student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
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Part B: Building Leadership Capacity - BUS: School of Economics, Finance & Marketing ART Report<br />
8.10 Leadership Reflections<br />
Questions <strong>for</strong> ART (as a whole team):<br />
1. What has your participation in this project enabled you to achieve<br />
in regard to improving <strong>student</strong> <strong>feedback</strong>?<br />
––<br />
The opportunity to run a whole lot of things differently in the course<br />
– new projects & assignments.<br />
––<br />
It has enabled lecturers to trial new technologies in a risk free environment<br />
– allowing any problems experienced to be dealt with as part of the<br />
project trial, <strong>and</strong> refinements to be made.<br />
2. What are the key factors that enabled you to achieve this?<br />
––<br />
Time <strong>and</strong> assistance in developing <strong>and</strong> running new initiatives<br />
with <strong>student</strong>s.<br />
––<br />
The recognition that improving <strong>student</strong> <strong>feedback</strong> is a shared responsibility<br />
– that it is the things that support lecturers like the technology, <strong>and</strong> also<br />
the facilities.<br />
3. What challenges did you face in achieving this?<br />
Issues related to <strong>feedback</strong>:<br />
––<br />
Lack of underst<strong>and</strong>ing by <strong>student</strong>s regarding the <strong>feedback</strong> given<br />
by lecturers – how to access <strong>and</strong> use it effectively, <strong>and</strong> <strong>for</strong> them to also<br />
take some responsibility in responding.<br />
––<br />
Realising that <strong>student</strong>s expectations often don’t align with what<br />
is delivered – they ask <strong>for</strong> things <strong>and</strong> then don’t take advantage<br />
of opportunities created.<br />
––<br />
In giving <strong>feedback</strong> often <strong>student</strong>s rate a course by its fairness rather<br />
than evaluating the actual teaching.<br />
––<br />
That cohorts of <strong>student</strong>s make a difference, identical courses taught<br />
to different groups can get very different <strong>feedback</strong>.<br />
––<br />
Students can give poor <strong>feedback</strong> to courses that they don’t see the<br />
relevance of – e.g. courses outside of their specialist area.<br />
– – Recognition that in a mixed discipline class, there are difficulties<br />
in making courses relevant to each <strong>student</strong>.<br />
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