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Enhancing Learning and Teaching Through Student Feedback in Social Sciences

Book Description

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.

  • The first book of its kind on student feedback specific to social sciences and will be a scholarly resource for all stakeholders to enhance learning/teaching through student feedback
  • Will interrogate student feedback in social science disciplines, on the basis of establishing a better understanding of its forms, purposes and effectiveness in learning
  • Contributions come from experienced academics, experts and practitioners in the area

Table of Contents

  1. Cover image
  2. Title page
  3. Table of Contents
  4. Copyright
  5. List of figures and tables
  6. Preface
  7. About the authors
  8. 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
    1. Abstract:
    2. Contextual background
    3. Institutional context
    4. Academic perceptions and the use of student feedback
    5. Improving quality
    6. Enabling student ‘voice’
    7. Increasing student ownership
    8. Educational value for students
    9. Conclusion: critical concerns arising from this context
  9. Chapter 2: Listening to students’ voices to enhance their experience of university
    1. Abstract:
    2. Introduction
    3. Method
    4. Findings
    5. Discussion
    6. Conclusion
  10. Chapter 3: Feedback cycles or evaluation systems? A critical analysis of the current trends in student feedback in Austrian social sciences
    1. Abstract:
    2. Introduction
    3. The ‘peculiar sector’: an overview of the Austrian higher education system
    4. From ‘teaching censorship’ to ‘quality assurance’: a brief historical tour of Austrian feedback mechanisms in higher education
    5. Emerging trends
    6. Relevance of student feedback in Austrian social sciences
  11. Chapter 4: Synchronous feedback: receiving feedback from international students
    1. Abstract:
    2. Introduction
    3. Interactive communication
    4. Delivering feedback
    5. Problems with synchronous online feedback
    6. Conclusion
  12. Chapter 5: Using programme-level student feedback: The Chinese University of Hong Kong
    1. Abstract
    2. Introduction
    3. To what end: quality education
    4. Institutional context
    5. Feedback mechanisms and processes
    6. Student feedback (how, when and to whom)
    7. Comparative practices in selected programmes
    8. Response to student feedback
    9. Key features and future actions
    10. Reflections on practice
  13. Chapter 6: Usefulness of student feedback: the Singapore experience
    1. Abstract:
    2. Introduction
    3. Types and importance of student feedback
    4. Emotional aspects of learning, personal growth and identity
    5. Student support and context
    6. Background to NIE study
    7. Methodology of NIE study
    8. Findings of NIE study
    9. Discussion and implications of NIE study
    10. Conclusion
    11. Acknowledgement
  14. Chapter 7: Teacher perceptions of the introduction of student evaluation of teaching in Japanese tertiary education
    1. Abstract:
    2. Introduction
    3. The introduction of student evaluation of teaching (SET) in Japanese tertiary education
    4. The present study
    5. Discussion of findings
    6. Implications: how can evaluation be improved?
  15. Chapter 8: Improvements to formative feedback: views of staff and students
    1. Abstract:
    2. Introduction
    3. Background to the study
    4. Definitions of feedback
    5. Staff views on formative feedback provided to students
    6. Student views on formative feedback provided to them
    7. Suggestions for improvement in the provision of formative feedback
    8. Conclusion
  16. Chapter 9: Emerging trends and approaches in the student voice in the social sciences
    1. Abstract:
    2. Introduction
    3. Key trends, issues and approaches
    4. Concluding remarks
  17. Index