<p>List of figures and tables</p> <p>Preface</p> <p>About the authors</p> <p>Chapter 1: Playing broken telephone with student feedback: the possibilities and issues of transformation within a South African case of a collegial rationality model of evaluation</p> <p>Abstract:</p> <p>Contextual background</p> <p>Institutional context</p> <p>Academic perceptions and the use of student feedback</p> <p>Improving quality</p> <p>Enabling student ‘voice’</p> <p>Increasing student ownership</p> <p>Educational value for students</p> <p>Conclusion: critical concerns arising from this context</p> <p>Chapter 2: Listening to students’ voices to enhance their experience of university</p> <p>Abstract:</p> <p>Introduction</p> <p>Method</p> <p>Findings</p> <p>Discussion</p> <p>Conclusion</p> <p>Chapter 3: Feedback cycles or evaluation systems? A critical analysis of the current trends in student feedback in Austrian social sciences</p> <p>Abstract:</p> <p>Introduction</p> <p>The ‘peculiar sector’: an overview of the Austrian higher education system</p> <p>From ‘teaching censorship’ to ‘quality assurance’: a brief historical tour of Austrian feedback mechanisms in higher education</p> <p>Emerging trends</p> <p>Relevance of student feedback in Austrian social sciences</p> <p>Chapter 4: Synchronous feedback: receiving feedback from international students</p> <p>Abstract:</p> <p>Introduction</p> <p>Interactive communication</p> <p>Delivering feedback</p> <p>Problems with synchronous online feedback</p> <p>Conclusion</p> <p>Chapter 5: Using programme-level student feedback: The Chinese University of Hong Kong</p> <p>Abstract</p> <p>Introduction</p> <p>To what end: quality education</p> <p>Institutional context</p> <p>Feedback mechanisms and processes</p> <p>Student feedback (how, when and to whom)</p> <p>Comparative practices in selected programmes</p> <p>Response to student feedback</p> <p>Key features and future actions</p> <p>Reflections on practice</p> <p>Chapter 6: Usefulness of student feedback: the Singapore experience</p> <p>Abstract:</p> <p>Introduction</p> <p>Types and importance of student feedback</p> <p>Emotional aspects of learning, personal growth and identity</p> <p>Student support and context</p> <p>Background to NIE study</p> <p>Methodology of NIE study</p> <p>Findings of NIE study</p> <p>Discussion and implications of NIE study</p> <p>Conclusion</p> <p>Acknowledgement</p> <p>Chapter 7: Teacher perceptions of the introduction of student evaluation of teaching in Japanese tertiary education</p> <p>Abstract:</p> <p>Introduction</p> <p>The introduction of student evaluation of teaching (SET) in Japanese tertiary education</p> <p>The present study</p> <p>Discussion of findings</p> <p>Implications: how can evaluation be improved?</p> <p>Chapter 8: Improvements to formative feedback: views of staff and students</p> <p>Abstract:</p> <p>Introduction</p> <p>Background to the study</p> <p>Definitions of feedback</p> <p>Staff views on formative feedback provided to students</p> <p>Student views on formative feedback provided to them</p> <p>Suggestions for improvement in the provision of formative feedback</p> <p>Conclusion</p> <p>Chapter 9: Emerging trends and approaches in the student voice in the social sciences</p> <p>Abstract:</p> <p>Introduction</p> <p>Key trends, issues and approaches</p> <p>Concluding remarks</p> <p>Index</p>
