The National Student Survey

Varnava, Tracey; Broadbent, Graeme

doi:10.1080/03069400.2007.9959752

Cited by 6 publications

(1 citation statement)

References 2 publications

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“…Both of these exercises are regularly done, though, despite the contextual shortcomings. Broader criticisms see policy development formed around student satisfaction as undue reliance on consumerist elements that are anathema to the traditional administration of postsecondary education (Varnava & Broadbent, 2007). Still, few would argue that university quality evaluations or policy development should be based on student feedback alone.…”

Section: Student Surveysmentioning

confidence: 99%

The Representation of Library Value in Extra-Institutional Evaluations of University Quality

Jackson

2017

CJHE

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The ways in which university quality assessments are developed reveal a great deal about value constructs surrounding higher education. Measures developed and consumed by external stakeholders, in particular, indicate which elements of academia are broadly perceived to be most reflective of quality. This paper examines the historical context of library quality assessment and reviews the literature related to how library value is framed in three forms of external evaluation: accreditation, university rankings, and student surveys. The review finds that the library’s contribution to university quality, when it is considered at all, continues to be measured in terms of collections, spaces, and expenditures, despite significant expansion of library services into non-traditional arenas, including teaching and research, scholarly communications, and data management and visualization. These findings are contrasted with the frequently invoked notion of the library as the heart of the university.

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Section: Student Surveysmentioning

confidence: 99%

The Representation of Library Value in Extra-Institutional Evaluations of University Quality

Jackson

2017

CJHE

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Marking and moderation in the UK: false assumptions and wasted resources

Bloxham

2009

Assessment & Evaluation in Higher Education

128

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Student satisfaction with a web-based dissertation course: Findings from an international distance learning master's programme in public health

Harrison

Gemmell

Reed

2014

IRRODL

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IntroductionOnline distance learning (e-learning) is now an established method for providing higher education, in the UK and across the world. The focus has largely been on developing the technology, and less attention has been given to developing evidence-informed course provision. Thus the effectiveness of this teaching approach, and its acceptability to students, is, at times, uncertain. Many higher education courses require students to submit a dissertation. Traditional face-to-face courses will include meetings between the student and an allocated supervisor, to support the dissertation component of the course. Research into the supervisory relationship and student satisfaction has focused on doctoral students. Little is known about the experiences of students studying for a master’s degree.The aim of the current study was to measure student satisfaction with the dissertation course as part of a fully online distance learning master’s programme in public health.MethodsAll students submitting a dissertation as part of their master’s programme in Public Health were sent an electronic survey to complete, in September 2012. The 34 item questionnaire used a four point Likert scale for students to rate levels of satisfaction across key components of the course, including preparatory materials, study skills, and support, and with the amount and content of supervision. Open ended/free text questions were used to determine factors associated with levels of satisfaction and to gain student feedback on the course overall. The constant comparative method was used to identify key themes from the free-text responses.ResultsOf the 45 students submitting a dissertation, 82% (37) responded to the survey. The majority of students, 85% (28) were satisfied or very satisfied with the dissertation course overall. Levels of satisfaction remained high for many of the components examined. Differences were observed for part time and full time students, and for the type of dissertation, but these were not significant. Similarly, non significant findings were observed for associations between satisfaction and the estimated number of contacts initiated with their supervisor, and for the time spent working on their dissertation. The constant comparative analysis identified key themes and feedback included ‘self development’, ‘peer support’, and ‘writing skills’.ConclusionsGenerally high levels of satisfaction were received from students studying a dissertation course as part of a fully online distance learning programme in public health. Areas for further improvement were identified and the results act as a benchmark for future quality enhancement. These findings suggest that appropriate information, study skills, and supervisory support can be provided in an online distance learning programme, for students taking a master’s level dissertation course.

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The National Student Survey

Cited by 6 publications

References 2 publications

The Representation of Library Value in Extra-Institutional Evaluations of University Quality

The Representation of Library Value in Extra-Institutional Evaluations of University Quality

Marking and moderation in the UK: false assumptions and wasted resources

Student satisfaction with a web-based dissertation course: Findings from an international distance learning master's programme in public health

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