Keyword(s):  
Student Satisfaction ◽  
Medical Science ◽  
Student Experience ◽  
Assessment Methods ◽  
First Year ◽  
Science Students ◽  
Course Quality ◽  
Quasi Experimental ◽  
Assessment Requirements

The interest in, and use of, computers and software for assessment is reported to be increasingly popular via electronic examinations (e-exams). We deepen our understanding of the design, reception, and effectiveness of e-exams for history and philosophy of science modules, undertaken by first-year advanced science and medical science students at university. We employ a quasi-experimental research design approach to examine our implementation of e-exams on reported student satisfaction regarding the suitability of the information provided about the assessment requirements, appropriateness of the assessment methods, and overall quality of the associated courses. We report statistically significant increases in student satisfaction regarding the suitability and appropriateness of the assessment methods or requirements. The outcomes of this research highlight new avenues for educators to explore including (a) the innovative use of associated software (Maple TA™) for e-exams and (b) the implications that e-exams can have on the student experience in the context of medium-stakes testing.

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'?

Determinants of Growth From Birth to 12 Months Among Breast-Fed Honduran Infants in Relation to Age of Introduction of Complementary Foods

PEDIATRICS ◽  
1995 ◽  
Vol 96 (3) ◽  
pp. 504-510
Author(s):  
Roberta J. Cohen ◽  
Kenneth H. Brown ◽  
Judy Canahuati ◽  
Leonardo Landa Rivera ◽  
Kathryn G. Dewey
Keyword(s):  
Birth Weight ◽  
Multiple Regression ◽  
Breast Feeding ◽  
Growth Patterns ◽  
First Year ◽  
Complementary Foods ◽  
Exclusive Breast Feeding ◽  
The Us ◽  
First Year Of Life ◽  
Breast Fed

Objectives. To evaluate the impact of introducing complementary foods to exclusively breast-fed infants at 4 vs 6 months on growth from 6 to 12 months, and to compare growth patterns of Honduran infants with those of breast-fed infants in the United States. Design. Randomized intervention trial from 4 to 6 months and longitudinal study of infants from birth to 12 months. Setting. Low-income communities in San Pedro Sula, Honduras. Subjects. Primiparous, breast-feeding mothers and their infants (n = 141) recruited from public maternity hospitals. Intervention. Infants were randomly assigned to exclusive breast-feeding to 6 months, or exclusive breast-feeding with addition of hygienically prepared, nutritionally adequate complementary foods at 4 months, with or without maintenance of baseline breast-feeding frequency. After 6 months, mothers continued to breast-feed and also fed their infants home-prepared foods after receiving instruction in appropriate feeding practices. Outcome Measures. Infant weight was measured monthly during the first year of life and infant length monthly from 4 to 12 months. Statistical Analysis. Growth parameters were compared between the Honduran and US cohorts using multiple-regression and repeated-measures analysis of variance. Stepwise multiple regression was used to identify determinants of infant growth. Results. There were no differences in growth patterns by intervention group. Mean birth weight of the Honduran infants was significantly less than that of a cohort of breast-fed infants in an affluent US population (n = 46) (2889 ± 482 vs 3611 ± 509 g), but the Honduran infants exhibited rapid catch up in weight in the first few months of life, and the cohorts were similar in weight by 3 months. Mean weight and length gain were similar to those of the US cohort from 4 to 9 months but were lower from 9 to 12 months. Mean length for age was significantly less than that of the US cohort from 4 to 12 months; this was attributable to the difference in maternal height (12 cm shorter in Honduras on average). Within the Honduran cohort, growth velocity of low birth weight infants (<2500 g; n = 28) was similar to that of their normal birth weight peers; thus, the former subgroup remained smaller than the latter throughout the first year of life. Conclusions. In poor populations, when breast-feeding is exclusive for the first 4 to 6 months, continues from 6 to 12 months, and is accompanied by generally adequate complementary foods, faltering in weight does not occur before 9 months among infants born with birth weights of more than 2500 g.

scholarly journals Inequality in accessing learning during pandemic crises in developing countries: Reflections from COVID-19-induced online learning at a Kenyan pharmacy school

2021 ◽  
pp. 713-722
Author(s):  
Kihugi Veronica Njambi ◽  
Godfrey Wabwile Mayoka
Keyword(s):  
Developing Countries ◽  
Online Learning ◽  
Student Satisfaction ◽  
Online Survey ◽  
Cross Sectional Study ◽  
First Year ◽  
Cross Sectional ◽  
Perceptions Of Students ◽  
Learning Platforms

Background: Virtual learning platforms gained unprecedented prominence after the coronavirus disease 2019 (COVID-19) outbreak. Assuring the quality of education and student satisfaction are critical, especially in developing countries often plagued with infrastructural limitations, including information technology. Objectives: This study was conducted to assess the perceptions of students at a Kenyan Pharmacy School of online learning with regards to affordability and overall effectiveness. Methods: A cross-sectional study was conducted using an online survey containing pre-determined questions aligned to achieve the research objectives. Results: Students in senior classes (Fifth year) viewed online learning more favourably and had fewer challenges with accessibility than students in the lower classes (First year to third year). Conclusion: The study identified areas of strength, such as convenience, time-efficiency, and self-initiative, as well as weaknesses, including inequitable access, internet connectivity challenges, and unsatisfactory lecturer digital competency, with relation to online learning.

scholarly journals Student Perspectives on First Year Experience Initiatives Designed for Pre-service Teacher in their First Weeks of University Study

2016 ◽  
Vol 13 (1) ◽  
pp. 103-117
Author(s):  
Kevin Larkin ◽  
◽  
Leonie Rowan ◽  
Barbara Garrick ◽  
Catherine Beavis ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Institutional Support ◽  
Vital Role ◽  
First Year Experience ◽  
First Year ◽  
Retention Performance ◽  
First Year Students ◽  
Ongoing Research ◽  
Pre Service Teacher

Universities throughout Australia are increasingly investing significant amounts of time and money in efforts to improve the quality of first year students’ experiences and, by extension, increase retention, performance and student satisfaction. This paper reports upon a pilot research project conducted at a Queensland university that investigates student understandings of, and reactions to, a range of initiatives put in place to enhance their “first year experience”. The research showed that students had mixed reactions to the initiatives put in place to support them and that staff played a vital role in terms of how students responded to various forms of institutional support. In analysing the results the paper demonstrates the need for ongoing research into how a diverse cohort of students make sense of the first year experience they are offered.

The Impact of Specially Designed Digital Games-Based Learning in Undergraduate Pathology and Medical Education

2011 ◽  
Vol 135 (1) ◽  
pp. 135-142 ◽  
Author(s):  
Rani Kanthan ◽  
Jenna-Lynn Senger
Keyword(s):  
Medical Education ◽  
Student Engagement ◽  
Student Satisfaction ◽  
Digital Games ◽  
Satisfaction Survey ◽  
Control Group ◽  
First Year ◽  
Final Examination ◽  
Second Year ◽  
The Impact

Abstract Context—The rapid advances of computer technologies have created a new e-learner generation of “Homo-zappien” students that think and learn differently. Digital gaming is an effective, fun, active, and encouraging way of learning, providing immediate feedback and measurable process. Within the context of ongoing reforms in medical education, specially designed digital games, a form of active learning, are effective, complementary e-teaching/learning resources. Objective—To examine the effectiveness of the use of specially designed digital games for student satisfaction and for measurable academic improvement. Design—One hundred fourteen students registered in first-year pathology Medicine 102 had 8 of 16 lecture sessions reviewed in specially designed content-relevant digital games. Performance scores to relevant content sessions were analyzed at midterm and final examinations. Seventy-one students who registered in second-year pathology Medicine 202 were exposed to the games only during the final examination, with the midterm examination serving as an internal matched-control group. Outcome measures included performance at midterm and final examinations. Paired 2-tailed t test statistics compared means. A satisfaction survey questionnaire of yes or no responses analyzed student engagement and their perceptions to digital game-based learning. Results—Questions relevant to the game-play sessions had the highest success rate in both examinations among 114 first-year students. In the 71 second-year students, the examination scores at the end of the final examination were significantly higher than the scores on the midterm examination. Positive satisfaction survey noted increased student engagement, enhanced personal learning, and reduced student stress. Conclusions—Specially constructed digital games-based learning in undergraduate pathology courses showed improved academic performance as measured by examination test scores with increased student satisfaction and engagement.

Cluster Analysis and Rankings of Canadian Universities: Misadventures with Rank-based Data and Implications for the Welfare of Students

2009 ◽  
Vol 12 (3) ◽  
pp. 183 ◽  
Author(s):  
Kenneth M. Cramer ◽  
Stewart Page
Keyword(s):  
Cluster Analysis ◽  
Student Satisfaction ◽  
Well Being ◽  
University Ranking ◽  
Cluster Procedure ◽  
Canadian Universities ◽  
Cluster Analyses ◽  
Formal Classification ◽  
Ranking Procedures ◽  
Final Rank

We present a data-based perspective concerning the Maclean’s magazine (November 17, 2003) rankings of Canadian universities, including two cluster analyses and other nonparametric analyses. These data are similar to those in recent university ranking exercises conducted by other magazines, such as U.S. News. In many cases, the cluster procedure showed that universities actually resemble and relate to each other in a manner different from their formal classification and final rank ordering by Maclean’s. Several pitfalls in ranking procedures, related to unreliable relationships among specific indices underlying the final ranks, are outlined. Comparisons are made also with the most recent student satisfaction rankings for 47 Canadian universities, published in November, 2003, by the Toronto Globe and Mail. The latter rankings do not reliably reflect the general results of the Maclean’s data. In their present format, and although they have become increasingly publicized and promoted, it remains difficult for the Maclean’s data to be consistently or empirically useful to students. Ranking exercises have unintended, though increasingly predictable, consequences, which likely bear heavily upon the intellectual and personal well being of students.

scholarly journals Engaging with assessment: Increasing student engagement through continuous assessment

2017 ◽  
Vol 19 (1) ◽  
pp. 23-34 ◽  
Author(s):  
Naomi Holmes
Keyword(s):  
Student Engagement ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Curriculum Design ◽  
Student Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Continuous Assessment ◽  
The Impact

Student engagement is intrinsically linked to two important metrics in learning: student satisfaction and the quality of the student experience. One of the ways that engagement can be influenced is through careful curriculum design. Using the knowledge that many students are ‘assessment-driven’, a low-stakes continuous weekly summative e-assessment was introduced to a module. The impact this had on student engagement was measured by studying student activity within the module virtual learning environment. It was found that introduction of the e-assessments led to a significant increase in virtual learning environment activity compared to the virtual learning environment activity in that module the previous year, and also compared to the virtual learning environment activity of two other modules studied by the same student cohort. As many institutions move towards greater blended or online deliveries, it will become more important to ensure that virtual learning environments encourage high levels of student engagement in order to maintain or enhance the student experience.

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