Student Feedback On Units (SFU) – A Great Way to Measure Student Satisfaction with Teaching and Learning

Institutions are constantly looking at ways to ensure student satisfaction with the teaching and learning provided. As a qualitative researcher – I actually think the best approach is – believe it or not – quantitative in nature. In T2, 2016 I commenced a formal process at my own institution whereby ALL students were surveyed towards the end of ALL trimesters (the one exception was the mid-trimester scramble caused by COVID-19). The process has provided us with a most valuable longitudinal study demonstrating – thankfully – a very high level of satisfaction.

Format

There are 11 questions posed each trimester (via the Learning Management System – Moodle) providing reliable and comparative data. The 11 questions are –

Q1	The subject provided useful knowledge and skills
Q2	The learning outcomes were achievable
Q3	The subject workload was manageable
Q4	The subject helped to develop relevant professional skills
Q5	The lecturer was well-prepared for each class
Q6	The lecturer provided useful feedback
Q7	The lecturer had a good knowledge of the subject matter
Q8	The lecturer uses -learning resources
Q9	The lecturer was available to discuss learning problems outside of class time
Q10	The assessment requirements were clearly explained
Q11	Overall, the teaching in the subject was of a high quality

Overview of Outcomes

An overview of the longitudinal outcomes has been very impressive with an aggregate of 4.31 out of a possible 5 – over 23 trimesters -

T2, 2016	4.15
T3, 2016	4.37
T1, 2017	4.21
T2, 2017	4.28
T3, 2017	4.22
T1, 2018	4.39
T2, 2018	4.30
T3, 2018	4.33
T1, 2019	4.31
T2, 2019	4.26
T3, 2019	4.37
T1, 2020	NA
T2, 2020	4.18
T3, 2020	4.35
T1, 2021	4.28
T2, 2021	4.41
T3, 2021	4.39
T1, 2022	4.29
T1, 2022	4.24
T3, 2022	4.23
T1, 2023	4.31
T2, 2023	4.42
T3, 2023	4.44
T1, 2024	4.44
Overall	4.31/5

The consistency (longitudinally) has been impressive and is reassuring. In more recent times we are able to distinguish between our three campuses – Sydney, Melbourne and Adelaide – and use this information to further develop and enhance activity at each.

What to Do with The Information Gathered

Once the data is gathered each trimester, we are able to recognise our strengths and our weaknesses in this space (teaching and learning) and act accordingly.

We acknowledge and reward high-level performances (some 12 staffers in T1, 2024) and work with weaker areas in an attempt to ensure an ongoing quality program for which we are well known.

Student feedback and input are essential to good governance and consistent with the Threshold Standards.

For more about Academic Governance at UBSS see - https://www.ubss.edu.au/media/4988/academic-governance-at-ubss.pdf

Emeritus Professor Greg Whateley is the Deputy Vice-Chancellor (UBSS) and Chief Executive Officer (GCA)