Evaluating student satisfaction - restricting lecturer professionalism: outcomes of using the UK national student survey questionnaire for internal student evaluation of teaching.
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| Title: | Evaluating student satisfaction - restricting lecturer professionalism: outcomes of using the UK national student survey questionnaire for internal student evaluation of teaching. |
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| Authors: | Arthur, Linet1 larthur@brookes.ac.uk |
| Source: | Assessment & Evaluation in Higher Education. May2020, Vol. 45 Issue 3, p331-344. 14p. 1 Diagram. |
| Subject Terms: | *Student surveys, *Universities & colleges, *College students, *College administrators, Lecturers |
| Geographic Terms: | United Kingdom |
| Abstract: | In the neo-liberal context of a UK university, responding to student feedback in order to raise student satisfaction levels is important in improving National Student Survey (NSS) scores. This article focuses on the impact of a UK university's new student feedback questionnaire - for individual modules - which used the NSS questions. The research draws on survey data (N = 101) to identify lecturers' views and three student focus groups. The outcomes raised issues relating to performativity, professionalism and 'provision', the latter defined as the university's contract with each student, including the aspects that affect the student learning experience but are beyond the lecturers' control, for example, class sizes and timetables. The results indicate that by recognising the impact of provision university managers may be better able to develop systemic improvements to student experience and (in the UK) a corresponding uplift in NSS and Teaching Excellence Framework (TEF) results. The article puts forward a model linking performativity, professionalism and provision to the relationships between university managers, academics and students. This model could enrich understandings of professionalism and performativity, extend the range of issues affecting student experience in SETs and support data analysis in future research studies. [ABSTRACT FROM AUTHOR] |
| Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 142335879 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Evaluating student satisfaction - restricting lecturer professionalism: outcomes of using the UK national student survey questionnaire for internal student evaluation of teaching. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Arthur%2C+Linet%22">Arthur, Linet</searchLink><relatesTo>1</relatesTo><i> larthur@brookes.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Assessment+%26+Evaluation+in+Higher+Education%22">Assessment & Evaluation in Higher Education</searchLink>. May2020, Vol. 45 Issue 3, p331-344. 14p. 1 Diagram. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+surveys%22">Student surveys</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22College+administrators%22">College administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Lecturers%22">Lecturers</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In the neo-liberal context of a UK university, responding to student feedback in order to raise student satisfaction levels is important in improving National Student Survey (NSS) scores. This article focuses on the impact of a UK university's new student feedback questionnaire - for individual modules - which used the NSS questions. The research draws on survey data (N = 101) to identify lecturers' views and three student focus groups. The outcomes raised issues relating to performativity, professionalism and 'provision', the latter defined as the university's contract with each student, including the aspects that affect the student learning experience but are beyond the lecturers' control, for example, class sizes and timetables. The results indicate that by recognising the impact of provision university managers may be better able to develop systemic improvements to student experience and (in the UK) a corresponding uplift in NSS and Teaching Excellence Framework (TEF) results. The article puts forward a model linking performativity, professionalism and provision to the relationships between university managers, academics and students. This model could enrich understandings of professionalism and performativity, extend the range of issues affecting student experience in SETs and support data analysis in future research studies. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=142335879 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02602938.2019.1640863 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 331 Subjects: – SubjectFull: Student surveys Type: general – SubjectFull: Universities & colleges Type: general – SubjectFull: College students Type: general – SubjectFull: College administrators Type: general – SubjectFull: Lecturers Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: Evaluating student satisfaction - restricting lecturer professionalism: outcomes of using the UK national student survey questionnaire for internal student evaluation of teaching. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Arthur, Linet IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 02602938 Numbering: – Type: volume Value: 45 – Type: issue Value: 3 Titles: – TitleFull: Assessment & Evaluation in Higher Education Type: main |
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