Abstract
Focus: This study focuses on enhancing the Student Experience Questionnaire (SEQ) at a metropolitan university, prioritising student-staff communication. Leveraging a systematic approach, we examine feedback from both students and staff to derive actionable recommendations.
Background/context: Recent scholarship in higher education underscores the significance of effective feedback practices, emphasising aspects like improvement, grade justification, strengths, weaknesses, and affective feedback (Dawson et al., 2019). Additionally, research highlights the role of student emotions in feedback, underlining the need to address diverse emotional responses within student cohorts (Ryan & Henderson 2018).
Description: Our research identifies barriers impeding effective student engagement with SEQ. We develop innovative strategies to enhance course convener responsiveness, addressing low SEQ engagement, student challenges, and defensive staff responses. Practical solutions are proposed to mitigate staff and student apathy towards the survey, enhancing its efficacy.
Method: Utilising anonymous online surveys, data was collected from staff and students at a metropolitan university. A pilot capstone project in the first semester involved postgraduate students supervised by 3 academics. Our dual-method approach, employing quantitative methods and thematic analysis, ensures a nuanced understanding of student-staff communication dynamics.
Evidence: Preliminary results, encompassing both qualitative and quantitative research, will be analysed by mid-2024. These findings will be presented at the upcoming HERDSA conference in July 2024.
Contribution: This research fosters a culture of constructive feedback, creating a positive learning environment that values students and encourages staff responsiveness. The insights gained provide guidance for other faculties aiming to enhance staff-student interactions through SEQ surveys, facilitating the implementation of similar improvements or tailored surveys in their domains.
Engagement: To actively engage the audience, a three-part reflective question will be employed:
1.How do you currently receive feedback from students?
2.Do you get feedback on the feedback process itself?
3.What feedback would you provide about the feedback process?
Background/context: Recent scholarship in higher education underscores the significance of effective feedback practices, emphasising aspects like improvement, grade justification, strengths, weaknesses, and affective feedback (Dawson et al., 2019). Additionally, research highlights the role of student emotions in feedback, underlining the need to address diverse emotional responses within student cohorts (Ryan & Henderson 2018).
Description: Our research identifies barriers impeding effective student engagement with SEQ. We develop innovative strategies to enhance course convener responsiveness, addressing low SEQ engagement, student challenges, and defensive staff responses. Practical solutions are proposed to mitigate staff and student apathy towards the survey, enhancing its efficacy.
Method: Utilising anonymous online surveys, data was collected from staff and students at a metropolitan university. A pilot capstone project in the first semester involved postgraduate students supervised by 3 academics. Our dual-method approach, employing quantitative methods and thematic analysis, ensures a nuanced understanding of student-staff communication dynamics.
Evidence: Preliminary results, encompassing both qualitative and quantitative research, will be analysed by mid-2024. These findings will be presented at the upcoming HERDSA conference in July 2024.
Contribution: This research fosters a culture of constructive feedback, creating a positive learning environment that values students and encourages staff responsiveness. The insights gained provide guidance for other faculties aiming to enhance staff-student interactions through SEQ surveys, facilitating the implementation of similar improvements or tailored surveys in their domains.
Engagement: To actively engage the audience, a three-part reflective question will be employed:
1.How do you currently receive feedback from students?
2.Do you get feedback on the feedback process itself?
3.What feedback would you provide about the feedback process?
| Original language | English |
|---|---|
| Pages | 1-1 |
| Number of pages | 1 |
| Publication status | Published - 2024 |
| Event | Higher Education Research and Development Society of Australasia 2024 - Adelaide Convention Centre, Adelaide , Australia Duration: 8 Jul 2024 → 11 Jul 2024 https://conference.herdsa.org.au/2024/ |
Conference
| Conference | Higher Education Research and Development Society of Australasia 2024 |
|---|---|
| Abbreviated title | HERDSA2024 |
| Country/Territory | Australia |
| City | Adelaide |
| Period | 8/07/24 → 11/07/24 |
| Internet address |