A
tension with improvement,
9–11
tension with improvement implications for methodology,
11–13
ways of asking feedback,
12–13
Accreditation Board for Engineering and Technology (ABET),
86–7
action-based evaluation programme,
53
‘action research’ method,
45
actual operational activities,
103–4
administrative decision-making,
133
Asian academic programmes,
52
Associated Chambers of Commerce and Industry of India (ASSOCHAM),
67
attractiveness problem,
7–8
C
central quality assurance units,
54
communication challenges,
37
engineering advances using student feedback,
25–39
engineering students feedback findings and discussion,
36–8
faculty education competencies,
37
higher education student and alumni feedback,
28–9
need for engineering education research,
38
need for structural capacities,
37–8
official pressures, policies and incentives relevance,
36
professional licensing,
36
tertiary education context,
26
tertiary sector quality,
26–7
Chilean Society for Engineering Education (SOCHEDI),
31
civil engineering programmes,
26
classroom feedback,
88–90
communication apprehension,
65,
70–2
overall PRCA questionnaire scores,
71
sample group PRCA scores,
71
synergy effect in engineering education,
computer-assisted assessment,
122
conceptual understanding, ,
14
confidence improvement,
70
course development,
17–18
course evaluation,
28,
85
course experience questionnaire (CEQ),
96
E
employability development,
114–16
engineering education advances in Chile using student feedback,
25–39
discipline-specific overview and background,
1–21
education outcomes improvement,
2–3
Hong Kong Polytechnic University,
44–5
issues and future trends of student feedback,
132–6
problem-solving skills improvement,
3–5
skills and attributes improvement,
5–6
student and alumni feedback,
29–33
student feedback in UK,
108–27
students’ perception and feedback of soft skills role,
61–81
engineering education programmes
quality enhancement of student feedback in Thailand,
84–91
types of student feedback in Thailand,
87
Engineering Profession Control Committee (EPCC),
85
engineering students,
118
feedback in institutional surveys,
113–16
enhancement-led approach,
10–11,
21
entrepreneurial skills development,
75
Escuela de Artes y Oficios,
33
F
Faculty of Education,
121
Faculty of Engineering,
95
Faculty of Engineering and Computer Technology,
115–16,
121
feedback solicitation,
18
first-year male engineering students,
62
five-point Likert scale,
68
formative assessment,
43–4
formative operational evaluations,
99–100
institutional level operational evaluation,
100
formative student feedback
enhancing teaching and learning quality,
43–56
full institutional autonomy,
27
functioning evaluation system,
101–4
I
Indian engineering students,
62
innovation learning activity,
Institute of Engineers of Chile (IIC),
31–3
institutional action plans,
118
institutional research studies,
38
institutional response,
118–24
engineering student feedback,
113–16
institutional response,
118–24
issues relating to multi-campus university,
124–5
interpersonal communication apprehension,
73
public speaking apprehension analysis,
74
student communication apprehension analysis,
74
interpersonal skills,
75,
114
intrapersonal relationship skills,
75
iterative development process,
M
management information systems,
121
meetings apprehension,
72
student communication apprehension analysis,
73
Ministry of Education (Chile),
27,
36
Ministry of University Affairs,
86
mock group discussion,
75
multi-campus university,
124–5
multidisciplinary knowledge,
86
multidisciplinary skills,
86
N
National Commission for Accreditation,
27
National Education Act (1999),
85–6
National Student Survey (NSS),
110,
111
National System of Higher Education Information,
27
National System of Higher Education Quality Assurance,
27
P
personal identity formation,
7–8
personal report of communication apprehension (PRCA),
67
physical engineering programme,
35
post-evaluation management,
46–7
posted questionnaires,
66
practical preparation skills,
65
problem-solving sessions,
19–21
programme accreditation policies,
26–7
programme implementation,
53
S
self-assessment processes,
28
Sheffield Hallam University (SHU),
111,
119
social learning format,
21
enhancement strategies,
75–6
JECRC case study background,
67–9
JECRC case study findings,
69–5
student and facilitator perspectives enhancement,
68–9
students’ perception and feedback in its role in engineering education,
61–81
students’ suggestions for enhancement,
70
soft skills development,
35
stakeholders conflict,
10
standardised evaluation approach,
47
standardised feedback systems,
122–3
‘Strengthening of structural capacities at the Faculty of Engineering and its applications to curricula innovation and didactics’ project,
35
student-centred learning,
53
student drop-out rates,
30
student evaluation system,
96
student experience survey,
110
collection purpose clarification,
9–13
direct learning improvement,
18–19
effective learning case,
19–21
engineering education advances in Chile,
25–39
engineering education improvement,
14–21
engineering education in UK,
108–27
engineering in institutional surveys,
113–16
engineering programmes requirements,
86–7
engineering students in NSS,
112–13
engineering students response rate,
112–13
framework for interpretation,
15–17
issues and future trends in engineering education,
132–6
King Mongkut’s University of Technology Thonburi (KMUTT),
88–91
outside class student activities,
19
problem-solving skills improvement,
3–5
quality enhancement of engineering programmes in Thailand,
84–91
student learning focus,
17
types in engineering programmes in Thailand,
87
understanding and improving learning experience,
6–9
student rating system,
15
summative evaluation,
44,
95
summative reporting evaluation systems
summative student evaluations,
96–9,
135
summative student feedback
common problems and limitations,
47–9
U
undergraduate engineering programmes,
85
University of Santiago of Chile (USACH),
33–5
feedback impact on study programmes,
34–5
USACH Centre for Research in Creativity and Higher Education,
27
work experience employability development,
114–16