3.1 WUSL is committed to the principle of student engagement in quality matters at all levels.
Our main purposes in gathering student feedback are:
Other objectives includes:
We rely on the feedback from our students to guide us and to confirm that the enhancements we make to our teaching learning provision translate to enhancement of the student learning experience. Effective student feedback relies on engagement of both staff and students. University places a number of expectations on the two groups.
Staff are expected to:
Students are expected to:
3.2 Levels of students’ feedback
Different users require feedback at different levels, such as:
University use a combination of mechanisms to collect student feedback. Any single mechanism has its drawbacks. Quantitative feedback (for example, through questionnaires) can be used to provide ‘evidence’ that something is going well or not so well and such evidence will normally be required for quality assurance purposes. Qualitative information (for example, through open-ended response sections of questionnaires and from student representatives) can help explain why something is going well or not so well.
Different mechanisms are needed for different purposes, levels and contexts.
Our mechanisms are:
1. Student representation:
The University’s processes for securing effective student engagement in quality assurance and enhancement include the gathering of individual and collective feedback from students, the deployment of elected students, Faculty and programme representatives on relevant Faculty/University committees, an ongoing programme of induction (See Annexure 1) and support for students and staff appropriate to their quality assurance roles, and a commitment to the monitoring, review and enhancement the effectiveness of these policies and processes for engaging students. The University maintains a Student Charter in partnership with Wayamba University Students Union, which presents the mutual expectations and obligations of staff and students for supporting and improving the educational experience of the student body.
Election of student representatives to the Faculty Board is organised by the Students’ Union of the Faculty. At lower levels, classes or other groupings of students are invited to elect representatives, with the process being prompted and facilitated by staff at the beginning of each semester or year.
As part of the University’s commitment to enabling student engagement with quality assurance Faculties must ensure that they have adequate formal student representation on the Faculty Board. These meetings shall, as far as possible, be scheduled for times and dates when the student representatives are able to attend. Each Faculty will have a mechanism in place to ensure that the student representatives are able to effectively disseminate discussions from the Faculty Board to the student cohort. It is required that all matters raised by student representatives at the relevant committee must be given proper consideration and duly minuted. Where an action cannot be implemented, the grounds should be explained and minuted.
2. Student feedback of Course units and Teaching (SACT)
The University encourages staff to use a variety of mechanisms to obtain student feedback to promote ongoing dialogue between students and staff. All faculties must use course evaluation questionnaire as a method of gathering student feedback. To ensure practice is consistent, the University sets out guidelines for gathering course evaluation data from students. These guidelines covers the means of collecting, presenting, and responding to questionnaire data.
Student assessment of course units/module and teaching (SACT) carried out every semester, and all registered students have the opportunity to take part in the survey. The outcomes of SACT are summarised and reviewed by SSLCs, and inform Annual Review of Course reports. Departments also let students know what action was taken in response to previous surveys before they complete their own.
Scope and timing of SACT:
The key elements of the Guidelines on course evaluation are:
3. Students’ satisfaction surveys: Students’ satisfaction surveys are University-wide surveys that the University uses to measure overall satisfaction amongst students. Students’ satisfaction surveys are conducted annually via the questionnaires administered by IQAU. Once the results have been reviewed and analysed, the University / Faculty can then enhance the student experience.
4. Student-Staff Liaison Committees (SSLC): SSLC are an opportunity for course representatives to feedback on behalf of their fellow peers on areas of good practice and areas that need to be improved. Students have an opportunity to raise issues via their SSLC. This feedback is considered by the Faculty as part of the annual monitoring process. Each Faculty should have at least two SSLCs, one for undergraduates and one for postgraduate students.
Key Principles of Student Staff Liaison Committees
All SSLCs are guided by the following principles, which aim to ensure that SSLCs:
SSLCs are not the place for students to air their personal grievances.
Aims and objectives of Student Staff Liaison Committees
Faculty Student Staff Liaison Committee membership
Student-Staff Liaison committee meetings
5. Informal feedback to lecturers/tutors via lectures/seminars/tutorials, discussion groups, and other informal mechanisms: These can be obtained by lecturers or tutors verbally or in writing and recorded for teaching-learning enhancement process.
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