Introduction - Home | Scholars at Harvard
How do we know how students experience higher education? On the use of student surveysManja Klemen?i? and Igor ChirikovIntroductionWe do not yet fully understand what is going on with students while they are enrolled in higher education. This is problematic. There are about 197 million students today globally, and UNESCO’s prediction is that this number will rise to 262 million by 2025. The opportunity costs – both for individual students and our economies and societies – are enormous if higher education institutions do not fulfill their promise of formative effects on students because they do not have sufficient information and knowledge of what, why and how students learn and develop in higher education context. These questions are of central importance for university officials, for prospective students and their families, and for the state as the main funder of higher education in Europe. Quality educational provision and learning environment can render most rewarding learning experiences. Equally, poor educational conditions incur significant cost of missed learning opportunities and unsatisfactory student experience. Student experience has thus become a central tenet of the quality assurance in higher education. More recently, the attention has shifted from student experience to student engagement ADDIN EN.CITE <EndNote><Cite><Author>Klemen?i?</Author><Year>2015</Year><RecNum>30</RecNum><DisplayText>(Klemen?i?, 2015)</DisplayText><record><rec-number>30</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423661726">30</key></foreign-keys><ref-type name="Book Section">5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">M Klemen</style><style face="normal" font="default" charset="238" size="100%">?i?</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">M Klemen</style><style face="normal" font="default" charset="238" size="100%">?i?</style></author><author><style face="normal" font="default" charset="238" size="100%">S Bergan</style></author><author><style face="normal" font="default" charset="238" size="100%">R Primo?i?</style></author></secondary-authors></contributors><titles><title>What is student agency? An ontological exploration in the context of research on student engagement</title><secondary-title>Student engagement in Europe: society, higher education and student governance</secondary-title></titles><pages>11-29</pages><number>Council of Europe Higher Education Series No. 20</number><dates><year>2015</year></dates><pub-location>Strasbourg</pub-location><publisher>Council of Europe Publishing</publisher><urls></urls></record></Cite></EndNote>(Klemen?i?, 2015) which conceives students as active partners in educational process and as responsible for their own learning and formation. In this vein, higher education is understood as “a process of student self-formation”: the activities students engage in are all in some way or another geared towards changing themselves and their life circumstances ADDIN EN.CITE <EndNote><Cite><Author>Marginson</Author><Year>2014</Year><RecNum>38</RecNum><DisplayText>(Marginson, 2014)</DisplayText><record><rec-number>38</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663072">38</key></foreign-keys><ref-type name="Conference Paper">47</ref-type><contributors><authors><author>S Marginson </author></authors></contributors><titles><title>Higher education as self-formation</title><secondary-title>Lecture at Higher School of Economics’ Summer School</secondary-title></titles><dates><year>2014</year><pub-dates><date>11 June 2014</date></pub-dates></dates><pub-location>St Petersburg</pub-location><urls></urls></record></Cite></EndNote>(Marginson, 2014). Student self-formation is the basis for achieving the broader societal objectives concerned with human capital development for economic purposes: developing skills, improving productivity, increasing potential for innovation and economic growth. It also relates to the societal objectives towards secure, democratic, healthy societies. If, as defined by ADDIN EN.CITE <EndNote><Cite AuthorYear="1"><Author>Hall</Author><Year>2009</Year><RecNum>20</RecNum><Pages>2</Pages><DisplayText>Hall and Lamont (2009, p. 2)</DisplayText><record><rec-number>20</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423659441">20</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>P. A Hall</author><author>M Lamont</author></authors></contributors><titles><title>Successful Societies: How Institutions and Culture Affect Health</title></titles><dates><year>2009</year></dates><pub-location>Cambridge</pub-location><publisher>Cambridge University Press</publisher><urls></urls></record></Cite></EndNote>Hall and Lamont (2009, p. 2), a “successful society” is “one that enhances the capabilities of people to pursue the goals important to their own lives, whether through individual or collective action”, then education which enables and strengthens student agency is both a condition of a successful society, and also one of the outcomes of it. Institutional decision makers and policy makers thus seek to understand student experiences and behaviors as to be able to develop interventions that will further enhance “student agency” towards self-formation ADDIN EN.CITE <EndNote><Cite><Author>Klemen?i?</Author><Year>2015</Year><RecNum>30</RecNum><DisplayText>(Klemen?i?, 2015)</DisplayText><record><rec-number>30</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423661726">30</key></foreign-keys><ref-type name="Book Section">5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">M Klemen</style><style face="normal" font="default" charset="238" size="100%">?i?</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">M Klemen</style><style face="normal" font="default" charset="238" size="100%">?i?</style></author><author><style face="normal" font="default" charset="238" size="100%">S Bergan</style></author><author><style face="normal" font="default" charset="238" size="100%">R Primo?i?</style></author></secondary-authors></contributors><titles><title>What is student agency? An ontological exploration in the context of research on student engagement</title><secondary-title>Student engagement in Europe: society, higher education and student governance</secondary-title></titles><pages>11-29</pages><number>Council of Europe Higher Education Series No. 20</number><dates><year>2015</year></dates><pub-location>Strasbourg</pub-location><publisher>Council of Europe Publishing</publisher><urls></urls></record></Cite></EndNote>(Klemen?i?, 2015). Student surveys have become one of the largest and most frequently used data source for quality assessment in higher education ADDIN EN.CITE <EndNote><Cite><Author>Williams</Author><Year>2014</Year><RecNum>68</RecNum><DisplayText>(Williams, 2014)</DisplayText><record><rec-number>68</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423665685">68</key></foreign-keys><ref-type name="Book Section">5</ref-type><contributors><authors><author>J Williams</author></authors><secondary-authors><author>M E Menon </author><author>et al,</author></secondary-authors></contributors><titles><title>Student feedback on the experience of higher education. A Significant Component of Institutional Research Data</title><secondary-title>Using Data to Improve Higher Education, Dordrecht: Sense Publishers</secondary-title></titles><pages>67–80</pages><dates><year>2014</year></dates><urls></urls></record></Cite></EndNote>(Williams, 2014). Student survey data feed into evidence-based university decision-making and are part of the tasks of institutional research. Institutional researchers are asked by university officials to deliver more and better “intelligence” on students PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5LbGVtZW7EjWnEjTwvQXV0aG9yPjxZZWFyPjIwMTM8L1ll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ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5LbGVtZW7EjWnEjTwvQXV0aG9yPjxZZWFyPjIwMTM8L1ll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ADDIN EN.CITE.DATA (Klemen?i? & Brennan, 2013; Klemen?i?, ??ukanec, & Komljenovi?, 2015). Much of this data is acquired through student surveys. As noted by David Radwin in Chronicle of Higher Education ADDIN EN.CITE <EndNote><Cite><Author>Radwin</Author><Year>2009</Year><RecNum>57</RecNum><DisplayText>(Radwin, 2009)</DisplayText><record><rec-number>57</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423664209">57</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>D Radwin</author></authors></contributors><titles><title>High Response Rates Don't Ensure Survey Accuracy</title></titles><edition>October 5</edition><dates><year>2009</year></dates><publisher>Chronicle of Higher Education</publisher><urls></urls></record></Cite></EndNote>(Radwin, 2009)“…the use of surveys is one of the fastest-growing and most pervasive trends on campuses”. Technology has made it increasingly possible to collect data from students: it is cheap, fast and easy to process. Indeed, students are perhaps among the most surveyed populations world-wide. The widespread use of student survey data raises questions of reliability and validity of student survey data as evidence in decision-making. In this chapter we first discuss the policy context in which student survey research has proliferated. Then we offer an overview of the most influential student experience and engagement surveys; followed by a discussion of methodological limitations of survey research. The penultimate section addresses student surveys as part of the development of student data analytics, as the practices of collecting, synthesizing, and analyzing student data in the context of institutional research. We conclude with a set of recommendations on quality standards for survey design, and the use of student survey data as evidence in decision-making. The changing policy context and demand for data on students The range of data gathered on students has expanded significantly over the years (see Table 1 for the types of student surveys and examples). The basic statistical data on students has typically included data on student enrolments and student profiles (gender, nationality, socio-economic background). Later, student course evaluations were introduced, followed by data on student approaches to learning, and assessment of student learning. Within European policy context, the EU support for the large international comparative survey on students’ socio-economic background reflects the European Unions’ concerns over educational equity. Surveys focusing specifically on the experience of international students also emerged following the internationalisation of higher education, and especially EU mobility schemes (Erasmus) and the efforts by institutions and government to attract foreign fee-paying students.Table 1 Most common student surveysTypes of surveysExamples of most influential or international surveysStudent profilesEUROSTUDENTAssessment of student learning outcomesOECD’s Assessment of Higher Education Learning Outcomes (AHELO); United States Collegiate Learning Assessment (CLA) (Shavelson, 2010), The Educational Testing Services’ Proficiency Profile ADDIN EN.CITE <EndNote><Cite><Author>ETS</Author><Year>2014</Year><RecNum>13</RecNum><DisplayText>(ETS, 2014)</DisplayText><record><rec-number>13</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423658592">13</key></foreign-keys><ref-type name="Report">27</ref-type><contributors><authors><author>ETS,, Educational Testing Service,</author></authors></contributors><titles><title>Proficiency Profile</title></titles><dates><year>2014</year></dates><urls><related-urls><url>proficiencyprofile/about</url></related-urls></urls></record></Cite></EndNote>(ETS, 2014) (Coates & Lennon, 2014)Student course evaluationsInstitution/study-program-basedStudent approaches to learning and studyingASSIST (Approaches and Study Skills Inventory for Students); The Study Process Questionnaire (Biggs, 1987a); The Learning Process Questionnaire (Biggs, 1987c)Student experience (satisfaction) and engagement surveysThe North American National Survey of Student Engagement (NSSE), which has been adapted into a number NSSE-based national surveys; Australasian Survey of Student Engagement (AUSSE); Student Experience in the Research University (SERU); National Student Survey in the UK (NSS); Dutch National Student Survey (NSE); Irish Survey of Student Engagement (ISSE)Student mobility surveysInternational Student Barometer SurveyGraduate employment surveysAccenture College Graduate Employment SurveyWithin the European Higher Education Area, the emphasis on the student-centered approach paved the way for further and more extensive inquiries into how students learn (through surveys of student approaches to learning), what we expect them to learn (e.g. Tuning project defining learning outcomes and competences in specific study areas and the European Qualifications Framework), and how do we know that expected learning happened (Coates & Lennon, 2014). As student learning and development became more closely associated with institutional quality, this boosted higher education research on student satisfaction, and student engagement in educationally purposeful activities. The origins of student satisfaction surveys lie in student evaluations of course teaching ADDIN EN.CITE <EndNote><Cite><Author>Ramsden</Author><Year>1991</Year><RecNum>59</RecNum><DisplayText>(Ramsden, 1991)</DisplayText><record><rec-number>59</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423664292">59</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>P Ramsden</author></authors></contributors><titles><title>A performance indicator of teaching quality in higher education: The Course Experience Questionnaire</title><secondary-title>Studies in Higher Education</secondary-title></titles><periodical><full-title>Studies in Higher Education</full-title></periodical><pages>129–150</pages><volume>16</volume><number>2</number><dates><year>1991</year></dates><urls></urls></record></Cite></EndNote>(Ramsden, 1991), which have a fairly long tradition in all higher education systems. These evaluations have been gradually extended to also include student perceptions on quality of institutional conditions supporting teaching and learning, such as libraries, student support services, etc. As ADDIN EN.CITE <EndNote><Cite AuthorYear="1"><Author>Harvey</Author><Year>2003</Year><RecNum>22</RecNum><Pages>3</Pages><DisplayText>Harvey (2003, p. 3)</DisplayText><record><rec-number>22</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423659557">22</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>L Harvey</author></authors></contributors><titles><title>Student feedback</title><secondary-title>Quality in Higher Education</secondary-title></titles><periodical><full-title>Quality in Higher Education</full-title></periodical><pages>1–20</pages><volume>9</volume><number>1</number><dates><year>2003</year></dates><urls></urls></record></Cite></EndNote>Harvey (2003, p. 3) suggests, institutional decisions makers seek feedback from students. ADDIN EN.CITE <EndNote><Cite AuthorYear="1"><Author>Harvey</Author><Year>2003</Year><RecNum>22</RecNum><Pages>3</Pages><DisplayText>Harvey (2003, p. 3)</DisplayText><record><rec-number>22</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423659557">22</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>L Harvey</author></authors></contributors><titles><title>Student feedback</title><secondary-title>Quality in Higher Education</secondary-title></titles><periodical><full-title>Quality in Higher Education</full-title></periodical><pages>1–20</pages><volume>9</volume><number>1</number><dates><year>2003</year></dates><urls></urls></record></Cite></EndNote>Harvey (2003, p. 3) defines “feedback” as the “expressed opinions of students about the service they receive as students”, and this may include “perceptions about the learning and teaching, the learning support facilities (such as libraries, computing facilities), the learning environment, (lecture rooms, laboratories, social space and university buildings), support facilities (refectories, student accommodation, health facilities, student services) and external aspects of being a student (such as finance, transport infrastructure)”. The levels of analysis have also extended from individual courses to modules, and study programs to institution-level satisfaction surveys of the entire study experience ADDIN EN.CITE <EndNote><Cite><Author>Harvey</Author><Year>2003</Year><RecNum>22</RecNum><Prefix>see </Prefix><Suffix> for recommendations for survey management at each level</Suffix><DisplayText>(see Harvey, 2003 for recommendations for survey management at each level)</DisplayText><record><rec-number>22</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423659557">22</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>L Harvey</author></authors></contributors><titles><title>Student feedback</title><secondary-title>Quality in Higher Education</secondary-title></titles><periodical><full-title>Quality in Higher Education</full-title></periodical><pages>1–20</pages><volume>9</volume><number>1</number><dates><year>2003</year></dates><urls></urls></record></Cite></EndNote>(see Harvey, 2003 for recommendations for survey management at each level). Both student course and program evaluations, which are more focused on satisfaction with teaching and learning, and the surveys of overall study experience, have been integrated into – and are an essential ingredient of – internal institutional quality assurance systems. Indeed, the European University Association’s study shows that student questionnaires “are the most common way for institutions to introduce quality assurance processes” ADDIN EN.CITE <EndNote><Cite><Author>Loukolla</Author><Year>2010</Year><RecNum>37</RecNum><Pages>27</Pages><DisplayText>(Loukolla & Zhang, 2010, p. 27)</DisplayText><record><rec-number>37</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423662969">37</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>T Loukolla</author><author>T Zhang</author></authors></contributors><titles><title>Examining Quality Culture: Part I – Quality Assurance Processes in Higher Education Institutions</title></titles><dates><year>2010</year></dates><pub-location>Brussels</pub-location><publisher>European University Association</publisher><urls></urls></record></Cite></EndNote>(Loukolla & Zhang, 2010, p. 27). Reports from the student satisfaction surveys are also required in external quality assurance processes and accreditation.However, student satisfaction surveys have been criticized for conceiving students as passive recipients of educational services, rather than actively engaged in their learning and development. This criticism gave rise to developments of student engagement surveys. Unlike student satisfaction surveys, the assessment of student engagement measures the extent to which students participate in educationally-purposeful activities (i.e. those that are expected to enhance learning and development), and the support they receive from teachers and institutions to do so ADDIN EN.CITE <EndNote><Cite><Author>Kuh</Author><Year>2009</Year><RecNum>36</RecNum><DisplayText>(G. Kuh, 2009)</DisplayText><record><rec-number>36</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423662914">36</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>G Kuh</author></authors></contributors><titles><title>The National Survey of Student Engagement: Conceptual and Empirical Foundations</title><secondary-title>New Directions for Institutional Research</secondary-title></titles><periodical><full-title>New Directions for Institutional Research</full-title></periodical><pages>5-20</pages><volume>2009</volume><number>141</number><dates><year>2009</year></dates><urls></urls></record></Cite></EndNote>(Kuh, 2009). Many have argued in favor of investigating student engagement for higher education quality assurance ADDIN EN.CITE <EndNote><Cite><Author>Coates</Author><Year>2005</Year><RecNum>12</RecNum><DisplayText>(Coates, 2005)</DisplayText><record><rec-number>12</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423658548">12</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>H Coates</author></authors></contributors><titles><title>The value of student engagement for higher education quality assurance</title><secondary-title>The value of student engagement for higher education quality assurance. Quality in Higher Education</secondary-title></titles><periodical><full-title>The value of student engagement for higher education quality assurance. Quality in Higher Education</full-title></periodical><pages>25-36</pages><volume>11</volume><number>1</number><dates><year>2005</year></dates><urls></urls></record></Cite></EndNote>(Coates, 2005), and the concept of student engagement has become “central to most contemporary understandings of student experience and to debates regarding quality enhancement” ADDIN EN.CITE <EndNote><Cite><Author>Callender</Author><Year>2014</Year><RecNum>8</RecNum><Pages>31</Pages><DisplayText>(Callender, Ramsden, & Griggs, 2014, p. 31)</DisplayText><record><rec-number>8</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423658327">8</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>C Callender </author><author>P Ramsden</author><author>J Griggs</author></authors></contributors><titles><title>Review of the National Student Survey</title></titles><dates><year>2014</year></dates><pub-location>London</pub-location><publisher>HEFCE</publisher><urls></urls></record></Cite></EndNote>(Callender, Ramsden, & Griggs, 2014, p. 31).Quality enhancement, which has a predominant place among the policy priorities within the European Higher Education Area, has important implications for data collection on student experience and engagement. Student engagement and experience surveys have been hailed as a driver of institutional reforms towards improvement in students’ experience, for example through improvements in student support services, student facilities, and in teaching and assessment ADDIN EN.CITE <EndNote><Cite><Author>Richardson</Author><Year>2013</Year><RecNum>65</RecNum><DisplayText>(Richardson, 2013)</DisplayText><record><rec-number>65</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423665438">65</key></foreign-keys><ref-type name="Book Section">5</ref-type><contributors><authors><author>J. T. E Richardson</author></authors><secondary-authors><author>M Shah</author><author>C Nair</author></secondary-authors></contributors><titles><title>The National Student Survey and its impact on UK higher education</title><secondary-title>Enhancing Student Feedback and Improvement Systems in Tertiary Education</secondary-title></titles><number>CAA Quality Series (5)</number><dates><year>2013</year></dates><pub-location>Abu Dhabi</pub-location><publisher>Commission for Academic Accreditation, UAE</publisher><urls></urls></record></Cite></EndNote>(Richardson, 2013). Student survey data is increasingly used also for external purposes. Governments use such data as part of accountability checks on institutional performance ADDIN EN.CITE <EndNote><Cite><Author>Klemen?i?</Author><Year>2015</Year><RecNum>31</RecNum><DisplayText>(Klemen?i? et al., 2015)</DisplayText><record><rec-number>31</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423661870">31</key></foreign-keys><ref-type name="Book Section">5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">M Klemen</style><style face="normal" font="default" charset="238" size="100%">?i?</style></author><author><style face="normal" font="default" size="100%">N </style><style face="normal" font="default" charset="238" size="100%">??ukanec</style></author><author><style face="normal" font="default" size="100%">J </style><style face="normal" font="default" charset="238" size="100%">Komljenovi?</style></author></authors><secondary-authors><author>Karen Webber,</author><author>Angel Calderon,</author></secondary-authors></contributors><titles><title>Decision Support Issues in Central and Eastern Europe</title><secondary-title>Institutional Research and Planning in Higher Education: Global Contexts and Themes</secondary-title></titles><dates><year>2015</year></dates><pub-location>New York</pub-location><publisher>Routledge Press/Taylor & Francis</publisher><urls></urls></record></Cite></EndNote>(Klemen?i?, ??ukanec, & Komljenovi?, 2015). The existing measures of institutional performance have relied predominantly on the attainment levels (graduation rates, retention rates). The trend now is to evaluate the institutional performance also from the point of view of the added value that higher education brings to the students individually and collectively. One way to assess this is to ask students directly about their experiences. The other way is to assess student learning outcomes so as to establish if knowledge and skills are of expected standards, and meet the employers’ expectations and the needs of knowledge societies. Data obtained directly from students as the primary users of the educational services is seen as more accurate estimate of the performance of the higher education institutions than when performance is measured only by student attainment ADDIN EN.CITE <EndNote><Cite><Author>Kim</Author><Year>2013</Year><RecNum>29</RecNum><Prefix>cf. </Prefix><DisplayText>(cf. Kim & Lalancette, 2013)</DisplayText><record><rec-number>29</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423660007">29</key></foreign-keys><ref-type name="Electronic Book">44</ref-type><contributors><authors><author>H. H Kim</author><author>D Lalancette</author></authors></contributors><titles><title>Literature review on the value-added measurement in higher education</title></titles><dates><year>2013</year></dates><pub-location>Paris</pub-location><publisher>OECD</publisher><urls><related-urls><url>;(cf. Kim & Lalancette, 2013). The proliferation of student surveys is thus part of the growing trend towards evidence-based movement in higher education with focus on institutional performance. It is also a reflection of growing competition in higher education. Institutions also gather data from students to benchmark their performance against peer institutions. They use survey data in public relations and recruitment. Governments use student experience surveys as a “transparency tool” to inform students’ choice in rising competition between higher education providers to attract fee-paying students ADDIN EN.CITE <EndNote><Cite><Author>Harvey</Author><Year>2003</Year><RecNum>22</RecNum><DisplayText>(Harvey, 2003)</DisplayText><record><rec-number>22</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423659557">22</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>L Harvey</author></authors></contributors><titles><title>Student feedback</title><secondary-title>Quality in Higher Education</secondary-title></titles><periodical><full-title>Quality in Higher Education</full-title></periodical><pages>1–20</pages><volume>9</volume><number>1</number><dates><year>2003</year></dates><urls></urls></record></Cite></EndNote>(Harvey, 2003). Notably, global ranking agencies so far do not put a lot of pressure on universities to collect and provide student-related data despite the fact that all of them declare they are created to inform students’ choices in higher education. An exception is the recent international ranking initiative U-Multirank which includes data both from universities and from these universities’ students. In sum, focus on quality for enhancement and accountability drive the use of student surveys. This trend is accelerated by the increased competition for students in market-driven higher education systems.Overview of the most influential student experience and engagement surveys In this section we will explore theoretical foundations, content, measurements, data collection, analysis and the use of the major student engagement and experience surveys. Our attention will be focused on several system-wide and international “flagship” projects that have attracted attention due to their widespread use. Those are the National Survey of Student Engagement (NSSE) in the US and Canada (which has been adapted into a number of NSSE-based national surveys), the Student Experience in the Research Universities (SERU) survey in the US and internationally (SERU-AAU and SERU-I, respectively), the National Student Survey in the UK (NSS) and the Dutch National Student Survey in the Netherlands (NSE). The former two surveys were initiated by universities themselves over a decade ago with the purposes of inter-institutional comparison for institutional improvement. The latter two were introduced more recently by governmental agencies to increase higher education system’s transparency, and to inform student choice of institutions and study programs. This reflects two different approaches to student surveys development (bottom-up vs. top-down) and affects their methodology and the uses of the data. These four surveys have adjacent intellectual roots but base themselves upon different meaning of student experience. The underlying idea of NSSE and SERU is that student learning outcomes are affected by the characteristics of higher education institutions and their academic programs ADDIN EN.CITE <EndNote><Cite><Author>Astin</Author><Year>1985</Year><RecNum>3</RecNum><DisplayText>(Astin, 1985; E. Pascarella & Terenzini, 1991)</DisplayText><record><rec-number>3</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423658032">3</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>A. W Astin</author></authors></contributors><titles><title>Achieving educational excellence</title></titles><dates><year>1985</year></dates><pub-location>San Francisco</pub-location><publisher>Jossey-Bass</publisher><urls></urls></record></Cite><Cite><Author>Pascarella</Author><Year>1991</Year><RecNum>46</RecNum><record><rec-number>46</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663540">46</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>E Pascarella</author><author>P Terenzini</author></authors></contributors><titles><title>How college affects students</title></titles><dates><year>1991</year></dates><pub-location>San Francisco</pub-location><publisher>Jossey-Bass</publisher><urls></urls></record></Cite></EndNote>(Astin, 1985; Pascarella & Terenzini, 1991). Both put an emphasis on students’ active engagement in educational practice as well as in extracurricular and civic activities, which they find equally important for student learning outcomes as the quality of institutional efforts to support student learning and development PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5LdWg8L0F1dGhvcj48WWVhcj4yMDAzPC9ZZWFyPjxSZWNO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ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5LdWg8L0F1dGhvcj48WWVhcj4yMDAzPC9ZZWFyPjxSZWNO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ADDIN EN.CITE.DATA (Kuh, 2003; Kuh, 2001; McCormick, Kinzie, & Gonyea, 2013). SERU survey specifically targets research universities ADDIN EN.CITE <EndNote><Cite><Author>Kerr</Author><Year>2001</Year><RecNum>28</RecNum><DisplayText>(Kerr, 2001)</DisplayText><record><rec-number>28</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423659939">28</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>C Kerr</author></authors></contributors><titles><title>The uses of the university 5th edition</title></titles><dates><year>2001</year></dates><pub-location>Cambridge, MA</pub-location><publisher>Harvard University Press</publisher><urls></urls></record></Cite></EndNote>(Kerr, 2001). In its content SERU seeks to reflect the specific institutional characteristics of research universities by focusing on student engagement in three inter-related areas: teaching and learning, research and civic service. In contrast, NSS and NSE instruments are primarily concerned with the assessment of student course experience and seek to capture the various facets of the student learning process PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5CaWdnczwvQXV0aG9yPjxZZWFyPjE5ODc8L1llYXI+PFJl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ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5CaWdnczwvQXV0aG9yPjxZZWFyPjE5ODc8L1llYXI+PFJl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ADDIN EN.CITE.DATA (Biggs, 1987b; Prosser & Trigwell, 1999; Ramsden, 1979; Richardson, 1983) by adapting instruments, such as the Ramsden’s Course Experience Questionnaire ADDIN EN.CITE <EndNote><Cite><Author>Ramsden</Author><Year>1991</Year><RecNum>59</RecNum><DisplayText>(Ramsden, 1991)</DisplayText><record><rec-number>59</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423664292">59</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>P Ramsden</author></authors></contributors><titles><title>A performance indicator of teaching quality in higher education: The Course Experience Questionnaire</title><secondary-title>Studies in Higher Education</secondary-title></titles><periodical><full-title>Studies in Higher Education</full-title></periodical><pages>129–150</pages><volume>16</volume><number>2</number><dates><year>1991</year></dates><urls></urls></record></Cite></EndNote>(Ramsden, 1991). They are focused on quality assessment and measure student satisfaction with other aspects of teaching and learning organisation, support, and environment, and do not include measures of student engagement as students’ own contribution to their learning and development.Data collection and analysis procedures are similar for these four surveys, though target populations and response rates vary. All surveys are centrally administered (either by universities or independent companies) every year, and data is collected primarily through online platforms (NSSE and NSS additionally use paper-based questionnaires). All surveys are census-based. SERU and NSE include all undergraduate students in their target populations, NSSE – first- and last-year students and NSS – final-year students only. NSS stands out among other surveys with the average response rate of more than 70%, while SERU, NSSE and NSE demonstrate 25-35% average response rate. Data is centrally managed and analyzed in case of NSSE, NSS and NSE: participating institutions have access only to aggregated results of students’ responses. SERU utilizes decentralized approach in data analysis and provides for benchmarking as all members of consortium share reciprocally their databases with each other. The uses of the data in these four surveys are affected by their origins and scope: NSSE and SERU data is used by universities more for internal quality enhancement, whereas NSS and NSE data is targeted in particular at external agencies and stakeholders. Since institutions voluntarily participate in NSSE and SERU, the data is used for institutional self-improvement and quality assurance efforts through benchmarking. NSSE examples include voluntary accreditation, increasing retention rates, informing reorganization of student services, diversity initiatives, etc. ADDIN EN.CITE <EndNote><Cite><Author>NSSE</Author><Year>2009</Year><RecNum>42</RecNum><Prefix>see </Prefix><DisplayText>(see NSSE, 2009; 2012 for more examples)</DisplayText><record><rec-number>42</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663340">42</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>NSSE,, National Survey of Student Engagement,</author></authors></contributors><titles><title>Using NSSE Data to Improve Undergraduate Education. Lessons from the Field. Volume 1</title></titles><dates><year>2009</year></dates><pub-location>Bloomington, IN</pub-location><publisher>Indiana University Center for Postsecondary Research</publisher><urls></urls></record></Cite><Cite><Author>NSSE</Author><Year>2012</Year><RecNum>43</RecNum><Suffix> for more examples</Suffix><record><rec-number>43</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663394">43</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>NSSE,, National Survey of Student Engagement,</author></authors></contributors><titles><title>Moving from Data to Action: Lessons from the Field–Volume 2</title></titles><dates><year>2012</year></dates><pub-location>Bloomington, IN</pub-location><publisher>Indiana University Center for Postsecondary Research</publisher><urls></urls></record></Cite></EndNote>(see NSSE, 2009; 2012 for more examples). SERU is more focused on informing academic department program reviews, though it is also used campus-wide for voluntary accreditation, assessment of campus climate, analysis of admission policies, etc. ADDIN EN.CITE <EndNote><Cite><Author>SERU</Author><Year>2014a</Year><RecNum>66</RecNum><Prefix>see </Prefix><DisplayText>(see SERU, 2014a)</DisplayText><record><rec-number>66</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423665546">66</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>SERU,, Student Experience in the Research University,</author></authors></contributors><titles><title>Uses of Data from the UCUES and SERU Survey</title></titles><dates><year>2014a</year></dates><publisher>UC Berkeley Center for Studies in Higher Education</publisher><urls></urls></record></Cite></EndNote>(see SERU, 2014a). The major difference between NSSE and SERU in terms of data use is that the former provides more information on various types of institutions (four-year colleges, teaching universities), while the latter is focused on research university environment and allows to address narrow problems of various student sub-groups valuable for large research universities. NSS and NSE data is used to inform prospective students’ decision-making in higher education: the results are publicly available and are utilized in web-based platforms for comparing universities and academic programs. Universities also use this data to support internal discussions on teaching and learning, improve quality of student services as well as for marketing purposes. The major characteristics of these four surveys are summarized in Table 2.Table 2 A comparison of major student engagement and experience survey designsNSSESERU-AAU/SERU-INSSNSEGoalTable 2 (continued)To assess student engagement in and exposure to proven educational practices that correspond to desirable learning outcomes ADDIN EN.CITE <EndNote><Cite><Author>NSSE</Author><Year>2012</Year><RecNum>43</RecNum><DisplayText>(NSSE, 2012)</DisplayText><record><rec-number>43</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663394">43</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>NSSE,, National Survey of Student Engagement,</author></authors></contributors><titles><title>Moving from Data to Action: Lessons from the Field–Volume 2</title></titles><dates><year>2012</year></dates><pub-location>Bloomington, IN</pub-location><publisher>Indiana University Center for Postsecondary Research</publisher><urls></urls></record></Cite></EndNote>(NSSE, 2012) To understand student experience in research-intensive universities and topromote culture of institutional self-improvement ADDIN EN.CITE <EndNote><Cite><Author>SERU</Author><Year>2014b</Year><RecNum>67</RecNum><DisplayText>(SERU, 2014b)</DisplayText><record><rec-number>67</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423665599">67</key></foreign-keys><ref-type name="Electronic Book">44</ref-type><contributors><authors><author>SERU,, Student Experience in the Research University,</author></authors></contributors><titles><title>SERU Mission</title></titles><number>UC Berkeley Center for Studies in Higher Education</number><dates><year>2014b</year></dates><urls><related-urls><url>;(SERU, 2014b)To measure students satisfaction with their courses and to help prospective students make study choices ADDIN EN.CITE <EndNote><Cite><Author>NSS</Author><Year>2014</Year><RecNum>41</RecNum><DisplayText>(NSS, 2014)</DisplayText><record><rec-number>41</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663275">41</key></foreign-keys><ref-type name="Electronic Book">44</ref-type><contributors><authors><author>NSS,, National Student Survey,</author></authors></contributors><titles><title>What is the NSS?</title></titles><dates><year>2014</year></dates><urls><related-urls><url>;(NSS, 2014)To assess students’ experience and satisfaction with the higher education coursethey pursue ADDIN EN.CITE <EndNote><Cite><Author>NSS</Author><Year>2014</Year><RecNum>41</RecNum><DisplayText>(NSS, 2014)</DisplayText><record><rec-number>41</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663275">41</key></foreign-keys><ref-type name="Electronic Book">44</ref-type><contributors><authors><author>NSS,, National Student Survey,</author></authors></contributors><titles><title>What is the NSS?</title></titles><dates><year>2014</year></dates><urls><related-urls><url>;(NSS, 2014)Table 2 (continued)Participation for universitiesVoluntaryVoluntaryObligatory for publicly funded universities in the UK Obligatory for accredited Dutch higher education institutionsTheoretical FoundationsStudent engagement ADDIN EN.CITE <EndNote><Cite><Author>Kuh</Author><Year>2003</Year><RecNum>35</RecNum><DisplayText>(D. G. Kuh, 2003; G. D. Kuh, 2001; E. Pascarella & Terenzini, 2005)</DisplayText><record><rec-number>35</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423662865">35</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>D. G Kuh</author></authors></contributors><titles><title>What we’re learning about student engagement from NSSE</title><secondary-title>Change</secondary-title></titles><periodical><full-title>Change</full-title></periodical><pages>24-32</pages><volume>35</volume><number>2</number><dates><year>2003</year></dates><urls></urls></record></Cite><Cite><Author>Kuh</Author><Year>2001</Year><RecNum>34</RecNum><record><rec-number>34</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423662817">34</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>G. D Kuh</author></authors></contributors><titles><title>The National Survey of Student Engagement: Conceptual framework and overview of psychometric properties</title></titles><dates><year>2001</year></dates><pub-location>Bloomington, IN</pub-location><publisher>Indiana University, Center for Postsecondary Research</publisher><urls></urls></record></Cite><Cite><Author>Pascarella</Author><Year>2005</Year><RecNum>47</RecNum><record><rec-number>47</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663601">47</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>E Pascarella</author><author>P Terenzini</author></authors></contributors><titles><title>How college affects students (Vol. 2): A third decade of research</title></titles><dates><year>2005</year></dates><pub-location>San Francisco</pub-location><publisher>Jossey-Bass</publisher><urls></urls></record></Cite></EndNote>( Kuh, 2003; Kuh, 2001; Pascarella & Terenzini, 2005)Input-environment-output model ADDIN EN.CITE <EndNote><Cite><Author>Astin</Author><Year>1985</Year><RecNum>3</RecNum><DisplayText>(Astin, 1985)</DisplayText><record><rec-number>3</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423658032">3</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>A. W Astin</author></authors></contributors><titles><title>Achieving educational excellence</title></titles><dates><year>1985</year></dates><pub-location>San Francisco</pub-location><publisher>Jossey-Bass</publisher><urls></urls></record></Cite></EndNote>(Astin, 1985); Research university ADDIN EN.CITE <EndNote><Cite><Author>Kerr</Author><Year>2001</Year><RecNum>28</RecNum><DisplayText>(Kerr, 2001)</DisplayText><record><rec-number>28</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423659939">28</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>C Kerr</author></authors></contributors><titles><title>The uses of the university 5th edition</title></titles><dates><year>2001</year></dates><pub-location>Cambridge, MA</pub-location><publisher>Harvard University Press</publisher><urls></urls></record></Cite></EndNote>(Kerr, 2001)Approaches to learning PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5CaWdnczwvQXV0aG9yPjxZZWFyPjE5ODc8L1llYXI+PFJl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ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5CaWdnczwvQXV0aG9yPjxZZWFyPjE5ODc8L1llYXI+PFJl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ADDIN EN.CITE.DATA (Biggs, 1987b; Prosser & Trigwell, 1999; Ramsden, 1979, 1991; Richardson, 1983)Multiple instruments on student engagement, satisfaction and learning outcomesSurvey Content: TopicsParticipation in educationally purposeful activities, institutional requirements of coursework, perceptions of the college environment, educational and personal growth, etc. Academic, research and civic engagement, time allocation, learning outcomes assessment, campus climate, plans and aspirations, satisfaction with academic program, global experiences, learning and technology, etc.Satisfaction with teaching quality, assessment and feedback, academic support, organization and management, learning resources, personal development, overall experience, etc.Content and organization of teaching, acquired skills, preparation for career, academic guidance, quality of assessment, contact hours, internships, quality of learning environment, etc.Survey Content Validity and Reliability StudiesPEVuZE5vdGU+PENpdGU+PEF1dGhvcj5NY0Nvcm1pY2s8L0F1dGhvcj48WWVhcj4yMDEyPC9ZZWFy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ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5NY0Nvcm1pY2s8L0F1dGhvcj48WWVhcj4yMDEyPC9ZZWFy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ADDIN EN.CITE.DATA (McCormick & McClenney, 2012; Pascarella, Seifert, & Blaich, 2008; Pike, 2013) ADDIN EN.CITE <EndNote><Cite><Author>Chatman</Author><Year>2009</Year><RecNum>10</RecNum><DisplayText>(Chatman, 2009, 2011)</DisplayText><record><rec-number>10</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423658457">10</key></foreign-keys><ref-type name="Report">27</ref-type><contributors><authors><author>S Chatman</author></authors></contributors><titles><title>Factor Structure And Reliability Of The 2008 And 2009 SERU/UCUES Questionnaire Core</title><secondary-title>SERU Project Technical Report</secondary-title></titles><dates><year>2009</year></dates><urls></urls></record></Cite><Cite><Author>Chatman</Author><Year>2011</Year><RecNum>11</RecNum><record><rec-number>11</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423658505">11</key></foreign-keys><ref-type name="Report">27</ref-type><contributors><authors><author>S Chatman</author></authors></contributors><titles><title>Factor Structure and Reliability of the 2011 SERU/UCUES Questionnaire Core</title><secondary-title>SERU Project Technical Report</secondary-title></titles><dates><year>2011</year></dates><urls></urls></record></Cite></EndNote>(Chatman, 2009, 2011) ADDIN EN.CITE <EndNote><Cite><Author>Callender</Author><Year>2014</Year><RecNum>8</RecNum><DisplayText>(Callender et al., 2014; Richardson, Slater, & Wilson, 2007)</DisplayText><record><rec-number>8</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423658327">8</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>C Callender </author><author>P Ramsden</author><author>J Griggs</author></authors></contributors><titles><title>Review of the National Student Survey</title></titles><dates><year>2014</year></dates><pub-location>London</pub-location><publisher>HEFCE</publisher><urls></urls></record></Cite><Cite><Author>Richardson</Author><Year>2007</Year><RecNum>64</RecNum><record><rec-number>64</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423664600">64</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>J. T. E Richardson</author><author>J. B Slater</author><author>J Wilson</author></authors></contributors><titles><title>The National Student Survey: development, findings and implications</title><secondary-title>Studies in Higher Education</secondary-title></titles><periodical><full-title>Studies in Higher Education</full-title></periodical><pages>557–580</pages><volume>32</volume><number>5</number><dates><year>2007</year></dates><urls></urls></record></Cite></EndNote>(Callender, Ramsden, & Griggs, 2014; Richardson, Slater, & Wilson, 2007) ADDIN EN.CITE <EndNote><Cite><Author>Brenders</Author><Year>2013</Year><RecNum>7</RecNum><DisplayText>(Brenders, 2013)</DisplayText><record><rec-number>7</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423658299">7</key></foreign-keys><ref-type name="Conference Paper">47</ref-type><contributors><authors><author>P Brenders</author></authors></contributors><titles><title>Response, reliability, and validity of the Dutch National Student Survey</title><secondary-title>EAIR 35th Annual Forum in Rotterdam</secondary-title></titles><dates><year>2013</year></dates><pub-location>Netherlands</pub-location><urls></urls></record></Cite></EndNote>(Brenders, 2013)Data Collection: SampleCensus-based/random sample survey of first-year and senior students Census-based survey of undergraduate studentsCensus-based survey of last year studentsCensus-based survey of undergraduate studentsData Collection: Method and FrequencyOnline and paper-based; Once a yearOnline; Once a yearOnline and paper-based; Once a yearOnline; Once a yearData Collection: Response Rates25-30%25-30%71%34%Data AnalysisTable 2 (continued)Centralized approach. Engagement indicators (benchmarks) and item by item comparisons Decentralized approach.Factor scores and item by item comparisonsCentralized approach.Item by item comparisonsCentralized approach.Item by item comparisonsTable 2 (continued)Data UseMostly internal: for benchmarking, voluntary accreditation, decision-making supportMostly internal: for program review, voluntary accreditation, decision-making support Mostly external: to inform prospective students’ choice of the academic program, to create league tables, for marketing purposesMostly external: to inform prospective students’ choice of the academic program, for marketing purposesMethodological limitations of student engagement and experience surveysThe widespread use of student experience and engagement survey data raises questions of reliability, validity and other quality characteristics of such data to be used as evidence in higher education decision-making. Validity concerns “whether the surveys measure what they are designed to measure and to provide evidence that supports inferences about the characteristics of individuals being tested” ADDIN EN.CITE <EndNote><Cite><Author>OECD</Author><Year>2013</Year><RecNum>45</RecNum><Pages>12</Pages><DisplayText>(OECD, 2013, p. 12)</DisplayText><record><rec-number>45</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663485">45</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>OECD,, Organisation for Economic Cooperation and Development,</author></authors></contributors><titles><title>Assessment of Higher Education Learning Outcomes. Feasibility Study Report. Volume 2 – Data Analysis and National Experiences</title></titles><dates><year>2013</year></dates><pub-location>Paris</pub-location><publisher>OECD</publisher><urls></urls></record></Cite></EndNote>(OECD, 2013, p. 12). The key aspect of validation of the survey instrument lies in assessing whether the assumptions which are included in the theory defining the construct (in this case student satisfaction/student experience and student engagement) are credible. Reliability concerns whether surveys “provide stable and consistent results over repeated measures allowing for results to be replicable across different testing situations?” ADDIN EN.CITE <EndNote><Cite><Author>OECD</Author><Year>2013</Year><RecNum>45</RecNum><Pages>12-14</Pages><DisplayText>(OECD, 2013, pp. 12-14)</DisplayText><record><rec-number>45</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663485">45</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>OECD,, Organisation for Economic Cooperation and Development,</author></authors></contributors><titles><title>Assessment of Higher Education Learning Outcomes. Feasibility Study Report. Volume 2 – Data Analysis and National Experiences</title></titles><dates><year>2013</year></dates><pub-location>Paris</pub-location><publisher>OECD</publisher><urls></urls></record></Cite></EndNote>(OECD, 2013, pp. 12-14). Here the focus is much more on questions such as how respondents respond to the questions, i.e. if the interpretation of questions is consistent among participants, but also the guidelines for administering the survey and scoring individual items. In this section we synthesise the key points of criticism and the defence of student surveys with specific focus on student engagement surveys. We believe that decision makers ought to be aware of these discussions as to be able to evaluate the rigorousness and appropriateness of the specific survey instruments at their hand.Critics point to two major areas of contention in the student engagement surveys: (1) accuracy of student self-reported information on engagement and learning gains, and (2) the selection of the standards of educational practice and student behaviour implied in the questions PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5DYW1wYmVsbDwvQXV0aG9yPjxZZWFyPjIwMTE8L1llYXI+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ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5DYW1wYmVsbDwvQXV0aG9yPjxZZWFyPjIwMTE8L1llYXI+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ADDIN EN.CITE.DATA (Campbell & Cabrera, 2011; Gordon, Ludlum, & Hoey, 2008; Porter, 2013; Porter, Rumann, & Pontius, 2011). The proposition on the former is that cognitive abilities of students to comprehend the survey question and retrieve the information are often overestimated by survey designer. On this point ADDIN EN.CITE <EndNote><Cite AuthorYear="1"><Author>Porter</Author><Year>2011</Year><RecNum>51</RecNum><Pages>56</Pages><DisplayText>Porter (2011, p. 56)</DisplayText><record><rec-number>51</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663846">51</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>S. R Porter</author></authors></contributors><titles><title>Do college student surveys have any validity?</title><secondary-title>Review of Higher Education</secondary-title></titles><periodical><full-title>Review of Higher Education</full-title></periodical><pages>45–76</pages><volume>35</volume><number>1</number><dates><year>2011</year></dates><urls></urls></record></Cite></EndNote>Porter (2011, p. 56) illustratively suggests that the surveys are built with the view of students “as having computer hard drives in their head allowing them to scan the reference period of matching behaviour, process it and provide an answer of the frequency of the behaviour”. Particular criticism of the student engagement surveys concerns students’ ability to make an informed judgment of their self-reported learning gains, i.e. growth in knowledge, skills, abilities, and other attributes that they have gained during studentship. ADDIN EN.CITE <EndNote><Cite AuthorYear="1"><Author>Porter</Author><Year>2011</Year><RecNum>50</RecNum><DisplayText>Porter et al. (2011)</DisplayText><record><rec-number>50</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663793">50</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>S. R Porter</author><author>C Rumann</author><author>J Pontius</author></authors></contributors><titles><title>The validity of student engagement survey questions: Can we accurately measure academic challenge?</title><secondary-title>New Directions for Institutional Research</secondary-title></titles><periodical><full-title>New Directions for Institutional Research</full-title></periodical><pages>87-98</pages><volume>2011</volume><number>150</number><dates><year>2011</year></dates><urls></urls></record></Cite></EndNote>Porter et al. (2011) offer empirical evidence as to the inaccuracy of the self-reported learning gains. They argue that such types of questions are highly susceptible to social desirability bias (ibid.). When students wish to provide an answer in the survey, but cannot retrieve information, they resort to intelligent guessing, often based on what they think should be happening or to make them look favourable to others ADDIN EN.CITE <EndNote><Cite><Author>Porter</Author><Year>2011</Year><RecNum>51</RecNum><DisplayText>(Porter, 2011)</DisplayText><record><rec-number>51</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663846">51</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>S. R Porter</author></authors></contributors><titles><title>Do college student surveys have any validity?</title><secondary-title>Review of Higher Education</secondary-title></titles><periodical><full-title>Review of Higher Education</full-title></periodical><pages>45–76</pages><volume>35</volume><number>1</number><dates><year>2011</year></dates><urls></urls></record></Cite></EndNote>(Porter, 2011).Another criticism is in the selection of the standards of institutional practice and student behaviour, i.e. the factors that are expected to influence student learning and development, implied in the survey questions, and how these relate to other external measures. The important question here is what is measured and what is not. Standardised surveys imply an established (fixed) standard of process or outcome against which institutions are evaluated and need to demonstrate conformity ADDIN EN.CITE <EndNote><Cite><Author>Ewell</Author><Year>2009</Year><RecNum>15</RecNum><DisplayText>(Ewell, 2009)</DisplayText><record><rec-number>15</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423658898">15</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>P. T Ewell</author></authors></contributors><titles><title>Assessment, Accountability, and Improvement: Revisiting the Tension. Occasional paper No 1</title></titles><dates><year>2009</year></dates><pub-location>Champaign, Illinois</pub-location><publisher>National Institute for Learning Outcomes</publisher><urls><related-urls><url></url></related-urls></urls></record></Cite></EndNote>(Ewell, 2009). This raises a question of how these “standards” have been established: have they been derived from theory, from other empirical findings, or they reflect certain policy objectives. Survey research is prone to observational biases when researchers look “where they think they will find positive results, or where it is easy to record observations”, i.e. the so-called ‘streetlight effect’ coined by ADDIN EN.CITE <EndNote><Cite AuthorYear="1"><Author>Friedman</Author><Year>2010</Year><RecNum>17</RecNum><DisplayText>Friedman (2010)</DisplayText><record><rec-number>17</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423659213">17</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>D. H Friedman</author></authors></contributors><titles><title>Why Scientific Studies Are So Often Wrong: The Streetlight Effect</title><secondary-title>Discover- Science for the Curious</secondary-title></titles><edition>December 10</edition><dates><year>2010</year></dates><urls></urls></record></Cite></EndNote>Friedman (2010) after the joke of a drunken man who lost his key and is looking under the streetlight since that is where the light is. In this respect, surveys tend to give more attention to institutional factors that shape student experience and less to the other contextual and psycho-socioecological factors, which are much more difficult to measure, such as the role of broader socio-cultural context, university culture, family support, psycho-social influences ADDIN EN.CITE <EndNote><Cite><Author>Kahu</Author><Year>2013</Year><RecNum>27</RecNum><DisplayText>(Kahu, 2013)</DisplayText><record><rec-number>27</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423659890">27</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>E Kahu</author></authors></contributors><titles><title>Framing student engagement in higher education</title><secondary-title>Studies in Higher Education</secondary-title></titles><periodical><full-title>Studies in Higher Education</full-title></periodical><pages>758-773</pages><volume>38</volume><number>5</number><dates><year>2013</year></dates><urls></urls></record></Cite></EndNote>(Kahu, 2013), emotions ADDIN EN.CITE <EndNote><Cite><Author>Beard</Author><Year>2007</Year><RecNum>4</RecNum><DisplayText>(Beard, Clegg, & Smith, 2007; Kahu, 2013)</DisplayText><record><rec-number>4</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423658103">4</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>C Beard </author><author>S Clegg</author><author>K Smith</author></authors></contributors><titles><title>Acknowledging the affective in higher education</title><secondary-title>British Educational Research Journal</secondary-title></titles><periodical><full-title>British Educational Research Journal</full-title></periodical><pages>235-52</pages><volume>33</volume><number>2</number><dates><year>2007</year></dates><urls></urls></record></Cite><Cite><Author>Kahu</Author><Year>2013</Year><RecNum>27</RecNum><record><rec-number>27</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423659890">27</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>E Kahu</author></authors></contributors><titles><title>Framing student engagement in higher education</title><secondary-title>Studies in Higher Education</secondary-title></titles><periodical><full-title>Studies in Higher Education</full-title></periodical><pages>758-773</pages><volume>38</volume><number>5</number><dates><year>2013</year></dates><urls></urls></record></Cite></EndNote>(Beard, Clegg, & Smith, 2007; Kahu, 2013), student and academic identities, and disciplinary knowledge practices ADDIN EN.CITE <EndNote><Cite><Author>Ashwin</Author><Year>2009</Year><RecNum>2</RecNum><DisplayText>(Ashwin, 2009)</DisplayText><record><rec-number>2</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423657981">2</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>P Ashwin</author></authors></contributors><titles><title>Analysing teaching-learning interactions in higher education: accounting for structure and agency</title></titles><dates><year>2009</year></dates><pub-location>London</pub-location><publisher>Continuum</publisher><urls></urls></record></Cite></EndNote>(Ashwin, 2009). A problem specific to inter-institutional and system-wide surveys lies in the level of contextualisation. To allow for comparisons, these surveys are conceived in a generic and highly abstract way. This proves it difficult to adequately account for the organisational differences between institutions in terms of their specific missions and objectives, resources, profiles of student population, and various unique arrangements that give each and every institution certain distinct flavour. If the survey tool is generic enough as to allow for comparison of very different institutions in a national system or internationally, then their use by any of the intended users – institutions, students or governments - is fairly limited. In their generic form these surveys cannot discern the contextual dimensions and variables which could add most value to a formative use of such data. International comparisons or international adaptations of the instruments initially developed for a particular higher education system (such as the US or Australia or the UK) present a number of challenges associated with adequate translation and cultural localization of survey items. More contextualised variations of survey design are developed when very similar institutions are compared and the lower we go within institutional hierarchy, i.e. to the program level. The rebuttals of the criticism are equally numerous. The key response to the criticism regarding the accuracy of self-reported learning gains is that surveys - such NSSE - never claimed to collect precise responses about either learning gains or behaviours, but are based on the principle of a reasoned and informed judgement, which allows the institutions to use the data to screen major occurrences and major trends over time and across institutions PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5Fd2VsbDwvQXV0aG9yPjxZZWFyPjIwMDk8L1llYXI+PFJl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ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5Fd2VsbDwvQXV0aG9yPjxZZWFyPjIwMDk8L1llYXI+PFJl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ADDIN EN.CITE.DATA (Ewell, 2009; McCormick & McClenney, 2012; Pike, 2013). The criticism regarding the selection of “benchmarks” has been refuted by pointing out that major surveys rely on interviews and focus groups both in formulating and in pilot-testing the questions. The key focus of these qualitative appraisals is precisely to test participants’ understanding and the consistency of interpretation of the questions ADDIN EN.CITE <EndNote><Cite><Author>McCormick</Author><Year>2012</Year><RecNum>39</RecNum><DisplayText>(McCormick & McClenney, 2012; Pike, 2013)</DisplayText><record><rec-number>39</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663132">39</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>A. C McCormick</author><author>K McClenney</author></authors></contributors><titles><title>Will these trees ever bear fruit? A response to the Special Issue on Student Engagement</title><secondary-title>Review of Higher Education </secondary-title></titles><periodical><full-title>Review of Higher Education</full-title></periodical><pages>307-333</pages><volume>35</volume><number>2</number><dates><year>2012</year></dates><urls></urls></record></Cite><Cite><Author>Pike</Author><Year>2013</Year><RecNum>49</RecNum><record><rec-number>49</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663726">49</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>G. R Pike</author></authors></contributors><titles><title>NSSE benchmarks and institutional outcomes: A note on the importance of considering the intended uses of an instrument in validity studies</title><secondary-title>Research in Higher Education</secondary-title></titles><periodical><full-title>Research in Higher Education</full-title></periodical><pages>149-170</pages><volume>2013</volume><number>54</number><dates><year>2013</year></dates><urls></urls></record></Cite></EndNote>(McCormick & McClenney, 2012; Pike, 2013). ADDIN EN.CITE <EndNote><Cite AuthorYear="1"><Author>Pike</Author><Year>2013</Year><RecNum>49</RecNum><DisplayText>Pike (2013)</DisplayText><record><rec-number>49</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663726">49</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>G. R Pike</author></authors></contributors><titles><title>NSSE benchmarks and institutional outcomes: A note on the importance of considering the intended uses of an instrument in validity studies</title><secondary-title>Research in Higher Education</secondary-title></titles><periodical><full-title>Research in Higher Education</full-title></periodical><pages>149-170</pages><volume>2013</volume><number>54</number><dates><year>2013</year></dates><urls></urls></record></Cite></EndNote>Pike (2013) notes that the primary use of student surveys is often ignored by the critics and that major validation lies in these surveys’ appropriateness for institution- and group-level decision-making. In the case of NSSE he offers empirical evidence that the NSSE benchmarks can be used to assess the extent to which an institution’s students are engaged in educationally purposeful activities, and the extent to which colleges and universities are effective in facilitating student engagement ADDIN EN.CITE <EndNote><Cite><Author>Pike</Author><Year>2013</Year><RecNum>49</RecNum><DisplayText>(Pike, 2013)</DisplayText><record><rec-number>49</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663726">49</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>G. R Pike</author></authors></contributors><titles><title>NSSE benchmarks and institutional outcomes: A note on the importance of considering the intended uses of an instrument in validity studies</title><secondary-title>Research in Higher Education</secondary-title></titles><periodical><full-title>Research in Higher Education</full-title></periodical><pages>149-170</pages><volume>2013</volume><number>54</number><dates><year>2013</year></dates><urls></urls></record></Cite></EndNote>(Pike, 2013). Furthermore, several authors highlight that the survey benchmarks were designed so as to “represent clusters of good educational practices and to provide a starting point for examining specific aspects of student engagement” PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5Fd2VsbDwvQXV0aG9yPjxZZWFyPjIwMTE8L1llYXI+PFJl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=
ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5Fd2VsbDwvQXV0aG9yPjxZZWFyPjIwMTE8L1llYXI+PFJl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=
ADDIN EN.CITE.DATA (Ewell, McClenney, & McCormick, 2011; Kuh, 2001; McCormick & McClenney, 2012; Pike, 2013, p. 163). Furthermore, a welcome modification has been in longitudinal designs with repeated measure which allow for tracking changes in student behaviour and perceptions of student experience over time. Another helpful revision to the survey designs has been done by introducing the questions of student expectations and aspirations to surveys targeted at students at the beginning of their study. Importantly, longitudinal designs have also been extended into the labour market since the effects of educational provision on students may better reveal upon completion of studies ADDIN EN.CITE <EndNote><Cite><Author>Kim</Author><Year>2013</Year><RecNum>29</RecNum><Prefix>cf. </Prefix><DisplayText>(cf. Kim & Lalancette, 2013)</DisplayText><record><rec-number>29</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423660007">29</key></foreign-keys><ref-type name="Electronic Book">44</ref-type><contributors><authors><author>H. H Kim</author><author>D Lalancette</author></authors></contributors><titles><title>Literature review on the value-added measurement in higher education</title></titles><dates><year>2013</year></dates><pub-location>Paris</pub-location><publisher>OECD</publisher><urls><related-urls><url>;(cf. Kim & Lalancette, 2013). Promising complementary research lies in student social network analyses which depict a complex web of relationships and interactions, both historic and present, both within and outside academic settings, both physical and virtual, that shape individual students’ (perception of) learning and experience ADDIN EN.CITE <EndNote><Cite><Author>Biancani</Author><Year>2013</Year><RecNum>5</RecNum><DisplayText>(Biancani & McFarland, 2013)</DisplayText><record><rec-number>5</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423658186">5</key></foreign-keys><ref-type name="Book Section">5</ref-type><contributors><authors><author>S Biancani</author><author>D. A McFarland</author></authors><secondary-authors><author>M. B Paulsen</author></secondary-authors></contributors><titles><title>Social networks research in higher education</title><secondary-title>Higher education: Handbook of theory and research (Vol. 28)</secondary-title></titles><volume>151-215</volume><dates><year>2013</year></dates><pub-location>Dordrecht, The Netherlands</pub-location><publisher>Springer</publisher><urls></urls></record></Cite></EndNote>(Biancani & McFarland, 2013).One implication of the eagerness of institutional decision makers and policy makers to collect data directly from students is survey fatigue. Students are more and more tired of surveys, complete them carelessly or do not complete them at all. Institutional surveys compete with hundreds of other surveys (including those by business eager to understand the millennials’ consumer habits) and students do not differentiate between them or do not care to respond. Low response rates accentuate possible biases in survey responses; the most common among them is underrepresentation of disengaged, non-traditional and minority students. Low response rate remain major challenge in the student survey methodology despite ample attempts devoted to find better ways to raise response rates PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5Qb3J0ZXI8L0F1dGhvcj48WWVhcj4yMDA0PC9ZZWFyPjxS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ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5Qb3J0ZXI8L0F1dGhvcj48WWVhcj4yMDA0PC9ZZWFyPjxS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ADDIN EN.CITE.DATA (Porter, 2004; Porter & Whitcomb, 2004; Porter, Whitcomb, & Weitzer, 2004). Inevitably, we will need to look for new ways of collecting data from students on their behaviour, preferences and opinions. In sum, there are convincing arguments on both sides. Obviously, researchers ought to continue to work towards improving student survey instruments, as such data is helpful for our better understanding of how students experience higher education and for devising interventions for improvements. While survey data is an important source of evidence, it is by no means sufficient. As mentioned by ADDIN EN.CITE <EndNote><Cite AuthorYear="1"><Author>Alderman</Author><Year>2012</Year><RecNum>1</RecNum><Pages>273</Pages><DisplayText>Alderman, Towers, and Bannah (2012, p. 273)</DisplayText><record><rec-number>1</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423657939">1</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>L Alderman</author><author>S Towers</author><author>S Bannah</author></authors></contributors><titles><title>Student feedback systems in higher education: a focused literature review and environmental scan</title><secondary-title>Quality in Higher Education </secondary-title></titles><periodical><full-title>Quality in Higher Education</full-title></periodical><pages>261-280</pages><volume>18</volume><number>3</number><dates><year>2012</year></dates><urls></urls></record></Cite></EndNote>Alderman, Towers, and Bannah (2012, p. 273), greater reliability of data is achieved when student survey data are used “in conjunction with information from other sources and robust links are established between the data and the institution’s overall quality management system”. For the purposes of formative decision-making oriented towards the institutional and program improvements, student data needs to come from several sources and be validated through cross verification of data from different sources (i.e. triangulated). At best student surveys are used as screening instruments to discover major deficiencies in educational environment and provision, and major discrepancies in student behavior from the expected. Such diagnostic results in turn guide the institutional managers to explore causes and consequences of various practices and processes. This is done through qualitative methods which can generate contextualized data – indeed richer, deeper and more authentic data - on student experience and behaviour albeit on smaller scale, by focusing on the ‘particular’.The advantage of qualitative methods is that they can generate richer, deeper and more authentic data on student experience and behaviour. However, their major drawback is in limited scope – they focus on particular case or phenomenon, which makes generalisations to large populations problematic. The intensive field-work (through in-depth interviews, focal groups, direct observation, etc.) makes it simply too time-consuming and too costly to reach large numbers of students. The question that arises is whether, with the use of new technology, the universal use of social media by students and the advances in big data science, these limitations could be overcome. Frontier research agendas lie in exploring digital adaptations of qualitative research methods of data collection, such as digital ethnography and digital phenomenology, which give access to more contextualized data on human behavior and lived-experiences on a large scale ADDIN EN.CITE <EndNote><Cite><Author>Klemen?i?</Author><Year>2013</Year><RecNum>33</RecNum><DisplayText>(Klemen?i?, 2013)</DisplayText><record><rec-number>33</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423662748">33</key></foreign-keys><ref-type name="Conference Paper">47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">M Klemen</style><style face="normal" font="default" charset="238" size="100%">?i?</style></author></authors></contributors><titles><title>A “new” phenomenology of student experience and engaging students in institutional research</title><secondary-title>EAIR, Track: Student learning and student experience</secondary-title></titles><dates><year>2013</year><pub-dates><date>28-30 August 2013</date></pub-dates></dates><pub-location>Rotterdam</pub-location><urls></urls></record></Cite></EndNote>(Klemen?i?, 2013). It is plausible to expect that, in the very near future, data on student experience will be collected from students not through invitations to answer on-line student surveys but rather – seamlessly and in great volumes - through social media platforms adapted to use by institutional researchers ADDIN EN.CITE <EndNote><Cite><Author>Klemen?i?</Author><Year>2013</Year><RecNum>33</RecNum><DisplayText>(Klemen?i?, 2013)</DisplayText><record><rec-number>33</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423662748">33</key></foreign-keys><ref-type name="Conference Paper">47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">M Klemen</style><style face="normal" font="default" charset="238" size="100%">?i?</style></author></authors></contributors><titles><title>A “new” phenomenology of student experience and engaging students in institutional research</title><secondary-title>EAIR, Track: Student learning and student experience</secondary-title></titles><dates><year>2013</year><pub-dates><date>28-30 August 2013</date></pub-dates></dates><pub-location>Rotterdam</pub-location><urls></urls></record></Cite></EndNote>(Klemen?i?, 2013). Advancements in educational technology and students’ near universal use of mobile technology present enabling conditions for such innovation. The major challenge to this promising method, however, lies in safeguarding of private or individually identifying information and other ethical concerns that arise from research using Internet.Before we continue to describe the various approaches to student data analytics, one concession is in place. Student data analytics to generate evidence for decision-making is inevitably reductionist: it means capturing aspects of student experience which are general to most students, rather than particular to a few. There is no way that we can turn every idiosyncratic aspect of individual student experience into evidence that can inform institution-wide or system-wide decisions. Against, best what we can do as researchers and decision-makers who seek “intelligence” for their decisions, is to utilize data from several sources and obtained from both quantitative and qualitative methods.Student surveys as part of the development of student data analytics in institutional researchThis section focuses on the challenges and opportunities concerning student data analytics as part of the institutional research: the practices of collecting, synthesizing, and analyzing student data to serve as evidence in university decision-making and planning, and also to fulfill mandatory reporting requirements and external assessment PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5LbGVtZW7EjWnEjTwvQXV0aG9yPjxZZWFyPjIwMTM8L1ll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ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5LbGVtZW7EjWnEjTwvQXV0aG9yPjxZZWFyPjIwMTM8L1ll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ADDIN EN.CITE.DATA (cf. Klemen?i? & Brennan, 2013; Klemen?i?, ??ukanec, & Komljenovi?, 2015). The institutional research on students is part of the larger process of expanding the function of institutional research from the basic reporting approach for statistical purposes, funding and accreditation and record keeping towards a bigger role in quality assurance, assessment of institutional performance, and, ultimately, also in strategic planning and development ADDIN EN.CITE <EndNote><Cite><Author>Klemen?i?</Author><Year>2015</Year><RecNum>31</RecNum><DisplayText>(Klemen?i? et al., 2015)</DisplayText><record><rec-number>31</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423661870">31</key></foreign-keys><ref-type name="Book Section">5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">M Klemen</style><style face="normal" font="default" charset="238" size="100%">?i?</style></author><author><style face="normal" font="default" size="100%">N </style><style face="normal" font="default" charset="238" size="100%">??ukanec</style></author><author><style face="normal" font="default" size="100%">J </style><style face="normal" font="default" charset="238" size="100%">Komljenovi?</style></author></authors><secondary-authors><author>Karen Webber,</author><author>Angel Calderon,</author></secondary-authors></contributors><titles><title>Decision Support Issues in Central and Eastern Europe</title><secondary-title>Institutional Research and Planning in Higher Education: Global Contexts and Themes</secondary-title></titles><dates><year>2015</year></dates><pub-location>New York</pub-location><publisher>Routledge Press/Taylor & Francis</publisher><urls></urls></record></Cite></EndNote>(Klemen?i?, ??ukanec, & Komljenovi?, 2015). The development of institutional approaches to student data analytics towards the strategic approach requires several changes in terms of types of data collected, sources of data and data management systems (see Fig. 1). Fig. 1 Approaches to student data analyticsAs we move from reporting approach towards quality and strategic approaches, the range of student data collected expands: from the basic records on enrollments, academic progress and student profile to student course evaluations, student approaches to studying and learning, student satisfaction with the learning environment (student services and facilities) as well as student learning outcomes and employability. In reporting approach, data tend to be generated only from the institutional records provided by students upon registration and from student academic records. In quality enhancement approach, data is also sought directly from students with surveys on opinions, satisfaction and behavior, and possibly also through qualitative methods, such as interviews, focal groups or direct observation. In strategic approach institutions also gather data from external data sources to develop intelligence on international trends in student recruitment, and compare themselves to other institutions. They use new technologies which allow for data mining and data scraping to extract information from public data sets, social media and public blog posts. Another new source of data on student behavior comes with web analytics which track students’ usage of university webpages. Data on and from students typically presents one of the sources of university intelligence, and it varies from one institution to another to which extent this data is integrated into a central data warehouse and translated into “business intelligence” to inform decision-making, or is kept within warehouses of student registrars or quality assurance centers of teaching and learning units. Methods of data management - collection, storage and analysis – differ in the reporting, quality and strategic approaches. In reporting approach, different types of data are kept in individual data warehouses units (e.g. student registrars, units for quality assurance, student affairs, teaching and learning, international office, etc.) and processes within that unit. Data is automated and processed with basic statistical tools. Standardized reports are prepared for internal or external use. In quality approach, data tends to be managed within different units, but a central data management system is put into place to conduct quality checks and prepare institution-wide reports. In strategic approach, institutions connect student data from various sources into one integrated institutional data warehouse, where it is linked also to other data on university operations (e.g. academic staff, finance, etc.). The advantage of such integrated systems is that student data - and other key institutional data - is available across the institution and processed in a timely and reliable manner through common data management software. In this way data is accessible across the institution for performance evaluation and strategy planning. For such data managements systems to work, universities first of all need to build technical capacity, but – also and equally important – hire and train skilled analytic professionals who are able to turn data into evidence for decision-making ADDIN EN.CITE <EndNote><Cite><Author>Klemen?i?</Author><Year>2015</Year><RecNum>31</RecNum><DisplayText>(Klemen?i? et al., 2015)</DisplayText><record><rec-number>31</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423661870">31</key></foreign-keys><ref-type name="Book Section">5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">M Klemen</style><style face="normal" font="default" charset="238" size="100%">?i?</style></author><author><style face="normal" font="default" size="100%">N </style><style face="normal" font="default" charset="238" size="100%">??ukanec</style></author><author><style face="normal" font="default" size="100%">J </style><style face="normal" font="default" charset="238" size="100%">Komljenovi?</style></author></authors><secondary-authors><author>Karen Webber,</author><author>Angel Calderon,</author></secondary-authors></contributors><titles><title>Decision Support Issues in Central and Eastern Europe</title><secondary-title>Institutional Research and Planning in Higher Education: Global Contexts and Themes</secondary-title></titles><dates><year>2015</year></dates><pub-location>New York</pub-location><publisher>Routledge Press/Taylor & Francis</publisher><urls></urls></record></Cite></EndNote>(Klemen?i?, ??ukanec, & Komljenovi?, 2015). Often in universities there already exist much reliable data and information, which is not put into use in decision-making, because it is not readily and easily accessible or because it is not sufficiently processed for use.Recommendations to policy makersStudent survey data has been used to generate evidence on what works and what does not work in how higher education institutions conduct teaching and enable learning and development. This evidence is to serve several purposes and users: it is to inform policy and practice of institutions themselves, it is to inform policy of governments, and it is to inform the higher education stakeholders, first and foremost students and their families. Given the vast implications of the use of survey data as evidence and as information in decision processes, student survey data and methods to collect student data ought to be scrutinized for reliability and validity. There are several quality standards that can serve as guidance in designing student surveys and in evaluating quality of survey data PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5BbGRlcm1hbjwvQXV0aG9yPjxZZWFyPjIwMTI8L1llYXI+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=
ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5BbGRlcm1hbjwvQXV0aG9yPjxZZWFyPjIwMTI8L1llYXI+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=
ADDIN EN.CITE.DATA (cf. Alderman, Towers, & Bannah, 2012; Harvey, 2003; Porter, 2004; Richardson, 2005):Surveys have an explicit stated purpose which leads to quality enhancement. They are tailored to that specific purpose ( ADDIN EN.CITE <EndNote><Cite><Author>Alderman</Author><Year>2012</Year><RecNum>1</RecNum><DisplayText>(Alderman et al., 2012)</DisplayText><record><rec-number>1</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423657939">1</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>L Alderman</author><author>S Towers</author><author>S Bannah</author></authors></contributors><titles><title>Student feedback systems in higher education: a focused literature review and environmental scan</title><secondary-title>Quality in Higher Education </secondary-title></titles><periodical><full-title>Quality in Higher Education</full-title></periodical><pages>261-280</pages><volume>18</volume><number>3</number><dates><year>2012</year></dates><urls></urls></record></Cite></EndNote>Alderman, Towers, & Bannah, 2012).Student feedback is sought “at the level at which one is endeavouring to monitor quality”, as soon as possible after the relevant educational activity ADDIN EN.CITE <EndNote><Cite><Author>Richardson</Author><Year>2005</Year><RecNum>63</RecNum><Pages>409</Pages><DisplayText>(Richardson, 2005, p. 409)</DisplayText><record><rec-number>63</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423664533">63</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>J. T. E Richardson</author></authors></contributors><titles><title>Instruments for obtaining student feedback: a review of the literature</title><secondary-title>Assessment & Evaluation in Higher Education</secondary-title></titles><periodical><full-title>Assessment & Evaluation in Higher Education</full-title></periodical><pages>387–415</pages><volume>30</volume><number>4</number><dates><year>2005</year></dates><urls></urls></record></Cite></EndNote>(Richardson, 2005, p. 409) , and ideally repeatedly to monitor trends.The survey instruments that aim at inter-institutional comparisons serve best as screening tools when two conditions are met: (i) the more alike the compared institutions are in their mission, purpose and resources, and (ii) the lower in the institutional hierarchy is the unit of analysis (surveys on the program level are the most desirable points of comparison). Students and other stakeholders are involved in the entire process of survey design, implementation, analysis and reporting to aid relevance, clarity, and legitimacy of surveys.Survey design is critically appraised as to the underlying ideological and policy frames: How different values are negotiated and balanced and reflected in the survey instruments? What value-signals the institution is sending through the questionnaires? Such critical reflexive processes can be more fruitful if different epistemic communities are involved in it; especially students who are directly affected by the policy interventions, and who have the first-hand experience of practice ADDIN EN.CITE <EndNote><Cite><Author>Klemen?i?</Author><Year>2013</Year><RecNum>32</RecNum><Prefix>cf. </Prefix><DisplayText>(cf. Klemen?i? & Brennan, 2013)</DisplayText><record><rec-number>32</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423662679">32</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">M Klemen</style><style face="normal" font="default" charset="238" size="100%">?i?</style></author><author><style face="normal" font="default" charset="238" size="100%">J Brennan </style></author></authors></contributors><titles><title>Institutional research in a European context: a forward look</title><secondary-title>European Journal of Higher Education</secondary-title></titles><periodical><full-title>European Journal of Higher Education</full-title></periodical><pages>265-279</pages><volume>3</volume><dates><year>2013</year></dates><urls></urls></record></Cite></EndNote>(cf. Klemen?i? & Brennan, 2013).If there are several surveys administered by the institution, possibilities are explored to integrate them. The different surveys are checked for possible conflicts in timing of administration, duplication of questions, etc. To raise response rates, several methods have been recorded to increase response rates: multiple contacts; incentives included with survey instrument (not conditional on completion); (statement of) high survey salience to students; and request for help in the cover letter ADDIN EN.CITE <EndNote><Cite><Author>Porter</Author><Year>2004</Year><RecNum>53</RecNum><DisplayText>(Porter, 2004)</DisplayText><record><rec-number>53</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663934">53</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>S. R Porter</author></authors></contributors><titles><title>Raising response rates: what works?</title><secondary-title>New Directions for Institutional Research</secondary-title></titles><periodical><full-title>New Directions for Institutional Research</full-title></periodical><pages>5–21</pages><volume>2004</volume><number>121</number><dates><year>2004</year></dates><urls></urls></record></Cite></EndNote>(Porter, 2004). Participants in the survey are aware of how the data will be used, i.e. the feedback loop. This may raise survey salience, i.e. the importance or relevance that students attribute to the survey topic, which is shown to raise response rates ADDIN EN.CITE <EndNote><Cite><Author>Porter</Author><Year>2004</Year><RecNum>53</RecNum><DisplayText>(Porter, 2004)</DisplayText><record><rec-number>53</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423663934">53</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>S. R Porter</author></authors></contributors><titles><title>Raising response rates: what works?</title><secondary-title>New Directions for Institutional Research</secondary-title></titles><periodical><full-title>New Directions for Institutional Research</full-title></periodical><pages>5–21</pages><volume>2004</volume><number>121</number><dates><year>2004</year></dates><urls></urls></record></Cite></EndNote>(Porter, 2004).At best, student surveys are used as screening instruments to discover major deficiencies in educational environment and provision, and major discrepancies in student behavior from the expected. Such diagnostic results in turn guide the institutional managers to explore causes and consequences of various practices and processes. This is done through qualitative methods which can generate contextualized data – indeed richer, deeper and more authentic data - on student experience and behaviour albeit on smaller scale, by focusing on the ‘particular’. With the advancement in new technology and the universal use of digital media by students ADDIN EN.CITE <EndNote><Cite><Author>Gardner</Author><Year>2013</Year><RecNum>18</RecNum><DisplayText>(Gardner & Davis, 2013)</DisplayText><record><rec-number>18</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423659292">18</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>H Gardner</author><author>K Davis </author></authors></contributors><titles><title>The App Generation: How Today’s Youth Navigate Identity, Intimacy, and Imagination in a Digital World</title></titles><dates><year>2013</year></dates><pub-location>New Haven</pub-location><publisher>Yale University Press</publisher><urls></urls></record></Cite></EndNote>(Gardner & Davis, 2013), research is already underway seeking to adapt qualitative empirical methods to digital use, to canvass data on student experience on a large scale ADDIN EN.CITE <EndNote><Cite><Author>Klemen?i?</Author><Year>2013</Year><RecNum>33</RecNum><Prefix>such as digital ethnography and digital phenomenology by </Prefix><DisplayText>(such as digital ethnography and digital phenomenology by Klemen?i?, 2013)</DisplayText><record><rec-number>33</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423662748">33</key></foreign-keys><ref-type name="Conference Paper">47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">M Klemen</style><style face="normal" font="default" charset="238" size="100%">?i?</style></author></authors></contributors><titles><title>A “new” phenomenology of student experience and engaging students in institutional research</title><secondary-title>EAIR, Track: Student learning and student experience</secondary-title></titles><dates><year>2013</year><pub-dates><date>28-30 August 2013</date></pub-dates></dates><pub-location>Rotterdam</pub-location><urls></urls></record></Cite></EndNote>(such as digital ethnography and digital phenomenology by Klemen?i?, 2013); and more exploratory and innovative research in this area is called for. The rise of big data on students will make institutional research more complex and challenging. Institutional researchers will need to learn how to leverage data resources effectively to support decision-making. From basic student records, which have become automatized, the attention is shifting to ‘issue intelligence’ and ‘contextual intelligence’ to aid policy and strategic planning, including forecasting and scenarios building ADDIN EN.CITE <EndNote><Cite><Author>Klemen?i?</Author><Year>2013</Year><RecNum>32</RecNum><DisplayText>(Klemen?i? & Brennan, 2013)</DisplayText><record><rec-number>32</rec-number><foreign-keys><key app="EN" db-id="0dv9exte2d90wseax0qpzaztp5ttpwdtwdef" timestamp="1423662679">32</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">M Klemen</style><style face="normal" font="default" charset="238" size="100%">?i?</style></author><author><style face="normal" font="default" charset="238" size="100%">J Brennan </style></author></authors></contributors><titles><title>Institutional research in a European context: a forward look</title><secondary-title>European Journal of Higher Education</secondary-title></titles><periodical><full-title>European Journal of Higher Education</full-title></periodical><pages>265-279</pages><volume>3</volume><dates><year>2013</year></dates><urls></urls></record></Cite></EndNote>(Klemen?i? & Brennan, 2013). Along with the questions of what constitutes sound evidence for policy-making, more attention is devoted to institutional capacities for institutional research and data analytics to support decision-making. References ADDIN EN.REFLIST Alderman, L., Towers, S., & Bannah, S. (2012). Student feedback systems in higher education: a focused literature review and environmental scan. Quality in Higher Education, 18(3), 261-280. Ashwin, P. (2009). Analysing teaching-learning interactions in higher education: accounting for structure and agency. London: Continuum.Astin, A. W. (1985). Achieving educational excellence. San Francisco: Jossey-Bass.Beard, C., Clegg, S., & Smith, K. (2007). Acknowledging the affective in higher education. British Educational Research Journal, 33(2), 235-252. Biancani, S., & McFarland, D. A. (2013). Social networks research in higher education. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (Vol. 28) (Vol. 151-215). Dordrecht, The Netherlands: Springer.Biggs, J. B. (1987a).?Learning Process Questionnaire Manual. Student Approaches to Learning and Studying.?Hawthorn, Vic: Australian Council for Educational Research.Biggs, J. B. (1987b). Student Approaches to Learning and Studying. Camberwell, Vic: Australian Council for Educational Research.Biggs, J. B. (1987c).?Study Process Questionnaire Manual. Student Approaches to Learning and Studying. Hawthorn, Vic: Australian Council for Educational Research.Brenders, P. (2013). Response, reliability, and validity of the Dutch National Student Survey. Paper presented at the EAIR 35th Annual Forum in Rotterdam, Netherlands. Callender, C., Ramsden, P., & Griggs, J. (2014). Review of the National Student Survey. London: HEFCE.Campbell, C. M., & Cabrera, A. F. (2011). How sound is NSSE? Investigating the psychometric properties of NSSE at a public, research-extensive institution. The Review of Higher Education, 35(1), 77-103. Chatman, S. (2009). Factor Structure And Reliability Of The 2008 And 2009 SERU/UCUES Questionnaire Core SERU Project Technical Report.Chatman, S. (2011). Factor Structure and Reliability of the 2011 SERU/UCUES Questionnaire Core SERU Project Technical Report.Coates, H. (2005). The value of student engagement for higher education quality assurance. The value of student engagement for higher education quality assurance. Quality in Higher Education, 11(1), 25-36. Coates, H. B., & McCormick, A. C. (eds.) (2014). Engaging university students: International insights from system-wide studies, Singapore: Springer.Coates, H. B., & Lennon, M.C. (2014). Propelling the field: Insights, trends and prospects. In: H Coates (ed.) Higher Education Learning Outcomes Assessment: International perspectives. Frankfurt: Peter Lang. ETS, Educational Testing Service (2014). Proficiency Profile.Ewell, P. T. (2009). Assessment, Accountability, and Improvement: Revisiting the Tension. Occasional paper No 1. Champaign, Illinois: National Institute for Learning Outcomes.Ewell, P. T., McClenney, K., & McCormick, A. C. (2011). Measuring engagement Inside Higher Education Retrieved from Friedman, D. H. (2010). Why Scientific Studies Are So Often Wrong: The Streetlight Effect (December 10 ed.).Gardner, H., & Davis, K. (2013). The App Generation: How Today’s Youth Navigate Identity, Intimacy, and Imagination in a Digital World. New Haven: Yale University Press.Gordon, J., Ludlum, J., & Hoey, J. J. (2008). Validating the NSSE against student outcomes: Are they related? Research in Higher Education, 2008(49), 19–39. Hall, P. A., & Lamont, M. (2009). Successful Societies: How Institutions and Culture Affect Health. Cambridge: Cambridge University Press.Harvey, L. (2003). Student feedback. Quality in Higher Education, 9(1), 1–20. Kahu, E. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758-773. Kerr, C. (2001). The uses of the university 5th edition. Cambridge, MA: Harvard University Press.Kim, H. H., & Lalancette, D. (2013). Literature review on the value-added measurement in higher education Retrieved from Klemen?i?, M. (2013). A “new” phenomenology of student experience and engaging students in institutional research. Paper presented at the EAIR, Track: Student learning and student experience, Rotterdam. Klemen?i?, M. (2015). What is student agency? An ontological exploration in the context of research on student engagement. In M. Klemen?i?, S. Bergan, & R. Primo?i? (Eds.), Student engagement in Europe: society, higher education and student governance (pp. 11-29). Strasbourg: Council of Europe Publishing.Klemen?i?, M., & Brennan, J. (2013). Institutional research in a European context: a forward look. European Journal of Higher Education, 3, 265-279. Klemen?i?, M., ??ukanec, N., & Komljenovi?, J. (2015). Decision Support Issues in Central and Eastern Europe. In Karen Webber & Angel Calderon (Eds.), Institutional Research and Planning in Higher Education: Global Contexts and Themes. New York: Routledge Press/Taylor & Francis.Kuh, G. D. (2003). What we’re learning about student engagement from NSSE. Change, 35(2), 24-32. Kuh, G. D. (2009). The National Survey of Student Engagement: Conceptual and Empirical Foundations. New Directions for Institutional Research, 2009(141), 5-20. Kuh, G. D. (2001). The National Survey of Student Engagement: Conceptual framework and overview of psychometric properties. Bloomington, IN: Indiana University, Center for Postsecondary Research.Loukolla, T., & Zhang, T. (2010). Examining Quality Culture: Part I – Quality Assurance Processes in Higher Education Institutions. Brussels: European University Association.Marginson, S. (2014). Higher education as self-formation. Paper presented at the Lecture at Higher School of Economics’ Summer School, St Petersburg. McCormick, A. C., Kinzie, J., & Gonyea, R. M. (2013). Student engagement: Bridging research and practice to improve the quality of undergraduate education. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (Vol. 28) (pp. 47-92). Dordrecht, The Netherlands: Springer.McCormick, A. C., & McClenney, K. (2012). Will these trees ever bear fruit? A response to the Special Issue on Student Engagement. Review of Higher Education, 35(2), 307-333. NSS, National Student Survey (2014). What is the NSS? Retrieved from NSSE, National Survey of Student Engagement (2009). Using NSSE Data to Improve Undergraduate Education. Lessons from the Field. Volume 1. Bloomington, IN: Indiana University Center for Postsecondary Research.NSSE, National Survey of Student Engagement (2012). Moving from Data to Action: Lessons from the Field–Volume 2. Bloomington, IN: Indiana University Center for Postsecondary Research.OECD, Organisation for Economic Cooperation and Development (2013). Assessment of Higher Education Learning Outcomes. Feasibility Study Report. Volume 2 – Data Analysis and National Experiences. Paris: OECD.Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students. San Francisco: Jossey-Bass.Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students (Vol. 2): A third decade of research. San Francisco: Jossey-Bass.Pascarella, E. T., Seifert, T. A., & Blaich, C. (2008). Validation of the NSSE benchmarks and deep approaches to learning against liberal arts outcomes. Paper presented at the Annual Meeting of the Association for the Study of Higher Education, Jacksonville, FL. Pike, G. R. (2013). NSSE benchmarks and institutional outcomes: A note on the importance of considering the intended uses of an instrument in validity studies. Research in Higher Education, 2013(54), 149-170. Porter, S. R. (2004). Raising response rates: what works? New Directions for Institutional Research, 2004(121), 5–21. Porter, S. R. (2011). Do college student surveys have any validity? Review of Higher Education, 35(1), 45–76. Porter, S. R. (2013). Self-Reported Learning Gains: A Theory and Test of College Student Survey Response. Research in Higher Education, 2013(54), 201–226. Porter, S. R., Rumann, C., & Pontius, J. (2011). The validity of student engagement survey questions: Can we accurately measure academic challenge? New Directions for Institutional Research, 2011(150), 87-98. Porter, S. R., & Whitcomb, M. E. (2004). Understanding the effect of prizes on response rates. New Directions for Institutional Research, 2004(121), 51–61. Porter, S. R., Whitcomb, M. E., & Weitzer, W. H. (2004). Multiple surveys of students and survey fatigue. New Directions for Institutional Research, 2004(121), 63–73. Prosser, M., & Trigwell, K. (1999). Understanding Learning and Teaching. Buckingham: Open University Press.Radwin, D. (2009). High Response Rates Don't Ensure Survey Accuracy (October 5 ed.): Chronicle of Higher Education.Ramsden, P. (1979). Student learning and perceptions of the academic environment. Higher Education, 8(4), 411–427. Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The Course Experience Questionnaire. Studies in Higher Education, 16(2), 129–150. Richardson, J. T. E. (1983). Student learning in higher education. Educational Psychology, 1983(3), 305–331. Richardson, J. T. E. (2005). Instruments for obtaining student feedback: a review of the literature. Assessment & Evaluation in Higher Education, 30(4), 387–415. Richardson, J. T. E. (2013). The National Student Survey and its impact on UK higher education. In M. Shah & C. Nair (Eds.), Enhancing Student Feedback and Improvement Systems in Tertiary Education. Abu Dhabi: Commission for Academic Accreditation, UAE.Richardson, J. T. E., Slater, J. B., & Wilson, J. (2007). The National Student Survey: development, findings and implications. Studies in Higher Education, 32(5), 557–580. SERU, Student Experience in the Research University (2014a). Uses of Data from the UCUES and SERU Survey: UC Berkeley Center for Studies in Higher Education.SERU, Student Experience in the Research University (2014b). SERU Mission Retrieved from Shavelson, R. J. (2010). Measuring College Learning Responsibly. Accountability in a new era. Stanford: Stanford University Press.Williams, J. (2014). Student feedback on the experience of higher education. A Significant Component of Institutional Research Data. In M. E. Menon & et al (Eds.), Using Data to Improve Higher Education, Dordrecht: Sense Publishers (pp. 67–80). ................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- board of trustees president s report
- blue ribbon schools program ed
- note on rankings and salary info
- brand home the virginia tech brand virginia tech
- university of south florida
- four vietnamese universities enter the cwur top 2000 in
- the week hansa research college survey 2012
- introduction home scholars at harvard
- great resources for college bound students
Related searches
- things to do at home when bored
- work at home catalog business
- bored at home at night
- at t work at home agents
- at t work at home positions
- florida academic scholars award
- harvard health publishing harvard medical school
- short self introduction at work
- first day introduction at work
- bright futures academic scholars award
- florida medallion scholars award
- academic top scholars scholarship