Evaluating Modules from a Learning and Developmental Imperative in the Context of Management Education – A metric of ability or a measure of contentment?
Student Evaluation of Teaching (SET) plays an important role in United Kingdom Higher Education (UKHE) and has been recognised as a part of core knowledge dimensions in the UK Professional Standards Framework (UKPSF). However, despite the perceived importance of SET, there are issues about the assessment of teaching effectiveness. The aim of this research was to explore alternative ways, from the viewpoint of academics to better understand and improve the SET process. A qualitative methodology was employed in this study and data were collected through 21 in-depth face to face interviews. The findings show two main themes; power differential, and timeliness of SET. Power differential entails the potential power differences in the relationship between students and academics. This study also discusses factors that could determine how the power is decided and what determines the power differential. Timeliness of SET refers to the timescale on which the process of SET is conducted. The findings from this study contribute to both the extant literature pertaining to teaching and learning by proposing a holistic approach towards SET and to the broader practice of teaching and learning. It is also proposed that the sooner the evaluation is presented, i.e., the greater the temporal proximity of the evaluation to completion of the module, the more relevant it is perceived to be.
To be presented at 2018 American Marketing Association Global Marketing SIG Conference in Santorini, Greece, May 21-23, 2018.
Cite as: Gillani, A (2018). Evaluating Modules from a Learning and Developmental Imperative in the Context of Management Education – A metric of ability or a measure of contentment?” at the 2018 American Marketing Association Global Marketing SIG Conference in Santorini, Greece, May 21-23, 2018.
Read here about Alvina’s teaching philosophy: My teaching philosophy is based around evidence based practice according to which students are taught by combining both theoretical and applied knowledge (Rousseau, 2012). For instance, I have co-created the assessment for the Applied Marketing Research (AMR) module for PG students, with industry experts in marketing research. The project entails “developing a research proposal for Microsoft to support them to grow their market share and margin within the UK SME sector.” The assessment will enable students to apply their knowledge and explore the practical implications (and limitations) of marketing research and its impact on organizational performance. The exercise will also enhance students’ business communications skills in proposal writing and presentations, as well as their skills in team-based problem solving. In completing this project, students will have to gain sufficient understanding of their client’s business issue to design, and present, an appropriate research approach. This will require them to combine a number of research techniques, both qualitative and quantitative.