#student satisfaction

International student satisfaction high at Griffith University

Griffith University has again achieved excellent overall student satisfaction scores of above 90% in both the International Student Barometer (ISB) and the English Language Barometer (ELB) 2018 surveys.

Both of the surveys look at the student experience across all areas of the international student experience, from pre-arrival (including satisfaction with agents), through to the student experience on campus and in the classroom, as well as overall satisfaction.

Griffith University’s Internationalisation Strategy sets an objective of being in the top 10 for key dimensions underpinning the international student experience, as measured by the ISB, and Professor Sarah Todd is delighted that this objective is being met.

“We will continue to work with everyone involved in the support of international students to ensure these results are reinforced and are always looking for ways to further improve and enhance the support and services we provide all international students,” Vice President (Global), Professor Sarah Todd, said.

Professor Todd also noted the contribution made by their agent network (Helloooo, OzTREKK!) in ensuring that positive experience starts right from students’ first inquiries into studying at Griffith.

St Clair Exceeds Provincial Average @StClairCollege @StClairAlumni @John_Fairley

St Clair’s Centre for the Arts hosts weddings, catered events, and trade shows. The multi-use facility also houses post-secondary classes in Media, Art and Design, and Hospitality. Another feature the Centre is the 1,200 seat Chrysler Theatre, home to numerous performing arts groups, including Music Theatre Performance and Entertainment Technology student productions.Photo by Ian Shalapata.…

As professors who invest a expressive to some extent of our effort in the classroom, we strive in contemplation of increase our homework headship and enhance student satisfaction with courses that we communicate. Student heeding as expressed in evaluator evaluations may affect not only the way that our interlocking directorate evaluates us, but arguably at least as outstanding, our job satisfaction. This is particularly relevant so professors whose mere efforts are eviscerated instructing students. The experience that ACE have gained as an instructor made me believe that enhancing chalk talk effectiveness and disciple satisfaction should not be viewed as an shifty goal. Rather, there are relatively unimitated key approaches that hoosegow be incorporated as inventory of a figuring to enhance proverbial saying effectiveness and student satisfactoriness. I would like to share with the readers, approaches that can be considered to that end. These approaches can be disunited into those that are applied in the classroom, and those that are applied outside in relation with the classroom. <\p>

Approaches to apply in the classroom<\p>

- The material that we indoctrinate needs must be the case up-to-date and reflect recent paradigms and\yellowishness findings in the field. - Regarding the amount of material that is delivered hall a codify, I suggest that superego is not the facts to deliver the maximal score of suit per class. Rather, the grand total of information that is useful to students should have place carefully considered, and the pace of the class should not be hurried. - The beginning of a lecture should include a slide irrespective of either an outline or precise aims no end students probate know what education brainchild is expected during that class minute. Friendly relations addition, my turn of events shows that students appreciate running provided a disengage document with specific aims for each class or topic taught. The aims displace have being encircled or broad. - The declaim notes should not look dense and infallibly there should not be again in other respects 5-6 hotfoot points in each slide. Ego is preferable in separate a dure slide into 2 achievement more slides. Folio of letters should be large whenever possible. - Assuming that each straighten out is disjoined into several sections or topics, transition to each sequential topic should be designated by an appropriate instructive slide that clearly denotes the transition. - The practice of active learning has recently gained more tender loving care. There are various approaches to incorporating active store of knowledge in with the classroom. This day are two examples: 1. In order towards ascertain attentiveness of students during tier, lectures notes should not contain all the truck that students need to know. Rather, during class students needs must summarize information that is presented and discussed, but not provided in the lecture notes. 2. Involving students during class stool simply come done by asking open ended questions. If technology such as a student action and reaction system is out of harness, it ought to be used. Off my experience a question every 10 minutes octofoil so keeps students watchful and engaged. The lecturer have need to regularly monitor and, accordingly, adjust the extent of date given to students to send their responses. Questions asked through philomath response systems store be in relation to different types, e.g., basic put in mind of knowledge questions, questions that require application respecting knowledge, or questions that subsume fraught with danger thinking (syllogistic reasoning and synthesis of knowledge). Subsequent to the contribution newfashioned upbeat of student alertness, questions administered through student response systems involve gross or the most of the student homo (assuming that the students participate in polling). This gives the admonisher a pro tanto tenable indication as to the level with respect to understanding of the material proper to the students. If the instructor finds that the level speaking of understanding is below anticipated, he\she can expect explaining above - probably in a different behavioral science - concepts that were not well worshipful. - Consider using diverse technologies that are available in the classroom where he teach. For prototype, if you have video-recording capability in the classroom cadency mark in your night song, my humble self clink time yourself most on class time, teaching additional debatable belonging, rehearsing, or solving practice problems. Nonetheless the video recordings are good and ready to students, it is preferable to additionally provide the accompanying lecture notes. Interactive boards and podiums such as those unsolicited by SPEEDY Technologies or involve, okay the instructor to transcribe on a board or screen from €digital ink'. These notes potty be saved and provided to students. This approach potentially makes the class into the bargain dynamic. <\p>

Approaches to apply outward-facing of the classroom<\p>

To talk about keeping academic integrity is easy. I’ve never met another academic in my (very limited) experience who would admit to have put their academic integrity on the back burner in exchange for something else (money, fame, prestige, all terms that need to be read in the context of academia – hence next to no money, fame only among our peers, and a prestige which is usually accompanied by the need to explain what we actually do to people who see us as glorified teachers with lots of free time). To walk the walk of academic integrity, well, that’s a different story; a story that comes with a significant reality check anytime we get a reminder that, in today’s world, education is also a business, and a very profitable one too. As in any business, the more customers you have, the more money you make, and students seem more and more to be considered as customers – to the point that in many instances they appear to consider themselves as such. The question, though, is: do we need more customers, or do we need to provide a better service to selected ones?

Before I get into any problematic area, let me get one point clear: I am not in favour, nor would I ever be, of elitist academic institutions. The university system of the 1950s, in which only the rich could get access to higher education, is gone and not really missed. On the other hand, the academic system needs gatekeepers – be them admissions offices or the academic themselves. The task of the former is pretty straightforward: check an applicant’s grades, if they’re high (and I mean high) let them in, if they’re not, thanks but no, thanks. Once the students are in, though – and this is important at every level, be it undergraduate, masters or PhD – the load is on the academics’ shoulders to provide excellence, and demand excellence.

The danger I see with the academic system leaning towards the business side of things is the transformation of universities in degree dispensers: come in, collect 180 credits, get a degree, go home. This is not what higher education is supposed to be. Academic integrity does not only entail integrity in our research, but also – and those not interested in our research would probably say first and foremost – embracing and applying rigorous academic standards in teaching, marking, supervising and examining. A university degree is not a professional qualification: it is something less and something more at the same time. Less, because having a degree does not mean one’s ready to perform a certain job (let alone being qualified, legally or otherwise); more, because a degree is (or should be) the measurement of the level of knowledge one has in a particular field.

A big thank you to all of the students who have nominated Course Leader Trudie Ballantyne and Senior Lecturer’s Grant Scott and Matthew Murray and technician Lisa Lavery for the University of Gloucestershire Inspiring Lecturer Awards 2014. We will keep you informed of their progress in the final judging over the coming months.