Electronic Course Surveys: Does automating feedback and reporting give better results?

Watt, Stuart; Simpson, Claire; McKillop, Chris; Nunn, Viv

doi:10.1080/0260293022000001346

Cited by 69 publications

(42 citation statements)

References 5 publications

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“…There are many advantages associated with the use of information technology to support approaches to evaluation (Dommeyer, Baum, Hanna, & Chapman, 2004;Salmon, Deasy, & Garrigan, 2004;Watt, Simpson, McKillop, & Nunn, 2002). As examples, Watt et al (2002) note that "using web-based evaluation questionnaires can bypass many of the bottlenecks in the evaluation system (e.g. data entry and administration) and move to a more 'just in time' evaluation model."…”

Section: On-line Surveying In Generalmentioning

confidence: 99%

The adequacy of response rates to online and paper surveys: what can be done?

Nulty¹

2008

Assessment & Evaluation in Higher Education

1,935

127

1,106

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This article is about differences between, and the adequacy of, response rates to on-line and paper-based course and teaching evaluation surveys. Its aim is to provide practical guidance on these matters. The first part of the article gives an overview of on-line surveying in general, a review of data relating to survey response rates and, practical advice to help boost response rates. The second part of the article discusses when a response rate may be considered big enough for the survey data to provide adequate evidence for accountability and improvement purposes. The article ends with suggestions for improving the effectiveness of evaluation strategy. These suggestions are: to seek to obtain the highest response rates possible to all surveys; to take account of probable effects of survey design and methods on the feedback obtained when interpreting that feedback;

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Section: On-line Surveying In Generalmentioning

confidence: 99%

The adequacy of response rates to online and paper surveys: what can be done?

Nulty¹

2008

Assessment & Evaluation in Higher Education

1,935

127

1,106

View full text Add to dashboard Cite

show abstract

“…For instance, online response rate is 33.3% (Watt et al, 2002) and the overall response rate for online survey is 30% (Sekaran and Bougie, 2010). To maximize the response rate of online surveys, a token financial incentive or telephone follow-up could be useful (Dillman et al, 2014).…”

Section: Methodsmentioning

confidence: 99%

Organizational factors and process capabilities in a KM strategy: toward a unified theory

Naser

Nikhashemi

Javan

2017

JMD

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Practical implications-The results of importance-performance map analysis (IPMA) imply that technology utilization has the highest importance on knowledge acquisition, conversion, and protection while organizational structure has the highest importance on knowledge application.The results of IPMA also show that organizational culture has the highest performance on all KM activities.Originality/value-This study is amongst the few that examines the structural relationships between organizational factors and KM activities in a SME context.

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“…Incomplete information eliminated 14 surveys, which resulted in 74 usable surveys and a 32.46% response rate. Research in the social sciences has shown that the overall response rate for web-based surveys is approximately 33% (Nulty, 2008;Watt, Simpson, McKillop, & Nunn, 2002), and thus confirming the appropriateness of the current sample.…”

Section: Methods Participants and Data Collectionmentioning

confidence: 61%

U.S. Sport Management Programs in Business Schools: Trends and Key Issues

Zaharia¹,

Kaburakis²,

Pierce³

2016

Sport Management Education Journal

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The growth of sport management programs housed in (or with formal curriculum-based ties to) a school of business indicates more academic institutions are reconsidering sport management as a business-oriented field. Thus, research is necessary regarding benchmarking information on the state of these academic programs. The purpose of this study is to explore trends on administration, housing, accreditation, faculty performance indicators and research requirements, as well as salaries for faculty and alumni of such programs. Data were submitted by 74 department chairs and program directors employed in U.S. business schools featuring sport management programs. Results indicate that the majority of sport business programs are part of an interdisciplinary department; COSMA accreditation is largely viewed as redundant; and, depending on business schools' accreditation, variability exists concerning faculty performance measures and research impact, as well as faculty and alumni salaries. These findings suggest considerable progress of sport management programs within business schools.

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Electronic Course Surveys: Does automating feedback and reporting give better results?

Cited by 69 publications

References 5 publications

The adequacy of response rates to online and paper surveys: what can be done?

The adequacy of response rates to online and paper surveys: what can be done?

Organizational factors and process capabilities in a KM strategy: toward a unified theory

U.S. Sport Management Programs in Business Schools: Trends and Key Issues

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