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Measuring and Enhancing the Student Experience

Book Description

Measuring and Enhancing the Student Experience provides insights on how student experience measures could be used to inform improvements at institutional, course, unit of study and teacher level. The book is based on a decade of research and practitioner views on ways to enhance the design, conduct, analysis, reporting and closing the loop on student feedback data. While the book is largely based on Australian case studies, it provides learning experiences for other countries where student experience measures are used in national and institutional quality assurance. Consisting of 13 chapters, the book includes a wide range of topics including the role and purpose of student feedback, the use of student feedback in staff performance reviews, staff and student engagement, a student feedback and experience framework, the first year experience, use of qualitative data, engaging transnational students in feedback, closing the loop on feedback, student engagement in national quality assurance, use of learning analytics and the future of the student experience.

Mahsood Shah is an Associate Professor and Deputy Dean (Learning and Teaching) with School of Business and Law at CQUniversity, Australia. In this role Mahsood is responsible for enhancing the academic quality and standard of courses. Mahsood is also responsible for learning and teaching strategy, governance, effective implementation of policies, and enhancement of learning and teaching outcomes across all campuses. In providing leadership for learning and teaching, Mahsood works with key academic leaders across all campuses to improve learning and teaching outcomes of courses delivered in various modes including face-to-face and online. At CQUniversity, he provides leadership in national and international accreditation of academic courses.

Mahsood is also an active researcher. His areas of research include quality in higher education, measurement and enhancement of student experience, student retention and attrition, student engagement in quality assurance, international higher education, widening participation and private higher education.

Chenicheri Sid Nair is the incoming Executive Director, Tertiary Education Commission (TEC), Mauritius. Prior to joining TEC, he was Professor, Higher Education Development at the University of Western Australia (UWA), Perth where his work encompassed the improvement of the institutions teaching and learning. Before this appointment to UWA, he was Quality Adviser (Research and Evaluation) in the Centre for Higher Education Quality (CHEQ) at Monash University, Australia. He has an extensive expertise in the area of quality development and evaluation, and he also has considerable editorial experience. Currently, he is Associate Editor of the International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE). He was also a Managing Editor of the Electronic Journal of Science Education (EJSE). Professor Nair is also an international consultant in a number of countries in quality, student voice and evaluations.

  • Provides both practical experience and research findings
  • Presents a diverse range of topics, ranging from broader student experience issues, analysis of government policies in Australia on student experience, the changing context of student evaluations, nonresponse to surveys, staff and student engagement, ideal frameworks for student feedback, and more
  • Contains data taken from the unique Australian experience with changing government policies and reforms relevant to the Asia-Pacific region

Table of Contents

  1. Cover image
  2. Title page
  3. Table of Contents
  4. Copyright
  5. About the Authors
  6. Preface
  7. Chapter 1. Measuring the Student Experience: For Whom and For What Purpose?
    1. 1.1. Introduction
    2. 1.2. Student Feedback: For Whom and for What Purpose?
    3. 1.3. Conclusion
  8. Chapter 2. Student Feedback: The Loophole in Government Policy
    1. 2.1. Introduction
    2. 2.2. Current Problem
    3. 2.3. Strategic Solution
    4. 2.4. Conclusion
  9. Chapter 3. Student Feedback: Shifting Focus From Evaluations to Staff Performance Reviews
    1. 3.1. Introduction
    2. 3.2. Drivers of Change
    3. 3.3. Performance-Based Funding and New Accountability
    4. 3.4. Political Imperatives or Institutional Improvement?
    5. 3.5. Case Study of an Australian University
    6. 3.6. Limitations of the Strategy Deployed
    7. 3.7. Conclusion and Future Implications
  10. Chapter 4. Why Should I Complete a Survey? Non-responses With Student Surveys
    1. 4.1. Introduction
    2. 4.2. Does Student Participation Matter?
    3. 4.3. Methodology
    4. 4.4. Findings
    5. 4.5. Some Notable Changes
    6. 4.6. Conclusion
  11. Chapter 5. Engaging Students and Staff in Feedback and Optimising Response Rates
    1. 5.1. Introduction
    2. 5.2. Response Rates
    3. 5.3. Incentives
    4. 5.4. Survey Fatigue
    5. 5.5. Communication
    6. 5.6. Acknowledgement
    7. 5.7. Ownership
    8. 5.8. Acceptable Response Rates
    9. 5.9. A Useful Recipe
    10. 5.10. Conclusion
  12. Chapter 6. A Student Feedback and Experience Framework
    1. 6.1. Introduction
    2. 6.2. Need for a Framework
    3. 6.3. Current Shortcomings
    4. 6.4. A Possible Framework for Surveys and Improvements
    5. 6.5. Conclusion
  13. Chapter 7. Measuring the Expectations and Experience of First-Year Students
    1. 7.1. Introduction
    2. 7.2. Rationale for Surveying First-Year Students
    3. 7.3. Methodology
    4. 7.4. Overall Findings
    5. 7.5. Subgroup Analysis
    6. 7.6. Conclusion and Future Implications
  14. Chapter 8. Accessing Student Voice: Using Qualitative Student Feedback
    1. 8.1. Introduction
    2. 8.2. Methods
    3. 8.3. Findings
    4. 8.4. Discussion
    5. 8.5. Conclusion
  15. Chapter 9. Engaging Transnational Students in Quality Assurance and Enhancement
    1. 9.1. Australian Transnational Education
    2. 9.2. Monitoring the Transnational Student Experience: Past Practices
    3. 9.3. Current Policy Directions
    4. 9.4. Transnational Student Experience
    5. 9.5. Conclusion
  16. Chapter 10. Closing the Loop: An Essential Part of Student Evaluations
    1. 10.1. Introduction
    2. 10.2. Closing the Loop
    3. 10.3. Are There Negative Implications for Not Closing the Loop?
    4. 10.4. Strategies to Implement Closing the Loop
    5. 10.5. Conclusion
  17. Chapter 11. Student Engagement in National Quality Assurance
    1. 11.1. Introduction
    2. 11.2. Student Engagement
    3. 11.3. From External Quality Agency to National Regulator
    4. 11.4. Prominence of the Student Voice
    5. 11.5. Conclusion
  18. Chapter 12. Using Learning Analytics to Assess Student Engagement and Experience
    1. 12.1. Introduction
    2. 12.2. Learning Analytics
    3. 12.3. Learning Analytics and Its Stakeholders
    4. 12.4. Learning Analytics Elements, Process, Tools and Resources
    5. 12.5. Use of Learning Analytics
    6. 12.6. Indicators Used as Part of Learning Analytics
    7. 12.7. Discussion
  19. Chapter 13. Measurement and Enhancement of Student Experience: What Next?
    1. 13.1. Introduction
    2. 13.2. Monitoring the Student Experience to Date
    3. 13.3. Where Are We Heading in Monitoring the Student Experience?
    4. 13.4. Administration and Type of Surveys
    5. 13.5. Use of Data
    6. 13.6. Performance Reporting
    7. 13.7. Professional Development
    8. 13.8. Research
    9. 13.9. Concluding Remarks
  20. Index