Abstract
The objective of this study is to offer a broad understanding of how end of course evaluations can be used to improve the academic outcomes of a higher education institute. This paper presents the key findings from a study conducted using twenty-three academic degree-programs, regarding their use of end of course evaluation technology. Data was collected from an online survey instrument, in-depth interviews with academic administrators, and two case studies, one in the US and another in the UAE. The study reveals that while historically end of course evaluations were primarily used to gauge the performance of instructors in the classroom, there are several new trends in the use of end of course evaluations that can help higher education institutions improve academic assessment, teaching and learning, and academic administration decision making. Those trends include sectioning and categorization; questions standardization and benchmarking; alignment with key performance indicators and key learning outcomes; and grouping by course, program outcome, program, college, etc. in addition to those vertical structures, higher education institutions are vertically examining a specific question(s) across. End of course evaluations are now poised as an integral tool and a key health indicators of academic programs.
Highlights
In today’s “information society” Higher Education Institutions (HEI) must create, share, and use knowledge to improve their well-being [2]
Given the importance of higher education in today’s information society and knowledge economy, and the role End of Course Evaluation (EOCE) technology can play in higher education decision making, the aim of this study is to provide an overview of the emerging trends in the use of EOCE technology and how those capabilities could be utilized to improve academic assessment, teaching and learning, and academic administration decision making
HEI are starting to reap the recent advances in EOCE technology
Summary
In today’s “information society” Higher Education Institutions (HEI) must create, share, and use knowledge to improve their well-being [2]. To address all the above, and to remain viable and competitive, HEI must be able to make better decisions regarding academic issues such as course, program and faculty performance while monitoring resource allocation and return on investment [5], and [12]. Those decisions required dealing with the challenges and opportunities of the higher education environment require a constant flow of valid, timely, and relevant information that institutions can use in an efficient and effective manner. This data is already available in one form or shape in an information systems used by the institution, but often that data is either overlooked, underused, or otherwise not properly utilized [5], [15] and [14]
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