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.
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List of figures and tables
About the authors
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
Academic perceptions and the use of student feedback
Enabling student 'voice'
Increasing student ownership
Educational value for students
Conclusion: critical concerns arising from this context
Chapter 2: Listening to studentsâ?T voices to enhance their experience of university
Chapter 3: Feedback cycles or evaluation systems? A critical analysis of the current trends in student feedback in Austrian social sciences
The 'peculiar sector': an overview of the Austrian higher education system
From 'teaching censorship' to 'quality assurance': a brief historical tour of Austrian feedback mechanisms in higher education
Relevance of student feedback in Austrian social sciences
Chapter 4: Synchronous feedback: receiving feedback from international students
Problems with synchronous online feedback
Chapter 5: Using programme-level student feedback: The Chinese University of Hong Kong
To what end: quality education
Feedback mechanisms and processes
Student feedback (how, when and to whom)
Comparative practices in selected programmes
Response to student feedback
Key features and future actions
Reflections on practice
Chapter 6: Usefulness of student feedback: the Singapore experience
Types and importance of student feedback
Emotional aspects of learning, personal growth and identity
Student support and context
Background to NIE study
Methodology of NIE study
Findings of NIE study
Discussion and implications of NIE study
Chapter 7: Teacher perceptions of the introduction of student evaluation of teaching in Japanese tertiary education
The introduction of student evaluation of teaching (SET) in Japanese tertiary education
The present study
Discussion of findings
Implications: how can evaluation be improved?
Chapter 8: Improvements to formative feedback: views of staff and students
Background to the study
Definitions of feedback
Staff views on formative feedback provided to students
Student views on formative feedback provided to them
Suggestions for improvement in the provision of formative feedback
Chapter 9: Emerging trends and approaches in the student voice in the social sciences
Key trends, issues and approaches
Professor Chenicheri Sid Nair is currently with the Centre for Advancement of Teaching and Learning, University of Western Australia (UWA), Perth. Prior to his 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). Prior to this 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 and evaluations.
Patricie Mertova University of Oxford, UK.
Dr Patricie Mertova is currently a Research Fellow in the Department of Education, University of Oxford, England. She was previously a Research Officer at the University of Queensland, and, prior to that, a Research Fellow in the Centre for the Advancement of Learning and Teaching (CALT) and the Centre for Higher Education Quality (CHEQ), Monash University, Australia. She has recently completed her PhD focusing on the academic voice in higher education quality. She has research expertise in the areas of higher education and higher education quality. Her background is also in the areas of linguistics, translation, cross-cultural communication and foreign languages.