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Questions that matter: Using Q methodology to identify student priorities in module level experience

Zaitseva, E and Law, A Questions that matter: Using Q methodology to identify student priorities in module level experience. Quality in Higher Education. ISSN 1353-8322 (Accepted)

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Abstract

Student engagement with evaluation surveys has been declining, reducing reliability and usability of the data for quality assurance and enhancement. One of the reasons for that, as reported by students, is perceived low relevance of survey questions to their daily experiences and concerns. Uniform questions, provided by standardised survey instruments, rarely capture needs of diverse student population with wide-ranging educational experiences. This paper draws on findings from a project that explored student priorities in the module level experience by involving them in development of survey questions. Q methodology was utilised to identify groups of students with similar views and to explore key factors and patterns of thoughts about module experience. The project findings are indicative of three distinctive groups that reflect different stages of student university journey, their level of maturity and cognitive engagement. The paper reflects on implications of the findings for quality assurance processes, teaching and student support.

Item Type: Article
Uncontrolled Keywords: module evaluation; student voice; Q Methodology; student engagement; 1301 Education Systems; Education
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LC Special aspects of education
Divisions: Teaching & Learning Academy
Publisher: Routledge
SWORD Depositor: A Symplectic
Date Deposited: 01 Jun 2022 08:38
Last Modified: 01 Jun 2022 08:45
URI: https://researchonline.ljmu.ac.uk/id/eprint/16993

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