A Single-Question Qualitative Bachelor's Programme Evaluation

Autor/inn/en	Erikson, Malgorzata; Erikson, Martin G.; Punzi, Elisabeth
Titel	A Single-Question Qualitative Bachelor's Programme Evaluation
Quelle	In: Assessment & Evaluation in Higher Education, 43 (2018) 6, S.969-978 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Erikson, Malgorzata) ORCID (Erikson, Martin G.) ORCID (Punzi, Elisabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2018.1424319
Schlagwörter	Program Evaluation; Bachelors Degrees; Undergraduate Students; Public Administration Education; Student Attitudes; Educational Attitudes; Educational Development; Qualitative Research; Foreign Countries; Student Development; Questionnaires; Teacher Student Relationship; Teaching Methods; Learning Activities; Student Responsibility; Sweden + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; 'Bachelor''s degrees'; Bachelor-Studiengang; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsentwicklung; Qualitative Forschung; Ausland; Fragebogen; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Schweden
Abstract	Conventionally, quantitative surveys are used for student evaluations in higher education, but the validity of this practice has been questioned. In the present study, we investigated a qualitative method for evaluating a bachelor's programme. Forty-one first-year students and twenty-eight third-year students on a bachelor's programme in Public Administration were asked to answer a single question in relation to their programme: 'What could have been done in order to support your learning?' The students provided rich responses of a depth and breadth not attainable through conventional surveys, making this method worthwhile for educational development at the programme level. The responses focused on students' own learning rather than on judgement of teacher performance. The results indicate that the students underwent a transition from the first to third year, suggesting a shift in needs. For example, first-year students asked for direct interaction, whereas third-year students asked for feedback on accomplishments. Practical applications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01