Damage Limitation: Learning Lessons from Complaints and Appeals Staff on the Handling of Student Grievance

Against a backdrop of rising student complaints in higher education (HE) and debate about students as consumers, increasing attention is turning to institutional processes for dealing with complaints and appeals. This paper draws on a nationwide survey across UK HE to explore the unique experiences of Complaints and Appeals staff. The research provides important new insights into the perceived benefits of student complaints as well as the challenges. The findings indicate a need to change the culture around complaints to help address issues such as time taken to resolve formal complaints, expectations of students and impact on student/staff relationships. Drawing on theoretical models of service failure from the business sector, combined with a co-production model of HE, we conclude with recommendations about how complaints and appeals might be regarded as a learning opportunity leading to improved channels of communication and dissemination, as well as offering continuing professional development opportunitie

Quality Assurance Driving Factors as Antecedents of Knowledge Management: a Stakeholder-Focussed Perspective in Higher Education

Similar to many other types of organisations, the successful development of higher education institutions generally depends on proactive multi-stakeholder management strategy. As a social responsibility of universities, quality assurance (QA) of higher education is already an established research domain. However, the issues that serve as driving factors in higher education’s quality are acknowledged in this vast knowledge stream in a dispersed way. An objective of this paper is to provide a quick snapshot of the major QA driving factors in higher education. Another objective here is to discuss the significance of these existing QA driving factors in higher education as prospective antecedents of knowledge management among the key stakeholders in the higher education sector and beyond. An inductive constructivist approach is followed to review the relevant QA driving factors from the extant scholarly views. A number of relevant factors are précised from the literature that would be instrumental to uphold quality in higher education. The discussion demonstrates that these factors are also significant to transfer and share knowledge between the key stakeholders not only for universities, but also for businesses, governments and other organisational stakeholders. The paper proposes a framework of the QA drivers’ application for meaningful knowledge transfer between diverse stakeholders and clarifies the framework’s managerial implications. This conceptual framework specifies different scenarios and perspectives of QA drivers’ application in the global education sector. The academic novelty is based on the inductive approach applied in the paper. QA practitioners will be able to follow these factors as steering phenomena to effectively assure quality, in relation to their multi-stakeholder relationships in higher education and beyond

Assessing practical laboratory skills in undergraduate molecular biology courses

This study explored a new strategy of assessing laboratory skills in a molecular biology course to improve: student effort in preparation for and participation in laboratory work; valid evaluation of learning outcomes; and students' employment prospects through provision of evidence of their skills. Previously, assessment was based on written laboratory reports and examinations, not on the demonstration of practical skills per se. This action research project involved altering the assessment design so that a greater proportion of the marks was allocated to active participation and learning in the laboratory, partially replacing a single examination with direct observation of student participation and learning over a prolonged period of weekly laboratory sessions. We ascertained staff and students' perceptions of the new assessment processes by means of a Likert scale questionnaire, student focus group and individual staff interviews. Overall, students and staff evaluated the new assessment structure positively, citing fairness, authenticity and reward for effort. Results also revealed the need for specific training of staff in this form of assessment and indicated staff-student ratios made assessment burdensome. Four out of five students reported that an increased awareness of the importance of practical laboratory skills stimulated them to greater efforts to achiev

A Flipped Classroom Approach for Teaching a Master’s Course on Artificial Intelligence

In this paper, I present a flipped classroom approach for teaching a master’s course on artificial intelligence. Traditional lectures from the classroom are outsourced to an open online course that contains high quality video lectures, step-by-step tutorials and demonstrations of intelligent algorithms, and self-tests, quizzes, and multiple-choice questions. Moreover, selected problems, or coding challenges, are cherry-picked from a suitable game-like coding development platform that rids both students and the teacher of having to implement much of the fundamental boilerplate code required to generate a suitable simulation environment in which students can implement and test their algorithms. Using the resources of the online course and the coding platform thus free up much valuable time for active learning in the classroom. These learning activities are carefully chosen to align with the intended learning outcomes, curriculum, and assessment to allow for learning to be constructed by the students themselves under guidance by the teacher. Thus, I perceive the teacher’s role as a facilitator for learning, much similar to that of a personal trainer or a coach. Emphasising problem-solving as key to achieving intended learning outcomes, the aim is to select problems that strike a balance between detailed step-by-step tutorials and highly open-ended problems. This paper consists of an overview of relevant literature, the course content and teaching methods, recent evaluation reports and a student evaluation survey, results from the final oral exams, and a discussion regarding some limiting frame factors, challenges with my approach, and future directions.acceptedVersionThis is a post-peer-review, pre-copyedit version of an article published in [Communications in Computer and Information Science]. The final authenticated version is available online at: https://doi.org/10.1007/978-3-319-94640-5_1

Observations and Reflections on Teaching Electrical and Computer Engineering Courses

In this article, we make a number of observations and reflections based on our experience from many years of teaching courses in electrical and computer engineering bachelor programmes. We present important aspects of attendance, lectures, group work, and compulsory coursework, and how these can be addressed to improve student learning. Moreover, we discuss how to facilitate active learning activities, focussing on simple in-classroom activities and larger problem-based activities such as assignments, projects, an laboratory work, and highlight solving real-world problems by means of practical application of relevant theory as key to achieving intended learning outcomes. Our observations and reflections are then put into a theoretical context, including students' approaches of learning, constructive alignment, active learning, and problem-based versus problem-solving learning. Next, we present and discuss the results from two recent student evaluation surveys, one for senior (final-year) students and one for junior (first- and second-year) students, and draw some conclusions. Finally, we add some remarks regarding our findings and point to future work.acceptedVersionThis is a post-peer-review, pre-copyedit version of an article published in [Communications in Computer and Information Science] The final authenticated version is available online at: https://doi.org/10.1007/978-3-319-94640-5_1