Quantitative feedback on units and courses
Students are asked to provide feedback on units in the Unit of Study Evaluation surveys on Blackboard in the middle and at the end of each semester, and on their entire course experience in three surveys:
- The Completing Students Survey, which takes a snapshot of students' overall course experience and transition to employment (at completion of studies).
- The national Course Experience Questionnaire (four months after graduation).
- The biennial Student Course Experience Questionnaire (four months after graduation).
Feedback from these sources informs teaching and unit delivery and the strategic review of courses and curriculum via Unit Coordinators (regarding units of study), Program Directors (regarding degree programs), and Chairs of Discipline (regarding majors and/or specifications), with overall leadership to continuous improvement processes overseen by the Associate Deans.
Student feedback is also gathered, analysed and used to improve student support events and programs (eg. orientation, transition workshops, peer mentoring programs and peer-assisted study sessions).
The School aims to report student feedback to Unit Coordinators (regarding units of study), Program Directors (regarding degree programs), and Chairs of Discipline (regarding majors and/or specifications), allowing those School leaders to consider it while continually improving their learning and teaching. Positive feedback results in rewards and recognition (e.g., the Dean's Citation for Teaching). Those School leaders are ultimately accountable to Chairs of Discipline and Associate Deans (Undergraduate and Postgraduate) where opportunities for improvement are encouraged.
Informal feedback, whether of a positive nature or relating to concerns and suggested improvements, is always welcomed. We encourage students to provide feedback directly to the person or office to whom it relates.
Some staff and some disciplines hold staff-student meetings during the semester to discuss student feedback. The feedback is gathered by student representatives. Typically representatives are randomly-selected, although sometimes they are elected.
The Business School has been awarded both business and accounting program accreditation by AACSB International (the Association to Advance Collegiate Schools of Business), first in 2004 and renewed in 2009 and 2014. A key quality indicator is assurance of learning.
The Business School has received accreditation by EQUIS, the quality assurance arm of the European Foundation for Management Development (EFMD), in 2004 and again in 2008, 2013 and 2016. In 2016 the Business School was reaccredited for another five years until 2021, the maximum term possible.
A Note to Students: Accreditation & Sampling of Student Work
As an essential component of its accreditations, the Business School is measuring student learning and assuring the quality of program learning outcomes in an on-going and systemic manner. In order to determine and demonstrate how well program learning outcomes are being achieved, the Business School will be utilising embedded assessments in a number of Units of Study. To facilitate this, your marked work may be used for quality assurance purposes, such as to assess the level of achievement of learning outcomes as required for accreditation and audit purposes. The information obtained during the accreditation and audit process may be used to inform changes aimed at improving the quality of the Business School's programs. All material used for such processes will be treated as confidential and will not be used or disclosed except for the purposes outlined above. The outcome of the accreditation process and audit will not affect your grade for the Unit.
School Student Representatives
The constitution of the Faculty Board includes six student members, and there are student members on a number of other boards and committees within the School. These committees and boards address School-level issues and decisions.Feedback about a program or an individual unit should be directed to the relevant program director or the unit of study coordinator or the chair of discipline if that is not possible.
Feedback from tutors
Feedback from tutors is gathered each semester via the tutor development program survey. The survey gathers feedback from tutors on the tutor development program and teaching and learning issues. The feedback is used to improve the tutor development program and is also provided to other Faculty decision making groups as appropriate.
Academic Board Review
The Academic Board's policy structures are intended to encourage the maintenance and development of high standards of teaching, scholarship and research. To be confident that the policy structures properly sustain academic quality assurance and are appropriate to the University's needs, the Board monitors their implementation and effectiveness.
Much of this monitoring is effected through Academic Board reviews. The review process is formative and collegial. The aim is to provide constructive feedback on the quality of a Faculty's educational provision.
For more information, see the review process.