student feedback and leadership - Office for Learning and Teaching

Student Feedback & Leadership
in a smaller lecture theatre. Hence, controlling for differences in teaching style
and comparing classes taught by the same lecturer should hopefully allow for
a more direct GTS comparison and assessment of the effect of large class
sizes on student satisfaction.
What was the impact on student feedback?
This is discussed in section 4.0.
Were there changes in student learning and experiences?
Yes, as discussed in the preceding sections.
How are the students being taught differently? Eg teaching strategies,
structure & size of classes etc
Again, this has been discussed in the preceding sections.
What other impacts (including long term outcomes) were there?
Long term outcomes are yet to be fully recognised. However, the School
is actively encouraging staff to undertake course development and providing
support through the provision of teaching grants. These grants, which are
by application, are also viewed as a precursor to applying for an LTIF grant.
Were there any tangible outcomes eg Grants, scholarship etc
An LTIF grant was received to support the development of the trial of the
‘audience response system’ and development of podcasts in MKTG1025
Marketing Principles. Further, the course coordinator, Raju Mulye, was
recognised with a University Teaching Award, primarily as a result of his
efforts with the course over the last few years.
8.6 Critical Success Factors
What were the contributors to success?
The contributing factors to the success of this project were as follows:
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Support from HOS and funding provided for ongoing development.
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Initiative shown by Course Coordinators and various course team
members despite a very full workload.
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Support and assistance from other School staff members at various
points in the project.
– – The use of a research assistant in undertaking the quantitative analysis
of the CES data.
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