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by Patricie Mertova, Chenicheri Sid Nair
Enhancing Learning and Teaching Through Student Feedback in Social Sciences
Cover image
Title page
Table of Contents
Copyright
List of figures and tables
Preface
About the authors
Chapter 1: Playing broken telephone with student feedback: the possibilities and issues of transformation within a South African case of a collegial rationality model of evaluation
Abstract:
Contextual background
Institutional context
Academic perceptions and the use of student feedback
Improving quality
Enabling student ‘voice’
Increasing student ownership
Educational value for students
Conclusion: critical concerns arising from this context
Chapter 2: Listening to students’ voices to enhance their experience of university
Abstract:
Introduction
Method
Findings
Discussion
Conclusion
Chapter 3: Feedback cycles or evaluation systems? A critical analysis of the current trends in student feedback in Austrian social sciences
Abstract:
Introduction
The ‘peculiar sector’: an overview of the Austrian higher education system
From ‘teaching censorship’ to ‘quality assurance’: a brief historical tour of Austrian feedback mechanisms in higher education
Emerging trends
Relevance of student feedback in Austrian social sciences
Chapter 5: Using programme-level student feedback: The Chinese University of Hong Kong
Abstract
Introduction
To what end: quality education
Institutional context
Feedback mechanisms and processes
Student feedback (how, when and to whom)
Comparative practices in selected programmes
Response to student feedback
Key features and future actions
Reflections on practice
Chapter 6: Usefulness of student feedback: the Singapore experience
Abstract:
Introduction
Types and importance of student feedback
Emotional aspects of learning, personal growth and identity
Student support and context
Background to NIE study
Methodology of NIE study
Findings of NIE study
Discussion and implications of NIE study
Conclusion
Acknowledgement
Chapter 8: Improvements to formative feedback: views of staff and students
Abstract:
Introduction
Background to the study
Definitions of feedback
Staff views on formative feedback provided to students
Student views on formative feedback provided to them
Suggestions for improvement in the provision of formative feedback
Conclusion
Chapter 9: Emerging trends and approaches in the student voice in the social sciences
Abstract:
Introduction
Key trends, issues and approaches
Concluding remarks
Index
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Table of Contents
Enhancing Learning and Teaching through Student Feedback in Social Sciences
Chenicheri Sid Nair
Patricie Mertova
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