How Do We Know How Students Experience Higher Education? On the Use of Student Surveys

Klemenčić, Manja; Chirikov, Igor

doi:10.1007/978-3-319-20877-0_24

Cited by 35 publications

(22 citation statements)

References 27 publications

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“…Student-derived data is a primary source of university intelligence and an arbiter of national quality assessment (Williams, 2014). However, survey fatigue among students (Klemenčič & Chirikov, 2015;Porter, 2004) can lead to careless or inaccurate responses and questionable or 'minimal validity' (Porter, 2011, p. 45). Student surveys are also inherently biased due to the 'underrepresentation of disengaged, non-traditional and minority students' (Klemenčič and Chirikov (2015, p. 372).…”

Section: Methodsmentioning

confidence: 99%

Pedagogies for employability: understanding the needs of STEM students through a new approach to employability development

Bennett

Knight

Dockery

et al. 2020

Higher Education Pedagogies

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Section: Methodsmentioning

confidence: 99%

Pedagogies for employability: understanding the needs of STEM students through a new approach to employability development

Bennett

Knight

Dockery

et al. 2020

Higher Education Pedagogies

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“…Survey methodology, in the form of student response questionnaires, recognizes students as active partners in the process of self-formation and as being responsible for their own learning and formation. Self-formation, as stated by Klemenčič & Chirikov [11], is "the basis for achieving the broader societal objectives concerned with human capital development for economic purposes: developing skills, improving productivity, increasing potential for innovation and economic growth" (n.p.). Survey methodology can provide insights into attitudes and opinions that are less available through other methodologies [12].…”

Section: Methodsmentioning

confidence: 99%

Regulation 274: Barrier or Opportunity for Newly Certified Ontario Teachers?

Hatt¹,

Maynes²,

Mottonen³

2019

EDUCATION

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Newly certified teachers in the province of Ontario, Canada encounter a series of hurdles imposed by Regulation 274 before they qualify for full-time employment in the profession. Provincial Faculties of Education and US border colleges, which were certifying Ontario teachers, graduated an unprecedented number of newly certified teachers. Between the years 2006-2015, the annual surplus of newly certified teachers in the province reached 7,800. Faced with the results of heavy over-certification and underemployment of teachers brought on in large part by lax government control and seemingly unrestricted access to teacher education programmes, the provincial government initiated an ill-conceived reaction and introduced legislation, known as Regulation 274, to staunch the flow of newly certified teachers. In addition to Regulation 274, the government launched a plan-of-action that resulted in changing the one-year teacher education program to a two-year program while cutting the number of seats available within Faculties of Education to one-half post 2015 numbers. Regulation 274, characterized at the time by the Premier, as an "over-correction", required newly certified teachers, beginning in 2015, to be subject to policies and standards that restricted their immediate entry into the rank and file of classroom teachers. While the trend in supply and demand has favoured employment opportunities for Ontario teachers since 2016, Regulation 274 is still in effect. Given the restrictions of 274 and the added expense of another year of specialized education, this study sought to identify the job-seeking behaviours and plans, in the current employment climate of the province of the first cohort of graduates from the two-year program in a northern Ontario university, exiting in 2017. Employment prospects and other social factors were found to influence employment decisions of these new teachers.

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“…In addition, these survey results are used by institutions to promote their strengths and market themselves to potential students. Besides the National Survey of Student Engagement (NSSE) in the United States that publish how participating universities are using the data to improve their institutions, 2 how higher education institutions effectively use student feedback to improve learning remains an area less explored (Klemenčič and Chirikov 2015;Shah et al 2017).…”

Section: Students As Evaluatorsmentioning

confidence: 99%

The student voice as contributor to quality education through institutional design

Strydom

Loots

2020

SAJHE

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The inclusion of students' voices in different aspects of quality has evolved over the years. Consequently, students take on different roles-ranging from providing feedback on their educational experiences, to actively participating or even leading change initiatives. In making claims for different ways of conceptualising or including students' voices, the literature often criticises some forms of engagement with student voices in favour of another. This article is based on the premise that the complexity of quality outcomes in higher education needs to be complemented by a variety of inputs from students. By drawing from examples of two high-impact practices from the University of the Free State, the article further argues for using different forms of student voices to inform how we design institutional support structures to ultimately enhance the quality of students' educational experiences. At its core, this cyclical interaction between students' voices and institutional design revolves around evidence-thereby contributing to the quality of educational outcomes, and ultimately students' success.

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How Do We Know How Students Experience Higher Education? On the Use of Student Surveys

Cited by 35 publications

References 27 publications

Pedagogies for employability: understanding the needs of STEM students through a new approach to employability development

Pedagogies for employability: understanding the needs of STEM students through a new approach to employability development

Regulation 274: Barrier or Opportunity for Newly Certified Ontario Teachers?

The student voice as contributor to quality education through institutional design

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