A single-question qualitative bachelor's programme evaluation

• Published in: Assessment and evaluation in higher education Vol. 43; no. 6; pp. 969 - 978
• Main Authors: Erikson, Malgorzata, Erikson, Martin G., Punzi, Elisabeth
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 01.01.2018; Taylor & Francis; Taylor & Francis Ltd
• Subjects: Bachelors Degrees; Classroom communication; College students; Educational Attitudes; Educational Development; Educational evaluation; evaluation methodology; Feedback; first-year students; Foreign Countries; Higher education; Högskolepedagogik; Learning; Learning Activities; Lärarutbildning och pedagogisk yrkesverksamhet; Pedagogik; Pedagogy; Polls & surveys; Program Evaluation; programutvärdering; Public administration; Public Administration Education; Public Administration Studies; Qualitative programme evaluation; Qualitative Research; Quality of education; Questionnaires; Student Attitudes; Student Development; Student Evaluation; Student Responsibility; Student teacher relationship; student transition; Students; Studier av offentlig förvaltning; Teacher Education and Education Work; Teacher Effectiveness; Teacher Student Relationship; Teaching Methods; third-year students; Undergraduate Students; Sweden
• ISSN: 0260-2938; 1469-297X; 1469-297X
• DOI: 10.1080/02602938.2018.1424319

Conventionally, quantitative surveys are used for student evaluations in higher education, but the validity of this practice has been questioned. In the present study, we investigated a qualitative method for evaluating a bachelor's programme. Forty-one first-year students and twenty-eight third-year students on a bachelor's programme in Public Administration were asked to answer a single question in relation to their programme: 'What could have been done in order to support your learning?' The students provided rich responses of a depth and breadth not attainable through conventional surveys, making this method worthwhile for educational development at the programme level. The responses focused on students' own learning rather than on judgement of teacher performance. The results indicate that the students underwent a transition from the first to third year, suggesting a shift in needs. For example, first-year students asked for direct interaction, whereas third-year students asked for feedback on accomplishments. Practical applications are discussed.