This paper reviews the research evidence concerning the use of formal instruments to measure students ’ evaluations of their teachers, students ’ satisfaction with their programmes and students’ perceptions of the quality of their programmes. These questionnaires can provide important evidence for assessing the quality of teaching, for supporting attempts to improve the quality of teaching and for informing prospective students about the quality of course units and programmes. The paper concludes by discussing several issues affecting the practical utility of the instruments that can be used to obtain student feedback. Many students and teachers believe that student feed-back is useful and informative, but for a number of reasons many teachers and institutions do not take student feedback sufficiently seriously.

Western research has characterized approaches to learning for specific learning tasks as discrete deep and surface approaches, distinguished by whether the intention is to understand or memorize. A more appro-priate classification scheme for Hong Kong research is a continuum between deep and surface poles. In this article, the authors examine whether this characterization applies also to the West. University students in Australia (n = 1,146) and Hong Kong (n = 1,266) complete the revised Study Process Questionnaire. There are no effects by either discipline or study level in either country. Multiple-group analyses using structural equation modeling show configural invariance across the two samples, suggesting that the con-tinuum characterization of approaches to learning is likely to be applicable for Western counterparts. Hong Kong students had higher mean scores for both deep and surface approaches, showing their greater use of intermediate approaches.

Education Academy, and was influential in the development of the new Division of Education and Professional Development of BASES. His main teaching areas are research methods and physical activity for health, which are informed by his primary research involvement in discipline-specific pedagogy in HE, national physical activity programme evaluations, abdominal fat distribution in children and adolescents, and sports performance analysis. Gareth Jones is Principal Lecturer at the School of Sport and Exercise Science, University of Worcester, where he is Principal Lecturer for Curriculum Development. His main teaching areas are sports performance analysis, sports coaching and sport psychology. He is also currently undertaking his PhD part-time, which is focusing on team cohesion and collective efficacy. His primary research areas are sports performance analysis, discipline-specific pedagogy in HE, and sport psychology.

This conference provides a unique opportunity to capture a snapshot in time of where we are in the educational technology landscape. Landscape denotes static, a snapshot in time. However, the educational technology environment is dynamic and constantly changing. While at times the technological change and demands for technological change can be overwhelming, change needs to become an accepted, integral and well managed part of our educational environment. Concepts presented here have been taken from the environment management discipline and are used as metaphors for understanding change and transformations in technology enhanced learning environments. The strong environmental metaphor and associated language has been deliberately chosen because it helps us to focus on our key role as educators which is to create the best possible learning environment for our students. This paper introduces a social ecological systems analysis approach to understanding changes in organisations and the impact of outside factors on our learning environment. The Adaptive Cycle Framework is introduced as a predictive tool for understanding changes and transformations in our educational technology environment, and to thus determine a pathway to maximise opportunities afforded by change. This paper draws on an ongoing PhD study in which the focus is on managing change in technology enhanced learning environments. The Adaptive Cycle Framework is illustrated within the context of a case study of a regional university’s changing educational technology environment as a means to better manage for the long term.

This paper is the first attempt to perform an analysis of the internal Quality of Teaching Surveys (QTS) used in all Australian Universities by investigating how they compare across Universities. We categorize the questions on each university’s QTS into one of 18 types and then define a proximity measure between the surveys. We then use an agglomerative cluster analysis to establish groupings of these institutions on the basis of the similarity of their QTSs as well as groupings of question types by their frequency of use. In addition, we also determine if the form of the survey is related to the responses recorded by the Course Evaluation Questionnaire (CEQ) that is administered to all graduates of Australian Universities. This was done by the use of regression analysis to establish if the form of the questionnaire is related to the overall good teaching scores earned by the universities from the CEQ..

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The purpose of this study was to assess the impact of student attitudes in a college algebra mathematics classroom when lessons are primarily composed of standards-based pedagogy. National reports advocate for a change in teaching K-12. Nowhere is this more needed than in community colleges where students are taught in traditional formats and rarely challenged to make connections between mathematics and their personal experiences. A thorough review of the literature shows the need for mathematics reform at every level, including the college mathematics classroom. There are several national

College professors often say that their goal as teachers is to assist students to think for themselves. One way to do that is by taking note of the growing body of research into teaching and learning in higher educa-tion. After all, approaching teaching in a scholarly way, mindful of recent research, making decisions based on evidence, seeking feedback systematically, and the like, parallels the approach we take as researchers. Thanks to Ernest Boyer’s Scholarship reconsidered: priorities of the professoriate (1990), this approach is widely known as the