The Nominal Group Technique: extending the evaluation of students' teaching and learning experiences

Chapple, Mary; Murphy, Roger

doi:10.1080/0260293960210204

Cited by 82 publications

(73 citation statements)

References 15 publications

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“…For the OFG, the recruitment target was set at eight students in accordance with studies by Chapple and Murphy, [21] who reported that this number was enough to provide meaningful data. However, Krueger and Casey, [22] reported that a 20% Knowledge Integration in a Veterinary Science Degree Course.…”

Section: Discussionmentioning

confidence: 99%

Knowledge Integration in a Veterinary Science Degree Course. A Pedagogical Basis for a Revised Philosophy?

Foster¹

2015

SOJVS

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Section: Discussionmentioning

confidence: 99%

Knowledge Integration in a Veterinary Science Degree Course. A Pedagogical Basis for a Revised Philosophy?

Foster¹

2015

SOJVS

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“…It should, however, not be assumed that consensus exists within a group about these issues, even though the technique is sometimes known as a formal consensus method (Chapple & Murphy, 1996;Lomax & McLeman, 1984;Moore, 1987). Some seem to doubt the non-consensual nature of NGT results:…”

Section: Discussionmentioning

confidence: 99%

“…The literature also reports that group pressures do influence participants' contribution to the process, for instance in the case of students' evaluation of teaching and learning (Chapple & Murphy, 1996). In Group 1 it was evident that one of the workers was the dominant person in the group and that he was influencing the NGT process, especially in the first phase, when ideas were to be written down in silence.…”

Section: Minimising Group Dynamics During the Ngt Processmentioning

confidence: 99%

“…The NGT was used because it is known as a useful tool to minimise individual domination of group meetings and to facilitate the determination of shared perceptions (Chapple & Murphy, 1996;Delbecq & Van de Ven, 1971;Delbecq et al, 1975;Gepson et al, 1981;Lloyd-Jones, Fowell & Bligh, 1999;Lomax & McLeman, 1984;MacPhail, 2001;Moore, 1987;Skibbe, 1986;Taffinder & Viedge, 1987;Viedge, 1988). Anstey (2002) mentions that the NGT is particularly useful for finding solutions to a problem in a conflict-resolution process where subgroups are involved.…”

Section: Data-collection Methodsmentioning

confidence: 99%

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Applying the nominal group technique in an employment relations conflict situation: A case study of a university maintenance section in South Africa

Waal

Uys

2009

SA j. hum. resour. manag.

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After a breakdown in employment relations in the maintenance section of a higher education institution, the authors were asked to intervene in order to try and solve the employment relations conflict situation. It was decided to employ the Nominal Group Technique (NGT) as a tool in problem identification during conflict in the workplace. An initial investigation of documentation and interviews with prominent individuals in the organisation was carried out. The NGT was then used in four focus group discussions to determine the important issues as seen by staff members. The NGT facilitates the determination of shared perceptions and the ranking of ideas. The NGT was used in diverse groups, necessitating adaptations to the technique. The perceived causes of the conflict were established. The NGT can be used in a conflict situation in the workplace in order to establish the perceived causes of employment relations conflict.How to cite this article: Van der Waal, C.S., & Uys, J.M. (2009). Applying the nominal group technique in an employment relations conflict situation: A case study of a university maintenance section in South Africa. SA Journal of Human Resource Management/SA Tydskrif vir Menslikehulpbronbestuur, 7(1), Art. #232, 7 pages. DOI: 10.4102/sajhrm.v7i1.232

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“…It has previously been used to examine a range of HE related questions including examination of the undergraduate student experiences and expectations (O'Neil and Jackson, 1983;Chapple and Murphy, 1996;Williams et al, 2006) and more recently been used to examine effective curriculum design in HE (Abdullah and Islam, 2011;Foth et al, 2016). Indeed, the ease in which NGT protocols can be carried out is likely to be the main factor in driving its uptake within pedagogic research (see e.g., Al-Samarraie and Hurmuzan, 2018).…”

Section: Nominal Group Technique (Ngt)mentioning

confidence: 99%

“The Rules of Engagement”: Student Engagement and Motivation to Improve the Quality of Undergraduate Learning

Senior

Bartholomew²,

Soor

et al. 2018

Front. Educ.

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Studying at university continues to grow in popularity and the modern-day university has expanded considerably to meet this need. Invariably as such expansion occurs pressures arise on a range of quality enhancement processes. This may have serious implications for the continued delivery of high quality learning experiences that both meet the expectations of incoming students and are appropriate to their postgraduation aspirations. Ensuring students become active partners in their learning will encourage them to engage with a range of quality enhancement processes. The aim of the current work is to examine the various factors that motivate students to engage in such a fashion. Three focus groups were carried out in a stratified manner to ascertain student motivations and to triangulate an effective set of recommendations for subsequent practice. The participants consisted of engaged and non-engaged first year undergraduate students as well as student-facing staff who were asked to comment on their experiences as to why students would want to engage as a course representative. Nominal group technique was applied to the emerging thematic data in each group. Three key motivational themes emerged that overlapped across all focus groups i.e., a need for individual representation that makes a change, a desire to develop a professional skillset as well as a desire to gain a better understanding of their course of study. A university that aligns its student experience along these themes is likely to facilitate student representation. As is standard practice recommendations for future work are described alongside a discussion of the limitations.

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The Nominal Group Technique: extending the evaluation of students' teaching and learning experiences

Cited by 82 publications

References 15 publications

Knowledge Integration in a Veterinary Science Degree Course. A Pedagogical Basis for a Revised Philosophy?

Knowledge Integration in a Veterinary Science Degree Course. A Pedagogical Basis for a Revised Philosophy?

Applying the nominal group technique in an employment relations conflict situation: A case study of a university maintenance section in South Africa

“The Rules of Engagement”: Student Engagement and Motivation to Improve the Quality of Undergraduate Learning

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