Enhancing Learning and Teaching Through Student Feedback in Engineering

Professor Sid Nair is currently Executive Dean and Dean Learning, Teaching and Student Experience at the Victorian Institute of Technology (VIT), Australia where he is responsible for the learning, teaching, student experience and quality matters of the Institution.Previous to this appointment at VIT, Sid was the Executive Director of the Tertiary Education Commission (TEC), Mauritius, the apex regulatory body where he was responsible for the formulation and execution of strategies, policies and procedures in the higher education sector in Mauritius.Prior to joining TEC, he was Professor of Higher Education Development at the Centre for Education Futures (CEF), University of Western Australia. His role was to build the capacity of academics in the digital delivery of their teaching. His career path also had him as Interim Director and Quality Advisor (Evaluations and Research) at the Centre for Higher Education Quality (CHEQ) at Monash University, Australia where he headed the evaluation unit at Monash University. In this capacity he restructured the evaluation framework at the university. The approach to evaluations at Monash has been noted in the first round of the Australian Universities Quality Agency (AUQA) audits and is part of the good practice database. His research work lies in the areas of quality in the higher education system, classroom and school environments, and the implementation of improvements from stakeholder feedback. He has extensive lecturing experience in the applied sciences in Canada, Singapore and Australia. He is an international consultant in quality and evaluations in higher education. Dr. Arun Patil is a lecturer in Engineering at the Central Queensland University, Mackay, Australia. Prior to this position, he was a research scholar in the Faculty of Engineering at Monash University. Patil has over 15 years of teaching and administrative experience in India and Australia and has published widely. He is a Founding Editor-in-Chief of the International Journal of Quality Assurance in Engineering and Technology Education. His recently published book Engineering Education Quality Assurance: A Global Perspective has been widely accepted and cited frequently in the engineering education community around the globe. Dr Patricie Mertova is currently a Research Fellow in the Department of Education, University of Oxford, England. She was previously a Research Officer at the University of Queensland, and, prior to that, a Research Fellow in the Centre for the Advancement of Learning and Teaching (CALT) and the Centre for Higher Education Quality (CHEQ), Monash University, Australia. She has recently completed her PhD focusing on the academic voice in higher education quality. She has research expertise in the areas of higher education and higher education quality. Her background is also in the areas of linguistics, translation, cross-cultural communication and foreign languages.

• List of figures and tablePrefaceAbout the authorsChapter 1: Student feedback in engineering: a discipline-specific overview and backgroundAbstract:IntroductionClarifying the purpose of collecting student feedbackUsing student feedback to improve engineering educationConclusionsChapter 2: Advances in engineering education in Chile using student feedbackAbstract:IntroductionStudent and alumni feedback in Chilean higher educationStudent and alumni feedback in engineeringThe case of USACHFindings and discussionConclusionsChapter 3: Formative student feedback: enhancing the quality of learning and teachingAbstract:IntroductionCase study: engineering education at the Hong Kong Polytechnic UniversitySummative student feedbackFormative feedbackConclusionsAcknowledgementsChapter 4: Role of soft skills in engineering education: students' perceptions and feedbackAbstract:IntroductionBackground to the case studyFindingsApprehension in meetingsApprehension in interpersonal communicationStrategies used to enhance soft skillsConclusionsAcknowledgementsAppendix 4.1 importance of soft skills from students' perspectiveAppendix 4.2 personal report of communication apprehensionChapter 5: Engineering programmes in Thailand: enhancing the quality of student feedbackAbstract:IntroductionAcknowledgementsChapter 6: Summative quality assurance systems: not good enough for quality enhancementAbstract:IntroductionFormative operational evaluationsImportant aspects of a system supporting an emerging quality cultureConclusionsChapter 7: Engineering programmes in the UK: the student feedback experienceAbstract:IntroductionStudent feedback and existing data sourcesResponse rates of engineering studentsEngineering students in the NSSEngineering student feedback in institutional surveysAssessment and feedbackConclusionsChapter 8: Trends, issues and the future of student feedback in engineeringAbstract:IntroductionIssues, trends and approachesConclusionsIndex