Book Review: International Students in the Asia Pacific – Mobility, Risks and Optimism (Peter Kell & Gillian Vogl, 2012)

International Students in the Asia Pacific – Mobility, Risks and Optimism (Peter Kell & Gillian Vogl, 2012)

Rashmi Dravid

Abstract

The book offers a comprehensive understanding of complex dynamics of factors that characterize international student mobility while unpacking the inherent contradictions.

Keywords

Internationalisation; student mobility; student experience

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References

Beck, U. (2006) ‘Living in the World Risk Society.’ Economy and Society, 35 (3): 329-345. http://dx.doi.org/10.1080/03085140600844902

Kell, P. M. and Vogl, G. J. (2007) Internationalisation, national development and markets: Key dilemmas for leadership in higher education in Australia. In Kell, P. and Vogl, G. (eds) Between The Flags! From Local Dangers to Global Risks for International Students. International Students in the Asia Pacific. Springer.

Kell, P. and Vogl, G. (2012) International students in the Asia Pacific. Springer.

UNESCO/Council of Europe (2001) Code of Good Practice in the provision of Transnational Education. Available at http://www.coe.int/t/dg4/highereducation/recognition/code%20of%20good%20practice_EN.asp (accessed 6/12/14)

Vogl, G. and Kell, P. (2010) Welcome to Wollongong: host communities and international students. Macquarie University Research Online.

DOI: http://dx.doi.org/10.14234/elehe.v6i1.91



The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Using focus groups to enhance student voice: a work-in-progress exploration of student learning experiences in large classes

Using focus groups to enhance student voice: a work-in-progress exploration of student learning experiences in large classes

Caitlin C Finlayson

Abstract

While course evaluations are traditionally used to gauge teaching effectiveness and provide an outlet for student voice, this metric does not integrate students as collective partners in the teaching and learning process. In promoting a shared learning experience between teachers and students, this project uses a focus group approach to solicit student feedback and ideas, and disseminate the results to faculty. This paper explores the results of a qualitative pilot focus group study related to student engagement in large classes and demonstrates that a focus group approach is an effective and empowering way to prioritise student voice.

Keywords

Focus groups; student engagement; reflective teaching

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References

Breen, R. L. (2006) ‘A practical guide to focus-group research’. Journal of Geography in Higher Education. 30 (3): 463–475.http://dx.doi.org/10.1080/03098260600927575

Fielding, M. (2001) ‘Beyond the rhetoric of student voice: New departures or new constraints in the transformation of 21st century schooling?’. Forum for Promoting 3-19 Comprehensive Education. 43 (2): 100-110. http://dx.doi.org/10.2304/forum.2001.43.2.1

Fitzgerald, R. and Corazzo, P. (2013) ‘Out of sight, out of mind: Capturing the distance (online) learner experience’. Enhancing the Learner Experience in Higher Education. 5 (1): 58–64. http://dx.doi.org/10.14234/elehe.v5i1.76

Fluckiger, J., Vigil, Y. T. Y., Pasco, R., and Danielson, K. (2010) ‘Formative feedback: Involving students as partners in assessment to enhance learning’. College Teaching. 58 (4): 136-140. http://dx.doi.org/10.1080/87567555.2010.484031

Giles, A., Martin, S. C., Bryce, D., and Hendry, G. D. (2004) ‘Students as partners in evaluation: Student and teacher perspectives’. Assessment & Evaluation in Higher Education. 29 (6): 681-685. http://dx.doi.org/10.1080/0260293042000227227

Hamilton, D. M., Pritchard, R. E., Welsh, C. N., Potter, G. C., and Saccucci, M. S. (2002) ‘The effects of using in-class focus groups on student course evaluations’. Journal of Education for Business. 77 (6): 329-333. http://dx.doi.org/10.1080/08832320209599684

Hendershott, A. and Wright, S. (1993) ‘Student focus groups and curricular review’. Teaching Sociology. 21 (2): 154–159.

Kramer, M. W. & Pier, P. M. (1997). ‘A holistic examination of students’ perceptions of effective and ineffective communication by college teachers’. Paper presented at the Annual Meeting of the National Communication Association. (83rd. Chicago, IL, November 19-23, 1997).

Little, B. and Williams, R. (2010) ‘Students’ roles in maintaining quality and in enhancing learning: Is there a tension?’ Quality in Higher Education. 16 (2): 115–127. http://dx.doi.org/10.1080/13538322.2010.485740

Marsh, H. W. (1984) ‘Students’ evaluations of university teaching: Dimensionality, reliability, validity, potential baises, and utility’. Journal of Educational Psychology. 76 (5): 707–754. http://dx.doi.org/10.1037/0022-0663.76.5.707

Secor, A. J. (2010) Social surveys, interviews, and focus groups. In Gomez, B. and Jones III, J. P. (eds) Research Methods in Geography: A Critical Introduction. West Sussex: Blackwell Publishing, Ltd.

University of Mary Washington. 2010. ‘Mission Statement’. Available online: http://www.umw.edu/about/mission/ (accessed 1/8/14).

Wachtel, H. K. (1998) ‘Student evaluation of college teaching effectiveness: A brief review’. Assessment & Evaluation in Higher Education. 23 (2): 191. http://dx.doi.org/10.1080/0260293980230207

Williams, W. M. and Ceci, S. J. (1997) ‘“How’m I Doing?” Problems with student ratings of instructors and courses’. Change: The Magazine of Higher Learning. 29 (5): 12–23. http://dx.doi.org/10.1080/00091389709602331

DOI: http://dx.doi.org/10.14234/elehe.v6i1.92

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Big Ears – sonic art for public ears: Reflections on collaborative training

Big Ears – sonic art for public ears: Reflections on collaborative training

Franziska Schroeder, Koichi Samuels, Tullis Rennie

Abstract

This text critically reflects on the higher education public engagement training program, entitled ‘Big Ears – sonic art for public ears’. The authors detail the objectives and aims as well as the benefits of this initiative for the enhancement of the student learning experience. We consider Schmidt’s (Schmidt, 2012) notion of mis-listening and Christopher Small’s concept of ‘musicking’ (Small, 1998), and develop a critical argument on how public engagement has changed researchers’ views and attitudes about their own research. The text explores how the creative interaction with a young audience has had great impact on the students’ learning experience as well as on their employability/transferable skills, because Big Ears stresses the importance of pulling practice as research away from the academic argument of why artists should be supported inside an institution, and into the realm of the real – what to do when making art, how to make it relevant and applicable to audiences.

Keywords

Education; sonic arts; public engagement; doctoral training

Full Text:

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References

Ansdell, G. (2010). Part VI. In Stige, B., Ansdell, G., Elefant, C. & Pavlicevic, M. (eds) Where music helps: Community music therapy in action and reflection. Surrey: Ashgate Publishing Limited.

Austin, A. E. (2001) Reviewing the literature on scholarly collaboration: how we can understand collaboration among academic couples. In Creamer, E. G and Associates (eds) Working equal: Academic couples as collaborators. New York: Routledge Falmer.

Bakhtin, M. M. (1981) The dialogic imagination by M. M. Bakhtin: four essays. Austin, TX: University of Texas Press.

Bennett, P and Turner, G. (2012) The National Postgraduate Taught Experience Survey (PTES). Higher Education Academy. Available at https://www.heacademy.ac.uk/consultancy-services/surveys/ptes/ptes-final-reports (accessed 6/12/14).

Big Ears (2011) Big Ears site. Available at: http://www.socasites.qub.ac.uk/bigears (accessed 2/7/14).

Big Ears (2013a). Big Ears Ethnographic Report, 2013. Available at: http://www.socasites.qub.ac.uk/bigears/Documentation2013.html (accessed 2/7/14).

Big Ears (2013b). Big Ears 2013 site. Available at: www.socasites.qub.ac.uk/bigears/BigEars2013.html (accessed 2/7/14).

Collins, R. (2004) Interaction ritual chains. Princeton, NJ: Princeton University Press.

Cronin, B. (2001) ‘Hyperauthorship: a postmodern perversion or evidence of a structural shift in scholarly communication practices?’ Journal of the American Society for Information Science and Technology, 52 (7): 558-569. http://dx.doi.org/10.1002/asi.1097

Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Performance. New York: Harper & Row.

DeNora, T. (1999) ‘Music as a technology of the self’. Poetics, 27 (1): 31–56. http://dx.doi.org/10.1016/S0304-422X(99)00017-0

DeNora, T. (2000) Music in everyday life. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511489433

DeNora, T. (2007) ‘Evidence and Effectiveness in Music Therapy: Problems, Possibilities and Performance in Health Contexts’. British Journal of Music Therapy, 20 (2): 81-99.

DeNora, T., (2011) Music-in-Action: Selected Essays in Sonic Ecology. Ashgate Publishing Company.

Hodsdon, L. and Buckley, A. (2011) Postgraduate Research Experience Survey 2011 results. Higher Education Academy. Available at: https://www.heacademy.ac.uk/resources/detail/postgraduate/PRES_2011_report (accessed 6/12/14)

Kochan, F. K. and Mullen, C. A. (2001) ‘Collaborative authorship: reflections on a briar patch of twisted brambles’. Teachers College Record, February. Available at: http://www.tcrecord.org/content.asp?contentid=10661 (accessed 2/7/14).

Little, S. (2011) Practice and performance as research in the arts. In Bendrups, D. and Downes, G. (eds) Dunedin Soundings: Place and Performance. NZ: Otago University Press.

Lowry, P. B., Curtis, A. and Lowry, M. R. (2004) ‘Building a taxonomy and nomenclature of collaborative writing to improve interdisciplinary research and practice’. International Journal of Business Communication 41 (1): 66-99. http://dx.doi.org/10.1177/0021943603259363

Lyons, F. (2006) Sonic Art - Opportunities for a Level Playing Field for Disabled Composers and Performers. International Journal of Technology, Knowledge and Society, 2 (2): 129–134.

Milem, J. F., Sherlin, J. H. and Irwin, L. E. (2001) The importance of collegial networks to college and university faculty. In Creamer, E. G and Associates (eds) Working equal: Academic couples as collaborators. New York: Routledge Falmer.

NCCPE. (2014) BIS consultation on proposals for long term investment in science and research. Available at: https://www.publicengagement.ac.uk/sites/default/files/publication/capital_consultation_briefing.pdf (accessed 4/7/14).

Oliveros, P. (2005) Deep Listening: A Composer's Sound Practice. Lincoln: Deep Listening Publications.

PRES. (2011) Queen's University Postgraduate Research Experience Survey, 2011 and 2012. Available at: http://www.qub.ac.uk/sites/PostgraduateCentre/PostgraduateCommunity/HaveYourSay/PostgraduateExperienceSurveys (accessed 2/7/14).

QUB Regulations 2014 (2014) Regulations for Research Involving Human Participants. Available at: www.qub.ac.uk/directorates/ResearchEnterprise/ResearchGovernanceandEthics/FileStoreResGov/Filetoupload,399949,en.doc (accessed 4/10/14).

Ritchie, S. M. And Rigano, D. L. (2007) ‘Writing together metaphorically and bodily side-by-side: an inquiry into collaborative academic writing’. Reflective Practice, 8 (1): 123–135. http://dx.doi.org/10.1080/14623940601139087

SARC. (2013) The Sonic Lab. Available at: www.sarc.qub.ac.uk/sites/sarc/AboutUs/TheSARCBuildingandFacilities/TheSonicLab (accessed 2/7/14)

Schmidt, P. (2012) ‘What We Hear is Meaning Too: Deconstruction, Dialogue, and Music’. Philosophy of Music Education Review, 20 (1): 3–24. http://dx.doi.org/10.2979/philmusieducrevi.20.1.3

Smalley, D. (1994) Defining Timbre, Refining Timbre. Contemporary Music Review, 10 (2): 25-48.http://dx.doi.org/10.1080/07494469400640281

Small, C. (1998) Musicking: the meanings of performing and listening. Hanover: Wesleyan/University Press of New England.

Stancer, A. (2011) Engaging Early Years Foundation Stage children in computer-based play: a guide for practitioners. CfBT Education Trust.

Stige, B., Ansdell, G., Elefant, C. and Pavlicevic, M. (2010) Where music helps: Community music therapy in action and reflection. Surrey: Ashgate Publishing Limited.

Turino, T. (2008) Music as social life: Politics of participation. University of Chicago Press.

DOI: http://dx.doi.org/10.14234/elehe.v6i1.97

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

ELEHE: editorial for Vol 6 No 1

Editorial

Anna Crouch, Rachel Maunder, Simon Sneddon, Scott Turner

Abstract

Editorial for the 2014 issue

Full Text:

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References

Kell, P. and Vogl, G. (2012) International students in the Asia Pacific: mobility, risks and global optimism. Springer.

National Union of Students (2012) Student experience research 2012: Part 1: Teaching and learning: Student experience research to gain insight into the quality of the learning experience. National Union of Students. Available at: http://www.nus.org.uk/PageFiles/12238/2012_NUS_QAA_Teaching_and_Learning.pdf (accessed 7/12/14)

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

New Edition of ELEHE published

Vol 6, No 1 (2014)

DOI: http://dx.doi.org/10.14234/elehe.v6i1

Table of Contents

Editorial

Editorial	PDF
Anna Crouch, Rachel Maunder, Simon Sneddon, Scott Turner	1-3

Articles

Understanding student engagement with social entrepreneurship: a case study of the University of Northampton	PDF
Terry Louis Tudor, Cleber Dutra	4-20

Learning from student expectations of higher education: a study in a public university in Malaysia	PDF
Premalatha Karupiah, Intan Hashimah Mohd Hashim, Norzarina Mohd-Zaharim	21-34

Big Ears – sonic art for public ears: Reflections on collaborative training	PDF
Franziska Schroeder, Koichi Samuels, Tullis Rennie	35-48

Work in progress

Using focus groups to enhance student voice: a work-in-progress exploration of student learning experiences in large classes	PDF
Caitlin C Finlayson	49-52

Book reviews

International Students in the Asia Pacific – Mobility, Risks and Optimism (Peter Kell & Gillian Vogl, 2012)	PDF
Rashmi Dravid	53-55

ISSN: 2041-3122

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

call for papers: Higher Education 2018: the way forward

We are pleased to announce a call for papers for the forthcoming edition of 'Enhancing the Learner Experience in Higher Education'.

ELEHE is an open-access international peer-reviewed online journal, addressing the challenge of enhancing learning in Higher Education.

We are inviting submissions for our Autumn 2014 special edition:

Higher Education 2018: the way forward

Guest editor: Professor Alejandro Armellini

The deadline for submissions for the next edition is 1st August 2014.

More information, along with article types and author guidelines are available at www.northampton.ac.uk/elehe. 


The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Open call call for papers for ELEHE

The latest edition of the journal Enhancing the Learner Experience in Higher Education (ELEHE) is out . So now we are looking for papers for the next or following issues.

What is ELEHE?

 ELEHE is an open-access (with no page fees!), interdisciplinary, international, peer-reviewed online journal  published twice yearly, enthusiastically addressing the challenge of enhancing learning in Higher Education. Papers are welcome which embrace the student voice to help improve the learner experience in ways which have been shown to impact positively on students. As well as learner experience in the teaching environment it also includes all aspects (including students and student voice within public engagement activities) that improve the learner’s experience in Higher Education.

The journal is interdisciplinary in scope. It welcomes a diverse range of articles, drawing on a variety of critical, comparative and reflective approaches responding to key agendas in Higher Education. Committed to evidence-informed practice, it will also encourage the setting of new agendas where the student experience can be enhanced.

When does my paper need to be submitted by?

We run an open call and are happy receive papers through out the year. 

How is the paper reviewed?

At least two referees will review the paper.

What type of papers can I submit?

The journal welcomes:

• research articles (3000-6000 words);
• critical case studies (3000-4000 words);
• short reports (up to 2000 words)
• book reviews (up to 1000 words).

Details of the journal focus and scope, along with author guidelines can be found at http://journals.northampton.ac.uk/index.php/elehe/about

What is it going to cost me to publish?

It is currently a free, open access, peer-reviewed journal. There are no page charges, etc. The University of Northampton supports the journal, including infrastructure, paying for DOIs, etc.

If you want to discuss ideas about possible articles, or want guidance on preparing your submission, please contact the Editors

Dr Rachel Maunder (Chair of Editorial Team) Rachel.Maunder@northampton.ac.uk

Dr Simon Sneddon (Editor; and Book Reviews Editor) Simon.Sneddon@northampton.ac.uk

Anna Crouch (Editor) Anna.Crouch@northampton.ac.uk

Dr Scott Turner (Editor) Scott.Turner@northampton.ac.uk

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://www.northampton.ac.uk/elehe

Book review: A Very Short, Fairly Interesting and Reasonably Cheap Book about Qualitative Research (Silverman, 2013)

Book review: A Very Short, Fairly Interesting and Reasonably Cheap Book about Qualitative Research (Silverman, 2013)

Wayne Clark

Abstract

Book review: A Very Short, Fairly Interesting and Reasonably Cheap Book about Qualitative Research (Silverman, 2013)

Full Text:

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References

Association of Managers of Student Services in Higher Education (2011) Value and Impact Toolkit: Assessing the Value and Impact of Services that Support Students. London: AMOSSHE.

Silverman, D. (2010) Doing Qualitative Research: A Practical Handbook. Third edition. London: Sage.

Silverman, D. (2011) Qualitative Research. Third edition. London: Sage.

Silverman, D. (2012) Interpreting Qualitative Data. Fourth edition. London: Sage.

Silverman, D. (2013) A Very Short, Fairly Interesting and Reasonably Cheap Book about Qualitative Research. London: Sage.

DOI: http://dx.doi.org/10.14234/elehe.v5i1.59


The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Capturing Distance (Online) Learner Experience

Out of Sight, Out of Mind: Capturing the Distance (Online) Learner Experience

Rachel Fitzgerald, Paul Corazzo

Abstract

This work in progress paper presents the findings of a small scale study conducted to gain insight into the ‘distance learner’ experience at a higher education institution. The study was undertaken in support of a wider project to improve and enhance online learning. Primary research was undertaken by an undergraduate student who conducted virtual focus groups with currently enrolled students using face to face video technology. This report documents the method and limitations of undertaking the research and summarises participants’ thoughts. Initial outcomes from the study suggest that students are generally content with learning and teaching online, but experience frustration with aspects of administration and course material signposting. Participants make a number of recommendations for overall improvement and this report concludes with plans for going forward and embedding their ideas into the wider project and developing opportunities for further student input to their learning.

Keywords

Online learning; distance learning; student experience; online focus groups; student voice.

Full Text:

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References

Alkema, A., McDonald, H. and Ryan, R. (2013) Student Voice in Tertiary Education Settings: Quality Systems in Practice. New Zealand: Heathrose Research. Available online: http://akoaotearoa.ac.nz/projects/student-voice-effective-representation-and-quality (accessed 19/11/13).

Bokor, J. (2012) University of the Future: A thousand year old industry on the cusp of profound change. Australia: Ernst & Young Higher Education Report. Available online: http://www.ey.com/Publication/vwLUAssets/University_of_the_future/$FILE/University_of_the_future_2012.pdf (accessed 19/11/13).

Chen, K. and Jang, S. (2010) ‘Motivation in online learning: Testing a model of self-determination theory’. Computers in Human Behavior, 26 (4): 741–752. http://dx.doi.org/10.1016/j.chb.2010.01.011

Diaz, D. and Cartnel, R. (1999) ‘Students' Learning Styles in Two Classes: Online Distance Learning and Equivalent On-Campus’. College Teaching, 47 (4): 130-135. http://dx.doi.org/10.1080/87567559909595802

Evidence Base (2011) Focus Groups. eValued: An evaluation toolkit for e-library developments. Available online: http://www.evalued.bcu.ac.uk/tutorial/4b.htm (accessed 19/11/13).

Halcomb, E. J., Gholizadeh, L., DiGiacomo, M., Phillips, J. and Davidson, P. M. (2007) ‘Literature review: considerations in undertaking focus group research with culturally and linguistically diverse groups’. Journal of Clinical Nursing, 16 (6): 1000–1011. http://dx.doi.org/10.1111/j.1365-2702.2006.01760.x

Hartnett, M., St. George, A. and Dron, J. (2011) ‘Examining motivation in online distance learning environments: Complex, multifaceted, and situation-dependent’. The International Review of Research in Open and Distance Learning, 12 (6): 20-37.

Inman, E., Kerwin, M. And Mayes, L. (1999) ‘Instructor and student attitudes toward distance learning’. Community College Journal of Research and Practice, 23 (6): 581-591. http://dx.doi.org/10.1080/106689299264594

Lee, S. J., Srinivasan, S., Trail, T., Lewis, D. and Lopez, S. (2011) ‘Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning’. The Internet and Higher Education; 14 (3): 158-163. http://dx.doi.org/10.1016/j.iheduc.2011.04.001

Paechter, M., Maier, B. and Macher, D. (2010) ‘Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction’. Computers & Education, 54 (1): 222–229.http://dx.doi.org/10.1016/j.compedu.2009.08.005

Page, L. (2013) Lectures in your living room: Meet the online learners who fit study around their lives. The Guardian Online (12th November 2013). Available online: http://www.theguardian.com/education/2013/nov/12/online-learning-students-benefits (accessed 12/11/13)

Samarawickrema, G. and Stacey, E. (2007) ‘Adopting web-based learning and teaching: A case study in higher education’. Distance Education, 28 (3): 313–333. http://dx.doi.org/10.1080/01587910701611344

DOI: http://dx.doi.org/10.14234/elehe.v5i1.76

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Doctoral Training Partnerships: review of postgraduate researcher experience

Doctoral Training Partnerships: a work-in-progress review of the postgraduate researcher experience

Rebekah Smith McGloin

Abstract

Recent changes in research council policy and postgraduate funding have seen the beginnings of a fundamental reconfiguration in how some PhD students are recruited and trained. This report is a work-in-progress review of early student evaluation data from a single doctoral training partnership (DTP) within this new doctoral training landscape. It gives a broad overview of historical and contemporary challenges in researcher development before summarising the results of evaluation data from the first year of the BBSRC DTP. It goes on to discuss how these preliminary findings might be followed up and what they might hint at in terms of the model’s potential to influence researcher development in the future.

Keywords

Researcher development; Student experience; Doctoral training

Full Text:

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References

Bennett, P. and Turner, G. (2013) PRES 2013: Results from the Postgraduate Research Experience Survey. York: HEA. Available online: http://www.heacademy.ac.uk/assets/documents/postgraduate/PRES_2013_UK_report.pdf (accessed 15 November 2013).

CIHE (2010) Talent Fishing: What businesses want from postgraduates. London: CIHE. Available online: http://www.cihe.co.uk/talent-fishing-what-businesses-want-from-postgraduates (accessed 15 November 2013).

Edstrom, K. (2008) ‘Doing course evaluation as if learning matters most’. Higher Education Research and Development, 27 (2): 95–106. http://dx.doi.org/10.1080/07294360701805234

Gibney, E. (2013) ‘PhD System Risks Leaving Overseas Students out in the Cold’. Times Higher Education, 18 April 2013. Available online: http://www.timeshighereducation.co.uk/news/phd-system-risks-leaving-overseas-students-in-the-cold/2003277.article (accessed 15 November 2013).

HM Treasury (2002) SET for success: the supply of people with science, technology, engineering and mathematics skills. The report of Sir Gareth Roberts’ Review. London: HMT. Available online: http://webarchive.nationalarchives.gov.uk/+/http:/www.hm-treasury.gov.uk/d/robertsreview_introch1.pdf (accessed 15 November 2013).

Park, C. (2007) Redefining the Doctorate. York: The Higher Education Academy. Available online: http://www.heacademy.ac.uk/assets/documents/research/redefining_the_doctorate.pdf (accessed 15 November 2013).

QAA (2004) Code of practice for the assurance of academic quality and standards in higher education. Section 1: Postgraduate research programmes. Gloucester: QAA. Available online: http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Code-of-practice-section-1.aspx (accessed 15 November 2013).

RCUK (2001) Joint Statement of the UK Research Councils' Training Requirements for Research Students. London: RCUK. Available online:

http://www.vitae.ac.uk/CMS/files/upload/RCUK-Joint-Skills-Statement-2001.pdf (accessed 15 November 2013).

RCUK (2005) Summary of Research Organisation Reporting on Career Development and Skills (Roberts) Payments 2005. London: RCUK. Available online: http://www.vitae.ac.uk/CMS/files/RCUK-Roberts-reporting-summary-2005.pdf (accessed 15 November 2013).

RCUK (2006) Career Development and Transferable Skills Training Payments: Summary of November 2006 Reporting. London: RCUK. Available online: http://www.vitae.ac.uk/CMS/files/RCUK-Roberts-reporting-summary-2006.pdf (accessed 15 November 2013).

RCUK (2007) Career Development and Transferable Skills Training Payments: Summary of 2007 Reporting. London: RCUK. Available online: http://www.vitae.ac.uk/CMS/files/RCUK-Roberts-reporting-summary-2007.pdf (accessed 15 November 2013).

RCUK (2008) Career Development and Transferable Skills Training Payments: Summary of 2008 Reporting. London: RCUK. Available online: http://www.vitae.ac.uk/CMS/files/upload/policy_forum_summary_of_2008_robert_%20reporting_jan2009.pdf (accessed 15 November 2013).

RCUK (2010) Review of progress in implementing the recommendations of Sir Gareth Roberts, regarding employability and career development of PhD students and research staff. London: RCUK. Available online: http://www.rcuk.ac.uk/documents/researchcareers/IndependentReviewHodge.pdf (accessed 15 November 2013).

Zabaleta, F. (2007) ‘The use and misuse of student evaluations of teaching’. Teaching in Higher Education, 12 (1):.55–76. http://dx.doi.org/10.1080/13562510601102131

DOI: http://dx.doi.org/10.14234/elehe.v5i1.70

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Being there: strategies for incorporating the student voice into the learning experience of a large first-year marketing course in a New Zealand university

Being there: strategies for incorporating the student voice into the learning experience of a large first-year marketing course in a New Zealand university

Mary FitzPatrick, Janet Davey, Dorothy Spiller

Abstract

Higher education (HE) researchers and practitioners comment regularly on the difficulties of encouraging students to be fully present in the large-class learning experience. Educators who want to honour and promote the student voice need to design teaching and learning spaces that help students make emotional and cognitive connections with course learning, enabling them to be partners in directing the learning and to assume the role of co-inquirers. This paper describes a case study in a first-year marketing course in a New Zealand university in which a student tutor’s photo-narrative was designed to achieve these goals. Students’ evaluations indicated that the strategy promoted personal engagement and increased ownership of the learning. Photo-narrative storytelling offers HE practitioners an effective means to connect theoretical content to students’ own lives, and enhance student ownership of the learning. Inviting students to create their own photo-narratives could create a learning experience that approximates more closely to a learning partnership.

Keywords

student ownership; tutors; storytelling

Full Text:

PDF

References

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DOI: http://dx.doi.org/10.14234/elehe.v5i1.74

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

student voice to enhance the teaching of undergraduate courses with high failure rates

Using the student voice to enhance the teaching of undergraduate courses with high failure rates

Erik Blair

Abstract

Whilst it is likely that some students will fail a course, it is important for universities to determine whether such failure is a personal outcome or whether there are aspects of the course that could be more conducive to student learning. In adopting a student-centred approach, this research analysed data drawn from student evaluation questionnaires (SEQs) in order to establish how students thought the teaching of undergraduate courses with high failure rates could be improved. Many higher education institutions use SEQs as tools for gathering data on the teaching and learning experience, but the emphasis here is on how such data can be used. Content analysis was used to map the SEQs of students enrolled on 19 courses with high failure rates against a baseline developed from the SEQs of students enrolled on 19 courses with low failure rates. This paper examines these responses and makes five recommendations specifically aimed at improving undergraduate courses with high failure rates.

Keywords

student evaluation questionnaires; student voice; failure rates

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DOI: http://dx.doi.org/10.14234/elehe.v5i1.62 The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index