提高英国高等教育建筑环境中的教学质量

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Kasun Gomis, M. Saini, C. Pathirage, Mohammed Arif
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引用次数: 3

摘要

目的当前建筑环境高等教育(BEHE)课程中的问题认识到提高教学质量的迫切需要。本文旨在确定在BEHE课程中教学的最佳实践的必要性,并推荐一套驱动因素来加强当前建筑环境教育的教学实践。研究集中在全国学生调查(NSS)的第一部分——我的课程教学,核心重点是提高学生满意度,使学科有趣,创造一个智力刺激的环境和挑战学习者。设计/方法/方法本研究采用的研究方法是混合方法,一种由本科生反馈和对BEHE背景下的学者进行封闭式问卷调查组成的文件分析。我们分析了超过375名学生的反馈,以了解BE的教学实践,并将这些反馈反馈给23名学者,包括一名校长、一名首席讲师、一名学科主管和讲师。数据是从建筑学、建筑管理、土木工程、工料测量和建筑测量学科中收集的,代表了BE的背景。对两种仪器所获得的数据进行内容分析,以开发24个驱动程序以提高教学质量。然后使用解释结构建模(ISM)方法对这些驱动因素进行建模,以确定它们与NSS第1节主题的相关性和重要性。该研究揭示了10名独立司机,11名依赖司机和3名自动驾驶司机,促进了BEHE的最佳教学实践。该研究进一步建议,按照《国家高级教育大纲》第1节下的级别划分图,实施这些驱动因素,以提高高等教育的教学质量。实际意义建议的驱动因素和水平划分可以作为学术界和其他学术机构提高教学质量的指导方针。这可以进一步用于提高学生满意度和整体NSS结果,以提高学术机构的排名。原创性/价值通过ISM分析和推荐驱动因素的层次划分图,可以识别新知识,以帮助学术界和学术机构提高教学质量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Enhancing quality of teaching in the built environment higher education, UK
Purpose The issues in the current Built Environment Higher Education (BEHE) curricula recognise a critical need for enhancing the quality of teaching. This paper aims to identify the need for a best practice in teaching within BEHE curricula and recommend a set of drivers to enhance the current teaching practices in the Built Environment (BE) education. The study focused on Section 1 of the National Student Survey (NSS) – Teaching on my course, with a core focus on improving student satisfaction, making the subject interesting, creating an intellectually stimulating environment and challenging learners. Design/methodology/approach The research method used in this study is the mixed method, a document analysis consisting of feedback from undergraduate students and a closed-ended questionnaire to the academics in the BEHE context. More than 375 student feedback were analysed to understand the teaching practices in BE and fed forward to developing the closed-ended questionnaire for 23 academics, including a Head of School, a Principal Lecturer, Subject Leads and Lecturers. The data was collected from Architecture, Construction Management, Civil Engineering, Quantity Surveying and Building surveying disciplines representing BE context. The data obtained from both instruments were analysed with content analysis to develop 24 drivers to enhance the quality of teaching. These drivers were then modelled using the interpretive structural modelling (ISM) method to identify their correlation and criticality to NSS Section 1 themes. Findings The study revealed 10 independent, 11 dependent and three autonomous drivers, facilitating the best teaching practices in BEHE. The study further recommends that the drivers be implemented as illustrated in the level partitioning diagrams under each NSS Section 1 to enhance the quality of teaching in BEHE. Practical implications The recommended set of drivers and the level partitioning can be set as a guideline for academics and other academic institutions to enhance the quality of teaching. This could be further used to improve student satisfaction and overall NSS results to increase the rankings of academic institutions. Originality/value New knowledge can be recognised with the ISM analysis and level partitioning diagrams of the recommended drivers to assist academics and academic institutions in developing the quality of teaching.
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来源期刊
QUALITY ASSURANCE IN EDUCATION
QUALITY ASSURANCE IN EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
20.00%
发文量
47
期刊介绍: QAE publishes original empirical or theoretical articles on Quality Assurance issues, including dimensions and indicators of Quality and Quality Improvement, as applicable to education at all levels, including pre-primary, primary, secondary, higher and professional education. Periodically, QAE also publishes systematic reviews, research syntheses and assessment policy articles on topics of current significance. As an international journal, QAE seeks submissions on topics that have global relevance. Article submissions could pertain to the following areas integral to QAE''s mission: -organizational or program development, change and improvement -educational testing or assessment programs -evaluation of educational innovations, programs and projects -school efficiency assessments -standards, reforms, accountability, accreditation, and audits in education -tools, criteria and methods for examining or assuring quality
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