NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ930937
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-0968-4883
Bringing about Positive Change in the Higher Education Student Experience: A Case Study
Brown, Sally
Quality Assurance in Education: An International Perspective, v19 n3 p195-207 2011
Purpose: The purpose of this article is to outline the ways in which staff of a post-1992 UK university set about enhancing the student experience, at a time when the institution had poor student evaluations as demonstrated by the UK National Student Survey and other indicators. Using a range of interventions led by the PVC (Academic), a concerted effort is made to improve classroom teaching, assessment and feedback, and the ways in which actions taken in response to student feedback were reported back to students. Design/methodology/approach: The article reviews some of the literature available on the NSS and on bringing about changes in universities, and demonstrates how such approaches were put in place. Findings: Over a period of 18 months, it was possible to report significant changes in practice, resulting in demonstrable improvements, both in NSS scores and staff morale. Research limitations/implications: The article uses a reportage approach, describing the steps taken as part of an evidence-informed approach: potential future work will be undertaken by a new team, following a wide-ranging restructuring of the university. Practical implications: It was necessary to recognise that teaching staff felt they were already working very hard, so changes had to be both manageable for staff and demonstrably leading to measurable improvements. Social implications: The article argues that a top-down approach alone is insufficient to bring about rapid changes in a difficult context, and describes how diverse agents' enacted improvements. Originality/value: The quality enhancement approaches described here are shared by a number of universities with similar aims: the originality of the approach lies in its coherence and collaborative nature, which combined evidence-led leadership and cross-institutional commitment.
Emerald. One Mifflin Place Suite 400, Harvard Square, Cambridge, MA 02138. Tel: 617-576-5782; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom