Student Feedback Channels in Erasmus Mundus Joint Master Degrees: Insights for International Joint Programmes

Autor/inn/en	Abebe, Rediet Tesfaye; Ford, Krisztina
Titel	Student Feedback Channels in Erasmus Mundus Joint Master Degrees: Insights for International Joint Programmes
Quelle	In: Quality in Higher Education, 25 (2019) 1, S.38-57 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2019.1594031
Schlagwörter	International Cooperation; Educational Cooperation; Educational Quality; Quality Assurance; Student Attitudes; Feedback (Response); Masters Programs; Graduate Students; Student Mobility; Criticism; Barriers; Student Participation; Student Personnel Services; Foreign Countries; Student Leadership; Program Administration; Consortia; Governance; Higher Education; Educational Policy; Europe + Suchen Sie Ihr Suchwort? Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Quality of education; Bildungsqualität; Qualitätssicherung; Schülerverhalten; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Mobility; Schüler; Schülerin; Mobilität; Kritik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Studentenwerk; Vereinigung; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Europa
Abstract	This article explores the status of student feedback channels and the role of student representatives in the quality assurance and enhancement of Erasmus Mundus Joint Master Degree (EMJMD) programmes. It provides an analysis of 1941 open-ended survey responses, covering 87 EMJMD programmes and involving respondents of 129 nationalities. The findings indicate that students and alumni feel that they should be involved in shaping key aspects of their programmes. The results suggest that organisational culture, national policies and regulations bear little relevance to students, as their needs transcend borders and contexts. The study suggests that further harmonisation in internal quality assurance processes would be welcomed by students as they recognise good practice in eliciting student feedback. The empirical findings can be useful in providing policy makers and researchers with a snapshot of prevailing issues in student engagement in quality assurance in the context of international joint programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01