Increasing Feedback Systems for Teaching Enhancement

Increasing Feedback Systems for Teaching Enhancement

This paper identifies issues that arise from traditional university feedback systems. Traditional university feedback systems are undertaken as annual student surveys in areas including curriculum and teaching which may be conducted by the academic development unit, student union or at faculty or school level which generate statistical results. All universities around the world have such feedback systems. Some universities take the results seriously at senior management level, some only at academic teaching staff level and some only at a student level. A common problem is that these teaching survey results may only be seen by teachers, it doesnʹt matter whether the results are good or bad. In this paper, we present a dynamic curriculum development which systematically collects input or feedback from learners (students), teachers (academics) and industry panelists. We provide an incremental management approach to use these as a basis for new course development and strategic management of the improvement process of course development as well as a matrix on the measurement of how one utilizes the feedback for teaching and learning improvement and the value output from the triple feedback system.

This paper identifies issues that arise from traditional university feedback systems. Traditional university feedback systems are undertaken as annual student surveys in areas including curriculum and teaching which may be conducted by the academic development unit, student union or at faculty or school level which generate statistical results. All universities around the world have such feedback systems. Some universities take the results seriously at senior management level, some only at academic teaching staff level and some only at a student level. A common problem is that these teaching survey results may only be seen by teachers, it doesnʹt matter whether the results are good or bad. In this paper, we present a dynamic curriculum development which systematically collects input or feedback from learners (students), teachers (academics) and industry panelists. We provide an incremental management approach to use these as a basis for new course development and strategic management of the improvement process of course development as well as a matrix on the measurement of how one utilizes the feedback for teaching and learning improvement and the value output from the triple feedback system.