student feedback and leadership - Office for Learning and Teaching

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Student Feedback & Leadershipin a smaller lecture theatre. Hence, controlling for differences in teaching styleand comparing classes taught by the same lecturer should hopefully allow fora more direct GTS comparison and assessment of the effect of large classsizes 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 etcAgain, 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 Schoolis actively encouraging staff to undertake course development and providingsupport through the provision of teaching grants. These grants, which areby application, are also viewed as a precursor to applying for an LTIF grant.Were there any tangible outcomes eg Grants, scholarship etcAn LTIF grant was received to support the development of the trial of the‘audience response system’ and development of podcasts in MKTG1025Marketing Principles. Further, the course coordinator, Raju Mulye, wasrecognised with a University Teaching Award, primarily as a result of hisefforts with the course over the last few years.8.6 Critical Success FactorsWhat were the contributors to success?The contributing factors to the success of this project were as follows:––Support from HOS and funding provided for ongoing development.––Initiative shown by Course Coordinators and various course teammembers despite a very full workload.––Support and assistance from other School staff members at variouspoints in the project.– – The use of a research assistant in undertaking the quantitative analysisof the CES data.Page 110
Part B: Building Leadership Capacity - BUS: School of Economics, Finance & Marketing ART Report––Support and encouragement from our project Facilitator, John Milton,and his assistance with ethics approvals, the LTIF application, facilitatingthe teaching team discussion forum and ongoing advice.––Support from various areas within the University and the BusinessCollege, in particular Dr. Rae Subramaniam from the AcademicDevelopment Group(ADG) within the Business College for undertakingthe task of conducting student focus groups and also Laurie Armstrongand the Survey Services Centre for the provision of CES data tables.It was also commented that “A major contribution to the success of the projectwas the contribution of the Learning & Teaching Director, Kate Westbergin providing:––the essential mediation between the ART project team and the Universityproject team––constructive communication with each of the Course Co-ordinators.––advocacy for the team including in relation to the issues faced by courses.––critical bridge between project team and Head of School.––positive, opportunity-seeking outlook with support for local initiative.All were important for the achievements of the team and course teams in thepast two years - and will remain so.”What were the impediments to success?Impediments or challenges to the success of this project included:––Workload commitments of the ART members and course team members.––Facilities/IT issues which can hamper the best efforts of teaching staff(i.e. DLS problems experienced in Semester 1, 2008). These issuesappear to be ongoing, but the increased attention and plans to addressthese issues are encouraging.––Lack of student responsiveness and willingness to participate in focusgroups, despite offering inducements of movie tickets, and irrespectiveof whether the groups were conducted in class time.– – The complexity or difficulties in using student feedback to direct coursedevelopment, for example the ability of students to articulate what theywant in a way in which we can respond (e.g. it was noted that despitestudents stating that they wanted more feedback, there was limitedresponse to the opportunities provided for students to receivethis feedback).Page 111
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