Evaluating the student experience in Australian higher education institutions: Using data science to build actionable knowledge
Australia’s move to, and subsequent return from a demand-driven funding model, has coincided with a national conversation around the value of a higher education degree (to graduates and society at large) and reduced public funding. Part of this national conversation has focussed on greater accountability for student outcomes which can now be tracked and measured due to the large-scale data sets available about the student experience – the results of which can be used to influence how universities behave and respond to key measures (with the revised Performance-based funding model being one such mechanism). As such higher education institutions require effective, identifiable and measurable responses to data trends and fluctuations. This seminar outlines an innovative conceptual and strategic design of using data science to build effective action into the academic and institutional learning and teaching cycle following principles that could be adapted, and adopted, by higher education institutions more broadly.
This seminar is supported by FONDECYT Project No. 11170314 and will be presented in English.
Evaluación de la experiencia del estudiante en las instituciones de educación superior australianas: uso de datos para generar conocimiento práctico
El movimiento de Australia hacia, y el posterior retorno de un modelo de financiamiento basado en la demanda, ha coincidido con una conversación nacional sobre el valor de un título de educación superior (para los graduados y la sociedad en general) y la reducción del financiamiento público. Parte de esta conversación se ha centrado en una mayor responsabilidad por los resultados de los estudiantes, que ahora se pueden rastrear y medir debido a los conjuntos de datos a gran escala disponibles sobre la experiencia del estudiante. Estos resultados se pueden utilizar para revisar cómo las universidades se comportan y responden a medidas claves (por ejemplo: modelo de financiamiento basado en el rendimiento). Es así como las instituciones de educación superior requieren respuestas efectivas, identificables y medibles a las tendencias y fluctuaciones de los datos. Este seminario describe un diseño conceptual y estratégico innovador del uso de datos para incorporar en acciones efectivas en el ciclo de enseñanza y aprendizaje académico e institucional siguiendo principios que podrían ser adaptados y adoptados por las instituciones de educación superior en general en otros contextos.
El Coloquio se ofrecerá en inglés.
BIO Dr Lynda Davies
Has worked in professional roles in learning and teaching in higher education for 20 years and has been involved in research, academic development and professional learning for teaching staff, curriculum design, evaluation and implementing quality improvement strategies. She has participated as a member on research teams within the University and was a key member of Griffith’s participation in a national learning and teaching project. She has engaged in scholarly research resulting in co-published peer-review articles and conference papers. Her work has been acknowledged through a Griffith learning and teaching award, Senior Fellowship of the Higher Education Academy and membership of the Griffith Learning and Teaching Academy. Currently Lynda is a co-project lead on a University-wide learning and teaching project.
Confirmar asistencia a lesgonzalez@uahurtado.cl
Sala 220, Facultad de Educación Erasmo Escala 1835.