Achieving excellence through innovative approaches to student involvement in course evaluation within the tertiary education sector

Abstract

PurposeThe paper presents a new paradigm for implementing action learning in a key subject area in a program.Design/methodology/approachAn action research‐based course evaluation methodology was linked to course design and development at undergraduate and postgraduate levels. Involving students via effective communication provided a sense of connection and greater understanding for instructors in terms of engagement through direct insight into relevant issues of student learning and knowledge management.FindingsThe use of this and a wide variety of other relevant information via the application of action research provided an innovative platform that embedded the desire to innovate and improve the learning outcomes by combining course evaluation with a continuous course design process. This has been shown to be a far more effective method than the narrow measurement process of student course evaluation questionnaires.Research limitations/implicationsAs with all action research this is a continually evolving process and the data provided are from early iterations of the cycle.Practical implicationsThe research provides a platform for ongoing investigation of learning while improving and assuring outcomes for those involved in the process.Originality/valueThe study presents a new paradigm in action via a case study set within core management and human resource management courses. The new evaluation methodology, together with its implementation, has proved beneficial in terms of innovation through the action research cycle.