Maxwell Winchester

Exploring the Impact of Faculty Reflection on Weekly Student Evaluations of Teaching

This exploratory study considered Larrivee’s assessment of teachers’ reflective practice levels by using a formative, weekly, online student evaluation of teaching (SET) tool through a virtual learning environment (VLE) as a means to encourage reflective practice. In‐depth interviews were conducted with six faculty members in three departments at a university college in the UK. The study found that: (a) faculty who experienced surface‐level reflection were more likely to have a reactive reflection style; and (b) faculty who experienced higher levels of reflection were more likely to have a proactive reflection style. Overall, the tool was found to be an efficient means of encouraging reflection by all participants and demonstrated that reflective practice could come about as a result of these weekly formative SETs. The study concludes with suggestions for academic development and future research on reflection that could be conducted using SETs via a VLE.

If you build it will they come?; Exploring the student perspective of weekly student evaluations of teaching

This exploratory study investigated the students’ use of formative, weekly, online evaluations of teaching through a virtual learning environment. Results were based on in‐depth interviews of seven students at a rural university college in the UK. Students from different genders, education levels and backgrounds volunteered for the study. The students thought it was a good tool and useful for providing anonymous feedback. However, their motivation to fill in the evaluations every week varied throughout the period of study, and the weekly feedback soon became routine and too onerous a task, and thus had a tendency towards being superficially conducted. Students were more inclined to comment on negative issues, rather than critically analyse positive ones. They also tended to be more positive towards conducting the evaluation if the lecturer discussed them and/or made changes to their future lectures.

A longitudinal investigation of the impact of faculty reflective practices on students' evaluations of teaching

Though there have been many studies conducted that emphasise faculty reflection as a crucial feature of professional practice, there appears to have been little empirical evidence to support the proposition that reflective practice improves the quality of teaching. Previous research demonstrated that reflective practice could be encouraged by weekly formative student evaluations of teaching ( SETs). This study investigated the impact of reported reflective practice using formative SETs on changes to summative SETs, typically conducted at the end of a teaching period. Data was collected in a rural UK-based university-college in 11 modules ( n = six faculty members, n = 413 students) in Business, Countryside and Environment, Foundation Degree and Veterinary Nursing programmes over the period of 2 years of data collection. Findings show that on average, SET scores increased for all reflective practitioners year on year and increased more for those faculty members who demonstrated higher levels of reflection. [ABSTRACT FROM AUTHOR]

An Exploration of Consumer Attitudes and Purchasing Patterns in Fair Trade Coffee and Tea

This study aims to understand the consistency between attitudes toward ethical brands and consistency with the respondents’ recent purchase behavior. A study of 202 respondents was carried out in order to observe consistency between claimed ethical attitudes and self-reported purchase behavior across three product categories. Panel data (n = 8000) was utilized to provide a large sample on which a duplication of purchase analysis could be conducted. Results suggest many consumers claim to have ethical attitudes, but their reported purchases suggest their behavior is not consistent. Consumers who purchase fair trade brands are just as likely to purchase other, non–fair trade brands.

An Investigation of the Success of Targeting Newspapers and Efficiency of Advertising in Ireland

ABSTRACT Segmentation and targeting have been considered a central component of marketing strategy for any organization for decades. This study considers the ability to utilize Irish print media to successfully target a high value segment. The aim of this study is twofold: first, to examine reader profiles of Irish daily papers and, second, to consider the accuracy of claimed target readers. Data from the Joint National Readership Survey was utilized to profile readers of the major newspapers available in Ireland. Results suggest once actual circulation size is taken into account there is unlikely to be any advantage in buying advertising space in a publication that claims to target a specific target reader with a smaller circulation, rather than buying advertising in a large circulation mainstream tabloid.

Exploring Academics' Approaches to Managing Team Assessment.

Purpose – The purpose of this paper is to develop an understanding of academics’ approaches to managing team assessment at an Australian University with a view to informing policy development and assessment design. Design/methodology/approach – The research was conducted using a single exploratory case study approach focussing on the team assessment approach of academics teaching in two colleges at an Australian University. A desktop audit of publicly available assessment policy from 38 Australian universities was conducted alongside a review of relevant college subject guides. The findings of this review framed a subsequent focus group and online survey of academic staff. Findings – Results suggest that staff have adopted highly diverse and idiosyncratic approaches to team assessment and have mixed views about varied approaches to managing and assessing teamwork. Findings identify a need for explicit guidance and professional development on designing, managing and grading team assessments. Institutional ...

Utilising the Virtual Learning Environment to Encourage Faculty Reflection and Improve the Student Learning Experience

Student evaluations of teaching (SETs) are the most frequent form of faculty performance in the classroom, though they tend to be used as summative rather than formative evaluations. In this chapter, a project involving the use of a virtual learning environment for formative, weekly SETs is explored from both the student and faculty point of view at a rural university college in the United Kingdom. This project encouraged student participation in creating the learning environment and faculty reflection on how to improve the student experience. From the student perspective, the weekly anonymous evaluations were useful for providing feedback; however, students tended to only respond if they were not satisfied with the faculty member. The exception to this was that some students were more motivated to complete the evaluation forms if they believed the faculty member was utilising their feedback. From the faculty perspective, the feedback was not as detailed as they had expected, and some questioned whether it was worth the effort of conducting formative evaluations if the response rate was so low. Others used the feedback for reflective purposes, and it was found that those that reflected on their work at higher levels tended to receive a greater year-on-year increase in their end of year teaching evaluations.