Surveys conducted both routinely and ad hoc are increasingly implemented in higher education in many parts of the world as a means to collect student feedback (Harvey, 2003). Along with this upward trajectory in survey numbers and types is the often lamented decline in survey response rates (Palermo, 2004; Porter, Whitcomb, & Weitzer, 2004). A concern expressed by many stakeholder groups is that the data collected through surveys may be unreliable in the circumstances where there are not a statistically relevant number of survey responses. Consequently, practitioners in the broad field of quality assurance seek to develop and enhance student engagement in the survey processes (Palermo, 2004; Symons, 2006). This paper discusses some of the strategies that have been employed in an Australian university, and highlights the importance of executive leadership in promoting student engagement.
|Place of Publication||Sydney|
|Publisher||Australian Government Office for Learning and Teaching|
|Number of pages||8|
|Publication status||Published - 18 Nov 2015|