Responding to the student voice: a case study of a systematic improvement strategy

Abstract

PurposeThe purpose of this paper is to highlight the importance of collecting and acting on student feedback as a key component of quality improvement in higher education. The paper seeks to outline a systematic improvement strategy adopted at a faculty level within a large university in Australia but will be of interest to leaders and practitioners of quality assurance programmes across the sector.Design/methodology/approachA strategy to achieve quality improvement was designed and carried out jointly by the University Centre for Higher Education Quality (CHEQ) and the Centre for the Advancement of Learning and Teaching (CALT) with staff in one of the smaller faculties at the University. The faculty mean for student satisfaction lagged significantly below the means of other faculties, and five units (subjects) which were deemed to be “poorly performing” against the University's agreed target were selected for some intensive improvement. The guiding principles which underpinned the adopted strategy included: utilising student feedback data; targeting poorly performing units as a priority; linking staff and student development support; and documenting and demonstrating improvement as a consequence of the actions taken.FindingsA post‐test evaluation of the five target units showed improvement in the form of increased student satisfaction. The strategy adopted at the University underlined the significance of collecting student feedback in quality enhancement, acting on the feedback and supporting academic staff in implementing improvements. Overall, the strategy signalled the interconnection between student evaluations and the quality of education programmes.Practical implicationsThe successful implementation of a unit improvement strategy at a faculty level within the University demonstrated the value of the approach and recommended its application as an improvement strategy across the whole institution, provided that the internal context of individual faculties is taken into consideration. This case study may also offer some guidance to other tertiary institutions looking into utilising evidence‐based planning and decision making as a way of driving quality improvement.Originality/valueMany tertiary institutions around the world are currently collecting student feedback. However, the interconnection between the student feedback and actual institutional change is not always evident or addressed. Therefore, this University case study offers some direction towards a more effective utilisation of student evaluation data.