Науковий вісник НГУ

Student survey as a tool for quality assurance in higher education: the case of Ukrainian university

• 
• 

User Rating:  / 0

PoorBest 

Details

Category: Content №4 2021

Last Updated on 23 August 2021

Published on 30 November -0001

Hits: 6099

Authors:

O.Liuta, orcid.org/0000-0002-3165-7991, Sumy State University, Sumy, Ukraine, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

S.Lieonov, orcid.org/0000-0001-5639-3008, Sumy State University, Sumy, Ukraine, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

A.Artyukhov, orcid.org/0000-0003-1112-6891, Sumy State University, Sumy, Ukraine, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

M.Sushko-Bezdenezhnykh, orcid.org/0000-0002-8433-9989, Sumy State University, Sumy, Ukraine, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

O.Dluhopolskyi, orcid.org/0000-0002-2040-8762, West Ukrainian National University, Ternopil, Ukraine, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.; Ternopil Volodymyr Hnatiuk National Pedagogical University, Ternopil, Ukraine

повний текст / full article

Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu. 2021, (4): 158 - 164

https://doi.org/10.33271/nvngu/2021-4/158

Abstract:

Purpose. To determine the level of students interest in internal quality assurance, particularly in passing the survey and changing the teaching quality level and improving teachers pedagogical skills.

Methodology. For the data collection, a questionnaire was used which included closed-end questions on the quality of teaching and open questions in terms of comments and recommendations of higher education students on the quality of teaching and several questions concerning the share of classes in the discipline attended by the students, ECTS scores, received by students from the relevant disciplines and the average score for the entire period of study.

Findings. Sumy State University (SSU) introduced an online survey of students as the main consumers of educational services regarding the quality of teaching disciplines. Over the last 3 academic years, there has been an increase in the number of teachers whose activities are evaluated by students. There has been an increase in the number of teachers who, according to students, show excellence in teaching, which is a positive trend. If in the 20172018 academic year the number of such teachers in SSU was 57people, then in the 20192020 academic year, it increased by 35% to 77 people. Quality level Above average was determined for 120 teachers in the 20172018 academic year, and in the 20192020 academic year, their number increased by 30% and amounted to 156 people. It is noteworthy that in the 20192020 academic year compared to 20172018, there is a reduction in the number of teachers from 71 to 66 people (7%), who demonstrated the level of teaching Low.

Originality. Survey of students on the quality of teaching educational components, on the one hand, allows monitoring students satisfaction with methods used by the teacher in training and communicating with students, and on the other hand, it is a method to control the institutions authority over the educational service quality and the HEIs mission implementation. It also indicates an increase in students interest in participating in higher educations internal quality assurance. An important factor influencing the positive dynamics of the teaching quality level is that each semester teachers receive a detailed analysis of students answers with a visual display for each questionnaire, as well as their comments and suggestions for teaching the relevant discipline through the information service Personal teachers office based on the results of the survey.

Practical value. According to the analysis results of the received information, managerial decisions can be developed and implemented to improve the content and practice of educational components implementation, improving the professional skills of research and teaching staff, advancement of best pedagogical practices.

Keywords: quality of higher education, quality of teaching disciplines, HEIs, student survey

References:

1. Vasilyeva, T., Bilan, S., Bagmet, K., & Seliga, R. (2020). Institutional development gap in the social sector: crosscountry analysis. Economics and Sociology, 13(1), 271-294. https//doi.org/10.14254/2071-789X.2020/13-1/17.

2. Vorontsova, A., Shvindina, H., Mayboroda, T., Mishenina, H., & Heiets, I. (2020). The impact of state regulation in a sphere of education on sustainable development of national economy. Problems and Perspectives in Management, 18(4), 275-288. https//doi.org/10.21511/ppm.18(4).2020.23.

3. Vorontsova, A., Vasylieva, T., Bilan, Y., Ostasz, G., & Mayboroda,T. (2020). The influence of state regulation of education for achieving the sustainable development goals: Case study of central and eastern European countries. Administratie Si Management Public, 34, 6-26. https//doi.org/10.24818/amp/2020.34-01.

4. Lyeonov, S., & Liuta, O. (2016). Actual problems of finance teaching in Ukraine in the post-crisis period. The financial crisis: Implications for research and teaching, 145-152. https//doi.org/10.1007/978-3-319-20588-5_07.

5. Onopriienko, K., Onopriienko, V., Petrushenko, Y., & Onopriienko, I. (2021). Environmental education for youth and adults: A bibliometric analysis of research. E3S Web of Conferences, 234. https//doi.org/10.1051/e3sconf/202123400002.

6. Pavlenko, O., Martynets, V., Dreval, O., & Smolennikov, D. (2020). Analysis of influence of the quality of specialist training on social and economic development. Quality Access to Success, 21(176), 81-86. Retrieved from https//www.scopus.com/record/display.uri?eid=2-s2.0-85086159333&origin=resultslist.

7. Wearring, A., Le, H., Wilson, R., & Arambewela, R. (2015). The international students experience: An exploratory study of students from Vietnam. The International Education Journal: Comparative Perspectives, 14(1), 71-89.

8. Kaya, H.D., & Kwok, J.S. (2020). An Application Of Stock-Trak In Investments: What Common Mistakes Do Students Make While Studying Socioeconomic Processes?SocioEconomic Challenges, 4(1), 5-16. https//doi.org/10.21272/sec.4(1).5-16.2020.

9. Agnes, U.T. (2020). Transformation of Z-Generation in the context of globalization and place marketing: the case of Hungarian students.SocioEconomic Challenges, 4(1), 28-35. https://doi.org/10.21272/sec.4(1).28-35.2020.

10. Macfadyen, L.P., Dawson, S., Prest, S., & Gaevi, D. (2016). Whose feedback? A multilevel analysis of student completion of end-of-term teaching evaluations.Assessment & Evaluation in Higher Education,41(6), 821-839. https://doi.org/10.1080/02602938.2015.1044421.

11. Davidovitch, N., & Soen, D. (2011). Student Surveys and Their Applications In Promoting Academic Quality In Higher Education. Journal of College Teaching & Learning, 8(6), 31-46. https://doi.org/10.19030/tlc.v8i6.4277.

12. Benton, S.L., & Cashin, W.E. (2014). Student Ratings of Instruction in College and University Courses. In: M.B. Paulsen (Ed.). Higher Education: Handbook of Theory and Research, 279-326.

13. Davidovitch, N., & Soen, D. (2009). Myths and facts about student surveys of teaching the links between students evaluations of faculty and course grades. Journal of College Teaching & Learning, 6(7), 41-49. https://doi.org/10.19030/tlc.v6i7.1124.

14. Moroz, V. (2018). Online survey of students in the quality assurance system of higher education. Information technologies and teaching aids, 6(68), 235-250.

15. Stukalo, N., & Dluhopolskyi, O. (2020). Educational programs accreditation in pandemic times: challenges for NAQA (Ukraine). Revista Romaneasca pentru Educatie Multidimensionala, 12(1Sup2), 167-172. https://doi.org/10.18662/rrem/12.1sup2/260.

16. Taherdoost, H. (2016). How to Design and Create an Effective Survey/Questionnaire: A Step by Step Guide. International Journal of Academic Research in Management, 4(5), 37-41.

17. Skrynnyk, ., & Vasilyeva, . (2020). Comparison of open learning forms in organizational education. CEUR Workshop Proceedings. Retrieved from https://www.researchgate.net/publication/34608200.

18. Pryima, S., Dayong, Y., Anishenko, O., Petrushenko, Y., & Vorontsova, A. (2018). Lifelong learning progress monitoring as a tool for local development management. Problems and Perspectives in Management, 16(3), 1-13. https//doi.org/10.21511/ppm.16(3).2018.01.

19. Stavytskyy, A., Dluhopolskyi, O., Kharlamova, G., Karpuk, A., & Osetskyi, V. (2019). Testing the fruitfulness of the institutional environment for the development of innovative-entrepreneurial universities in Ukraine. Problems and Perspectives in Management, 17(4), 274-288.

20. Yarovenko, H., Bilan, Y., Lyeonov, S., & Mentel, G. (2021). Methodology for assessing the risk associated with information and knowledge loss management. Journal of Business Economics and Management, 22(2), 369-387. https//doi.org/10.3846/jbem.2021.13925.

• < Prev
• Next >