student feedback and leadership - Office for Learning and Teaching

Part B: Building Leadership Capacity - DSC: Property, Construction & Project Management ART Report
Which issues and challenges remain?
An ongoing issue is the reluctance of members of the student body to take on
leadership roles. Mechanisms are provided by the School for this to happen,
but we remain unsuccessful in achieving such leadership.
What suggestions for further improving impact on student feedback
– at course team, program, discipline, School and university levels?
Given that RMIT is a dual sector university, further improvements could be
gained by greater engagement in dual sector activities for suitable courses
and programs. Our experience to date has been that the VET sector of the
University has many excellent facilities and VET teachers who are keen
to have an involvement with higher education students.
9.8 Resources
What resources have you accessed and found useful? Eg journal articles,
case studies etc
A review of the literature was undertaken to extract some of the best practices
in higher education facilities around the world. Some of these introduced the
team to different ways of delivering material to students in a manner that may
result in higher levels of student satisfaction.
What external expertise have you enlisted or accessed? How useful and
in what ways has this been beneficial to your ART project?
Some of the University’s facilities personnel and an outside consultant on the
topic of learning and teaching spaces.
What other resources eg people, finance, internal university funding etc have
been available?
Further resources came from LTIF funding in support of dual-sector learning.
Have you developed any resources that may be useful for others
to achieve these outcomes? Describe or list or append.
Use of reflective journals as a means of encouraging student reflection and
obtaining specific feedback about the relevant course.
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